This document discusses covert conduct disorder, a subtype of conduct disorder characterized by deceitful and manipulative behaviors rather than overt aggression. It defines covert conduct disorder and describes common behaviors such as lying, truancy, running away, and substance abuse. The document also discusses casual factors, assessment methods, and prevention strategies for covert conduct disorder as it is difficult to observe and involves long-term observation and self-reports.
Somatoform disorders are a group of mental illnesses characterized by physical symptoms that cannot be fully explained by a medical condition. Key somatoform disorders include:
- Somatization disorder/somatic symptom disorder, characterized by multiple physical symptoms and excessive thoughts about health.
- Conversion disorder, where psychological factors cause neurological or sensory symptoms like paralysis.
- Hypochondriasis, characterized by excessive fears about having a serious illness despite medical reassurance.
- Body dysmorphic disorder, characterized by a preoccupation with an imagined physical defect.
- Pain disorder, characterized by severe pain that is the main focus. Treatment involves psychotherapy and medication management.
Somatoform disorders are a group of mental illnesses characterized by physical symptoms that cannot be fully explained by medical factors. Key features include symptoms not being imaginary, but also not correlating with medical test results. Common types are somatization disorder, conversion disorder, hypochondriasis, body dysmorphic disorder, pain disorder, and undifferentiated somatiform disorder. These disorders are thought to involve both psychosocial factors like how symptoms are interpreted emotionally, as well as potential biological and genetic components. Treatment involves both medical evaluation and psychological or psychiatric approaches.
Mental health is not just about overt behaviours---exposed socially, but there are more volatile intimate emotions that could devastate any human relations forever-though not overtly observed as abnormal--!
We will discuss about such emotions which are banned in social discussions and stigmatized.
"Sexual disorders and dysfunctions" could be present in any socioeconomic classes--not age, education, gender, culture specific.
Understanding these critical emotions on time and accepting it would save human relationships--avoiding suffering, inferiority complex, gender harassment and abuse.
Educate yourself and save relationships!!!
Mental health subject is originally stigmatized, moreover talking to someone about sexual disorders is as critical as finding a pearl into a deep ocean.........
The document discusses several medical conditions and how psychological factors can influence them. It introduces concepts from psychosomatic medicine such as the mind-body connection and examining psychological factors in health and disease. Several conditions are then examined in more detail, including their definition, epidemiology, predisposing biological and psychosocial factors, signs and symptoms, and treatment approaches including pharmacological interventions and psychotherapy. The conditions discussed are asthma, cancer, coronary heart disease, peptic ulcer, and essential hypertension.
Trauma and stressor related disorders include post-traumatic stress disorder (PTSD) and acute stress disorder. Trauma can result from extremely distressing experiences like accidents, deaths, or rape that cause severe emotional shock and long-lasting psychological effects. Symptoms include nightmares, anxiety, depression, guilt, anger, and substance abuse. Predisposing factors include characteristics of the traumatic experience itself, individual traits like coping abilities or preexisting conditions, and aspects of the recovery environment like social support. Treatment involves cognitive therapy, prolonged exposure therapy, group therapy, EMDR, and psychopharmacology with medications like antidepressants or anti-anxiety drugs.
This document provides information on Unipolar Mood Disorder and defines Unipolar Disorder as a mental disorder characterized by pervasive and persistent low mood accompanied by low self-esteem and loss of interest in enjoyable activities. It discusses the manifestations of Unipolar Disorder which can affect daily life for weeks or longer by interfering with social, family, work, academic, and health aspects of life. The document also lists and describes several types of Depressive Disorders including Major Depressive Disorder, Persistent Depressive Disorder, and Premenstrual Dysphoric Disorder. It provides details on the diagnostic criteria, clinical manifestations, causes, assessment tools, prognosis, prevalence, and treatment options for these disorders.
This document summarizes key concepts in psychiatry related to mood disorders such as depression and bipolar disorder. It discusses mood and affect, defines major depression and manic/hypomanic episodes, and explores the epidemiology and potential biological and psychosocial factors involved in these conditions. Specific brain regions implicated include the prefrontal cortex, anterior cingulate cortex, hippocampus, and amygdala. Genetic and environmental influences are also reviewed.
Eating disorder : symptoms, Diagnosis and treatment Heba Essawy, MD
This document outlines eating disorders including anorexia nervosa, bulimia nervosa, binge-eating disorder, and obesity. It discusses the diagnostic criteria, epidemiology, risk factors, medical complications, treatment including therapy and medications, and prognosis for each disorder. Diagnostic tools such as the Eating Disorder Inventory are also mentioned. The document is presented by Dr. Heba Essawy and provides an overview of eating disorders for information and education purposes.
Somatoform disorders are a group of mental illnesses characterized by physical symptoms that cannot be fully explained by a medical condition. Key somatoform disorders include:
- Somatization disorder/somatic symptom disorder, characterized by multiple physical symptoms and excessive thoughts about health.
- Conversion disorder, where psychological factors cause neurological or sensory symptoms like paralysis.
- Hypochondriasis, characterized by excessive fears about having a serious illness despite medical reassurance.
- Body dysmorphic disorder, characterized by a preoccupation with an imagined physical defect.
- Pain disorder, characterized by severe pain that is the main focus. Treatment involves psychotherapy and medication management.
Somatoform disorders are a group of mental illnesses characterized by physical symptoms that cannot be fully explained by medical factors. Key features include symptoms not being imaginary, but also not correlating with medical test results. Common types are somatization disorder, conversion disorder, hypochondriasis, body dysmorphic disorder, pain disorder, and undifferentiated somatiform disorder. These disorders are thought to involve both psychosocial factors like how symptoms are interpreted emotionally, as well as potential biological and genetic components. Treatment involves both medical evaluation and psychological or psychiatric approaches.
Mental health is not just about overt behaviours---exposed socially, but there are more volatile intimate emotions that could devastate any human relations forever-though not overtly observed as abnormal--!
We will discuss about such emotions which are banned in social discussions and stigmatized.
"Sexual disorders and dysfunctions" could be present in any socioeconomic classes--not age, education, gender, culture specific.
Understanding these critical emotions on time and accepting it would save human relationships--avoiding suffering, inferiority complex, gender harassment and abuse.
Educate yourself and save relationships!!!
Mental health subject is originally stigmatized, moreover talking to someone about sexual disorders is as critical as finding a pearl into a deep ocean.........
The document discusses several medical conditions and how psychological factors can influence them. It introduces concepts from psychosomatic medicine such as the mind-body connection and examining psychological factors in health and disease. Several conditions are then examined in more detail, including their definition, epidemiology, predisposing biological and psychosocial factors, signs and symptoms, and treatment approaches including pharmacological interventions and psychotherapy. The conditions discussed are asthma, cancer, coronary heart disease, peptic ulcer, and essential hypertension.
