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The final project for WRTG 391 will be a statement of research gaps or unanswered questions.
The final project for WRTG 391 will be a statement of research gaps or unanswered questions.In this assignment you will describe the topic on which you wrote your synthesis essay, or literature review.You will then state what gaps you found in the research on your topic, areas in which further researchmight be appropriate on the topic, or any questions have opened up for you or remained unanswered as aresult of having researched this topic.
This project will be based on the following paper. Can someone please help, I need this done in the next few hours
Aggressiveness is a feeling that for many is difficult to control, aggression is an emotional state that consists of feelings of hatred and desire to harm someone else either through physical or verbal behaviors. Aggression can be expressed many forms or actions without measuring the conduct or degree, which involves provocation and attack. For adults, emotions relating to aggression can be difficult to manage without help; however, for a child or adolescent it is much more difficult for them to know how to identify several emotions associated with aggression. In the United States alone the number of aggressive adolescents in our society has been increased recently in a surprising way. Children and adolescents learn behaviors though daily living skills such as daily adaptive behaviors. In relation to aggressive behaviors children and adolescents, there are many factors that cause the influence of aggressive emotions in children and adolescents such as brain patterns that have been produced through previous experiences associated with violence or abuse, response of stress or frustration, and also due to the lack of relationship skills. “Aggressive behaviors in youth tend to be relatively stable across the lifespan and are associated with maladaptive functioning later in life. Researchers have recently identified that both violence exposure and negative affective experiences are related to the development of aggressive behaviors.” (Ebesutani, Kim, & Young, 2014, p.736).
It is important to approach behaviors of aggression in children and adolescents at an early age through therapies and services of conduct appropriate to the age. The objective of behavior services is to help children and adolescents modify their behaviors, services can benefit in various ways such as: positive changes in behavior, improvement of relationship with family and friends, help increase self-esteem, decrease anxiety, and overall it helps them take greater responsibility over their behaviors. Author Rathus shares in his literature that according to Sigmund Freud, the originator of psychodynamic theory, "children and adults naturally desire to vent aggressive impulses on other people, including parents, because even the most attentive parents cannot gratify all of their demands immediately." (Rathus, 2012, p.281). Anger is a regular emotional response to negative feelings such as frustration; therefore, if children and adolescents are provided with the self-control strategies through behavior services they will be able to address those emotions in safe ways.
Children and adolescents with anger management problems can benefit greatly from anger management services. Aggressive behaviors can prevent children and adolescents from engaging in interventions meant to help them succeed in life. In Abikoff and Klen study (as cited in Blake & Hamrin, 2007, p. 209) found that “Anger and it’s expression represent a major public health problem for school-age children and adolescents. Prevalence reports show that anger-related problems such as oppositional behavior, verbal and physical aggression, and violence are some of the more common reasons children are referred for mental health services.” It is important to provide behavior services for children and adolescents in order for them learn how to manage emotions associated with frustration and anger appropriately. In their article Blake and Hamrin discuss several different approaches towards aggressive behaviors, on regards to Anger Coping Program (ACP), the authors stated, “The objectives of the program are to teach children to view anger and aggression as a problem and to provide them with alternative solutions for controlling their anger.” (Blake & Hamrin, 2007, p. 214)
There are several ways to approach aggressive behaviors in children and adolescents through counseling, psychiatric services, and cognitive-behavioral intervention programs designed for different age groups and level of behaviors. Services for behavior management are created to support children in modifying their behavior, helping them to achieve in the different contexts of their life. Behavior intervention programs for modifying aggression in children and adolescents can very in length in which services will be provided depending on the diagnosis and the need.
Counseling services for children and adolescents that struggle with oppositional and aggressive behaviors is one effective approach towards the goal of decreasing disruptive behaviors. As stated in a study regarding psychotherapeutic interventions, “Several of the programs, with different therapeutic approaches described here, resulted in significant progress in reducing aggressive and disruptive behaviours, and these improvements could produce important additional treatment effects.” (Fossum, Handegard, Martinussen, & Morch, 2008, p.448 ). One main objective of productive counseling for defiant behaviors in children and adolescents is to work towards improving trigger identification and help clients manage those emotions through essential skills of self-control.
