REACTIONS TO DISRUPTIVE BEHAVIORS
Many children and adolescents who go to counseling engage in behaviors that are disruptive to others. These children and adolescents are sometimes labeled as having “externalizing” disorders because they tend to “act out” their symptoms, which causes other people distress. Disorders such as depression and anxiety are “internalizing” disorders because children and adolescents generally internalize their symptoms in a way that causes them distress. When children “act out” their symptoms, adults can become impatient, annoyed, and angry. These responses often intensify when children are unwilling or unable to take personal responsibility for their behavior. As a future child and adolescent clinician, it is important for you to gauge your reactions toward children and adolescents with disruptive behaviors and consider how your reactions may impact the counseling process.
For this Discussion, review each of the clips in the media Disruptive Behaviors Part One and think about your reactions to the behavior exhibited in the media. Select one particular child or adolescent in the media and think about how your reactions to that child’s or adolescent’s behavior might impact a therapeutic relationship with that child or adolescent. Also, consider how you might transform any negative reactions you may have to the child or adolescent you selected to an appropriate therapeutic response.
With these thoughts in mind:
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
BY DAY 3
Post a brief description of the disruptive behavior you selected, and explain one way your reactions might positively or negatively influence the development of a therapeutic relationship with that child or adolescent. Then, explain one way you might transform a negative reaction into an appropriate therapeutic response and how. Be specific and use examples.
Be sure to support your postings and responses with specific references to the week’s resources.
Read a selection of your colleagues’ postings.
BY DAY 5
Respond to at least one of your colleague’s postings in one or more of the following ways:
Ask a probing question.
Share an insight gained from having read your colleague’s posting.
Offer and support an opinion.
Make a suggestion.
Expand on your colleague’s posting.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of your colleagues’ comments.
Response to BL –
Post a brief description of the disruptive behavior you selected and explain one way your reactions might positively or negatively influence the development of a therapeutic relationship with that child or adolescent. Then, explain one way you might transform a negative reaction into an appropriate therapeutic response and how. Be specific and use examples.
The video I chose to describe is the angry adolescent. In this scenario, there is teenage girl who is observed to be angry. The anger was geared towards her parents, causing mis-placed feelings towards her counseling which resulting in her lashing out and yelling during her counseling sessions. “Children with highly disruptive behavior present a heavy burden to the schools, counselors, and others who care for them, and they present difficulties for their peers (Cochran et al., 2010, p. 130). The teenager is resistant to counseling, thinking it is stupid and seems to think there is no point to the counseling; failing to connect/engage with the counselor (Laureate Education, 2014d). In the first video the counselor displayed irritability by the girl’s response. The counselor was chastising and belittling the teenager. I would use the therapeutic approach from the second part of the video because the counselor-initiated patience by acknowledging her personal rights, one being that she does not have to talk to him. He also discussed the policy as far as confidentiality so she would be aware of all policies in procedures in place. While working in this field, I have encountered some teens who were reluctant to be forthcoming with information. I have learned is that you cannot force anyone to disclose their sensitive information.
Transformation to Appropriate Therapeutic Response
My therapeutic approach would be to listen, let them know that it is their right not to talk and as the counselor did in the second video, I would turn the session into a story about myself and tell my own story about different events of my life. Self-disclosure can a method used to help form a sense of trust and rapport with a client. “It often helps others to feel comfortable enough to do the same – forming stronger connections and making work more enjoyable and productive for everyone” (Self-Disclosure: Connecting with Honest, Personal Communication, n.d.). In the first video response, the counselor tells the teen that “she is just being disrespectful” (Laureate Education, 2014d). This response could intensify the teen’s already disruptive and angry behaviors. If respect needed to be addressed, then I would use it to set boundaries. I will always be respectful when speaking to teenagers. The goal is for me as the counselor to have a healthy positive client relationship.
Cochran, J. L., Cochran, N. H., Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior.
International Journal of Play Therapy, 19(3), 130–143. https://doiorg.ezp.waldenulibrary.org/10.1037/a…
Laureate Education (Producer). (2014d). Disruptive Behaviors: Part One [Interactive Media] Author.
Laureate Education (Producer). (2014e). Disruptive Behaviors: Part Two [Interactive Media] Author.
Hamblin, J. (2017, December 11). How spanking affects later relationships Links to an external site.. The Atlantic. Retrieved from https://www.theatlantic.com/family/archive/2017/12…
Taggart, J., Eisen, S., & Lillard, A. S. (2019). The current landscape of US children’s television: Violent, prosocial, educational, and fantastical content Links to an external site.. Journal of Children and Media, 13(3), 276–294. https://go.openathens.net/redirector/waldenu.edu?u…
Klein, B., Damiani-Taraba, G., Koster, A., Campbell, J., & Scholz, C. (2015). Diagnosing attention-deficit hyperactivity disorder (ADHD) in children involved with child protection services: are current diagnostic guidelines acceptable for vulnerable populations? Links to an external site.. Child: care, health and development, 41(2), 178-185.
Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school Links to an external site.. Developmental Psychology, 49(6), 1174–1186.
As you review this article, consider the impact of peer relations on disruptive behavior. Focus on how peer relations contribute to aggressive-disruptive behavior.
Document: DSM-5 Bridge: Disruptive Behaviors (PDF)Download DSM-5 Bridge: Disruptive Behaviors (PDF)
Use this document to guide you through the definition of disruptive behaviors for this week’s Discussion.
Cochran, J. L., Cochran, N. H., Nordling, W. J., McAdam, A., & Miller, D. T. (2010).Two case studies of child-centered play therapy for children referred with highly disruptive behavior Links to an external site.. International Journal of Play Therapy, 19(3), 130–143.
As you review this article, consider how child-centered play therapy, as a therapeutic approach, supports disruptive behavior
Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence- based psychosocial treatments for children and adolescents with disruptive behavior Links to an external site.. Journal of Clinical Child and Adolescent Psychology, 37(1), 215–237.
As you review this article, consider the evidence-based psychosocial treatments used for children and adolescents with disruptive behavior. Focus on how clinicians might use these therapeutic approaches in their professional practice.
Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building an evidence base for DSM-5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special section Links to an external site.. Journal of Abnormal Psychology, 119(4), 683–688.As you review this article, consider the recommended revisions to the diagnostic criteria for oppositional defiant disorder (ODD) and conduct disorder (CD). Focus on this information might inform your professional practice.
Walden University, LLC. (Producer). (2014c). Disruptive behaviors [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 20 minutes.
In this media program, Drs. John Sommers-Flanagan and Eliana Gil discuss disruptive behaviors. Focus on how disruptive behaviors can be regulated.
Walden University, LLC. (Producer). (2014d). Disruptive behaviors Links to an external site.: Part one [Interactive media]. Baltimore, MD: Author.
Disruptive Behaviors: Part One Transcript (PDF)Download Disruptive Behaviors: Part One Transcript (PDF)
In this media program, you will analyze four disruptive behaviors in children and adolescents. Focus on your analysis and answering the questions for each disruptive behavior.
Walden University, LLC. (Producer). (2014e).Disruptive behaviors Links to an external site.: Part two [Interactive media]. Baltimore, MD: Author.
Disruptive Behaviors: Part Two Transcript (PDF)Download Disruptive Behaviors: Part Two Transcript (PDF)
In this media program, you will select one counseling session from the same four disruptive behaviors you previously viewed. Focus on the session and answering the questions addressed in the media.