Trauma and stressor related disorders include post-traumatic stress disorder (PTSD) and acute stress disorder. Trauma can result from extremely distressing experiences like accidents, deaths, or rape that cause severe emotional shock and long-lasting psychological effects. Symptoms include nightmares, anxiety, depression, guilt, anger, and substance abuse. Predisposing factors include characteristics of the traumatic experience itself, individual traits like coping abilities or preexisting conditions, and aspects of the recovery environment like social support. Treatment involves cognitive therapy, prolonged exposure therapy, group therapy, EMDR, and psychopharmacology with medications like antidepressants or anti-anxiety drugs.
This document provides information on Unipolar Mood Disorder and defines Unipolar Disorder as a mental disorder characterized by pervasive and persistent low mood accompanied by low self-esteem and loss of interest in enjoyable activities. It discusses the manifestations of Unipolar Disorder which can affect daily life for weeks or longer by interfering with social, family, work, academic, and health aspects of life. The document also lists and describes several types of Depressive Disorders including Major Depressive Disorder, Persistent Depressive Disorder, and Premenstrual Dysphoric Disorder. It provides details on the diagnostic criteria, clinical manifestations, causes, assessment tools, prognosis, prevalence, and treatment options for these disorders.
This document summarizes key concepts in psychiatry related to mood disorders such as depression and bipolar disorder. It discusses mood and affect, defines major depression and manic/hypomanic episodes, and explores the epidemiology and potential biological and psychosocial factors involved in these conditions. Specific brain regions implicated include the prefrontal cortex, anterior cingulate cortex, hippocampus, and amygdala. Genetic and environmental influences are also reviewed.
Eating disorder : symptoms, Diagnosis and treatment Heba Essawy, MD
This document outlines eating disorders including anorexia nervosa, bulimia nervosa, binge-eating disorder, and obesity. It discusses the diagnostic criteria, epidemiology, risk factors, medical complications, treatment including therapy and medications, and prognosis for each disorder. Diagnostic tools such as the Eating Disorder Inventory are also mentioned. The document is presented by Dr. Heba Essawy and provides an overview of eating disorders for information and education purposes.
The document discusses dissociative disorders, which involve disruptions in consciousness, memory, identity or perception, and describes several major types including dissociative amnesia, fugue, identity disorder and depersonalization disorder. It outlines the diagnostic criteria for these disorders according to the DSM and notes that dissociative disorders are often caused by trauma, especially childhood abuse or an unpredictable home environment, and can be treated with therapies like art or cognitive therapy as well as medication.
Cluster B Personality Disorders for NCMHCE StudyJohn R. Williams
Quick review of the essential points— DSM5 diagnosis criteria, assessments, treatments—of these disorders to better prepare for the National Clinical Mental Health Counseling Exam. This was informed by several exam prep programs, and can be used like flashcards or as a presentation.
The document defines and classifies mental retardation according to definitions from the AAMD and DSM-IV. It notes that mental retardation involves subaverage intellectual functioning and concurrent impairments in adaptive behavior that manifest before age 18. Mental retardation is classified as mild, moderate, severe or profound based on IQ levels. The effects on families include distress, depression, rejection of the child, and dissatisfaction with medical services. Clinical features and important causes of mental retardation are also listed. The diagnosis and management of mental retardation are discussed.
Suicide:Risk Assessment & InterventionsKevin J. Drab
Suicide: Risk and Interventions - a review of recent advances in suicidology and the use of Jobes' CAMS approach to suicide intervention and prevention.
Anxiety: mood state characterized by strong, negative emotion and bodily symptoms in which an individual apprehensively anticipates future danger or misfortune
This document provides information on sexual dysfunctions and disorders according to the DSM-IV and ICD-10 diagnostic systems. It discusses various sexual disorders including those involving sexual desire, arousal, orgasm and pain. It also covers paraphilias, gender identity disorders, homosexuality and sexual deviations. The document provides details on evaluation and treatment of these conditions.
Obsessive Compulsive Disorder (OCD) is an anxiety disorder characterized by recurrent, unwanted thoughts (obsessions) and repetitive behaviors or mental acts (compulsions) performed in response to these thoughts. The obsessions or compulsions significantly interfere with daily life. OCD has been linked to imbalances in neurotransmitters like serotonin and dopamine in the brain, as well as genetic and environmental factors. Treatment involves psychotherapy like cognitive behavioral therapy and medication like selective serotonin reuptake inhibitors. Other potential treatments under research include repetitive transcranial magnetic stimulation and electroconvulsive therapy, but more studies are still needed to establish their efficacy for OCD.
Somatization disorders involve physical symptoms that cannot be explained medically, and are thought to be related to psychological factors. They include somatization disorder, conversion disorder, pain disorder, hypochondriasis, and body dysmorphic disorder. The symptoms are real but are caused or exacerbated by stress and psychological issues rather than physical pathology. Treatment involves psychotherapy and helping the patient manage stress and recognize psychological contributors to their symptoms.
Psychological Factors Affecting Medical ConditionAdil Mehmood
This document discusses psychological factors that can affect various medical conditions. It begins with an introduction on mind-body interactions and how psychological and social factors can influence medical illnesses. It then provides several examples of how psychological factors like depression, anxiety, stress, and maladaptive behaviors can negatively impact conditions like cardiovascular disease, diabetes, pulmonary disease, and end-stage renal disease. The document emphasizes that considering psychological influences is important for understanding disease mechanisms, improving health outcomes, and the physician-patient relationship. It also notes the complexity of differentiating psychological versus medical causes.
special thanks and acknowledgement goes out to the contributors of the slide:
meroshana, haziman fauzi, griselda pearl, widad ulya, atiqah shakira, halim latiffi, farith che man and marwan omar.
Hopefully this is able to help medical students to understand about the psychiatry topic, suicide.
This is made by students so if there are any mistakes, please do correct us. We are open to constructive criticism. thank you :)
1) Psychodynamic therapies focus on accessing the unconscious mind through techniques like free association, word association, and dream interpretation.
2) The psychodynamic approach believes that psychological disorders stem from unconscious conflicts, often related to unresolved issues from childhood. Treatments therefore aim to reveal the unconscious and lift defense mechanisms.
3) Key psychodynamic treatments include psychoanalysis, which uses free association, word association, and dream analysis to gain insight into unconscious material from childhood. Psychoanalysis can be an effective long-term therapy but also carries risks of planting false memories.
Special Kinds of Hallucinations from Fish’s Clinical Psychopathology including functional, reflex extracampine and autoscopic hallucination, and patient’s attitude towards hallucination.
This document discusses case formulation, which involves developing a hypothesis about the factors that cause and maintain a client's problems. It outlines the key components of case formulation using the DSM-5, including the presenting problem, predisposing factors, precipitating factors, perpetuating factors, and protective factors. The document provides an example case formulation for a client named Nasira who is experiencing depression. It analyzes the precipitant, predisposing factors, and perpetuating factors for Nasira based on her history and symptoms. The case formulation would then inform the treatment plan.
