Chapter 9. Conduct Problems Flashcards
Adolescent-onset conduct problems
A developmental pathway in which youths first show conduct problems after age 10 years; associated with risk of behavior and employment difficulties in adulthood
Aggression Replacement Training (ART)
A multimodal, cognitive–behavioral treatment designed for adolescents with histories of disruptive, aggressive, and antisocial behavior; consists of (1) skillstreaming, (2) anger control training, and (3) moral reasoning training
Antisocial personality disorder (ASPD)
A DSM-5 disorder characterized by a pervasive pattern of disregard for and violation of the rights of others; signs and symptoms include impulsive, irritable, and aggressive behavior; reckless or illegal acts, lack of remorse, and failure to live up to social obligations
Childhood-onset conduct problems
A developmental pathway in which youths first begin showing conduct problems prior to age 10 years; associated with persistent conduct problems through adolescence and risk of antisocial behavior in adulthood
Coercive family process
A type of parent–child interaction in which parents negatively reinforce children for noncompliance while children negatively reinforce parents for giving in to their demands or tantrums
Conduct disorder (CD)
A DSM-5 disorder characterized by a repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated; signs and symptoms include (1) aggression, (2) property destruction, (3) deceitfulness or theft, and (4) serious rule violations
Covert symptoms
Antisocial behaviors that usually do not involve physical aggression or confronting others; examples include breaking and entering, burglarizing, lying, skipping school, and running away from home
Deviancy training
A tendency for peers to reinforce antisocial behavior and ignore, or not reinforce, prosocial behavior
Dual failure model
Posits that conduct problems cause children to experience failure in two important areas of functioning: peer relationships and academics; failure in these areas contributes to depression
Dunedin Multidisciplinary Health and Development Study
A 40-year prospective, longitudinal study investigating the long-term mental health outcomes of youths
Hostile parenting
Harsh disciplinary tactics, such as yelling, arguing, spanking, hitting, criticizing, or using guilt and shame
Incredible Years program
A series of behavioral modules designed for parents, teachers, and children; relies on instruction by the therapist, in-session activities, and videos modeling desired skills or behaviors
Intermittent explosive disorder (IED)
A DSM-5 disorder characterized by repeated angry outbursts resulting in verbal and/or physical aggression
Limited prosocial emotions
A specifier used in DSM-5 to describe youths with CD who also show two of the following: (1) lack of remorse or guilt, (2) callousness or lack of empathy, (3) lack of concern about performance, and (4) shallow or deficient affect
Multisystemic therapy (MST)
An intensive form of family- and community-based treatment effective for adolescents with more serious conduct problems; consists of (1) family therapy, (2) academic/school support, and (3) increased parental monitoring
Oppositional defiant disorder (ODD)
A DSM-5 disorder characterized by a pattern of (1) angry or irritable mood, (2) argumentative or defiant behavior, and/or (3) vindictiveness toward others; lasts at least 6 months and causes impairment or distress
Overt symptoms
Observable and confrontational antisocial acts; examples include physical assault, robbery, bullying
Parent–child interaction therapy (PCIT)
A variation of PMT in which parents and children are coached by therapists as they interact in real time
Parent management training (PMT)
A behavioral intervention designed to help parents attend to and reinforce adaptive child behaviors and reduce noncompliant or defiant actions using noncoercive discipline
Parental monitoring
The degree to which caregivers (1) are aware of their child’s whereabouts, activities, and peers; (2) set appropriate limits on their child’s activities; and (3) consistently discipline their child when the child violates these limits
Premack’s principle
A behavioral heuristic that asserts that a child will be more motivated to perform an undesirable activity if he knows that he will be able to partake in a more desirable activity as a consequence
Proactive aggression
Physical violence or property destruction deliberately enacted to obtain a desired goal
Problem-solving skills training (PSST)
A cognitive intervention in which disruptive youths learn ways to perceive, interpret, and respond to interpersonal problems in more effective (less biased) ways
Psychopathy
A term used by some mental health professionals to describe a syndrome characterized by antisocial behavior, impulsivity, shallow affect, narcissism, and disregard for the suffering of others; also associated with callousness, a lack of emotional responsiveness, and superficial charm
Reactive aggression
Physical violence or property destruction in response to a threat, a frustrating event, or provocation
Relational aggression
A form of aggression, disproportionately shown by girls, in which youths harm others’ mood, self-concept, or social status by damaging or manipulating relationships
Robins paradox
(1) most adults with antisocial behavior have a history of antisocial behavior in childhood; but (2) most children with antisocial behavior do not become antisocial adults
Selective affiliation
A tendency of peer-rejected children to seek out other rejected youths for their social network
Social information processing
An approach to perceiving, interpreting, and solving social dilemmas or disputes consisting of six steps; aggressive youths often show biases or deficiencies in these steps
Treatment Foster Care Oregon
A behavioral treatment for youths involved in the juvenile justice, child welfare, or mental health care systems; youths live in treatment foster homes and are reinforced for appropriate behavior
Treatment of Severe Child Aggression (TOSCA) study
A randomized controlled study that showed that adding risperidone to traditional ADHD treatment could reduce aggression in children who did not respond to traditional treatment alone
