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Hi! This is our son Joey! Does he remind you of your child? If so read
on:
Thru the Eyes of A Storm by Joey's mom.

Sometimes when parents think
everything is going their way; a lightening bolt hits them and the
thunder rolls. You think you're stuck in a tornado, because your world
is turning round and round.
And you feel like your being turned inside out, all because you find out
your son or daughter has A.D.D. or A.D.H.D. You're not a bad parent, but
you feel like a terrible parent because you didn't see it happening
right before your very eyes. But kids don't come with a handbook, so you
didn't know what to look for. The sad part about this whole situation is
that the teacher, who spends a good part of the day with your child,
didn't see it either. These people are professionals. Your child
behaves, is quiet in class and his grades aren't bad; this doesn't mean
he should be over looked. Can you imagine how it must feel to that
student with a disorder? He knows the answer to most of the questions a
teacher asks, but doesn't know how to respond because it wasn't asked in
the right way. And what is the right way?

Education is the only way; learning how to deal with kids, who have
disorders, is the only way. Some teachers don't have the education about
A.D.D. or A.D.H.D. There are a lot of parents of children with disorders
who have to learn and attend support groups in how to deal with these
kids. Teachers should have to attend them too. It should be part of the
education courses they take to become teachers. I'm sure that if it were
their son or daughter, they would make the time to do it. Anybody
working with kids should take the time to attend one of these meetings.
They would then really take the time to look at a child, and understand
why they act the way they do. A.D.D. stands for Attention Deficit
Disorder and A.D.H.D. stands for Attention Deficit Hyperactivity
Disorder. It doesn't mean these kids are retarded. Their brain just
processes information differently. Actually, these kids have high IQs.
O.D.D. stand for Oppositional Defiant Disorder. Some people see it as a
flaw in their personality just because they can't handle stress the way
you or I can. Their feelings are too close to the surface. Now this
isn't in all children with A.D.H.D.& O.D.D. (just ours). So how do they
handle it? By screaming and yelling at you! It's their way of fighting
back. Let’s take for instance, the rug on the floor is green. This was
an example that was given to me by the doctor. To a child with O.D.D.,
the rug is red. And they will argue that point with you till, out of
shear mental anguish, you agree because they are going to oppose you
anyway they can. They become very oppositional. But when you have a
teenager it’s worse because you don't know if it's A.D.H.D., O.D.D. or
just being a teenager, (or hormones). But it's the same thing over and
over again, until it gets to the point where you are asking yourself the
big question and deep inside you know the answer. How do I get through
to this kid, when is he ever going to just keep his mouth shut and
listen instead of answering back? And you know the answer is never. But
you have to keep trying because you know one of these days you'll get
through, eventually. Till then, the never-ending story goes on and on.
You'll loose your patience and quit often too. But you're only human,
and so is he. You learn from your mistakes but it's not easy for them.
Every day is a constant struggle to get through the day. In one way they
have to be admired because it's a constant struggle for them. But then
again where would they be if we, as parents, gave up on them? Where
would they be today if we weren't so stubborn, and wanted to find out
why they acted the way the do? I remember taking him to the doctors and
not knowing what was wrong with him. The only thing I had to go on was
that he acted odd. I never knew that there was a name for it: O.D.D.
Oppositional Defiant Disorder.
You can find info on A.D.H.D., A.D.D. & L.D.
But very little is said about O.D.D., and I think its time for people to
open their eyes and come out of the dark ages. Find out what it is, and
what we can do as parents and teachers to help these kids. Why should
they suffer because of our ignorance? They need all the help we can give
them if we want to see them succeed in life. If you were on a boat with
someone and they fell overboard, wouldn't you throw them a lifeline?
These kids are drowning in our ignorance, and its time we read up on the
subject. If a child reacts to a situation a certain way, let’s find out
why they are acting the way they are. I know it's hard to keep up with
their different moods (what makes them act that way?). It's not you or
anything you did. It’s the chemical imbalance they have. I call it a
catchall phrase. If the doctor can't figure out what's wrong with you,
it’s a chemical imbalance. But what caused the chemical imbalance? No
one knows for sure; they think you were born with it. And it’s very hard
for someone to say you'll always have it even till the day you die. It’s
just one of the many different things in life you’re going to have to
live with. As you get older your body will be able to compensate for it
and you'll be better able to handle it. There is very little information
put out on the subject of O.D.D. But with the help of a few interested
people, I'm sure we can change that. If you would like to help, my