Suicidal tendencies in late life depressionRavi Soni
This document discusses suicidal tendencies and prevention in the elderly. It provides statistics on elderly suicide rates globally and in India. Key points include that nearly 10% of Indian suicides are among those aged 65+, though the rate is lower than other countries due to family support of elders. Common risk factors for elderly suicide are depression, physical illness, social isolation and loss of spouse. Treatment of depression and pain are important for prevention, though SSRIs may increase short-term risk which decreases after the initial period. Goals for prevention include raising awareness of suicide and depression.
The document discusses suicide from sociological, psychological, and biological perspectives. It provides definitions for key suicide-related terms like suicide attempt, aborted attempt, ideation, and intent. It examines theories on the causes and risk factors of suicide, including sociological theories on social integration and disorganization, psychological theories on mourning/melanchia and accumulated trauma, and biological theories on neurotransmission and genetics. Interpersonal-psychological theory and the diathesis-stress model are described. Methods of assessing suicide risk through clinical evaluation and estimating risk levels are outlined.
CBT is an effective treatment for OCD due to its ability to trigger lasting neural changes through learning. It involves psychoeducation, challenging irrational assumptions, exposure to feared situations without compulsions, and response prevention. Studies show large effect sizes for CBT compared to medications alone. CBT aims to reduce anxiety and distress from obsessions by stopping thoughts and using distractions, while exposure therapy targets compulsions. Success requires understanding all symptoms, motivated patients, and therapists able to systematically implement the CBT techniques.
Cluster B personality disorders are characterized by dramatic, emotional or erratic behaviors. They include antisocial personality disorder, borderline personality disorder, histrionic personality disorder and narcissistic personality disorder. Biological factors like genetics and hormones play a role in etiology. Psychological factors during development like attachment issues and maladaptive defenses also contribute to Cluster B personalities. Antisocial personality disorder specifically involves a persistent disregard for social norms with impulsive and aggressive tendencies, affecting mostly males.
This presentation is about geriatric Psychiatry awareness. it contains basic information about what is geriatric psychiatry, which are the main psychiatry disorder found in elderly and how to manage them?. it contains some detailed information about late life depression, delirium and dementia in geriatric population.
Conduct disorder is a disorder of
childhood and adolescence that involves long-term (chronic) behavior problems,
such as:
Defiant or impulsive behavior
Drug use
Criminal activity
Children with conduct disorder may go on to
develop personality disorders as adults, particularly antisocial personality disorder. As their behaviors worsen, these individuals may
also develop drug and legal problems.
Depression and bipolar disorder may develop
in adolescence and early adulthood. Suicide and violence toward others are also
possible complications of this disorder.
Conduct disorder is a childhood disorder characterized by aggressive, destructive, deceitful, and rule-violating behaviors. It typically appears between the ages of 10-16 and is more common in boys than girls. Symptoms fall into four categories and include fighting, bullying, cruelty, fire-setting, vandalism, lying, and rule-breaking. The causes are believed to involve biological, genetic, environmental, psychological, and social factors. Treatment typically includes psychotherapy, family therapy, parent management training, and sometimes medication. Without treatment, children with conduct disorder are at risk for problems like academic failure, substance abuse, legal issues, injuries, and mental health disorders as adults.
The document discusses dissociative disorders, which involve disruptions in consciousness, memory, identity or perception, and describes several major types including dissociative amnesia, fugue, identity disorder and depersonalization disorder. It outlines the diagnostic criteria for these disorders according to the DSM and notes that dissociative disorders are often caused by trauma, especially childhood abuse or an unpredictable home environment, and can be treated with therapies like art or cognitive therapy as well as medication.
Cluster B Personality Disorders for NCMHCE StudyJohn R. Williams
Quick review of the essential points— DSM5 diagnosis criteria, assessments, treatments—of these disorders to better prepare for the National Clinical Mental Health Counseling Exam. This was informed by several exam prep programs, and can be used like flashcards or as a presentation.
The document defines and classifies mental retardation according to definitions from the AAMD and DSM-IV. It notes that mental retardation involves subaverage intellectual functioning and concurrent impairments in adaptive behavior that manifest before age 18. Mental retardation is classified as mild, moderate, severe or profound based on IQ levels. The effects on families include distress, depression, rejection of the child, and dissatisfaction with medical services. Clinical features and important causes of mental retardation are also listed. The diagnosis and management of mental retardation are discussed.
Suicide:Risk Assessment & InterventionsKevin J. Drab
Suicide: Risk and Interventions - a review of recent advances in suicidology and the use of Jobes' CAMS approach to suicide intervention and prevention.
Anxiety: mood state characterized by strong, negative emotion and bodily symptoms in which an individual apprehensively anticipates future danger or misfortune
This document provides information on sexual dysfunctions and disorders according to the DSM-IV and ICD-10 diagnostic systems. It discusses various sexual disorders including those involving sexual desire, arousal, orgasm and pain. It also covers paraphilias, gender identity disorders, homosexuality and sexual deviations. The document provides details on evaluation and treatment of these conditions.
Obsessive Compulsive Disorder (OCD) is an anxiety disorder characterized by recurrent, unwanted thoughts (obsessions) and repetitive behaviors or mental acts (compulsions) performed in response to these thoughts. The obsessions or compulsions significantly interfere with daily life. OCD has been linked to imbalances in neurotransmitters like serotonin and dopamine in the brain, as well as genetic and environmental factors. Treatment involves psychotherapy like cognitive behavioral therapy and medication like selective serotonin reuptake inhibitors. Other potential treatments under research include repetitive transcranial magnetic stimulation and electroconvulsive therapy, but more studies are still needed to establish their efficacy for OCD.
Somatization disorders involve physical symptoms that cannot be explained medically, and are thought to be related to psychological factors. They include somatization disorder, conversion disorder, pain disorder, hypochondriasis, and body dysmorphic disorder. The symptoms are real but are caused or exacerbated by stress and psychological issues rather than physical pathology. Treatment involves psychotherapy and helping the patient manage stress and recognize psychological contributors to their symptoms.
Psychological Factors Affecting Medical ConditionAdil Mehmood
This document discusses psychological factors that can affect various medical conditions. It begins with an introduction on mind-body interactions and how psychological and social factors can influence medical illnesses. It then provides several examples of how psychological factors like depression, anxiety, stress, and maladaptive behaviors can negatively impact conditions like cardiovascular disease, diabetes, pulmonary disease, and end-stage renal disease. The document emphasizes that considering psychological influences is important for understanding disease mechanisms, improving health outcomes, and the physician-patient relationship. It also notes the complexity of differentiating psychological versus medical causes.
special thanks and acknowledgement goes out to the contributors of the slide:
meroshana, haziman fauzi, griselda pearl, widad ulya, atiqah shakira, halim latiffi, farith che man and marwan omar.
