Статті в журналах: "Child Conduct"

1

Wahler, Rober G. "Child conduct problems: Disorders in conduct or social continuity?" Journal of Child and Family Studies 3, no. 2 (June 1994): 143–56. http://dx.doi.org/10.1007/bf02234064.

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2

Jafelicci, Andrea Schiavinato, Martim Correa Bottene, Geraldo de Paula Bueno Júnior, Rogério Fortunato de Barros, and William Maia Cavarsan. "SPLENIC ABSCESS IN CHILD; CONDUCT REVISED." Perspectivas Médicas 26, no. 2 (September 10, 2015): 31–34. http://dx.doi.org/10.6006/perspectmed.20150204.2136081310.

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3

Simons, Leslie Gordon, Ronald L. Simons, Rand D. Conger, and Gene H. Brody. "Collective Socialization and Child Conduct Problems." Youth & Society 35, no. 3 (March 2004): 267–92. http://dx.doi.org/10.1177/0044118x03255005.

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4

Gardner, Frances E. M. "Parent-child interaction and conduct disorder." Educational Psychology Review 4, no. 2 (June 1992): 135–63. http://dx.doi.org/10.1007/bf01322342.

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5

Geller, Josie, and Charlotte Johnston. "Depressed Mood and Child Conduct Problems." Child & Family Behavior Therapy 17, no. 2 (September 12, 1995): 19–34. http://dx.doi.org/10.1300/j019v17n02_02.

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6

Farrant, Brad M., Murray T. Maybery, and Janet Fletcher. "Maternal Attachment Status, Mother-Child Emotion Talk, Emotion Understanding, and Child Conduct Problems." Child Development Research 2013 (August 21, 2013): 1–9. http://dx.doi.org/10.1155/2013/680428.

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Conduct problems that emerge in childhood often persist into adolescence and are associated with a range of negative outcomes. It is therefore important to identify the factors that predict conduct problems in early childhood. The present study investigated the relations among maternal attachment status, mother-child emotion talk, child emotion understanding, and conduct problems in a sample of 92 (46 males) typically developing children (M age = 61.3 months, SD = 8.3 months). The results support a model in which maternal attachment status predicts the level of appropriate/responsive mother-child emotion talk, which predicts child emotion understanding, which in turn negatively predicts child conduct problems. These findings further underline the developmental role of mother-child emotion talk as well as the importance of involving parents in programs designed to increase children’s emotion understanding and/or decrease the incidence of conduct problems.

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7

Cunningham, C. "Child and parent training sessions led to improved child behaviour in child conduct disorder." Evidence-Based Mental Health 1, no. 1 (February 1, 1998): 11. http://dx.doi.org/10.1136/ebmh.1.1.11.

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8

Sanders, Lee M., and Judith Schaechter. "Conduct Disorder." Pediatrics in Review 28, no. 11 (November 2007): 433–34. http://dx.doi.org/10.1542/pir.28-11-433.

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9

Sanders, Lee M., and Judith Schaechter. "Conduct Disorder." Pediatrics In Review 28, no. 11 (November 1, 2007): 433–34. http://dx.doi.org/10.1542/pir.28.11.433.

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10

Strand, Paul S. "A modern behavioral perspective on child conduct disorder." Clinical Psychology Review 20, no. 5 (August 2000): 593–615. http://dx.doi.org/10.1016/s0272-7358(99)00010-0.

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11

Miller, Natalie V., Charlotte J. Johnston, and Dave S. Pasalich. "Parenting and Conduct Problems: Moderation by Child Empathy." Journal of Psychopathology and Behavioral Assessment 36, no. 1 (July 5, 2013): 74–83. http://dx.doi.org/10.1007/s10862-013-9366-1.

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12

Zvara, B. J., R. Mills-Koonce, K. Appleyard Carmody, and M. Cox. "Maternal Childhood Sexual Trauma and Child Conduct Problems." Journal of Family Violence 32, no. 2 (October 7, 2016): 231–42. http://dx.doi.org/10.1007/s10896-016-9876-1.

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13

Grigg, J. "Good research conduct." Archives of Disease in Childhood 90, no. 3 (March 1, 2005): 229–32. http://dx.doi.org/10.1136/adc.2003.032672.

