Disruptive mood dysregulation disorder (DMDD) is a new disorder diagnosis added to the Statistical Diagnostic Manual of Mental Disorders (5th edition) (DSM-5) published by the American Psychiatric Association in May 2013, and is classified as a depressive disorder, or DMDD. Prior to the new diagnostic classification, disruptive mood dysregulation disorder was Disruptive mood disorder was mostly diagnosed as ADHD, but the child was “hyper-irritable,” meaning that he or she had an unusually high and explosive temperament, which is very different from ADHD. MRIs of the brain also show that the amygdala in children with DMDD is activated differently than in normal children and ADHD. Studies have reported that the percentage of children with disruptive dysregulation disorder is significantly higher in boys than in girls, accounting for 77.6%. 1, DMDD diagnosis points are: A: characterized by severe, recurrent temper tantrums in response to general stimuli, temper tantrums manifested as disorders of speech and behavior, such as impulsive speech, destruction of objects and injury. These reactions deviate significantly from the intensity and duration of the stimulus. B: These responses are not consistent with developmental level. C: Frequency: Temper tantrums averaged 3 or more times per week. D: State of mind between temper outbursts, almost every day, the state of mind between temper outbursts is negative (irritable, angry, or/and sad) and the negative emotions can be detected by others (including parents, teachers, and peers). E: Duration: The above A-I D criteria have been present for at least 12 months, with no more than a 3-month interval during which the above symptoms are not present. F: Temper tantrums in at least two different locations and settings (home, school, and peers) for the above A-D symptoms, and one of them must be severe. G: Actual age of at least 6 years (or equivalent developmental level). H: The age of the initial outburst was before 10 years of age. I: History reflects or clinical observation that the symptoms were never prominent for more than 1 day in duration. J: Within the past few years, the child’s mood has not been unusually high for more than 1 day, and the unusually high mood is consistent with the “B” criteria of onset, exacerbation, and mania (exaggerated, inflated ego, reduced sleep requirements, incessant, racing thoughts, shifting attention to the situation, increased goal-directed activity, or excessive J Abnormally high emotions need to be distinguished from high moods during positive life events or off-beat expectations. K: Behavioral abnormalities are not specific to psychiatric or affective disorders (major depressive disorder, dysphoric disorder, bipolar disorder) and are not better diagnosed with some other psychiatric disorders (e.g., pervasive developmental disorder, posttraumatic stress disorder, separation anxiety) (Note: this diagnosis can coexist with oppositional defiant disorder, attention deficit hyperactivity disorder, conduct disorder, substance abuse) These symptoms do not depend on physiological reactions to substance abuse, or neurological conditions. This is a long and very medical paragraph. What we need to be aware of in our lives is that a child with a temper tantrum that persists beyond the normal expression of mood and age for at least a year after the age of six and before the age of ten is likely to have a disruptive mood disorder. 2. Children with disruptive mood disorder have significant deficits in their cognitive abilities because their neurological development is different from normal children. They often show strong attention deficits and cannot do one thing continuously or pay attention to several things at the same time. Therefore, such children have major learning problems, cannot sit still in class, cannot concentrate, and will write phonics and math with one extra or one less stroke. Poor performance in learning will in turn cause disgust and criticism from teachers, parents and classmates, and these children are less able to recognize emotions than normal children, and are more likely to recognize angry emotions, often interpreting others’ neutral emotions as anger. For example, the game, the casual words of his fellow players will make him leave in anger or fury. So such a child’s, not only poor academic performance, peer interaction skills are also very poor. Because they often feel the anger of others, they develop a very strong sense of loneliness, a little thing, they will feel very lonely, or bullying, and then show extreme aggression. Some children will also exhibit cell phone dropping, suicide attempts, not attending school or running from class at will. Some children will not only hurt their classmates but even their parents when they have a temper tantrum. 3. What should I do if my child really has a disruptive mood disorder? The first thing to know is that disruptive mood disorder is a psychiatric disorder, and the sooner you intervene, the better, so you must actively treat it. Secondly, go to a regular hospital or specialist hospital for consultation and treatment, doctors will generally make a comprehensive assessment based on the condition, some children need medication combined with psychotherapy. Thirdly, during the psychotherapy process, the child will be given cognitive counseling to teach the child methods of emotional regulation and rational thinking. Finally, parents need to participate in the intervention together, because most of the child’s behavior patterns are the result of imitation and are influenced by emotions and feelings. Parents need to learn how to deal with emotions and avoid confrontational behavior so that their children learn to manage their emotions from home. When you see this, do you understand that reasoning is not the appropriate way to teach children when it comes to problems? Accepting your child’s emotions and modeling them, teaching them to identify and handle them is what will improve their emotional intelligence and prevent their emotional disorders.