power point presentation-conduct disoder, tsholofelo

8/2/2019 Power Point Presentation-conduct Disoder, Tsholofelo

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CONDUCTCONDUCT

DISODERDISODER


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GROUP MEMBERS


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PRESENTATION OUTLINE

Description of Conduct Disorder

Causes

Diagnostic criteria

Treatment Intervention strategies

Roles of Social Work in Conduct Disorder


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DESCRIPTION

A persistent pattern of behavior in which the basicrights of others or major age-appropriate social normsare violated.

A child with a serious conduct disorder will engage in a

number of unacceptable activities and seems to lackempathy and have little or no remorse, awareness, orconcern that what he is doing is wrong.

Conduct disordered children are usually not very

articulate about their feelings and may demonstratetheir pain with self destructive behaviours.

Their aggression typically is expressed toward peopleand animals, in the destruction of property, in lying andtheft, and in serious violation of society's rules


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Young people with conduct disorder may exhibit

excessive levels of fighting or bullying, cruelty to otherpeople, fire setting, stealing, repeated lying, truancyfrom school and running from home, unusuallyfrequent and severe temper tantrums and defiant

provocative behaviour


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CAUSES

ENVIRONMENTAL

Children can learn aggressive behavior from parentswho behave aggressively

Children may also imitate aggressive acts elsewheresuch as in television

Post traumatic events such as rape, abuse (emotional,neglectance)

physical poor relationship with parents


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ENVIRONMENTAL CAUSES CONTINUED...

dysfunctional families,

poor parenting practices, (negative reinforcement)

excessive discipline) parental alcoholism,

having parents with antisocial personality disorder,marital disorder, history of maltreatment or earlymaternal rejection


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BIOLOGICAL

Neurological abnormalities/brain damage; the frontallobe is the area in the brain that affects the ability to

plan, to avoid harm and to learn from negativeconsequences and so if it is damaged the person candevelop conduct disorder

The impairment of the frontal lobe causes conduct

disorder. If a person has a history of head traumathat could cause conduct disorder


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GENETICAL

Genetic vulnerabilitys familiar transmission issuggested by data that show a high prevalence of

antisocial personality disorder in both mothers andfathers of children with conduct disorder.

adoptive parents of conduct disordered children havenot been proud to have antisocial

problems/alcoholism the connection between theparents and the childs conduct problems may be atleast partly genetic

Twin studies show consistently higher concordancerates for antisocial behaviors in identical pairs then

in fraternal pairs. If one twin has Conduct disorder,the other twin has a 70% chance of also having thedisorder sometimes in life.


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DIAGONSTIC CRITERIA

have to be under the age of 18.

have a repetitive and persistent pattern of behavior thatviolates the basic rights of others or age-appropriatesocietal norms or rules

The actions of the child must cause clear negativeconsequences in the childs social, familial or educationalfunctioning.

To be more specific you have to meet three or more ofthe following criteria in the past 12 months, with at leastone criterion present in the past 6 months:


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Aggression to people and animals

often bullies, threatens, or intimidates others

often initiates physical fights

has used a weapon that can cause serious physical

harm to others (e.g., a bat, brick, broken bottle,

knife, gun)

has been physically cruel to people

has been physically cruel to animals

has stolen while confronting a victim (e.g., mugging,purse snatching, extortion, armed robbery)

has forced someone into sexual activity (is a rapist)


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CONTINUED...

Destruction of property

8, has deliberately engaged in fire setting with theintention of causing serious damage

9, has deliberately destroyed others' property (otherthan by fire setting)


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CONTINUED...

Deceitfulness or theft

10, has broken into someone elses house, building, orcar

11, often lies to obtain goods or favors or to avoid

obligations (i.e., cons others)

12, has stolen items of nontrivial value withoutconfronting a victim (e.g., shoplifting, but withoutbreaking and entering; forgery)


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CONTINUED...