e-mail address is : gramaro@aol.com Without our help, these kids will end up at the short end of the stick. Is that fair?
The only situation to the problem is to talk about it to some one else who is putting up with the same things you are. So fire up that keyboard and start talking. That's why I started this web page, so you would be able to talk to someone and get an answer. Don't wait until tomorrow, do it today, please! For your child's sake!
Is just the ending of a bad storm, or just the beginning of one???
My name is Rosie I live in Northeastern Pa. and I'm ??yrs. old. I'm a
wife mother, and grandmother, and also the founder of the JOEY Support
Group. JOEY stands for Just Open Everybody's eYes to O.D.D. & Other Disabilities. It is also my son's name. So parents, if you don't feel
right talking to someone, just remember I've been there and done that.
So living with a kid with A.D.H.D., O.D.D. & L.D., I know where you're
coming from.
Yesterday's person with a learning disability/A.D.D. entered a simpler
adult society. Today's person with a learning disability & A.D.D. enters
a highly lingual, educated society. There are different kinds of problems and different kinds of tools that require different talents and
favor different kinds of brains.
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Kid tested and parents approved web page and good comments for people of
all ages.
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When you get a case of loneliness and you think nobody's there to love, support, and listen or to show they even care, just reach into your pocket and pull out your child's picture. Nothing could be easier when
life seems really hard. And every time you see it, it will help remind you, too, a very special part of them is always there with you.
Or just start typing and vent your fears with someone who understands.
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Your probably siting there saying OK, but what can an ADD/ADHD,ODD Child
future outlook be like? Well the outlook can be a productive one. You have the meds controlling the ADD/ADHD and the therapy teaching the child to deal with his or her anger. I'll give you a little look into my
child's future. He wants to go to collage, and he wants very much to succeed in life, so in order for him to succeed he wants to finish high school. My husband and I have learned to pick and choose our battles with him. Something's will drive parents nuts and other there is no way he is going to get away with things. Like...Meals, every parent wants
their child to eat right, but you learn if he is hungry he will eat.
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What do you do if he comes home late? We give him 3 chances. The first one is a warning, the second one is he comes home earlier, the third one is he gets to stay out late only one night. This are rules you have to
stick too. Don't give in to what he wants, if you make up a rule you better stick to it!
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Some sure signs of ODD are:
Arguing with adults incessantly
Easily losing temper
Actively defying rules or instruction
Often blaming others for their mistakes
Deliberately annoying people
Is usually angry or resentful
Can be spiteful or vindictive
Is touchy or easily annoyed
Is often angry and resentful
Is often spiteful and vindictive
If they show these signs, take the to a doctor.
ABSTRACT
Objective:
To evaluate the overlap between attention-deficit hyperactivity disorder (ADHD) and
oppositional defiant disorder (ODD), addressing whether ODD is a subsyndromal form of
conduct disorder (CD) and, if so, whether it is a precursor or prodrome syndrome of CD.
Method:
Assessments from multiple domains were used to examine 140 children with ADHD and 120
normal controls at baseline and 4 years later.
Results:
Of children who had ADHD at baseline, 65% had comorbid ODD and 22% had CD.
Among those with ODD, 32% had comorbid CD. All but one child with CD also had ODD
that preceded the onset of CD by several years. ODD+CD children had more severe
symptoms of ODD, more comorbid psychiatric disorders, lower Global Assessment of
Functioning Scale scores, more bipolar disorder, and more abnormal Child Behavior
Checklist clinical scale scores compared with ADHD children with nonCD ODD and those
without ODD or CD. In addition, ODD without CD at baseline assessment in childhood did
not increase the risk for CD at the 4-year follow-up, by midadolescence.
Conclusions:
Two subtypes of ODD associated with ADHD were identified: one that is prodromal to CD
and another that is subsyndromal to CD but not likely to progress into CD in later years.

Key Words:
oppositional defiant disorder, conduct disorder, attention-deficit hyper activity disorder, subsyndrome.


Medical Treatment
Basic Principles
Research has shown that oppositional defiant disorder is relatively persistent (75% of children with
this diagnosis still fulfill the criteria several years later). The majority of children with oppositional
defiant disorder do not develop conduct disorder. Research hasn't yet identified what happens to
these children in adulthood. Few, if any, controlled studies are available on the treatment outcome of
oppositional defiant disorder.
Stimulant Drugs
Stimulant medication is indicated only when oppositional defiant disorder coexists with
attention-deficit/hyperactivity disorder. No research is currently available on the use of other
psychiatric drugs in the treatment of oppositional defiant disorder.

