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1
Dandreaux, Danielle. "Developmental Pathways To Conduct Problems." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/566.
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This study tests the predictions made by several causal theories proposing different etiologies for childhood-onset and adolescent-onset conduct problems. It investigates a variety of causal factors proven to be important for the development of antisocial behaviors, specifically neuropsychological/cognitive deficits, temperamental vulnerabilities, dysfunctional parenting, deviant peers, and rebelliousness. Current theories generally agree that the early onset pathway is distinguished by interactions between a child with a difficult temperament and dysfunctional parent-child interactions. However, theories differ as to whether they emphasize the temperament and neurocognitive deficits of the child, or the parenting behaviors. In the adolescent onset pathway, theories typically focus on the importance of affiliation with deviant peers but differ as to whether this is attributed to a personality characterized by the rejection of traditional values and rebelliousness as leading to this association or failures in parenting practices. Seventy-eight pre-adjudicated adolescent (ranging in age from 11 to 18) boys housed in two short-term detention facilities and one outpatient program for boys at risk for involvement in the juvenile justice system in southeastern Louisiana participated in the current study. The sample was ethnically diverse (56% African-American) and largely came from facilities serving either a large urban or a largely suburban and rural region of the state. The sample was divided into two groups based on the youngest age of a self-reported delinquent act or parent-reported severe conduct problem. The childhoodonset group (n =47) displayed at least one serious antisocial behavior prior to age 12, whereas the adolescent-onset group (n =31) did not. As predicted, the childhood-onset group showed greater levels of dysfunctional parenting and CU traits. Contrary to predictions, however, this group also showed the strongest affiliation with deviant peers. The only variable strongly associated with the adolescent onset group was lower scores on a measure of traditionalism which indicates less endorsement of traditional values and status hierarchies. The implications of these results for understanding different causal trajectories to antisocial behavior and for designing better prevention and treatment programs for antisocial youth are discussed.
2
Doolan, Moira. "Mothers' representations of their children with conduct problems." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433645.
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3
Clark, Julia E. "Positive Parenting, Conduct Problems, and Callous-Unemotional Traits." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2063.
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The current study tested the association of both positive and negative aspects of parenting with callous-unemotional (CU) traits and conduct problems. Caregivers of 92 kindergarteners were recruited to complete a series of survey measures. Overall, parent-report of negative parenting practices was not associated with teacher report of conduct problems. However, parent report of positive parenting practices (i.e., warmth, positive reinforcement, positive communication and cooperation) was negatively associated with conduct problems and CU traits. Interactions between positive parenting variables and CU traits in their association with conduct problems indicated that positive reinforcement related more strongly to lower levels of conduct problem behavior for youth with high levels of CU traits. However, positive communication and cooperation related more strongly to conduct problems for youth with lower levels of CU traits. These associations suggest that parenting may play a role in the development of CU traits and conduct problems.
4
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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5
Bennett, K. J. "Early onset of conduct problems, predictors, pathways and prevention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0027/NQ32812.pdf.
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6
Jones, Karen. "Early parent-based intervention for conduct problems and ADHD." Thesis, Bangor University, 2008. https://research.bangor.ac.uk/portal/en/theses/early-parentbased-intervention-for-conduct-problems-and-adhd(2ca1d62a-f878-4598-b059-70f3010dc00d).html.
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Growing numbers of preschool children are being referred to mental health services with symptoms of Attention Deficit Hyperactivity Disorder (ADIID), and medication is increasingly being used to treat them (Zito, Safer, dosReis et al., 2000). However, there is limited evidence for the short- and long- term efficacy of medication (Greenhill, Kollins. Abikoff et al., 2006), concerns over adverse effects (Wigal, Greenhill, Chuang, et al., 2006) as well as ethical objections to medical intervention at such an early stage in development (Perring, 1997). Consequently, there is a need to provide effective psychosocial interventions for this population (Conners, March, Frances, Wells, & Ross, 2001). A literature review of preschool ADHD (Chapter 2) identified three parent-training (PT) programmes that have demonstrated effectiveness in reducing ADHD symptoms, and concluded that PT may provide an effective first-line intervention for preschoolers with ADHD symptoms. The three empirical studies (Chapters 3,4, and 5) evaluated the efficacy of one of these programmes - the Incredible Years (I Y) BASIC PT programme - within a community sample of preschool children with signs of early emerging conduct problems and ADHD. Study one (Chapter 3) examined the short-term efficacy of the lY intervention, using a randomised controlled group design. Following the delivery of the programme, the intervention group was associated with significantly lower levels of parent-reported ADHD symptoms, compared to a wait-list control group. The second empirical study (Chapter 4) examined the longitudinal stability of intervention-Mated gains. Results demonstrated that improvements were maintained at 12- and 18- month follow-ups. Early Intervention for Preschool ADI ID and Conduct Problems xv The third study (Chapter 5) explored potential predictors, moderators, and mediators of outcome within this sample. Moderator analyses failed to uncover significant associations between risk factors and outcome, suggesting that the intervention was effective even for the most disadvantaged families. Predictor analysis suggested that those with the most severe levels of ADHD at baseline were most likely to benefit from intervention. Maternal depression was associated with poorer long-term outcome at 18-month follow-up, although it was not associated with initial treatment response. Mediator analyses indicated that enhanced positive parenting skill was a significant partial mediator of outcome, suggesting that positive parenting is one of the key mechanisms contributing to intervention success. The short-term efficacy, longitudinal stability, and lack of outcome moderators suggest that the lY is a valuable and stable intervention when delivered as a preventive intervention for preschool children presenting with ADHD symptoms, even for families traditionally considered to be 'hard to treat'.
7
de, Dios Marcel Alejandro. "Depression, Conduct Problems and Substance Abuse Treatment Outcomes among Adolescents." Scholarly Repository, 2007. http://scholarlyrepository.miami.edu/oa_dissertations/13.
