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ΓΕΩΡΓΙΟΥ ΣΟΦΙΑ - U244N2427- Aκροατήριο 01

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ΓΕΩΡΓΙΟΥ ΣΟΦΙΑ - U244N2427- Aκροατήριο 01

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4. ΔΙΑΤΑΡΑΧΗ ΑΓΧΟΥΣ

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Επιστημονικό άρθρο για τις Διαταραχές Διαγωγής

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Επιστημονικό άρθρο για τις Διαταραχές Διαγωγής

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Recognition and management of children and adolescents with conduct disorder a real-world data study from four western countrie

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«Η δύσκολη συμπεριφορά δεν είναι μόνο μια ρωγμή στην τάξη της κοινωνίας, αλλά και ένα μήνυμα που ζητά να ακουστεί· γιατί πίσω από κάθε σύγκρουση υπάρχει πάντα μια μορφή ανείπωτης ανάγκης για σύνδεση και κατανόηση.»

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Καραγιώργου Θεανώ- U254N2116(Ακροατήριο 9) 

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Καραγιώργου Θεανώ- U254N2116(Ακροατήριο 9) 

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Το βιβλίο Disruptive Behavior Disorders: Evidence-Based Practice for Assessment and Intervention του Frank M. Gresham παρουσιάζει μια επιστημονική προσέγγιση στις διαταρακτικές συμπεριφορικές διαταραχές σε παιδιά και εφήβους, δίνοντας έμφαση στην αξιολόγηση και την παρέμβαση με βάση τεκμηριωμένες μεθόδους. Αναλύει τις αιτίες των προβλημάτων συμπεριφοράς μέσα από ψυχολογικούς, κοινωνικούς και σχολικούς παράγοντες και προτείνει πρακτικές στρατηγικές για την αποτελεσματική αντιμετώπισή τους, με στόχο τη βελτίωση της προσαρμογής και της λειτουργικότητας των παιδιών στο σχολικό και κοινωνικό περιβάλλον.

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Διαταραχές Διαγωγής

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ΤΣΙΡΑ ΠΟΛΥΞΕΝΗ (U254N0018) Ακροατήριο 4

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ΤΣΙΡΑ ΠΟΛΥΞΕΝΗ (U254N0018) Ακροατήριο 4

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Η μελέτη περίπτωσης που παρουσιάζεται στο άρθρο παρουσιάζει τη καταλληλότητα παρεμβάσεων όπως η Γνωστική-Συμπεριφορική Θεραπεία η οποία χρησιμοποιήθηκε στην Ευρώπη και στις ΗΠΑ σε ένα παιδί από τη Νότια Αφρική το οποίο στερήθηκε και νοσηλεύτηκε σε κλινική για περιθωριοποιημένους. Επίσης, η μελέτη παρέχει στοιχεία για την αποτελεσματικότητα μιας πολυτροπικής-συμπεριφορικής παρέμβασης στην αλλαγή της διαταραγμένης συμπεριφοράς σε μειονεκτούντα παιδιά.

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Σταυρούλα Δούνια u251n0821,         Ακροατήριο 06

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Σταυρούλα Δούνια u251n0821,         Ακροατήριο 06

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ΚΑΡΑΚΩΝΣΤΑΝΤΗ ΕΙΡΗΝΗ - ΚΥΡΙΑΚΗ (U244N1661)

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ΚΑΡΑΚΩΝΣΤΑΝΤΗ ΕΙΡΗΝΗ - ΚΥΡΙΑΚΗ (U244N1661)

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Κωνσταντίνος Αντωνίου U251N0301

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Κωνσταντίνος Αντωνίου U251N0301

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Μαρία Κουτεντάκη, U254N2500, Ακροατήριο 4

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Μαρία Κουτεντάκη, U254N2500, Ακροατήριο 4

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Διαταραχή Διαγωγής και Ψυχοπαθητικότητα

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Λαμπαούνα Γεωργία U244N1712

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Λαμπαούνα Γεωργία U244N1712

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The Good Son is a 1993 American psychological thriller film directed by Joseph Ruben, produced and released by 20th Century Fox. It was written by English novelist Ian McEwan. Its story follows a 10-year-old boy named Mark Evans who, after the death of his mother, is sent to stay with his aunt and uncle while his father is away on a business trip. While there, Mark meets his cousin Henry, who shows signs of violent and evil behavior. The film stars Macaulay Culkin, Elijah Wood, Wendy Crewson, David Morse, Daniel Hugh Kelly, and Jacqueline Brookes.

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ΣΥΜΕΩΝΙΔΗΣ ΕΜΜΑΝΟΥΗΛ ΑΚΡΟΑΤΗΡΙΟ 01  U254N2431

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ΣΥΜΕΩΝΙΔΗΣ ΕΜΜΑΝΟΥΗΛ ΑΚΡΟΑΤΗΡΙΟ 01  U254N2431

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Τι είναι η διαταραχή διαγωγής | 9/10/2024 | ΕΡΤ

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Γεωργούλα Έλλη, U254N0010

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Γεωργούλα Έλλη, U254N0010

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«Πίσω από κάθε δύσκολη συμπεριφορά, υπάρχει ένα παιδί που προσπαθεί να ακουστεί.»