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14

Rosa, Ana Cláudia de Macedo Álvaro, José Massao Miasato, Diego de Andrade Teixeira, Leila Maria Chevitarese de Oliveira, Luciana Alves Herdy da Silva, and Flávia Cariús Tesch. "THE DENTIST’S CONDUCT TOWARDS CHILD ABUSE: A LITERATURE REVIEW." Revista UNINGÁ 58 (March 11, 2021): eUJ3585-eUJ3585. http://dx.doi.org/10.46311/2318-0579.58.euj3585.

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A violência contra crianças e adolescentes é um problema grave na sociedade, pois envolve fatores socioeconômicos, culturais e étnicos. Além de serem mais suscetíveis e dependentes de seus responsáveis, são vítimas constantes de ações abusivas. Com base nesses fatos, este estudo tem como objetivo apontar as principais estratégias do cirurgião-dentista na identificação de maus-tratos juvenis. Além de fornecer uma breve visão geral do tema no Brasil, a seguinte questão foi definida como uma pergunta norteadora: quais são as principais estratégias do dentista na identificação de casos de maus-tratos infantis? O objetivo específico foi determinar as principais dificuldades dos cirurgiões-dentistas em relatar casos de abuso às autoridades. Este artigo é uma revisão integrativa da literatura, com método descritivo e abordagem qualitativa. Após a seleção de 10 artigos e a análise cuidadosa, foram verificadas as principais estratégias utilizadas pelos dentistas para identificar os casos de maus-tratos infantis. A notificação representa o principal meio de enfrentamento dos casos de violência contra crianças e jovens, pois decorre de ações na rede de atenção e proteção, com foco na promoção, prevenção de recorrências e estabelecimento de uma linha de atendimento às pessoas envolvidas nessas situações.

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15

Zvara, Bharathi J., W. Roger Mills-Koonce, and Martha Cox. "Intimate Partner Violence, Maternal Gatekeeping, and Child Conduct Problems." Family Relations 65, no. 5 (December 2016): 647–60. http://dx.doi.org/10.1111/fare.12221.

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16

MASTERS, KIM J. "When Child and Adolescent Psychiatrists Conduct Managed Care Reviews." Journal of the American Academy of Child & Adolescent Psychiatry 37, no. 9 (September 1998): 989–91. http://dx.doi.org/10.1097/00004583-199809000-00020.

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17

Plath, Debbie, Penny Crofts, and Graeme Stuart. "Engaging Families in Early Intervention for Child Conduct Concerns." Children Australia 41, no. 1 (May 20, 2015): 49–58. http://dx.doi.org/10.1017/cha.2015.5.

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Early intervention programs assist families to deal with emerging child behavioural difficulties that are likely to worsen over time. Identifying families suited to an early intervention program and then generating their interest in the program can be an uncertain and complex process. This paper describes the approach to family engagement in a school-based early intervention program for children with emerging conduct problems, calledGot It!, and presents some of the findings from an external evaluation of the program conducted by the authors for New South Wales (NSW) Ministry of Health. Child behaviour screening questionnaires were completed by parents/carers and teachers, and qualitative data were gathered through interviews with parents/carers, teachers and health staff. The views of families who participated in the targeted intervention and those who were exposed only to the universal intervention were sought. Results indicate that offering the specialised group intervention in the school, in the context of universal interventions and screening, supported engagement with families of children with identified conduct problems. Many parents said they would not otherwise have sought assistance. A partnership approach between schools and specialist child and adolescent mental health services is a central feature of program delivery. Factors that contribute to an effective partnership are discussed.

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18

Finkel, Martin A. "Technical Conduct of the Child Sexual Abuse Medical Examination." Child Abuse & Neglect 22, no. 6 (June 1998): 555–66. http://dx.doi.org/10.1016/s0145-2134(98)00026-x.

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19

Deater-Deckard, Kirby, Zhe Wang, Nan Chen, and Martha Ann Bell. "Maternal executive function, harsh parenting, and child conduct problems." Journal of Child Psychology and Psychiatry 53, no. 10 (July 6, 2012): 1084–91. http://dx.doi.org/10.1111/j.1469-7610.2012.02582.x.

