Persistent Pattern Of Behavior Research Articles

CONDUCT DISORDER IN CROWDSTROIA’S NOVEL ARKAIS

This study aimed to find out and describe the sign of conduct disorder reflected in Crowdstroia’s novel Arkais. Conduct disorder (CD) is a mental disorder diagnosed in childhood or adolescence that presents itself through a repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate norms are violated. A person diagnosed with conduct disorder can be cruel to both people and animals with the use of violence. The data analysis technique used is descriptive qualitative analysis. The descriptive research attempts to describe, explain and interpret conditions of the present or descriptive research seeks to provide an accurate description of observations of a phenomenon. The study is based on Psychological approach generally, and specifically on ‘Conduct Disorder’. The result showed the causes, the signs and and the traumatic of conduct disorder covering physical violence, aphatetic, and insecurity.

Conduct Disorder and Its Clinical Management

Conduct disorder (CD), a psychiatric condition that is prevalent in some child and adolescent populations, is defined by the DSM-5 as a repetitive and persistent pattern of behavior in which the rights of others and age-appropriate cultural norms are violated. DSM-5 subtypes include childhood-onset, adolescent-onset, and callous-unemotional presentations. The development of CD is affected by gender, age at onset, environmental factors, and genetic factors. Overall, it has been difficult to identify causative factors because there is such a diverse variety of factors and comorbidities involved, although studies to define specific genetic, physiologic, and neurologic links to CD are ongoing. Common comorbidities in CD include oppositional defiant disorder, attention-deficit/hyperactivity disorder (ADHD), major depressive disorder, bipolar disorder, dysthymia, and substance abuse. The most successful treatment involves a multisystemic approach involving medication, family therapy, educational therapy, and parenting skills. Overall, early prevention of CD through treatment is key because the prognosis is poor and can be associated with the development of more severe comorbidities. This review contains 3 tables, and 58 references. Key words: antisocial behavior behavioral issues, ADHD comorbidities, child mental disorders, conduct disorder

Measuring Delay Discounting in Humans Using an Adjusting Amount Task.

Delay discounting refers to a decline in the value of a reward when it is delayed relative to when it is immediately available. Delay discounting tasks are used to identify indifference points, which reflect equal preference for two dichotomous reward alternatives differing in both delay and magnitude. Indifference points are key to assessing the shape of a delay-discounting gradient because they allow us to isolate the effect of delay on value. For example, if at a 1 week delay and a maximum of $1,000, the indifference point is at $700 we know that, for that participant, a 1-week delay corresponds to a 30% reduction in value. This video outlines an adjusting amount delay-discounting task that identifies indifference points relatively quickly and is inexpensive and easy to administer. Once data have been collected, non-linear regression techniques are typically used to generate discounting curves. The steepness of the discounting curve reflects the degree of impulsive choice of a group or individual. These techniques have been used with a wide range of commodities and have identified populations that are relatively impulsive. For example, people with substance abuse problems discount delayed rewards more steeply than control participants. Although degree of discounting varies as a function of the commodity examined, discounting of one commodity correlates with discounting of other commodities, which suggests that discounting may be a persistent pattern of behavior(1).

Olfactory functioning in children with attention deficit hyperactivity disorder

Introduction: Attention deficit hyperactivity disorder (ADHD) is characterized by a persistent pattern of behavior, present in two or more settings that can negatively impact on social, academic or occupational functioning. Children with ADHD tend to have one or more sensory processing problems. Very few studies have investigated olfactory impairment in children with ADHD and results are not consistent. Objective: The aim of this study is to examine the olfactory functioning in group of children with ADHD compared with healthy children matched for age, gender and school achievement. Method: We have analyzed a group of 24 children with diagnosis of ADHD according to DSM-V, aged 7-14 years, as well as 26 healthy control subjects with no data of any behavioral or psychological problem. Assessment of the olfactory identification and discrimination was performed using the Sniffin' Stick test of nasal chemosensory performance. Results: There were no significant differences among two groups of participants in terms of age, gender and school achievement. The mean (SD) age of patients and healthy children was 11, 57 (2, 32) and 11, 95 (1, 77) respectively. Significant differences between the two groups were evident in the both domains of olfactory function. According to odor discrimination we found statistically significant difference between the ADHD and control group (p<0.05) and according to odor identification we found high statistical significant difference (p<0.001). Conclusion: Olfactory function in children with ADHD has been a topic of increasing interest. The results of our study suggest olfactory impairment in two different domains of olfactory functioning. We believe that dopaminergic dysregulation is one of underlying mechanism of this phenomenon. Future studies with large sample size could include all three domain of olfactory functions as well as other sensory processing problems in children with ADHD.

