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Dissertations / Theses on the topic 'Conduct disorders'

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Published: 4 June 2021
Last updated: 25 April 2022

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1

Kalantari-Darani, Mehrdad. "Conduct disorders in preschool children." Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241820.

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2

Green, Tara. "Risks associated with conduct disorder in girls." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81251.

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Conduct disorder is the second most common psychiatric disorder in adolescent girls. In a secondary analysis of an existing data set from a study of pregnant adolescent girls, recruited from three different sites in a Canadian city (N = 252), possible predictors of conduct disorder were examined. The National Institute of Mental Health (NIMH) Diagnostic Interview Schedule (DIS) was used to measure conduct disorder. To investigate possible risk factors, three instruments were used: (1) Childhood Trauma Questionnaire (CTQ), (2) Parental Bonding Instrument, and (3) Knowledge of Infant Development Inventory (KIDI). In a stepwise regression analysis, conduct disorder was found to be significantly associated with four risk factors: high levels of overall abuse as children, placement in foster care, few years of schooling and lack of paternal care. A possible preventive program, to encourage girls with conduct disorder to stay in school and cope with past histories of abuse, is discussed.
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3

Harris, Gene A. "Ecological risk factors and severity of child conduct problems /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/8987.

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4

Wainwright, Anita. "Parental Substance Abuse Attributes to Conduct Disorders and Juvenile Delinquency." Youngstown State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1007582388.

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5

Hawes, David Psychology Faculty of Science UNSW. "The treatment of conduct problems in children with callous-unemotional traits." Awarded by:University of New South Wales. School of Psychology, 2004. http://handle.unsw.edu.au/1959.4/20660.

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The aim of this study was to determine the impact of callous-unemotional (CU) traits on treatment outcomes and processes in a 10-week behavioural parent training intervention with young boys referred for conduct problems (n=55, mean age 6.29 years). The study represents the first investigation of this risk factor in an early intervention trial, and extends the body of research examining the predictive utility of childhood CU traits in relation to subsequent antisocial behaviour. As predicted, CU traits were associated with greater conduct problems at pre-treatment, and these traits were related to poor treatment outcomes at 6-month follow-up even when controlling for baseline conduct problem severity. Consistent with the low levels of fearful inhibitions characteristic of the CU temperament, the behaviour of boys with high CU traits was less responsive to time-out discipline than that of boys without CU traits. Boys with high levels of CU traits also reacted with less affect to this discipline. The effects of CU traits on treatment outcomes and processes were not related to differences in treatment implementation by parents. These findings provide evidence that conduct problems in boys with CU traits are less responsive to changes in parenting processes than those of boys without these traits, and present important implications for the role of child temperament in the treatment of conduct problems.
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6

Gemmell, William David. "The genesis of conduct disorders in early adolescence, a multi-factoral approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24587.pdf.

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7

Davis, Kathleen Marg. "Differential diagnosis of oppositional defiant and conduct disorder utilizing the Millon Adolescent Clinical Inventory." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1370878.

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Studying disruptive behavior disorders in adolescents is critical; however, there is a paucity of literature on methods for differentially diagnosing the two main disruptive behavior disorders: Oppositional Defiant Disorder and Conduct Disorder. Conduct Disorder is defined as a persistent pattern of behavior where the basic rights of others or other major social norms are violated whereas Oppositional Defiant Disorder is usually diagnosed in childhood or adolescence, and is defined by a pattern of disobedient, hostile, or defiant behavior towards authority figures. Despite some similarities in presentation, the majority of research supports the notion that these two disorders are distinct. Finding accurate ways to differentiate these two disorders is important for discovering and implementing empirically validated treatments. The primary purpose of this study was to determine how the Millon Adolescent Clinical Inventory, a commonly used self-report scale, distinguished between adolescents presenting with either Oppositional Defiant or Conduct Disorder who had been admitted to a residential treatment facility. A secondary component of the current study examined gender differences in the two disorders.Multivariate Analysis of Variance was used to determine if the two diagnostic or gender groups were significantly different. If so, discriminant function analysis was employed to determine where the difference occurred. Although some scales approached significance, there were no statistical differences among adolescents with Conduct Disorder and Oppositional Defiant Disorder across any of the dependent variables. There were, however, gender and age differences found across several scales. Unfortunately, because there were no interactions with diagnosis on any scales, differences occurred equally among adolescents from either diagnostic group. This result raises questions as to whether the Millon Adolescent Clinical Inventory is a useful diagnostic instrument for disruptive behavior disorders. This instrument may be more useful to determine individual characteristics that would impact treatment than as an instrument for researchers studying empirically validated interventions for Conduct Disorder and Oppositional Defiant Disorder.
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8

Mills, Marsha A. "Paradoxical interventions with severe conduct-disordered adolescents research of treatment effectiveness /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1709.

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Thesis (Ph. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains xii, 115 p. : ill. Includes abstract. Includes bibliographical references (p. 78-90).
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9

Murphy, Jennifer Mary. "The role of the amygdalar circuit in adolescent antisocial behavior /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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10

Farquharson, Anja B. "The effect of hopelessness on students engaged in pattern misbehavior a replication /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002farquharsona.pdf.