Hopefully this is able to help medical students to understand about the psychiatry topic, suicide.
This is made by students so if there are any mistakes, please do correct us. We are open to constructive criticism. thank you :)
1) Psychodynamic therapies focus on accessing the unconscious mind through techniques like free association, word association, and dream interpretation.
2) The psychodynamic approach believes that psychological disorders stem from unconscious conflicts, often related to unresolved issues from childhood. Treatments therefore aim to reveal the unconscious and lift defense mechanisms.
3) Key psychodynamic treatments include psychoanalysis, which uses free association, word association, and dream analysis to gain insight into unconscious material from childhood. Psychoanalysis can be an effective long-term therapy but also carries risks of planting false memories.
Special Kinds of Hallucinations from Fish’s Clinical Psychopathology including functional, reflex extracampine and autoscopic hallucination, and patient’s attitude towards hallucination.
This document discusses case formulation, which involves developing a hypothesis about the factors that cause and maintain a client's problems. It outlines the key components of case formulation using the DSM-5, including the presenting problem, predisposing factors, precipitating factors, perpetuating factors, and protective factors. The document provides an example case formulation for a client named Nasira who is experiencing depression. It analyzes the precipitant, predisposing factors, and perpetuating factors for Nasira based on her history and symptoms. The case formulation would then inform the treatment plan.
Suicidal tendencies in late life depressionRavi Soni
This document discusses suicidal tendencies and prevention in the elderly. It provides statistics on elderly suicide rates globally and in India. Key points include that nearly 10% of Indian suicides are among those aged 65+, though the rate is lower than other countries due to family support of elders. Common risk factors for elderly suicide are depression, physical illness, social isolation and loss of spouse. Treatment of depression and pain are important for prevention, though SSRIs may increase short-term risk which decreases after the initial period. Goals for prevention include raising awareness of suicide and depression.
The document discusses suicide from sociological, psychological, and biological perspectives. It provides definitions for key suicide-related terms like suicide attempt, aborted attempt, ideation, and intent. It examines theories on the causes and risk factors of suicide, including sociological theories on social integration and disorganization, psychological theories on mourning/melanchia and accumulated trauma, and biological theories on neurotransmission and genetics. Interpersonal-psychological theory and the diathesis-stress model are described. Methods of assessing suicide risk through clinical evaluation and estimating risk levels are outlined.
CBT is an effective treatment for OCD due to its ability to trigger lasting neural changes through learning. It involves psychoeducation, challenging irrational assumptions, exposure to feared situations without compulsions, and response prevention. Studies show large effect sizes for CBT compared to medications alone. CBT aims to reduce anxiety and distress from obsessions by stopping thoughts and using distractions, while exposure therapy targets compulsions. Success requires understanding all symptoms, motivated patients, and therapists able to systematically implement the CBT techniques.
Cluster B personality disorders are characterized by dramatic, emotional or erratic behaviors. They include antisocial personality disorder, borderline personality disorder, histrionic personality disorder and narcissistic personality disorder. Biological factors like genetics and hormones play a role in etiology. Psychological factors during development like attachment issues and maladaptive defenses also contribute to Cluster B personalities. Antisocial personality disorder specifically involves a persistent disregard for social norms with impulsive and aggressive tendencies, affecting mostly males.
This presentation is about geriatric Psychiatry awareness. it contains basic information about what is geriatric psychiatry, which are the main psychiatry disorder found in elderly and how to manage them?. it contains some detailed information about late life depression, delirium and dementia in geriatric population.
Conduct disorder is a disorder of
childhood and adolescence that involves long-term (chronic) behavior problems,
such as:
Defiant or impulsive behavior
Drug use
Criminal activity
Children with conduct disorder may go on to
develop personality disorders as adults, particularly antisocial personality disorder. As their behaviors worsen, these individuals may
also develop drug and legal problems.
Depression and bipolar disorder may develop
in adolescence and early adulthood. Suicide and violence toward others are also
possible complications of this disorder.
Conduct disorder is a childhood disorder characterized by aggressive, destructive, deceitful, and rule-violating behaviors. It typically appears between the ages of 10-16 and is more common in boys than girls. Symptoms fall into four categories and include fighting, bullying, cruelty, fire-setting, vandalism, lying, and rule-breaking. The causes are believed to involve biological, genetic, environmental, psychological, and social factors. Treatment typically includes psychotherapy, family therapy, parent management training, and sometimes medication. Without treatment, children with conduct disorder are at risk for problems like academic failure, substance abuse, legal issues, injuries, and mental health disorders as adults.
Conduct disorder is a psychiatric condition characterized by persistent patterns of violating rules and social norms. It typically emerges in childhood or adolescence and is more common in boys. To be diagnosed, the behaviors must negatively impact the child's life and occur repeatedly. Common behaviors include aggression, destruction of property, deceit, and theft. Risk factors include genetic vulnerability, abuse, neglect, and brain damage. Treatment involves behavior therapy, cognitive behavioral therapy, anger management, and parental training programs.
Conduct Disorder and Oppositional Defiant Disorder are disruptive behavioral disorders characterized by antisocial or hostile behavior. Conduct Disorder involves violating the rights of others through aggression, destruction of property, deceitfulness or theft. Oppositional Defiant Disorder involves a recurrent pattern of negativistic, defiant, disobedient and hostile behavior. The disorders are prevalent in 3-16% of children and adolescents. Risk factors include genetics, early life experiences such as abuse or neglect, environmental stressors like poverty, and influences like peer relationships. Treatment involves parental training, family therapy, and in some cases medication, with the goal of improving behavior and relationships. Untreated, the disorders often persist and in severe early-onset cases may lead
Conduct disorder is characterized by repetitive behaviors that violate the rights of others or social norms. Children with conduct disorder often have difficulty following rules and are viewed as "bad" rather than mentally ill. It involves behaviors such as aggression, destruction of property, deceit, or theft that cause impairment. Treatment typically combines family therapy, child therapy, and multi-systemic therapy, with modest success rates compared to institutional programs. Understanding conduct disorder can help parents and those working with children.
The document provides information about conduct disorder for students, parents, and teachers. It defines conduct disorder as a repetitive pattern of violating the rights of others that impairs social and academic functioning. Signs include bullying, fighting, rule-breaking and cruelty. Early intervention is important, and treatment may involve therapy, medication, and special education. Left untreated, it can worsen and potentially lead to antisocial personality disorder. Resources for more information are provided.