Psychosocial Treatment
Basic Principles
Parent management training focuses on teaching the parents more effective, specific techniques for
handling the child's opposition and defiance.
Individual Psychotherapy
There is no research on the success rate of individual psychotherapy in the treatment of this disorder.
However, it is known that individual psychotherapy for this disorder has a dropout rate of 30% a
year.
Family Therapy

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If I could see the world through my child eyes I would see something
like this:
Anger, why? because a person with ODD is angry all the time. They are
not angry at what you
do or say, then you ask the same question again. Why? It's because they
have a tendency to take
it out on the people they love the most.( See and we get ticked when our
child ask the same
question twice.)
Rage, why? If you put ADHD & ODD + hormones together, you'll have your
reason.
But I like my room messy, why? That's an easy one. You want it clean and
they are going to do
the opposite of what you want them to do.
The solution? There is none. A child has to learn deal with it and that
is not an easy task.
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Hopefully this will help you cope a little better:
1. Please give the strength to make it through another day.
2. I know if I go to sleep and wake up tomorrow, this was all a bad
dream.
3. Just let me keep clam enough to count to twenty, and take a deep
breath, before I answer.
4. Why? He has ADHD, ODD & what ever else is going on in his head,
that's why he acts the
way he does.
5. The most important thing of all. No matter what happens or the way he
acts. He is still a part
of you, and you love him.
I know this may or may not help you. But it helps me get through the day
and I am grateful that
he is our son. So I wouldn't think of trading him in on a fixed model(
normal child). We just are
amazed that a child with disorders, can be so bright, and think of
solutions to problems quicker
than you can. I sit and wonder why are we so lucky to have a child that
loves us so much.
I have just learned to keep the FAITH! And so will you!
Some other signs of ODD are:
A pattern of negativistic, hostile, and defiant behavior lasting at
least 6 months, during which four (or more) of the following are
present:
(a) often loses temper
(b) often argues with adults
(c) often actively defies or refuses to comply with adults' requests or
rules
(d) often deliberately annoys people
(e) often blames others for his or her mistakes or misbehavior
(f) is often touchy or easily annoyed by others
(g) is often angry and resentful
(h) is often spiteful or vindictive
Note: Consider a criterion met only if the behavior occurs more
frequently than is typically observed in individuals of comparable age
and developmental level.
The disturbance in behavior causes clinically significant impairment in
social, academic, or occupational functioning.
The behaviors do not occur exclusively during the course of a Psychotic
or Mood Disorder.
Criteria are not met for Conduct Disorder, and, if the individual is age
18 years or older, criteria are not met for Antisocial Personality
Disorder.
And here are Some Other ways they are almost the same as above but they
are more derailed:
Oppositional Defiant Disorder is a persistent pattern (lasting for at
least six months) of
negativistic, hostile, disobedient, and defiant behavior in a child or
adolescent without serious
violation of the basic rights of others.
Symptoms of this disorder may include the following behaviors when they
occur more often than
normal for the age group: losing one's temper; arguing with adults;
defying adults or refusing adult
requests or rules; deliberately annoying others; blaming others for
their own mistakes or
misbehavior; being touchy or easily annoyed; being angry and resentful;
being spiteful or
vindictive; swearing or using obscene language; or having a low opinion
of oneself. The person
with Oppositional Defiant Disorder is moody and easily frustrated, has a
low opinion of him or
herself, and may abuse drugs.
The cause of Oppositional Defiant Disorder is unknown at this time. The
following are some of
the theories being investigated:
It may be related to the child's temperament and the family's response
to that
temperament.
A predisposition to Oppositional Defiant Disorder is inherited in some
families.
There may be neurological causes.
It may be caused by a chemical imbalance in the brain.
The course of Oppositional Defiant Disorder is different in different
people. It is a disorder of
childhood and adolescence that usually begins by age 8, if not earlier.
In some children it evolves
into a conduct disorder or a mood disorder. Later in life, it can
develop into Passive Aggressive
Personality Disorder or Antisocial Personality Disorder. With treatment,
reasonable social and
occupational adjustment can be made in adulthood.
Treatment of Oppositional Defiant Disorder usually consists of group,
individual and/or family
therapy and education, providing a consistent daily schedule, support,
limit-setting, discipline,
consistent rules, having a healthy role model to look up to, training in
how to get along with
others, behavior modification, and sometimes residential or day
treatment and/or medication.
To make the fullest possible recovery, the person must:
Attend therapy sessions.
Use self time-outs.
Identify what increases anxiety.
Talk about feelings instead of acting on them.
Find and use ways to calm oneself.
Frequently remind oneself of one's goals.
Get involved in tasks and physical activities that provide a healthy
outlet for one's energy.
Learn how to talk with others.
Develop a predictable, consistent, daily schedule of activity.
Develop ways to obtain pleasure and feel good.
Learn how to get along with other people.
Find ways to limit stimulation.
Learn to admit mistakes in a matter-of-fact way.
During a period of good adjustment, the patient and his family and the
therapist should plan what
steps to take if signs of relapse appear. The plan should include what
specific symptoms are an
important warning of relapse. An agreement should be made to call the
therapist immediately
when those specific symptoms occur, and at the same time to notify
friends and other people
who can help. Specific ways to limit stress and stimulation and to make
the daily schedule more
predictable and consistent should be planned during a stable period.
Here are some other ways that learning disabled & people with ADD,
helped us and we didn't even know it :
Yesterday's person with a learning disability/ADD entered a simpler
adult
society. Today's person with a learning disability & ADD enters a highly
lingual,
educated society. There are different kinds of problems and different
kinds of
tools that require different talents and favor different kinds of
brains. Some who
were learning disabled & ADD were:
Albert Einstein
Thomas Edison
Lewis Carroll
Winston Churchill
Pablo Picasso
Walt Disney
Nelson Rockefeller
Hans Christian Andersen
William Butler Yeats
Cher
Tom Cruise
Agatha Cristie
Danny Glover
Tracy Gold
Whoopi Goldberg
Dustin Hoffman
Robin Williams
Henery Winkler
Suzanne Summers
Babe Ruth
Pete Rose
Nolan Ryan
Bruse Jenner
Magic Johnson
Micheal Jordon
John F. Kennedy
Robert Kennedy
Jack Nicholson
Greg Louganis
Joseph JOEYLINKO
These are just some of the people who changed our lives, just because
they
had something wrong with them, it did not stop them, or their dream. They
are to be admired, and so is your child. Because who knows what the
future holds for them. One day his or her name maybe added to the list.
This is a great place to visit, there are tips on erasing a child with
ODD and ADD/ADHD
Click to subscribe to JoeySupportGroup

