UNIVERSITY SYSTEM ANA G MENDEZ

2011

EDUC 617: ESOL Seminar in School Setting.

Portfolio Rubric.

Student: Yudennia Ruiz

2

Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning

Disabilities Who Use English as a Second Language

Yudennia Ruiz

Edith Restrepo

Wilfredo Estrada

Sistema Universitario Ana G. Méndez

3

Introduction

The journal Reciprocal Teaching of Reading Comprehension Strategies for Students with

Learning Disabilities Who Use English as a Second Language was written by Janette Kettmann

Klingner and Sharon Vaughn on 1996 and was published in The Elementary School Journal-

Volume 96, Number 3 by the University of Chicago Press. Janette Kettmann Kingner has a PhD

in Reading and Learning Disabilities from the University of Miami and has participated in many

publications on reading and special education - among others. Sharon Vaughn is a dedicated

researcher and –similarly to Kettmann- has authored a great number of books on reading and

students with learning disabilities. This specific article is an excellent written piece of relevant

topics on reading comprehension, learning disabilities, and English for Speakers of Other

Languages (ESOL). The title is straight to the point and allows the reader to immediately grasp

the main idea of the article. The body of the work avoids unnecessary repetitions and walks the

reader through the different sections. The grammar and language are in tune with the

professional level of the authors. In addition, the abstract provides a clear overview of the most

salient ideas, procedures, and findings of the study.

Although no heading identifies the introductory section of the article, the authors provide

thorough information on the background of the research. The major concerns as well as previous

studies are explained and key concepts such as reciprocal teaching and cross-age tutoring and

cooperative learning are covered in their entirety. Despite the fact that a formal theoretical

framework is not defined, the researchers stress the viewpoints and antecedents that lead them

conduct their research.

4

Research Process

The purpose of the study is identified with outstanding clarity. A heading is used to frame

it within the body of the journal and a concise but complete exposition is made. In regards to the

method, no philosophical approach is identified, but this is compensated by an exhaustive

description of the investigation process which includes the use of tables. The research setting is

properly described and the steps and circumstances of the data collection process are clearly

stated and include the measures used in the study and the characteristics of the research

population. A step-by-step delineation of the procedures is presented. An essential element of the

study is that it is divided into phases making it easy to replicate by other researchers.

The literature reviewed is pertinent to the study although -due to the lack of research on

the topic - for the most part is over ten years old. It is organized in a logical manner as support to

the researchers’ statements and comes largely from primary sources.

Furthermore, the sampling is adequate for the purposes of the study and reflects a

representative population of all the variables concerned with the research. Descriptive measures

of reading comprehension are administered to aid with the interpretation of initial conditions and

qualitative measures in reading comprehension are also included. The researchers use an on-

going monitoring of the data collection and implementation process. Also, the use of two

different independent raters ensures that the data collected was highly valid and reliable. Because

the assessment measure consisted mainly of a pre-test and a post-test, data saturation is not

applicable.

Findings and Discussion

The results are presented in a logical way by providing an analysis of group outcomes

first and then discussing the differences within groups. The authors restate the purpose of the

5

research allowing the reader to stay on track. The results of analysis of variance are discussed as

well as the results of significance tests. Each conclusion is based on the outcome of the data

analysis and interpretation. Triangulation is performed with prior studies which corroborated the

validity and reliability of the study. The authors also use tables and graphs making the findings

more understandable to the reader. Something to consider is that the researchers do not make any

statement with regards to the generalizability of the research or to the future replication of the

study.

In a nutshell, the article follows the steps of the research process in a logical manner. The

study is adequately designed and conducted and of high relevance to the field of education. The

results provide new avenues and strategies that teachers could implement in their classroom to

assist children with learning disabilities who are also English language learners so that they can

improve their reading comprehension.

6

References

Baker, L. (1979). Comprehension monitoring: Identifying and coping with text confusions.

Journal of Reading Behavior, 11, 363-374.

