Chapter 12 Conduct Disorder: Overt Antisocial Behavior

Definition Exhibits a persistent pattern of anti- social behavior that significantly impairs everyday functioning at home or school or that leads others to conclude that the youngster is unmanageable. Persistent pattern of behavior in which the rights of others and age-appropriate social norms are violated BULLIES!!!

Definition Isolated acts of physical aggression, destruction of property, stealing, and fire-setting are also cause for concern. See table 12.1 on page 291

DSM-IV Criteria Aggression to people/animals Destruction of property Deceitfulness or theft Serious violations of rules Problems don’t diminish with age as with most children

Prevalence Under age 18 Males-6-16% Females-2-9% Girls tend to exhibit fewer overt aggressive acts Prevalence is increasing Severity of disorder is perceived as increasing

Classification Onset before 10 years More severe impairment Poorer prognosis Adolescent onset Undersocialized: More overt acts (see fig p. 294) Socialized: More covert acts Versatile: Characteristics of both

Undersocialized More violent acts Hyperactive Impulsive Stubborn Demanding Argumentative Teasing Loud

Undersocialized Threatening Attacking others Cruelty Fighting Showing off Bragging Swearing

Undersocialized Blaming others Sassy Disobedient Poor peer relations

Socialized More covert acts Negativism Lying Destructiveness Stealing Fire-setting Gangs

Socialized Associating with bad companions Running away Truancy Substance abuse

Versatile Characteristics of both What would be an example of versatile behavior?

Aggression and Violence in Social Context Aggression as a multicultural issue Focus should be on problems of economic/community/family difficulties Aggression in the context of school BE PREPARED!!!

Factors Genetic and biological Social environment Aggression in family Rejection in various environments Academic failure Success in controlling others by aggression

Factors Modeling of aggression especially by high status models Practice of aggression (without consequences) Diminished reinforcement for appropriate behavior-reinforcement for aggression

Factors Cognitive processes that justify acts Inappropriate punishment TV aggression Delinquent subcultures

Causal Factors Three major controlling influences Environmental factors The behavior itself Cognitive/affective (person)variables

Causal Factors General conclusions from Social Learning Research P Personal factors Family factors School factors Peer group/cultural factors

Prevention Consequences for aggression Reach non-aggressive responses Stop aggression early Restrict access to instruments of aggression Correct everyday conditions Offer more effective educational options

Prevention Recognize importance of instruction as a key tool for prevention What does this mean for teachers?? Pre-correction plan p. 310

Assessment Multi-dimensional rating scales Pro-social skills assessment Comparison to peers/norms Assess behavior in social contexts Who else contributes Family concerns Environmental influences Functional analysis

Interventions Rules Praise Positive reinforcement Verbal feedback Stimulus change Contingency contracts Modeling plus reinforcing imitation

Interventions Shaping Social skills training Self-regulation training Timeout Response cost Proper use of punishment p

Acting-out behavior cycle Calm Recognize triggering events Agitation: Engage in alternative activities, proximity control Acceleration: Avoid power struggle, crisis intervention Peak phase: Get help! De-escalation: Let them be Recovery: Reinforce appropriateness

School-wide violence and School-wide discipline Set clear behavioral expectations Establish a positive school climate Monitor student behavior continuously Apply consistent consequences Provide collegial support Maintain clear communication

Chapter 13 Covert Behavior Stealing Lying Fire-setting Vandalism Truancy

Stealing Family resistance to therapy Lack of parental supervision and attachment Generalizations p. 321

Lying Little research Often used to escape punishment Often a steppingstone to other conduct problems Requires careful monitoring

Fire-setting Fires set by children account for ½ of all set fires More likely to occur in children who are around adults who model behavior dealing with fire

Fire-setting More likely to set fires when: Do not understand danger of fires Lack necessary social skills to obtain gratification appropriately Engage in other antisocial behaviors Motivated by anger and revenge

Fire-setting In preschoolers this behavior is associated with serious psychopathology in the child, the family or both In school-age children: History of school failure Multiple behavior problems

Vandalism Punitive response may heighten problem Often is the response to aversive environments: Vague rules Punitive discipline Rigidly applied punishment Impersonal relations Poor curriculum match Little positive recognition

Truancy Relevant curriculum???