Attention-Deficit/ Hyperactivity Disorder
Six (or more) of the following inattention have persisted for at least 6 months to a degree that is
maladaptive and inconsistent with developmental level:
Inattention Either (1) or (2) (A)
(a) often fails to give close attention to details or makes careless mistakes in school work, work, or
other activities.
(b) often has difficulty sustaining attention in tasks or play activities.
(c) often does not seem to listen when spoken to directly.
(d) often does not follow through on instructions and fails to finish school work, chores, or duties
in the work place ( not due to oppositional behavior or failure to understand instructions.)
(e) often has difficulty organizing tasks and activities.
(f) often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as homework or school work.)

(g) often looses things necessary for tasks or activities( toys, school assignments, pencils, books, etc.)
(h) is often easily distracted by extraneous stimuli.
(i ) is often forgetful in daily activities.
(2)
Six ( or more) of the following symptoms of hyperactivity-impulsivity have persisted for
at least 6 months to a degree that is maladaptive and inconsistent with developmental level:
Hyperactivity
(a) often fidgets with hands or feet or squirms in seat.
(b) often leaves seat in classroom or in other situations in which remaining seated is expected.
(c) often runs about or climbs excessively in situations in which it is inappropriate (in adolescents
or adults, may be limited to subjective feelings of restlessness).
(d) often has difficulty playing or engaging in leisure activities quietly.
(e) is often "on the go" or often acts as if "driven by a motor".
(f) often talks excessively.

Impulsivity

(g) often blurts out the answers before Questions have been completed.
(h) often has difficulty awaiting turn.
(i) often interrupts or intrudes on others (e.g., butts into conversations or games.)


