Search results for ‘Subject term:"conduct disorders"’ Sort:
Results 11 - 20 of 1215
Helping parents of children with conduct disorders
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Journal article citation:
- Community Care, 3.4.08, 2008, pp.24-25.
- Publisher:
- Reed Business Information
Conduct disorders are the largest single group of psychiatric disorders in children and adolescents, and they are the main reasons for referral to child and adolescent mental health services. This article looks at the condition and the use of parent-training and education programmes to help parents. It draws on NICE/SCIE guidance on parent training/education programmes for children with conduct disorders.
Free to fly: a story of manic depression
- Author:
- KWOK Caroline Fei-Yeng
- Publisher:
- Inclusion Press
- Publication year:
- 2006
- Pagination:
- 221p.
- Place of publication:
- Toronto
The author has had first hand experience with mental illness and has put that experience into words so that everyone can benefit. She describes her difficult times, her treatments and her mis-treatments. She also describes her recovery. The inner world of someone with bipolar disorder, stigmas associated with mental disorders, strengths and weaknesses of the mental health care system, and importance of cultural factors in mental health are told in a vivid manner.
Conduct disorder programmes
- Author:
- -
- Journal article citation:
- Community Care, 11.05.07, 2007, p.31,33.
- Publisher:
- Reed Business Information
This article looks at the research evidence in the area of conduct disorders in children and young people.
The spectrum of tic disorders (2)
- Authors:
- SESHADRI Madhavan, STEIN Samuel, CHOWDHURY Uttom
- Journal article citation:
- Community Practitioner, 80(4), April 2007, p.40, 42.
- Publisher:
- Community Practitioners' and Health Visitors' Association
Neuropsychiatric disorders associated with tics include autism and Asperger's syndrome, ADHD, OCD schizophrenia and learning disorders. This article outlines various ways of managing tic disorders.
Parent-training/education programmes in the management of children with conduct disorders: developing an integrated evidence-based perspective for health and social care
- Authors:
- GOULD Nick, RICHARDSON Joanna
- Journal article citation:
- Journal of Children's Services, 1(4), December 2006, pp.47-60.
- Publisher:
- Emerald
This article reports on the first health technology appraisal conducted jointly between the National Institute for Health and Clinical Excellence (NICE) and Social Care Institute for Excellence (SCIE). The appraisal systematically reviewed evidence for the clinical effectiveness of parent-training/education programmes in the management of children with conduct disorders. This appraisal is methodologically innovative in its approach to synthesising the meta-analysis of trial evidence on outcomes of programmes with qualitative evidence on process and implementation. The appraisal found parent-training/education programmes to be effective in the management of children with conduct disorders, and it identifies the generic characteristics of effective programmes. It is concluded that this approach offers an exemplar for the development of systematic reviewing of complex psychosocial interventions that are relevant to integrated children's services.
A small scale study on student teachers' perceptions of classroom management and methods for dealing with misbehaviour
- Author:
- ATICI Meral
- Journal article citation:
- Emotional and Behavioural Difficulties, 12(1), March 2007, pp.15-27.
- Publisher:
- Taylor and Francis
The purpose of this study is to identify student teachers' perceptions of classroom management and methods for dealing with misbehaviour. In‐depth interviews with nine student teachers at Çukurova University (ÇÜ) in Turkey have been conducted twice, prior to and at the end of their teaching practice. Instructional management, behaviour management, communication, and physical organization of classrooms are the main components of classroom management for student teachers. Student teachers usually tend to use preventive, positive and less intrusive methods, such as non‐verbal messages, warnings, and positive reinforcement involving students' instructional activities, to manage student behaviour. The results of the study reveal that although student teachers feel confident about starting a teaching career, they need improvement in understanding child psychology, in experiencing different teaching situations, and in becoming competent in contemporary teaching methods. Nonetheless, student teachers reported that their sense of efficacy increased from the beginning to the end of the course.
Re-framing and de-pathologizing behavior in therapy for children diagnosed with psychosocial disorders
- Author:
- PROBST Barbara
- Journal article citation:
- Child and Adolescent Social Work Journal, 23(4), August 2006, pp.487-500.
- Publisher:
- Springer
The increasing number of children diagnosed with psychosocial disorders reflects a trend toward pathologizing behaviour that is unusual, challenging or extreme. Although these behaviours may match items on the symptom lists for various disorders, a therapist must first consider the origin and context of those behaviours for an individual child through a non-pathological lens. This paper proposes a framework for understanding the behaviour of difficult children based on core issues rather than diagnostic symptoms: arousal/excitability, range of focus, perfectionism, intensity, interpersonal sensitivity, sensory sensitivity, cognitive/perceptual style, perception of time, reaction style, and affiliation/integrity. Each trait is examined from two perspectives: how it can lead to or be interpreted as a problem, and how a therapist can re-frame the trait and build on it to identify effective interventions. This approach affirms children’s strengths and upholds social work values.
Constructing an integrated model of the nature of challenging behaviour: a starting point for intervention
- Authors:
- LYONS Claire W., O'CONNOR Fiona
- Journal article citation:
- Emotional and Behavioural Difficulties, 11(3), September 2006, pp.217-232.
- Publisher:
- Taylor and Francis
Although the issue of challenging behaviour receives a great deal of attention in educational literature, the exact nature of this behaviour is open to debate. Challenging behaviour can be defined objectively by listing or describing behaviours that are considered disruptive and undesirable. On the other hand, challenging behaviour can be seen as contextual or relative. Based on data from questionnaires and interviews with children and teachers in an Irish primary school, the authors argue that these approaches to challenging behaviour are not mutually exclusive and find support for an interactive approach. This ‘behaviour-in-context’ approach involves taking a perspective of behaviour as a response to environmental and individual needs while recognising the objective undesirability of some behaviours. In our study, the development of a mutually acceptable construct of behaviour has emerged as a vital first step in intervention.
Cognitive style in bipolar disorder
- Authors:
- JONES Lisa, et al
- Journal article citation:
- British Journal of Psychiatry, 187(5), November 2005, pp.431-437.
- Publisher:
- Cambridge University Press
Abnormalities of cognitive style in bipolar disorder are of both clinical and theoretical importance. The aim was to compare cognitive style in people with affective disorders and in healthy controls. Self-rated questionnaires were administered to 118 individuals with bipolar I disorder, 265 with unipolar major recurrent depression and 268 healthy controls. Those with affective disorder were also interviewed using the Schedules for Clinical Assessment in Neuropsychiatry and case notes were reviewed. Those with bipolar disorder and those with unipolar depression demonstrated different patterns of cognitive style from controls; negative self-esteem best discriminated between those with affective disorders and controls; measures of cognitive style were substantially affected by current levels of depressive symptomatology; patterns of cognitive style were similar in bipolar and unipolar disorder when current mental state was taken into account. Those with affective disorder significantly differed from controls on measures of cognitive style but there were no differences between unipolar and bipolar disorders when current mental state was taken into account.
Touch therapy
- Author:
- WAHAB Annita
- Journal article citation:
- Young Minds Magazine, 76, May 2005, p.23.
- Publisher:
- YoungMinds
Reports how massage can be used in schools to help children with behavioural and emotional problems.