Internet-based cognitive-behavior therapy for procrastination: A randomized controlled trial.

Procrastination can be a persistent behavior pattern associated with personal distress. However, research investigating different treatment interventions is scarce, and no randomized controlled trial has examined the efficacy of cognitive-behavior therapy (CBT). Meanwhile, Internet-based CBT has been found promising for several conditions, but has not yet been used for procrastination. Participants (N = 150) were randomized to guided self-help, unguided self-help, and wait-list control. Outcome measures were administered before and after treatment, or weekly throughout the treatment period. They included the Pure Procrastination Scale, the Irrational Procrastination Scale, the Susceptibility to Temptation Scale, the Montgomery Åsberg Depression Rating Scale-Self-report version, the Generalized Anxiety Disorder Assessment, and the Quality of Life Inventory. The intention-to-treat principle was used for all statistical analyses. Mixed-effects models revealed moderate between-groups effect sizes comparing guided and unguided self-help with wait-list control; the Pure Procrastination Scale, Cohen's d = 0.70, 95% confidence interval (CI) [0.29, 1.10], and d = 0.50, 95% CI [0.10, 0.90], and the Irrational Procrastination Scale, d = 0.81 95% CI [0.40, 1.22], and d = 0.69 95% CI [0.29, 1.09]. Clinically significant change was achieved among 31.3-40.0% for guided self-help, compared with 24.0-36.0% for unguided self-help. Neither of the treatment conditions was found to be superior on any of the outcome measures, Fs(98, 65.17-72.55) < 1.70, p > .19. Internet-based CBT could be useful for managing self-reported difficulties due to procrastination, both with and without the guidance of a therapist.

Representation, metaphors, and mutual influences: a reflection on 49 pieces of writing on science and the arts.

This is the 50th article on the links between science and the arts published in the Clinical Chemistry since January 2011. It all started as a series designed to celebrate the International Year of Chemistry, and subsequently evolved into the Science in the Arts series. Here I try to reflect on a pattern that has emerged in the preceding 49 pieces of writing (Fig. 1). Fig. 1. Marek H. Dominiczak. Art and Science note 02. Ink and Aquamarkers on Bristol board, 25 x 18 cm. Let us recall the core definitions first. The Oxford Dictionaries define science as “the intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment” (1). Art, on the other hand, is “the expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture, producing works to be appreciated primarily for their beauty or emotional power” (2). The third definition is that of an institution; Francis Fukuyama, writing about political institutions in his newest book, defined it as a “persistent pattern of behaviour” (3). Science is primarily based on individual endeavor, greatly enhanced by institutions, and physically centered in certain types of space. The nature of links between science and the arts seems to fall into three categories: representation, symbols and metaphors, and mutual influence on practice. Firstly, representation. Historically, the simplest form of artistic representation in relation to science has been portraiture: the recording of personalities of eminent individuals. An interesting aspect here is that many portraits take a “scholar in his study” form, present in painting since the Renaissance (4). In such portraits, looking at the surrounding space is particularly informative. With time, the nature of the …

Group versus Internet-based cognitive-behavioral therapy for procrastination: Study protocol for a randomized controlled trial

Procrastination is defined as a voluntarily delay of an intended course of action despite expecting to be worse-off for the delay, and is considered a persistent behavior pattern that can result in major psychological suffering. About one-fifth of the adult population and half of the student population are presumed having substantial difficulties due to recurrent procrastination in their everyday lives. However, chronic and severe procrastinators seldom receive adequate care due to preconceptions and the lack of understanding regarding procrastination and the treatment interventions that are assumed beneficial. Cognitive-behavioral therapy is often deemed a treatment of choice, although the evidence supporting its use is scarce, and only one randomized controlled trial has been performed. The primary aim of the proposed study is therefore to test the efficacy of cognitive-behavioral therapy delivered as either a group intervention or via the Internet. Participants will consist of students recruited through the Student Health Centre at Karolinska Institutet. A randomized controlled trial with a sample size of 100 participants divided into blocks of thirty will be used, comparing an eight-week Internet-based cognitive-behavioral therapy intervention, and an eight-week group cognitive-behavioral therapy based intervention. It is believed that the proposed study will result in two important findings. First, different treatment interventions in cognitive-behavioral therapy are assumed to be helpful for people suffering from problems caused by procrastination. Second, both an Internet-based cognitive-behavioral therapy intervention and a group intervention are presumed suitable for administering treatment for procrastination, which is considered important as the availability of adequate care is limited, particularly among students. The proposed study will increase the knowledge regarding the efficacy of different treatments of procrastination, as well as enhance the overall comprehension of the difficulties related to dilatory behavior.

