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CONTENT
Page
CHAPTER 10 2 - 17
Conduct Disorder 2
Causes of Conduct Disoder 3
Males exhibit and Females 4-5
Student with Conduct Disoder 5-6
Classified 7
Student with contact disorder
Classified as Classified as 8
Classified as
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CHAPTER 10
Conduct disorder is a serious behavioral and emotional disorder that can occur in children
and teens. A child with this disorder may display a pattern of disruptive and violent behavior
and have problems following rules.
"Conduct disorder" refers to a group of behavioral and emotional problems in youngsters.
Children and adolescents with this disorder have great difficulty following rules and behaving
in a socially acceptable way. In general, symptoms of conduct disorder fall into four general
categories:
• Aggression to people and animals eg: fighting, bullying, being
cruel to others or animals, using weapons, and forcing another
into sexual activity.
• Destruction of property eg: arson (deliberate fire-setting) and
vandalism (harming another person's property).
• Deceitfulness and theft eg: repeated lying, shoplifting, or
breaking into homes or cars in order to steal.
• Violation of rules eg: unning away, skipping school, playing
pranks, or being sexually active at a very young age.
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Conduct disorder also:
• Is often comorbid with other disorders
• Is one of the most prevalent psychopathological disorders
• Affects:
– 6 – 16% of males
– 2 – 9% of females
– 1.3 to 3.8 million children have conduct disorder
*Fighting*Stealing
*Vandalism - Overly aggressive
*Males exhibit
Males exhibit
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Females exhibit
*Substance abuse
*Running away
*Truancy*Lying
*Prostitution – Less aggressive
Earlier onset usually predicts more serious impairment
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The Causal Wheel
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Subtypes
Overt Aggression Covert Antisocial Versatile
• Mild (resulting in only minor harm to others)
• Moderate
• Severe (causing considerable harm to others)
• Undersocialized (violent behavior)
• Socialized (more covert antisocial acts)
– Versatile (both overt and covert forms of
antisocial conduct)
Classified as
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Causes of Aggression
• Learned through:
– Modeling
– Reinforcement
– Ineffective punishment
• Risk can be increased through
these factors:
– Personal
– Family
– School
– Peer
- Cultural
Assessing Aggression
• Behavior rating scales, AND
• Direct observation
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• Must include:
– Evaluation of a variety of domains
– Prosocial skills
– Social deficits
– Functional assessment of behavior
Preventing Aggression
More effective school options
Correction of living conditions
Restriction of tool of a agressionEarly Invention
Instruction in nonaggressive responses
Consequences that deter aggression
Interventions for Aggression
• Interventions based on social learning
– Most reliable
– Include strategies such as:
• Rules
• Teacher praise
• Positive reinforcement
• Verbal feedback
• Stimulus change
• Contingency contracts
• Modeling and reinforcement
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Uses and Misuses of Punishment
• Punishment should:
– Be reserved for serious misbehavior
– Be instituted in ongoing behavioral management and instructional programs
– Be used only by people who are warm and loving toward the individual
– Be administered matter-of-factly, without anger, threats, or moralizing
– Be fair, consistent, and immediate
– Be of reasonable intensity
– Involve response cost
– Be related to the misbehavior
– Be discontinued if it is not quickly apparent that it is effective
– Have written guidelines for using specific punishment procedures
Behavior Cycle and Precorrection
1) Calm: Behaving in ways that are expected and appropriate
2) Trigger: First stage in moving towards a major blowup
3) Agitation: Overall behavior in unfocused and off task
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4) Acceleration: Student engages the teacher in a coercive struggle
5) Peak: Student’s behavior is out of control
6) De-escalation: Student is beginning to disengage from the struggle and is in a confused state
7) Recovery: Eager for busy work and a semblance of ordinary glasswork
The Acting Out Cycle
School-Wide Discipline
• School-wide discipline plans must:
– Focus on earlier phases in the acting out cycle
– Focus efforts on positive attention to appropriate behavior
– Provide clear expectations and monitoring of student behavior
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– Provide staff communication and support
– Provide consistent consequences
Covert Aggression
• Covert Antisocial Behavior includes:
– Untrustworthiness and manipulation of others;
– Running away; and
– Concealment of one’s acts.
• “Masculine” Antisocial Behaviors
– Vandalism, fighting, and stealing.
• “Feminine” Antisocial Behaviors
– Lying, running away, and substance abuse.
• Behaviors Clustered Together for Males and Females
– Truancy, expulsion, underachievement, and discipline
Covert/Predatory: Low autonomic arousal
– Not associated with intense increase in BP
e.g. Animals silently stalking prey
Overt Aggression
Overt/Affective: high autonomic arousal
Piloerection
Pupillary dilation
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Threatening behaviors
Increase BP
Casual Factors and Prevention
Assessment
• Covert behaviors are difficult to observe
• Involves:
– Long periods of observation
– Self reports
Definition of Animal Abuse
• Social Science: Socially unacceptable behavior intentionally causes unnecessary pain,
suffering, distress, or death.