This document provides an overview of conduct disorder in children and strategies for meeting the needs of a child with conduct disorder in a child care center. It begins with an introduction to Billy, a school-aged child living with his fathers who has been diagnosed with conduct disorder. The document then defines conduct disorder, discusses signs and symptoms, potential causes, and prevention strategies. Finally, it proposes ways to create an appropriate environment and implement teaching strategies in a child care center to meet the needs of a child with conduct disorder.
This document discusses learning disabilities and difficulties, including definitions, prevalence, causes, and strategies for teaching children with these challenges. Some key points:
- Learning difficulties refer to general challenges in areas like reading and writing that can have external or internal causes, while learning disabilities are intrinsic difficulties that significantly impact learning.
- Around 10-16% of Australian students have learning difficulties, and 4% have disabilities. Rates vary globally.
- Learning challenges can impact taking in, remembering, understanding, or expressing information. They do not reflect intelligence.
- Causes may be internal medical/neurological factors or external like opportunities/experiences. Difficulties often persist into adulthood.
- Effective teaching strategies include
Conduct disorder is characterized by aggressive and violent behavior towards others. Children with conduct disorder often have poor relationships with peers and adults, violate rules and the rights of others. Left untreated, conduct disorder can lead to antisocial personality disorder in adulthood. It is caused by both biological and psychosocial factors such as early rejection, separation from parents, abuse, and poverty. Treatment involves behavioral therapy, parental training, medication if needed, and involvement of the juvenile justice system for monitoring and control.
This document discusses several learning disorders: Auditory Processing Disorder (APD), also known as Central Auditory Processing Disorder, which affects how the brain processes and understands auditory information; Dyscalculia, which involves difficulties with mathematical concepts and operations; Dysgraphia, which impacts written expression; Dyslexia, characterized by problems with reading; and Dyspraxia, a disorder involving motor control and coordination. For each, it outlines common signs and symptoms and provides strategies to help students who have these disorders.
detailed presentation on learning disabilitiesDivya Murthy
This document discusses learning disabilities, including definitions, types, suspected causes, assessment practices, and legal considerations. It notes that learning disabilities affect a broad range of academic and functional skills, such as reading, writing, and reasoning. Common types include dyslexia, dyscalculia, and dysgraphia. Assessment involves informal methods like observations as well as formal testing of cognitive abilities, information processing, and educational achievement. Technology can help individuals with learning disabilities, and laws like IDEA, Section 504, and ADA provide legal protections for students.
Children and adolescents with conduct disorder are budding psychopaths.
They repeatedly and deliberately - and often with great joy -violate the rights of others and breach
age-appropriate social norms and rules. Some of them gleefully hurt and torture people or, more
frequently, animals. Others damage property.
Diagnosis and Treatment of Psychosomatic Disorder (Educational Slides)Andri Andri
This is a standard presentation for teaching medical students and colleagues about psychosomatic disorder, its diagnosis and therapy. We hope by reading this slides, you will understand the nature of psychosomatic disorder and its current approach in therapy
This document presents a case study of Derek Pratt, a 15-year-old boy exhibiting symptoms of conduct disorder including stealing, destruction of property, truancy, and breaking and entering. Derek meets the criteria for moderate conduct disorder, displaying 6 of the 13 behaviors listed in the DSM-IV-TR in the past year. The document discusses features and influencing factors of conduct disorder like biological and parental influences. It also outlines implications for teachers, including establishing clear rules, rewarding proper behavior, and promoting peer interaction to manage students with conduct disorder.
Learning Disabilities Class Presentation2clark0978
The document provides information about various learning disabilities including dyslexia, dyscalculia, and dysgraphia. It defines each disability and describes common signs and symptoms. For dyslexia, it notes difficulties with reading, writing, and spelling. For dyscalculia, it discusses challenges with math skills. For dysgraphia, it mentions problems with handwriting and writing mechanics. It also provides assessment strategies and accommodations teachers can use to support students with each disability.
D, a 10-year-old boy, presented with deteriorating vision but no medical cause was found. During the consultation, it was revealed he lived with a stepfather he did not like and had family relationship issues. After discussing his difficult family situation, D reported that his vision had returned to normal. This suggests he may have been experiencing a somatoform disorder where psychological or emotional factors were affecting his physical symptoms.
This document discusses conduct disorder, which is a repetitive pattern of behavior in which a child or adolescent violates the rights of others or social norms. There are two subtypes based on age of onset - childhood onset before age 10 which is more common in boys and associated with aggression, and adolescent onset after age 10 which is less aggressive. Risk factors include genetic, biological, psychosocial, and environmental factors. Symptoms involve aggression, defiance, lying, cruelty, theft, and truancy. Treatment involves pharmacotherapy, psychotherapy, parental guidance, behavior modification, and potentially juvenile justice involvement. Nursing diagnoses related to conduct disorder include risk for violence, impaired social interactions, defensive coping, and low self-esteem.
The document discusses learning disorders including dyslexia, dyscalculia, dysgraphia, and auditory processing disorder. It covers signs and symptoms, causes, mechanisms, diagnosis, prevention, management, and prognosis for each disorder. Recent research highlighted includes studies finding less gray matter in brain areas involved in phonological processing for dyslexia and abnormal brain activation patterns when reading for those with reading disorders.
This document discusses learning disabilities, their types, characteristics, causes, and approaches to diagnosis and instruction. It defines learning disabilities as difficulties processing, organizing, or applying information. Common types include dyslexia, dyscalculia, dysgraphia, and ADHD. Learning disabilities affect an estimated 15% of the US population and manifest as uneven abilities, average or above intelligence, and difficulties in specific academic areas like reading. While causes are unknown, learning disabilities may be hereditary, medical, or environmental. Diagnosis involves evaluating a student's behaviors and academic performance. Instructional approaches include visual and auditory supports, assistive technology, and addressing emotional issues related to learning disabilities.
Alcohol is absorbed from the stomach and intestine and metabolized primarily in the liver. The liver enzyme alcohol dehydrogenase oxidizes ethanol to acetaldehyde, which is then further oxidized to acetate. A small amount of alcohol is eliminated through the lungs, urine, and sweat, while the majority is metabolized in the liver. The metabolism of alcohol increases the NADH/NAD+ ratio in the liver, leading to metabolic alterations like lactic acidosis, hypoglycemia, and fatty liver. Chronic alcohol use can also damage the liver and brain, potentially causing cirrhosis and neurological issues.
Bullying Among Youth krh Powerpoint PresentationJohn M. Rinaldi
The document summarizes information about bullying among children and youth. It discusses the nature and prevalence of bullying, health consequences for those bullied, and characteristics of bullies and victims. It also outlines what schools and prevention campaigns are doing to address bullying, including raising awareness, tracking incidents, training for staff and students, and comprehensive, community-wide approaches. The KathyRinaldiHope Foundation workshop and HRSA's national bullying prevention campaign aim to reduce bullying through public service announcements, an interactive website, resource materials, and engaging local communities.
