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Oppositional Defiant Disorder, 1992.
An examination of the difficulty related to study, diagnosis and treatment of oppositional defiant disorder (ODD).
1,350 words (approx. 5.4 pages), 7 sources, £ 24.95
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From the Paper
"Abstract
Oppositional defiant disorder (ODD) is examined in terms of definition, etiology, problems associated with diagnosis and study, and treatment. Oppositional defiant disorder is a disorder that involves symptoms which, when they occur at a certain developmental stage, are considered normal, but when they persist or occur at a later stage of development, they are signs of the disorder. There are a number of problems raised with reference to the study of ODD, notably the question of its specific relationship to a more severe disorder, conduct disorder. There is evidence that the two are linked developmentally so that ODD may lead to conduct disorder, but there is also evidence that they may be two distinct issues."
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Oppositional Defiant Disorder, 2007.
This paper discusses the behaviors and treatment options associated with oppositional defiant disorder.
2,099 words (approx. 8.4 pages), 5 sources, APA, £ 34.95
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Abstract
This paper describes oppositional defiant disorder, which is a complicated psychiatric problem that may occur in children or adolescents. The behaviors associated with this disorder are discussed, as well as the possible physiological roots of the problem. Treatment options are presented, which include therapy. The author concludes optimistically that this disorder may be overcome with appropriate intervention.
Outline
Definition
Studies
Treatment
Summary
From the Paper
"A study was also done on "Mary", a 4 year old who developed oppositional defiant disorder in the setting of her military father's deployment to Bosnia (Daly, 2002). Mary's initial presentation was that of frequent temper tantrums and the tendency to hold her bowel movements, often resulting in soiling. The child demonstrated controlling and defiant behavior, escalating frequently into temper tantrums and frequent arguments with her mother. It is of note that the child demonstrated little difficulty at school and got along well with her six year old sister. Mary would frequently direct her mother on what to eat, and what clothes to wear, and demand that her mother get off the telephone, throwing a temper tantrum if her needs we not met. It is of note that the child, although noted to be very verbal in school reports and play, was unlikely to express her feelings surrounding her father's absence, and frequently would deny feelings of sadness even when her activity in play therapy would indicate the opposite was true."
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Oppositional Defiant Disorder, 2002.
An overview of this behavioral disorder, including symptoms, treatment, and future studies.
1,650 words (approx. 6.6 pages), 4 sources, £ 32.95
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Abstract
What has become known as Oppositional Defiant Disorder (ODD) once was included with a range of other, similar behaviors in the classification of sociopath and delinquency. However, as psychology has been able to define and categorize increasingly specific forms of behavior, ODD has begun to receive some very individualized attention. Over the past two decades, the research into this behavioral disorder, which becomes very apparent within the school system, has increased. It is the purpose of this paper to discuss the diagnosis, treatment, and outlook for this problematic disorder.
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Oppositional Defiant Disorder (ODD), 2003.
Presents an analysis and definitions of ODD.
900 words (approx. 3.6 pages), 5 sources, £ 16.95
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Abstract
Discusses the pattern of negative, disobedient behaviors in a child or adolescent. Examines problems caused by the condition at school, work, and in social situations. Cites possible causes of ODD, its symptoms, and gender differences.
From the Paper
"Oppositional Defiant Disorder (ODD) is a pattern of defiant, negative, hostile, disobedient behaviors in a child or adolescent which lasts for at least six months (Doermann, 1999). The condition causes problems at school or..."
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Siblings of Autistic Children, 2005.
An investigation to determine whether children with an autistic sibling are at greater risk for developing conduct disorder, oppositional defiant disorder and antisocial behavior.
4,691 words (approx. 18.8 pages), 26 sources, APA, £ 62.95
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Abstract
This study examines the psychological well-being and sibling relationships in adolescent siblings who have a brother or sister with an autism spectrum disorder. In examining these children, the paper attempts to determine the incidence of children who experience conduct disorder, oppositional defiant disorder and antisocial behavior who also have autistic siblings as well as what factors tend to contribute to an increased incidence of these conditions in otherwise-normal siblings of autistic children. Finally, the study attempts to identify clinical interventions that have been proven effective in helping the entire family in general, and otherwise-normal siblings in particular, in the past.