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11

Schnelling, Kate. "Family connections : a parent-training programme for pre-school age children with conduct disorders." Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289131.

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12

Richardson, Gerry. "A study of the effects of a juvenile alternative program on adolescent conduct disorders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/2222.

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13

Perez, Camila Deneno. "O diagnóstico de transtorno de conduta: incidências no campo da saúde mental da infância e adolescência." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20480.

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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
This dissertation has as main objective the problematization of the diagnosis of conduct disorder directed to children and adolescents. More specifically, this study proposes to 1) to contextualize historically the emergence of this classification in psychiatry, as well as the questions raised in this segment; 2) to characterize and analyze some of its implications in the field of childhood and adolescence mental health. The methodological strategies were based on clues of the genealogy proposed by Michel Foucault and on the contributions of the French Institutional Analysis. From the point of view of the procedures adopted, we tracked the notion of "conduct disorder" in the Diagnostic and Statistical Manual of Mental Disorders (DSM) and its modulations in different editions, as well as highlighting positions that question such a psychopathological classification in psychiatric child-juvenile manuals. We also discuss the forensic uses and the psi-juridical articulation (re)produced by this diagnosis. A second dimension of the research, of an empirical nature, sought to analyze some of its uses and effects in a mental health service destined to children and adolescents through the monitoring, in the case-tracer strategy, of a case considered conduct disorder in a child-juvenile CAPS. As an analytical perspective, we use contributions from Michel Foucault on the psychiatry of childhood and the institution of abnormality as a mechanism for governing lives. We conclude that the classification of "conduct disorder" supports control and normalization actions, since it validates the correction of rebelliousness and inequality, decontextualized and circumscribed as deviant conduct. We consider that these reflections, related to child-juvenile mental health, can favor the construction of affirmative practices of the difference, the singularity and the unpredictability of childhood
A presente dissertação tem como principal objetivo a problematização do diagnóstico de transtorno de conduta dirigido a crianças e adolescentes. Mais especificamente, este estudo propõe-se a 1) contextualizar historicamente a emergência desta classificação na psiquiatria, assim como as indagações que suscitou neste âmbito; 2) caracterizar e analisar algumas de suas incidências no campo da saúde mental da infância e adolescência. As estratégias metodológicas se fundamentaram nas pistas da genealogia proposta por Michel Foucault e nas contribuições da Análise Institucional francesa. Do ponto de vista dos procedimentos adotados, rastreamos a noção de “transtorno de conduta” no Manual Diagnóstico e Estatístico de Transtornos Mentais (DSM) e suas modulações em diferentes edições do mesmo, bem como destacamos posicionamentos que interrogam tal classificação psicopatológica em manuais de psiquiatria infanto-juvenil. Discutimos, ainda, os usos forenses e a articulação psi-jurídica (re)produzida por esse diagnóstico. Uma segunda dimensão da pesquisa, de caráter empírico, buscou analisar alguns de seus usos e efeitos em um serviço de saúde mental destinado a crianças e adolescentes por meio do acompanhamento, na estratégia de caso-traçador, de um caso considerado de transtorno de conduta em um CAPS infanto-juvenil. Como perspectiva analítica, utilizamos aportes de Michel Foucault sobre a psiquiatrização da infância e a instituição da anormalidade como mecanismo de governo de vidas. Concluímos que a classificação “transtorno de conduta” sustenta ações de normalização e controle, uma vez que valida a correção de rebeldias e indocilidades, estas descontextualizadas e circunscritas como condutas desviantes. Consideramos que tais reflexões, relacionadas à saúde mental infanto-juvenil, podem favorecer a construção de práticas afirmativas da diferença, da singularidade e da imprevisibilidade da infância
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14

Antonini, Tanya. "Hot and Cool Executive Functions in Children with ADHD and Comorbid Disruptive Behavior Disorders." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821379.

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15

Kohl, Gwynne. "Conduct problems, depressive symptomatology and their comorbid presentation : adjustment to early adolescence /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/8989.

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16

Mashalaba, Eugenia Dudu. "The evaluation of a multi-modal cognitive-behavioural approach to treating an adolescent with conduct disorder." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/180/1/mashalaba-ma.pdf.

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Conduct Disorder (CD) is a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms or rules are violated. It is one of the most common problems in South African schools, particularly in those that are poverty-stricken. The child who participated in the study lived in the shelter that was for homeless and disadvantaged children. He attended at Amasango School where the majority of children in the shelter attended. There were many conduct-disordered children in the shelter and the school, particularly in the school. They disrupted classes making in difficult for teachers to carry out their education activities. The aim of this study was to draw on the standard procedures of the CBT in order to design interventions that would be effective in reducing aggressive behaviour in an adolescent who had CD Adolescent-Type and who lived at the shelter. This case study evaluated the effectiveness of a multi-modal CBT programme in a 16 year-old Black male who had been displaying aggressive behaviour for about a year. The treatment consisted of 23 sessions and included teacher counseling, contingency management, self-control and self-instructional training. The treatment was evaluated qualitatively by means of interviews with the child and teacher and quantitatively by means of repeated applications of behaviour checklists completed by the teacher. The results showed a decrease in the client's aggressive behaviour and an increase in prosocial behaviour. The client ultimately ceased from all aggressive behaviour towards his peers and this outcome was sustained during his last two months in therapy.
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17

Seeley, John Robert. "Comorbidity between conduct disorder and major depression : phenomenology, correlates, course, and familial aggregation /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3035576.