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20

Mcardle, Paul, Gregory O'Brien, and Israel Kolvin. "Hyperactivity and conduct disorder: exploring origins." Irish Journal of Psychological Medicine 19, no. 2 (June 2002): 42–47. http://dx.doi.org/10.1017/s0790966700006935.

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AbstractObjectives: This paper explores the relationship of hyperactivity (HA), conduct disorder (CD) and combined hyperactivity and conduct disorder (HACD) with certain environmental and biological stresses and vulnerabilities.Method: It is based upon a large epidemiological database from the North of England.Results: The findings suggest that CD is uncommon and strongly related to environmental stresses. This is true to a lesser extent of HACD. While both CD and HACD were related to family adversity and adverse styles of parental discipline, subtly different patterns of associations are also evident. In particular, CD is linked with poverty, parental violence and contact with child care social agencies. These findings are consistent with the hypothesis that HA contributes to a pattern of confrontation and punishment associated, in some cases, with the emergence of a more complex combination disturbance. However, CD occurs against a background of family conflict and poor child-care.Conclusions: Most apparent cases of conduct disorder are in fact hybrid conditions including symptoms of HA and CD. True CD should be diagnosed not only by positive symptomatology but also by the absence of hyperactivity symptoms.

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21

Raulston, Tracy J., Derek Kosty, and Laura Lee McIntyre. "Mindful Parenting, Caregiver Distress, and Conduct Problems in Children With Autism." American Journal on Intellectual and Developmental Disabilities 126, no. 5 (August 24, 2021): 396–408. http://dx.doi.org/10.1352/1944-7558-126.5.396.

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Abstract Children with autism may display an externalizing problem behavior, which are associated with increased parenting stress and depression in caregivers. Mindful parenting is defined as having a non-judgmental moment-to-moment awareness during caregiver-child interactions. The extant literature is mixed, with some reporting that associations between child problem behavior and parenting stress and depression vary by level of mindful parenting, while others have not found these relations. We sought to extend these explorations. Participants who were caregivers of 75 children with autism spectrum disorder (ASD) ages 5–10, in the Pacific Northwestern region of the United States. Child conduct problems, parenting stress and caregiver depression, and mindful parenting were measured using caregiver-reported measures. Child conduct problems, parenting stress, and caregiver depression, and mindful parenting were all significantly correlated. The association between child conduct problems and parenting stress was significant for caregivers with high and low levels of mindful parenting. In contrast, the association between child conduct problems and caregiver depression was significant only for caregivers with low levels of mindful parenting. Our results suggest that mindful parenting may be a promising protective factor for the well-being of caregivers of children with autism. Implications are discussed.

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22

Treanor, Morag, and Patricio Troncoso. "Poverty, parental work intensity and child emotional and conduct problems." Social Science & Medicine 312 (November 2022): 115373. http://dx.doi.org/10.1016/j.socscimed.2022.115373.

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23

Nock, Matthew K. "Progress Review of the Psychosocial Treatment of Child Conduct Problems." Clinical Psychology: Science and Practice 10, no. 1 (May 11, 2006): 1–28. http://dx.doi.org/10.1093/clipsy.10.1.1.

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24

Jezior, Kristen L., Meghan E. McKenzie, and Steve S. Lee. "Narcissism and Callous-Unemotional Traits Prospectively Predict Child Conduct Problems." Journal of Clinical Child & Adolescent Psychology 45, no. 5 (February 4, 2015): 579–90. http://dx.doi.org/10.1080/15374416.2014.982280.

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25

Lytton, Hugh. "Child and parent effects in boys' conduct disorder: A reinterpretation." Developmental Psychology 26, no. 5 (1990): 683–97. http://dx.doi.org/10.1037/0012-1649.26.5.683.

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26

Robins, Lee N. "Conduct Disorder." Journal of Child Psychology and Psychiatry 32, no. 1 (January 1991): 193–212. http://dx.doi.org/10.1111/j.1469-7610.1991.tb00008.x.

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27

HALL, KATURAH JENKINS, and CANDICE A. OSBORN. "The Conduct of Socially Sensitive Research:." Criminal Justice and Behavior 21, no. 3 (September 1994): 325–40. http://dx.doi.org/10.1177/0093854894021003003.

