chapter 12 conduct disorder: overt antisocial behavior
TRANSCRIPT
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Chapter 12
Conduct Disorder:Overt Antisocial Behavior
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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!!!
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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
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DSM-IV Criteria
Aggression to people/animalsDestruction of propertyDeceitfulness or theftSerious violations of rulesProblems don’t diminish with age as with most children
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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
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Classification
Onset before 10 years More severe impairment Poorer prognosis
Adolescent onsetUndersocialized: More overt acts (see fig. 12.1 p. 294)Socialized: More covert actsVersatile: Characteristics of both
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Undersocialized
More violent acts Hyperactive Impulsive Stubborn Demanding Argumentative Teasing Loud
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Undersocialized
ThreateningAttacking othersCrueltyFightingShowing offBraggingSwearing
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Undersocialized
Blaming othersSassyDisobedientPoor peer relations
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Socialized
More covert actsNegativismLyingDestructivenessStealingFire-settingGangs
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Socialized
Associating with bad companionsRunning awayTruancySubstance abuse
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Versatile
Characteristics of both
What would be an example of versatile behavior?
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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!!!
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Factors
Genetic and biological Social environmentAggression in familyRejection in various environmentsAcademic failureSuccess in controlling others by aggression
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Factors
Modeling of aggression especially by high status modelsPractice of aggression (without consequences)Diminished reinforcement for appropriate behavior-reinforcement for aggression
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Factors
Cognitive processes that justify actsInappropriate punishmentTV aggressionDelinquent subcultures
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Causal Factors
Three major controlling influences Environmental factors The behavior itself Cognitive/affective (person)variables
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Causal Factors
General conclusions from Social Learning Research P. 302-304Personal factorsFamily factorsSchool factorsPeer group/cultural factors
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Prevention
Consequences for aggressionReach non-aggressive responsesStop aggression earlyRestrict access to instruments of aggressionCorrect everyday conditionsOffer more effective educational options
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Prevention
Recognize importance of instruction as a key tool for prevention
What does this mean for teachers??
Pre-correction plan p. 310
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Assessment
Multi-dimensional rating scalesPro-social skills assessmentComparison to peers/normsAssess behavior in social contexts Who else contributes Family concerns Environmental influences
Functional analysis
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Interventions
RulesPraisePositive reinforcementVerbal feedbackStimulus changeContingency contractsModeling plus reinforcing imitation
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Interventions
ShapingSocial skills trainingSelf-regulation trainingTimeoutResponse costProper use of punishment p. 306-307
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Acting-out behavior cycle
CalmRecognize triggering events Agitation: Engage in alternative activities, proximity controlAcceleration: Avoid power struggle, crisis interventionPeak phase: Get help!De-escalation: Let them beRecovery: Reinforce appropriateness
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School-wide violence and School-wide discipline
Set clear behavioral expectationsEstablish a positive school climateMonitor student behavior continuouslyApply consistent consequencesProvide collegial supportMaintain clear communication
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Chapter 13 Covert Behavior
StealingLyingFire-settingVandalismTruancy
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Stealing
Family resistance to therapyLack of parental supervision and attachmentGeneralizations p. 321
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Lying
Little researchOften used to escape punishmentOften a steppingstone to other conduct problemsRequires careful monitoring
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Fire-setting
Fires set by children account for ½ of all set firesMore likely to occur in children who are around adults who model behavior dealing with fire
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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
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Fire-setting
In preschoolers this behavior is associated with serious psychopathology in the child, the family or bothIn school-age children: History of school failure Multiple behavior problems
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Vandalism
Punitive response may heighten problemOften is the response to aversive environments: Vague rules Punitive discipline Rigidly applied punishment Impersonal relations Poor curriculum match Little positive recognition
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Truancy
Relevant curriculum???