Aggressive behaviors are also often due to psychological disorders such as Attention Deficit Hyperactivity disorder (ADHD), Intermittent Explosive Disorder (IED), Borderline Personality Disorder (BPD), Schizophrenia, or Oppositional Defiant Disorder (ODD) it is very important for children and adolescents to be referred for a Comprehensive psychiatric evaluation. In an article regarding a study about pharmacological management treatments, authors Pringsheim, Hirsch, Gardner, and Gorman (2015, p. 53), stated, “Aggression in children with ADHD is a major risk factor for the development of criminality in adolescent and adulthood, and negatively influences quality of life for children and their families. Therefore providing effective and safe treatments for aggression and other disruptive behaviors is of extreme importance.” It is also very important for parents and guardians to have common knowledge of the symptoms associated with psychological disorders in order to initiate a psychological evaluation so that parents can also agree on the types of treatments that will best benefit their child. “An international consensus statement on ADHD and disruptive behavior disorders (comprising ODD, conduct disorder, and disruptive behavior not otherwise specified) says that psychopharmacologic treatment would not be appropriate for cases of ODD in the absence of psychiatric comorbidity, unless severe aggression or destructive behavior persisted despite attempts at psychosocial interventions of established efficacy." (Kelsberg & St. Anna, 2006, p.913 ).
Therapy and cognitive-behavioral intervention programs are also recommend for management of disruptive and aggressive disorders. Behavior coaching programs focus in supporting and helping families and children in modifying negative behaviors. Most behavior coaching services provide the tools and techniques necessary to help decrease aggressive and defiant behaviors. As stated in an article regarding treatment for oppositional defiant disorder, “Oppositional Defiant Disorder (ODD) is relatively common among 3-8 year-old children and its presence puts children at risk for more serious and stable behavior problems. Behavioral Parent Training (BPT) as the most empirical support as a treatment for children with ODD as well as for children with clinically significant conduct problems.” (MacKenzie, 2007, p.500). Behavior management specialists are prepared to teach their clients how to regulate emotions or other type of behaviors challenges through: special children workbooks regarding specific behavioral issues, writing exercise, individual tips, role model, role play, educational DVD’s, lessons regarding practical techniques, social values, and living skills.
Every program is designed with different therapeutic approaches; therefore, families can benefit greatly from services that will provide proper structural techniques that will help the overall relationship in a family. “Recent research has focused on making programs more appealing, relevant, and accessible to ethnic/racial minority families who are less likely to have access to quality services and are less likely to use traditional programs, even when they have access. In sum, much progress has been made in the treatment of ODD for young children and the field continues to work to improve the overall efficacy of treatments as well as the ability to reach more children and families.”(Fossum, et al., 2008). Behavior intervention programs can also provide effective parenting skills with the client’s guardians in accordance to the client’s diagnosis and personality. Specialists work towards improving family relationships by encouraging effective use of family time, communication, and social principles. They also provide parents/guardians with articles and documents regarding their children’s mental disorders to facilitate their comprehension of their children’s behaviors or conducts. This is also intended to provide the parents/guardians with reasonable improvement expectations. In an article regarding emotion regulation in mothers and young children, authors share the following, “Moreover, mothers’ supportive responses to their children influence their children’s ability to emotionally regulate. Researchers have found that when mothers refocus their children’s attention and help the child reframe a given situation, the children demonstrate less anger and sadness. Healthy emotion regulation strategies help a child process a traumatic event in an adaptive way, which can help prevent the onset of PTSD.” (qtb. in Pat-Horenczyk et al., 2015, p.340).
Parent participation is an essential part of clients’ therapeutic process and achievement, parents serve as role models; therefore, having parents being a part of clients’ sessions it demonstrates support and motivation to their children. In regards to parental acceptance and involvement in their children’s overall development, authors Chiaying and Kendall (2014, p.322), state, “Parental acceptance generally refers to warm, affectionate, and responsive parenting behaviors that consist of involvement in children’s lives emotionally and behaviorally, acceptance and validation of children’s feelings and behaviors, positive expressed emotion/affection, praise, approval, active listening, and use of reflection.”
Defiant and aggressive behaviors in children and adolescents have been social concern for long time. This concern has grown over the years, along with the attention that has given due to required reinforcement from authority figures involved in the daily lives of children/adolescents struggling with defiant behaviors. Aggression in children/adolescents is perceived as a normal emotion; nonetheless, if those emotions are not approached correctly with positive reinforcement it begins to escalate to the point where aggression is expressed in physical and psychological forms; therefore, it’s very important to provide the proper treatment through behavior services that will help children/adolescents manage aggressive emotions. Effective treatments for disruptive behavior disorders are very important for children/adolescents. Aggressive and defiant behaviors can be approached with beneficial behavior management treatments that are beneficial for the child/adolescents, his or her family, and for the society as whole. In a study regarding short-term treatment for disruptive behaviors, authors Jerrott, Clark, and Fearon (2010, p. 91) stated the following, “Results of the present study indicate that, compared with a wait list control group, children with DBD who attend a short-term day treatment program showed significant improvement in their behaviour at home. At the time of discharge, children’s scores on measures of externalizing behaviour and social behaviour were in the non-clinical range. The parent’s level of stress regarding their child was also reduced to non-clinical levels.” Several treatment approaches for aggressive behaviors focus in different areas considering age appropriate services; with that said, in a study about Acceptance and Commitment Therapy (ACT) for aggressive behavior, it states the following, “The results of this first trial of ACT for aggressive behavior indicate that the ACT group significantly reduced both physical and psychological aggression and that these changes were significantly greater than those of the control group, suggesting that an ACT approach to aggression may serve as an efficacious treatment for aggression.” (Zarling, Lawrence, & Narchman, 2015, p.199).
