Strategies for Helping Early School-Aged Children with Oppositional Defiant and Conduct Disorders: The Importance of Home-School Partnerships

1993 ◽  
Vol 22 (3) ◽  
pp. 437-457 ◽  
Author(s):  
Carolyn Webster-Stratton
Keyword(s):  
Conduct Disorders ◽  
Home School ◽  
School Partnerships ◽  
School Aged Children ◽  
Oppositional Defiant ◽  
Early School

scholarly journals Psychosocial health of school-aged children during the initial COVID-19 safer-at-home school mandates in Florida: a cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sarah L. McKune ◽  
Daniel Acosta ◽  
Nick Diaz ◽  
Kaitlin Brittain ◽  
Diana Joyce- Beaulieu ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Psychosocial Health ◽  
Cross Sectional Study ◽  
Home School ◽  
Sectional Study ◽  
Cross Sectional ◽  
School Aged Children ◽  
K 12 ◽  
At Home

Abstract Background Given the emerging literature regarding the impacts of lockdown measures on mental health, this study aims to describe the psychosocial health of school-aged children and adolescents during the COVID-19 Safer-at-Home School mandates. Methods A cross-sectional study was conducted in April 2020 (n = 280) among K-12 students at a research school in North Central Florida. Bivariate analysis and logistic and multinomial logistic regression models were used to examine socio-demographic and knowledge, attitude, and practice (KAP) predictors of indicators of anxiety-related, depressive, and obsessive-compulsive disorder(OCD)-related symptoms. Outcomes (anxiety, OCD, and depressive related symptoms) were measured by indices generated based on reported symptoms associated with each psychosocial outcome. Results Loss of household income was associated with increased risk for all three index-based outcomes: depressive symptoms [aOR = 3.130, 95% CI = (1.41–6.97)], anxiety-related symptoms [aOR = 2.531, 95%CI = (1.154–5.551)], and OCD-related symptoms [aOR = 2.90, 95%CI = (1.32–6.36)]. Being female was associated with being at higher risk for depressive symptoms [aOR = 1.72, 95% CI = (1.02–2.93)], anxiety-related symptoms [aOR = 1.75, 95% CI = (1.04–2.97)], and OCD-related symptoms [aOR = 1.764, 95%CI = (1.027–3.028)]. Parental practices protective against COVID-19 were associated with children being at higher risk of depressive symptoms [aOR = 1.55, 95% CI = (1.04–2.31)]. Lower school level was associated with children being at higher risk of anxiety-related and OCD-related symptoms. Conclusions As the COVID-19 pandemic continues, schools should prioritize mental health interventions that target younger, female students, and children of families with income loss. Limiting the spread of COVID-19 through school closure may exacerbate negative psychosocial health outcomes in children, thus school administrators should move quickly to target those at greatest risk.

Oppositional Defiant and Conduct Disorders: Issues to be Resolved for DSM-IV

1992 ◽  
Vol 31 (3) ◽  
pp. 539-546 ◽  
Author(s):  
BENJAMIN B. LAHEY ◽  
ROLF LOEBER ◽  
HERBERT C. QUAY ◽  
PAUL J. FRICK ◽  
JAMES GRIMM
Keyword(s):  
Conduct Disorders ◽  
Oppositional Defiant ◽  
Dsm Iv

scholarly journals Fifty years of preventing and treating childhood behaviour disorders: a systematic review to inform policy and practice

2018 ◽  
Vol 21 (2) ◽  
pp. 45-52 ◽  
Author(s):  
Charlotte Waddell ◽  
Christine Schwartz ◽  
Caitlyn Andres ◽  
Jenny Lou Barican ◽  
Donna Yung
Keyword(s):  
Adverse Events ◽  
Criminal Activity ◽  
Conduct Disorders ◽  
Psychosocial Treatment ◽  
Incredible Years ◽  
Policy And Practice ◽  
Effective Prevention ◽  
Psychosocial Treatments ◽  
Oppositional Defiant ◽  
Prevention Programmes

QuestionOppositional defiant and conduct disorders (ODD and CD) start early and persist, incurring high individual and collective costs. To inform policy and practice, we therefore asked: What is the best available research evidence on preventing and treating these disorders?Study selection and analysisWe sought randomised controlled trials (RCTs) evaluating interventions addressing the prevention or treatment of behaviour problems in individuals aged 18 years or younger. Our criteria were tailored to identify higher-quality RCTs that were also relevant to policy and practice. We searched the CINAHL, ERIC, MEDLINE, PsycINFO and Web of Science databases, updating our initial searches in May 2017. Thirty-seven RCTs met inclusion criteria—evaluating 15 prevention programmes, 8 psychosocial treatments and 5 medications. We then conducted narrative synthesis.FindingsFor prevention, 3 notable programmes reduced behavioural diagnoses: Classroom-Centered Intervention; Good Behavior Game; and Fast Track. Five other programmes reduced serious behaviour symptoms such as criminal activity. Prevention benefits were long term, up to 35 years. For psychosocial treatment, Incredible Years reduced behavioural diagnoses. Three other interventions reduced criminal activity. Psychosocial treatment benefits lasted from 1 to 8 years. While 4 medications reduced post-test symptoms, all caused important adverse events.ConclusionsConsiderable RCT evidence favours prevention.Clinical implicationsEffective prevention programmes should therefore be made widely available. Effective psychosocial treatments should also be provided for all children with ODD/CD. But medications should be a last resort given associated adverse events and given only short-term evidence of benefits. Policymakers and practitioners can help children and populations by acting on these findings.

Foundational Processes, Home-School Partnerships, and Culturally Responsive Practices for Dual Language Learners

2018 ◽  
pp. 1-27
Author(s):  
Kristina M. Howlett ◽  
Heather D. Kindall
Keyword(s):  
Language Learners ◽  
Culturally Responsive ◽  
Dual Language ◽  
Empirical Studies ◽  
Home School ◽  
Dual Language Learners ◽  
Teacher Education Programs ◽  
Education Programs ◽  
School Partnerships ◽  
Culturally Responsive Practices

The purpose of this chapter is to examine the current empirical studies on foundational processes, home-school partnerships, and culturally responsive practices in regard to Dual Language Learners (DLLs) for early childhood education in order to inform teacher education programs (TEPs).

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