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Disruptive Behaviour (disruptive + behaviour)
Terms modified by Disruptive Behaviour Selected AbstractsPersonality disorders in prisoners and their motivation for dangerous and disruptive behaviourCRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 3 2002Professor Jeremy W. Coid MD FRCPsych Objectives To examine the associations between DSM-III, axis II, personality disorder, motivation and disruptive behaviour in prisoners. Method Interviews were carried out with 81 prisoners in prison special units in England using research diagnostic instruments and an item sheet measuring disruptive behaviours and their motivations. Independent associations were established using logistic regression. Results Specific associations were established between psychopathy and axis II disorders with violent and disruptive behaviour and motivations for these behaviours. Conclusions The study supported a cognitive model explaining the functional association between personality disorder and antisocial behaviour. Personality disorders act as predisposing factors influencing the development of motivations and subsequently facilitate the enactment of disordered behaviour, in a linear progression. Assessment of personality disorder should be routine in disruptive and dangerous prisoners. Copyright © 2002 Whurr Publishers Ltd. [source] Disruptiveness, peer experiences and adolescent smoking: a long-term longitudinal approachADDICTION, Issue 4 2009Roy Otten ABSTRACT Aims This study examined links of peer experiences (i.e. social status and affiliation with disruptive peers) throughout childhood with respect to adolescent smoking trajectories, after controlling for childhood disruptiveness. Specifically, we tested four models regarding links of peer experiences and deviant behaviours. Design Prospective community sample. Participants A total of 312 children, aged 6.17 years at baseline. Measurements Growth parameters of own disruptive behaviour, disruptive behaviour of friends and social status measured at ages 7,12 years as predictors of smoking assessed at ages 13,15 years, while controlling for own disruptive behaviour at age 6 years. Findings We found three groups with distinct profiles of smoking. One group displayed hardly any or no smoking at all; a second group showed a trajectory of increased smoking; and a third group that showed high smoking rates initially and increased in smoking intensity over time. Results support the assumption of the selection model that the link between disruptive peers and smoking is spurious and due to shared variances with own early disruptiveness. Moreover, support was found for the popularity,socialization model supporting the assumption that age-related increases in social status are associated with smoking. Conclusions The findings emphasize that early disruptiveness is predictive of later smoking. In addition, it was shown that smoking becomes less deviant over time, in line with group norms. Future prevention programmes should emphasize the need to change these norms. [source] Predicting school adjustment from motor abilities in kindergartenINFANT AND CHILD DEVELOPMENT, Issue 6 2007Orit Bart Abstract The present study assessed the relations between basic motor abilities in kindergarten and scholastic, social, and emotional adaptation in the transition to formal schooling. Seventy-one five-year-old kindergarten children were administered a battery of standard assessments of basic motor functions. A year later, children's adjustment to school was assessed via a series of questionnaires completed by the children and their class teachers. The results indicate that in addition to the already documented association between visual,motor integration and academic achievement, other motor functions show significant predictive value to both scholastic adaptation and social and emotional adjustment to school. The results further suggest a better prediction of scholastic adaptation and level of disruptive behaviour in school when using an aggregate measure of children's ability in various motor domains than when using assessments of singular motor functions. It is concluded that good motor ability may serve as a buffer to the normative challenges presented to children in the transition to school. In contrast, poor motor ability emerges as a vulnerability factor in the transition to formal schooling. Copyright © 2007 John Wiley & Sons, Ltd. [source] Prevalence of disruptive behaviour displayed by older people in community and residential respite care settingsINTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 2 2007Christine C. Neville ABSTRACT:, The aim of this study was to determine the prevalence of disruptive behaviour displayed by older people in community and residential respite care settings. The specific objectives were to (i) obtain an estimate of the frequency of disruptive behaviour displayed by older people in the community setting before residential respite care; (ii) characterize older people being admitted for residential respite care; and (iii) obtain an estimate of the frequency of disruptive behaviour displayed by older people in residential respite care. A quantitative approach using a cross-sectional survey was employed in the community and in the residential aged care facilities. The older people (n = 100) had a mean age of 81.8 years (range 66,96 years). The older people were being admitted from their homes for booked respite care at residential aged care facilities in a regional Australian city. Home caregivers and nurses rated disruptive behaviour using the Dementia Behaviour Disturbance Scale (DBDS). Reliability data for the DBDS are provided. As expected, in both community and residential