Clinical Profiles Of Children With Disruptive Behaviors Based On The Severity Of Their Conduct Problems Essay

Disruptive Behavior Disorders. Oppositional defiant disorder (ODD), conduct disorder (CD), and attention deficit hyperactivity disorder (ADHD) form a cluster of childhood disorders considered to be “disruptive behavior disorders” (American Psychiatric Association, 2004). Although most violent adolescents have more than one mental disorder and they may have internalizing disorders, for example depression or substance abuse, there appear to be increasingly higher rates of physical aggression found in these adolescents who experience disruptive behavior disorders than for those with other mental disorders. The fact that violent juvenile offenders are more likely to have these diagnoses is not surprising, because impulsive and/or aggressive behaviors are part of their diagnostic criteria. Additionally, there is relatively high co-morbidity with substance abuse disorders, which are also associated with juvenile violence (Moeller, 2001). Individuals with conduct disorder have the following features but this list is not inclusive for example they may have little empathy and little concern for the feelings, wishes, and wellbeing of others, respond with aggression, may be callous and lack appropriate feelings of guilt re remorse, self-esteem may be low despite a projected

There is a link between aggressive behaviour, emotional and behavioural problems and in some case learning difficulties in children young people who have experienced physical abuse. Aggressive behaviour may result in an RPI (Restrictive physical intervention) if there is a significant chance that the young person may cause harm to themselves or others. This is recorded in detail on an RPI form which allows us to identify any patterns of aggressive behaviour from the young person or notice any triggers to their behaviours. Children and adolescents who have suffered emotional abuse are likely to have long-term mental health problems, behavioural problems and low self-esteem as a result of the abuse they

As children grow from adolescence to being an adult, an absence of positive developmental traits is directly linked to one’s behavior. As stated by the American Psychiatric Association, "When individuals with conduct disorder reach adulthood, symptoms of aggression, property destruction, deceitfulness, and rule violation, including violence against co-workers, partners, and children, may be exhibited in the workplace and the home, such that antisocial personality disorder may be considered" (American Psychiatric Association, 2013).

These patterns last for at least 6 months (APA, 2013). ODD has also been associated with excessive arguing, cognitive and social deficits, and significant adult–child and child–peer interaction problems. Youth with ODD demonstrate high rates of aggressive and antisocial behaviors, with a subset displaying callousness and psychopathic traits, including a lack of guilt, empathy, and remorse. It is important to note the difference between ODD and CD (conduct disorder). The defining characteristic of oppositional defiant disorder is a fight against being controlled. For a child like this, being controlled feels like drowning. CD is used to describe an older child or adolescent who has moved into a pattern of violating the rights of others through intimidation or aggression. This could be against people or animals, and include more serious violations such as theft and vandalism.. The DSM-5, a diagnostic handbook used by mental health professionals, describes these individuals as having “a callous and unemotional interpersonal style.” (Colins & Andershed, 2015). These adolescents lack empathy. Children with CD and callous–unemotional (CU) traits present with patterns of persistent and violent antisocial behaviour which include low empathy and guilt and shallow affect. Currently, CU is considered a subtype for conduct disorder, according to the

Conduct disorder (CD) represents one of the most disruptive behavior disorders of childhood.(1) CD continuos to be the predominant juvenile disorder seen in mental health and community clinics, and is of great concern because of its high degree of impairment and poor diagnosis. (2) It is characterized by a persistent and repetitive pattern of aggression, non-complaint, intrusive, and poorly self controlled behaviors that violate either rights of others or norms of society. These behaviors have a significant impact on the daily functioning of the child or adolescents and on their parents. (3,4). The prevalence of CD varied widely between as low as 1 % to as high as 16 % among children and adolescents. (5) These disparities are more likely due

Childhood disorders are relatively common throughout the United States, and can include such disorders as Autism, Pica, and various behavioral disorders. Although the effects of these disorders are by no means negligible, this paper is intended to focus on Oppositional Defiant Disorder, Conduct Disorder, and Attention Deficit Hyperactivity Disorder; their causes, diagnostic criterion, treatment, and prevalence. These three disorders are considered separate diagnoses; however, if left un-managed Oppositional Defiant Disorder can progress into Conduct Disorder, which is more severe. Both Oppositional Defiant and Conduct Disorders have a high comorbidity with ADHD, although many children with ADHD do not exhibit symptoms of ODD and CD. All disorders are seen in school-age children (Although ADHD can continue into adulthood) who are diagnosed when symptoms are consistent for at least six months, cause impairment in a variety of settings (or cause harm to others), and deviate significantly from what is considered normal childhood activity.

Oppositional Defiant Disorder (ODD) is one of the most common clinical disorders in children and adolescents (Nock, Kazdin, Hirpi & Kessler, 2007). Greene et al. (2002) defines ODD as “a recurrent pattern of developmentally inappropriate levels of negativistic, defiant, disobedient, and hostile behavior toward authority figures”. ODD primarily consists of stubborn (e.g., tantrums) and aggressive behaviors that the child attempts to rationalize based on the circumstances rather than view as consequential and problematic (Kazdin, 2010). Therefore, ODD can have serious implications for the child’s functioning at home, in school, and in the community, so parents of children with ODD are more likely to utilize child mental health services (Kazdin, 2010). The history, symptoms, diagnosis, prevalence, age of onset, duration, risk factors, comorbidity, and treatments of ODD will be discussed, as well as the rationale behind the revisions from the fourth (DSM-IV) to fifth editions (DSM-5) of the Diagnostic and Statistical Manual of Mental Disorders.