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Thesis (Ph. D.)--University of Oregon, 2001.
"Based on data collected from the Oregon Adolescent Depresssion Project (OADP)."--Abstract. Typescript. Includes vita and abstract. Includes bibliographical references (leaves 73-84). Also available for download via the World Wide Web; free to University of Oregon users.
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18

Comeau, Colleen. "Impact of school context on the relations between deviant peer affiliations and problem behaviors during the middle school years : an exploratory analysis using hierarchical linear modeling /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190510.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-113). Also available for download via the World Wide Web; free to University of Oregon users.
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19

Hay, Fiona B. "The psychometric properties of the parent-child relationship questionnaire." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327136.

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Conduct disorders in children are very common. The consequences of such problems are far-reaching not least because they impact upon the quality of the parent-child relationship. Parent Management Training (PMT) is a widely recognised treatment for childhood conduct disorders although the outcomes for many children are disappointing. Theoretically, the current study considers why outcomes are not more favourable and illustrates that attention should be paid to the role of maternal cognition in the quality of mother-child relationships. The aims of this study were to: • orientate the reader to the nature of the problem • describe the development of a tool that measures the quality of the mother-child relationship, The Parent-Child Relationship Questionnaire (PCRQ) • assess the psychometric properties of the PCRQ • discuss the findings, strengths and weaknesses of the study and consider future research ideas Control mothers completed the PCRQ once. Referred mothers completed the PCRQ and a measure of depression pre and post PMT. These mothers also completed a measure of parenting stress pre group only. A further sample of mothers completed the PCRQ twice. Principal components analysis was used to determine a) the factor structure of the PCRQ and b) whether this differed between a control and referred sample. One factor was extracted from the control sample and two from the referred. The two factors extracted were named Negative Cognition and Emotion (NC-E) and Behavioural Management (BM). Reliability analysis revealed adequate levels of alpha (Cronbach's) for the PCRQ and NC-E subscale although only barely adequate for BM subscale in both samples. Testretest reliability analysis on a small sample revealed a high Pearson's correlation coefficient. Intra-class correlation coefficients for total PCRQ and the BM subscale were reasonable whereas for NC-E the coefficient was weak. Criterion validity was explored by comparing the control and referred sample means. The differences between the means were significant. Concurrent and convergent validity were investigated by computing correlations between the PCRQ and the Parenting Stress Index Short-Form (PSI-SF; Abidin, 1995). This showed moderate correlations between the measures. The correlations between two PSI-SF dimensions and the BM subscale were low. Discriminant validity was investigated by computing correlations between the PCRQ and the Beck Depression Inventory (BDI; Beck & Steer, 1993). This showed a moderate relationship. Sensitivity to change following PMT was investigated by computing a paired samples t test in the referred sample. This test was also used to compare the pre and post group scores for the individual subscales. The changes were significant. There was no relationship between PCRQ scores and either age or gender. Normative values for the PCRQ and its subscales were calculated using a theoretical normal distribution. The results suggest that the PCRQ can be used to investigate the extent of negative maternal cognition underlying the quality of the mother-child relationship. Its usefulness is enhanced by employing a measure of maternal depression.
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20

Ovaert, Lynda B. "Posttraumatic Stress Disorder in Adolescents with Conduct Disorder: Pre- and Post-Treatment Comparison of Trauma Types." Thesis, North Texas State University, 1997. https://digital.library.unt.edu/ark:/67531/metadc278894/.

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The purpose of this study was to compare pre- and post-treatment differences in posttraumatic stress disorder (PTSD) symptoms in male adolescents with conduct disorder. The Children's PTSD Inventory and the PTSD Reaction Index were used to diagnose PTSD and determine trauma type (Type I single trauma or Type II recurring trauma). Pre- and post-treatment measures included the PTSD Reaction Index, the Children's Depression Inventory, the State-Trait Anxiety Inventory, the State-Trait Anger Expression Inventory, the Dissociative Experiences Scale, and the Youth Self-Report. The six-week, biweekly group treatment included education, exposure, and cognitive elements. Primary hypotheses that the abused group would statistically differ from the non-abused group in terms of pre- and post-treatment levels of avoidance, dissociation, anger/aggression, self-destructiveness, social problems, and overall levels of PTSD symptoms, were not confirmed. Overall, group therapy participants experienced statistically significant decreases in PTSD symptoms over the course of therapy. Results are discussed in light of clinical implications, recommended cautions given the lack of a robust control group, and directions for future research.
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21

Abrantes, Ana Maria. "Multiple pathways from ADHD to substance use disorders in adolescents /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3049673.