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This article examines some extra-research variables inherent in conducting community-based research with child molesters and other sex offenders. These include such issues as informed consent with court-referred participants, confidentiality when interagency collaboration is necessary, and duty to take proper care. Methods for establishing the scientific credibility of the project, responding to client grievances, dealing with client crises, and protecting staff and the surrounding community also are addressed. Adopting procedures similar to those described here could be an important step in ensuring the viability of other socially sensitive research projects.

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28

Apriliyanto, Heru Pramu, and Achmad Sulchan. "Implementation of Diversion against Criminal Conduct of Narcotics Conducted by Children." Law Development Journal 3, no. 1 (March 7, 2021): 52. http://dx.doi.org/10.30659/ldj.3.1.52-60.

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The aim of this research is To know and analyze application of diversion to offenders of narcotics crimes committed by children in law enforcement construction at the Cirebon City Police Drug Research Unit. To find out and analyze what factors are the obstacles application of diversion to offenders of narcotics crimes committed by children in law enforcement construction at the Cirebon City Police Drug Research Unit and the solution. This study uses an empirical juridical approach, with descriptive analytical research specifications. The data used in this study are secondary data obtained through library research and primary data obtained through field research interviews with investigators at the Cirebon City Police Drug Research Unit. The results of this study are Application of Diversion Against Perpetrators of Narcotics Offenses Committed by Children in Law Enforcement ConstructionIn the Drug Research Unit of the Cirebon City Police, namely: a) Diversion is carried out by the investigator with the perpetrator/victim and/or his family, community counselors, and involving community leaders. Diversion is carried out by deliberation or mediation which results in a diversion agreement. b) After the Investigator issues the Investigation Termination Order, the Minutes, Diversion Agreement and the Decision of the Head of the District Court are copied to the Public Prosecutor as the basis for the Public Prosecutor to return the SPDP, so that the case becomes inkracht.Barriers: a) Legal Substance Factors b) Legal culture factors c) Community Factors d) Law Enforcement Factors e) RPK Facilities and Infrastructure Factors. Solutions: a) Develop a work plan and maximize the performance of each investigator in handling child cases. b) Establishing Intensive Communication with other Law Enforcement Officials. c) Holding Diversion Socialization among the Community d) Making an Agreement on Supervision of the Implementation of the Diversion Agreement Results. e) Optimizing facilities and infrastructure.

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29

Burt, S. Alexandra, D. Angus Clark, Amber L. Pearson, Kelly L. Klump, and Jenae M. Neiderhiser. "Do neighborhood social processes moderate the etiology of youth conduct problems?" Psychological Medicine 50, no. 9 (July 1, 2019): 1519–29. http://dx.doi.org/10.1017/s0033291719001521.

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AbstractBackgroundPrior work has robustly suggested that social processes in the neighborhood (i.e. informal social control, social cohesion, norms) influence child conduct problems (CP) and related outcomes, but has yet to consider how these community-level influences interact with individual-level genetic risk for CP. The current study sought to do just this, evaluating neighborhood-level social processes as etiologic moderators of child CP for the first time.MethodsWe made use of two nested samples of child and adolescent twins within the Michigan State University Twin Registry (MSUTR): 5649 families who participated in in the Michigan Twins Project (MTP) and 1013 families who participated in the Twin Study of Behavioral and Emotional Development (TBED-C). The neighborhood social processes of informal social control, social cohesion, and norms were assessed using neighborhood sampling techniques, in which residents of each twin family's neighborhood reported on the social processes in their neighborhood. Standard biometric GxE analyses evaluated the extent to which they moderated the etiology of CP.ResultsThe ‘no moderation’ model provided the best fit to the data in nearly all cases, arguing against neighborhood social processes as etiologic moderators of youth CP.ConclusionsThe neighborhood social processes evaluated here do not appear to exert their effects on child CP via etiologic moderation. The documented links between neighborhood social processes and child CP are thus likely to reflect a different etiologic process. Possibilities include environmental main effects of neighborhood social processes on child CP, or genotype-environment correlations.

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30

Oliver, Bonamy R. "Unpacking externalising problems: negative parenting associations for conduct problems and irritability." BJPsych Open 1, no. 1 (June 2015): 42–47. http://dx.doi.org/10.1192/bjpo.bp.115.000125.