Cummings, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy.

San Diego, CA: College Hill.

Hernandez, J.S. (1991). Assisted performance in reading comprehension strategies with non-

English proficient students. Journal of Educational Issues of Language Minority

Students, 8, 91-112.

7

8

9

10

11

12

13

Psychotherapist Evaluation Survey Date / /

Demographic information (Optional) Male Female

Instructions: Your are invited to participate in an educational action research project that will help us understand the impact of family therapy on children with ODD and its relationship on family functioning. Your responses are very important and should reflect your experiences and opinions as much as possible. The information provided is completely confidential and the results are entirely anonymous. Please note that participation in this study is voluntary. Please select the level of agreement with the following statements. Strongly Agree (SA) | Agree (A) | Undecided (U) | Disagree (D) | Strongly Disagree (SD)

Statements SA A U D SA

Conflict management in ODD children is important for children and parents’ relationship.

Family therapy helps ODD children to express and control their feelings.

Aggressiveness and antisocial behaviors are characteristic of ODD children.

Therapeutic techniques are used to help ODD children.

How does family therapy help to understand better the needs of ODD children?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Thank you for your participation!

14

Chapter 4: Results

EDUC 617

Yudennia Ruiz

University System Ana G Mendez.

15

Chapter 4: Results

In the data collection stage of quantitative research, participants are chosen for the study,

their experiences are secured through a process of structured survey, and themes are derived

from the collected data until finally those themes are fashioned into an authentic representation

of the participants’ experiences. In this chapter, each participating psycho-therapist is told. Their

experience of work with ODD child and their perceptions on how family therapy influenced to

improved relationship, less aggressiveness, decrease conflict, decrease symptoms and anti-social

behavior in ODD children. This research brought together to form a portrait of their interaction

with the phenomenon. Within each experience, the therapist’s testimony is explored, as well as

their experience with ODD child, family therapy with techniques that worked and did not work,

ODD children feelings about the past relationships and present relationships. This chapter also

demonstrates how these cases relate specifically to the stated research problem and includes an

expression of the researcher’s own experience with the phenomenon. The testimonies of these

therapists were gathered through transcriptions of structured survey, the researcher’s field notes,

and the reflective and subjective insights of the researcher. Psycho-therapist Evaluation Survey

was identified by level of agreement: Strongly Agree (SA), Agree (A), Undecided (U), Disagree

(D) and Strongly Disagree (SD) with the statements. Question 1: Conflict management in ODD

children is important for children and parents’ relationship. Question 2: Family Therapy helps

ODD children to express and control their feelings. Question 3: Aggressiveness and antisocial

behaviors are characteristic of ODD children. Question 4: Therapeutic techniques are used to

help ODD children. Demographic information was optional and not has been specified. Each

therapist told their experience in vivid texture and detail. Demographic information was optional

and not specifically.

16

How the Data Were Gathered?

After each psycho-therapist was recruited to participate in the study, a time was

scheduled for them to meet with the researcher for the structured survey. During each survey,

the therapist met with the researcher to answer questions and discuss the research topics. Each

therapist met separately with the researcher to discuss their individual points of view on the

various issues outlined in the survey. Each survey’s application lasted 20 minutes approximately

and was applied to 10 psycho-therapists at Institute for Child and Family Health (Children’s

Psychiatric Center).

Review of Research Question

The research question for this study was as follow: How does family therapy help to

understand better the needs of ODD? This question was presented to each therapist at the ending

of each survey. Each therapist stated they were willing, and in some cases eager, to explore this

question and hoped that their experience could help elucidate its answer. The question was

broken down into other, more specific questions that comprised the semi-structured interviews.

Each participant had numerous opportunities to share his or her opinions and experiences with

regard to the research question. As each therapist began to tell their own experiences, their

answer to the research question came into focus. They shared their thoughts and feelings on a

host of relevant issues pertaining to the study problem and often the feelings were harsh, brutally

honest, and emotionally charged.