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22

Clark, Shaunna Lynn. "Mixture modeling with behavioral data." Diss., Restricted to subscribing institutions, 2010. http://proquest.umi.com/pqdweb?did=2023764131&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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23

Russell, Deborah Louise. "Adding function-based behavioral support to First Step to Success /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419041&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 166-170). Also available for download via the World Wide Web; free to University of Oregon users.
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24

Rowe, Kindle Anne Perkins. "Direct and collateral effects of the First Step to Success program : replication and extension of findings /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3035573.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 161-168). Also available for download via the World Wide Web; free to University of Oregon users.
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25

Jacobs, Philencia Daniela. "A systematic review of the influence of parenting on the development of antisocial behaviour." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020144.

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The role that parenting plays in the development of antisocial behaviour has been, and is still widely researched. International studies on this topic are vast. In South Africa, however, very little has been researched within this area. This study aimed to systematically review literature on the role of parenting in the development of antisocial behaviour. International literature published between 2000 and 2013 was reviewed in order to gain a better idea of the current state of knowledge on this topic. All of the articles included in the review examined some aspect of parenting behaviour, parenting practices and/or parenting styles related to the development of antisocial behaviour, conduct disorder, and/or oppositional defiant disorder. The articles were systematically assessed, and eight themes emerged which include: effective parenting behaviours; the moderating effects of callous unemotional traits on parenting; parental warmth; parental discipline; parental knowledge and monitoring; parental psychopathology; parenting styles; and parenting during infancy.
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Estes, Annette Mercer. "Does positive parenting influence the development of conduct problems in children of adolescent mothers? /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9122.

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27

Dakin, Jean. "Prediction of students at risk of developing emotional and behavioural problems during early adolescence : a longitudinal study /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17675.pdf.

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28

Heiblum, Naamith. "The mediated effects of parental attributions on parenting behaviors : implications for adolescent antisocial behavior /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036829.

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29

Ngcana, Nomndeni Nomasonto Margaret. "A support programme for conduct-disordered adolescents in schools / Nomndeni Nomasonto Margaret Ngcana." Thesis, North-West University, 2006. http://hdl.handle.net/10394/3106.

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The aims of this research were to investigate, by means of both literature review and empirical research, the incidence and manifestation of conduct disorders among adolescents growing up in the Vaal Triangle townships, with a view to suggesting a psycho-social intervention programme to help them learn life-skills which will decrease their susceptibility to depression and anxiety. According to the literature findings, depression and anxiety co-occur with conduct disorders during adolescence. An intervention progamme can therefore help these learner adolescents develop effective coping skills to help them deal with environmental factors that cause stress, depression and anxiety. The findings from the literature review revealed that adolescence is the highest risk period for the onset of conduct disorders such as, inter alia, substance use disorders, aggressiveness, destruction of property, defiance of authority, frightening and disturbing of adults, fighting, bullying, lying, destructiveness and defiance. The conduct problems also include the more or less troublesome and involuntary behaviours commonly associated with adolescence such as tempertantrums, bouts of screaming and crying, surliness and episodes of commanding or pestering behaviour. The co-occurrence of depression, anxiety and conduct disorders in adolescents was, according to various researchers, also associated with more severe alcohol and drug-related problems, more prolonged depressive and anxiety episodes and increased frequency of behavioural problems, more severe impairment in interpersonal and academic competencies, increased utilization of mental health services, as well as elevated risk of suicide. The literature also revealed that the period of adolescence is also marked by conflicting feelings about security and independence, rapid physical changes, developing sexuality, peer pressure and self-consciousness. This becomes a time of rapid physiological and psychological changes, of intensive re -adjustment to the family, school, work and social life and of preparation for adult roles. These changes are noticeable for their conduct disorders and behavioural accompaniments, and problems arising at this time may attract attention because the adolescent"s conduct and behaviour become obtrusive in the school and the home or elsewhere and evoke a sense of urgency for response. Effective support programmes such as individual educational support and group educational support were regarded by the literature as having the efficacy to prevent the development of conduct disorders. The empirical research findings revealed that adolescent participants who formed the population sample of this research were aggressive; characterized by risky behaviour such as staying with friends until very late at night and coming to school carrying a knife and bullying other children in class; deceitfulness or theft which manifested in the form of stealing from other children's schoolbags, stealing food and pens, and lying; serious violation of rules such as being disruptive in class, bunking school, and not coming to school regularly, conflict with parents, educators and others which manifests in the form of always being in trouble for beating up other learners in class, especially those that are younger, and being rebellious at home, mood disruptions such as bursting in anger, aggressive, being happy one moment and then angry and sad the next, and poor performance at school resulting in failing grades. Recommendations for educational practice and further research were made.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.
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Dahman, Deanne R. "Locus of control among conduct disorder and oppositional defiant students enrolled in an outpatient day treatment program." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999dahmand.pdf.

