Document Type:Research Paper

Subject Area:Education

Document 1

In other perspectives, the disorder may eventually develop at a later stage, but just before the early teen ages (Webster-Stratton, & C, 2011). The behaviours exhibited as a result of the disorder can cause significant impairment with a variety of factors such as social activities, family interactions, school, and even work. In general, it is a form of disorder that can adversely affect the life of a child if not intervened at an early stage as they grow into their adulthood. A variety of factors can influence this form of disorder for young children and teenagers. Most importantly, the influence of parenting and the environments with which a child is brought up with helps shape how they behave. This forms thee first step by which interventions can be initiated to solve the issue before it escalates into a complex complication.

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Without identifying, it may not be practical to make the first step of the intervention mechanisms. Intervention strategies Evidence based treatment options The best EBP intervention technique is a detailed psychological treatment for the entire family (Kazdin, 2009). Due to the fact that this is an issue that is tied too many individuals apart from the victims themselves, the best intervention mechanism is to ensure that every party involved in the equation is engaged (Tamkeen Ashraf Malik and Naeem Tariq, 2014,). The various techniques under this category includes the parenting skills of a child where the parents have to be involved, specific behavioural therapy for the child which involves the child as the primary victim and the parent or the guardian, and therapy sessions to the entire family which involves close friends and schoolmates (Kelly Ross, 2017).

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The resource development process would also focus on the evaluation process for the approach that has been initiated to ensure that children are subjected to proper system channels that would work to address the ODD. Resource development evaluation table: Study Participants Method of evaluation Findings Remarks Clinical Characteristics of Preschool Children with Oppositional Defiant Disorder and Callous-Unemotional Traits Ezpeleta, Granero, De la Osa, & Domènech, (2015) Random samples of 2,283 children from a census process were selected for the study. Positive screening score for behavioural process There is a clear association between CU and ODD basing on psychological measures at the age of 3 All children are vulnerable to ODD disorder Neurobiological stress responses predict aggression in boys with oppositional defiant disorderSchoorl, Van Rijn, De Wied, Van Goozen, & Swaab, (2017) Boys with 70 the age between 8 and 12 years Method is based on approval by the Medical Ethical Committee of Leiden University Medical Centre (LUMC).

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All boys were an IQ > 70, age between 8 and 12 years Gender is a relevant social factor when it comes to ODD School Based Interventions for School-Aged Children with Oppositional Defiant Disorder Kellly Rose (2017) Children with ODD in the school setting Family approached to school-based analysis A variety of mental health disorders correlate to the overall school assessment process School is part of the environment system that influences ODD among small children Oppositional defiant disorder: current insight, Ghosh, Ray, & Basu, (2017) Centres on participants with genetic influence factors Use of electronic databases and manual searching of relevant publications or cross-references The process of externalizing mainly considers genetic components according to family ties Genetics have an influence in ODD among small children and teenagers The Impact of Parenting on the Associations Between Child Aggression Subtypes and Oppositional Defiant Disorder Symptoms, Pederson & Fite, (2014) Participants included 89 children (56 % male) ranging between 9 and 12 years of age (M = 10.

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