Disruptive Behavior Disorders

2019 ◽  
pp. 357-380
Author(s):  
Shantel D. Crosby ◽  
Andy J. Frey ◽  
Gary Zornes ◽  
Kristian Jones
Keyword(s):  
Impulse Control ◽  
Progress Monitoring ◽  
Challenging Behaviors ◽  
Rapid Assessment ◽  
Psychosocial Interventions ◽  
Well Being ◽  
Conduct Disorders ◽  
School Based ◽  
Education Act ◽  
School Practitioners

Students who meet criteria for disruptive, impulse control, and conduct disorders generally present with a wide range of challenging behaviors that impede their ability to function appropriately at school and at home. Understanding the differential diagnosis and comorbid manifestations of these disorders—particularly the two most common disruptive disorders (i.e., oppositional defiant disorder and conduct disorder)—can assist school practitioners in addressing students’ behavior and socioemotional well-being in school. It is also important that school practitioners are knowledgeable about Individuals with Disabilities Education Act (IDEA) categories for which students exhibiting the symptoms of these disorders are most likely to qualify for school-based services. This chapter provides resources to assist schools and school-based practitioners in implementing universal screening, progress monitoring, and rapid assessment of students, as well as evidence-based psychosocial interventions to meet the needs of students with disruptive, impulse control, and conduct disorders.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

scholarly journals School-Based Mind–Body Interventions: A Research Review

Human Arenas ◽  
2021 ◽  
Author(s):  
Mauro Cozzolino ◽  
Deborah R. Vivo ◽  
Giovanna Celia
Keyword(s):  
English Language ◽  
Well Being ◽  
Third Graders ◽  
Research Review ◽  
Negative Effects ◽  
Twelfth Graders ◽  
School Based ◽  
Current Review ◽  
School Based Interventions ◽  
School Curricula

AbstractThis paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

scholarly journals Interventions to Ameliorate the Psychosocial Effects of the COVID-19 Pandemic on Children—A Systematic Review

2021 ◽  
Vol 18 (5) ◽  
pp. 2361
Author(s):  
Katharina Boldt ◽  
Michaela Coenen ◽  
Ani Movsisyan ◽  
Stephan Voss ◽  
Eva Rehfuess ◽  
...  
Keyword(s):  
Systematic Review ◽  
Clinical Trials ◽  
Health Management ◽  
Psychosocial Interventions ◽  
Well Being ◽  
World Health ◽  
Research Database ◽  
Psychosocial Effects ◽  
Global Database ◽  
Study Protocols

The aim of this study was to identify interventions targeting children and their caregivers to reduce psychosocial problems in the course of the COVID-19 pandemic and comparable outbreaks. The review was performed using systematic literature searches in MEDLINE, Embase, PsycINFO and COVID-19-specific databases, including the CDC COVID-19 Research Database, the World Health Organisation (WHO) Global Database on COVID-19 Research and the Cochrane COVID-19 Study Register, ClinicalTrials.gov, the EU Clinical Trials Register and the German Clinical Trials Register (DRKS) up to 25th September 2020. The search yielded 6657 unique citations. After title/abstract and full text screening, 11 study protocols reporting on trials planned in China, the US, Canada, the UK, and Hungary during the COVID-19 pandemic were included. Four interventions targeted children ≥10 years directly, seven system-based interventions targeted the parents and caregivers of younger children and adolescents. Outcome measures encompassed mainly anxiety and depressive symptoms, different dimensions of stress or psychosocial well-being, and quality of supportive relationships. In conclusion, this systematic review revealed a paucity of studies on psychosocial interventions for children during the COVID-19 pandemic. Further research should be encouraged in light of the expected demand for child mental health management.

Educational policy shifts: A critical review of the emerging trend of mindfulness in education

2021 ◽  
pp. 147821032110372
Author(s):  
Celeste Duff
Keyword(s):  
Political Economy ◽  
Educational Policy ◽  
Critical Review ◽  
Well Being ◽  
The Political ◽  
Social Emotional ◽  
School Based ◽  
Mindfulness In Education ◽  
And Shifts ◽  
Policy Shifts

Globally, mindfulness is an emerging and innovative trend in education. Specifically, in school-based education, there has been growing excitement surrounding the implementation of mindfulness. Although policy, political and economic shifts and powers may seem quite far removed from the realities of children and mindfulness, the political economy does indeed saturate and shape children’s lives in multiple ways. The purpose of this review is to chart some of the economic and political contexts and highlight some of the shifts that may speak to the emerging trend of mindfulness in education. This critical review addresses the themes and shifts in economies and educational policy, highlights links between neuroscience-based discourses, mindfulness, social-emotional learning and emotional well-being in education.