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BackgroundReciprocal associations between negative parenting and child externalising problems are well documented, but measures commonly include child irritability, masking potential distinct associations for irritability and conduct problems.AimsTo illuminate links between negative parenting, child conduct problems and irritability over time.MethodA cross-lagged monozygotic (MZ) twin differences design was used in a UK sample (3154 twin pairs) at 4, 7 and 9 years.ResultsWithin-pair MZ differences in negative parenting were found to relate longitudinally to differences in conduct problems and irritability. Of note, negative parenting at age 7 was found to relate particularly to increased irritability at 9 years.ConclusionsOnce genetics are taken into account, irritability in middle childhood may be particularly vulnerable to negative parenting, suggesting support for its malleability to parent-based intervention.

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31

Hails, Katherine A., Julia D. Reuben, Daniel S. Shaw, Thomas J. Dishion, and Melvin N. Wilson. "Transactional Associations Among Maternal Depression, Parent–Child Coercion, and Child Conduct Problems During Early Childhood." Journal of Clinical Child & Adolescent Psychology 47, sup1 (February 26, 2017): S291—S305. http://dx.doi.org/10.1080/15374416.2017.1280803.

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32

Kaiser, Ann P., and Peggy P. Hester. "Prevention of Conduct Disorder through Early Intervention: A Social-Communicative Perspective." Behavioral Disorders 22, no. 3 (May 1997): 117–30. http://dx.doi.org/10.1177/019874299702200303.

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A conceptual model describing the environmental factors and parent and child characteristics that contribute to the development of conduct disorder in early childhood is proposed, based on descriptive and experimental research. Environmental stressors associated with poverty, parent characteristics including poor parenting strategies, and child characteristics including deficits in communication skills are posited to be factors that affect parent-child interactions in ways that contribute to the development of conduct disorder. Several points of intervention are identified as the basis for a multicomponent approach to prevention. Implications of the proposed model for research and practice are discussed.

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33

Bailey, V. F. "Intensive interventions in conduct disorders." Archives of Disease in Childhood 74, no. 4 (April 1, 1996): 352–56. http://dx.doi.org/10.1136/adc.74.4.352.

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34

Fombonne, Eric, Gail Wostear, Vanessa Cooper, Richard Harrington, and Michael Rutter. "The Maudsley long-term follow-up of child and adolescent depression." British Journal of Psychiatry 179, no. 3 (September 2001): 210–17. http://dx.doi.org/10.1192/bjp.179.3.210.

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BackgroundStrong links exist between juvenile and adult depression but comorbid conduct disorder in childhood may mitigate this continuity.AimsTo test the impact of comorbid conduct disorder on psychiatric adult outcomes.MethodA group of 149 subjects assessed at the Maudsley Hospital in the period 1970–1983 and meeting DSM–IV criteria for major depressive disorder with (n=53) or without (n=96) conduct disorder were interviewed 20 years later. Data were collected on the lifetime history of psychiatric disorders.ResultsAdult depressive recurrence was high for major depression (62.4%) and any depression (75.2%), and survival analyses showed no difference between the two groups. The group with conduct disorders had higher rates of drug misuse and dependence, alcoholism and antisocial personality disorders.ConclusionsAdolescent depression carries an elevated risk of adult depression irrespective of comorbidity. Comorbid conduct disorder in childhood is associated with raised rates of other psychiatric outcomes.

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35

Drugli, M. B., and B. Larsson. "When Young Children have Conduct Problems - Who are the Nonresponders after Parent Training?" European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71275-1.

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Although most parent training programs produce positive effects, about one third of the children still show conduct problems at clinical levels after treatment.In the present study, predictors and mediators of treatment non-response among children aged 4-8 years were investigated one-year after treatment with the Incredible Years parent training program (PT), or combined parent training and child treatment (PT+CT) in a randomized controlled trial. the study was conducted in two university cities in Norway.KIDDIE-SADS, Eyberg Child Behavior Inventory (ECBI), Child Behavior Checklist (CBCL), Parent Practices Interview (PPI), Parent Stress Index (PSI), Preschool Behavior Questionnaire (PBQ), Teacher Report Form (TRF), were used.Before treatment all children fulfilled the criteria for an ODD diagnosis or a sub-threshold diagnosis. at the one-year follow-up 33 % of the treated children still showed such a diagnosis, and they were defined as treatment non-responders.Both family and child variables predicted treatment non-response at the one-year follow-up, although being involved with the child protection services was found to be the strongest predictor in multivariate analysis. Pretreatment child characteristics predicting treatment non-response at the one-year follow-up were high levels of child internalizing and aggression problems as reported by mothers. Further, mothers of children still showing a ODD diagnosis at the one-year follow-up, reported less change in negative parenting practices as compared to mothers of treatment responders.