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31

Smith, Laura. "African Caribbean men with conduct disorder and severe mental illness : reducing violence and improving therapeutic engagement." Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10338/.

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Section A: A review of literature focused on African Caribbean men with diagnoses of both conduct disorder (as an indicator of antisocial behaviour) and severe mental illness. The review concludes that disorganised infant attachments appear to be predictive of conduct disorder, psychosis and poor engagement with services in a reciprocal 'vicious circle'. Section B: Empirical Paper: This study examined the relationships of African Caribbean men with severe mental illness and a history of conduct disorder, linking this to engagement with services. This was explored qualitatively using attachment theory and Lacanian discourse analysis within a psychosocial methodology. Four interviews were conducted and the texts were analysed. The findings echo the evidence base in showing that, according to this interpretation, all participants showed signs of disorganised attachment. All had had adverse encounters within mental health services although all could also cite discrete experiences which had been helpful and supportive. Each participant held different views about the interaction of ethnicity with care. Section C: A critical reflection on the research process, including: thoughts on learning experiences; retrospective changes to the study; clinical implications; and ideas for future research.
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32

Antony, Jennifer Robin. "Early conduct problems and ADHD symptoms as predictors of various stages of cigarette smoking in a high-risk urban sample /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9069.

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Todd, Melissa Farino. "Perceptions of Family Functioning Between Children with Behavior Difficulties and their Primary Caregiver." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000171.

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34

Gibbons, Elizabeth Ann. "Congruence of coping styles and environmental settings : a closer look at adolescent males with conduct disorder /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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35

Kaufman, Noah Krsna. "Skill change as a mediator of treatment efficacy for depressed and conduct-disordered youth /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095255.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 88-103). Also available for download via the World Wide Web; free to University of Oregon users.
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36

Heung, Yin-kwan Kitty. "Towards developing a parent-child interaction intervention for families with children suffering from conduct problems in Hong Kong." View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B36782427.

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37

Koegl, Christopher John. "High-risk antisocial children : predicting future criminal and health outcomes." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609498.

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38

Riemann, Jodie. "Strategies primary school teachers find effective for students with conduct problems & disruptive behaviour : an exploratory study /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17729.pdf.

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39

Watt, Bruce David Psychology Faculty of Science UNSW. "Enhancing treatment participation among families of conduct problem children referred to mental health services." Awarded by:University of New South Wales. Psychology, 2007. http://handle.unsw.edu.au/1959.4/29464.

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Children with antisocial, aggressive and disruptive behaviours pose considerable concern to families, educators and the wider community. A major barrier to implementing effective interventions is treatment non-attendance and attrition. The dissertation examines treatment participation among children with conduct problems, and their families, referred to child and youth mental health services. First, a model of treatment engagement was proposed that included Structural strategies (clinic service operations, such as service accessibility) and Therapy Process strategies (aspects of the interaction between the clinician and the family of the referred child). Consistent with the model of engagement, parent-report and clinician-report measures were developed and evaluated in the local Queensland Child and Adolescent Mental Health Services. The next study explored and manipulated Structural aspects in a randomised control trial evaluating the impact of telephone reminder calls. Families of children with conduct problems, in comparison to children without conduct problems, were more likely to miss appointments and to drop out of treatment. The low rate of treatment attendance for conduct problem children was diminished among those assigned to the telephone reminder condition. In the final study, the impact of a clinician training program covering the proposed engagement model was evaluated. Utilising a multiple-staggered baseline design, the training impact on clinician behaviour (n = 30) and client outcomes (n = 221) was evaluated across three mental health services. The training program was associated with a significant increase in clinicians' appraisal and use of the engagement strategies based on clinician report and chart audit measures, but not on the parent report measure. In comparison to clients referred during a baseline period, clients referred after the clinician training program had significantly higher rates of treatment attendance and lower attrition. Greater improvement in mental health functioning was found for clients referred after the training intervention on the clinician rated measure, but not for the parent report of child psychopathology. The study was limited by the use of previously un-validated engagement measures, lack of follow-up for outcome measures, and non-random allocation to conditions. The staggering of interventions across clinics and the comparability of client groups, however, minimised potential confounding explanations. Overall the results show that targeting Structural and Therapy Process aspects can enhance engagement, reduce drop-out, and improve selected outcomes in the treatment of child conduct problems.
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40

Dent, George Winnett Murdock Tamera Burton. "Social information processing as an explanation for the relationship between attachment and aggression in early adolescents." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in counseling psychology." Advisor: Tamera Murdock. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 102-115). Online version of the print edition.
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41

Heung, Yin-kwan Kitty, and 香燕君. "Towards developing a parent-child interaction intervention for families with children suffering from conduct problems in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B43895396.

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42

Shay, Nicole Lynn Knutson John F. "The connection between maternal depression, parenting, and child externalizing disorders." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/433.

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43

Vitola, Eduardo Schneider. "Transtornos externalizantes em adultos com TDAH." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/30924.