respite settings, older people with dementia (29%) scored significantly higher on the DBDS than people without dementia. In addition, DBDS scores were unexpectedly higher in the community setting than in the respite setting. These findings should be taken into consideration by primary health-care professionals when offering treatment options to the home caregivers and by staff in the residential aged care facilities that offer respite. [source] Expressed Emotion about children: reliability and validity of a Camberwell Family Interview for Childhood (CFI-C)INTERNATIONAL JOURNAL OF METHODS IN PSYCHIATRIC RESEARCH, Issue 1 2000Adolescent Psychiatry, Stephen Scott Senior Lecturer in Child Abstract A Camberwell Family Interview for Childhood (CFI-C) was developed by adding questions about the family impact of the child's problems to a semi-structured interview on child psychiatric symptoms. The whole CFI-C took under an hour to administer; the questions about family impact added 15,20 minutes. The inter-rater reliability was good (kappa 0.64,1.0). Mothers of 25 boys aged four to nine years referred with disruptive behaviour, and 25 matched controls were interviewed twice in five months. Test-retest stability was fair to good (kappa 0.36,1.0). Discriminant validity between referred and control samples was strong for critical comments, positive comments and warmth, but not significant for emotional overinvolvement or hostility. The same three scales showed strong discriminant validity between child symptom domains, being strongly correlated with conduct symptoms (kappa = 0.49,0.71) but not emotional symptoms (kappa = 0.10,0.17). Sensitivity to change with treatment was shown by a reduction in the mean number of critical comments from 4.7 to 2.9, an increase in positive comments from 2.3 to 3.9, and an increased score on the warmth scale from 2.1 to 2.6. The CFI-C is a useful instrument for the study of the relationship between parenting style and child psychiatric symptoms. Copyright © 2000 Whurr Publishers Ltd. [source] Factors affecting the risk of behaviour problems in children with severe intellectual disabilityJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 2 2000O. Chadwick In order to examine the importance of a range of potential risk factors for behaviour problems in children with severe intellectual disability, a sample was identified by the administration of a screening version of the Vineland Adaptive Behaviour Scales (VABS) to the parents of children aged 4,11years attending six special needs schools in three adjacent inner London boroughs. Parents whose children had a VABS standard score of 50 were interviewed using the Disability Assessment Schedule and both parents and teachers completed the Aberrant Behaviour Checklist. Most behaviour problems were more common in ambulant children, but problems less dependent on the ability to walk, such as sleeping difficulties, screaming and self-injury, were equally common in ambulant and non-ambulant children. Among ambulant children, there were few significant associations between the severity of the child's behaviour problems and the age or sex of the child, the presence or absence of epilepsy, and various indices of socio-economic disadvantage. Sleeping difficulties, overactivity, self-injury, destructive behaviour and autistic features, such as social withdrawal and stereotypies, were strongly associated with skills deficits, but aggression, temper tantrums and general disruptive behaviour were not. Limitations in daily living skills were better predictors of behaviour problems than were poor communication skills. [source] The darker side of groupsJOURNAL OF NURSING MANAGEMENT, Issue 4 2007MIKE THOMAS BSc This paper examines the role of group interaction in the workplace and the impact of anxiety on group cohesion. It takes a psychoanalytical perspective and highlights how early learning within a familial setting influences later attitudes and behaviour at work. In particular the article focuses on the signs of negative group anxiety and how the manager can recognise anti-group culture. By recognising the negative signs the leader can also come to understand how the anti-group develops and thereby prevent the resulting disruptive behaviour. In some instances the perception of anti-group feelings and behaviour can also be altered so that the team leader can reach a positive outcome for the group dynamic and resultant team cohesion and collaboration. [source] Work stress and physical assault of nursing aides in rural nursing homes with and without dementia special care unitsJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 3 2005D. G. MORGAN phd rn Purpose:, This study compared nursing aides (NAs) employed in rural nursing homes with and without dementia special care units (SCUs) on (1) exposure to and distress from disruptive behaviours exhibited by residents, (2) job strain and (3) physical assault. Design and methods:, The data were drawn from a larger study conducted in Saskatchewan, Canada, in which all rural nursing homes of ,,100 beds that had an SCU were matched to same-sized rural facilities with no SCU. Nursing aides (n = 355) completed a mailed survey questionnaire. Results:, Nursing aides employed in nursing homes with an SCU reported significantly less frequent exposure to disruptive behaviours (including aggressive and aversive behaviours) than NAs in non-SCU facilities, less distress when these behaviours were directed toward them, less exposure to aggressive behaviour during caregiving, lower job demands and lower job strain. There was a trend toward increased risk of being assaulted in the last year associated with being in a non-SCU facility. Having a permanent position, increased job