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ΚΟΥΤΣΟΥΒΕΛΗ ΑΙΚΑΤΕΡΙΝΗ, U254N2467, ΑΚΡΟΑΤΗΡΙΟ 4 

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ΚΟΥΤΣΟΥΒΕΛΗ ΑΙΚΑΤΕΡΙΝΗ, U254N2467, ΑΚΡΟΑΤΗΡΙΟ 4 

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Weber's and Rinne's Tests Explained in 3 Minutes | Medic in a Minute

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U254N2621 - ΜΑΡΙΑ ΕΥΘΥΜΙΟΠΟΥΛΟΥ- ΑΚΡΟΑΤΗΡΙΟ 03

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Η Διαταραχή Διαγωγής και η Διαταραχή Εναντιωματικής Προκλητικής Διαταραχής - PsychologyNow.gr

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Γνωρίστε τη Διαταραχή Διαγωγής και την Ενατιωματική Προκλητική Διαταραχή. Η Διαταραχή Διαγωγής εκφράζεται με ποικίλες επιθετικές και αντικοινωνικές συμπεριφορές οι οποίες μπορούν να εκδηλωθούν στην πρώιμη παιδική ηλικία και να επιμείνουν κατά τη διάρκεια της εφηβείας ακόμη και στην ενήλικη ζωή. Η ΔΔ συχνά αναπτύσσεται σε οικογενειακά και κοινωνικά πλαίσια που χαρακτηρίζονται από […]

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ΜΙΧΑΕΛΛΑ ΚΟΝΤΕΛΛΗ-U261N0179-ΑΚΡΟΑΤΗΡΙΟ 07

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ΜΙΧΑΕΛΛΑ ΚΟΝΤΕΛΛΗ-U261N0179-ΑΚΡΟΑΤΗΡΙΟ 07

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ΔΙΑΤΑΡΑΧΕΣ ΔΙΑΓΩΓΗΣ

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Κοντογιάννη Χριστίνα U254N1325 (Ακροατήριο 01) 

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Κοντογιάννη Χριστίνα U254N1325 (Ακροατήριο 01) 

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Γρηγόρης Λυκούργος

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Τα δείγματα διαταραχής της διαγωγής σε ένα παιδί είναι ένας πιθανός οιωνός μίας αντικοινωνικής διαταραχής προσωπικότητας. Δεν πρέπει να αγνοούνται. #ψυχ#ψυχολογοςι#παιδιαι#παιδιι#παιδοψυχολογίαχ#ψυχικηυγειαν#γονειςκαιπαιδιαν#γονεαςy#psychology

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@grigoris_lycourgos
Τα δείγματα διαταραχής της διαγωγής σε ένα παιδί είναι ένας πιθανός οιωνός μίας αντικοινωνικής διαταραχής προσωπικότητας. Δεν πρέπει να αγνοούνται. ψυχψυχολογοςιπαιδιαιπαιδιιπαιδοψυχολογίαχψυχικηυγειανγονειςκαιπαιδιανγονεαςy#psychology
♬ Spooky, quiet, scary atmosphere piano songs - Skittlegirl Sound

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Συμπερίληψη της διαταραχής της διαγωγής.  Rafaela Georgia Daskalaki -u254n2170

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Συμπερίληψη της διαταραχής της διαγωγής.  Rafaela Georgia Daskalaki -u254n2170

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Η παρούσα συστηματική ανασκόπηση εξετάζει παρεμβάσεις σχολικής ένταξης για παιδιά με ψυχικές διαταραχές, συμπεριλαμβανομένων προβλημάτων συμπεριφοράς και διαταραχής διαγωγής. Τα αποτελέσματα δείχνουν ότι τα σχολικά προγράμματα μπορούν να μειώσουν τον στιγματισμό, να ενισχύσουν την κοινωνική συμπερίληψη και να βελτιώσουν τη συναισθηματική και κοινωνική προσαρμογή των μαθητών. Singh, S., Roy, D., Sinha, K., Parveen, S., Sharma, G., & Joshi, G. (2015). Integrating children with psychiatric disorders in the classroom: A systematic review. Journal of Child and Adolescent Mental Health, 27(2), 87–101. https://doi.org/10.2989/17280583.2015.1045488

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Ευαγγελία Καραγεώργου — EDUG-623 (Ακροατήριο 07) — U261N0177

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Ευαγγελία Καραγεώργου — EDUG-623 (Ακροατήριο 07) — U261N0177

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Ο Άρχοντας των Μυγών του William Golding μπορεί να συνδεθεί με τις διαταραχές διαγωγής, καθώς παρουσιάζει παιδιά που, μέσα σε συνθήκες απομόνωσης και απουσίας ενήλικης καθοδήγησης, οδηγούνται σταδιακά σε επιθετικότητα, συγκρούσεις, παραβίαση κανόνων και βίαιες συμπεριφορές. Το έργο αναδεικνύει τη σημασία των ορίων, της κοινωνικής οργάνωσης και της επίδρασης της ομάδας στη συμπεριφορά των παιδιών. Δεν αποτελεί κλινικό παράδειγμα διάγνωσης, αλλά λογοτεχνική προσέγγιση της αντικοινωνικής και παραβατικής συμπεριφοράς.