• Law: Unnecessarily overloads, overdrives, torments, deprives of necessary sustenance
or shelter, or unnecessarily mutilates, or kills any animal (misdemeanor); intentionally
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commits an act that results in cruel death, or excessive infliction of unnecessary pain
or suffering (felony)
Types of Animal Abuse
• Neglect - no satisfaction derived; due to
carelessness, callousness and ignorance
• Abuse - satisfaction derived from dominance
or from behavioral response
• Sadistic - takes satisfaction from suffering
• Hoarding
• Sexual abuse: crush videos
• Subcultural abuse: socially acceptable
Responses
• Primary Prevention
– Humane education
• Secondary Prevention
– Programs for at-risk children
– Tertiary Prevention
– The AniCare Model of Treatment for Animal Abuse
– AniCare Child
Responding to Stealing
• Define stealing
• Parents decide when theft has occurred
• Parents apply consequences
• Every instance of stealing receives consequences
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• Parents “keep eyes open” and ask questions
• Consequences involve specified interval of work or period of restriction
• No positive reinforcement for periods of non-stealing
• Program remains in effect for at least 6 months
Responding to Lying
• Careful monitoring of verbal and written products
• Providing reinforcement for honest behavior
• Punishing occurrences of lying
• Determining if child can differentiate truth from non-truth
• Avoiding getting caught up in arguments about the veracity of statements
Firesetting
• Children may be more likely to set fires if:
– They do not understand the danger of fire
– They do not have the necessary social skills to obtain gratification in other ways
– They engage in other antisocial behaviors
– They are motivated by anger and revenge
Vandalism
• Appears to be a reaction to aversive environments:
– Vague rules
– Punitive discipline
– Rigid punishment
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– School curriculum not matched with student needs
– Little recognition for appropriate behavior or achievement
Responding to Truancy
• Social Learning Principles
– Attendance is praised
– Systems where attendance earns rewards
– School work that is interesting
– Connecting school and home
– Stopping harassment by peers
– Decreasing fun outside of school during school hours
Kohlberg’s Moral Development
PREMORAL LEVEL;
Stage 1: fear of punishment
Stage 2: satisfying self-interest requisite for antisocial personality
- up to approximately 14 years old
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CONVENTIONAL LEVEL
Stage 3: Conforming to values of significant others
Stage 4: Conforming to social order and its maintenance for its own sake
- Up to about 20 years old
- Self accepted level
Stage 5: Balance between human rights and laws
Stage 6: Recognition of valid universal ethical principals to which a person can
choose to commit himself or herself to
- From age 20 and upward
CHAPTER 11
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PROBLEM BEHAVIORS OF ADOLESCENCE
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Juvenile Delinquency
• Delinquent acts
• Index crimes
• Status offenses
Types of Delinquents
• Those who commit a few delinquent acts vs. repeat offenders
• Age at first offense
– Prognosis is worse for juveniles who offend before the age of 12
Causes of Delinquency
• History of child abuse
• Hyperactivity and impulsivity
• Low intelligence and achievement
• Lax parental supervision
• Family history of criminality
• Poverty and large family size
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• Antisocial behavior or conduct disorder
Causes of Delinquency
Responding to Delinquency
• Families
– Intervention is extremely difficult
• Juvenile Courts and Correction
– Harsher punishments seem counterproductive
• Schooling
– Typical punishment is usually ineffective
Street Gangs
• The typical gang member has:
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– A notable set of personal deficiencies
– A notable tendency toward defiance
– A greater-than-normal desire for status, identity, and companionship
– A boring, uninvolved lifestyle
Substance Abuse
• Usually episodic for most adolescents
• Alcohol and tobacco are the largest problems
• Important Terms
– Intoxication
• Symptoms of a toxic amount of substance in the blood stream
– Tolerance
• Physiological adoption to a substance so that an increasing amount is required to produce the same effects
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– Addiction
• Compulsive use of a substance and that obtaining and using the substance has become a central concern and pattern of behavior
– Dependence
• The need to continue using a substance to avoid physical or emotional discomfort or both
– Withdrawal
• Physical or emotional discomfort associated with a period of abstinence
Preventing Substance Abuse
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• Must be designed for the individual case
• School based interventions must:
– Require clear school policies
– Require systematic efforts to provide
information
– Provide referral to other agencies
– Involve families and peers
• Skills for students to learn:
– Resist peer pressure
– Change attitudes, values, and behavioral norms related to substance use
– Recognize and resist adult influences toward substance use
– Use problem-solving strategies such as self-control, stress management, and appropriate assertiveness
– Set goals and improve self-esteem
– Communicate more effectively
Seven Possible Symptoms of Drug Involvement
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1) Change in school or work attendance or performance
2) Alteration of personal appearance
3) Mood swings or attitude changes
4) Withdrawal from responsibilities / family contacts
5) Association with drug-using peers
6) Unusual patterns of behavior
7) Defensive attitude concerning drugs
Early Sexual Activity
• Increases:
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– Risk of pregnancy
– Sexually transmitted diseases
– Psychological and health problems
• Current school based interventions may be ineffective
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REFERENCE
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Kauffman, James M. Characteristics of emotional and behavioral disorders of children and youth. Merrill/Prentice Hall, One Lake Street, Upper Saddle River, NJ 07458., 1997.
Loeber, Rolf, et al. "Oppositional defiant and conduct disorder: a review of the past 10 years, part I." Journal of the American Academy of Child & Adolescent Psychiatry 39.12 (2000): 1468-1484.
https://www.google.com.my/search?q=conduct+disorder&biw=1241&bih=606&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMIzfbPlqDQyAIVEQqOCh39ZwOt&dpr=1#tbm=isch&q=PROBLEM+BEHAVIORS+OF+ADOLESCENCE&imgrc=tqj8UdKGX3LGDM%3A
http://www.webmd.com/mental-health/mental-health-conduct-disorder
