chapt 10 n 11 (2)

1

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

2

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.

3

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

4

Females exhibit

*Substance abuse

*Running away

*Truancy*Lying

*Prostitution – Less aggressive

Earlier onset usually predicts more serious impairment

5

6

The Causal Wheel

7

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

8

-

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

9

• 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

10

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

11

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

12

– 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

13

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

14

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

15

• 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

16

– 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

17

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

18

PROBLEM BEHAVIORS OF ADOLESCENCE

19

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

20

• 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:

21

– 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

22

– 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

23

• 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

24

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:

25

– Risk of pregnancy

– Sexually transmitted diseases

– Psychological and health problems

• Current school based interventions may be ineffective

26

REFERENCE

27

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