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36

Baker-Henningham, Helen, Stephen Scott, Kelvyn Jones, and Susan Walker. "Reducing child conduct problems and promoting social skills in a middle-income country: cluster randomised controlled trial." British Journal of Psychiatry 201, no. 2 (August 2012): 101–8. http://dx.doi.org/10.1192/bjp.bp.111.096834.

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BackgroundThere is an urgent need for effective, affordable interventions to prevent child mental health problems in low- and middle-income countries.AimsTo determine the effects of a universal pre-school-based intervention on child conduct problems and social skills at school and at home.MethodIn a cluster randomised design, 24 community pre-schools in inner-city areas of Kingston, Jamaica, were randomly assigned to receive the Incredible Years Teacher Training intervention (n = 12) or to a control group (n = 12). Three children from each class with the highest levels of teacher-reported conduct problems were selected for evaluation, giving 225 children aged 3–6 years. The primary outcome was observed child behaviour at school. Secondary outcomes were child behaviour by parent and teacher report, child attendance and parents' attitude to school. The study is registered as ISRCTN35476268.ResultsChildren in intervention schools showed significantly reduced conduct problems (effect size (ES) = 0.42) and increased friendship skills (ES = 0.74) through observation, significant reductions to teacher-reported (ES = 0.47) and parent-reported (ES = 0.22) behaviour difficulties and increases in teacher-reported social skills (ES = 0.59) and child attendance (ES = 0.30). Benefits to parents' attitude to school were not significant.ConclusionsA low-cost, school-based intervention in a middle-income country substantially reduces child conduct problems and increases child social skills at home and at school.

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37

Gottlieb, Susan E., and Stanford B. Friedman. "Conduct Disorders in Children and Adolescents." Pediatrics In Review 12, no. 7 (January 1, 1991): 218–23. http://dx.doi.org/10.1542/pir.12.7.218.

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Conduct disorder is the most prevalent psychopathologic condition of childhood. It is characterized by a persistent and repetitive pattern of aggressive, noncompliant, intrusive, and poorly self-controlled behaviors that violate either the rights of others or age-appropriate societal norms.1 These behaviors have a significant impact on the daily functioning of the child or adolescent and on the ability of parents and other adults to manage them. The specific behavioral criteria for the diagnosis of conduct disorder can be conceptualized as either aggressive or nonaggressive in type (Table 1). Examples of aggressive behaviors are physical fighting and bullying, assault, vandalism, purse snatching, physical cruelty to persons or animals, breaking and entering, and arson. More serious aggressive behaviors are armed robbery, rape, and extortion. Nonaggressive behaviors of conduct disorder include substance abuse, persistent truancy, running away from home overnight, frequent lying in a variety of social settings, theft not involving a confrontation with a victim, and chronic violation of rules or the basic rights of others. Three subtypes of conduct disorder are identified in the Diagnostic and Statistical Manual of Mental Disorders, revised 3rd edition.1 These are descriptions of the functional contexts in which the particular behavior problems occur. The group type involves problematic behaviors that occur as part of an activity with peers.

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38

Kolko, David J. "Conduct Disorder and Attention Deficit Disorder with Hyperactivity in Child Inpatients." Journal of Emotional and Behavioral Disorders 1, no. 2 (April 1993): 75–86. http://dx.doi.org/10.1177/106342669300100201.

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39

Varan, Valerie L., and Catherine Campbell. "Cambridge Child and Adolescent Psychiatry: Conduct Disorders in Childhood and Adolescence." Clinical Psychology Review 23, no. 1 (February 2003): 121–23. http://dx.doi.org/10.1016/s0272-7358(02)00131-9.

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40

Gupta, Rishab, and Siddharth Sarkar. "Child conduct problems and social skills in a middle-income country." British Journal of Psychiatry 201, no. 5 (November 2012): 411. http://dx.doi.org/10.1192/bjp.201.5.411.