Boylan, Vaillancourt, Boyle, and Szatmari (2007) said of the generally widespread disorders, oppositional defiant disorder (ODD) is among the most common in childhood. Oppositional behaviors have a tendency to weaken as children grow-up, these behaviors are demonstrated by the majority of children at an early age sometimes progressing into the predictable fits of temper and violent behaviors (Mireault, Rooney, Kouwenhoven, and Hannan, 2008). The Diagnostic and Statistical Manuel of Mental Disorders (DSM) defines ODD as a model of childhood manners that are harsh, critical, hurtful and uncooperative for at least six months and these manners are serious enough that the conduct messes up the child’s performance on a regular basis. The DSM-III launched ODD as an isolated analysis (as cited in APA, 1980).

Children with Oppositional Defiant Disorder (ODD, F91.3 [313.81]), Conduct Disorder (CD, F91.1 [312.81]), and Attention-deficit/hyperactivity Disorder (ADHD, F90.2 [314.01]) have always been a part of our society. These DSM-V diagnoses are regularly referred to as “disrupted behavioral disorders” (DBD). These diagnoses can lead to several issues for children and their families. Children with the ODD diagnosis are seen to be angry and irritable. They can easily lose their temper and have trouble following rules (Morrison, 2014). CD is shown through children that chronically disrespect other people and rules, and who frequently start fights (Morrison, 2014). Children with ADHD are often fidgety, restless, and have trouble concentrating (Morrison, 2014). These are not issues in themselves, but only become an issue when the child needs to be still and pay attention in a classroom or home setting. These three childhood diagnoses are ones that can greatly affect the family life and education of a child.

Conduct Disorder has been a part of the American Psychological Association’s Diagnostic Statistical Manuel (DSM) since its original release date in 1994. Although, there is new information about the disorder that was previously unknown, Conduct Disorder is distinguished by a “repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate norms or rules are violated” (American Psychiatric Association, 1994.) This mild, moderate, or severe antisocial behavior begins to appear either in childhood, categorized as early-onset conduct disorder , or in adolescence after ten years of age, classified as adolescent-onset conduct disorder

The sample for this study was a longitudinal study of 177boys. These boys were gathered having disruptive behavior disorders. The participants were 7 to 12 years of age. The sample was composed of white(70%) and african-americans(30%). The procedures for this experiment were to conduct an annual assessment between 1987 and 1994. It was conducted with the boy and his parents. The test given to the participants in the interviews was a parallel version of the National Institute of Mental Health Diagnostic Interview Schedule for Children(DISC.) The test was also modified to include all DSM III-R symptoms. The diagnostic procedure used 2 clinicians who independently reviewed reports of the participants symptoms. Through this study it yielded that 24.4% had ADHD, 36.6%had ODD, 12.2% had OAD, 12.2% had MDE, 10.5% had SAD, 4.1% had DYS, 2.9%, had ENU, and 1.2% had ENC. These disorders were recorded after and during the 7 year period.

In recent years, the use of callous– unemotional (CU) traits, such as the lack of guilt and empathy (Pardini, D. A., Frick, P. J., & Moffitt, T. E., 2010), has shown a mean “of delineating a subtype of CD youths with a particularly severe form of antisocial behavior and distinct neurological, cognitive, emotional, and social characteristics” (Frick & White, 2008). This specifier has a relatively more severe form of the disorder and a different treatment response allowing physicians to accurately identify and diagnose individuals who need more intensive and individualized treatment. The specifier also encourages treatment research to refine what does and does not work for a certain group of individuals that display a specific behavior. In addition to treatment, the specifier will effect the research on people with conduct disorder by designating groups of patients with similar causal factors (American Psychiatric Association,

According to Jackson (2008) these assessments can aide with predicting the onset of psychopathic characteristics. With this in mind, one can study the development of these traits through childhood and adolescence, as well as, bridging the gap between childhood and adult psychopathy (Jackson, 2008). Another area that will benefit for assessing for conduct disorders in juvenile settings is the risk for recidivism. In a study conducted by Yampolskava and Chuang (2012) found children with conduct disorder, as well as having other mental health disorders possessed 80% for recidivism. The contributing factors for these juveniles’ behaviors were associated with childhood

Conduct Disorders (CD) are affecting at least 3.5% of children in the United States today (Perou, et al., 2013). Parenting style, Socioeconomic Status, and parental stress contribute to the development of CD in young children (Harvey and Metcalfe, 2013).

Children with conduct disorders fail to respect authority. They may show this in their behavior by stealing, lying, bullying or destroying property. These children might tease, frighten others, or become physically harmful to other children and adults. Adolescents may ignore curfews, run away from home or skip school. As these children become older, their problem behaviors may evolve into criminal behaviors.