psy 345 conduct problems

conduct problems

age inappropriate behaviors that violate rules, family expectations, social norms, or other peoples rights and property

overt destructive

person openly damages or destroys property

covert destructive

the person secretly damages or destroys property; property violations

overt nondestructive

person openly breaks rules without damaging property; oppositional behavior, arguing, talking back, defying authority, verbal disrespect

covert nondestructive

person secretly breaks a rule without damaging property; cheating, stealing, truancy, sneaking out, lying

oppositional defiant disorder

pattern of angry, argumentative, defiant, or vindictive behavior that lasts at least 6 months and is more frequent or intense than what is expected for the childs developmental level; at least four symptoms from the following categories: angry/irritable mood, argumentative/defiant behavior, vindictiveness; the disturbance in behavior is associated with distress in the individual or others in their immediate social context

angry/irritable mood symptoms

often loses temper, easily annoyed, often angry and resentful

argumentative/defiant behavior symptoms

often argues with authority figures/adults, often defies or refuses to comply with rules, often deliberately annoys others, often blames others for their mistakes or misbehavior

odd for children younger than 5

must occur on most days for at least 6 months

odd for children 5 yrs or older

at least once a week for at least 6 months

conduct disorder

a more serious and persistent pattern of violating other peoples basic rights or breaking major age appropriate social rules; 3 or more of the following criteria in the past 12 months, 1 or more present in the past 6 months and 1 or more before age 10: destruction of property, aggression to people and animals, deceitfulness or theft, and serious violations of rules

childhood onset type conduct disorder

individuals show at least 1 symptoms characteristic of conduct disorder prior to age 10; more likely to be boys, more aggressive symptoms, account for disproportionate amount of illegal activity, persist in antisocial behavior over time

adolescent onset type CD

individuals show no symptom characteristic of CD prior to age 10 ; are as likely to be girls as boys, less likely to commit violent offenses or persist in their antisocial behavior over time

unspecified onset type CD

not enough info to determine whether the onset of the first symptom was before or after age 10

with limited prosocial emotions type CD

at least 2 of the following: lack of remorse or guilt, unconcerned about performance, lack of empathy, emotional expressions may seem limited or superficial

age of onset of ODD

usually appears by age 8 ; more prevalent than CD during childhood, by adolescence prevalence is equal, more common in boys, boys have an earlier age of onset; gender disparity increases through middle childhood, narrows in early adolescence, and increases again in late adolescence, when male delinquent behavior peaks

early symptoms of CD and ODD in boys

aggression and theft

early symptoms of ODD and CD in girls

sexual misbehaviors

antisocial personality disorder

pervasive pattern of disregard for and violation of the rights of others, involvement in multiple illegal behaviors; 40% of children with CD later develop this

subgroup of children with CD that are at risk for extreme antisocial and aggressive acts and for poor long term outcomes

display callous and unemotional interpersonal style, lack guilt and empathy, do not show emotions, display narcissim and impulsivity, lack behavioral inhibition

genetics

50% or more of variance in antisocial behavior is hereditary

prenatal and birth causes of antisocial behaviors

LBW, malnutrition, maternal substance use

neurobiological causes

overactive behavioral activiation system and underactive behavioral inhibition system

family factors causing antisocial behaviors

parental psychopathology, attachment theory, coercion theory, stress and amplifier hypothesis

sociocultural factors causing antisocial behaviors

social selection hypothesis, media

sociocognitive causes of antisocial behavior

social information processing difficulties ; how children notice, interpret, and respond to social situations; someone may automatically assume the worst

social selection hypothesis

people with certain characteristics or behavior problems may be more likely to end up in certain social environments bc of their behavior; child who frequently acts aggressively may end up spending more time with peers who also break rules; their environment then contributes to their existing problems

stress and amplifier hypothesis

stress in the family can make existing behavior problems worse

coercion theory

conflict between a parent and child can become a repeated cycle that unintentionally reinforces difficult behavior; child learns that arguing can help them avoid homework, parent learns that giving in stops the arguing temporarily

attachment theory

early relationships with caregivers may influence how children learn to manage emotions, trust others, and respond to conflict

underactive behavioral inhibition system

helps ppl respond to warning signals, conflict, or possible punishment; makes it harder to pause or hold back risky behavior

overactive BAS

helps motivate approach towards rewards and positive experiences; may contribte to strongly pursuing rewards without adequately considering consequences

characteristics associated with conduct problems

school and learning problems, family problems, peer problems, health related problems, and cognitive and verbal deficits

challenges in assessment of disruptive behavior disorders

symptoms in these disorders, adhd, and other mental health conditions may appear superficially similar

life course persistent path

begins early and persists into adulthood; complete recovery is rare after adolescence, associated with family history of externalizing disorders, subtle neuropsychological deficits heighten vulnerability to antisocial elements in social environment

adolescent limited path

begins at puberty and ends in young adulthood, less extreme antisocial behavior; delinquent activity is often related to temporary situational factors especially peer influences

parent management training

teaches parents to change their child’s behavior in the home and in other settings using contingency management techniques; focus is on improcing parent-child interactions and enhancing other parenting skills like parent-child communication, monitoring, and supervision; time out/consequences/reprimands

contingency management techniques

behavioral strategies that use rewards and consequences to encourage positive behaviors and decrease unwanted behaviors

session structure of parent management treatment

review of previous weeks skills and home behavior, presentation of new principle or theme, practice and role play

problem solving skills training

identifies the childs cognitive deficiencies and distortions in social situations and provides instruction, practice, and feedback to teach new ways of handling social situations; the child learns to appraise the situation, change his or her attributions about other childrens motivations, be more sensitive to how others feels, and generate alternative and more appropriate solutions ; structured tasks such as games, academic activities, and stories are used to teach children how to apply what they learned; prosocial behaviors are fostered through modeling, direct reinforcement, and performance feedback

essential components of PSST

positive problem orientation, problem definition and formulation, generating alternative solutions, evaluating options, evaluating the solutions performance

how children learn to use PSST

hypothetical problems, practice using the skills with small everyday problems as homework, practice with more difficult situations, and eventually use it independently when the problems come up in their own lives

crick and dodge 5 stage model

explains how children interpret social situations and decide how to respond to them; uses encoding, interpretation, response search, response decision, and enactment

encoding stage

child notices and takes in info from a social situation; pay attention to facial expressions, body language, and what someone says; deficit in paying attention to social cues

interpretation stage

child tries figuring out what the other persons behavior means; decide whether accidental or intentional ; deficit in interpreting/giving meaning to the cues

response search stage

the child thinks of different ways they could respond to a situation; deficit in searching for possible responses from memory or formulation of new response possibilities

response decision stage

deficit in evaluating the probable outcomes of various responses and selecting an appropriate response

instruments to assess conduct problems

youth self report, teachers report form

how psychologists assess cd

interviews with the child, parents, teachers, counselors, rating scales and questionnaires, direct observation, records about school performance, disciplinary records, legal records

overlap of adhd and cd

50% of children with CD also have ADHD; explanations include shared predisposing vulnerability; adhd may be a catalyst for CD , adhd may lead to childhood onset CD , adhd related impulsivity and self control difficulties may contribute to conduct problems