critique
Reflection
Conduct disorder in children
This paper will examine Conduct Disorder in children. A description of the disorder's subtypes and various methods of diagnosis will be discussed. Specific attention will be given to the method of counselling a prepubescent child who is causing serious problems in school for both teachers and classmates. The skills and strategies used to counsel this child's parents and teachers will also be outlined.
Conduct Disorder is defined as classified in a group of Disruptive Behaviour Disorders, which cause impaired academic and social functioning in a child (Sadock). The DSMIV defines Conduct Disorder as "a repetitive and persistent pattern of behaviour, in which the basic rights of others or major age appropriate societal norms or rules are violated". Behaviours typical of Conduct Disorder include: serious violation of rules, destruction of property, aggression to people and animals and deceitfulness and theft. Three or more of these behaviours must be present with the past 12 months and at least one in the past 6 months for a positive diagnosis to be made. In addition to the above criteria the child's behaviour must be severe enough to cause dysfunction in their social, school or work environment. (Sarason & Sarason).
Three subtypes exist based on the age of onset: Childhood-onset, Adolescent-onset and Unspecified type. Severity of the disorder is usually classified as Mild, Moderate or Severe. The childhood-onset type, is defined by one characteristic criteria of conduct disorder before the age of 10. Children with childhood-onset conduct disorder are usually male, and frequently display physical aggression; they usually have disturbed peer relationships, and may have had oppositional defiant disorder during early childhood. These children usually meet the full criteria for conduct disorder before puberty, they are more likely to have persistent conduct disorder, and are more likely to develop adult antisocial personality
Conduct disorder in children
This paper will examine Conduct Disorder in children. A description of the disorder's subtypes and various methods of diagnosis will be discussed. Specific attention will be given to the method of counselling a prepubescent child who is causing serious problems in school for both teachers and classmates. The skills and strategies used to counsel this child's parents and teachers will also be outlined.
Conduct Disorder is defined as classified in a group of Disruptive Behaviour Disorders, which cause impaired academic and social functioning in a child (Sadock). The DSMIV defines Conduct Disorder as "a repetitive and persistent pattern of behaviour, in which the basic rights of others or major age appropriate societal norms or rules are violated". Behaviours typical of Conduct Disorder include: serious violation of rules, destruction of property, aggression to people and animals and deceitfulness and theft. Three or more of these behaviours must be present with the past 12 months and at least one in the past 6 months for a positive diagnosis to be made. In addition to the above criteria the child's behaviour must be severe enough to cause dysfunction in their social, school or work environment. (Sarason & Sarason).
Three subtypes exist based on the age of onset: Childhood-onset, Adolescent-onset and Unspecified type. Severity of the disorder is usually classified as Mild, Moderate or Severe. The childhood-onset type, is defined by one characteristic criteria of conduct disorder before the age of 10. Children with childhood-onset conduct disorder are usually male, and frequently display physical aggression; they usually have disturbed peer relationships, and may have had oppositional defiant disorder during early childhood. These children usually meet the full criteria for conduct disorder before puberty, they are more likely to have persistent conduct disorder, and are more likely to develop adult antisocial personality