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Σταυρούλα Χαρτάλου U254N2498

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Σταυρούλα Χαρτάλου U254N2498

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Σταυρουλα Χαρταλου U254N2495

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Σταυρουλα Χαρταλου U254N2495

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Psychological interventions have a small but significant effect in young children with conduct disorder

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In 2017, Mireille Bakker and colleagues performed a systematic review and meta-analysis for the Journal of Child Psychology and Psychiatry, of the currently available psychological treatments for children and adolescents with conduct disorder problems. Here, we summarise the researcher’s key findings and the potential clinical implications for this field.

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Καλλιόπη Αρτεμίου  (U234N2805)

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Καλλιόπη Αρτεμίου  (U234N2805)

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U254N2728 ΣΤΑΜΑΤΗ ΕΛΕΝΗ ακροατηριο 02

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U254N2728 ΣΤΑΜΑΤΗ ΕΛΕΝΗ ακροατηριο 02

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Το άρθρο αυτό εστιάζει στο πώς η κοινωνία συχνά «βαφτίζει» τα παιδιά με ΔΔ απλώς ως «κακά παιδιά», αγνοώντας το νευροβιολογικό και ψυχιατρικό υπόβαθρο της διαταραχής

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More Than Just a “Bad Kid” : The Stigma of Conduct Disorder

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Authored by Lamisa NubayaatArt by Joyce WangWilliam was always considered a problem. As a toddler, he couldn’t sit still. In school, he refused to listen to teachers, bit his classmates, and stole whatever he could. He didn’t have friends, could never control his emotions, and was eventually suspended for being a “danger to his classmates”. In her desperation, his mother turned to the medical system, seeing it as the only hope to improve his condition. However, instead of receiving comfort, she

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Ελένη Μπάμπου U254N2207  ακροατήριο 02

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Ελένη Μπάμπου U254N2207  ακροατήριο 02

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Ελένη Μπάμπου U254N2207 ακροατήριο 02

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Ελένη Μπάμπου U254N2207 ακροατήριο 02

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Τι είναι η διαταραχή διαγωγής | 9/10/2024 | ΕΡΤ

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Ελένη Μπάμπου U254N2207 ακροατήριο 02 

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Ελένη Μπάμπου U254N2207 ακροατήριο 02 

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U254N1475 (02) Σκουλαρίκου Γεωργία

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U254N1475 (02) Σκουλαρίκου Γεωργία

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Πολύ ενδιαφέρον άρθρο το οποίο εξετάζει μια καινοτόμο παρέμβαση μέσω εικονικής πραγματικότητας (VR) για εφήβους με διαταραχή διαγωγής, εστιάζοντας κυρίως σε δεξιότητες όπως η αναγνώριση και ρύθμιση συναισθημάτων και η ανάπτυξη κοινωνικών δεξιοτήτων. Η μελέτη αξιολόγησε την αποδοχή, τη χρηστικότητα και τη σκοπιμότητα της παρέμβασης σε πολλαπλές ομάδες (εφήβους, γονείς, εκπαιδευτικούς και επαγγελματίες ψυχικής υγείας), επιβεβαιώνοντας υψηλά ποσοστά αποδοχής (95–100%).

Παράλληλα, αναδεικνύεται ότι η διαταραχή διαγωγής αποτελεί μία από τις πιο συχνές ψυχιατρικές διαταραχές της παιδικής και εφηβικής ηλικίας, με σημαντικό κοινωνικό και λειτουργικό αντίκτυπο. Το άρθρο υπογραμμίζει την ανάγκη για παρεμβάσεις που δεν περιορίζονται μόνο στη διαχείριση συμπεριφοράς αλλά στοχεύουν στους υποκείμενους μηχανισμούς, όπως η συναισθηματική επεξεργασία και η ενσυναίσθηση. https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2025.1484938/full?utm_source=chatgpt.com

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Nicholas D. Thomson and Salpi S. Kevorkian and Laura Hazlett and Robert Perera and Scott Vrana

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Frontiers | A new treatment approach to conduct disorder and callous-unemotional traits: an assessment of the acceptability, appropriateness, and feasibility of Impact VR

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IntroductionConduct disorder (CD) is highly prevalent among youth, yet existing and conventional treatment approaches are limited and costly. Further, most i…

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Αυτό το βιβλίο παρουσιάζει θεμελιώδεις αλλά και καινοτόμου απόψεις σχετικά με τις διαταραχές διαγωγής, με τη συνεργασία κορυφαίων κλινικών μελετητών αλλά και ερευνητών του χώρου. Αυτοί αναδεικνύουν την πολυπλοκότητα και την πιθανή ανομοιογένεια της κατάστασης σε κεφάλαια του βιβλίου που αναφέρονται στους γενετικούς, βιολογικούς, νευροψυχολογικούς αλλά και γνωστικούς παράγοντες. Αναφέρονται, επίσης, στον ρόλο της προσκόλλησης, της οικογένειας αλλά και των ευρύτερων κοινωνικών επιρροών.
Σε όλη την έκταση του βιβλίου, δίνεται έμφαση τόσο σε αναπτυξιακές όσο και σε βασισμένες στο φύλο εκδοχές του ζητήματος.

