Kids experience some of the same mental health disorders of adults, such as mood and anxiety disorders. These may even become precursors of future mental illnesses. And because they are constantly changing and developing, children have a limited sense to discriminate or to describe what they are experiencing. For an instance, a certain level of oppositional behavior is common in children, and is almost expected at 2-3 years of age—to assert their autonomy. Read on to see the differences between two similar childhood disorders.
Oppositional defiant disorder (ODD) is characterized by an enduring pattern of uncooperative, disobedient, explosive angry outbursts, and hostile behavior towards authority figures for at least 6 months. ODD kids are diagnosed only when it interferes a child’s inability to function in social, academic, or work situations—and occurs more frequently than that can be observed in children of similar age and developmental level. It cannot be a result of other more serious disorders. Some literature says it is more common in preschool children, and results to conflicts with adults and even maintaining friendship. 20% percent of cases will develop conduct disorder.
Conduct disorder is different since it is more serious. It consists of a persistent antisocial behavior that significantly impairs their ability to function at school, home, or the community. Children with conduct disorders show little empathy for others, lacks remorse or guilt feelings, and low self-esteem. They are characteristically irritable, have low frustration tolerance, and have frequent temper outbursts. To be diagnosed with childhood-onset conduct disorder, a child must show at least one of these 4 major criterion: aggression to people and animals, cause destruction of property, involved in theft, and a major offender. These symptoms must be observed before the age of 10. Otherwise, it can be categorized as adolescent-onset. As many as 30-50% of them are diagnosed with antisocial personality disorder as adults.
Management for disruptive behaviors are geared to ward’s the child’s developmental age. Early intervention is even more effective. The treatment approach would commence with a comprehensive evaluation. A combination of methods would be most effective.
Medications must be used in conjunction with treatment for specific symptoms. At the same time, pre-schooler’s parents are educated about normal patterns of growth and development and to teach them support during crises stages. At school age, family therapy, social skills training to improve peer relationships, and attempts to improve academic performance and ability to comply with demands from authority figures. In problems like decreasing violence it is important to do limit setting: state an expected behavior, place a limit on that behavior, and inform the child of the consequences of exceeding the limit for the behavior. For example, if the child is angry, tell him that he can talk to another person about those feelings. It is improper to hit people. If he does, state a consequence such as restriction to watch television for a specific period of time. Expected outcomes may be gradual, and there will be a few setbacks before the child stops being aggressive. The key is consistency in your approach.
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