Chapter 12

1. Chapter 12 Conduct Disorder: Overt Antisocial Behavior

2. 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!!!

3. 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

4. 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

5. 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

6. Classification • Onset before 10 years • More severe impairment • Poorer prognosis • Adolescent onset • Undersocialized: More overt acts (see fig. 12.1 p. 294) • Socialized: More covert acts • Versatile: Characteristics of both

7. Undersocialized • More violent acts • Hyperactive • Impulsive • Stubborn • Demanding • Argumentative • Teasing • Loud

8. Undersocialized • Threatening • Attacking others • Cruelty • Fighting • Showing off • Bragging • Swearing

9. Undersocialized • Blaming others • Sassy • Disobedient • Poor peer relations

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

11. Socialized • Associating with bad companions • Running away • Truancy • Substance abuse

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

13. 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!!!

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

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

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

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

18. Causal Factors • General conclusions from Social Learning Research P. 302-304 • Personal factors • Family factors • School factors • Peer group/cultural factors

19. 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

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

21. 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

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

23. Interventions • Shaping • Social skills training • Self-regulation training • Timeout • Response cost • Proper use of punishment p. 306-307

24. 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

25. 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

26. Chapter 13 Covert Behavior • Stealing • Lying • Fire-setting • Vandalism • Truancy

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

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

29. 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

30. 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

31. 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

32. 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

33. Truancy • Relevant curriculum???