NAME : MOAZMA IFTIKHAR

ROLL NO # 151544

PROGRAM : BS

SEMESTER: 8TH

SUBJECT: CHILD PSYCHOLOGY

ASSIGNMENT : 1

ASSIGNMENT TOPIC : TREATMENT OF CD AND ODD

SUBMITTED TO : MISS UZMA

DATE OF SUBMISSION : 9th APRIL ,2019

Conduct disorder:
Conduct disorder is a serious behavioral and emotional disorder that can occur in children and teens.
A child with this disorder may display a pattern of disruptive and violent behavior and have problems
following rules
It is not uncommon for children and teens to have behavior-related problems at some time during
their development. However, the behavior is considered to be a conduct disorder when it is long-
lasting and when it violates the rights of others, goes against accepted norms of behavior and
disrupts the child's or family's everyday life.

Symptoms
Aggressive behavior: These are behaviors that threaten or cause physical harm and may include
fighting, bullying, being cruel to others or animals, using weapons, and forcing another into sexual
activity.
Destructive behavior: This involves intentional destruction of property such as arson (deliberate fire-
setting) and vandalism (harming another person's property).
Deceitful behavior: This may include repeated lying, shoplifting, or breaking into homes or cars in
order to steal.
Violation of rules: This involves going against accepted rules of society or engaging in behavior that
is not appropriate for the person's age. These behaviors may include running away, skipping school,
playing pranks, or being sexually active at a very young age.
In addition, many children with conduct disorder are irritable, have low self-esteem, and tend to
throw frequent temper tantrums. Some may abuse drugs and alcohol. Children with conduct disorder
often are unable to appreciate how their behavior can hurt others and generally have little guilt or
remorse about hurting others.

Causes
Biological: Some studies suggest that defects or injuries to certain areas of the brain can lead to
behavior disorders. Conduct disorder has been linked to particular brain regions involved in
regulating behavior, impulse control, and emotion.
Genetics: Many children and teens with conduct disorder have close family members with mental
illnesses, including mood disorders, anxiety disorders, substance use disorders and personality
disorders. This suggests that a vulnerability to conduct disorder may be at least partially inherited.
kEnvironmental: Factors such as a dysfunctional family life, childhood abuse, traumatic experiences,
a family history of substance abuse, and inconsistent discipline by parents may contribute to the
development of conduct disorder.
Psychological: Some experts believe that conduct disorders can reflect problems with moral
awareness (notably, lack of guilt and remorse) and deficits in cognitive processing.
Social: Low socioeconomic status and not being accepted by their peers appear to be risk factors for
the development of conduct disorder.

OPPOSITIONAL DEFIANT DISORDER

ODD is a condition in which a child displays an ongoing pattern of an angry or irritable mood, defiant
or argumentative behavior, and vindictiveness toward people in authority. The child's behavior often
disrupts the child's normal daily activities, including activities within the family and at school.
Symptoms
Throwing repeated temper tantrums
Excessively arguing with adults, especially those with authority
Actively refusing to comply with requests and rules
Deliberately trying to annoy or upset others, or being easily annoyed by others
Blaming others for your mistakes
Having frequent outbursts of anger and resentment
Being spiteful and seeking revenge
Swearing or using obscene language
Saying mean and hateful things when upset
In addition, many children with ODD are moody, easily frustrated, and have a low self-esteem. They
also sometimes may abuse drugs and alcohol.

Causes
Biological: Some studies suggest that defects in or injuries to certain areas of the brain can lead to
serious behavioral problems in children. In addition, ODD has been linked to abnormal functioning of
certain types of brain chemicals, or neurotransmitters. Neurotransmitters help nerve cells in
the brain communicate with each other. If these chemicals are not working properly, messages may
not make it through the brain correctly, leading to symptoms of ODD, and other mental illnesses
Genetics: Many children and teens with ODD have close family members with mental illnesses,
including mood disorders, anxiety disorders, and personality disorders. This suggests that a
vulnerability to develop ODD may be inherited.
Environmental: Factors such as a dysfunctional family life, a family history of mental illnesses
and/or substance abuse, and inconsistent discipline by parents may contribute to the development of
behavior disorders.