17

Charter 5: Summary and Discussion

EDUC: 617

Yudennia Ruiz

Professor: Maria Sevillano

University Sistem Ana G Mendez.

18

My observations and understanding were entwined in an exploration of each therapist’s

lived experience. This chapter includes a phenomenological attempt to bring understanding to

those experiences. The chapter includes an interpretation of the findings that were derived from

the collected data. The common attitudes of the participating, the observations of the therapists

concerning ODD, and the perceived negative and positive effects of a child with ODD on their

relationships are all discussed.

This chapter expresses the end result of the data analysis, of searching through the massive

amount of data collected to find the common themes that can lead to understanding. Through the

coding of the survey transcripts by the researcher, the field notes taken by the researcher during

the survey, and the perceptions and insights of the researcher, this section seeks to interpret those

findings.

The results of this study showed that the participating therapist who raise a child with

ODD suffer from a variety of relational symptoms. The therapists perceived that the conflict

management in ODD children is important for children and parents’ relationship. The family

conflict caused by the behavior of the oppositional child has affected parent’s relationships in a

variety of ways. Also family therapy helps to decrease anti-social behavior in ODD children.

However, the insight derived from this study is only a beginning to understanding the inner

workings of these embattled children and families. Even though the general experiences of these

therapists have been considered, individual aspects of this professional experience also deserve

exploration. The first aspect is the Therapeutic techniques are very important to help ODD

children. This was the most striking observation made during the data analysis portion of the

study. All of the participating therapists demonstrated to be strongly agree with this statement.

19

The topic for this research study was selected by this researcher for a very specific reason

because there is an increase of ODD children in Miami- Dade Public Schools and how family

therapy can help to improve their relationships with parents and others. I work on a regular basis

with families struggling to hold their marriages and families together during the volatile

experience of raising a child with ODD and I can see the fear, confusion, pain, frustration, and

hopelessness in all of these families and children. According to therapists who work with

children know, counseling means not only working with the child, but with the family as well. I

saw this research study as an opportunity to more adequately assist the parents and their ODD

children that I see to weather this relational storm.

The literature review served as a very educational experience. I was surprised to find so

little research that addressed how a child’s behavior affects the parent’s relationship. With

virtually all of the research discussing how ODD children behavior affects their feelings and

relationships. I was in hopes that this study might begin to open up the doors of understanding

with regard to how a child’s behavior may impact the parents’ relationship. This study has taxed

my academic writing ability to the limit. It has led to hours of slowly bringing cogent points

together and hours of rewriting those points. This has been an invaluable experience for me to

strengthen my writing skills and hone my ability to accurately and clearly present complicated

information.

The data gathering experience was a very satisfying one. After so many days of viewing

the topic from a theoretical vantage point, it was very gratifying to finally be able to sit in a room

with a real therapist grappling with the issue and seek to gain understanding from their

experience. My challenge was to not let the semi-structured survey become too structured.

20

I wanted the questions asked to prompt discussion. The survey process also enhanced my

listening skills and helped my ability to extract pertinent information from a participant. I could

not thank those therapists who chose to participate in the study enough. They took time out of

their busy schedules to engage in an important survey for this research.

Their willingness to open up and go on the record with their experiences and insights made

this research possible.

The data interpretation experience was also a rewarding experience. I was surprised by

how much each of the therapists had in common in their answers. For example, in the statement

number two: Family therapy helps ODD children to express and control their feelings, nine

therapists were in strongly agreed and only one in agreed. Also, opinions were divided on the

question number three: Aggressiveness and antisocial behaviors are characteristic of ODD

children; five therapists were in agreed and five therapists in disagreed. Hopefully, this

commonality can demonstrate a more generalized experience with this phenomenon. Another

positive outcome of this research study is a support group for these children and their parents

struggling not only with an ODD child, but in their marriage relationship as well.