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The purpose of this dissertation study was to investigate the direct and interactive relationships between depression and conduct problems and substance abuse treatment outcomes in a national sample of adolescents participating in substance abuse treatment. This study involved a secondary analysis of data from the National Institute on Drug Abuse's- Drug Abuse Treatment Outcome Study for Adolescence (DATOS-A), a multi-site, longitudinal study of substance abusing adolescents seeking treatment. Participants completed a battery of self-report and interview measures at treatment intake including the Diagnostic Interview Schedule for Children Revised (DISC-R), which assessed depression and conduct problems. Adolescents also completed structured interviews relating to substance use at intake and 12 months after treatment. Results from the multiple regression analyses supported hypotheses relating to greater conduct problems predicting greater post-treatment substance use. Results from the multiple regression analyses failed to support study hypotheses relating to depression and the interaction of conduct problems and depression predicting post-treatment substance use. Significant control variables included age, length of treatment, and intake level of substance use. Results are discussed within the context of the relevant literature.
8
Collins, Cameron Kirkland Hooper Stephen R. "Language functioning and youth with conduct problems a meta-analysis /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,422.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (School Psychology)." Discipline: Education; Department/School: Education.
9
Longman, Thea Pearse. "Parental Attributions, Callous-Unemotional Traits and Early Chidhood Conduct Problems." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/13884.
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Childhood conduct problems (CP) are associated with significant impairment and disruption for the individual and their environment, and account for the greatest cost to psychological services of all childhood psychopathologies. It is now well established that the most chronic and severe patterns of antisocial behaviour are initiated early in life. Harsh and coercive discipline has been identified as one of the strongest risk factors for the development of early CP. Across a range of psychopathologies, parental causal attributions have been found to contribute to these negative parenting practices. In spite of growing evidence regarding the importance of parental attributions, no research has examined attributions in relation to CU traits. High callous-unemotional (CU) traits represent a risk pathway for particularly severe CP among children with early-onset antisocial behaviours. A meta-analysis of studies examining CU traits in children prior to five years of age demonstrated a significant positive relationship between CU traits and conduct problem severity, in the order of a large effect size. Research is needed to understand the contributions of parenting risk processes to early childhood conduct problems and CU traits. The aim of the current study was to examine parental attributions concerning conduct problems and CU traits among parents of children referred for conduct problems in early childhood. Eighty parents and their children participated in the research project. Participation required the completion of a number of questionnaires measuring parental attributions, negative parenting, parent depression, child temperament and child behaviour. Observational data of interactions between the parent and child were also coded to assess the emotional quality of the parent child relationship. Hypotheses concerning associations between parental attributions, parental responses and conduct problems were partially supported. CP severity was associated with internal attributions, negative affective responses and overreactive discipline. While internal and controllable attributions were associated with parent negative affect, no significant interactions were found between parental attributions and parental responses in the prediction of CP. Hypotheses concerning associations between parental attributions, parental responses and CU traits were not supported. CU traits were not associated with any parenting variable. It was found however, that parent generated negative attributions were associated with harsher parenting towards CU traits. The finding that parent generated negative attributions were higher for CP than CU traits was consistent with the suggestion that a child’s age may be a protective factor against negative attributions towards CU traits. The results of the current study suggest that while parental attributions may not play an important role in the development of early childhood CP and CU traits, they may influence how parents respond to particular child behaviours. Hence, exploring parents’ causal reasoning for child behaviour may provide important insights into dysfunctional parenting processes. The thesis highlights that the presence of CU traits is a marker for particularly severe conduct problems beginning in early childhood, and that greater understanding is needed of the parent child dynamics that shape early developmental trajectories associated with CU traits.
10
Saneda, Richard Mark. "Cognitive processing abilities and knowledge of planning in boys with and without conduct or hyperactive and conduct problems /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487842372894163.
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11
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.
12
Tate, Candace Bette. "Child conduct problems and parent support, a home-based counselling intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58585.pdf.
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13
Ward, Sarah. "Parenting, conduct problems and the development of conscience in young children." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365744.
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14
Wolff, Jennifer Christine. "Treatment of Comorbid Conduct Problems and Depression in Youth: A Pilot Study." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26343.
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The purpose of this study was to pilot a cognitive behavioral treatment protocol for adolescents with co-occurring conduct problems and depression and to examine changes in diagnostic status, symptomatic improvement, and related areas of functioning associated with this treatment. Manualized treatment consisted of 11 to 16 sessions that targeted problem solving skills, cognitive restructuring, affect regulation skills, and parenting strategies. A non-concurrent multiple baseline design was used to assess the effectiveness of the intervention. A sample of five adolescents, aged 11 to 14 years, participated; all five families completed the protocol. Measures of diagnostic status, symptoms, and global impairment were administered at baseline, post-treatment, and 1-month post-treatment. Decreases in depression and conduct problem symptoms as well as changes in diagnostic status were evident for three of the five participants. Clinician severity ratings improved for all of the children at post-treatment. Preliminary results suggest that integrated cognitive behavioral treatment for adolescents with conduct problems and depression is associated with symptomatic improvement as well. Results of this study have implications for improving treatment outcomes for youth with these comorbid conditions and may also lead to increased conceptual understanding of the nature of these comorbid problems. Randomized clinical trials are required to assess the effectiveness of this combined treatment program.Ph. D.
15
Hooven, Carole. "Developmental outcomes of marital and parenting variables for children with conduct problems /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7743.
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16
Sng, Khai Imm. "Callous-Unemotional Traits, Negative Parenting Practices and Conduct Problems in Singaporean Families." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17318.
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Research into callous-unemotional traits is largely limited to studies in Western countries (e.g., Waller, Gardner & Hyde, 2013). Three studies were thus conducted to examine CU traits in Asian culture. The first study reviewed existing research on CU traits in Asian countries based on key findings from Western countries: if CU traits in Asia were associated with increased severity of conduct problems, neurodevelopmental/emotion-related correlates, environmental risk factors and treatment outcomes. Findings from 15 samples provided some evidence of similar risk processes between Asian and Western samples, but also indicated some differences, e.g., associations between CU traits and anxiety or peer influence. In the second study, it was predicted that CU traits would moderate the associations between negative parenting and child aggression in a sample of clinic-referred children, based on findings of Yeh, Chen, Raine, Baker and Jacobson (2011) and differences in heritability of conduct problems between children with high and low CU traits (e.g., Dadds et al., 2006). Psychological aggressive parenting was associated with reactive and proactive aggression. Physically aggressive parenting was more strongly associated with proactive aggression among low-CU children than high-CU children. In the third study, it was predicted that there would be moderate stability of CU traits based on findings of genetic influence on CU traits (e.g., Viding et al., 2005) and bidirectional associations between CU traits and negative parenting. Contrary to predictions, our sample of clinic-referred children showed low stability of CU traits over a six-year period, and no bidirectional link between CU traits and negative parenting. Only parental psychological aggression predicted changes in CU traits. These findings raise the need for ongoing research into CU traits in Asian cultures.