Introduction
Background of the Problem
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Questions
Limitations and Delimitations
Definitions
Summary
Preliminary Literature Review
Methodology
Description of the Study Approach
Data-gathering Method and Database of Study
From the Paper
"The number of children who have been diagnosed with autism has increased sharply in recent years; the data had suggested that autism occurs in at least one of every 1,000 children; however, more recent studies demonstrated a prevalence rate that was two- to three-times higher than these earlier estimates. According to Mayes, "Autistic spectrum disorders occur much more frequently in males than females, with the exception of Rett Syndrome, a rare and severe disorder only occurring in females" (p. 92). Autism often occurs in combination with other mental impairments, such as mental retardation, seizure disorders, and attention deficit-hyperactivity/disorder. Furthermore, autism is often misdiagnosed or not diagnosed, but once the condition is diagnosed, the most effective response is early, aggressive intervention focusing on social and communicative deficits; however, older individuals with autism may also gain some benefit from structured interventions."
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Conduct Disorder: Diagnosis Criteria and the Role of the School Psychologist, 2002.
A look at the issues of conduct disorder in both the childhood and the adolescent years with a focus on ODD and ADHD.
2,150 words (approx. 8.6 pages), 10 sources, £ 41.95
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Abstract
This paper investigates the issues and the psychological development of conduct disorder in both the childhood and the adolescent years. The diagnosis of conduct disorder is compared and contrasted against oppositional defiant disorder (ODD) and the correlation that conduct disorder has with attention deficit hyperactivity disorder (ADHD). Standard medical definitions for these disorders, as well as the growing body of literature on this field, are included to better round out the discussion and to signify the impact of such disorders on children and adolescents.
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Case Study of Raymond & Margie, 2002.
This is a case study of a young child, Raymond, diagnosed with Oppositional Defiant Disorder; and a lady (Margie) who was diagnosed with a major depressive disorder.
4,801 words (approx. 19.2 pages), 5 sources, MLA, £ 63.95
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Abstract
Both individuals presented in this case study were diagnosed by a psychiatrist who provided therapeutic treatment. The paper provides information on the treatment provided and its affects. The writer discusses these case studies and the effect of the different treatments used in each case, and how each patient benefited differently from the therapies.
From the Paper
"Raymond is a seven-year-old African-American male. He was referred to the Children and Adolescent Psychiatric Service program at East Orange General Hospital through the elementary school he attends. The recommendation came from his teacher due to various occasions, within two months, in which he was suspended for fighting with other students. He also had a history of outbursts in class, such as cursing and swearing at the teacher and other adults, kicking and spitting at adults as well as classmates, and throwing objects such as books, desks, and chairs. Raymond was seen by the on staff psychiatrist and was diagnosed with Oppositional Defiant Disorder and Conduct Disorder. The psychiatrist also requested individual and group therapy as part of his treatment. The goal of treatment for Raymond would be to modify his behavior in a way that would be acceptable in society. It is expected for the patient to identify with the issues that had labeled him as high risk. With the help of therapy, Raymond should identify and verbalize feelings leading to disruptive behavior. The ultimate goal for Raymond is to be able to take control of his life in a productive manner that is conducive to himself and others. Margie is a 37 year-old African-American mother of two adult children. She had been treated by various therapeutic agencies. She came to the mental health clinic at East Orange General Hospital on a voluntary basis for her depression. The psychiatrist diagnosed Margie with Major Depressive Disorder with Anxiety Disorder. The psychiatrist recommended individual therapy. Margie's treatment goal is to develop healthier, less destructive relationships. She needs to understand and work through her feelings of fear and inability to trust others. Margie needs to verbalize experiences that lead to, and maintain; anger, depressive moods, and abusive relations with others. She needs to develop healthier boundaries and sense of self."
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Oppositional Defiance Disorder, 2002.
A look at a psychological condition known as Oppositional Defiance Disorder.