This research experience has changed me as a better professional and a future mother. It

has enabled me, as a wife and future mother, to take what I’ve learned and apply it to my

relationship with my future daughter. I am more cognizant of my communication and of the

necessity to be on the same page when it comes to my interaction with my future daughter and

extended family. It has changed me as a professional in that I am better equipped to meet the

needs of those who seek my counsel and guidance. The understanding garnered by this study will

enable me to better understand the families that I work with and better prepare me as a counselor

21

to share that understanding with them and therefore enhance their probability of a positive

outcome to their counseling experience.

22

Final Action Research

The Impact of Family Therapy on children with Oppositional Defiant Disorder and its relationship on Family Functioning.

EDUC 617

Yudennia Ruiz

University System Ana G Mendez.

23

Table of Contents

Table of Contents....................................................................................................2

Abstract…………………………………………………………………………...3

CHAPTER 1: INTRODUCTION..........................................................................4-5

Introduction of the Problem.....................................................................................4

Statement of Problem........................................................................................ ….4

Purpose of the Study ...............................................................................................5

CHAPTER 2: LITERATURE REVIEW............................................................... 5-8

Theoretical Reference of Researcher.......................................................................5

The Research Question for this Study......................................................................6

The Impact of Family Therapy (Training)............................................................ 7-8

CHAPTER 3: METHODOLOGY...........................................................................8-9

Introduction..............................................................................................................8

Design of Study..................................................................................................... .9

CHAPTER 4: RESULT OF STUDY……………………………………………...9-11

CHAPTER 5: SUMMARY AND DISCUSSION………………………………..11-14

REFERENCES…………………………………………………………………....15-16

STADISTIC…………………………………………………………………........17-25

24

Abstract

Oppositional Defiant Disorder (ODD) affects and is affected by the families functioning.

The purpose of this study was to understand the experience of parenting children with ODD

while exploring influences of these experiences on the marital relationship.

Using a phenomenological framework this qualitative study explored the experience of

parenting a child with Oppositional Defiant Disorder (ODD) and its influence on the family

functioning. Twenty therapists who attend children previously diagnosed with ODD are

interviewed to assess parent -children communication, its relationship on family functioning,

conflict management, conflict avoidance, parenting disagreement related conflict, the use of

family therapy to help and improve the needs of the ODD children and therapeutic techniques

used.

25

Chapter 1: Introduction

Behavior difficulties such as those associated with Oppositional Defiant Disorder (ODD)

or Conduct Disorder (CD) are present in many children, today. In such instances due to the high

level of parent-children conflict that is present has required direct work with families to reduce

conflict and improve family functioning.

As a case manager from a Mental Health Program at the Institute for Child and Family

Health where working with children and adolescents. I regularly deal with children with

Oppositional Defiant Disorder (ODD). My work has given me a unique position to see how this

disorder creates havoc in the home. This disorder influences a children’s relationship with

parents, siblings, teachers, and most authority figures the child encounters. But one of the major

impacts I witness in my job is the influence of this disorder on the family relationship of

children- parents. This study explores the lived experience of family function an ODD child and

to understand the influence of the impact of family therapy in order to improve family

relationship.

Oppositional defiant disorder refers to a recurrent pattern of developmentally

inappropriate levels of negativistic, defiant, disobedient, and hostile behavior toward authority

figures. The behaviors associated with oppositional defiant disorder including actively defying or

refusing to comply with adult rules and requests, frequent temper outbursts, and excessive

arguing can significantly impede adaptive adult-child and child-peer interactions

Most symptoms seen in children with oppositional defiant disorder also occur at times in

children without this disorder, especially around the ages or two or three. However, in children

with oppositional defiant disorder, these symptoms occur more frequently and interfere with

26

learning, school adjustment, and, sometimes, with the child's relationships with their families and

others.

