Healthcare Training Institute - Quality Education since 1979
CE for Psychologist, Social Worker, Counselor, & MFT!!
In the last section, we discussed situations in which I ask parents to try reframing. These situations were: aggressively provoked teens; seemingly hopeless situations; and misinterpreted realities.
In this section, we will discuss the three dimensions that I consider when first becoming familiar with families with teens who exhibit oppositional defiant disorder. These three dimensions include: pressures on the family, Other-Person-Centered Responding, and structure.
3 Dimensions of Families with Oppositional Defiant Teens
♦ #1 - Pressures on the Family
The three teens, Dennis, Lisa, and Karen, are all trying to develop their own educational and physical personalities. The pressures the Henderson family face turn to behavioral problems, which include drinking, violence, and poor performance at school and work. I explain to the Hendersons that the stress of the family may be the cause of these behavioral problems.
Because so many family members are all trying to develop in some way, everyone is actually afraid that the family will eventually grow apart. Without the support of this familial structure, the parents do not have the strength they need to resist these behavioral problems.
♦ Technique: Other-Person-Centered Responding - 11 Main Ideas
During a family session with the Abbie, Abbie talks about her 15 year old daughter Joanna who is currently experiencing depression. Abbie stated, "Joanna is constantly out with friends partying and will not tell us where she is at night!"
At this point, there are several thoughts running through the mother’s mind that she would wish to say such as:
♦ # 2 - Structure
I explained to Jody that although she wants to forget what happened, destroying the familial structure her family has worked so hard to achieve would not help ease the pain. In order to expand my point further, I made this analogy to Jody, "Suppose you hurt your hand in some way, either by falling on it or hitting it on something. It may be hurt or broken, but you would never cut it off. Why wouldn’t you?"
Jody stated, "Well, the body needs the hand." I then said, "That’s right, just like your family needs you. But doesn’t the hand need the body as well? When a hand is separated from the body, not only is it unable to function, but it also loses the capacity to heal what has been broken. If you separate yourself from your family, who loves you and supports you, don’t you also separate yourself from the people who could help you most?" Jody reluctantly agreed.
In this section, we discussed the three dimensions that I consider when first becoming familiar with families with disruptive teens. These three dimensions include: contemporary developmental pressures on the family, Other-Person-Centered Responding, and structure.
In the next section, we will discuss three key ways that a parent can become a confidence builder for their teen. These three steps are: valuing the unique teen; building self-respect; and recognizing effort and improvement.
Peer-Reviewed Journal Article References:
Amemiya, J., Mortenson, E., & Wang, M.-T. (2020). Minor infractions are not minor: School infractions for minor misconduct may increase adolescents’ defiant behavior and contribute to racial disparities in school discipline. American Psychologist, 75(1), 23–36.
Forcino, S. S., Nadler, C. B., & Roberts, M. W. (2019). Parent training for middle childhood conduct problems: Child opposition to timeout and token fines. Practice Innovations, 4(1), 1–12.
Harvey, E. A., Metcalfe, L. A., Herbert, S. D., & Fanton, J. H. (2011). The role of family experiences and ADHD in the early development of oppositional defiant disorder. Journal of Consulting and Clinical Psychology, 79(6), 784–795.
Li, I., Clark, D. A., Klump, K. L., & Burt, S. A. (2017). Parental involvement as an etiological moderator of middle childhood oppositional defiant disorder. Journal of Family Psychology, 31(6), 659–667.
Prout, T. A., Bernstein, M., Gaines, E., Aizin, S., Sessler, D., Racine, E., Spigelman, A., Rice, T. R., & Hoffman, L. (2020). Regulation focused psychotherapy for children in clinical practice: Case vignettes from psychotherapy outcome studies. International Journal of Play Therapy, 29(1), 43–53.