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ΛΑΜΠΡΑΚΗ ΦΩΤΕΙΝΗ_U251N0867

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ΛΑΜΠΡΑΚΗ ΦΩΤΕΙΝΗ_U251N0867

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Το παραπάνω βιβλίο αναφέρεται στις διαταραχές διαγωγής, οι οποίες είναι συχνές και αποτελούν αιτία παραπομπών σε ψυχιατρικά ιδρύματα. Εξετάζει τη γενετική, βιολογική και κοινωνική επιρροή, καθώς και τις επιδράσεις στην παιδική και ενήλικη ζωή. Παρουσιάζει προσεγγίσεις πρόληψης και θεραπείας, και κλείνει με την αποτίμηση της προόδου στον τομέα από τον Michael Rutter.

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ΛΑΜΠΡΑΚΗ ΦΩΤΕΙΝΗ_U251N0867

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ΛΑΜΠΡΑΚΗ ΦΩΤΕΙΝΗ_U251N0867

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Το άρθρο αναφέρει ότι η διαταραχή διαγωγής είναι συχνή στην παιδική και εφηβική ηλικία, συχνά συνυπάρχει με ΔΕΠΥ και άλλες δυσκολίες, και ότι απαιτεί έγκαιρη αναγνώριση και τεκμηριωμένη αντιμετώπιση.

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Δεμίρη Παναγιώτα (U244N2456) Ακροατήριο 02

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Δεμίρη Παναγιώτα (U244N2456) Ακροατήριο 02

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INTRODUCTION

Patients with Substance Use Disorders (SUDs) are known to face a number of problems in almost all areas of life, including medical, social, emotional, financial, legal, and so on. These problems warrant simultaneous, comprehensive solutions, in addition to evidence based treatment for substance use problems. As highlighted in the other articles, Psychosocial Interventions (PI) for addiction have, therefore, become crucial for effective management of addiction and related issues, and are successfully used as independent treatment methods as well as adjuncts to pharmacological treatment for substance use.

If introduced at the outset, PI may enable clients to understand drug issues and adhere to treatment goals. For instance, motivational interviewing (MI) may help substance users in recognizing the need for change, by addressing ambivalence toward drug related issues while behavioural interventions may help address problem drug use by providing personalised feedback. The most interesting aspects of using PI is that these can be used flexibly, as individual strategies or in various combinations, to cater to the specific needs of the clients.

However, are PI effective in addiction treatment? In order to be recommended as a treatment guideline, it is important that the effectiveness of a given PI is established through research studies which employ a robust methodology. Thus, it is, very important to not overlook the inherent limitations of available studies. In addition, ongoing research is essential to further strengthen the evidence base regarding effectiveness and applicability of PI in managing addictive disorders.

In this article, we begin by providing a brief overview of available research on effectiveness of PI [ Table 1] followed by presenting a set of brief guidelines on planning research on PI.

While, most of the other articles in this publication have provided a review of existing literature on PI, through the list of studies presented in the table, we seek to highlight the trends of available studies on psychosocial interventions for addictive disorders from 2000-2017. The purpose of this review was not so much to explore the effectiveness of individual PI, but rather to understand the trends in methodological approaches which have been used in this area of research. Some of the evident trends are:

A large proportion of studies carried out in this area from 2000- 2017 include randomised controlled trials (RCT), which is regarded as the 'gold standard' research design for establishing the effectiveness of an intervention. The randomisation strategies, however, differ across studies as do the number of comparison groups studied. Most studies have included adult subjects, with current substance use while some have included those with lifetime substance use and comorbidities as well. Assessment measures used include subjective as well as objective, standardised tools.

Studies are available in all areas of addiction, with an apparent dominance of PI in cannabis use. The specific psychosocial interventions for addiction studied, are: Cognitive Behavioural Therapy (CBT), Motivational interviewing/Motivational Enhancement Therapy (MET), Brief Intervention (BI), enhancing social support (SS) using cognitive and motivational methods, Mindfulness Meditation (MM), Contingency Management (CM), Relapse Prevention (RP), Drug Treatment Counselling (DTC) or drug related education (DC).