17
Small, Kylie. "The Development of Interpersonal Problem Solving and Anger Management Skills in Boys with Early Onset Conduct Problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/402.
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The aim of study one was to investigate the effectiveness of interpersonal problem solving (IPS-AM) skills training to parent-child dyads compared to parent group intervention. Four boys, aged 7 to 9 years, who met diagnostic criteria for Oppositional Defiant Disorder, participated in the study with their mothers. A multiple baseline across participants, single case experimental design was implemented. Both interventions resulted in improvements in the children’s prosocial reasoning and reduced antisocial reasoning but with some floor effects. Independent naturalistic observation in the home recorded no changes in the noncompliance to parental instruction and verbal aggression of the children. In addition, no change was found for negative parental verbalisation toward the child and very low levels of positive verbalisation and praise between parents and children were observed. In addition, poor parental compliance to program requirements was also found. Study two’s aim was to focus the parent-child interaction onto a specific area of conflict and examine the effectiveness of parent-child training using behaviour task analysis. There was a reduction in the task demand and the number of intervention sessions provided. A multiple baseline across participants, single case experimental design was implemented with three, 7 to 8year-old boys and their mothers. Independent observers recorded no change in child and parent behaviour from baseline during intervention. However, at follow-up improvements in non-compliance and verbal aggression in the children and verbal aggression in parents were found. Improvements in children’s prosocial reasoning, antisocial reasoning and parent report of the internalizing and externalizing behaviour scores as measured by the Child Behavior Checklist were found at post-intervention. At follow-up parent report was more consistent with in-home observation. It was concluded that reducing the number of intervention sessions and the task demand improved attendance and program compliance. The paradoxical finding was of worsening behaviour in some children and parents during intervention yet improvement on follow-up. Implications for future research and clinical practice were explored.
18
Frost, Aaron Desmond James, and n/a. "The Reciprocal Relationship Between Conduct Problems, Callous Unemotional Traits, and Parenting Behaviour." Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070109.094343.
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Callous and Unemotional (CU) traits are a relatively recent addition to the existing body of research examining the development of severe behavioural problems in children, and antisocial behaviour in adults. Children who are high in CU traits display shallow emotions, manipulate other children, lie easily, and demonstrate very little remorse or guilt. Additionally, they are more likely to engage in more severe forms of antisocial behaviour, more often, and from a younger age than their peers. Research has found that CU traits moderate the well-established relationship between parenting and conduct problems. That is, children who are high in CU traits seem to display levels of behaviour problems that are unrelated to the quality or type of parenting they receive. This has serious implications when one considers that the most effective psychosocial treatments available for behavioural disorders are based upon improving parenting, and would therefore require significant modification for children high in CU traits. In addition, the research exploring the moderating role of CU traits in the relationship between parenting and conduct problems has not taken a developmental perspective and considered different ages of children. Finally, existing research has not considered the reciprocal relationship that CU traits have upon parenting behaviour, or the direct relationship between parenting and CU traits. The present study has addressed these limitations by utilizing an accelerated longitudinal methodology. The present study recruited 449 grades one, three and five children from six public primary schools. Questionnaires assessing conduct problems, CU traits, and parenting styles were administered to their parents for completion. Additionally, teacher report was also sought on a number of key variables to ensure validity. One year later, all of these children and their families were re-approached to assess the extent to which each of these variables had changed over time. One year later 233 (51.89%) of the original sample completed the same measures allowing examination of the change in these variables over time. Given the relatively short time period, it was expected that one of the best predictors of any of the key variables at time 2, would be baseline scores measured at time 1. For this reason, hierarchical regression was used to control for temporal stability, as well as demographic factors. Additionally, the hypothesis that a different pattern of relationships would emerge for children of different ages was tested by examining the moderating effect of age upon all predictive relationships. This was done by entering the product of age and the predictor variable(s) as the final step of the regression analyses, and then conducting simple slopes analysis on all significant predictive interactions. Three distinct findings emerged from these analyses. Firstly, age moderates the effect of CU traits on the relationship between parenting styles and conduct problems. Behaviour problems in younger children are better predicted by parenting behaviours and by CU traits than in older children. Secondly, both CU traits and conduct problems were predictive of worsening parental behaviour. Once again, this was particularly evident in younger children. Finally, inconsistent parenting, and corporal punishment were found to be predictive of CU traits. These findings are discussed from a developmental perspective in the context of Bronfenbrenner's (1979) ecological model.
19
Bjornstad, Gretchen. "An investigation of self-help behavioural interventions for conduct problems in children." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519750.
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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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21
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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22
Weston, Stephanie. "Emotional Flooding and Relational Schemas in Families with Early Childhood Conduct Problems." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16061.
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It is now well established that dysfunctional parenting is associated with the development and maintenance of conduct problems, beginning in early childhood. However, the cognitive and affective processes that contribute to dysfunctional parenting in early childhood remain poorly understood. Two constructs that appear to play important roles in this regard are emotional flooding and relational schemas. Emotional flooding is the tendency to experience another’s negative emotion as unpredictable, overwhelming, and disorganising. Relational schemas refer to cognitive structures and affective attitudes representing patterns of interpersonal relatedness. One of the most rigorous methods available for assessing these schemas is the independent coding of parent speech using the Five Minute Speech Sample (FMSS). Although both emotional flooding and negative relational schemas have been associated with conduct problems, little is known about how these processes relate to one another, or may combine to jointly shape parenting problems. The broad aim of the research presented in this thesis was to examine emotional flooding and relational schemas as cognitive-affective correlates of negative parenting in families at risk for early childhood conduct problems. First, given growing interest in the FMSS as a measure of relational schemas and other parent-child processes, a systematic review was conducted to evaluate measurement properties of the FMSS in terms of its associations with observational indices of parent-child interactions. This review identified 25 studies (involving a total of N = 2945 child participants), 20 of which reported significant associations between the FMSS and observed parent-child interaction. Second, an empirical study was conducted to test for associations between emotional flooding, relational schemas, and parenting practices. Data from parental self-reports and independent coding were collected in samples of typically-developing children (n = 73) and those with clinic-referred conduct problems (n = 85). As predicted, parental flooding and relational schemas were found to be significantly related to one another. Furthermore, both flooding and negative relational schemas were found to occur at significantly higher levels among parents of children with clinic-referred conduct problems compared to those of typically-developing children. In multivariate analyses, emotional flooding was found to predict some self-reported and observed parenting practices independently of parents’ global negative affective state (e.g., depression, stress , and anxiety), however relational schemas was not. The implications of these findings are discussed in relation to family-based models of early childhood conduct problems and parenting interventions for conduct problems in this period.
