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CHYS 2P35: October 22nd

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Child and Youth Studies
Ayda Tekok- Kilic

CHYS 2P35 October 22, 2012 Chapter 8 & 9 Lecture Outline Conduct Problems 1- Definitions and DSM Criteria Oppositional Defiant Disorder:  Stubborn  Negativistic  Hostile  Defiant  Developmentally extreme  Contains both emotional (e.g angry) and behavioural (e.g argues) indicators Must have at least four of these symptoms for a period of at least 6 months Conduct Disorder: More seriously aggressive and antisocial behaviour  Violence, property destruction  Repetitive and persistent pattern of behaviour that violates both the basic rights of other and major age appropriate norms Requires 3 or more of these behaviours to be present during the last 12 months, with at least one of them present in the last 6 months 2-Age of Onset and Symptom Clusters Childhood Onset (before 10 years):  Family adversity (parental)  Genetic liability  Lower intellectual functioning  Academic problems (cognitive problems)  Multiple comorbity  Lower adult outcomes (family, health, socio-emotional) Adolescent Onset (after 10 years):  Association with delinquent peers, social status  Generally normal cognitive functions  (Relatively) unimpaired adult life 3-Sex Differences and Relational Aggression  1:3 (girls:boys)  Sex specific criteria  Lower the symptom threshold  Modify childhood onset criteria  Most of the time early childhood onset is mostly seen in boys rather than girls  Include relational aggression  More prone to social effects  Not enough research to support these 4-Empirical classification An example –Overtness vs Destructiveness Dimension 5-Comorbidity Patterns ODD and CD CD is most likely to have ODD 25% ODD will not have CD 20-25% ODD will be diagnosed with CD ADHD increases the risk of ODD and CD Depression, anxiety Substance use, rejection 6-Etiological Factors A-Family: Coersion Hypothesis (Patterson) Operant conditioning Negative reinforcement Oppositional, noncompliant, behaviours increase Observational learning Models of hostile and punitive interpersonal styles Parent management, training-oregon model Discipline, monitoring, skill training, positive involvement Parent Management Training-Oregon Model B-Cognitive-Emotional Factors  Cognitive  Perception  Interpretation  Attention  Attribution  Emotion o Anger o Distrust o Rage o Sadness C-Biological Factors Genetic Moderate (childhood-onset) Indirect Neurobiological BAS vs BIS Reactive sympathetic system - fight or flight response Frontal lobe dysfunctions Attention Deficit Hyperactivity Disorder - Chapter 9  Before age 7  Two or more settings (at school/work and at home)  Significant impairment in social, school, or work functioning  Three cardinal features: Inattention, hyperactivity and impulsivity CARDINAL SYMPTOMS: Inattention -
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