The most frequently used primary outcome measures include self reports (number of days of use or abstinence, rate of abstinence, frequency of use) that have been sometimes corroborated using objective methods, (including urine/hair/saliva analysis and other reports). Other outcome measures include (a) severity of addiction (e.g. using Addiction Severity Index, severity of dependence scale (SDS), and/or by counting symptoms indicating dependence); (b) level of related medical/psychiatric problems, legal problems, social and family relations, employment and support; (c) adherence to treatment, including average number of sessions received and/or proportion of participants undergoing all planned sessions; (d) abstinence/actual change (e.g. URICA); and (e) others like, death, or hospitalization.

Among the secondary outcomes, the available studies have looked into (a) motivation to change measured by objective methods (e.g. RCQ), (b) self reported frequency of use of other substances (i.e. number of days, times used/day, amount, etc.), (c) comorbid psychiatric illnesses (e.g. BDI, SANS, BPRS, SCL-90R), (d) overall functioning (using SOFAS, etc), legal issues, attendance at external drug treatment centres/sessions and (e) knowledge, attitudes and practices regarding drug abuse (KAPQ).

Additional variations in the methodology pertain to the lengths of treatment (short terms vs long term treatment i.e. 1- 14 weeks; 12-14 sessions; 90-120 minutes) as well as duration of follow up (1 month-6 years).

In general, the results of these studies (not shown in the table) collectively indicate that even with low-intensity PI, as opposed to controls receiving no PI, treatment recipients show certain positive changes. Such a conclusion, however, is not unexpected and we must be wary of the apparent publication bias. More important conclusion to draw, however, is that robust research designs are essential to establish that a given PI does work. In other words, while theoretically a given PI may appear to be logical and effective, its widespread clinical usage in the real world would only follow after it has been established to be effective through a robustly designed research. To further buttress this point, in the following section, we trace the journey of a well-known PI, 'Motivation enhancement therapy'.

Evolution of Motivation Enhancement Therapy (as a case study)

Motivational Enhancement Therapy (MET) is one of the most utilised client centered PI for alcohol use disorders. It is a time bound (4 session) therapy process that was first tested as one of the treatment methods for problem drinkers in the famous Project MATCH. It uses motivational interviewing (MI) strategies that are merged into an organised therapeutic process that includes a comprehensive assessment of the client's behaviors as well as gathering adequate feedback about client's ambivalence and low motivation for change.

MET originated from Miller's observation that while delivering behavioural intervention to self-referred patients having substance use problems, the therapist's empathy plays a very important role. He conceptualised this intervention where the focus is on responding differentially to client's speech in an empathic, person-centered style, with special attention on evoking and strengthening person's own verbalized motivations for change. Miller later found that his ideas were linked to Festinger's (1957) formulation of cognitive dissonance and Bem's (1967, 1972) reformulation as self-perception theory. Rogers' theory of the "necessary and sufficient" interpersonal conditions for fostering change was also found to be relevant by him. Thus, a sound theoretical basis existed behind the introduction of a novel PI.

An analysis of trials of successful brief interventions in substance use disorder revealed six components, which were often present. These included feedback, emphasis on personal responsibility, advice, a menu of options, an empathic counselling style, and support for self-efficacy (acronym FRAMES). These were used to develop an instrument called "Drinker's check up (DCU)" which was initially thought to increase engagement of clients in treatment for alcohol problems. However, randomised controlled trials (RCTs) did not show any increased treatment seeking behaviour in the DCU group as compared to waiting list control. Interestingly, the DCU group showed reduction of drinking; it became apparent later that the DCU alone was responsible significant reduction of problem drinking behaviour.

Miller later combined motivational interviewing (MI) and assessment feedback and termed it "Motivational Enhancement Therapy". Subsequently RCTs were conducted which showed that clients receiving MI had double the rates of total abstinence at 3-6 months when compared to those without MI.

With time MI was claimed to be useful for multiple other conditions including cardiovascular rehabilitation, diabetes management, dietary change, hypertension, illicit drug use, infection risk reduction, management of chronic mental disorders besides problem drinking, problem gambling, smoking, and concomitant mental and substance use disorders! MI has more useful, synergistic effects when used as adjunct to an already active treatment. Thus, an intervention which was apparently grounded in sound theoretical basis and was found effective in small scale RCTs needed to be tested at a larger scale. The first multisite trial for motivational enhancement therapy was project MATCH conducted at 9 sites, with 1726 patients, where 4 sessions of MET was compared with 2 other therapies which had 12 sessions. Results of this trial showed a cost-effectiveness advantage for MET. Similar results were obtained in another 3 site trial conducted in the UK (United Kingdom Alcohol Treatment Trial) where MET was compared with 8 sessions of family involved behaviour therapy. Later, the Clinical Trials Network of the U.S. National Institute on Drug Abuse undertook six multisite trials of MI and MET and compared these with treatment-as-usual for drug problems and dependence. Through all these trials it was established that MI-based interventions promoted sustained reductions in alcohol use and increased treatment retention.

Such strong evidence base was required for MI/MET to be included as a 'recommended' treatment in the guidelines, such as those by NICE and WHO-mhGAP (World Health Organisation-Mental Health Gap Action Programme).