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41

Cole, David A., and Sarah Carpentieri. "Social status and the comorbidity of child depression and conduct disorder." Journal of Consulting and Clinical Psychology 58, no. 6 (December 1990): 748–57. http://dx.doi.org/10.1037/0022-006x.58.6.748.

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42

Hirshbein, Laura D. "Assessing the conduct of juveniles: diagnosis and delinquency, 1900–2013." Medical History 65, no. 4 (October 2021): 347–65. http://dx.doi.org/10.1017/mdh.2021.27.

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AbstractAmerican child psychiatrists have long been interested in the problems of delinquent behaviour by juveniles. With the rise of specific psychiatric diagnoses in the 1960s and 1970s, delinquent behaviour was defined within the diagnosis of conduct disorder. Like all psychiatric diagnoses, this concept was shaped by particular historical actors in context and has been highly contingent on assumptions related to race, class and gender. The history of conduct disorder illustrates the tensions in child psychiatry between the expansive goals of the field and the often limited uses of its professional authority, as well as individual children as the target of intervention and their interactions in groups.

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Palm, Sophia M. E., Vilas Sawrikar, Olivia Schollar-Root, Alicia Moss, David J. Hawes, and Mark R. Dadds. "Parents’ Spontaneous Attributions about their Problem Child: Associations with Parental Mental Health and Child Conduct Problems." Journal of Abnormal Child Psychology 47, no. 9 (March 30, 2019): 1455–66. http://dx.doi.org/10.1007/s10802-019-00536-3.

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Kamali, Mohammad Hashim. "Child Education and Discipline." ICR Journal 4, no. 1 (January 15, 2013): 147–49. http://dx.doi.org/10.52282/icr.v4i1.501.

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It is due largely to the Qur’an’s sustained emphasis on learning (‘ilm) that Muslim scholars explored the subjects of child education and discipline at an early stage and made significant contributions to the subject. They also placed a great deal of emphasis on virtuous conduct (‘amal saalih), which can be seen as a concomitant aspect of Islam’s outlook on education.

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Snyder, James. "Discipline as a mediator of the impact of maternal stress and mood on child conduct problems." Development and Psychopathology 3, no. 3 (July 1991): 263–76. http://dx.doi.org/10.1017/s0954579400005307.

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AbstractUsing a within-subject, time series approach, two competing models concerning the temporal relations between maternal distress (mood and stress), maternal discipline, and child conduct problems were assessed. Two measures of each of these constructs were collected at 10 assessment points, each separated by 3 to 4 days, in each of 10 single-parent families with a 4- to 5-year-old conduct problem child. After standardizing each of the measures over repeated assessment points in each family and aggregating the data across families, the models were tested using correlational and structural equation analyses. The fit of the data to the models supported the hypothesis that the association of maternal distress with child conduct problems is mediated by her disciplinary practices. On days when mothers reported more negative mood and stress, they were more likely to demonstrate poor disciplinary tactics. Temporal variation in discipline was, in turn, related to same-day variation in the frequency of child conduct problems. However, the model hypothesizing a direct relationship from maternal distress to child problems in addition to the indirect path through discipline was also supported, suggesting that maternal discipline is not the sole mediating variable.

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Burt, S. A., and K. L. Klump. "Parent–child conflict as an etiological moderator of childhood conduct problems: an example of a ‘bioecological’ gene–environment interaction." Psychological Medicine 44, no. 5 (June 10, 2013): 1065–76. http://dx.doi.org/10.1017/s0033291713001190.

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BackgroundPrior research has suggested that, consistent with the diathesis–stress model of gene–environment interaction (G × E), parent–child conflict activates genetic influences on antisocial/externalizing behaviors during adolescence. It remains unclear, however, whether this model is also important during childhood, or whether the moderation of child conduct problems by negative/conflictive parenting is better characterized as a bioecological interaction, in which environmental influences are enhanced in the presence of environmental risk whereas genetic influences are expressed most strongly in their absence. The current study sought to distinguish between these possibilities, evaluating how the parent–child relationship moderates the etiology of childhood-onset conduct problems.MethodWe conducted a series of ‘latent G by measured E’ interaction analyses, in which a measured environmental variable was allowed to moderate both genetic and environmental influences on child conduct problems. Participants included 500 child twin pairs from the Michigan State University Twin Registry (MSUTR).ResultsShared environmental influences on conduct problems were found to be several-fold larger in those with high levels of parent–child conflict as compared with those with low levels. Genetic influences, by contrast, were proportionally more influential at lower levels of conflict than at higher levels.ConclusionsOur findings suggest that, although the diathesis–stress form of G × E appears to underlie the relationship between parenting and conduct problems during adolescence, this pattern of moderation does not extend to childhood. Instead, results were more consistent with the bioecological form of G × E which postulates that, in some cases, genetic influences may be most fully manifested in the absence of environmental risk.