B. Some hyperactive-impulsive or inattentive symptoms that caused impairment were present
before age 7.
C. Some impairment from the symptoms is present in two or more settings (e.g., at school [or work] or at home.)
D. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning.
E. The symptoms do not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another
mental disorder (e.g., Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality
Disorder, Oppositional Diffiant Disorder.)





School Based Modifications
Every child in the United States is entitled to a Free Appropriate
Public Education (FAPE). Children with ADD are protected by several
federal laws, including the Individuals with Disabilities Education Act
(IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans
with Disabilities Act (ADA). If a handicapping condition interferes with
a "major life activity, i.e.: learning," then, school districts MUST
provide modifications and related services in order to make a FAPE
accessible to each and every student.
Therefore, wherever you are, your child is entitled by law to a complete
educational evaluation, and is also entitled to remediations and
modifications that will facilitate learning. You may require an advocate
or a lawyer to help, but it's worth it to get any or all of the
following, as they may apply:
•schedule all academic subjects in the morning; all electives in the
afternoon (as the day wears on, the will wears off!) •an extra set of
books to keep at home (to prevent being overwhelmed after an absence, to
remove the excuse of "I forgot my book" at homework time, and to reduce
stress when it comes to a choice between the bus or the books.) •an
extra couple of days to hand in written work (in case it gets lost) •
extra time to access a locker or make class changes (to reduce the
stress associated with fear of detention) •make eye contact with the
student when giving directions (to bring him/her back to task and keep
him there) •be sensitive to the student in front of his peers (to
proact, and set a good example for the peer group) •provide time-out in
a positive setting, as needed •eliminate Scantron testing forms entirely
(have you ever observed a child with his/her shirt buttoned wrong all
the way down? Also, it is harder to stay on task, if you have to keep
moving your head back and forth between the test booklet and the answer
sheet) •remove time limits on testing •provide LARGE TYPE tests for all
subject areas, as well as standardized tests (kids find large type less
stressful and easier to read) •have teachers/parents review and sign a
homework pad daily •provide note-taking assistance by the teacher •allow
the use of a tape recorder for lecture type learning formats and also
for brainstorming ideas for writing assignments •provide encouragement
and praise whenever possible •provide opportunities to have
responsibilities in class, i.e.: taking a note to the office, passing
out papers, etc. This builds self esteem: we all need to be needed. •
seat student preferentially between good role models and away from
distractions, such as window and doors •provide computer assistive
technology - access to a computer in school (more on computers later) •
provide keyboard and word processing training •provide social skills
training (social cues, body language, assertiveness training, stress
reduction, proacting, etc.) •Provide in-class support with an
Instructional Aide in the Mainstream class, or •In a pull-out
replacement resource room, give the special ed. teacher the role of
"anchor," and liaison to the mainstream. Allow completion and retake of
tests in special ed. setting. •Provide for co-grading between special
ed. and mainstream teachers (we are facilitating success here!) •Provide
pull-out replacement resource center for organizational skills training
and/or other remediation •Provide Basic Skills Improvement classes, if
warranted by test scores on standardized tests •Provide supplementary
education (tutoring) •Make homework available for pickup the first day
of absence (so the child will not be overwhelmed with make-up work) •
Provide opportunities to earn extra credit •Ensure that medication will
be given at appropriate times, as per doctor's prescription. Access to
activities and class trips may not be denied due to lack of personnel to
administer meds. •All of the above is the responsibility of the school
district, according to each child's "unique needs." Most may be
delivered whether or not the child is classified. Classified students
are covered under IDEA + 504 + ADA. All others are covered by
504 + ADA. Not every child with ADD needs to be classified. It's up to
you, the parent, to become educated about ADD, and to find an advocate
to help you to obtain these services for your child. If a modification
is not written down concretely into an IEP or a 504 Plan, there is no
way to insist that it be implemented by the district. So, get it in
writing! ADD parent support groups are extremely helpful in making the
right connections.
Another place to contact is CH.A.D.D. at
1-800-233-4050 or 1-954-587-3700
Her are some symptoms, see if they match your child: Hyperactivity: A
condition in which activity that is haphazard, not organized, not goal-oriented, and often repetitive.
Impulsivity: An inability to think before acting. Often this may cause
person to answer inappropriately and be unable to wait to take turns in
games.
Inattention: An inability to focus on one specific thing. Inattention
causes a person to get bored with a task very quickly. Learning new
things can be very difficult.
Learning Disabilities: A specific set of problems which cause a person
to have difficulty in understanding.
Oppositional Defiance Disorder: A condition characterized by recurrent
patterns or negative, defiant, disobedient, and hostile behavior. Often
expressed by stubbornness, unwillingness to compromise, or deliberately
annoying others. Generally the behavior is
non-destructive/non-aggressive toward people and animals.