Internet-Based Cognitive Behavior Therapy for Procrastination: Study Protocol for a Randomized Controlled Trial

BackgroundProcrastination, to voluntarily delay an intended course of action despite expecting to be worse-off for the delay, is a persistent behavior pattern that can cause major psychological suffering. Approximately half of the student population and 15%-20% of the adult population are presumed having substantial difficulties due to chronic and recurrent procrastination in their everyday life. However, preconceptions and a lack of knowledge restrict the availability of adequate care. Cognitive behavior therapy (CBT) is often considered treatment of choice, although no clinical trials have previously been carried out.ObjectiveThe aim of this study will be to test the effects of CBT for procrastination, and to investigate whether it can be delivered via the Internet.MethodsParticipants will be recruited through advertisements in newspapers, other media, and the Internet. Only people residing in Sweden with access to the Internet and suffering from procrastination will be included in the study. A randomized controlled trial with a sample size of 150 participants divided into three groups will be utilized. The treatment group will consist of 50 participants receiving a 10-week CBT intervention with weekly therapist contact. A second treatment group with 50 participants receiving the same treatment, but without therapist contact, will also be employed. The intervention being used for the current study is derived from a self-help book for procrastination written by one of the authors (AR). It includes several CBT techniques commonly used for the treatment of procrastination (eg, behavioral activation, behavioral experiments, stimulus control, and psychoeducation on motivation and different work methods). A control group consisting of 50 participants on a wait-list control will be used to evaluate the effects of the CBT intervention. For ethical reasons, the participants in the control group will gain access to the same intervention following the 10-week treatment period, albeit without therapist contact.ResultsThe current study is believed to result in three important findings. First, a CBT intervention is assumed to be beneficial for people suffering from problems caused by procrastination. Second, the degree of therapist contact will have a positive effect on treatment outcome as procrastination can be partially explained as a self-regulatory failure. Third, an Internet based CBT intervention is presumed to be an effective way to administer treatment for procrastination, which is considered highly important, as the availability of adequate care is limited. The current study is therefore believed to render significant knowledge on the treatment of procrastination, as well as providing support for the use of Internet based CBT for difficulties due to delayed tasks and commitments.ConclusionsTo our knowledge, the current study is the first clinical trial to examine the effects of CBT for procrastination, and is assumed to render significant knowledge on the treatment of procrastination, as well as investigating whether it can be delivered via the Internet.Trial RegistrationClinicalTrials.gov: NCT01842945; http://clinicaltrials.gov/show/NCT01842945 (Archived by WebCite at http://www.webcitation.org/6KSmaXewC).

Attitude towards Academic Works in Children with Conduct Disorders and Efficacy of Life Skill Training

Psychological disorders found in childhood can be seen shaping up to a more stronger and deeper form in adulthood. Out of various kinds of disorders the present study focuses on 'Conduct Disorder1. Conduct disorder (CD) is a childhood behaviour disorder characterized by aggressive and destructive activities that cause disruptions in the child's natural environment such as house, school, religious places etc. CD as defined in the DSM-TR-IV is a and persistent pattern of behaviour in which the basic rights of others or major age concerning societal norms and rules are violated (American Psychiatric Association, 1994).There are mainly two types of CD's which are Childhood onset and the other is Adulthood onset. The former takes place prior to 10 years of age and the later takes place above 10 years of age.The essential feature of CD is a repetitive and persistent pattern of behaviour in which the basic rights of others or major ageappropriate societal norms or rules are violated (APA, 1994). These behaviours fall into four main groupings: aggressive conduct that causes physical harm to other people or animals; non-aggressive conduct that causes property loss or damage; deceitfiilness or theft; and serious violations of rules. Youth meeting diagnostic criteria for CD may bully, threaten, or intimidate others, initiate frequent physical fights, use a weapon that can cause serious physical harm, be physically cruel to people or animals, steal, force someone into sexual activity, destroy others' property, lie or break promises, break curfew, run away from home overnight, and skip school (Greene, 2010). It is seen more prominent in males than females as males usually get better exposure than females outside their home premises.Some of the causes for the development of Conduct disorder usually seen are children living in conditions where the number of people living around him/her is high in number; housing that is in poor conditions and neighbourhoods with people involved in crime and involved with criminal activities. A common scenario seen nowadays is that aggressive children tend to become close with one another in school settings, but it does not have to mean that all aggressive children will have cooperation from more aggressively dominant children. Children coming from places of riot may have chance to have conduct disorder characteristics. Conduct disorder children may cover their activities in their adolescence unlike childhood phase. Divorced parents, quarrelling parents and situations where there are chances of hostility behaviour to arise conduct disorder behaviour may occur. The investigator from his research on rejection sensitivity in children opine that there are usually chances where children rejected by parents/caretakers who fail to give them consistent discipline and supervision are likely to become truants, lying most of the time and leave their house without the family knowing. From the investigator's experience it is seen that there are chances where conduct disordered children later become adult criminal if the behaviour does not cease in their younger ages.Disorders of conduct and related disruptive or externalizing behaviours are cited as the most common reason for preschoolers to be referred for mental health services (Luby & Morgan, 1997). Although conduct and disruptive behaviours will become problematic for some young children, mental health professionals should note that such behaviours should not be diagnosed clinically when they reflect normative development and when they do not impair the functioning of young children (Campbell, 1995, cited by Renk, 2008). It is only when such behaviours become particularly problematic that a clinical diagnosis should be considered. For example, when noncompliance reflects angry defiance, difficulties in the parentchild relationship, and/or coping difficulties with the developments of young childhood, then these behaviours should be considered out of the ordinary (Campbell, 1990, cited by Renk, 2008). …

