Oppositional Defiant Disorder: Information for School Nurses

2006 ◽  
Vol 22 (1) ◽  
pp. 9-16 ◽  
Author(s):  
Kelly Barcalow
Keyword(s):  
Oppositional Defiant Disorder ◽  
Disruptive Behavior ◽  
Early Recognition ◽  
School Nurse ◽  
School Nurses ◽  
Children At Risk ◽  
Oppositional Defiant ◽  
Individual Family ◽  
Assessment Techniques ◽  
The Individual

Oppositional defiant disorder, one of the disruptive behavior disorders, has far-reaching consequences for the individual, family, school, community, and society. Early recognition allows interventions geared toward promotion of prosocial behaviors, possibly halting progression to the more deviant conduct disorder. Awareness of this disorder and associated comorbidities is the first step that enables the school nurse to use assessment techniques and to assist in planning of interventions for the child. Children at risk often show tendencies toward oppositional defiant disorder as early as preschool. Interventions should be in place by the elementary school years to interrupt the pathways that may be difficult or impossible to change once adolescence begins. The school nurse can be instrumental in educating staff about risk factors, early associated behaviors, and referrals. Implementation of an individualized healthcare plan targets specific behaviors and provides a means of observing and documenting a child’s improvements.

The Evolution of the Role of U.S. School Nurses in Adolescent Mental Health at the Individual, Community, and Systems Level: An Integrative Review

2022 ◽  
pp. 105984052110681
Author(s):  
Ashwini R. Hoskote ◽  
Emily Croce ◽  
Karen E. Johnson
Keyword(s):  
Mental Health ◽  
Adolescent Mental Health ◽  
School Nurse ◽  
School Nurses ◽  
Integrative Review ◽  
School Nursing ◽  
Individual Level ◽  
The Individual ◽  
The Impact

School nurses are crucial to addressing adolescent mental health, yet evidence concerning their evolving role has not been synthesized to understand interventions across levels of practice (i.e., individual, community, systems). We conducted an integrative review of school nurse roles in mental health in the U.S. related to depressive symptoms, anxiety, and stress. Only 18 articles were identified, published from 1970 to 2019, and primarily described school nurses practicing interventions at the individual level, yet it was unclear whether they were always evidence-based. Although mental health concerns have increased over the years, the dearth of rigorous studies made it difficult to determine the impact of school nurse interventions on student mental health outcomes and school nurses continue to feel unprepared and under supported in this area. More research is needed to establish best practices and systems to support school nursing practice in addressing mental health at all levels of practice.

The Cost of Oppositional Defiant Disorder and Disruptive Behavior: A Review of the Literature

2016 ◽  
Vol 25 (9) ◽  
pp. 2649-2658 ◽  
Author(s):  
Jacob D. Christenson ◽  
D. Russell Crane ◽  
Julie Malloy ◽  
Shannon Parker
Keyword(s):  
Oppositional Defiant Disorder ◽  
Disruptive Behavior ◽  
Review Of The Literature ◽  
Oppositional Defiant ◽  
The Cost

Professional Development and Appraisal System for School Nurses

2002 ◽  
Vol 18 (4) ◽  
pp. 229-236
Author(s):  
Jane Tustin ◽  
Gloria Canham ◽  
Joanne Berridge ◽  
Deborah Braden ◽  
Thora Starke
Keyword(s):  
Evaluation System ◽  
Nursing Practice ◽  
Evaluation Model ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Professional School ◽  
Appraisal System ◽  
Nurse Administrators ◽  
The Individual

Dissatisfied with current school nurse evaluation instruments, school nurse administrators sought to develop an appraisal system that would emphasize the professional role of the school nurse and provide a means to enhance individual practice. The newly revised Standards of Professional School Nursing Practice and the creation of a state teacher evaluation model presented the opportunity to produce an instrument that could be adapted within the educational setting for school nursing practice. The appraisal system included not only the methods to evaluate practice, but the means to involve the individual school nurse through goal setting. The process also included a structured intervention plan that facilitated remediation. This article describes the development of the appraisal system, the components, and the implementation of an evaluation system for school nurses.