strain, and feeling inadequately prepared for dementia care were significantly associated with higher risk of being assaulted. In the SCU facilities, NAs who worked more time on the SCU reported more assaults but less distress from disruptive behaviour, lower psychological job demands, lower job strain and greater work autonomy. Implications:, Providing more dementia care training and reducing job demands and job strain may help to reduce work-related stress and physical assault of nursing aides employed in nursing homes. [source] Developmental origins of disruptive behaviour problems: the ,original sin' hypothesis, epigenetics and their consequences for preventionTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 4 2010Richard E. Tremblay This paper reviews publications on developmental trajectories of disruptive behaviour (DB) problems (aggression, opposition-defiance, rule breaking, and stealing-vandalism) over the past decade. Prior to these studies two theoretical models had strongly influenced research on DB: social learning and disease onset. According to these developmental perspectives, children learn DB from their environment and onset of the disease is triggered by accumulated exposition to disruptive models in the environment, including the media. Most of the evidence came from studies of school age children and adolescents. Longitudinal studies tracing developmental trajectories of DB from early childhood onwards suggest an inversed developmental process. DB are universal during early childhood. With age, children learn socially acceptable behaviours from interactions with their environment. A ,disease' status is given to children who fail to learn the socially acceptable behaviours. The mechanisms that lead to deficits in using socially accepted behaviours are strongly intergenerational, based on complex genetic and environmental contributions, including epigenetic mechanisms. Prevention of these deficits requires early, intensive and long-term support to parents and child. Newly discovered epigenetic mechanisms suggest that intensive perinatal interventions will have impacts on numerous aspects of physical and mental health, including DB. This review also concludes that: a) subtypes of disruptive behaviours should not be aggregated because they have different developmental trajectories and require specific corrective interventions; b) the overt,covert and destructive,nondestructive dimensions appear the most useful to create DB subtypes; c) overt DB onset before covert DB because the latter require more brain maturation; d) DB subtype taxonomies are more useful for clinicians than developmental taxonomies because the latter are post mortem diagnoses and clinicians' retrospective information is unreliable; e) we need large-scale collaborative preventive experimental interventions starting during early pregnancy to advance knowledge on causes and prevention of DB problems. [source] The prediction of disruptive behaviour disorders in an urban community sample: the contribution of person-centred analysesTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 6 2004Keith B. Burt Background:, Variable- and person-centred analyses were used to examine prediction of middle childhood behaviour problems from earlier child and family measures. Method:, A community sample of 164 families, initially recruited at antenatal clinics at two South London practices, was assessed for children's behaviour problems and cognitive ability, maternal mental health, and the family environment when the children were 4 years old. At age 11, children, mothers, and teachers reported the child's disruptive behaviour, and mothers and children were interviewed to identify cases of disruptive behaviour disorders (DBD). Results:, Neither social class nor ethnicity predicted the child's disruptive behaviour at age 11. Rather, path analyses and logistic regression analyses drew attention to early behavioural problems, maternal mental health and the child's cognitive ability at 4 as predictors of disruptive behaviour at age 11. Cluster analysis extended these findings by identifying two distinct pathways to disruptive symptoms and disorder. In one subgroup children who showed intellectual difficulties at 4 had become disruptive by 11. In a second subgroup mothers and children both showed psychological problems when the child was 4, and the children were disruptive at age 11. The person-centred approach also revealed a high-functioning group of cognitively able 4-year-olds in supportive environments, at especially low risk for DBD. Conclusions:, Combining variable- and person-centred analytic approaches can aid prediction of children's problems, draw attention to pertinent developmental pathways, and help integrate data from multiple informants. [source] Behaviour rating scales for older people with dementia: Which is the best for use by nurses?AUSTRALASIAN JOURNAL ON AGEING, Issue 4 2001Christine C. Neville When rating scales are to be administered by nurses, scale characteristics must take into account the limitations of the nursing role and the nature of the environment in which nurses work. This paper reviews thirty-one rating scales that have been used to measure behaviour in dementia. From this analysis, five scales were identified as suitable for use by nurses when measuring disruptive behaviour in older people with dementia. [source] The Conners' 10-item scale: findings in a total population of Swedish 10,11-year-old childrenACTA PAEDIATRICA, Issue 5 2009Joakim Westerlund Abstract Aim: To present normative data for the Swedish version of the Conners' 10-item scale, to validate the scale by comparing children with and without attention deficit/hyperactivity disorder (ADHD), to explore the