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Unformatted text preview: Conduct disorders Conduct disorders
• Conduct disorder (CD) and oppositional defiant disorder (ODD) • Delinquency, defiance, aggression against peers, theft, losing temper, etc • Behaviors are common (to some degree) in childhood and adolescence Dimensions of behavior: Dimensions of behavior: • • •
Severity/intensity Frequency Breadth **Children with CD are beyond the normal range in terms of these dimensions • Costs to society can be large DSMIV Criteria for CD DSMIV Criteria for CD
• Pattern of Behavior
– Repetitive and persistent – Basic rights of others or ageappropriate social norms are violated – 3 or more criteria lasting for 12 months – At least 1 lasting past 6 months CD Categories of Behavior CD Categories of Behavior
• Aggression to people and animals • Destruction of property • Deceitfulness or theft
– Bullies, fights, rape, armed robbery – Fire setting, other damage – Breaking and entering, stealing, conning – Truancy, running away from home • Serious violations of rules Other CD DSMIV criteria Other CD DSMIV criteria
• Impairment • If > 18, criteria are not met for ASPD • Subtypes and specifiers • Mild, moderate, severe
– Childhood (<10) vs Adolescent onset DSMIV ODD Criteria DSMIV ODD Criteria
• Pattern of negative, hostile, defiant behavior lasting 6 months, with 4 of the following:
– Loses temper, argues with adults – Noncompliance, annoys others – Blames others, touchy or easily annoyed – Angry, resentful, spiteful & vindictive • Impairment; no CD or ASPD Prevalence Prevalence
– 26% of children – 12% of children – Both are 34 times more common in boys • ODD Stability of CD: Stability of CD:
• Discipline problems and poor self
regulation in early childhood are highly predictive of continued problems, especially when associated with inconsistent parenting and high stress • Breadth of problems is also predictive • Age of onset (before age 10 is predictive) • Parent characteristics Course of CP over time: Course of CP over time:
• Life course persistent • Adolescent limited Etiological/risk factors: Biological Etiological/risk factors: Biological factors
• More questions than answers • Role of genetics strong, but what is being • • • •
inherited? Role of testosterone Low physiological arousal Lower levels of serotonin Brain injury or trauma Psychological/personality factors: Psychological/personality factors:
• Aggressive children have different ways of processing information • More likely to perceive hostility • Less efficient at thinking of nonviolent ways to solve problems • More accepting of aggression Parental/socialization factors: Parental/socialization factors:
• Process by which child learns “scripts” for • • • •
specific social behaviors, as well as rules that guide interactions Some aggressive acts can be learned Parents’ lack of attention Inconsistent parental discipline Peers can model aggressive behavior Parental/socialization factors: Parental/socialization factors:
• Role of poverty/depravation • Role of exposure to violence in the media, on TV and in the movies
– Conveys norms that justify behavior – Teaches aggressive scripts – Desensitizes viewers to violence Environmental/situational factors: Environmental/situational factors:
• Aversive situations can cause violence and aggression • Alcohol and drug abuse in family • Presence of guns and weapons • Crowds Treatment Treatment
• Group therapy, boot camp, incarceration, traditional talk therapy not effective • What does work?
– Behavior management training for parents – Problemsolving training – Multisystemic treatment – Teaching skills, working with parents and teachers, tutoring, etc (FastTrack) • Early Prevention ...
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This note was uploaded on 02/10/2011 for the course PYSC 510 taught by Professor Flory during the Fall '09 term at South Carolina.
- Fall '09