Child Maltreatment: Optimizing Recognition and Reporting by School Nurses

2016 ◽  
Vol 32 (3) ◽  
pp. 192-199 ◽  
Author(s):  
Kathleen S. Jordan ◽  
Peggy MacKay ◽  
Stephanie J. Woods
Keyword(s):  
At Risk ◽  
Child Maltreatment ◽  
Focus Groups ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Intervention Program ◽  
School Nurse ◽  
School Nurses ◽  
Comfort Level ◽  
Children At Risk

School nurses perform a crucial role in the prevention, identification, intervention, and reporting of child maltreatment. The purpose of this article is to share the highlights of a research project conducted to (a) examine the effectiveness of an educational intervention program in increasing the knowledge, confidence, and self-efficacy in school nurses regarding children at risk of maltreatment; and (b) discover issues surrounding the comfort level engaging with children, communicating with teachers and other personnel, and ethical issues. The study consisted of two phases. Phase 1 was a face-to-face evidenced-based educational intervention. Focus groups implemented in Phase 2 discovered specific concerns of school nurses. Results indicate a significant increase in school nurse knowledge, confidence, and self-efficacy related to children at risk. Five themes were identified from the focus groups: the importance of interprofessional collaboration, identifiers of children at risk of maltreatment, the role of the school nurse as a mentor and leader, the importance of advancing one’s knowledge and skill set, and constraints faced by school nurses.

Interprofessional Collaboration in School-Based Settings, Part 2: Team Members and Factors Contributing to Collaborative Success

2021 ◽  
pp. 1942602X2110001
Author(s):  
Brittany A. Dale ◽  
Natalie A. Kruzliakova ◽  
Constance E. McIntosh ◽  
Jayanthi Kandiah
Keyword(s):  
Mental Health ◽  
Interprofessional Collaboration ◽  
School Nurse ◽  
Healthcare Systems ◽  
School Nurses ◽  
Healthcare Team ◽  
Team Members ◽  
School Based ◽  
Facilitators And Barriers ◽  
The Individual

This article is the second in a series of three articles discussing the importance of interprofessional collaboration between the school nurse and other school-based and community professionals to create a healthcare team. Developing the healthcare team begins with identifying the individual medical, mental health, and educational needs of the student. Expertise in both education and healthcare systems makes school nurses ideal candidates for coordinating with the healthcare team to meet the needs of the student. This article builds on the first article by providing some examples of the collaboration that occurs between the school nurse and other team members, as well as identifying facilitators and barriers to this collaboration.

Professional Development and Appraisal System for School Nurses

2002 ◽  
Vol 18 (4) ◽  
pp. 229-236 ◽  
Author(s):  
Jane Tustin ◽  
Gloria Canham ◽  
Joanne Berridge ◽  
Deborah Braden ◽  
Thora Starke
Keyword(s):  
Evaluation System ◽  
Nursing Practice ◽  
Evaluation Model ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Professional School ◽  
Appraisal System ◽  
Nurse Administrators ◽  
The Individual

Dissatisfied with current school nurse evaluation instruments, school nurse administrators sought to develop an appraisal system that would emphasize the professional role of the school nurse and provide a means to enhance individual practice. The newly revised Standards of Professional School Nursing Practice and the creation of a state teacher evaluation model presented the opportunity to produce an instrument that could be adapted within the educational setting for school nursing practice. The appraisal system included not only the methods to evaluate practice, but the means to involve the individual school nurse through goal setting. The process also included a structured intervention plan that facilitated remediation. This article describes the development of the appraisal system, the components, and the implementation of an evaluation system for school nurses.

A Framework for Assessment

2017 ◽  
pp. 47-60
Author(s):  
Jan Willer
Keyword(s):  
Oppositional Defiant Disorder ◽  
Neuropsychological Testing ◽  
Clinical Interview ◽  
Assessment Instruments ◽  
Academic Difficulties ◽  
Oppositional Defiant ◽  
Childhood Gender ◽  
Written Assessment ◽  
The Individual ◽  
Historical Issues

Assessment of ADHD differs significantly depending on whether the client had a childhood diagnosis. Those diagnosed with ADHD during childhood were usually referred for evaluation and treatment because of classroom disruption or academic difficulties, and they tend to be male, white, and hyperactive, possibly with an additional diagnosis of oppositional defiant disorder. Individuals who are diagnosed with ADHD in adulthood differ significantly from those diagnosed in childhood. Gender, cultural, symptomatic, stereotype, and historical issues contribute to the individual reaching adulthood without being diagnosed. The chapter details the clinical interview process, as well as simple written assessment instruments. When to refer for psychological or neuropsychological testing is discussed.

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