Hence, this story of MET shows how an intervention was conceived, went through rigorous research trials, and only then was established as an intervention to be recommended by treatment guidelines.

Indian literature on research in psychosocial interventions has witnessed an increase recently. There are a number of review articles that directly address the PI related methodological issues.

How to plan a research evaluation of psycho-social interventions

In the preceding section, we have sought to highlight that a vast amount of research is available on PI and it is only through establishment of strong evidence base that a PI could be recommended as a guideline. In the subsequent section, we present certain 'guidelines' for conducting research in the area of PI. It may be noted that there cannot be a definite blue print for carrying out research on psychosocial interventions in addictive disorders. However, certain issues ought to be kept in mind while planning research in this area.

Research question

Researchers need to begin with asking some question to themselves. Is the area chosen for research a relevant one? Relevance would be understood as the need to address issues, to cover the lacunae in existing research, or to look for answers to yet unanswered questions. For instance, 'Does mindfulness meditation work well in women with pentazocine dependence?' The research question needs to be clear, focused and precise and must be eligible to be answered in a 'yes' or 'no' fashion. 'Is MET useful for those with chronic behavioural addictions, such as internet use?' Questions such as these would be based on researchers' own understanding of the disorder as well as its management and on researcher's knowledge about existing evidence base. Replicating available studies and asking similar research questions about a similar population may also be worthwhile since it may help validate the findings of the earlier research in the new context.

Context of the study

The context of the study, the cultural influences, the client's as well as caregiver's existing knowledge, attitudes and practices may be important factors to consider while planning psychosocial intervention. For example, when planning a study on Children Of Substance Using Parents, it may be useful to look into familial, stressful factors such as parental substance use, interpersonal relationships, physical and mental health of the family members, availability of the parents/guardian, living arrangement, financial and legal issues, physical or sexual abuse. These aspects would need to be labeled as primary or secondary variables depending on the research question put forth.

Study design

It is essential to choose a study design which is most appropriate to answer the research question. Usually, it would be prudent to proceed in a step wise manner with incremental enhancement in intensity, complexity (and resources) of study designs. For instance, it may be appropriate to begin with an open label, single arm, feasibility study, at a smaller scale followed by a large-scale, randomised controlled trial.

Assessment

Next the researcher needs to know if the variables being studied are measurable. If yes, then are there relevant assessment tools available? i.e. are there any reliable, valid tools that capture the essence of the construct under study and can easily be understood by the sample under study and are quick to administer. If not, is there a need for one to develop some relevant tools?

Sample

Further, one would need to know if the research questions pertain to the sample in question. The sample under study must be representative of the population regarding which the questions are being asked. Unbiased, heterogenous samples are preferred for facilitating generalisation to the population at large. Similarly, using multisite data as against single site data would likely take care of the cultural effects on substance abuse. On the other hand, loss of homogeneity of the sample introduces complexity in the analysis and interpretation of the data.

Selection bias

Selection bias is a possibility if inclusion and exclusion criteria are not well defined. Matching of study and control groups, in terms of demographic characteristics and illness related factors is important to study the exclusive effects of the intervention. Random allocation is an effective way to avoid introducing the selection bias. The methods for randomisation could range from simple random number tables to using sealed envelopes to generating complex, computerised randomisation schedules.

Method of allocation

The method of allocation of treatments must be clearly specified. Concealment of treatment arms from participants is important as participants own perception about which treatment they have received may affect the outcomes. However, it may be a challenge to effectively hide the treatment method from the subjects (i.e. to ensure 'blinding), especially in case of PI. Allocation concealment if not properly executed may lead to erroneous conclusions such as under or over estimation of treatment effects in different studies.

Control group

The kind of control group chosen will also impact treatment outcomes. Control group may be chosen with or without active treatments, and the findings must be interpreted in that light. The placebo effect of any PI can be sizable and hence it is important that the control group also receives an intervention similar to the one studied, though minus the active ingredients ('sham treatment').

Assessment tools

Reliable, valid, quick-to-administer tools that adequately tap the construct under study and can also help in assessing change over time may be applied pre, post, and end of treatment junctures. These tools may be subjective, objective or a battery including both types. It is also essential to carefully define the outcome measures of the study. For instance, an intervention aimed at reduction of craving, is best adjudged by a change in craving pre and post intervention (rather than studying some distant parameters like quality of life).

Intervention

Because of the way psychosocial interventions are designed, blinding may be difficult for some such interventions. The interventions may be tailor-made vs manualised/structured, that are delivered over a short term (single session BI to four session MET) to long term CBT sessions delivered over 12-16 weeks. Some interventions may require several booster sessions and follow up over years. If more than a single therapist is involved in delivery of the intervention, a manualised intervention, in which all the therapists have been adequately trained, is highly recommended.

