Oppositional Defiant Disorder

Oppositional Defiant Disorder (ODD)
Four refinements have been made to the criteria for oppositional defiant disorder. First, symptoms are now grouped into three types: angry/irritable mood, argumentative/defiant behavior, and vindictive- ness. This change highlights that the disorder reflects both emotional and behavioral symptomatology. Second, the exclusion criterion for conduct disorder has been removed. Third, given that many behaviors associated with symptoms of oppositional defiant disorder occur commonly in normally developing children and adolescents, a note has been added to the criteria to provide guidance on the frequency typically needed for a behavior to be considered symptomatic of the disorder. Fourth, a severity rating has been added to the criteria to reflect research showing that the degree of pervasiveness of symptoms across settings is an important indicator of severity.
http://www.psychiatry.org.
Four refinements have been made to the criteria for oppositional defiant disorder. First, symptoms are now grouped into three types: angry/irritable mood, argumentative/defiant behavior, and vindictive- ness. This change highlights that the disorder reflects both emotional and behavioral symptomatology. Second, the exclusion criterion for conduct disorder has been removed. Third, given that many behaviors associated with symptoms of oppositional defiant disorder occur commonly in normally developing children and adolescents, a note has been added to the criteria to provide guidance on the frequency typically needed for a behavior to be considered symptomatic of the disorder. Fourth, a severity rating has been added to the criteria to reflect research showing that the degree of pervasiveness of symptoms across settings is an important indicator of severity.
http://www.psychiatry.org.
How will Art help students suffering from ODD?
A Non-threating Form of Treatment
Clinical art therapy can be effective for adolescents who usually see it as a nonthreatening form of treatment. The art that the adolescent produces can help the therapist gain some idea of the youth's concerns and life circumstances, especially those situations that are too risky to reveal or too personally embarrassing to relate. This awareness better equips the therapist in efforts to protect and support the adolescent during this turbulent time of life.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1071468/
A Non-threating Form of Treatment
Clinical art therapy can be effective for adolescents who usually see it as a nonthreatening form of treatment. The art that the adolescent produces can help the therapist gain some idea of the youth's concerns and life circumstances, especially those situations that are too risky to reveal or too personally embarrassing to relate. This awareness better equips the therapist in efforts to protect and support the adolescent during this turbulent time of life.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1071468/
The Therapeutic Language of Art
Art as an expressive language provides an entrée into a relationship with teenagers by tapping into their creativity and offering a form of communication that is nonthreatening and over which the adolescent has control. When teens enter the art therapy room, they find drawing materials and other forms of media on a table. They are invited to draw anything they choose and even to make a statement in images that represent their feelings about being in the therapeutic setting.
This casual approach is a surprise to the teen and counteracts the fears of exposure and pain that may have been expected. The art materials are more than meet the eye. The art therapist understands the evocative powers of, for example, oil pastels, clay, paint, and felt pens. Each form of media, in its own way, assists in the expressive process.5 The teens feel that they “lucked out” by having a therapist who is not interested in verbal cross-examination. Instead, their therapist is interested in their opinions of their world as expressed through imagery.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1071468
Art as an expressive language provides an entrée into a relationship with teenagers by tapping into their creativity and offering a form of communication that is nonthreatening and over which the adolescent has control. When teens enter the art therapy room, they find drawing materials and other forms of media on a table. They are invited to draw anything they choose and even to make a statement in images that represent their feelings about being in the therapeutic setting.
This casual approach is a surprise to the teen and counteracts the fears of exposure and pain that may have been expected. The art materials are more than meet the eye. The art therapist understands the evocative powers of, for example, oil pastels, clay, paint, and felt pens. Each form of media, in its own way, assists in the expressive process.5 The teens feel that they “lucked out” by having a therapist who is not interested in verbal cross-examination. Instead, their therapist is interested in their opinions of their world as expressed through imagery.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1071468

How Can Art help Students with ODD in a High School Setting?
The Art Room – A setting of intervention within the School
The Art Room is a targeted group intervention delivered in schools for students with emotional and behavioral difficulties. Since the start of the project, over 10,000 students have been through The Art Room intervention, which aims to address psychological difficulties that impede students’ school experience. This paper reports on a quantitative evaluation of the impact of The Art Room on students’ emotional and behavioral problems.
Students generally attend The Art Room for one or two sessions a week, for a period of not less than one term (10 weeks). Each session lasts between one and two hours. There is a high staff child ratio – usually two trained staff to eight students. Up until 2014, 100,000 students have received The Art Room intervention.
Each Art Room has a sofa area for the start and end of sessions, an eating area where the students share toast, juice and fruit, and a large table, surrounded by well- stocked and attractively presented art materials. The Art Room space combines a nurturing and educational environment with a familiar routine and clear expectation of the students’ conduct, modeled by the staff to enhance students’ self esteem and independence. There is methodological consistency across The Art Rooms, in terms of set-up, projects, and quality.