The document summarizes information about bullying among children and youth. It discusses the nature and prevalence of bullying, health consequences for those bullied, characteristics of bullies and bully/victims. It also outlines common approaches to bullying prevention in schools and the goals and components of the HRSA National Bullying Prevention Campaign, including a website, PSAs, and educational resources.
This document discusses issues pertaining to youth in human services. It defines adolescence and emerging adulthood, and examines the emergence of adolescence as a stage of childhood. It then explores a range of issues youth may face, such as high-risk behaviors, mental health problems, LGBTQ issues, and classifications of problems. Finally, it analyzes specific issues in depth, like delinquent behavior, bullying, substance use, depression, suicide and schizophrenia.
Conduct disorder is a psychological disorder diagnosed in childhood or adolescence that involves persistent antisocial behavior violating the rights of others. It affects around 1-10% of children globally. Symptoms are grouped into aggressive conduct, deceitful behavior, violation of rules, and destructive behavior. Risk factors include child abuse, family dysfunction, and peer pressure. Treatment involves family therapy, cognitive behavioral therapy, parenting skills training, and sometimes medication. About 25-40% of those diagnosed may develop antisocial personality disorder as adults if conduct disorder is not effectively treated.
Family dynamics, peer influences, substance abuse, and psychological factors can all contribute to juvenile delinquency. Common crimes committed by juvenile delinquents include violent crimes like assault and property crimes such as theft. Prevention methods aim to promote protective factors for youth like positive family relationships, emotional maturity, and commitment to school or work.
This document discusses Florida child abuse law and how to recognize and respond to physical child abuse. It defines physical child abuse under Florida law and outlines what should be reported and to whom. It also describes physical signs that could indicate abuse and factors that may contribute to parents physically abusing their children, such as experiencing their own abuse, lack of social support, and parenting difficulties. The document discusses approaches for treating abusive parents and abused children and ways for the community to prevent and respond to abuse cases.
The document discusses criminal behavior in youth and its management. It defines youth as ages 15-24 and notes that this phase is characterized by curiosity and risk-taking. Criminal behaviors in youth can include lying, stealing, bullying, and violence. Psychological factors like aggression, impulsivity, low emotional intelligence, and antisocial personality traits may contribute to criminal behaviors. Environmental factors like family structure, parenting styles, peers, school, and neighborhood also influence youth criminal behavior. Intervention strategies aim to prevent, manage, or treat criminal behaviors through approaches like cognitive behavioral therapy, multisystemic therapy, and mindfulness-based therapy.
School violence is a serious problem that can harm students, teachers, and staff. It ranges from bullying and assaults to incidents involving guns. There are many factors that can contribute to why students become violent, such as experiences at home, feelings of isolation, or being a victim of bullying. Parents, teachers, and communities need to work together using strategies like conflict resolution programs, security measures, and open communication to help prevent school violence and protect youth.
Understanding children’s experiences of violence in Andhra Pradesh and Telangana, India: evidence from Young Lives
Virginia Morrow, Young Lives, Oxford,
and Renu Singh, Young Lives, India
Yung Lives international Conference on Adolescence, Youth and Gender 8-9 September 2016
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This research paper examines domestic violence. It defines domestic violence as abuse or bad behavior used to gain power and control, often targeting women, children, and intimate partners. The paper explores the history of domestic violence laws and various forms of abuse - physical, sexual, emotional, and financial. Interviews were conducted and data was collected to analyze statistics on domestic violence. The findings show women ages 18 to 60 are most affected, with 95% of abusers being men. Expectations are that solutions could help build healthier family structures and decrease health issues in society by ensuring physical and psychological well-being.
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- Theories to explain family violence include macro theories looking at broad societal factors and micro theories examining individual factors. Macro theories consider culture, social structures, stressors, and more. Micro theories include learning, differences, systems, and multidimensional approaches.
- Family
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This document discusses bullying, harassment, and creating a positive school climate. It defines bullying and harassment, examines the effects on students who are bullied as well as youth who bully others. Risk factors for bullying are outlined. The document also discusses federal anti-discrimination laws, cyberbullying, adult bullying, common myths about bullying, and ineffective approaches to prevention and intervention. Integrated approaches like Positive Behavior Interventions and Support (PBIS) that teach prosocial skills are recommended for addressing bullying and promoting a respectful school culture.
This document summarizes research on peer socialization and bullying. It defines socialization and peers, explaining that peers become increasingly important agents of socialization as children age. It outlines stages of friendship development and how peer groups form. Peers influence behaviors, teach pretend play, and provide social support. Bullying, including physical, verbal, and cyber forms, negatively impacts victims and is common in middle school. Statistics illustrate the widespread impacts of bullying, and ways to prevent and address it are discussed.
The IDEIA regulations require IEP teams to address behaviors that impede a student's learning or that of others. If a student with an IEP exhibits behaviors that led to disciplinary action like expulsion, the IEP team must conduct a manifestation determination meeting. If the IEP did not include plans to address the concerning behaviors, expulsion may not be allowed. The IEP team would then need to conduct a functional behavioral assessment and develop a behavior plan to provide necessary supports. This means that for any student receiving special education services who exhibits difficult behaviors, the IEP team must address the situation in a behavior plan, whether the behaviors are new or have been escalating. School psychologists are tasked with explaining this logic when consulted
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This document is a workbook for teens dealing with trauma. It contains activities corresponding to the components of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). The workbook introduces concepts like feelings identification, relaxation techniques, cognitive coping skills, creating a trauma narrative, and enhancing future safety. It provides exercises, prompts, and spaces for drawing or writing to help teens process their traumatic experiences and learn skills to feel better.
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This document discusses psychological disorders from multiple perspectives. It describes how abnormal behavior is defined and classified in the DSM. Psychological disorders are highly prevalent and can be understood using biological, psychological, and social models. The document focuses on anxiety disorders like panic disorder, phobias, and PTSD. It examines their symptoms, prevalence, explanatory models, and relationship with suicide risk. Biological factors like genetics and neurotransmitters are also discussed in explaining mood disorders.
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This document discusses training parents in positive parenting skills using direct behavior ratings (DBRs). DBRs involve brief ratings of a child's target behavior following a specified observation period. Parents are trained to use DBRs to monitor and communicate about their teen's behaviors. Individual parent training sessions will teach behavioral management techniques and positive parenting skills using modeling, coaching, and feedback. Parents will rate their teen's behaviors using DBRs between sessions. Changes in the teen's behavior will be analyzed over time using the DBR data.
Cognitive behavioral therapy (CBT) is a psychotherapy that is based on the theory that dysfunctional thoughts cause psychological issues. CBT aims to modify these dysfunctional thoughts through identifying and challenging automatic negative thoughts and core beliefs. Therapists use cognitive conceptualization and strategies to help patients recognize cognitive distortions, generate alternative thoughts, and test new beliefs through homework assignments between sessions. The goals of CBT are to challenge unhelpful thoughts, identify less threatening alternatives, and change underlying assumptions through homework aimed at producing changes outside of sessions.