Treatment:
Psychotherapy :
Psychotherapy (a type of counseling) is aimed at helping the child develop more effective coping and
problem-solving skills, and ways to express and control anger. A type of therapy called cognitive-
behavioral therapy aims to reshape the child's thinking (cognition) to improve behavior. Cognitive
behavioral therapy is a type of talk therapy that focuses on helping your teen identify and change
negative thought patterns, self-talk, and beliefs by replacing them with healthy, more positive
thoughts, self-talk, and beliefs.A child learns how to better solve problems, communicate, and
handle stress. He or she also learns how to control impulses and anger. It is designed to overcome
the deficits in social cognition and in social problem-solving experienced by many children and
adolescents with CD or ODD. Research on children who are aggressive or who have CD or ODD has
consistently documented deficits in the way they process social information, including the way they
encode social cues, interpret these cues, develop social goals, develop appropriate responses,
decide on appropriate responses, and enact appropriate [Link] example, some severely
aggressive children tend to attribute hostile intent to ambiguous provocation situations with peers,
making them more likely to act aggressively toward peers. Other aggressive children tend to
associate more positive outcomes for their aggressive behaviour, making them more likely to select
aggressive alternatives to solving peer [Link] includes cognitive behaviour skill [Link]
CBST programs include some method of having a child inhibit impulsive or angry responding. This
allows the child to go through a series of problem-solving steps (for example, how to recognize
problems, how to consider alternative responses, and how to select the most adaptive one to deal
more effectively with problems encountered in peer interactions). Despite many commonalities, the
various programs do have somewhat different emphases. For example, the Self-instructional
Training Program focuses more on inhibiting impulsive responding, the Anger Coping Program
focuses more on changing perceptual biases in regard to peer intent by using perspective-taking task
exercises, and the Promoting Alternative Thinking Strategies Curriculum focuses more on helping the
child to develop social skills and gain better emotional [Link] cognitive-behavioural
program described above is an explicitly skills-building approach to intervention. The therapist plays
a very active role in these programs, modelling the skills being taught, role-playing social situations
with the Child, prompting the use of the skills being taught, and delivering feedback and praise for
appropriate skills use. Most of the programs are designed for a group format. Given the potential
dangers in having antisocial individuals interact in groups , however, the groups are kept very small,
the group interactions are very structured in content, and contingency management programs are
typically used to promote the use of the skills and limit inappropriate behaviours. Key limitations to
the effectiveness of most cognitive-behavioural programs are the difficulties encountered in getting
children to use the skills learned in the program outside the therapeutic setting and to maintain the
skills over extended periods of time after the intervention has ended . To enhance generalization,
several programs have been designed for implementation outside the typical mental health delivery
setting (for example in schools , so that the skills are taught in the environment in which they will be
used. Also, to promote generalization, most programs include practising skills in various settings.
Most important, however, all the programs involve people present in the child's natural
environment, such as parents and teachers, to prompt and encourage use of these skills outside the
therapeutic context.
There are two types of strategies:
Environmental strategies and cognitive strategies
Environmental strategies:
1)Behavioural management.
2) modelling
3) Role playing
Environmental strategies:
Our ability to help a child to learn methods for coping with problem is Directly related to our ability
to ensure that her environment is save that basic needs are met,that he is treated with fairness and
that the links between behaviour and consequences are and reasonable most importantly the
environment needs to be such that prosocial coping responses are more likely to work then
antisocial coping responses. One of the ways we help to create such environment is through the use
of behaviour management strategies which can be applied by School personnel in the school
program and by parents in the home.

Behaviour Management:
Behaviour can be better analysed by observing the activating events and the consequences of the
behaviour through this we can get some clues regarding what may motivate or Trigger the behaviour
and why the behaviour is [Link] the example of smoking the immediate antecedent
feelings of [Link] are the feelings which lead to the decision to have a cigarette the
immediate consequence of smoking might be a feeling of calm and [Link] the
immediate consequence was positive the behaviour is repeated we can see from this example that
longer-term negative consequences may not be powerful enough to override more immediate
positive consequences this is important when analysing behaviour since in general immediate
consequences are more influential then delayed consequences. If we aim to change the behaviour
may need to understand his own unique patterns by providing clients with waste to change
activating events or with alternate options when these events occurs they may be able to reduce or
eliminate the behaviour. using our smoking example this put main teaching other ways to manage or
tolerate feelings of restlessness such as relaxation. In addition by altering the consequences of the
behaviour we can help to increase or decrease the frequency of the behaviour with the smoking
example this might mean using cognitive reminders regarding long term negative consequences of
smoking.

MODELLING:
Modelling occurs when we learn by observing others sometimes there is no direct attempt to teach
a concept but we learn about it by watching someone else parents always worried that if their child
are exposed to negative influences they will copy the same negative behaviour but this is also true
that children also so follow positive influences through modelling we can teach children positive
behaviour the positive ways to deal get your problems. An effective approaches for teaching
prosocial behaviour coping responses and problem solving skills is referred to as coping model rather
than demonstrate the perfect way to behave this model to demonstrate center people struggle with
a problem and the process of taking out a solution the process of making the struggle of observable
to the youth makes it easier for him to identify with the model and therefore more likely to make
use of information learned from the model.

Peer modelling
we can highlight the behaviour of a Peer is a way to teach another child or youth this
technique requires some skills and sensitivity so that the modelling Peer does not feel embarrassed
and observing Peer does not feel inadequate compared to his friend.

Adult modelling
we can also make our own internal problem solving visible and observable as a way to teach
methods of reasoning and problem solving when the child observes his adult the ways in which he
solve his problem and deals with his daily life issues the child models them and tries to deal with
them in the same way.

Role playing
Role playing provides a method for structuring modelling opportunities it also provides a safe
way to try on a newly learnt approach there are times when we want you to learn a better way to
handle the situation but chances to demonstrate these methods mail not naturally occurring with
sufficient frequency by setting up a role-play opportunity a child or youth has more chances for
practicing new skills and for observing others using these skills in addition by reversing rules you can
create an opportunity for YouTube better understand the feelings and reactions of others. In this
way the therapist allows the child to take his rule sit on the seat of therapist and behave like a
therapist and therapist himself behaves like the child and talks about the problem that the child
have the therapist and the child and discuss the problem and how to solve the problem and then
work out together over the problem.

References:
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