The Art Room practitioners have a background in psychotherapy, art, teaching, or social work and must undertake a 10-week training program following which they receive on-going supervision. Teachers, Special Educational Needs Coordinators (SENCOs), learning mentors, head teachers, and attendance officers refer students to The Art Room when they have concerns about the presentation of one of their students. Students are then allocated to the next appropriate group, which usually start at six times points in the academic year.
The conclusions of this study are limited. The evaluation would have benefitted from further information, including direct interviews with the students, an evaluation of school academic outcome and attendance measures, classroom and whole school environment measures, and parental reports.
Although this evaluation was not able to assess the impact of The Art Room intervention on educational attainment directly, there is considerable evidence that school-based intervention programmes that target emotional and behavioral problems in students also improve educational attainment.
The Art Room: An evaluation of a targeted school-based group intervention for students with emotional and behavioural difficulties
Melissa A. Cortina, DPhil, MSca,∗, Mina Fazel, MRCPsych, DMb
The Art Room – A setting of intervention within the School
The Art Room is a targeted group intervention delivered in schools for students with emotional and behavioral difficulties. Since the start of the project, over 10,000 students have been through The Art Room intervention, which aims to address psychological difficulties that impede students’ school experience. This paper reports on a quantitative evaluation of the impact of The Art Room on students’ emotional and behavioral problems.
Students generally attend The Art Room for one or two sessions a week, for a period of not less than one term (10 weeks). Each session lasts between one and two hours. There is a high staff child ratio – usually two trained staff to eight students. Up until 2014, 100,000 students have received The Art Room intervention.
Each Art Room has a sofa area for the start and end of sessions, an eating area where the students share toast, juice and fruit, and a large table, surrounded by well- stocked and attractively presented art materials. The Art Room space combines a nurturing and educational environment with a familiar routine and clear expectation of the students’ conduct, modeled by the staff to enhance students’ self esteem and independence. There is methodological consistency across The Art Rooms, in terms of set-up, projects, and quality.
The Art Room practitioners have a background in psychotherapy, art, teaching, or social work and must undertake a 10-week training program following which they receive on-going supervision. Teachers, Special Educational Needs Coordinators (SENCOs), learning mentors, head teachers, and attendance officers refer students to The Art Room when they have concerns about the presentation of one of their students. Students are then allocated to the next appropriate group, which usually start at six times points in the academic year.
The conclusions of this study are limited. The evaluation would have benefitted from further information, including direct interviews with the students, an evaluation of school academic outcome and attendance measures, classroom and whole school environment measures, and parental reports.
Although this evaluation was not able to assess the impact of The Art Room intervention on educational attainment directly, there is considerable evidence that school-based intervention programmes that target emotional and behavioral problems in students also improve educational attainment.
The Art Room: An evaluation of a targeted school-based group intervention for students with emotional and behavioural difficulties
Melissa A. Cortina, DPhil, MSca,∗, Mina Fazel, MRCPsych, DMb
Oppositional Defiant Disorder - Art Activities
Wood/Stone/Carvings
Make sure they know the safety rules and how each tool works and it’s purpose, also how to hold the tools.
Linocut printmaking – my students had a blast doing this project. They worked with tools similar to those of woodcarving tools. I showed them how to use the sharpening stone and how they should never carve towards them but away from them.
Wood/Stone/Carvings
Make sure they know the safety rules and how each tool works and it’s purpose, also how to hold the tools.
Linocut printmaking – my students had a blast doing this project. They worked with tools similar to those of woodcarving tools. I showed them how to use the sharpening stone and how they should never carve towards them but away from them.

Build & Paint your own skate board deck or paint your own hockey stick/lacrosse stick/cricket paddle, baseball bats
All helping professionals know that no one intervention can be applied to all clients; they know that the best interventions are those that are tailored to clients' needs and their presenting situations.
I'll will also be explaining a little bit of how an intervention might be adapted to suit individual needs and situations in the spirit of "one size does not fit all."
https://www.psychologytoday.com/blog/arts-and-health/201002/the-ten-coolest-art-therapy-interventions
Students enjoy making things they can use in everyday life, especially if they can make it personal. Because no two students are alike, or have the same interests, even if all the students in the group have the same disability, it’s important to reach adolescents at their level and identify with these students individually.
Students will use the innovative techniques created by the Roarockit Skateboard Company in Maui, Hawaii to build your own skateboard deck. Learn how to build a professional quality longboard or street deck using 7 layers of Canadian hard maple veneer, a one sided foam mould and atmospheric pressure. Then, using basic woodworking tools like surforms and sandpaper you will prepare the deck for graphics.