1,400 words (approx. 5.6 pages), 6 sources, £ 27.95
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Abstract
This paper examines a psychological condition known as Oppositional Defiance Disorder, which is a somewhat generalized collection of symptoms and behaviors in children and teens that result in hostility and negativity.
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Oppositional Conflict in "Jane Eyre", 2004.
A character study of St. John Rivers and Rochester in Charlotte Bronte's novel.
2,200 words (approx. 8.8 pages), 8 sources, APA, £ 35.95
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Abstract
In Bronte's "Jane Eyre", the characters Rochester and St. John Rivers represent the nature of oppositional conflict, as they affect its protagonist and narrator. Looking further at these characters, this paper reveals that we must look at Bronte's perspective through theories of narrative growth and character progression that temper her observations of secondary characters such as Rochester and St. John Rivers. The paper shows that Rochester represents an inquisitive side of Jane's imagination in the earlier part of the novel ,and his passionate nature reveals the story's secret after Jane is delivered, as it were, by St. John Rivers, who feeds and clothes her after she flees Thornfield House. Rochester and St. John Rivers work as sort of oppositional poles to the narrator in a confusing experience that involves preconceptions and mysteries about both men that she alternately seeks to
understand imaginatively and logically.
From the Paper
"A common theme to be found in Jane Eyre is that of fire. This represents an uncontrollable and powerful force that is capable of providing both warmth and destruction. Jane describes Rochester in terms of fire after she is won over by his friendly and frank manner: "gratitude... made his face the object I best liked to see; his
presence in a room was more cheering than the brightest fire" (Bronte, p. 166). Fire is used to represent both destructive, scandalous passion and comfort in the novel. As a positive and self-determined female, Jane is able to differentiate from among many different kinds of metaphorical fire, seeking comfort without being burned. Others are
not so lucky: "master had been reading in his bed last night; he fell asleep with his candle lit, and the curtains got of fire" (Bronte, p. 176)."
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German Opposition To Hitler, 1987.
Argues that Hitler's rise to power, & control of Germany by the Nazi Party, was not without opposition. States that even after ascension of Nazi Party, opposition continued from inside & outside the government.
675 words (approx. 2.7 pages), 3 sources, £ 12.95
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From the Paper
"The Nazis did not come to power in Germany without opposition, and they did not develop their war machine in an atmosphere completely without resistance. There was resistance to the Nazis within German society from a number of people and groups in society, and this resistance was dealt with harshly as the Nazis tried to consolidate their own power and bring everyone into conformity with their program of belligerence toward Germany's neighbors.
During the early days of the rise of the National Socialists to power, there were three characteristics of the regime: 1) a commitment to national tradition to make Germans identify with the state and its power; 2) the joining of tradition with the promise of a new order, of an historic breakthrough, and of a national revival and renewal; and 3) terror directed at enemies and at the (...)"
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Opposition to the Atomic Bombing of Japanese Cities, 2002.
This paper looks at the popular, scientific and political opposition to the atomic bombings of the Second World War.
2,550 words (approx. 10.2 pages), 6 sources, MLA, £ 40.95
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Abstract
There was much opposition to the U.S. bombings on Hiroshima and Nagasaki in 1945. This paper examines some of the political opposition, firstly and initially by Truman. It then looks at the opposition of three scientists - Leo Szilard, Albert Einstein and J. Robert Oppenheimer. The many military generals and politicians' oppositions are also listed.
From the Paper
"Contrary to the images displayed by World War II propaganda, the atomic bombing of Hiroshima and Nagasaki were widely criticized, not only by 1960's radicals, but also by many influential figures of the conservative establishment, scientists, and those in the highest ranks of the military. These people, in addition to countless citizens and political officials, considered the use of the atomic bomb to have been militarily unnecessary and morally repugnant based on the information available to them in the summer of 1945."
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Teaching Defiant Students, 2007.
This paper discusses classroom strategies for teaching defiant students, looking at rules, consequences and rewards.