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Potier, Joanne, and Crispin Day. "Childhood Onset Conduct Problems: A Preliminary Investigation into the Role of Mothers' Interpersonal Schemas and their Relationship to Parenting Behaviour." Behavioural and Cognitive Psychotherapy 35, no. 4 (May 14, 2007): 457–72. http://dx.doi.org/10.1017/s1352465807003682.

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Childhood onset conduct problems present some of the most significant challenges to mental health and public services today. Parent management training is among the most effective treatments for conduct problems, and yet a significant proportion of families do not benefit from this approach. This may be because key elements of parenting, such as parental cognitions, are not directly addressed in such interventions. This study investigated the role of mothers' interpersonal schemas in the maintenance of conduct problems and their relationship to parenting behaviour. It examined whether mothers of 7 to 11-year-old boys with conduct problems would have more negative child-related interpersonal schemas (Hill and Safran, 1994), and related negative parenting behaviours, observed during two parent-child interaction tasks, than mothers in a comparison group. The findings showed that there was a significant difference between the two groups in both maternal Negativity and Warmth and child-related interpersonal schemas. However, no relationship was found between parenting behaviour and child-related interpersonal schemas. The results suggest that targeting maternal cognitions in addition to negativity and warmth may enhance interventions for childhood onset conduct problems. However, more research needs to be done to ascertain which kinds of cognitions relate most closely to parenting behaviour in stressful situations.

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LeMoine, Kaitlyn A., Abigail M. Romirowsky, Kelsey E. Woods, and Andrea Chronis-Tuscano. "Paternal Antisocial Behavior (But Not Paternal ADHD) Is Associated With Negative Parenting and Child Conduct Problems." Journal of Attention Disorders 22, no. 13 (September 23, 2015): 1187–99. http://dx.doi.org/10.1177/1087054715604361.

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Objective: Parental psychopathology and parenting quality robustly predict negative outcomes among children with ADHD. Little research has investigated associations between paternal ADHD symptoms and parenting, though there is clear evidence linking maternal ADHD symptoms with both suboptimal parenting and child conduct problems, and considerable research supporting fathers’ significant contributions to their children’s development. Method: This cross-sectional study examined psychopathology and parenting in a sample of fathers ( N = 102) and their 5- to 12-year-old children with previously diagnosed ADHD. Results: Results suggested that paternal antisocial personality disorder (ASPD) symptoms (rather than ADHD symptoms) were robustly associated with child conduct problems, with an indirect effect through paternal negative parenting. Conclusion: This study suggests that negative parenting may be a potential mechanism by which paternal ASPD is associated with child conduct problems, and demonstrates the importance of considering co-occurring psychopathology in research examining adult ADHD, parenting, and child outcomes.

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Dikshit, Reetika, Sagar Karia, and Avinash De Sousa. "Risperidone-induced Enuresis in a 12-year-old Child." Journal of Neurosciences in Rural Practice 08, no. 01 (January 2017): 122–23. http://dx.doi.org/10.4103/0976-3147.193530.

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ABSTRACTRisperidone has been documented to be effective in the management of behavior problems, aggression, and conduct disorder in children. While metabolic side effects like weight gain and obesity have been attributed to Risperidone use in children, side effects of the drug related to the urinary bladder are rare. We present a case of Risperidone-induced enuresis in a 12-year-old boy with conduct disorder that resolved completely after stopping the medication.

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Gottlieb, S. E., and S. B. Friedman. "Conduct Disorders in Children and Adolescents." Pediatrics in Review 12, no. 7 (January 1, 1991): 218–23. http://dx.doi.org/10.1542/pir.12-7-218.

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