Serious violations of rules

often stays out at night despite parental

prohibitions, beginning before age 13 years

has run away from home overnight at least twicewhile living in parental or parental surrogate home(or once without returning for a lengthy period)

is often truant from school, beginning before age 13years


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TREATMENT

Promote social and scholastic learning

Treatment involves more than the reduction ofantisocial behaviour stopping tantrums andaggressive outbursts, while helpful, will not lead to

good functioning if the child lacks the skills to makefriends or to negotiate positive behaviours need to betaught too

Specific intellectual disabilities such as readingretardation, which is particularly common in these

children, need to be addressed, as do more generaldifficulties such as planning homework.


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Parent management training

Treatment can be delivered in individual parentchildsessions or in a parenting group.

Individual approaches offer the advantages of liveobservation of the parentchild play and therapistcoaching and feedback regarding progress


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MEDICATION

Medications are rarely used in the treatment ofconduct disorders since these disorders arebehavioral in nature.

Medication is often used in the treatment ofpsychological and psychiatric disorders which mayoccur simultaneously (e.g. depression, anxiety).


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TREATMENT CONTINUED...

Child therapies

The most common targets of cognitivebehavioural andsocial skills therapies for children are aggressivebehaviour, social interactions, self-evaluation andemotional dysregulation

In practice most programmes cover all four areas to agreater or lesser extent


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INTERVENTION STRATEGIES TOADDRESS THE ILLNESS

Parent management training

Programmes have been designed to improve parents

behaviour management skills and the quality of theparentchild relationship.

Interventions may also address distal factors likely toinhibit change, for example parental drug or alcohol

misuse, maternal depression and violence betweenparents


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INTERVENTION STRATEGIESCONTINUED

Interventions in school

Interventions to promote positive behaviour

Typically, teachers are taught techniques for use withall children in their class, not just those exhibiting themost antisocial behaviour.

Successful approaches use proactive strategies andfocus on positive behaviour and group interventions,combining instructional strategies with behaviouralmanagement


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A productive intervention for parents is learning goodcommunication skills.

Parents should be able to communicate clear, directand specific rules, request or expectations.

Parents should expect the child to react in a concisemanner.

There should be respect from each party and rules

need to be enforceable.

Parents of children with conduct disorder rely oninconsistent coercion which increases the negativeclimate of the home


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INTERPERSONAL AND SKILLS TRAINING Provides children with individual experience and social

skills that may be lacking which lead to conflict.

Trains children how to initiate conversations, respondto others, refuse requests, and make requests ofothers.

PEER INTERVENTION

To replace deviant group peer with social appropriategroup

Promote pro social interaction with peers at school


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ROLES PLAYED BY THE SOCIALWORKER

Enabler: In the enabler role, a social worker helps aclient become capable of coping with situations ortransitional stress.

Mediator: The mediator role involves resolvingarguments or conflicts in the involved parties

Integrator/Coordinator: Integration is the process ofbringing together various parts to form a unifiedwhole. E.g the family of the person with conduct

disorder.

Educator: The educator role involves givinginformation and teaching skills to clients and othersystems.


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CONCLUSION

Children misbehave for a variety of different reasonsbut that does not imply that they have conductdisorder. As a child matures there is an expectationthat he will increasingly able to resolve much of his

distress on his own and will express his feelingsthrough words rather than outwardly directedmisbehaviour. In the case of conduct disorderedchildren they will continue misbehaving and not knowthat what they are doing is wrong. The behaviourbecomes extreme and children will not know how to

resolve it.


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REFERENCES

Dishion, T. J., McCord, J. & Poulin, F. (1999) When

interventions harm. Peer groups and problem behavior.American Psychologist, 54, 755764.

Levendoski, L. S. & Cartledge, G. (2000) Self-monitoring for elemen tary school children with seriousemotional disturbances. Classroom applications forincreased academic responding. Behavioral Disorders,25, 211224.

Nelson, J. R., Smith, D. J., Young, R. K., et al (1991) Areview of self-management outcome research

conducted with students who exhibit behavioraldisorders. Behavioral Disorders, 16, 168179


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THANK YOU!!!!!


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ROLE PLAYROLE PLAY

GROUP 5


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At the Mudongo

Household


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ON THE WAY TO

SCHOOL


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AT SCHOOL


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AT HOME WITH

THE MOTHER


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AT SCHOOL AND

INTERVENTION BYSOCIAL WORKER


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END OF ROLE PLAY

power point presentation-conduct disoder, tsholofelo

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