23
Frost, Aaron Desmond James. "The Reciprocal Relationship Between Conduct Problems, Callous Unemotional Traits, and Parenting Behaviour." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365583.
Full textAbstract:
Callous and Unemotional (CU) traits are a relatively recent addition to the existing body of research examining the development of severe behavioural problems in children, and antisocial behaviour in adults. Children who are high in CU traits display shallow emotions, manipulate other children, lie easily, and demonstrate very little remorse or guilt. Additionally, they are more likely to engage in more severe forms of antisocial behaviour, more often, and from a younger age than their peers. Research has found that CU traits moderate the well-established relationship between parenting and conduct problems. That is, children who are high in CU traits seem to display levels of behaviour problems that are unrelated to the quality or type of parenting they receive. This has serious implications when one considers that the most effective psychosocial treatments available for behavioural disorders are based upon improving parenting, and would therefore require significant modification for children high in CU traits. In addition, the research exploring the moderating role of CU traits in the relationship between parenting and conduct problems has not taken a developmental perspective and considered different ages of children. Finally, existing research has not considered the reciprocal relationship that CU traits have upon parenting behaviour, or the direct relationship between parenting and CU traits. The present study has addressed these limitations by utilizing an accelerated longitudinal methodology. The present study recruited 449 grades one, three and five children from six public primary schools. Questionnaires assessing conduct problems, CU traits, and parenting styles were administered to their parents for completion. Additionally, teacher report was also sought on a number of key variables to ensure validity. One year later, all of these children and their families were re-approached to assess the extent to which each of these variables had changed over time. One year later 233 (51.89%) of the original sample completed the same measures allowing examination of the change in these variables over time. Given the relatively short time period, it was expected that one of the best predictors of any of the key variables at time 2, would be baseline scores measured at time 1. For this reason, hierarchical regression was used to control for temporal stability, as well as demographic factors. Additionally, the hypothesis that a different pattern of relationships would emerge for children of different ages was tested by examining the moderating effect of age upon all predictive relationships. This was done by entering the product of age and the predictor variable(s) as the final step of the regression analyses, and then conducting simple slopes analysis on all significant predictive interactions. Three distinct findings emerged from these analyses. Firstly, age moderates the effect of CU traits on the relationship between parenting styles and conduct problems. Behaviour problems in younger children are better predicted by parenting behaviours and by CU traits than in older children. Secondly, both CU traits and conduct problems were predictive of worsening parental behaviour. Once again, this was particularly evident in younger children. Finally, inconsistent parenting, and corporal punishment were found to be predictive of CU traits. These findings are discussed from a developmental perspective in the context of Bronfenbrenner's (1979) ecological model.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
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Gosteva, Aleksandra Vladimirovna. "Effects of early childhood teacher delivered play therapy intervention on the social skills of young children: a pilot study." Thesis, University of Canterbury. Health Sciences, 2013. http://hdl.handle.net/10092/8719.
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The growing number of young children exhibiting conduct problems is a cause of serious concern for many early childhood teachers. Past research has shown that child centred play therapy (CCPT) may be effective for addressing conduct problems. However, little research has
been carried out to study the impact of CCPT on children exhibiting these problems, through training early childhood teachers in using CCPT strategies. Therefore, the goal of this pilot study was to explore whether young children who have persistent conduct problems in early childhood settings in New Zealand would show improved behaviour following their early childhood teachers learning some play-therapy strategies. It also aimed to gather information from teachers
about the suitability of play therapy strategies within the context of the New Zealand early
childhood system.
Two early childhood teachers and two children, aged 4 years participated in the study. Following
the teachers’ training, a decrease in problem behaviour and a notable increase in positive play
behaviour were observed for the two child-participants. These positive changes corresponded
with the improved Strengths and Difficulties Questionnaire (SDQ) (Goodman, 1997) scores as
measured by the teachers. The Total Difficulties scores gained for both children were in the
clinical range at the beginning of the study and had improved to the normal range at the followup.
The results also showed that the teachers appeared to have benefited from the training and
were very satisfied with the intervention outcomes. They found the training acceptable and
intended to continue using play therapy strategies in their centre.
The findings of the current study extend previous research by demonstrating the teachers’ ability to deliver CCPT strategies. Some limitations of the current study included the limited number of observations during baseline, utilising teachers involved in the CCPT training as the source of
data on children, and the absence of the parent report measures. The study findings have some important implications for early childhood centres and for further research.
25
Berger, Mike. "The Nonuse of Figurative Language in Conduct Disordered Adolescents." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/6115.
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The relationship between the literal language and conduct problems among conduct disordered adolescents was examined in 109 subjects. The inability to use figurative language was found to be positively related to ratings of conduct problems. Both the parents' discipline style and nonuse of figurative language were related to 111 conduct problems in conduct disordered adolescents. The possible role of other variables, for example, age, sex, and IQ, was examined. Possible mechanisms that could relate the lack of figurative competence and conduct problems were explored.
26
Illsley, Staci D. "Remediating conduct problems in children : examining changes in children and parents following consultation." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38206.
