Most early years practitioners, child carers and parents report have some behaviour related problems with children at some time or another. However, the "behaviour disorder" label may only be warranted if those behaviours are persistent and impinge on the basic rights of others, if major age-appropriate societal norms are violated, or if there is significant impairment in everyday functioning at home or school. The aim of this essay is to examine in detail the types and criteria of behaviour disorder, the course and causes of the disorder and considers some appropriate management approaches.
[...] Webster-Stratton and Dahl suggested that depressed and irritable mothers indirectly cause behaviour problems in their children through inconsistent limit setting, emotional unavailability, and reinforcement of inappropriate behaviours through negative attention (Webster-Stratton & Dahl, 2001). Divorce, Marital Distress, and Violence play major role in children's development. The inter-parental conflicts surrounding divorce have been associated with the development of behavioural disorder. However, it has been noted that although some single parents and their children become chronically depressed and report increased stress levels after separation, others do relatively well. [...]
[...] The comorbidity of ADHD in a community sample of children aged 6 through 16 years. Journal of Child and Family Studies, 365-378. Forgatch, M. (1989). Patterns and outcome in family problem solving: The disrupting effect of negative emotions. Journal of Marriage and the Family 115-124. Kazdin, A. (1999). Treatment of antisocial behaviour in children: Current status and future directions. Psychological Bulletin 187-203. Kazdin, A. (2000). Prevention of conduct disorder. Birmingham: Open Press Klein, R.G. (2003). Long Term outcome of hyperactive children: A review . [...]
[...] The "severe" classification is justified when many conduct problems exist which are in excess of those required for diagnosis, or the conduct problems cause considerable harm to others or property (e.g., rape, assault, mugging, breaking and entering) Children with behavioural disorder are part of a population within which there are higher incidences of a number of disorders than in a normal population. The literature abounds with studies indicating the co-morbid relationships between Attention Deficit Hyperactivity Disorder, Conduct Disorder, Oppositional Defiant Disorder, Learning Difficulties, Mood Disorders, Depressive symptoms, Anxiety Disorders, Communication Disorders, and Tourette's Disorder. [...]
[...] While there has been interest in the implication of the frontal lobe limbic system partnership in the deficits of aggressive children, these problems may be the consequence of the increased likelihood for children with conduct disorder to experience abuse and subsequent head injuries (Webster-Stratton & Dahl, 2001). While twin studies have found greater concordance of antisocial behaviour among monozygotic rather than dizygotic twins, and adoption studies have shown that criminality in the biological parent increases the likelihood of antisocial behaviour in the child, genetic factors alone do not account for the development of the disorder (Webster-Stratton & Dahl, 2001). [...]
[...] In particular, reading disabilities have been associated with this disorder, with one study finding that children with conduct disorder were at a reading level 28 months behind normal peers (Rutter, Tizard, Yule, Graham, & Whitmore, 1976). In addition, delinquency rates and academic performance have been shown to be related to characteristics of the school setting itself. Such factors as physical attributes of the school, teacher availability, teacher use of praise, the amount of emphasis placed on individual responsibility, emphasis on academic work, and the student teacher ratio have been implicated (Webster- Stratton & Dahl, 2001). The role of parents is paramount when dealing with emotional and behavioural disorders. [...]
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