An improved understanding of oppositional defiant disorder therefore requires a study

and a deeper comprehension on children with ODD. Such information can strengthen our

understanding of oppositional defiant disorder. Toward this end, the purpose of this study was to

determine the impact of family therapy in children with oppositional defiant disorder by family

interaction (Family therapy) through communication-training solving, parent- management

training and behavior management training.

The purpose of this study is to understand on children with ODD, with family relations,

functioning, and authority figures. This perspective represented a departure from the body of

related literature. Whereas most related studies examined the downward effects of the parent-

children relationship on family functioning, this study explore the upward influence of the

child’s negative behaviors on the family relationship, and how to improve parent-children

relationship through family therapy.

Chapter 2: Literature Review

According to American Academy of Child and Adolescent Psychiatry. For many

children, Oppositional Defiant Disorder does improve over time. Follow up studies have shown

that the signs and symptoms of ODD resolve within 3 years in approximately 67% of children

diagnosed with the disorder. However, research has also shown that approximately 30% of

children with ODD eventually develop conduct disorder. The risk is 3 times greater for children

who were initially diagnosed at a very young (e.g., preschool) age. Preschool children with ODD

are also likely to exhibit additional disorders several years later. Overall, approximately 10% of

27

children diagnosed with ODD will eventually develop a more lasting personality disorder, such

as Anti-Social Personality Disorder.

This literature review considers whether the use of family therapy on children with ODD

is a promising approach to improve the family functioning by responding to the following

question: How does family Therapy may help to improve the better understanding of the needs

of the ODD children?

An extremely well-conducted study comparing some family-therapy approaches for

children with ODD was published in the Journal of Consulting and Clinical Psychology

(Barkley, RA., et al., (2001). The efficacy of problem- solving communication training alone,

behavioral management training alone, and their combination for parent-adolescent conflict in

children with ODD. JCCP, 69, 926-941).

The problem solving communication training treatment included three primary

components for changing parent-adolescent conflict. In the problem solving component of the

treatment, parents and children will be trained in a five-step problem-solving approach: first,

problem definition; second, brainstorming for possible solutions; thirst, negotiation around these

solutions; fourth, decision-making processes surrounding a solution; and fifth, and

implementation of the solution. This training was intended to help parents and children develop

new skills for resolving disagreements with less conflict.

The communication-training component will be focus on helping parents and children

develop more effective communication skills when discussing family conflicts. For example,

parents and children are taught to maintain an even tone of voice, to demonstrate an

understanding of the others' concerns before voicing one's own concerns, to avoid insults and

28

put-downs, and to provide approval for positive communication. These skills are intended to

reduce the use of aversive communication strategies that can make parents and children angrier,

and thereby intensify the conflict.

The component of problem solving communication training is training in cognitive

restructuring. This involve helping families learn to detect, confront, and modify irrational,

extreme, or rigid belief systems held by parents or children about their own or the others'

conduct. This aspect of the treatment intend to combat the overly rigid and biased views of one

another that may develop in families marked by conflict, and which can make resolving conflicts

more difficult.

The Behavioral Management training is another treatment; the sessions are attended

by parents only and are devote to teaching parents more effective behavior-management skills.

Session topics included: the use of positive attention to promote desirable behavior; developing

a point system for reinforcing the accomplishment of responsibilities; using age-appropriate

punishments and loss of privileges for undesirable behavior; and teaching parents how to

anticipate problem situations and develop plans in advance for dealing with them.

Of the psychological therapies, parent management training is the method

demonstrated to have the most impact on the child's coercive pattern of behavior. Parent

management training refers to procedures in which parents will be trained to alter their child's

behavior in the home. Parent management training is based on research demonstrating that

conduct problems inadvertently are developed and sustained by maladaptive parent-child

interactions. While this conflictual interaction often is triggered by the irritable temperament in

the child, a major component of this pattern is ineffective parenting. This includes the parent

29

directly paying attention to disruptive and deviant behaviors but using unclear vague commands

and directions and inconsistently applied harsh punishment.