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The purpose of these investigations was to compare changes in child conduct problem behavior and parental ability and to examine the relationship between parent and child outcome. An A/B research design was used across two studies with a total of 34 children (aged 3--10 years) and 43 parents randomly assigned to one of three parent-mediated treatment modalities (i.e., individualized conjoint behavioral consultation using a self-administered treatment manual; CBC, group-administered videotape parent training with shared consultant contact; GVT, and self-administered videotape parent training with minimal consultant contact; VT). In the first study, child outcome was evaluated using direct observations of target behavior, along with pretreatment and posttreatment estimates of problem behavior on standardized instruments. Both single- n and group analyses were used for analysis of data. The results indicated that 77%, 50%, and 75% of children in the CBC, GVT and VT groups respectively, evidenced at a minimum, small improvements in their conduct problem target behaviour. In addition, parents reported global improvements in children's problem behavior. No differential effects of treatment group, however, were detected. A second study was carried out to examine the mediating factors thought to produce children's behavioral improvements. Outcome was evaluated for parents through the use of observed child-management skills during parent-child play interactions and by using pretreatment and posttreatment estimates of parental knowledge of behavioral principles and attitudes toward parenting (i.e., satisfaction, involvement and limit setting). Further, children's level of deviancy (e.g., noncompliance) was examined during parent-child play interactions. Results of single-n analyses varied depending on the parent variable examined, however group analyses revealed improvements in parental use of several child management skills and in parental knowledge. For the children, ind
27
Sampaio, Filipa. "Prevention and Treatment of Externalizing Behaviour Problems in Children through Parenting Interventions : An Application of Health Economic Methods." Doctoral thesis, Uppsala universitet, Pediatrik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-281349.
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The early onset of externalizing behaviour problems (EBP) is associated with negative outcomes later in life, such as poor mental health, substance use, crime, and unemployment. Some children also develop conduct disorder (CD), entailing a high disease and economic burden for both individuals and society. Most studies on the effectiveness and cost-effectiveness of parenting interventions targeting EBP among children have evaluated selective or indicated preventive interventions, or treatment strategies. Evidence on the effectiveness of universally delivered parenting programmes is controversial, partly due to methodological difficulties. The overall aim of this thesis was to 1) address the methodological challenges of evaluating universal parenting programmes, and to 2) employ different health economic methods to evaluate parenting interventions for EBP and CD in children. Study I indicated that offering low intensity levels of Triple P universally, with limited intervention attendance, does not result in improved outcomes, and may not be a worthwhile use of public resources. Study II showed that using the distribution of an outcome variable makes it possible to estimate the impact of public health interventions at the population level. Study III supports offering bibliotherapy to initially target CP in children, whereas Comet could be offered to achieve greater effects based on decision-makers’ willingness to make larger investments. Cope could be offered when targeting symptom improvement, rather than clinical caseness. The economic decision model in Study IV demonstrated that Triple P for the treatment of CD appears to represent good value for money, when delivered in a Group format, but less likely, when delivered in an Individual format. To reduce the burden of mental health problems in childhood, cost-effective and evidence-based interventions should be provided on a continuum from prevention through early intervention to treatment. We believe our results can assist decision-makers in resource allocation to this field.
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Peet, Casie L. "Teacher Perceptions of Students with Conduct Problems With and Without Callous Unemotional Traits." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7559.
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Conduct problems describe behaviors that violate either age-appropriate societal norms or the rights of others. They include: physical or verbal aggression, theft, lying, arguing with authority, defiance, violation of rules, property destruction, fire setting, and truancy. Among youth with conduct problems, a subset display features known as callous-unemotional (CU) traits. CU traits, or interpersonal callousness, are exemplified in behaviors such as: (a) absence of remorse or guilt, (b) lack of empathy and, (c) callous use of others for personal gain (Frick & White, 2008). This study aims to fill the gap of examining these students in schools and which practices are currently being used to manage these students’ behaviors. Because students with callous unemotional traits are typically the students exhibiting the most extreme and aggressive forms of conduct problems, there is a need to discover effective ways to manage their behavior in order to maintain a safe and effective learning environment for all students. In this study, vignettes were used to make comparisons between youth with and without CU traits in the following areas: (RQ1) teachers’ attributive perceptions of conduct problems (i.e., Why do they think the child behaves this way?), (RQ2) teachers’ self-efficacy in addressing conduct problems in the classroom, (RQ3) the most appropriate educational setting for students with conduct problems, (RQ4) the type of behavior management strategies believed to be most effective, and (RQ5) the expected trajectory of the student. Teachers were most likely to attribute problem behavior of all students to home and within child factors but they were somewhat more likely to attribute home factors to the students with CU traits. Teachers additionally feel overall less efficacious in working with students with CU traits, had lower expectations of success, and were more likely to recommend ongoing home-school collaboration. Participants in this study showed overwhelming support for the fact that reinforcing interventions are more effective than punitive interventions and knowledge of a wide range of interventions. The discussion describes suggestions for future training to increase teacher competency in working with students with conduct problems in the general education setting.
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Kallitsoglou, Angeliki. "The psychological and family characteristics of Greek primary school children with conduct problems." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020579/.
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Pettiford, Mayimuna Yetunda. "Adolescents With Conduct Problems: Analyzing The Impact of Family Structure on Treatment Outcomes." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/26677.
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Educational PsychologyPh.D.
This study examined the effects of family structure on treatment outcomes among a sample of proportionately minority, urban adolescents exhibiting behavior problems (blacks, 56.2%; Latinos/Hispanics, 20.5%, whites, 16.4%; and other, 6.8%). Eighty-one families received Functional Family Treatment, which features evidence- and family-based, customized intervention, and they were assigned to a two (single-mother households, N = 50 and married-mother households, N =30), by two (pre-test/post-test) design. Adolescents completed measures on peer association, drug use, psychological distress, self-identified problem areas and family functioning. Mothers (all of whom were the biological mothers) reported their perception of family functioning. Results were analyzed using univariate repeated measures analysis of variance and t-tests. Findings indicated that the treatment was significantly effective in decreasing specific types of drug use and improving several domains of family functioning for adolescents from single-mother households. The treatment also significantly improved the single-mothers report on overall family functioning as well as in several critical domains. Implications for treatment interventions are discussed.
Temple University--Theses
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Falls, Benjamin Jacob. "The association of early conduct problems and early marijuana use in college students." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7785.