Stand-alone interventions versus adjunct intervention

Research on PI is made more complex by the dilemma regarding whether a particular PI under study, should be offered as a stand-alone intervention or whether it should be used an adjunct intervention to an already existing 'treatment as usual'. In general, this issue is solved by answering the question, 'whether an effective treatment (usually pharmacological) exists, which is affordable and easily available in routine?' If the answer is 'yes', it may be unethical to deprive the patients of an already available effective treatment and hence the PI should be offered as a adjunct treatment.

Treatment fidelity

Treatment fidelity or compliance may be assessed through video recordings or checklists and frequent feedback sessions with the therapists. Not paying attention to this issue, may result in under-estimation of the treatment effect.

RESULTS

Bias in reporting results can be reduced by honestly informing about the results for and against the hypothesis, whatsoever, and the results must be interpreted in the light of the factors affecting the overall outcome, including moderators, mediators, and confounding variables.

Generalisation

Lack of heterogeneous samples in individual studies and homogenous studies in reviews of various studies limits generalisation of results and should be kept in mind at the outset.

Ethical aspects

Issues such as neglecting the informed consent, inability to maintain confidentiality, inadequate efforts towards preventing boundary violations, as well as lack of genuine assessment of risk-benefit issues may be some of potential ethical problems in PI research.

Challenges in the area
Research in the area of PI for addictions may be professionally rewarding though is fraught with a variety of challenges.
Resources: In general, it is difficult to find financial and logistic resources for conducting research on PI. Commercial considerations make it far easier to obtain funding for research on pharmacological treatments which is not the case with psychological ones. In addition, there is a dearth of trained and qualified human resources in the country even for clinical care using PI, which makes it difficult to find human resources for conducting research.

Sample and sample size: Ideally the sample size of any effectiveness study, should be statistically determined to ensure that the study has adequate 'power'. More often than not, in settings like ours, lack of resources makes it difficult to achieve the desired sample size and hence many researchers are forced to rely upon a sample size which is feasible for them to recruit and study. Another challenge pertains to the homogeneity of the sample. More heterogenous sample which mimics the profile of patients routinely seen in the clinical practice adds to generalisability of the results but, on the other hand, adds some potentially confounding variables making analysis and interpretation complex.

Areas in which research is needed:

While the field of PI has made tremendous progress globally, in last few decades, most of the PI in practice are those which are based on western models and the evidence base on their effectiveness is also largely from the western countries. Admittedly, this holds true for almost all kind of treatment interventions (pharmacological and psychological alike), but in case of PI, demonstration of applicability and suitability of the interventions in the Indian cultural context is important. Thus, almost all PI - even those which are widely recommended globally - are worthy candidates for research on their applicability in the Indian clinical context. Additionally, some of the specific areas which have been under-researched in India are, special population groups like women and adolescents with substance use problems; people with comorbid substance use and mental disorders and feasibility of PI in non-specialist settings. For most of the PI it is only the short term impacts which have been studied and their long term outcome remains to be established. Operational research involving studying unique Indian models of treatment delivery and organization of services (considering our resource constraints) is yet another important area of research that may be explored by future studies.

CONCLUSION

Research on PI is a challenging, yet worthwhile area which could be professionally very rewarding, considering the huge gap in the existing knowledge base and the meagre availability of resources. Younger mental health professionals must seriously consider taking up this challenge and seek to fill these knowledge gaps through planning and conducting research in this area. Stalwarts in the field have an obligation to encourage and nurture the younger generation to stimulate research as well as facilitate access to the resources.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

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Planning research in psychosocial interventions : Indian Journal of Psychiatry

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e established. However, research on these interventions are fraught with a number of challenges. It is imperative for researchers to ask appropriate research questions based on sound theoretical understanding of psychiatric disorders, psychosocial interventions and research designs. This would help in choosing the less studied, relevant areas for in depth study as well as in using pragmatic, realistic research designs.

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Κωνσταντίνα Λιάκου U244N1956

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Κωνσταντίνα Λιάκου U244N1956

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This highly respected reference and text on developmental psychopathology brings together leading authorities on the psychological, biological, and social-contextual determinants of child and adolescent problems. The comprehensive introductory chapter provides a state-of-the-art developmental--systems framework for understanding behavioral and emotional disturbances. Subsequent chapters synthesize the developmental bases of specific disorders. The characteristics, epidemiology, developmental course and outcomes, and etiological pathways of each disorder are described, as are risk and protective factors and issues in conceptualization and diagnosis. Important unanswered questions are identified and implications for treatment and prevention considered. New to This Edition *Includes DSM-5 criteria and discussion of changes. *Incorporates over a decade’s worth of research advances in genetics, neurobiology, and other areas. *Chapters on bipolar disorder, suicide/self-injury, obsessive-compulsive spectrum disorders, and personality disorders.

