Εναντιωματική προκλητική διαταραχή των παιδιών: Ο ρόλος του εκπαιδευτικού και του σχολείου

Abstract

The aim of the present study was to present basic ways of managing children's oppositional defiant disorder (ODD) by the teacher and the school community in general. The theoretical background is the ecosystemic approach, according to which the cooperation of school, family and mental health professionals is necessary for the effective management of ODD, whether the interventions focus on the individual or οn the classroom and the school.

Initially, the diagnostic criteria of ODD, according to DSM-5 (APA, 2013/2015), are described and references to its etiology, impact, differential diagnosis and co-morbidity are made.

The main focus of the study is to present ways of ODD management by the teacher and the school community in general, as these are formulated and applied worldwide. ODD management in the Greek educational system is also discussed. In addition, the following issues are presented: (a) the role of the teacher, (b) classroom and school intervention programs, (c) individual interventions, (d) school-family cooperation, and (e) interdisciplinary approach of ODD.

Finally, a classroom intervention program for anger management, a core element of any effective ODD intervention, is presented.