CCAP College 4 Flashcards
Externalizing Behavior in Childhood
DSM-V: neurodevelopmental disorders
neurodevelopmental disorders
-> ADHD
-> hyperactive subtype
-> inattentive subtype
–> combined subtype
-> intellectual disorders, communication disorders, ASD, specific learning disorders, motor disorders, tic disorders
neurodevelopmental disorders: definition
a group of conditions with onset in the DEVELOPMENTAL PERIOD
characterized by DEVELOPMENTAL DEFICITS that produce impairments in personal, social, academic or occupational functioning
DSM-V: disruptive, impulse-control and conduct disorders
disruptive, impulse-control and conduct disorders
-> conduct disorder (CD)
-> antisocial personality disorder
-> oppositional defiant disorder (ODD)
-> intermittent explosive disorder, pyromania, kleptomania
disruptive, impulse-control and conduct disorders: definition
conditions involving problems in the SELF-CONTROL of emotions and behaviors which result in the violation of anothers one’s rights and/or cause significant conflict with societal norms or authority figures
aggression
behavior intended to harm others
1: physical aggression
2: verbal aggression
3: relational aggression
1: physical aggression
hit, kick
2: verbal aggression
bullying, threats
3: relational aggression
gossip, spreading, rumors
violence
severe form of aggression, with the intent of seriously physically hurting another
delinquency/criminality
breaking the law
(culturally defined)
3 facets of psychopathic traits
1: callous-unemotional traits
2: grandiose-manipulative traits
3: irresponsibility/impulsivity
Oppositional Definiant Disorder (ODD)
at least 4 out of 8 symtoms
angry/irritable mood
1) often loses temper
2) is often touchy or easily annoyed
3) is often angry and resentful
argumentative/defiant behavior
4) often argues with authority figures or adults (for children)
5) often actively defies/refuses to comply with requests from authority/with rules
6) often deliberately annoys others
7) often blames others for own mistakes/misbehavior
vindictiveness (wraakzucht)
8) has been spiteful or vindictive at least twice in the past 6 months
Conduct Disorder (CD)
often comorbid with ADHD symptoms
at least 3 out of 15 symptoms
aggression to people and animals
1) often bullies, threatens, intimidates
2) often initiates physical fights
3) has used a weapon
4) physical cruel to people
5) physical cruel to animals
6) has stolen while confronting a victim
7) has forced into sexual activity
destruction of property
8) fire setting
9) destroying other’s property
deceitfulness or theft
10) has broken into house, building or car
11) lies to obtain goods or avoid obligations
12) stealing without confronting a victim
13) stays out at nights despite parental prohibitions (<13 years)
14) runs away from home
15) truancy (spijbelen) starting before age 13
antisocial behavior
peak prevalence in adolescence
ADOLESCENT LIMITED: stops after adolescence (for the most part)
consequences of pervasive childhood and adolescent antisocial behavior
- problematic relationships
- poor educational outcomes
- victims!
later:
- psyciatric illness
- poor physical health
- substance abuse
- violent relationships
- erratic employment patterns
antisocial personality disorder
conduct disorder (CD) CAN develop into antisocial personality disorder, from age 18 onwards
risk factors: biopsychosocial model
social environment
psychology
neurobiology
social environment risk factors
- childhood maltreatment
- trauma
- delinquent friends/parents
- bad neighborhood
- social adversity
- poor parental supervision
psychological risk factors
- attachment
- temperament
- having a disorder
- emotional competence
emotional competence and impaired cognitive ability as cause for antisocial behavior
emotional competence -> problems with EMOTIONAL REACTIVITY AND SELF-REGULATION
cognitive ability -> POOR SOCIAL RELATIONSHIPS AND DECISIONS that increase chance of stable and pervasive antisocial behavior
neurobiological risk factors
- genetics
- brain
- hormones
- stress system
additive model
each of these measures alone has limited predictive value: the more risk factors you have, the higher the risk of antisocial behavior
interactive model
these risk factors influence each other
biological stress response
1) you see bear in woods
2) triggers biological stress response
3) this is regulated by body’s main stress responsivity systems:
- autonomic nervous system (parasympathetic and sympathetic nervous system)
- HPA-axis (regules cortisol stress response)
functioning of these stress responses is measures through physiological recordings of heart rate, skin conductance and cortisol
Affective empathy, cognitive empathy, and social attention in children at high risk of criminal behaviour (Van Zonneveld et al., 2017)
research question: is there a turning point for high risk children that could be targeted with an intervention?
participants: - high risk group (risk of developing antisocial behavior) and controls
methods: - neutral video and emotional video
affective empathy: measured through physiological stress response
cognitive empathy: measured through questions
social attention: measured through eye-tracking
results:
- no difference in cognitive empathy or social attention
- BUT: reduced affective empathy (reduced heart rate (pain, fear) and skin conductance (pain)
conclusion: impairment in affective empathy
affective empathy
affective empathy = the ability to share and respond to others’ emotions
cognitive empathy
cognitive empathy = understanding others’ emotional states
social attention
social attention = the focus on socially relevant cues, such as facial expressions, which are essential for effective social interactions
antisocial behavior: reciprocal relationship
empathy, emotion regulation
<-> attunement (afstemming) of biologial stress system
<-> social adversity
<->
risk of antisocial behavior: low empathy, low stress, bad environment…
good: low stress, good environment, high empathy!
fixing this reciprocal relationship
empathy, emotion regulation: emotion regulation training
biological stress system: mindfulness, meditation
social adversity: join sports team, or something (change social circumstances)
Coping Power Intervention (Glenn et al., 2018)
focusing on anger management, social problem solving and practicing skills to resist peer pressure.
parents: focus on supporting involvement and consistency in parenting