factor structure of this scale and to investigate behavioural characteristics and gender differences among 10- to 11-year-old children, as rated by parents and teachers respectively. Methods: Parents and teachers rated 509 10- to 11-year-old children (261 boys and 248 girls) from a population-based cohort in a Swedish municipality. Results: The Conners' 10-item scale discriminated very well between children with and without ADHD. Confirmatory factor analyses confirmed a two-dimensional structure of the scale with items measuring restless/impulsive behaviour in one factor and items measuring emotional lability in another. An ANOVA revealed that parents and teachers reported different behavioural characteristics in boys as compared to girls. Conclusion: The Conners' 10-item scale is a valid screening instrument for identification of ADHD. The two subscales can be used separately, in addition to the total score, to get a more detailed picture of the child's behaviour. Parents and teachers pay attention to different aspects of problem behaviour in boys and girls. The less disruptive behaviour of girls needs to be highlighted. [source] Early motherhood and disruptive behaviour in the school-age childACTA PAEDIATRICA, Issue 1 2004P Trautmann-Villalba Aim: To determine the significance of young maternal age, family adversity and maternal behaviour during mother-toddler interaction in the prediction of child disruptive behaviour at age eight. Methods: From an ongoing longitudinal study of infants at risk for later psychopathology (n= 362), 72 young mothers aged between 15 and 24 y (median 22 y) at first birth were compared with 197 primiparous older mothers ranging in age from 25 to 41 y (median 29 y). Family adversity at childbirth was assessed using a modified version of Rutter's Family Adversity Index (FAI) and measures of child disruptive behaviour at age eight were obtained using Achenbach's Teacher Report Form (TRF). An observational procedure was used to assess maternal behaviour during mother-child interaction at the age of 2 y. Results: Young mothers encountered more adverse family characteristics and were more inadequate, restrictive and more negative during interaction with their toddlers. Their school-aged children showed higher scores on all disruptive behaviour scales of the TRF. Hierarchical regression analyses revealed that family adversity and maternal behaviour during toddler interaction could account for most of the association between early motherhood and child disruptive behaviour. Conclusion: The impact of young motherhood on child mental health is not confined to teenage mothers and is mainly attributed to psychosocial and interactional factors. [source] Personality disorders in prisoners and their motivation for dangerous and disruptive behaviourCRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 3 2002Professor Jeremy W. Coid MD FRCPsych Objectives To examine the associations between DSM-III, axis II, personality disorder, motivation and disruptive behaviour in prisoners. Method Interviews were carried out with 81 prisoners in prison special units in England using research diagnostic instruments and an item sheet measuring disruptive behaviours and their motivations. Independent associations were established using logistic regression. Results Specific associations were established between psychopathy and axis II disorders with violent and disruptive behaviour and motivations for these behaviours. Conclusions The study supported a cognitive model explaining the functional association between personality disorder and antisocial behaviour. Personality disorders act as predisposing factors influencing the development of motivations and subsequently facilitate the enactment of disordered behaviour, in a linear progression. Assessment of personality disorder should be routine in disruptive and dangerous prisoners. Copyright © 2002 Whurr Publishers Ltd. [source] Challenging behaviours in nursing home residents with dementia: a randomized controlled trial of multidisciplinary interventionsINTERNATIONAL JOURNAL OF GERIATRIC PSYCHIATRY, Issue 1 2002Janet Opie Abstract Objectives To test the premise that individually tailored psychosocial, nursing and medical interventions to nursing home residents with dementia will reduce the frequency and severity of behavioural symptoms. Methods A four-member team comprising a psychiatrist, psychologist and nurses conducted detailed assessments of 99 nursing home residents with advanced dementia who were rated by staff as having frequent, severe behavioural disturbances. Residents were then randomly assigned to an ,early' or ,late' intervention group and observed for four weeks. Interventions encompassed psychosocial strategies, nursing approaches, psychotropic medications and management of pain. Outcome measures included the frequency and severity of disruptive behaviours and assessments of change by senior nursing home staff. Results While improvements in behaviour were noted in both groups from the outset of observations, pointing to a powerful Hawthorne effect, consultancies were associated with a modest but statistically significant decrease in challenging behaviours. Staff assessments of the interventions were highly favourable. Conclusions The consultancies were effective and well received by staff. The change-inducing nature of any new endeavour is an integral part of research in a long-term setting. Copyright © 2002 John Wiley & Sons, Ltd. [source] Work stress and physical assault of nursing aides in rural nursing homes with and without dementia special care unitsJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 3 2005D. G. MORGAN phd rn Purpose:, This study compared nursing aides (NAs) employed in rural nursing