Defiant and Emotionally
Unpredictable Students
Volume 1, Issue 2
February 14, 2007
Psychology Month, Dufferin-Peel C.D.S.B.
All children are defiant and
oppositional from time to
time particularly when
stressed, or upset. They may
argue, talk back, disobey, and
defy parents, teachers, or
other adults. Oppositional
behaviour is often a normal
part of development for two
to three year olds and early
adolescents. However openly
uncooperative and hostile
behaviour becomes a serious
concern when it is so frequent
that it stands out when compared with other children of
the same age and developmental level, and when it
affects the child’s social,
family, and academic life.
When oppositional and defiant behaviour reaches clinical
levels there is an ongoing
pattern of uncooperative,
defiant, and hostile behaviour
toward authority figures that
seriously interferes with the
youngster’s day to day functioning. If a child has an ongoing pattern of these problems he or she may have an
Oppositional Defiant Disorder (ODD). Other symptoms
may include: frequent temper
tantrums, excessive arguing,
blaming others for his/her
mistakes or misbehaviour,
often being touchy or easily
annoyed by others, and mean
and hateful talking when upset.
These symptoms are typically
most noticeable at home or in
school. The causes of this
disorder are unknown, and
biological and environmental
factors may also have a role.
•
Any student who presents
with symptoms suggestive of
an Oppositional Defiant Disorder will need a complete
evaluation.
•
Students presenting with
some of these symptoms may
have other problems. Children with an AttentionDeficit Hyperactivity Disorder may become very frustrated and angry due to difficulty coping with the curriculum. Students with learning
problems may act out in part
to mask their embarrassment
about their limited academic
skills. Depressed adolescents
may also be irritable, easily
annoyed, and oppositional or
defiant. To develop an accurate diagnosis and a comprehensive treatment plan extensive medical, psychiatric, and
psychological assessments
are necessary.
Treatment of oppositional
and defiant children and adolescents may include parent
training programs to help
manage behaviour, psychotherapy for the child and family to improve communication and manage anger, and
cognitive behaviour therapy
to help with problem solving
and decrease negativity. Special education may be needed
for youngsters with learning
disabilities. In some cases
treatment may also include
medication.
Take time to plan a response before reacting to provocative behaviour.
Anticipate outbursts by
becoming aware of signs of an
impending ‘meltdown’ such as
agitated behaviour, tears, or
unusual restlessness, and try to
get the student to take a break.
•
Try to approach the student
privately to discuss concerns,
rather than confronting the student in class.
Parents and teachers can help
these children by:
•
Always building on positives and giving praise for
cooperation and effort.
•
Picking your battles by
setting priorities for the
things you most want the
child to accomplish.
•
Setting up reasonable
age appropriate limits with
consequences that are consistently applied.
•
Avoid threatening with
unrealistic and extreme punishments.
These students are often very
challenging in school and
teachers must try to stay outwardly calm and deal with
the student in a neutral and
business-like manner even
when provoked.
•
Avoid making task demands when a student is obviously upset, and allow time to
for him/her to collect themselves and calm down.
•
It is helpful to have outlined behavioural consequences
for all students in advance of
any incidents of misbehaviour.
•
Offer the student facesaving exit strategies when
dealing with problems and trying to ensure compliance. Use
eye-contact, a supportive tone
of voice and language, and
avoid use of sarcasm.
•
Take time to meet with the
student outside of class to discuss how to help him/her cope
with feelings and behaviour in
school.
Contact the psychological consultant at your school if you
have concerns about a student’s
behaviour or academic underachievement.