Enfrentamento do transtorno opositor desafiador no contexto escolar

Abstract

This article aims to discuss Oppositional Defiant Disorder (ODD) in the school context and its cognitive, psychological, and neurological implications for student development. Specific objectives include: analyzing the concept of ODD based on authors who have studied the subject; identifying how symptoms, diagnosis, and treatment occur; and pointing out some strategies for dealing with ODD in the school and family context. The methodology used was bibliographic research, employing scientific articles and books to find concepts that would help to better understand Oppositional Defiant Disorder. The results show that the topic is still very new and that there is a significant lack of research on this subject.