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Thesis (M.A.) -- University of Maryland, College Park, 2007.Thesis research directed by: Dept. of Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Gutierrez, M. Maria Isabel. "The growth of conduct problems in early adolescence does neighborhood environment really matter /." Available to US Hopkins community, 2002. http://wwwlib.umi.com/dissertations/dlnow/3068160.
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Griffiths-Baker, Janine Elizabeth. "Conflicts of interest, fiduciary duties and regulatory rules : the problems of modern legal practice." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/f3ce9fd3-a953-469a-a61d-e5074b74c830.
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Johnson, Ameika Mae. "Parental emotion socialisation and child temperament: Associations with clinic-referred conduct problems in early childhood." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14291.
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There is increasing interest in the role of parental emotion socialisation behaviours (ESBs) in the prevention and treatment of early childhood conduct problems; however, the nature of the relation between specific ESBs and severity of conduct problems remains unclear, and research with clinical populations is limited. There is evidence that this relation may be moderated by child temperament, with research demonstrating stronger associations in children who are emotionally reactive. The research on callous-unemotional (CU) traits (e.g. lack of guilt and empathy) suggests that these temperament-related features may also moderate the relation between ESBs and conduct problem severity, and that CU traits may be directly associated with ESBs. The present study is the first to examine relations between these variables in a clinic-referred early-childhood sample. A sample of 87 clinic-referred toddlers aged 24 to 54 months was utilised. Primary caregivers completed measures of parental reactions to emotions, discipline practices, child temperament and conduct problems. Warmth and positive affect in the parent-child relationship (i.e. mutually responsive orientation; MRO) was coded from observed interactions in a subset of the sample (n = 55). Results revealed that punitive and minimising (‘unsupportive’) reactions to child emotion uniquely predicted conduct problem severity, independent of ineffective discipline, parental depression and the affective quality of the parent-child relationship. Emotional reactivity moderated the relation between unsupportive reactions and conduct problems, such that it was significant only for children high in emotional reactivity. CU traits were not associated with ESBs, and did not moderate the association between ESBs and conduct problem severity. Findings suggest that unsupportive reactions to emotions may be of specific importance in early childhood conduct problems, particularly for children with temperamental vulnerabilities.
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Ahonen, Lia. "In presence of risk, what protective factors keep preschool children from displaying conduct problems?" Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2616.
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Children that are expressing or are exposed to risk factors experience an elevated risk of developing later psychosocial maladjustment, such as conduct problems. However, all children exposed to risk do not express conduct problems, but develop normally. The aim of the present study was to examine potential protective factors among children exposed to risk, that separate children expressing conduct problem behavior from those who do not. In the study, preschool teachers and parents of 298 three- to five-year-old children participated. Risk factors of the individual, conduct problem behavior, and relationship oriented protective factors were examined. The results indicate that positive peer relationships are important for preschool children´s psychosocial development, while family factors, such as parent's disciplinary style, seem less important.
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Villadsen, Aase. "Comparing early parental warmth and effective management as predictors of child conduct and emotional problems." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:edb28887-004a-4659-9469-c742a5a51efb.
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Introduction: Identifying aspects of parenting that are protective for child emotional and behavioural outcomes is important for informing parenting intervention. Attachment theory and social learning theory represent two major theories that propose different mechanisms for how parenting influences child functioning. The aim of this study was to compare dimensions of early positive parenting associated with these two theoretical frameworks as predictors of child conduct and emotional problems. Method: Data were from a US based longitudinal study (the Early Steps study, Dishion et al., 2008) following a sample of 731 toddlers from age 2 to 7.5, from low income families and at high risk of early onset of child problem behaviours. Associations between observed parenting (age 2-3 and age 5) and parent reported child externalising and internalising behaviour (age 3, 4, 5 and 7.5) were examined in structural equation models. Results: Parenting related to attachment theory ('warmth') had little short-term association with child outcomes, but over time this parenting dimension increasingly predicted lower levels of child problems. Parenting associated with social learning theory ('effective management') was related to lower child conduct and emotional problems short-term, but in the long-term it had no predictive effect on child functioning. Discussion: Differences between parenting dimensions in terms of their respective short-term and long-term effects might be explained by the underlying mechanisms linking parenting and child outcomes. Attachment theory emphasises internal and emotional processes, and these may be slow building but more enduring. Social learning theory proposes that behaviours are driven largely by external motivations and inspirations, and these might be relatively instantaneous but short-lived. Conclusion: Results of this study indicate that early childhood parenting associated with attachment theory is an important protective factor for children's longitudinal outcomes. For enhancing longer term, more enduring outcomes, it is likely that parent intervention and prevention programmes in early childhood should emphasise programme components drawing on attachment theory. However, it would be necessary to test this before making any firm recommendations.
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Fisher, Carri Ann. "Adverse Experiences, Quality of Caregiving, and Callous-Unemotional Traits Among Children with Conduct Problems." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/24656.
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Support for developmental pathways to CU traits characterised by exposure to adversity has increased considerably in recent years. There is also evidence that quality of parenting, including parental mind-mindedness, may mitigate the impact of adversity on such traits. This thesis examined associations between adversity, parenting, and childhood CU traits. Study 1 is a systematic review with meta-analysis, which examined associations between maltreatment and childhood CU traits. Findings support distinct pathways to CU traits based on exposure to maltreatment. Maltreatment subtype was found to moderate the association, with largest effect sizes observed for neglect. Study 2 examined whether meaningful heterogeneity could be identified in early childhood, based on CU traits and adverse experiences. Using model-based cluster analysis, the best fit model identified two profiles differentiated on all variables except CU traits, suggesting adversity may be a more important marker of heterogeneity in this population. Study 3 examined parental warmth, responsiveness and mind-mindedness as moderators of the association between adversity and CU traits. Parenting variables, coded from direct observations of clinic-referred families, generally did not moderate associations between adversity and CU traits. Direct associations between fathers parenting and child CU traits were apparent. Study 4 examined domains of parenting (positive/negative parenting, parental mind-mindedness) to determine unique associations with conduct problems and CU traits. Accounting for the variance explained by positive and negative parenting, parents’ mental state attributions did not predict conduct problems and CU traits. Overall, findings support theories emphasising psychosocial risk factors in the development of CU traits. Support for parent mind-mindedness as a proximal risk factor for CU traits was limited. Parenting was generally not found to moderate associations between adversity and CU traits.