Families Anonymous
Offers support for families and friends concerned about drug, alcohol or
behavioral problems of another person. A self-help group. In Westchester
County, call the Westchester Self-Help Clearinghouse at 949-0788. In
other locations, call the National Self-Help Clearinghouse at
1-212-354-8525.
Toughlove
Provides mutual support for parents whose children are having
difficulties. A self-help group. In Westchester County, find out about
your local group by calling the Westchester Self-Help Clearinghouse at
949-0788. In other locations, call the National Self-Help Clearinghouse
at 1-212-354-8525.

1-2-3 Magic
1. It seems to be based on the assumption that the child will in some
mysterious way understand what it is he/she is doing wrong and
self-correct. Never understood how this was expected to work for any
child let alone a child with special needs.
2. This concept seems to be at odds with behavior management best
practices which focus on identifying the child's unmet need, rather than
just responding to an action by the child.
3. There is a feeling that rather than a special correction program for
a child, perhaps a focus on an effective positive behavior management
plan for the whole class would be more appropriate.


This page is used for educational purposes only! It only tells you the
signs and symptoms of the disorder. If you feel your child is sufferring
from any of these symptoms, get them checked by a professional.This page
maybe coppied!

Ok the child has it! Now how do I raise this Child?
If you cannot see inside a person, and
they don't have it branded on their head,[ I'm disabled!] Look & listen
(really listen) to the person, they might just be disabled. Just because
you can't see it doesn't mean it's not there! Take a real good look at
the person, you might learn something! Probably from some-one who is
smarter than you! They are disabled so they see life thru a different
light than you do!

Just Remember!!!!!! This Is Not Somethhig They Grow Out Of. They just learn to cope with it and you will too.
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Some Things that Are Not Uncommon for A Child With ODD:
It is not uncommon for any classroom to have at least one oppositional
and defiant child in it. This is a common problem. Such children have
been this way for some time, longer than a year, at least, and often
since early childhood. The oppositional and defiant child has these
characteristics.
Is angry and loses his or her temper often.
Such children lose their temper at least once a week.
Argues with and defies parents and teachers.
When directed to go to bed, the child might say, "NO!"
When a teacher asks the child to stop playing with a toy during class,
the child puts it down for a minute, then begins to play with it again
as soon as the teacher turns away.
Annoys other children for fun.
These children "pick-fights" on the playground and can often be seen
pretending to kick others or push them during games.
Blames other children for his or her misbehavior.
Such a child will claim that someone else is responsible and seem to
believe it.
Is "Touchy" or easily upset.
Parent's of these children often say that they feel they are always
"walking on eggshells," anticipating another temper-tantrum.
What To Do
Children who are oppositional and defiant are crying-out for guidance
and limits. Parents need to work together with the child's teacher to
establish clear rules with clear consequences. Time-Out should be used
for any physical expression of anger. Response Cost and Effective
Directing should be used just about all of the rest of the time, until
the child begins to show some self-control.
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Usually there are only a few conduct-disordered children in a whole
school and sometimes there are none. This label is reserved for the most
angry child, the one adults call a "juvenile delinquent." The
conduct-disordered child has the following characteristics:
Is cruel to people and animals
Such children often start fights, and takes delight in physical cruelty
to people or animals.
Destroys property
Such children deliberately start fires or destroy property in some other
way - like putting "cherry-bombs" in school commodes.
Deceives or steals
These children have broken-into a car or home or shoplift from local
stores. The younger ones steal from classmates and family.
Seriously violates rules
Such children skip school, stay-out overnight without their parents'
permission, or run-away from home.
What To Do
Children with conduct disorders are a danger to themselves and others.
Even when they don't directly injure another person, they may cause
their family great emotional pain and financial loss. These children
eventually are apprehended for criminal activity and then control of
their lives is in the hands of local authorities. Parents with children
such as this need to consult a psychologist or child psychiatrist
immediately and be prepared to drastically change their lives to control
their child.

THIS PAGE IS DETICATED TO MY MOM & DAD BECAUSE WITHOUT THEM I WOULD HAVE NEVER BEEN ABLE TO DO THIS PAGE.