5. Conduct - Lecture notes 5 PDF

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5. Conduct...

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5. Conduct disorders What? Persistent pattern of anti-social behaviour that violates societal norms Can fall into 4 categories 1. Aggression to people and animals 2. Destruction of property 3. Deceitfulness and theft 4. Serious violation of rules DSM distinguishes between adolescent and childhood types ODD and conduct Distinct or precursor= oppositional defiant disorder ODD is diagnosed if children do not meet the criteria for CD Relates to losing temper and annoying others ODD Is comorb with ADHD 3/4x more likely in boys than girls DSM- organizes three disorders hierarchally Prevalence Fairly common 9.5% Gender Four times as likely in boys, narrows in adolescence with more girls being diagnosed Underestimation of CD in girls Girls may be better at concealing CD, more strategic Intelligence Children have low IQ levels May be less resistant to encouragement Social cognition Hostile attribution bias- engage in aggression with those they believe are hostile Personality Defined by impulsivity, self esteem and unemotional interpersonal style Peer issues 1) often rejected by their peers during school years 2) associate with other similar peers Typologies Childhood Vs adolescent Callous-unemotional traits/psychopathy

Destructive/ non destructive Over/covert Proactive vs. reactive Child onset Begins prior to 10 Life course persistent Adolescent onset Normal early development Less severe violence Proactive and reactive Reactive more likely to come from abusive families to be irritable and perceive others as more hostile Developmental pathways Early childhood- ADHD to CD Middle childhood-ODD to CD Adolescence- divergent pathways Etiology  Biological Context Temperament Difficult temperament predisposes children to impulsivity, irritability and over activity (Frick & Morris, 2004) • Genetics 50% can be accounted for by genetics and a further 11% shared environment (Rhee & Waldman, 2002). Specific gene MA0-A is implicated (Lahey, 2008) Exposure to toxins (opiates in utero) increased aggression behaviour at 10 years (Lahey, 2008). Individual Context  Self-regulation Early socialization of self control is lacking  Emotion regulation Difficultly managing strong negative emotions (Eisenberg et al., 2010)  Prosociality, moral development, empathy Less cognitive mature in their moral reasoning (Barriga et al., 2009); Less empathic (Sterzer et al., 2007)  Social cognition Hostile attribution bias (Dodge and Pettit, 2003)  Substance abuse Four out five youths currently in the US Juvenile justice system had a prior history of substance offences Family Context  Attachment   Linked to insecure attachment.

 125 youth evidenced anxious attachment style and increased rates of delinquency (Allen et al, 2002).  Parent psychopathology   Maternal Depression (Crockenberg et al., 2008; Maternal anxiety (Meadows et al., 2007).   Most poweful predictor is parent antisocial personality disorder (Lahey et al., 2005).  Parenting style   Harsh parenting and the intergenerational transmission of aggression.   Parenting inconsistency and lack of monitoring. 

Family context   Coercion theory-Parents of CD more likely to positively reinforce aggressive behavior (Reid et al., 2002).   Transactional process (parents and child affect and shape each other’s behavior)  Dynamic systems theory (Granic & Patterson, 2006)   Developmental perspective on parenting  Parental responsiveness  Parental insistence  Parental inconsistency  Family processes Children more likely to be exposed to interparental conflict and violence are more likely to develop conduct problems (Kouros et al., 2010) Family stress increases chances of CD Social Context  Negative reputation Aggressive children gain a negative reputation  Peer rejection Leads further to aggressive behavior (Dishion & Patterson, 2006).  Antisocial peer groups Accepted in to groups that tolerate of even value problem behaviour  Early sexual maturation Increases risk for both genders (Negriff & Susman, 2011)  “Pushing” versus “pulling” 38 Cultural Context • The neighbourhood Poverty ,social disorganization and community violence (Lynch, 2003  School environment High degrees of fighting, vandalism, defiant students and teachers unable to maintain order (Kasen et al., 2004)  Media influences Violent hero’s with few negative consequences (Eron, 2001) Intervention Cognitive behaviour intervention

Parent management Systematic family treatment Multisystematic therapy...