Parent management training alters the pattern of ineffective parenting by encouraging the

parent to practice pro-social behavior (positive, specific feedback for desirable behavior),

employ the use of natural and logical consequences, and use effective, brief, no aversive

punishments on a limited basis when specific encouragement and consequences are not

applicable.

This chapter recognized that therapists of families through techniques can teach the

child's parents to use specific procedures at home to alter interactions with their child. Parents

are trained to carefully identify and observe behaviors and to reinforce desired behaviors.

Training sessions provide opportunities to see how procedures work and to practice and refine

their use of techniques

Chapter 3: Methodology

The purpose of this study was to explore the impact of family therapy on children with

ODD and seek to understand any influences that experience may have had on the parent-children

relationship. This chapter examines the methodology utilized in this qualitative study. It includes

a description of the study design, the rationale of the study, the participants, the role and

background of the researcher, the procedures, data organization, and ethical considerations.

The design of this study begins with a theoretical framework. Also one of the purposes of

this study was to explore the lived experience of the parent-child relationship and its potential

influences on the family functioning. The approach provides the ability to describe the

30

experiential meanings of the events people experience while they are experiencing them (Van

Manen, 1990).

A qualitative approach was preferred as the means to accomplish the research purpose,

because a qualitative approach encompasses the concept of analyzing and interpreting the stories

of people’s lives to determine consequential themes that describe a specific observable fact

(Auerbach & Silverstein, 2003). Rudestam and Newton (2001) noted the word qualitative

indicates data are presented in the form of words instead of numbers. The data are understood by

using themes and categories evaluated subjectively, as opposed to descriptive and inferential

statistics. This study sought to find meaning from the participants’ experience through an

interview process and the subjective interpretation of those interview transcripts.

This research suggests that the severity of the problem, rather than the age of the child, is

predictive of treatment failure. Severe conduct problems in children are the most resistant to this

type of treatment, when compared with younger children. However, with appropriate treatment

programs, some improvement has been documented in all age ranges and all levels of severity.

Treatment needs to be highly structured with specific goals and the use of established behavioral

techniques to improve communication and problem solving skills, as well as the reinforcement of

pro-social behaviors and the implementation of clear discipline for inappropriate behaviors.

Chapter 4: Results

In the data collection stage of quantitative research, participants are chosen for the study,

their experiences are secured through a process of structured survey, and themes are derived

from the collected data until finally those themes are fashioned into an authentic representation

of the participants’ experiences. In this chapter, each participating psycho-therapist is told. Their

31

experience of work with ODD child and their perceptions on how family therapy influenced to

improved relationship, less aggressiveness, decrease conflict, decrease symptoms and anti-social

behavior in ODD children. This research brought together to form a portrait of their interaction

with the phenomenon. Within each experience, the therapist’s testimony is explored, as well as

their experience with ODD child, family therapy with techniques that worked and did not work,

ODD children feelings about the past relationships and present relationships. This chapter also

demonstrates how these cases relate specifically to the stated research problem and includes an

expression of the researcher’s own experience with the phenomenon. The testimonies of these

therapists were gathered through transcriptions of structured survey, the researcher’s field notes,

and the reflective and subjective insights of the researcher. Psycho-therapist Evaluation Survey

was identified by level of agreement: Strongly Agree (SA), Agree (A), Undecided (U), Disagree

(D) and Strongly Disagree (SD) with the statements. Question 1: Conflict management in ODD

children is important for children and parents’ relationship. Question 2: Family Therapy helps

ODD children to express and control their feelings. Question 3: Aggressiveness and antisocial

behaviors are characteristic of ODD children. Question 4: Therapeutic techniques are used to

help ODD children. Demographic information was optional and not has been specified. Each

therapist told their experience in vivid texture and detail. Demographic information was optional

and not specifically.

How the Data Were Gathered?