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Objetivos: O transtorno de déficit de atenção/hiperatividade (TDAH), o transtorno de conduta (TC) e o transtorno opositor desafiante (TOD) frequentemente ocorrem juntos na infância. No entanto, a existência e importância destes transtornos na vida adulta ainda é motivo de discussão. Este estudo tem como objetivo avaliar a extensão do impacto da história de TOD e TC na saúde mental global de indivíduos com TDAH persistente. Visa também avaliar a relação desses achados com o modelo de desinibição comportamental, considerando os perfis de desenvolvimento neurológico, personalidade e comorbidades. Métodos: Os pacientes foram selecionados consecutivamente a partir de uma amostra de conveniência no ambulatório de pesquisa do TDAH em adultos do Hospital de Clínicas de Porto Alegre (n=458). O grupo controle foi composto de voluntários doadores de sangue no Hemocentro do mesmo hospital (n=121). Os diagnósticos foram realizados com base nos critérios do DSM-IV, sendo os sujeitos avaliados para o TDAH e o TOD através do K-SADS-E; para o TC e o transtorno de personalidade anti-social através do MINI; e através do SCID para as demais comorbidades. A gravidade do TDAH foi avaliada utilizando o SNAP, e a personalidade avaliada com o TCI (Cloninger). Na análise foram comparados os pacientes com TDAH e os controles. No caso das variáveis com diferenças significativas, comparamos três grupos: TDAH sem história de TC ou de TOD (n=178); TDAH com história de TOD (sem TC) (n=184) e TDAH com história de TC (com ou sem TOD) (n=96). Resultados: Pacientes com TDAH apresentaram um perfil mais grave na comparação com os controles em diversas variáveis, incluindo todas as comorbidades. Internamente ao grupo com TDAH, uma história positiva de TC (e, em grau menor, de TOD) associou-se a maior gravidade e a um perfil mais externalizador. Conclusão: Uma história positiva de TOD e TC na infância ou adolescência associa-se a um impacto negativo na saúde mental de sujeitos com TDAH persistente, reforçando o valor preditivo destes transtornos para a saúde mental do adulto. Estes achados sugerem uma ligação entre déficits do desenvolvimento, características de personalidade, e desdobramentos de psicopatologias, que é consistente com o conceito de cascada de desinibição comportamental.
Objective: Attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD) and conduct disorder (CD) are frequently co-occurring disorders in children and adolescents. However, their clinical status among adults is disputed. This study analyzes how the clinical presentation of persistent ADHD might be influenced by a childhood or adolescence history of CD and ODD, and how these findings fit in the behavioral disinhibition framework. Methods: Patients were ascertained in an ADHD outpatient clinic. Diagnoses were based on the DSM-IV criteria and all subjects were evaluated using the KSADS- E for ADHD and ODD, MINI for CD/ASPD, SCID-I for other comorbidities, SNAP-IV for ADHD severity and Cloninger’s Temperament and Character Inventory (TCI) for personality. We compared patients with ADHD (n= 458) with controls (n=121). For those variables with significant differences, we compared three groups of patients: ADHD without history of CD or ODD (n=178); ADHD + history of ODD (without CD) (n=184) and ADHD + history of CD (with or without ODD) (n=96). Results: Patients with ADHD presented a worse profile than controls in several variables, including a higher frequency of all comorbidities. Within the ADHD group, a history of CD (and to a lower extent ODD) is associated with a more severe and externalizing profile. Conclusion: A history of CD and ODD entail a significant negative mental health impact on persistent ADHD, reinforcing the predictive validity of these entities in adulthood mental health. These findings suggest a link among neurodevelopmental deficits, personality characteristics, and unfolding of psychopathology consistent with the behavioral disinhibition cascade.
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44

Silver, Rebecca Berkovitz. "An ecological approach to understanding heterogeneity in early antisocial trajectories : the role of parents, peers, and teachers /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1188882941&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Results of a study of 241 children participating in the Wisconsin Study of Families and Work (WSFW), an ongoing longitudinal study of familes and child development. Includes bibliographical references (leaves 99-112). Also available for download via the World Wide Web; free to University of Oregon users.
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45

Chau, Minna P. L. "Chinese parents' coping and professional help-seeking for children with conduct problems." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1245376527.

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46

Santos, Lara Cristina Antunes dos [UNESP]. "Superdotados acompanhados em serviço especializado: características clínicas, sociodemográficas e qualidade de vida." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/132109.