Other Activity Options: The Art Class makes a call out to the school community for unwanted skateboards, hockey sticks, lacrosse sticks, baseball bats. It’s OK if these items are nicked or damaged. The students then sand them down to the wood, carve images in them if desired, and paint the items for decorative purposes.
All helping professionals know that no one intervention can be applied to all clients; they know that the best interventions are those that are tailored to clients' needs and their presenting situations.
I'll will also be explaining a little bit of how an intervention might be adapted to suit individual needs and situations in the spirit of "one size does not fit all."
https://www.psychologytoday.com/blog/arts-and-health/201002/the-ten-coolest-art-therapy-interventions
Students enjoy making things they can use in everyday life, especially if they can make it personal. Because no two students are alike, or have the same interests, even if all the students in the group have the same disability, it’s important to reach adolescents at their level and identify with these students individually.
Students will use the innovative techniques created by the Roarockit Skateboard Company in Maui, Hawaii to build your own skateboard deck. Learn how to build a professional quality longboard or street deck using 7 layers of Canadian hard maple veneer, a one sided foam mould and atmospheric pressure. Then, using basic woodworking tools like surforms and sandpaper you will prepare the deck for graphics.
Other Activity Options: The Art Class makes a call out to the school community for unwanted skateboards, hockey sticks, lacrosse sticks, baseball bats. It’s OK if these items are nicked or damaged. The students then sand them down to the wood, carve images in them if desired, and paint the items for decorative purposes.

Mandalas
Mandalas are traditionally used in many eastern spiritual traditions as a tool to aid meditation. In western culture, mental health counselors often use mandalas as a form of stress relief, a tool for art therapy, and as a meditative exercise. We have used mandala printouts with therapy groups, during stress management presentations, and as a fun little handout to leave on waiting room tables. If you are helping a client put together a stress management plan, throw in a few of these worksheets for them to complete after a long day. Both children and adults love filling in mandalas, probably because of their relaxing nature and the satisfaction of seeing color fill the frame.
http://www.therapistaid.com/therapy-worksheet/mandalas/art/adolescents/
Mandalas are traditionally used in many eastern spiritual traditions as a tool to aid meditation. In western culture, mental health counselors often use mandalas as a form of stress relief, a tool for art therapy, and as a meditative exercise. We have used mandala printouts with therapy groups, during stress management presentations, and as a fun little handout to leave on waiting room tables. If you are helping a client put together a stress management plan, throw in a few of these worksheets for them to complete after a long day. Both children and adults love filling in mandalas, probably because of their relaxing nature and the satisfaction of seeing color fill the frame.
http://www.therapistaid.com/therapy-worksheet/mandalas/art/adolescents/
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Painting
The purpose of this research is to investigate the effect of art therapy based on painting therapy on 30 children recruited from elementarily School Boys with symptom of oppositional defiant disorder who were 7-12 years old…The researcher adopted interview/observation and the document analysis for qualitative study and went through the painting therapy by 12 sessions twice per week, and each session lasted 40 minutes based on discussion and reviewing from parents and the teacher. An experimental and a pretest-posttest control group design method were applied in this regard. The data were analyzed using descriptive statistics as well as ANCOVA. The finding showed that experimental group did have a significant decrease in the symptoms of odd while the control group showed no significant difference.
The Effect of Art Therapy Based on Painting Therapy in Reducing Symptoms of Oppositional Defiant Disorder (ODD) in Elementary School Boys, Mojtaba Gholamzade Khadara, Jalil Babapourb, Hassan Sabourimoghaddamc
http://www.sciencedirect.com/science/article/pii/S187704281301923X
The purpose of this research is to investigate the effect of art therapy based on painting therapy on 30 children recruited from elementarily School Boys with symptom of oppositional defiant disorder who were 7-12 years old…The researcher adopted interview/observation and the document analysis for qualitative study and went through the painting therapy by 12 sessions twice per week, and each session lasted 40 minutes based on discussion and reviewing from parents and the teacher. An experimental and a pretest-posttest control group design method were applied in this regard. The data were analyzed using descriptive statistics as well as ANCOVA. The finding showed that experimental group did have a significant decrease in the symptoms of odd while the control group showed no significant difference.
The Effect of Art Therapy Based on Painting Therapy in Reducing Symptoms of Oppositional Defiant Disorder (ODD) in Elementary School Boys, Mojtaba Gholamzade Khadara, Jalil Babapourb, Hassan Sabourimoghaddamc
http://www.sciencedirect.com/science/article/pii/S187704281301923X
Resources:
School-Wide Strategies for Managing... DEFIANCE / NON-COMPLIANCE
http://www.interventioncentral.org/behavioral-interventions/challenging-students/school-wide-strategies-managing-defiance-non-complianc
School-Wide Strategies for Managing... DEFIANCE / NON-COMPLIANCE
http://www.interventioncentral.org/behavioral-interventions/challenging-students/school-wide-strategies-managing-defiance-non-complianc
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