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Logie, Robin. "What is it like to parent a child with conduct problems? : a qualitative study." Thesis, Bangor University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421673.
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Nottingham, K. "Childhood antecedents and adolescent predictors of parental knowledge and its association with conduct problems." Thesis, University of Surrey, 2016. http://epubs.surrey.ac.uk/812347/.
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There are different elements to parental monitoring including parental knowledge and parental control, which have differing links to child conduct problems. The aims of this study were to examine the antecedents of parental knowledge and control, and to explore the concurrent and longitudinal associations with child conduct problems over time. Secondary analyses were conducted using data from 1, 116 families with twins taking part in the Environmental Risk (E-Risk) Longitudinal Twin Study. Assessments and interviews were conducted with mothers, teachers and children when children were aged 5, 7, 10, 12 and 18 years. Low family SES was found to predict lower parental knowledge and control at ages 10 and 12. Mother’s antisocial behaviour also predicted both parental knowledge and control at age 10, but only parental knowledge at age 12. Childhood conduct problems predicted later parental knowledge, but were not associated with parental control. Concurrently, conduct problems were negatively associated with parental knowledge, but were not robustly associated with parental control. Longitudinally, parental knowledge did not predict conduct problems independently of influences shared between siblings, therefore parental knowledge itself was not as influential as expected. Conversely, child conduct problems predicted less parental knowledge, over and above influences shared between siblings. As well as questioning the impact of parental knowledge on child conduct problems, these findings provide support for the importance of both child and parent-driven effects in contributing to behaviours’. Recommendations for future research and clinical intervention are discussed.
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Gambill, Samantha Marie. "An Investigation of Child and Family Factors Predicting Parental Response to Children's Conduct Problems." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1491915896302843.
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Chen, Diane. "Conduct Problems and Peer Dynamics Across Childhood and Adolescence: Continuity and Discontinuity of Risk." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/178870.
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PsychologyPh.D.
Persistent conduct problems, which include aggressive, disruptive, and antisocial behaviors, are associated with a range of negative correlates and sequelae, including school failure and dropout, depression, and substance use. Problematic peer relationships, such as peer rejection and deviant peer affiliation (DPA), have been implicated in both the development and persistence of conduct problems. In particular, the impact of peer rejection has been highlighted in childhood, whereas the effects of DPA have received more attention during adolescence. Conduct problems, peer rejection, and DPA are dynamic processes that change across development, and understanding the relations among these processes is particularly important among contextually disadvantaged youth who are at elevated risk for aggression. Nevertheless, limited research has considered both peer rejection and DPA as they relate to conduct problems in a single study and even less research has looked at potential moderators of the relations among these processes. To address these gaps, I empirically evaluated a developmental model of conduct problems and peer processes, focusing on individual differences across childhood and adolescence. The goal of the present study was to examine continuity and discontinuity of trajectories of conduct problems and problematic peer relations from childhood through adolescence and to identify contextual factors that impact continuity/discontinuity of risk. Participants were 678 urban children recruited in fall of 1st grade for the second generation Prevention Intervention Research Center's Periodic Follow-up of Two Preventative Interventions. Aggression and peer rejection in childhood were modeled separately first, followed by modeling the joint trajectories of aggression and rejection. Four distinct joint trajectories of aggression-rejection in grades 1 to 3 were identified: high decreasing aggression-high stable rejection, low increasing aggression-moderate increasing rejection, moderate decreasing aggression-moderate decreasing rejection, and low stable aggression-low stable rejection. As with the childhood analyses, aggression and DPA in adolescence were modeled separately first, followed by modeling the joint trajectories of aggression and DPA. Three distinct joint trajectories of aggression-deviant peer affiliation in grades 6 to 12 were identified: high decreasing aggression-low stable DPA, moderate stable aggression-high stable DPA, and low stable aggression-low stable DPA. Next, latent transition patterns from high- and low-risk childhood aggression-rejection trajectories to adolescent aggression-DPA trajectories pointed to evidence for both continuity and discontinuity of risk along aggression-DPA trajectories. Introducing contextual variables (i.e., perceived neighborhood adversity, community violence exposure, and poor parental monitoring) into the transition model suggested that higher levels of contextual risk were associated with elevated risk for transition to higher-risk adolescent aggression-DPA classes (i.e., high decreasing aggression-low stable DPA, moderate stable aggression-high stable DPA).
Temple University--Theses
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Dahl, Rebecca Wade. "Maternal discipline approaches : a comparison between children with conduct problems and a nonclinic group /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7297.
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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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Willing, Mindy. "Parenting and neurobiology of early childhood conduct problems : an examination of harsh discipline and the HPA-axis." Thesis, The University of Sydney, 2011. https://hdl.handle.net/2123/28863.
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The relationship between negative parenting practices and child conduct problems is well established in the clinical literature. However, there is growing evidence to suggest that the effects of parenting practices on conduct problem outcomes are moderated by a child’s developmental characteristics. Emerging research has implicated stress response systems such as the hypothalamic-pituitary-adrenal (HPA) axis in the development of conduct problems. There is also evidence that different forms and functions associated with conduct problems (e.g., oppositionality, reactive aggression, proactive aggression) are differentially related to environmental risk factors and HPA axis activity. Increasingly, research is focusing on the way in which different parent and child characteristics may uniquely interact to confer risk. There is evidence that temperamental characteristics may interact with harsh parenting to alter the risk for the development of childhood conduct problems (Xu, Farver & Zhang, 2009), and other evidence that HPA axis activity may similarly interact with family environment (Christiansen, Oades, Psychogiou, Hauffa & Sonuga-Barke, 2010).
