PSYC 211 - Conduct Disorder (Ch. 9)

Adolescent-limited (AL) path: Refers to individuals who exhibit conduct problems only during adolescence but not in childhood. These behaviors often decrease or cease in adulthood, typically as individuals mature and gain greater social responsibilities.

Adolescent-onset conduct disorder: A form of conduct disorder that first emerges during adolescence. Unlike childhood-onset conduct disorder, it tends to involve less severe symptoms and is often related to peer influences or environmental factors.

Amplifier hypothesis: This hypothesis suggests that genetic or biological factors can amplify the influence of environmental factors (e.g., family environment or peer influences) on the development of antisocial behavior. In other words, children with certain genetic predispositions may be more sensitive to environmental influences, which can either exacerbate or mitigate the development of conduct problems.

Antisocial behavior(s): A category of behaviors that violate societal rules, rights of others, or social norms. It includes aggressive actions, lying, stealing, and other acts that harm others. Antisocial personality disorder (APD) in adulthood is characterized by a persistent pattern of such behaviors, including disregard for the rights of others and lack of remorse.

Behavioral activation system (BAS): Refers to brain mechanisms involved in motivation, reward, and the approach of positive stimuli. It is associated with positive emotions and goal-directed behavior. Overactivity in the BAS can lead to impulsivity and heightened sensitivity to rewards, which may contribute to externalizing behaviors like aggression or rule-breaking.

Behavioral inhibition system (BIS): This system is involved in regulating anxiety and avoiding threats or negative consequences. It helps individuals respond to potential punishment or danger. A less active BIS may contribute to risk-taking and impulsive behavior in children, leading to externalizing problems.

Bullying: A form of aggressive behavior where an individual or group repeatedly targets another person, causing harm or distress. Bullying can be physical, verbal, or relational (e.g., spreading rumors or excluding others). It is often linked to both peer dynamics and individual traits like aggression.

Callous and unemotional (CU) interpersonal style: Refers to a personality style characterized by a lack of empathy, guilt, or remorse, and a cold, unemotional approach to relationships. It is often seen in children and adolescents with severe conduct problems and can be an indicator of a more severe, persistent antisocial behavior pattern.

Childhood-onset conduct disorder: Conduct disorder that begins before the age of 10. This early onset is often associated with more severe, stable patterns of antisocial behavior throughout life. Children with this type of conduct disorder may engage in violent or disruptive behavior from a young age.

Coercion theory: A theory that explains the development of conduct problems as a result of negative interactions between parents and children, where children’s misbehavior is reinforced by parents’ inconsistent or ineffective discipline. Over time, these patterns escalate, leading to more severe behavior problems.

Conduct disorder (CD): A mental health condition diagnosed in children and adolescents characterized by persistent patterns of violating the rights of others, including aggression, deceitfulness, theft, and serious rule-breaking. It can be further categorized by the age of onset (childhood-onset vs. adolescent-onset) and the severity of symptoms.

Conduct problem(s): A term used to describe behaviors that violate social norms and expectations, such as aggression, defiance, or rule-breaking. These behaviors are often seen as indicative of a risk for more serious conduct disorders or antisocial behaviors in the future.

Destructive-nondestructive dimension: A classification used to describe conduct problems based on their potential to cause harm. Destructive behaviors include physical aggression (e.g., fighting, vandalism), while nondestructive behaviors involve more indirect harm (e.g., lying, stealing).

Disruptive behavior disorders: A group of disorders that includes conditions like conduct disorder (CD) and oppositional defiant disorder (ODD), characterized by persistent patterns of disruptive, defiant, or antisocial behavior in children and adolescents.

Externalizing behavior: Refers to behaviors that are directed outward, such as aggression or rule-breaking. These behaviors typically manifest as outwardly visible, disruptive actions, in contrast to internalizing behaviors, which involve emotional or internal struggles.

Hostile Attributional bias: The tendency to interpret others’ actions as hostile or aggressive, even when they may not be. Children with this bias often respond to neutral or ambiguous social cues with aggression or defiance, contributing to interpersonal difficulties.

Juvenile delinquency: Refers to illegal or criminal behavior committed by minors. This includes a wide range of offenses, from minor acts like truancy or vandalism to more serious crimes like theft or assault.

Life-course-persistent (LCP) path: Refers to individuals who exhibit antisocial behaviors beginning in childhood and continuing into adulthood. This path is associated with a more severe and chronic course of conduct problems, often accompanied by higher risk for antisocial personality disorder in adulthood.

Multisystemic therapy (MST): A therapeutic approach designed to treat youth with severe conduct problems by addressing the various systems influencing their behavior (e.g., family, school, peers, community). It involves working with families, schools, and other support systems to promote positive change.

Oppositional defiant disorder (ODD): A behavioral disorder characterized by a pattern of defiant, argumentative, and hostile behaviors toward authority figures, such as parents, teachers, or other adults. Children with ODD may exhibit temper tantrums, irritability, and frequent arguments.

Overt-covert dimension: A dimension that classifies antisocial behavior based on its visibility. Overt behaviors are observable (e.g., physical aggression), while covert behaviors are less visible (e.g., lying, theft). Both types can contribute to conduct problems.

Parent management training (PMT): A therapeutic intervention that teaches parents effective strategies for managing their child’s disruptive or antisocial behavior. Techniques include reinforcement of positive behaviors, setting clear expectations, and consistent discipline.

Problem-solving skills training (PSST): A therapeutic intervention aimed at helping children and adolescents develop better decision-making and problem-solving skills. This training focuses on teaching youth how to think through situations, consider consequences, and choose more prosocial responses to challenges.

Psychopathic features: Refers to personality traits commonly associated with psychopathy, such as lack of empathy, callousness, and manipulativeness. These features are often seen in individuals with severe conduct disorder or antisocial behaviors, particularly those with a callous-unemotional style.

Reciprocal influence: A concept that highlights how an individual’s behavior can influence their environment, while the environment simultaneously influences the individual. For example, a child’s disruptive behavior may lead to negative reactions from parents, which in turn may escalate the child's behavior.

Relational aggression: A form of aggression that harms others through social manipulation, such as gossip, exclusion, or spreading rumors. It is often seen in adolescents and can be a significant part of bullying behavior.

Social-cognitive abilities: Refers to the cognitive skills needed to understand and navigate social interactions, such as recognizing emotions in others, understanding social rules, and using appropriate strategies for conflict resolution. Deficits in these abilities are often linked to externalizing behaviors.

Social selection hypothesis: This hypothesis suggests that individuals with certain behavioral traits, such as aggression or antisocial behavior, may select or be selected into social environments that reinforce and exacerbate these traits. For example, children with conduct problems may gravitate toward peers with similar behaviors.

w/ limited prosocial emotions: A diagnostic specifier for conduct disorder, indicating that the individual exhibits a limited range of prosocial emotions (e.g., lack of empathy, guilt, or remorse). This specifier is often associated with more severe forms of conduct disorder and is linked to callous-unemotional traits.