ADHD Impulsivity, Discipline Referrals, Sexual Harassment, and Criminal Sexual Deviancy

© 2011 The Guilford Press The ADHD Report • 1 Children and adolescents with impulsive tendencies have a difficult time due to the fact that they usually receive negative attention or consequences for their inability to control their behavior. Behaviors such as grabbing for a toy, not waiting one’s turn, or being unable to follow directions are characteristics of impulsive children. These behaviors usually earn the child a stern look or a negative consequence by the supervising adult. As a child comes of age and moves into middle school years, impulsivity can lead to harsher consequences due to the different interpretations adults attach to impulsive behaviors. For instance, impulsive children’s not keeping their hands to themselves can be interpreted as bullying. A child’s inability to wait for his or her turn can elicit peer rejection. Failure or refusal to follow directions is labeled defiance, and inappropriate touching becomes sexual harassment. When children enter school and begin their formal education, the behavioral issues around impulsivity surface. Barkley (2006) describes impulsivity, or impaired impulse control, as the inability to stop and think before acting. The challenges start when children must interact in a group setting away from their families and must take directions from new adults in charge at each grade level. Each grade level transition presents new behavioral challenges. During the middle school years, peer influences are strongest, sexual identities begin to form, and for most children, puberty starts (Arnett, 2004). Puberty, with its hormonal and biological changes, is challenging for the preadolescent struggling with impulse control. Maughan, Rowe, Messer, Goodman, and Meltzer (2004) documented that behavior disorder risk rates peak around the middle school years, underscoring the importance of this particular transition time. The connection between childhood behavior problems and adult behavior problems has been well documented. For example, the risk of becoming an adult offender has been associated by some researchers with childhood conduct disorders—a persistent behavior pattern of violating basic rights of others and ignoring age-appropriate social standards (Satterfield & Schell, ADHD Impulsivity, Discipline Referrals, Sexual Harassment, and Criminal Sexual Deviancy

551 Familial Factors of Conduct Disorder in Iranian Adolescents: A Pilot Study

Introduction: Conduct disorder is a repetitive and persistent pattern of behavior in which the basic rights of other or major age-appropriate societal norms or rules are violated. Children and adolescents with conduct disorder may be show several different antisocial behaviors. Any single etiological factors could not describe antisocial behavior or conduct disorder in child and adolescent. Family is the most important factor in development and continuance of conduct disorder. Objective: Determination of familial characteristics in 12-18- year-old adolescents with conduct disorder diagnosis who referred to two child and adolescent centers. Method: This is a case - control study. 20 adolescents in ages 12-18-year-old choice from all persons who referent to two child & adolescent centers. They have diagnosis of conduct disorder (according to DSM-IV) by psychiatrist. After description of this study purpose & consent of them and their parents, inventories completed. Control group included of 20 adolescents in ages 12-18-year-old who had not any psychiatric disorder and their parents. Instruments: familial studies inventory for adolescents and for parents (separately) [researcher-induced]- and SADS for parents. Results: In this study, there was meaningful statistical relationship between adolescents conduct disorder and psychiatric disorder (psycho pathology) in their father (p=0.0009), & mother (p= 0.011), family income (p< 0.0001), remarriage of father (p=0.013), educational level of father (p=0.0003), & moter (p=0.004) and history of previous divorce in father (p=0.02) and family size (p=0.04). Conclusion: some of familial characteristics are effective in development of adolescents conduct disorder.