Treatment for behavior problems is multi-modal, requiring care in several areas including physical and psychological; therefore, it is important recognize when behavior management is needed for children and adolescents at an early stage to help prevent unwanted self-defeating thoughts such as shame, guilt, rejection, hopelessness, or helplessness. Behavior management services for aggressive behaviors provide an educational curriculum providing the necessary tools for parents and children to keep a healthy and successful relationship. Every type of intervention is specifically designed to provide the services for specific diagnosis related to conduct disorder. As stated in a study, “Aggressive behavior in youth is a serious problem that is in need of attention to better understand its contributing risk factors and pathways to development. Through better understanding the various components and developmental pathways of aggression, we may be better able to understand, identify, and prevent the onset of aggressive acts in youth.” (Ebesutani, et al., 2014, p.743).
References:
Ebesutani, C., Kim, E., & Young, J. (2014). The Role of Violence Exposure and Negative Affect in Understanding Child and Adolescent Aggression. Child Psychiatry Hum Dev Child Psychiatry & Human Development, 45(6), 736-745. doi:10.1007/s10578-014-0442-x
Rathus, S. A. (2013). Psychology: Concepts and Connections: Ninth Edition. Australia: Thomson/Wadsworth.
Blake, Christie S., and Vanya Hamrin. "Current Approaches to the Assessment and Management of Anger and Aggression in Youth: A Review." J Child Adolescent Psych Nursing Journal of Child and Adolescent Psychiatric Nursing 20.4 (2007): 209-21. Web. 23 June 2016.
Fossum, S., Handegård, B. H., Martinussen, M., & Mørch, W. T. (2008). Psychosocial interventions for disruptive and aggressive behaviour in children and adolescents. European Child & Adolescent Psychiatry Eur Child Adolesc Psychiatry, 17(7), 438-451. doi:10.1007/s00787-008-0686-8
Pringsheim, T., Hirsch, L., Gardner,, D., & Gorman, D. A. (2015, February). The pharmacological management of oppositional behaviour, conduct problems, and aggression in children and adolescents with attention-deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder: A systematic review and meta-analysis. Part 2: Antipsychotics and traditional mood stabilizers. The Canadian Journal of Psychiatry / La Revue Canadienne De Psychiatrie, 60(2), 52-61.
Kelsberg, G., & St.Anna, L. (2006). What are effective treatments for oppositional defiant behaviors in adolescents? Journal of Family Practice, Vol. 55(Issue 10), P911-913. doi:22925411
Mackenzie, E. P. (2007). Improving treatment outcome for oppositional defiant disorder in young children. Journal of Early and Intensive Behavior Intervention, 4(2), 500-510. doi:10.1037/h0100387
Pat-Horenczyk, R., Cohen, S., Ziv, Y., Achituv, M., Asulin-Peretz, L., Blanchard, T., . . . Brom, D. (2015). Emotion Regulation In Mothers And Young Children Faced With Trauma. Infant Mental Health Journal Infant Ment. Health J., 36(3), 337-348. doi:10.1002/imhj.21515
Wei, C., & Kendall, P. C. (2014). Parental Involvement: Contribution to Childhood Anxiety and Its Treatment. Clinical Child and Family Psychology Review Clin Child Fam Psychol Rev, 17(4), 319-339. doi:10.1007/s10567-014-0170-6
Jerrott, S., Clark, S. E., & Fearon, I. (2010). Day Treatment for Disruptive Behaviour Disorders: Can a Short-Term Program be Effective? Journal of the Canadian Academy of Child & Adolescent Psychiatry, 19(9), 88-93. Retrieved June 24, 2016.
Zarling, A., Lawrence, E., & Marchman, J. (2015). A randomized controlled trial of acceptance and commitment therapy for aggressive behavior. Journal of Consulting and Clinical Psychology, 83(1), 199-212. doi:10.1037/a0037946