After each psycho-therapist was recruited to participate in the study, a time was

scheduled for them to meet with the researcher for the structured survey. During each survey,

the therapist met with the researcher to answer questions and discuss the research topics. Each

therapist met separately with the researcher to discuss their individual points of view on the

32

various issues outlined in the survey. Each survey’s application lasted 20 minutes approximately

and was applied to 10 psycho-therapists at Institute for Child and Family Health (Children’s

Psychiatric Center).

Review of Research Question

The research question for this study was as follow: How does family therapy help to

understand better the needs of ODD? This question was presented to each therapist at the ending

of each survey. Each therapist stated they were willing, and in some cases eager, to explore this

question and hoped that their experience could help elucidate its answer. The question was

broken down into other, more specific questions that comprised the semi-structured interviews.

Each participant had numerous opportunities to share his or her opinions and experiences with

regard to the research question. As each therapist began to tell their own experiences, their

answer to the research question came into focus. They shared their thoughts and feelings on a

host of relevant issues pertaining to the study problem and often the feelings were harsh, brutally

honest, and emotionally charged.

Chapter 5: Analysis and discussion.

My observations and understanding were entwined in an exploration of each therapist’s

lived experience. This chapter includes a phenomenological attempt to bring understanding to

those experiences. The chapter includes an interpretation of the findings that were derived from

the collected data. The common attitudes of the participating, the observations of the therapists

concerning ODD, and the perceived negative and positive effects of a child with ODD on their

relationships are all discussed.

33

This chapter expresses the end result of the data analysis, of searching through the massive

amount of data collected to find the common themes that can lead to understanding. Through the

coding of the survey transcripts by the researcher, the field notes taken by the researcher during

the survey, and the perceptions and insights of the researcher, this section seeks to interpret those

findings.

The results of this study showed that the participating therapist who raise a child with

ODD suffer from a variety of relational symptoms. The therapists perceived that the conflict

management in ODD children is important for children and parents’ relationship. The family

conflict caused by the behavior of the oppositional child has affected parent’s relationships in a

variety of ways. Also family therapy helps to decrease anti-social behavior in ODD children.

However, the insight derived from this study is only a beginning to understanding the inner

workings of these embattled children and families. Even though the general experiences of these

therapists have been considered, individual aspects of this professional experience also deserve

exploration. The first aspect is the Therapeutic techniques are very important to help ODD

children. This was the most striking observation made during the data analysis portion of the

study. All of the participating therapists demonstrated to be strongly agree with this statement.

The topic for this research study was selected by this researcher for a very specific reason

because there is an increase of ODD children in Miami- Dade Public Schools and how family

therapy can help to improve their relationships with parents and others. I work on a regular basis

with families struggling to hold their marriages and families together during the volatile

experience of raising a child with ODD and I can see the fear, confusion, pain, frustration, and

hopelessness in all of these families and children. According to therapists who work with

children know, counseling means not only working with the child, but with the family as well. I

34

saw this research study as an opportunity to more adequately assist the parents and their ODD

children that I see to weather this relational storm.

The literature review served as a very educational experience. I was surprised to find so

little research that addressed how a child’s behavior affects the parent’s relationship. With

virtually all of the research discussing how ODD children behavior affects their feelings and

relationships. I was in hopes that this study might begin to open up the doors of understanding

with regard to how a child’s behavior may impact the parents’ relationship. This study has taxed

my academic writing ability to the limit. It has led to hours of slowly bringing cogent points

together and hours of rewriting those points. This has been an invaluable experience for me to

strengthen my writing skills and hone my ability to accurately and clearly present complicated

information.

The data gathering experience was a very satisfying one. After so many days of viewing

the topic from a theoretical vantage point, it was very gratifying to finally be able to sit in a room

with a real therapist grappling with the issue and seek to gain understanding from their

experience. My challenge was to not let the semi-structured survey become too structured.