4,383 words (approx. 17.5 pages), 8 sources, MLA, £ 60.95
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Abstract
In this article, the writer examines successful working scenarios that keep defiant students in the classroom and cause them to be a positive element in the classroom. The writer notes that classroom discipline is reported to be the number one concern of Americans regarding the public school system. The opinions are wide and varied. This paper examines how to create and maintain student discipline with emphasis on the defiant student. The writer concludes that reinforcement of positive behavior is critical while ignoring negative behavior is best practice. Further, the writer maintains that the student who is disruptive is many times attention-seeking therefore ignoring the 'bad' behavior while commending 'good' behavior is effective in making behavioral changes possible for the defiant child in the classroom.
Outline:
Chapter One
Research Question
Purpose of Study
Background
Statement of Problem
Significance of Study
Research Question
Definitions
Chapter Two
Historical Overview
Figure 1
Figure 2
Current Findings
Rules
Consequences and Rewards
Summary of Literature Review
Chapter Three
Classroom Application
Methodology
Bibliography
From the Paper
"It is shown in Figure 1 that the manifestation of the behaviors is different with different ages. Generally children will lessen in deviancy of behavior, reach a plateau or reverse to a level that is less serious in nature. In order that the child effectively counter development of behavior that is disruptive the child must acquire several different pro-social developmental tasks. The first of these the child must learn is to solve interpersonal problems without aggression either verbally or physically. Secondly the child must master the developmental task of being honest and learning to respect the property of others."
"A model for the developmental pathways in disruptive and delinquent behavior was developed by Loeber and Scaling (1985) in their meta-analysis of 28 studies of disruptive child behaviors which were rated by parents and teachers. Three ratings of disruptive behavior exist in this model with overt behavior on one pole and covert behavior on the other and disobedience placed precisely in the middle of the scale."
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International Opposition to Apartheid, 2006.
An analysis of the impact of international opposition to apartheid in South Africa 1960 - 1984.
3,840 words (approx. 15.4 pages), 28 sources, APA, £ 55.95
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Abstract
This paper examines early international opposition to apartheid and its discussion by the U.N. including it's failure as a result of disagreements.
It looks at the attempts to impose sanctions against South Africa and the reluctance of Western states to antagonise South Africa due to trade and fears over communism. It discusses the relatively effective action of businesses and individuals through disinvestment as well as the attitudes of American Presidents and their effects on international opposition. The paper also touches on attempts by African states to oppose apartheid in South Africa and the use of sport (such as exclusion from sporting events) to isolate South Africa from the rest of the international community.
From the Paper
"The United Nations was one of the first international bodies to take action against the South African government; Reddy claims that as early as 1946, the question of South Africa's racial policy was being raised in the UN. It is claimed changes in the rest of the world resulted in increased pressure on the South African regime from the UN. As a growing number of former colonies gained independence, they used the UN to highlight the issue of South Africa's racial policy. For example, in 1952, 14 African and Arabic states placed South Africa on the agenda of the UN General Assembly, claiming that the policy 'had created a dangerous and explosive situation that held a danger to international peace and represented a blatant breach of the basic principals of human rights and freedoms' . "
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Mythical Opposition in Western Film, 2007.
An analysis of John Belton's theories of the western movie genre, focusing on mythical opposition of nature and characters in the movie "Shane".
1,615 words (approx. 6.5 pages), 2 sources, MLA, £ 27.95
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Abstract
This paper analyzes the western movie genre. The paper specifically examines John Belton's theories in relation to how nature and the main character are engaged in mythological opposition using the 1953 movie "Shane." The paper describes the movie and discusses how the various scenes add to the theme of mythical opposition.
From the Paper
"Every good western movie has a final showdown. The final showdown symbolizes the final battle between the two opposing forces of the movie. In this case the Ryker gang symbolizes chaos and stands in the way of the march of civilization. The Ryker gang is as untamed as the forces of nature. In the final showdown of Shane the Ryker gang and the homesteaders Knight in shining armor come face to face. The scene takes place in a saloon and Shane is at first outnumbered. He stands very little chance of success, yet it feels compelled to continue because he feels that he must win this one for the homesteaders. The Ryker gang cannot prevail and continue with their reign of terror. Shame faces an enemy of mythological proportions and yet somehow manages to overcome them in the final scene."
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