Disruptive, Impulse-Control, and Conduct Disorders

2014 ◽  
Author(s):  
Bonnie Taylor ◽  
Meredith Weiss ◽  
Casara Ferretti ◽  
Gregory Berlin ◽  
Eric Hollander
Keyword(s):  
Impulse Control ◽  
Conduct Disorders

scholarly journals A School-Based Program to Promote Well-Being in Preadolescents: Results From a Cluster Quasi-Experimental Controlled Study

2018 ◽  
Vol 40 (2) ◽  
pp. 151-170 ◽  
Author(s):  
Elias Allara ◽  
◽  
Franca Beccaria ◽  
Roberta Molinar ◽  
Laura Marinaro ◽  
...  
Keyword(s):  
Well Being ◽  
Controlled Study ◽  
School Based ◽  
Quasi Experimental

Promoting the well-being of mothers with multidisciplinary psychosocial interventions in the perinatal period

2019 ◽  
Vol 246 ◽  
pp. 148-156 ◽  
Author(s):  
G. Cauli ◽  
E. Iapichino ◽  
P. Rucci ◽  
M. Quartieri Bollani ◽  
A.M. Marconi ◽  
...  
Keyword(s):  
Psychosocial Interventions ◽  
Well Being ◽  
Perinatal Period

scholarly journals Spiritual Diversity, Spiritual Assessment, and Māori End-of-Life Perspectives: Attaining Ka Ea

Religions ◽  
2020 ◽  
Vol 11 (10) ◽  
pp. 536
Author(s):  
Holly Nelson-Becker ◽  
Tess Moeke-Maxwell
Keyword(s):  
End Of Life ◽  
Rapid Assessment ◽  
Well Being ◽  
Spiritual Needs ◽  
Assessment Instruments ◽  
Spiritual Values ◽  
Spiritual Assessment ◽  
Contemporary World ◽  
Spiritual Diversity ◽  
Sense Of Satisfaction

The contemporary world is endowed with increasingly diverse spiritual and cultural perspectives, yet little is known about the spiritual concerns and spiritual resilience of Māori from Aotearoa New Zealand at the end of life. A context is provided for the value of spiritual assessment and identification of spiritual needs or concerns. Spiritual concerns and the desire to attain a state of ka ea (fulfillment, gratitude, or peace) may point to interventions, helping activities, or referrals that guide treatment. We reflect on qualitative findings from the 2017–2020 Pae Herenga study of 61 caregiving families, their helping professionals, and religious/spiritual leaders. We explore essential spiritual values and practices that support kaumātua (older tribal people) who have a life-limiting illness in achieving a sense of satisfaction and fulfilment at the end of life. Three themes emerged: the relational is spiritual, the need to live into the future, and value of spiritual end-of-life care. While some scholars have lamented the lack of culturally appropriate rapid assessment instruments, we suggest that a more open-ended assessment guide is better suited to understand key elements of spiritual diversity and spiritual concerns, particularly the spiritual strengths and resources that lead to well-being and even thriving at life’s end. Finally, learning about spiritual diversity can assist others to reconnect to lost meanings and regain a more holistic and centred view of life.

scholarly journals A Creature Called CIH: From a Quantum Explanation of Psychological Disorders to a Classical Limit of Behavior

2017 ◽  
Author(s):  
Saeideh Mohseni Nezhad
Keyword(s):  
Impulse Control ◽  
Classical Limit ◽  
Treatment Plan ◽  
Psychological Disorders ◽  
Conduct Disorders ◽  
Quantum Limit ◽  
Quantum Model ◽  
Quantum Field Theories ◽  
Treatment Plans ◽  
Suitable Treatment

The objective of this study is to present a Quantum Model for designing and predicting suitable treatment plans for different psychological disorders. The theory has been extracted from Quantum Field Theories and is modeled on a Conceptual Isolated Human (CIH), which is a totally abstract idea. The Quantum limit of the model explains the way disorders are formed, and its classical limit forecasts the observable CIH behavior. Then, a pattern has been presented for treatment plans based on the CIH Quantum Model, which is named ‘Systematic Balancing’. Finally, Systematic Balancing is presented in this article in order to explain and predict the treatment plan for the category of 'Disruptive, Impulse-Control, and Conduct Disorders in DSM-5'.

Sign in / Sign up

Export Citation Format

Share Document