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O presente estudo tem por objetivo geral caracterizar o perfil de superdotados atendidos em um serviço público especializado quanto aos aspectos clínicos e sociodemográficos, avaliando a qualidade de vida. Foram descritas as características sociodemográficas, o desempenho nos testes de inteligência, as coocorrências e os problemas emocionais/comportamentais apresentados pelos superdotados para análise das relações entre essas características e a qualidade de vida. Os superdotados com até 18 anos de idade foram selecionados do Ambulatório de Desvios da Aprendizagem da Disciplina de Neuropediatria do Hospital das Clínicas da UNESP de Botucatu de 2008 a 2014 através do resultado de quoeficiente de inteligência da escala Wechsler de 120 ou mais. Todos haviam sido encaminhados ao serviço por motivo de alteração do comportamento e/ou desvio da aprendizagem e não suspeitavam da superdotação anteriormente à avaliação. Foram utilizados os seguintes instrumentos: A escala Wechsler de inteligência, o protocolo sociodemográfico elaborado para este estudo, a versão brasileira do Inventário de comportamentos para crianças e adolescentes (CBCL) e os Questionários Pediátricos de Qualidade de Vida (PedsQL). A análise estatística foi realizada utilizando-se o programa STATA 10.0. Inicialmente foi feita análise descritiva, com checagem de consistência dos dados e correções, quando necessárias. Estimativas de prevalência foram acompanhadas de intervalos de confiança de 95%, e medidas de tendência central e dispersão foram calculadas. A mediana da idade foi 10 e a média do Quoeficiente de Inteligência Total foi de 129,59. A Escala Total de Problemas Emocionais/Comportamentais se mostrou na faixa Clínica para 51,8% dos superdotados e 66,7% nessa mesma faixa para as Escalas de Internalização. A Dimensão Emocional da Qualidade de Vida foi a que obteve menores escores tanto nas respostas dos superdotados quanto nas dos...
The objective of this study is to characterize the profile concerning social demographic and clinic aspects, and to evaluate life quality of gifted students assisted by a specialized service. The social demographic characteristics, the gifted student intelligence tests performance, their previous diagnostics/comorbidities and the behavior/emotional problems were described to analyze the relations among these characteristics and their life quality. The gifted students with 18 years old or less were selected from child neurology outpatient clinic of Learning Deviations (Learning Deviations Ambulatory) of Clinical Hospital of UNESP- Botucatu in the years 2008 to 2014 by Wechsler intelligence scales results above 120. All of them were sent to the service for behavior and/or learning problems and had no suspect of being gifted before the evaluation. The following instruments were used: Wechsler intelligence scale, social demographic protocol elaborated for this study, the Brazilian version of Child Behavior Checklist (CBCL) and of life quality questionnaires: Pediatric Life quality questionnaire (PedsQLTM). The 10.0 STATA Program was used for statistical analysis. Descriptive analysis was made first, with checking of data consistency and corrections when needed. Prevalence estimative was associated of trust intervals of 95% and measures of central tendency and dispersion were calculated. The age median was 10 and the Intelligence Quotient mean 129,59. The Total Emotional/Behavior Problems and Internalization Scales were in the clinical range for respectively 51,8% and 66,7% of the gifted students. The Emotional Dimension of Life Quality showed the lower score for the gifted and their parents. Life Quality was inversely proportional to Executive Intelligence Quotient and Perceptual Organization and was also clinical range of Anxiety/Depression Syndrome from CBCL. The results suggest that life quality can be worse as specific abilities have ...
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47

Santos, Lara Cristina Antunes dos. "Superdotados acompanhados em serviço especializado : características clínicas, sociodemográficas e qualidade de vida /." Botucatu, 2015. http://hdl.handle.net/11449/132109.

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Orientador: Maria Cristina Pereira Lima
Coorientador: Niura Aparecida de Moura Ribeiro Padula
Banca: Nivea de Macedo de Oliveira Morales
Banca: Flavia Helena Pareira Padovani
Resumo: O presente estudo tem por objetivo geral caracterizar o perfil de superdotados atendidos em um serviço público especializado quanto aos aspectos clínicos e sociodemográficos, avaliando a qualidade de vida. Foram descritas as características sociodemográficas, o desempenho nos testes de inteligência, as coocorrências e os problemas emocionais/comportamentais apresentados pelos superdotados para análise das relações entre essas características e a qualidade de vida. Os superdotados com até 18 anos de idade foram selecionados do Ambulatório de Desvios da Aprendizagem da Disciplina de Neuropediatria do Hospital das Clínicas da UNESP de Botucatu de 2008 a 2014 através do resultado de quoeficiente de inteligência da escala Wechsler de 120 ou mais. Todos haviam sido encaminhados ao serviço por motivo de alteração do comportamento e/ou desvio da aprendizagem e não suspeitavam da superdotação anteriormente à avaliação. Foram utilizados os seguintes instrumentos: A escala Wechsler de inteligência, o protocolo sociodemográfico elaborado para este estudo, a versão brasileira do Inventário de comportamentos para crianças e adolescentes (CBCL) e os Questionários Pediátricos de Qualidade de Vida (PedsQL). A análise estatística foi realizada utilizando-se o programa STATA 10.0. Inicialmente foi feita análise descritiva, com checagem de consistência dos dados e correções, quando necessárias. Estimativas de prevalência foram acompanhadas de intervalos de confiança de 95%, e medidas de tendência central e dispersão foram calculadas. A mediana da idade foi 10 e a média do Quoeficiente de Inteligência Total foi de 129,59. A Escala Total de Problemas Emocionais/Comportamentais se mostrou na faixa Clínica para 51,8% dos superdotados e 66,7% nessa mesma faixa para as Escalas de Internalização. A Dimensão Emocional da Qualidade de Vida foi a que obteve menores escores tanto nas respostas dos superdotados quanto nas dos...
Abstract: The objective of this study is to characterize the profile concerning social demographic and clinic aspects, and to evaluate life quality of gifted students assisted by a specialized service. The social demographic characteristics, the gifted student intelligence tests performance, their previous diagnostics/comorbidities and the behavior/emotional problems were described to analyze the relations among these characteristics and their life quality. The gifted students with 18 years old or less were selected from child neurology outpatient clinic of Learning Deviations (Learning Deviations Ambulatory) of Clinical Hospital of UNESP- Botucatu in the years 2008 to 2014 by Wechsler intelligence scales results above 120. All of them were sent to the service for behavior and/or learning problems and had no suspect of being gifted before the evaluation. The following instruments were used: Wechsler intelligence scale, social demographic protocol elaborated for this study, the Brazilian version of Child Behavior Checklist (CBCL) and of life quality questionnaires: Pediatric Life quality questionnaire (PedsQLTM). The 10.0 STATA Program was used for statistical analysis. Descriptive analysis was made first, with checking of data consistency and corrections when needed. Prevalence estimative was associated of trust intervals of 95% and measures of central tendency and dispersion were calculated. The age median was 10 and the Intelligence Quotient mean 129,59. The Total Emotional/Behavior Problems and Internalization Scales were in the clinical range for respectively 51,8% and 66,7% of the gifted students. The Emotional Dimension of Life Quality showed the lower score for the gifted and their parents. Life Quality was inversely proportional to Executive Intelligence Quotient and Perceptual Organization and was also clinical range of Anxiety/Depression Syndrome from CBCL. The results suggest that life quality can be worse as specific abilities have ...
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48