Parent-child interaction therapy: An examination of cost-effectiveness.

In regard to mental health impairment, disruptive behavior has been found to be the most frequent cause of child outpatient or inpatient referral (Wells & Forehand, 1985) and is estimated to affect up to 23% of children (O'Brien, 1996). In addition to an especially poor prognosis, the societal cost of children with disruptive behavior disorders (DBD) is great. Estimates indicate that a child with severe behavioral problems is about ten times more expensive than a child without such problems (Scott, Knapp, Henderson, & Maughan, 2001). Given the potential monetary benefits of early among this population, as well as the intangible gains associated with improved behavior and a safer community, it is advantageous to explore DBD treatments that are efficacious and financially prudent. The current paper sets out to evaluate the cost-effectiveness of Parent-Child Interaction Therapy (PCIT; Eyberg, Boggs, & Algina, 1995; Hembree-Kigin & McNeil, 1995), an empirically supported treatment for child DBD, and in doing so, assess the anticipated financial costs and behavior improvements associated with its implementation and practice. First, we will review the extant literature and examine the implications, financial and otherwise, of untreated DBD. Next, we introduce PCIT and demonstrate the empirical support for the use of PCIT for children with DBD. Following such an introduction, we commence with an analysis of the costs and anticipated behavior changes associated with the use of PCIT on a per-child basis. Additionally, we discuss the startup costs necessary for implementing PCIT. Lastly, we conclude with a discussion of the implications of the results and suggest future directions for research in this area. We hope that this paper will encourage the use of PCIT in new settings, including both community and university clinics. Particularly when considering the exuberant costs of DBD, PCIT may be an attractive option to clinicians and policymakers if it is demonstrated to be a cost-effective treatment. The class of externalizing behaviors referred to as DBD is generally typified by aggressive, defiant, and impulsive behaviors which are commonly diagnosed as either Conduct Disorder (CD) or Oppositional Defiant Disorder (ODD). CD is characterized by aggression, theft, destruction of property, and defiance of societal norms. ODD is defined as a persistent pattern of behavior which includes arguing, disobedience of adult requests, and anger. All, by definition, lead to clinically significant impairment in the academic, interpersonal, and/or occupational domains (American Psychiatric Association, 2000). Additionally, these disorders are typically present early in life and can be recognized in children as as two years of age (Muntz, Hutchings, Edwards, Hounsome, & O'Celleachair, 2004). Among the numerous biological and situational correlates for the development of DBD, some of the strongest data indicate that family factors greatly contribute to child behavior. Indeed, among others, parental depression (Querido, Eyberg, & Boggs, 2001), reports of parental stress (Eyberg, Boggs, & Rodriguez, 1992), and parent-child interactions (Olson, Bates, & Bayles, 1990) have all been demonstrated to be associated with the display of child disruptive behavior. Indeed, research on this population indicates that parent-child interactions are one of the strongest determinants of the development of childhood behavior problems (Campbell, 1997; Patterson, 1982). Given the severity of these behaviors, there is a strong need for effective and early interventions. McNeil, Capage, Bahl, and Blanc (1999) reported that young children with severe behavior problems do not immediately 'outgrow' their disruptive behaviors without intervention (p. 451). Such a statement is not hyperbole as early-onset disruptive behavior is indicative of an especially poor prognosis (McMahon & Wells, 1998). …

Diagnosis and pharmacotherapy of conduct disorder

Lavin Michael R. and Arthur Rifkin: Diagnosis and Pharmacotherapy of Conduct Disorders. Prog. Neuro- Psychopharmacol. & Biol. Psychiat. 1993, 17(6): 875–885. 1. 1. There are few double-blind, placebo-controlled studies of the drug treatment of conduct disorders in children and adolescents. 2. 2. The diagnosis of conduct disorders involves a persistent pattern of behavior in which the basic rights of others and standards of society are violated. 3. 3. There is frequent comorbidity associated with conduct disorders including attention-deficit hyperactivity disorder, oppositional defiant disorder, mood disorders and substance abuse. 4. 4. Childhood Conduct disorder is associated with a significant risk for adult psychopathology. 5. 5. A variety of treatment approaches may be employed to combat conduct disorders. 6. 6. The use of neuroleptics, lithium carbonate, stimulants and other agents is reviewed.