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Disruptive Behaviour Problems (disruptive + behaviour_problem)
Selected AbstractsRisk factors for adult male criminality in ColombiaCRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 2 2001Joanne Klevens Objectives This study sought to establish, in Colombia, the importance of factors alleged to be causes or correlates of adult criminality according to the published literature from other countries. Methods A comparison was made of arrested male offenders from ages 18 to 30 (n = 223) and similar community controls (n = 222) selected from five cities in Colombia as to their family background, exposure to abuse, family stressors, perceived care and history of childhood disruptive behaviour problems. Results Compared with neighbourhood controls from similar social classes, offenders were significantly more likely to report having had parents with less education, a mother under the age of 18 or over the age of 35 at time of birth, family members involved in crime, experiencing extreme economic deprivation, parental absence, family conflict, severe punishments, physical abuse, and maternal unavailability, rejection and lack of supervision. Prevalence of childhood disruptive behaviour problems was similar among offenders and controls. These findings appear to be independent of economic status, family size or type, birth order, or primary caregiver. Although the independent contribution of most of these factors is small, once all others have been controlled for, their cumulative effect is strong. Conclusions The findings obtained in this Latin American setting do not support the generalized view that adult antisocial behaviour is necessarily preceded by a history of childhood behaviour problems. However, they do add evidence for the importance of family factors in the risk for adult criminality. Copyright © 2001 Whurr Publishers Ltd. [source] Executive functioning deficits in relation to symptoms of ADHD and/or ODD in preschool childrenINFANT AND CHILD DEVELOPMENT, Issue 5 2006Lisa B. Thorell Abstract The present study investigated the relation between executive functioning and symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) in children aged 4,6. A population-based sample (n=201) was used and laboratory measures of inhibition, working memory and verbal fluency and teacher ratings of disruptive behaviour problems were collected. Both group differences and linear relations were studied and comorbidity was controlled for dimensionally. In both categorical and dimensional analyses, executive functioning was associated with symptoms of ADHD, but not with symptoms of ODD when controlling for comorbidity, and no significant interactive effects of ADHD and ODD symptoms were found. Effect sizes for significant effects were generally in the medium range. Regarding sex differences, the control for comorbid ODD symptoms appeared to affect the relation between ADHD symptoms and executive functioning somewhat more for girls compared with boys. In conclusion, poor executive functioning in preschool appears to be primarily related to symptoms of ADHD, whereas the relation to symptoms of ODD can be attributed to the large overlap between these two disruptive disorders. Copyright © 2006 John Wiley & Sons, Ltd. [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] Emotional processing in children with conduct problems and callous/unemotional traitsCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 2 2008M. Woodworth Abstract Background A considerable body of evidence now suggests that conduct problem (CP) children with callous/unemotional (CU) traits differ in many ways from CP children without these characteristics. Previous research has suggested that there are important differences for youth with CP and CU characteristics in their ability to process emotional information. The current study investigated the ability of children with disruptive behaviour disorders to label emotional faces and stories. Methods Participants (aged 7,12) were involved in a summer day treatment and research programme for children with disruptive behaviour problems. Two tasks were administered that were designed to measure participant's ability to recognize and label facial expressions of emotion, as well as their ability to label emotions in hypothetical situations. Results Results indicated that children with higher levels of CU traits, regardless of whether they had elevated CP scores, were less accurate in identifying sad facial expressions. Interestingly, children with higher CU scores were more accurate in labelling fear than were children with lower CU scores, while children with high CP but low CU traits were less accurate than other children in interpreting fearful facial emotions. Further, children's recognition of various emotional vignettes was not associated with CP, CU traits or their interaction. Conclusions The current study demonstrated that it was the combination of CP and a high number of CU traits that differentiated emotional attributions. Consistent with previous research, youth with CU traits had more difficulty in identifying sad facial expressions. However, contrasting with some previous studies, higher CU traits were associated with more accurate perceptions of fearful expressions. It is possible that there is something specific to fear recognition for individuals with more psychopathic, CU traits that actually make them more successful for observing or recognizing fearful expressions. Additional research is needed to clarify both the recognition and processing of fear expression in CP children with and without CU. [source] | ||||||||||