The present study aimed to further examine these relationships, and was also interested in testing these associations as they differentially related to oppositional defiant problems, reactive aggression and proactive aggression. 96 boys aged 2-4 years and their primary caregivers participated in the study. Hierarchical multiple regression analyses were conducted in order to test whether children's salivary cortisol would moderate the association between negative parenting practices and oppositional defiant problems, reactive and/or proactive aggression. Results suggested that cortisol did moderate a positive relationship between negative parenting practices and oppositional defiant problems, and specifically that the association was stronger amongst children with lower levels of cortisol. There was no moderating role for cortisol in the prediction of proactive aggression. While cortisol similarly did not interact with hostile discipline in the prediction of reactive aggression, it was found to interact with over-reactive discipline. Results supported previous research with older children and adolescents which has suggested children with low cortisol are at higher risk of developing conduct problems. In addition, results suggest that this low-cortisol subgroup is particularly vulnerable to the negative effects of harsh and coercive discipline in the early childhood period. Interactions between cortisol and parenting differed depending on which child behaviour outcome was examined. The implications of this finding and limitations of the study are also discussed.
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Wilhoit, Sarah. "Destined for Trouble?: A Prospective Analysis of the Effects of Temperament and Parenting on Conduct Problems." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1462489452.
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Golmaryami, Farrah N. "The Association between Conduct Problems and Bullying for Youth with and without Callous-Unemotional Traits." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1691.
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The current study aims to examine whether the association between conduct problems and bullying are accounted for by different factors in those with and without callous-unemotional (CU) traits. Participants included 284 students in the 4th through 7th grades. Results indicated that conduct problems and bullying were significantly correlated, and that this association was not moderated by CU traits. Moreover, anger dysregulation, and to some extent, victimization, were more strongly associated with conduct problems in those with lower levels of CU traits. Furthermore, conduct problems were more strongly related to attitudes towards bullying for those lower on CU traits than for those higher on CU traits. Finally, anger dysregulation, victimization, perceived peer support, and attitudes towards bullying did not account for the association between conduct problems and bullying.
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Price, Julia. "Deviant Peers, Substance Use, and Conduct Problems across Adolescence: Moderators of Selection and Socialization Processes." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/180514.
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PsychologyPh.D.
Although the extant literature suggests that associations with deviant peers (ADP) contribute to the persistence and exacerbation of adolescent conduct problems (CP) and substance use (SU), few studies have investigated processes through which these relations develop, the stability of ADP, risk factors for ADP, or prospective relations among patterns of ADP, CP, and SU across adolescence and substance use disorder (SUD) in early adulthood. Relations among ADP with CP and ADP with SU may be due to selection processes (i.e., youth select into ADP groups) and/or socialization processes (youth are influenced by deviant peers once they enter the ADP group). In addition, selection and socialization processes may be moderated by neuropsychological and temperamental (i.e., emotionality) factors, though there is a dearth of literature examining moderators of these processes. The present study addressed these gaps in the literature by examining five research aims: (1) identify subgroups of youth who vary in type and levels of ADP and CP/SU at three different ages using latent class analysis, (2) investigate the stability of ADP and CP/SU subgroup membership using latent transition analysis, (3) examine the prospective relations among ADP and CP/SU subgroup membership, (4) investigate potential neuropsychological and emotion regulation moderators of selection and socialization processes, and (5) evaluate prospective prediction to SUD in early adulthood from patterns of ADP and CP/SU subgroup membership across adolescence. Participants were youth who participated in a large-scale research project conducted through the Center for Education and Drug Abuse Research at the University of Pittsburgh. Youth and their families completed multiple assessments, beginning when youth were 10-12 years old, followed by assessments at 12-14, 16, and 22 years old. Results indicate (a) deviant peer groups vary based on type and severity of deviant behavior; (b) deviant peer group involvement increased across adolescence and continuity of deviant peer involvement was evident; (c) youth selected peers based on similar levels of deviant behavior across ages 10 to 16 years, but were influenced by these deviant peers to engage in CP and/or SU from ages 12-14 to 16 years; (d) relations between youth deviant behaviors and later selection of deviant friends differed according to levels of youth neuropsychological functioning and temperamental emotionality; and (e) earlier involvement with deviant peers, involvement with deviant peer groups defined by severe CP and SU, and youth engagement in both CP and SU were related to the greatest risk for SUD in early adulthood.
Temple University--Theses
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O'Donnell, Cedar W. "Development of conduct problems in girls: Testing theoretical models and examining the role of puberty." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/574.
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In an attempt to understand girls' involvement conduct problems, this dissertation first reviews two existing theoretical approaches that provide an explanation for the development of conduct problems. Specifically, the available literature on the development and correlates of conduct problems in boys suggests the subtypes of conduct disorder represent two developmental trajectories. The adolescent-onset pathway is associated with deviant peers and few characterological problems, where as the childhood-onset pathway is associated with emotion regulation deficits, negative parenting, callous and unemotional traits, and neurological deficits. Research also suggests a gender-specific model, the delayed-onset model, for the development of conduct problems in girls. Following this theoretical review, differential predictions made by the competing theoretical models are tested in a community sample of school-aged girls and boys. Participants were 202 children (87 males and 115 females) in grades 5-9. The students ranged in age from 10 to 17 years old (M = 13.16). Similar to the total student body, the ethnic breakdown of the sample was as follows: African-American (60%), Caucasian (24%), Hispanic (6%), and Other (5%). Data was also collected from the students' parents and teachers. Results indicated that girls conduct problems did not follow either model in a consistent manner. Specifically, adolescent-onset conduct problem girls, childhood-onset conduct problem boys, and adolescentonset conduct problem boys differed from non-conduct problem children but did not differ significantly amongst themselves on study variables (e.g., deviant peer association, hyperactivity/impulsivity, emotional dysregulation, callous/unemotional traits). However, results suggest that gender-specific risk factors should be taken into account when developing theoretical models for girls' conduct problems. For example, early pubertal maturation is a particularly salient risk factor for conduct problems in girls, and pubertal development interacts with emotion regulation problems to place girls at high risk for deviant behavior. Finally, implications for prevention and intervention as well as future research are discussed.
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Lambha, Meenakshi Brestan Elizabeth V. "Reports of child conduct problems and parenting styles among Asian Indian mothers in the United States." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/LAMBHA_MEENAKSHI_56.pdf.
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Balogh, Ruth P. "Performance monitoring for nurse & midwife training institutions : some problems for the conduct of action research." Thesis, Institute of Education (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252002.
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