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1. Child and Family Teams (CFTs) provide direct services and supports through individualized planning and coordination.
2. Community Collaboratives promote teamwork and system changes at the community level to support CFTs.
3. The State Collaborative works at the state level to identify strengths/issues and support local efforts through relationship building and information sharing.
Families are at
This document discusses the causes, symptoms, and types of depression. It states that depression can be caused by a family history of depression, chemical imbalances in the brain, major life changes, certain medications, drug or alcohol use, and sometimes for no apparent reason. The main symptoms are a loss of interest in activities and sadness or irritability. Additional symptoms affect feelings, behavior, physical health, and ability to function. The common types of depression are major depression, dysthymia, bipolar disorder, and seasonal affective disorder. Treatment involves medication, psychotherapy, lifestyle changes, and seeking help from medical professionals and social support.
This document discusses covert conduct disorder, a subtype of conduct disorder characterized by deceitful and manipulative behaviors rather than overt aggression. It defines covert conduct disorder and describes common covert behaviors exhibited by males and females. Risk factors are discussed as well as challenges in assessment given the covert nature of the behaviors. Prevention and intervention strategies aim to develop empathy and address underlying causes through cognitive-behavioral therapy.
3. Conduct Disorder
• Characterized by persistent
antisocial behavior that violates:
– The rights of others
– Age-appropriate social norms
• Includes:
– Aggression to people and animals
– Destruction of property
– Deceitfulness and theft
– Violation of rules
4. Students with
Conduct Disorder
• Differ from peers in
–Rate of noxious behaviors
–Persistence of such conduct
beyond age at which most
children have adopted less
aggressive behaviors
5. How Do These Students Do
in School?
• Teachers see these students as:
– Uninterested
– Unenthusiastic
– Careless
• Students with Conduct Disorder have:
– Poor interpersonal relations
– Rejected by their peers
– Poor social skills
• Students with Conduct Disorder are most likely to
be:
– Left behind in grades
– Show lower achievement levels
– End school sooner than same-age peers
7. Conduct Disorder Case Study
• Tony is 13 and has conduct disorder and depression. He is living
with his Uncle and Aunt who have basically raised him since birth.
Occasionally his mom comes by, but not on a regular basis. The
father is unknown. Tony’s Uncle and Aunt adopted him. They are
the head of a “team” which cares for Tony. This includes respite
foster parent’s two weekends a month, Tony’s other Uncle one
weekend a month, and his grandparents or his adopted parents
the other weekend. At the moment, Tony is doing well. After the
last sentencing, they were able to get better cooperation from their
probation officer and a more workable probation agreement. Tony
is supervised more than his adopted parent’s four year old. Last
year he was hospitalized after he cut his wrist when he was
caught drinking. Tony is now part of a group at school who are
putting together a house. For once he is doing really well, expect
when he tried to steal an electric saw. But Tony’s parents had
warned the school to watch for this, and they did, and they caught
him. The punishment? No electric guitar for four days. Every week
or so while Tony is at school, his parents go through all his stuff.
They have told Tony they will do this. Tony now thinks it is mean
and unfair. On the other hand, their have been no knives in the
house for a month now. His parents call it “room service”.
8. Conduct Disorder
• Is often comorbid with other
disorders
• Is one of the most prevalent
psychopathological disorders
• Affects:
–6 – 16% of males
–2 – 9% of females
–1.3 to 3.8 million children have
conduct disorder
12. Classified As:
• Mild (resulting in only minor harm to
others)
• Moderate
• Severe (causing considerable harm to
others)
• Undersocialized (violent behavior)
• Socialized (more covert antisocial acts)
– Versatile (both overt and covert forms of
antisocial conduct)
14. Causes of Aggression
• Learned through:
–Modeling
–Reinforcement
–Ineffective punishment
• Risk can be increased through these
factors:
– Personal
– Family
– School
– Peer
– Cultural
15. Preventing Aggression
• Consequences that deter
aggression
• Instruction in nonaggressive
responses
• Early intervention
• Restriction of tools of aggression
• Correction of living conditions
• More effective school options
16. Assessing Aggression
• Behavior rating scales, AND
• Direct observation
• Must include:
–Evaluation of a variety of domains
–Prosocial skills
–Social deficits
–Functional assessment of behavior
17. Interventions for
Aggression
• Interventions based on social learning
– Most reliable
– Include strategies such as:
• Rules
• Teacher praise
• Positive reinforcement
• Verbal feedback
• Stimulus change
• Contingency contracts
• Modeling and reinforcement
18. Uses and Misuses of Punishment
• Punishment should:
– Be reserved for serious misbehavior
– Be instituted in ongoing behavioral
management and instructional programs
– Be used only by people who are warm and
loving toward the individual
– Be administered matter-of-factly, without
anger, threats, or moralizing
– Be fair, consistent, and immediate
– Be of reasonable intensity
– Involve response cost
– Be related to the misbehavior
– Be discontinued if it is not quickly apparent
that it is effective
– Have written guidelines for using specific
punishment procedures
19. Behavior Cycle and Precorrection
1) Calm: Behaving in ways that are expected and
appropriate
2) Trigger: First stage in moving towards a major
blowup
3) Agitation: Overall behavior in unfocused and off
task
4) Acceleration: Student engages the teacher in a
coercive struggle
5) Peak: Student’s behavior is out of control
6) De-escalation: Student is beginning to disengage
from the struggle and is in a confused state
7) Recovery: Eager for busy work and a semblance
of ordinary glasswork
21. School-Wide Discipline
• School-wide discipline plans must:
– Focus on earlier phases in the acting out
cycle
– Focus efforts on positive attention to
appropriate behavior
– Provide clear expectations and monitoring of
student behavior
– Provide staff communication and support
– Provide consistent consequences
26. Definitions of Animal
Abuse
• Social Science: Socially unacceptable
behavior intentionally causes
unnecessary pain, suffering, distress,
or death.
Law: Unnecessarily overloads,
overdrives, torments, deprives of
necessary sustenance or shelter, or
unnecessarily mutilates, or kills any
animal (misdemeanor); intentionally
27. Types of Animal Abuse
•Neglect - no satisfaction derived; due to
carelessness, callousness and
ignorance
• Abuse - satisfaction derived from dominance
or from behavioral response
•Sadistic- takes satisfaction from suffering
•Hoarding
•Sexual abuse: crush videos
•Subcultural abuse: socially acceptable
28.
29.
30.
31.
32.
33.
34.
35. Animal Abuse and Adult Criminality
•MSPCA Study: 1975-1996
—80,000 complaints
—268 efforts to prosecute
—119 convictions
—91 fined
—28 served time (average of 4.5 months)
•Compared to “next door neighbors,” men prosecuted
for animal abuse were
• 5 X more likely to commit violent crimes
• 4 X more likely to commit property crime
• 3 X more likely to have record for drug or
disorderly conduct offense
36.