Malmberg, Jessica L. "Preventative Behavioral Parent Training in a Primary Care Context: Initial Evaluation of a Universal Prevention Program for Disruptive Behavior Disorders." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1763.

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Externalizing behavior problems such as noncompliance, tantrums, and aggression constitutes the most frequently cited reason for referral of young children to mental health clinics. The treatment for conduct problems (CP) that possesses the greatest amount of empirical support is referred to as behavioral parent training (BPT). Yet available data suggest that after accounting for treatment failures and dropouts, only about one third of children receiving BPT benefit significantly. More recently, there has been a shift towards the development of early intervention and prevention models for treating children at-risk for developing CP. While many of these programs have been shown to be effective, they fail to address shortcomings of BPT such as the length of treatment and the context of service delivery. Furthermore, the majority of these programs continue to be classified as selective or indicated prevention programs, thereby targeting children once they have already begun showing elevated levels of disruptive behaviors. More recently, a preventative and abbreviated version of BPT, called preventative behavioral parent training (PBPT), has been developed to address the limitations inherent in BPT. A recent evaluation of PBPT has demonstrated its utility in reducing rates of noncompliance and tantruming in children at-risk for developing CP. This study sought to add to previous findings regarding PBPT by evaluating its effectiveness when disseminated as a universal prevention program within a primary care setting. More specifically, this study aimed to evaluate whether PBPT could be utilized to support parents in learning effective strategies for managing their young child's typical misbehaviors, thereby preventing the development of clinical levels of CP and strengthening the practices of all parents. Results demonstrated that PBPT yielded positive outcomes in regards to both child and parent outcome variables. Furthermore, program evaluation data revealed that the PBPT program was socially acceptable and the strategies discussed were both feasible and effective. Taken together, the current study provides preliminary evidence of the positive proximal impact of the PBPT program. Potential clinical implications of these findings and future directions for research are discussed.
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49

Ferguson, Shirley, and n/a. "An examination of a school based, multimodal program for middle primary boys with difficult behaviours." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060710.101053.

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This study examined the efficacy of a multimodal intervention with conduct disordered boys in the middle primary years. The intervention consisted of a behavioural classroom program; a small group, social skills program; and a behavioural parenting program Resource implications of this model were also evaluated. A review of the current literature on conduct disorders showed that these children account for less than 5% of the population, but they have a strong impact on families, teachers, peers, schools and the wider community. About 50% of children with severe, early behavioural problems will continue with these problems, not only throughout their adult lives, but into the next generation. Early intervention appears to offer our best hope of altering this trajectory. Interventions with this population have been largely unsuccessful. At the present time the most promising intervention is behavioural parent training programs. Combining these with child focused social skills programs, and behavioural programs in the school setting, increases their efficacy. This study used a single subject experimental design to examine the effects of this program on four boys with behavioural difficulties. Continuous measures were taken with parent, and teacher daily record charts, and classroom observations. Pre, post and followup measures were taken with the Child Behaviour Checklist. The results of the study were mixed. Some subjects, according to some respondents, improved in home and school behaviours. All three subjects, for whom there was followup data, had improved. The classroom, and parenting programs appeared to be associated with positive changes in child behaviour, the small group was associated with more disruptive behaviour at school.
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50

Rinaldi, Julie A. "Long-term outcomes of parent training and predictors of adolescent adjustment /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9004.

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