I wanted the questions asked to prompt discussion. The survey process also enhanced my

listening skills and helped my ability to extract pertinent information from a participant. I could

not thank those therapists who chose to participate in the study enough. They took time out of

their busy schedules to engage in an important survey for this research.

Their willingness to open up and go on the record with their experiences and insights made

this research possible.

35

The data interpretation experience was also a rewarding experience. I was surprised by

how much each of the therapists had in common in their answers. For example, in the statement

number two: Family therapy helps ODD children to express and control their feelings, nine

therapists were in strongly agreed and only one in agreed. Also, opinions were divided on the

question number three: Aggressiveness and antisocial behaviors are characteristic of ODD

children; five therapists were in agreed and five therapists in disagreed. Hopefully, this

commonality can demonstrate a more generalized experience with this phenomenon. Another

positive outcome of this research study is a support group for these children and their parents

struggling not only with an ODD child, but in their marriage relationship as well.

This research experience has changed me as a better professional and a future mother. It

has enabled me, as a wife and future mother, to take what I’ve learned and apply it to my

relationship with my future daughter. I am more cognizant of my communication and of the

necessity to be on the same page when it comes to my interaction with my future daughter and

extended family. It has changed me as a professional in that I am better equipped to meet the

needs of those who seek my counsel and guidance. The understanding garnered by this study will

enable me to better understand the families that I work with and better prepare me as a counselor

to share that understanding with them and therefore enhance their probability of a positive

outcome to their counseling experience.

36

References:

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38

Statistics

Gender Question

1

Question

2

Question

3

Question

4

Improved

Relationship

Decrease

ODD

Symptoms

Decrease

antisocial

behavior

Decrease

antisocial

behavior

Valid 0 10 10 10 10 10 10 10 10

Missing 10 0 0 0 0 0 0 0 0

39

Question 1

Frequency Percent Valid Percent Cumulative

Percent

Valid Agree 2 20.0 20.0 20.0

Strongly

Agree

8 80.0 80.0 100.0

Total 10 100.0 100.0

40

Question 2

Frequency Percent Valid Percent Cumulative

Percent

Valid Strongly

Disagree

1 10.0 10.0 10.0

Agree 1 10.0 10.0 20.0

Strongly

Agree

8 80.0 80.0 100.0

Total 10 10.00 100.0

41

Question 3

Frequency Percent Valid Percent Cumulative

percent

Valid Disagree 5 50.0 50.0 50.0

Agree 5 50.0 50.0 100.0

Total 10 100.0 100.0

42

Question 4

Frequency Percent Valid Percent Cumulative

Percent

Valid Strongly

Agree

10 100.0 10.0

100.0

43

Improved Relationship

Frequency Percent Valid Percent Cumulative

Percent

Valid NR 5 50.0 50.0 50.0

Yes 5 50.0 50.0 100.0

Total 10 10.0 100.0

44

Decrease ODD Symptoms

Frequency Percent Valid Percent Cumulative

Percent

Valid NR 4 40.0 40.0 40.0

Yes 6 60.0 60.0

100.0

Total 10 100.0 100.0

45

Less Aggressiveness

Frequency Percent Valid Percent Cumulative

Percent

Valid NR 7 70.0 70.0 70.0

Yes 3 30.0 30.0 100.0

Total 10 100.0 100.0

46

Decreased Anti-Social behavior

Frequency Percent Valid Percent Cumulative

Percent

Valid NR 8 80.0 80.0 80.0

Yes 2 20.0 20.0 100.0

Total 10 100.0 100.0

47

Conclusion

This research has been able to conclude that these children are not 'incurable' and that

there are interventions that can empower both the adults as well as the children who have the

disorder. What is most important in the addressing of the issues with these children is that all of

the adults need to become aligned with one another and not polarized away from one another. It

is too easy for adults to channel their frustrations onto other adults who are apart of these

children's lives, and in so doing, to funnel blame onto a source that maybe appears to have the

capacity for greater change; however, the splitting ends up hurting the progress that intervention

could provide.