37. Adult Criminality and Childhood
Animal Abuse
•Alan Felthous and Stephen Kellert Studies-
—Compared criminals to non-criminals and psychiatric
to “normal”
—Significant association between acts of cruelty to
animals in childhood and serious, recurrent aggression
against people as an adult; most aggressive criminals
committed more severe acts of animal cruelty
•Frank Ascione
—48% of individuals incarcerated for sexual homicide
abused animals as children
—46% of convicted rapists abused animals as children
38. Child Abuse and Animal
Abuse
•New Jersey Study - 53 families met criteria for
child abuse or neglect. 60% had confirmed
instances of cruelty to animals; in families referred
for physical abuse, 88% had instances of animal
abuse: 2/3 by fathers; 1/3 by children.
•1980 study in England: Of 23 families with
history of animal abuse, 83% had children at risk
for abuse or neglect.
•Pennsylvania study corroborated that behavior
patterns toward children and pets are similar.
39. Abused Children Abuse Animals
• In one study, 4.7% of “normal” children
acknowledged animal abuse, compared to
13% who were sexually abused
24.5% who were physically abused
34% who were both physically and sexually
abused
• Children who witness violence are at greater risk of
becoming abusers or victims
• 26% to 32% of children in abusive families cruel to
animals
40.
41. Responses
• Primary Prevention
– Humane education
• Secondary Prevention
– Programs for at-risk children
• Tertiary Prevention
– The AniCare Model of Treatment for
Animal Abuse
– AniCare Child
42. Programs—Pairing At-Risk Children
and Families with Animals in Need
•“Forget Me Not Farm,” collaboration of Humane
Society of Sonoma County, the San Francisco Child
Abuse Council, and the YWCA of Sonoma County,
which includes the Women’s Emergency Shelter
and a therapeutic child care services program.
Teaching gentleness with gardens and animals
to children from violent homes and communities.
–
43.
44.
45. Safe Haven for Pets Programs
• Various arrangements, depending on local
community
• Local vets provide shelter and medical
care
46. AniCare Child• Practical, concrete tools for assessment,
prevention, and intervention
• Designed for all professionals working with
children--counselors, teachers, social service
workers, probation department officials, clergy
• Focuses on empathy development and self
management skills
• Includes case studies, projective materials, and
individual and group exercises
47. The AniCare Model of
Treatment for Animal Abuse
• Stresses accountability and empathy
development
• Cognitive-behavioral
• Active therapist, directly addresses problem
• Pre- and Post-Treatment Questionnaires
• Ten AniCare Exercises, with homework
– Becoming the Victim
– Fostering Flexibility
– Learning to Nurture
– Establishing Intergenerational Accountability
48. Responding to Stealing
• Define stealing
• Parents decide when theft has occurred
• Parents apply consequences
• Every instance of stealing receives consequences
• Parents “keep eyes open” and ask questions
• Consequences involve specified interval of work or
period of restriction
• No positive reinforcement for periods of non-
stealing
• Program remains in effect for at least 6 months
49. Responding to Lying
• Careful monitoring of verbal and written
products
• Providing reinforcement for honest
behavior
• Punishing occurrences of lying
• Determining if child can differentiate truth
from non-truth
• Avoiding getting caught up in arguments
about the veracity of statements
50. Firesetting
• Children may be more likely to set
fires if:
–They do not understand the danger of fire
–They do not have the necessary social skills
to obtain gratification in other ways
–They engage in other antisocial behaviors
–They are motivated by anger and revenge
51. Vandalism
• Appears to be a reaction to aversive
environments:
– Vague rules
– Punitive discipline
– Rigid punishment
– School curriculum not matched with student
needs
– Little recognition for appropriate behavior or
achievement
52. Responding to Truancy
• Social Learning Principles
–Attendance is praised
–Systems where attendance earns
rewards
–School work that is interesting
–Connecting school and home
–Stopping harassment by peers
–Decreasing fun outside of school during
school hours
55. Types of Delinquents
• Those who commit a few delinquent
acts vs. repeat offenders
• Age at first offense
–Prognosis is worse for juveniles who
offend before the age of 12
56. Causes of
Delinquency
• History of child abuse
• Hyperactivity and impulsivity
• Low intelligence and achievement
• Lax parental supervision
• Family history of criminality
• Poverty and large family size
• Antisocial behavior or conduct disorder
58. Responding to
Delinquency
• Families
– Intervention is extremely difficult
• Juvenile Courts and Correction
– Harsher punishments seem
counterproductive
• Schooling
– Typical punishment is usually ineffective
59. Street Gangs
• The typical gang member has:
–A notable set of personal
deficiencies
–A notable tendency toward defiance
–A greater-than-normal desire for
status, identity, and companionship
–A boring, uninvolved lifestyle
60. Substance Abuse
• Usually episodic for most adolescents
• Alcohol and tobacco are the largest problems
• Important Terms
– Intoxication
• Symptoms of a toxic amount of substance in the blood stream
– Tolerance
• Physiological adoption to a substance so that an increasing amount
is required to produce the same effects
– Addiction
• Compulsive use of a substance and that obtaining and using the
substance has become a central concern and pattern of behavior
– Dependence
• The need to continue using a substance to avoid physical or
emotional discomfort or both
– Withdrawal
• Physical or emotional discomfort associated with a period of
abstinence
61. Preventing
Substance Abuse
• Must be designed for the individual
case
• School based interventions must:
– Require clear school policies
– Require systematic efforts to provide
information
– Provide referral to other agencies
– Involve families and peers
62. Preventing Substance Abuse
– con’t
• Skills for students to learn:
– Resist peer pressure
– Change attitudes, values, and behavioral
norms related to substance use
– Recognize and resist adult influences toward
substance use
– Use problem-solving strategies such as self-
control, stress management, and appropriate
assertiveness
– Set goals and improve self-esteem
– Communicate more effectively
63. Seven Possible Symptoms of
Drug Involvement
1) Change in school or work attendance or
performance
2) Alteration of personal appearance
3) Mood swings or attitude changes
4) Withdrawal from responsibilities / family
contacts
5) Association with drug-using peers
6) Unusual patterns of behavior
7) Defensive attitude concerning drugs
64. Early Sexual Activity
• Increases:
–Risk of pregnancy
–Sexually transmitted diseases
–Psychological and health problems
• Current school based
interventions may be ineffective
Editor's Notes
Gross neglect can be very serious
vulnerability
sadistic
Subcultural – illegal, drugs/gambling. On the rise. Pitbull/rottweiler. Macho emblem
Fbi. Early relation. Male. Very high probability. Crime stats. Add animal abuse