homes with and without dementia special care units (SCUs) on (1) exposure to and distress from disruptive behaviours exhibited by residents, (2) job strain and (3) physical assault. Design and methods:, The data were drawn from a larger study conducted in Saskatchewan, Canada, in which all rural nursing homes of ,,100 beds that had an SCU were matched to same-sized rural facilities with no SCU. Nursing aides (n = 355) completed a mailed survey questionnaire. Results:, Nursing aides employed in nursing homes with an SCU reported significantly less frequent exposure to disruptive behaviours (including aggressive and aversive behaviours) than NAs in non-SCU facilities, less distress when these behaviours were directed toward them, less exposure to aggressive behaviour during caregiving, lower job demands and lower job strain. There was a trend toward increased risk of being assaulted in the last year associated with being in a non-SCU facility. Having a permanent position, increased job strain, and feeling inadequately prepared for dementia care were significantly associated with higher risk of being assaulted. In the SCU facilities, NAs who worked more time on the SCU reported more assaults but less distress from disruptive behaviour, lower psychological job demands, lower job strain and greater work autonomy. Implications:, Providing more dementia care training and reducing job demands and job strain may help to reduce work-related stress and physical assault of nursing aides employed in nursing homes. [source] Developmental origins of disruptive behaviour problems: the ,original sin' hypothesis, epigenetics and their consequences for preventionTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 4 2010Richard E. Tremblay This paper reviews publications on developmental trajectories of disruptive behaviour (DB) problems (aggression, opposition-defiance, rule breaking, and stealing-vandalism) over the past decade. Prior to these studies two theoretical models had strongly influenced research on DB: social learning and disease onset. According to these developmental perspectives, children learn DB from their environment and onset of the disease is triggered by accumulated exposition to disruptive models in the environment, including the media. Most of the evidence came from studies of school age children and adolescents. Longitudinal studies tracing developmental trajectories of DB from early childhood onwards suggest an inversed developmental process. DB are universal during early childhood. With age, children learn socially acceptable behaviours from interactions with their environment. A ,disease' status is given to children who fail to learn the socially acceptable behaviours. The mechanisms that lead to deficits in using socially accepted behaviours are strongly intergenerational, based on complex genetic and environmental contributions, including epigenetic mechanisms. Prevention of these deficits requires early, intensive and long-term support to parents and child. Newly discovered epigenetic mechanisms suggest that intensive perinatal interventions will have impacts on numerous aspects of physical and mental health, including DB. This review also concludes that: a) subtypes of disruptive behaviours should not be aggregated because they have different developmental trajectories and require specific corrective interventions; b) the overt,covert and destructive,nondestructive dimensions appear the most useful to create DB subtypes; c) overt DB onset before covert DB because the latter require more brain maturation; d) DB subtype taxonomies are more useful for clinicians than developmental taxonomies because the latter are post mortem diagnoses and clinicians' retrospective information is unreliable; e) we need large-scale collaborative preventive experimental interventions starting during early pregnancy to advance knowledge on causes and prevention of DB problems. [source] Trainee nursery teachers' perceptions of disruptive behaviour disorders; the effect of sex of child on judgements of typicality and severityCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 6 2003K. Maniadaki Abstract Background Adults' perceptions of children with disruptive behaviour disorders (DBDs), which usually interfere with socialization and referral of children to mental health services, might differ according to the child's sex. Given the importance of (a) the interactions between these children and their educators, and (b) early identification and referral, the impact of the child's sex on adults' perceptions is an important factor to consider. Aim To examine the role of gender-related expectations in the identification and referral of childhood DBDs by trainee nursery teachers. Sample One hundred and fifty-eight female trainee nursery teachers (mean age = 20 years) at the Department of Early Childhood Education in Athens. Method Trainee nursery teachers' perceptions of male and female children with DBDs were explored using a Greek version of the Parental Account of the Causes of Childhood Problems Questionnaire. Eighty-one participants answered questions about a set of disruptive behaviours ascribed to a boy and 77 about the same behaviour ascribed to a girl. Results DBDs ascribed to girls were considered to be no more severe or of greater concern than those ascribed to boys. Judgements of severity were related to concern in the same way for boys and girls. However, DBDs were regarded as less typical for girls than boys. Conclusions The child's sex affected trainee teachers' judgements of typicality, but not severity, of children's behaviour problems. The implications of this finding for socialization practices and referral attitudes are discussed. [source] | |||||||||||||||||||||||||