Oppositional Defiant Disorder (ODD)
Case Study Presentation
Discussion
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced health assessment. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Course Outcomes
This discussion enables the student to meet the following course outcomes:
CO 1: Interpret subjective and objective data to develop appropriate diagnoses and evidence-based management plans for selected patients with psychiatric mental health diagnoses. (PO 5)
CO 2: Select appropriate medications according to patient age, presentation and unique patient factors. (PO 5)
CO 4: Collaborate with interdisciplinary team members to improve the quality of healthcare. (PO 5)
CO 5: Involve the patient and family in the formulation of management plans that align with their goals and perspectives of mental health and wellness. (PO 5)
CO 6: Apply ethical and legal principles to the healthcare needs and management of acutely ill psychiatric mental health patients. (PO1)
Due Date
Initial posts are due to the discussion by Wednesday at 11:59 p.m. MT. Instructor and peer responses are due by Sunday at 11:59 p.m. MT. Students must post on a minimum of two separate days. A 10% late penalty will be imposed for discussions posted after the deadline Wednesday at 11:59 p.m. MT, regardless of the number of days late. NOTHING will be accepted after 11:59 p.m. MT on Sunday (i.e., the student will receive an automatic 0).
Total Points Possible
This discussion is worth a total of 75 points.
Preparing the Assignment
Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.
Identify the assigned topics listed by the first letter of your first name. For example, if your first name begins with the letter G then your assigned topic is ADHD.
First Letter of Your First Name Topic
I - P Oppositional defiant disorder (ODD)
Application of Course Knowledge
Create a case study presentation for a client between the ages of 8 and 17 years of age based on your assigned diagnosis. Describe the symptoms that meet the criteria for the diagnosis, and include pertinent medical, educational, and family history.
Based on the case, identify pharmacologic and/or nonpharmacologic treatments you would recommend. Provide support from a scholarly source to support your decision.
Describe a minimum of two referrals you would make for the client and include your rationale.
Identify at least one complementary and alternative therapy (CAM) that you would recommend if requested by the parents. Describe this therapy and identify which therapies would be contraindicated.
Provide one resource you would recommend to parents and include your rationale.
Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week.
Discussion post is supported by appropriate, scholarly sources; AND
Sources are published within the last five years; AND
Reference list is provided and in-text citations match; AND
Includes a minimum of one scholarly reference in addition to the textbook.
Engagement in Meaningful Dialogue: Respond to a student peer and course faculty to further dialogue.
Substantive posts contribute new, novel perspectives to the discussion using original dialogue (not quotes from sources).
Student posts at least two responses to peers and/or faculty.
Student responds to all faculty questions posed directly to the student.
Post includes evidence from at least one scholarly resource to support interactive dialogue.
Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
Reference Citation: Provide references with complete information as required by APA (0-1 errors). Include in-text citations included for all references AND references for all in-text citations (0 errors).
Wednesday Participation Requirement: Provide a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
Total Participation Requirement: Provide at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.
**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.
Oppositional Defiant Disorder (ODD)
Student’s Name
Professor’s Name
Institutional Affiliations
Course Name and Number
Due Date
Oppositional Defiant Disorder (ODD)
Thomas is an 11-year-old Indian American boy living with her parents and two siblings, aged 3 and 17. He is in grade 5 and presented at a facility after a referral by his teacher for aggressive tendencies. His parents indicate that Thomas often becomes annoyed and tempered, characterized by hair pulling, throwing objects, and screaming at other people, irrespective of age. This behavior has been occurring since he was in preschool. They received reports of such misconduct once or twice a month, but the frequency has increased in the last years, with the recent months going up to daily complaints. He has been resistant to instructions, depicting consistent whining but eventually complies at home. However, the case is different at school due to increasing complaints of violating rules and annoying his teachers, leading to warnings of possible expulsion if the behavior persists. Family history indicates that Thomas is within his academic and developmental milestones expectations. Further information reveals that his mother struggled with anxiety while her sister has a history of alcoholism.
The persistent defiance, unpredictable temper, non-compliance with rules, and anger illustrate that Thomas suffers from oppositional defiant disorder (ODD). Woodard et al. (2019) indicate that non-pharmacologic treatments are the first-line treatment approach for such a patient. Considering Thomas’ age, the appropriate method is to apply a multimodal treatment that incorporates him, his school, and his family. This method would integrate parent management training (PMT) using the operant conditioning concepts to eradicate undesirable tendencies from Thomas (Diaz-Stransky et al., 2020). Parents will play the central role of reinforcing or punishing conduct for inducing behavioral change. The school component will include educational materials and activities for deterring oppositional tendencies. Individual therapy will consist of a cognitive-behavioral (CBT) approach to managing Thomas’ anger and equipping him with problem-solving skills (Aggarwal, A., & Marwaha, 2022). Muratori et al. (2020) support mindful and constructive approaches to improving an ODD patient’s overall behavior. Combining these options would significantly improve Thomas’ health outcomes.
Assisting Thomas through referrals would increase the speed of adopting healthy behavior. In this context, referring him to social skills training is one of the constructive options for enabling him to chart a new behavioral journey (Goertz-Dorten et al., 2019). It would also be commendable to refer him and his parents for a functional family therapy session because Sadek (2019) notes that the outcomes of treatments are better when involving parents.
While many conventional therapies apply in the case of Thomas if requested by the parents, recommending music therapy would be an appropriate complementar...