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ΜΑΡΙΝΟΥ ΕΙΡΗΝΗ U251N0402

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ΜΑΡΙΝΟΥ ΕΙΡΗΝΗ U251N0402

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U254N0043 Καλιμαμτζέρου Σταυρούλα

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U254N0043 Καλιμαμτζέρου Σταυρούλα

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Κασσάνδρα Μητκάκη

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Ψυχικές διαταραχές και τρόποι αντιμετώπισης: Ψυχίατρος του Harvard μιλά στην Parallaxi | Parallaxi Magazine

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Η ψυχίατρος κα Μυρτώ Μαρίνου μας αναφέρει τις αιτίες, την πρόληψη αλλά και τους τρόπους αντιμετώπισης των ψυχικών διαταραχών.

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Χριστίνα Μωραϊτη U254N0032 (ΑΚΡΟΑΤΗΡΙΟ 01)

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Χριστίνα Μωραϊτη U254N0032 (ΑΚΡΟΑΤΗΡΙΟ 01)

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Το άρθρο παρουσιάζει τη μελέτη περίπτωσης ενός παιδιού με Διαταραχή Διαγωγής που εμφάνιζε επιθετική και αντικοινωνική συμπεριφορά. Για την αντιμετώπιση των δυσκολιών εφαρμόστηκε Γνωστική Συμπεριφορική θεραπεία και Ψυχοεκπαιδευτικές παρεμβάσεις. Τα αποτελέσματα έδειξαν βελτίωση στη συμπεριφορά και στις σχέσεις με την οικογένεια και το σχολικό περιβάλλον.

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Μυλωνά Παρασκευή Α.Φ.Τ  U254N2263 ακροατήριο 3 Διαταραχή Διαγωγής 

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Μυλωνά Παρασκευή Α.Φ.Τ  U254N2263 ακροατήριο 3 Διαταραχή Διαγωγής 

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Διαταραχή Διαγωγής - Αιτίες, Συμπτώματα, Διάγνωση και Θεραπεία

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Μάθετε για τη Διαταραχή Διαγωγής: αιτίες, συμπτώματα, διάγνωση και επιλογές θεραπείας στα Νοσοκομεία Apollo.

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Παναγιώτα Παναγιώτου-U254N2532, ακροατήριο 03

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Παναγιώτα Παναγιώτου-U254N2532, ακροατήριο 03

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Ένα πολύ ενδιαφέρον εκπαιδευτικό εγχειρίδιο που αναφέρεται στο πως πρέπει να συμπεριφερόμαστε ο ένας στον άλλον και να μπαίνουμε στη θέση κάποιου άλλου παιδιού.

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Διόπτρα | Τρώγεται η ενσυναίσθηση;

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Το βιβλίο της ψυχολόγου Φρόσως Φωτεινάκη «Τρώγεται η ενσυναίσθηση;» είναι ένας τρυφερός οδηγός που βοηθά τα παιδιά να κατανοήσουν τη σημασία του να μπαίνουν στη θέση των άλλων. Μέσα από καθημερινά παραδείγματα, καλλιεργεί τη συναισθηματική νοημοσύνη και προσφέρει πολύτιμα εργαλεία για τη δημιουργία

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Από τη διαταραχή διαγωγής  της παιδικής ηλικίας στην ψυχοπαθητικότητα  στην ενήλικη ζωή

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Από τη διαταραχή διαγωγής  της παιδικής ηλικίας στην ψυχοπαθητικότητα  στην ενήλικη ζωή

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Μαρία-Ελένη Δελήγιαννη U251N0399

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Από τη διαταραχή διαγωγής  
της παιδικής ηλικίας στην ψυχοπαθητικότητα  
στην ενήλικη ζωή

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Από τη διαταραχή διαγωγής  
της παιδικής ηλικίας στην ψυχοπαθητικότητα  
στην ενήλικη ζωή

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Μαρία-Ελένη Δελήγιαννη U251N0399

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Γεωργιάδου Πηνελόπη,  U251N0704, Ακροατήριο 1

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Γεωργιάδου Πηνελόπη,  U251N0704, Ακροατήριο 1

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Η ΔΔ είναι μία διάχυτη και επίμονη μορφή επιθετικής και παραπλανητικής συμπεριφοράς με έναρξη την παιδική και εφηβική ηλικία. Η ψυχοπαθητικότητα είναι χαρακτηριστικό της ΔΔ και της Αντικοινωνικής Διαταραχής Προσωπικότητας (ΑΔΠ).

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Τζούμα Ελένη -Χριστίνα ΑΦΤ U254N1885-03

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Τζούμα Ελένη -Χριστίνα ΑΦΤ U254N1885-03

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ΚΑΤΣΙΑΔΑ ΝΙΚΗ ΑΚΡΟΑΤΗΡΙΟ 02 
U254N1277

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ΚΑΤΣΙΑΔΑ ΝΙΚΗ ΑΚΡΟΑΤΗΡΙΟ 02 
U254N1277

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Οι ψυχοεκπαιδευτικές παρεμβάσεις για τις διαταραχές διαγωγής επικεντρώνονται κυρίως στην εκπαίδευση των γονέων μέσω προγραμμάτων όπως το Parent Management Training. Σύμφωνα με έρευνες, οι γονείς μαθαίνουν στρατηγικές θετικής ενίσχυσης, οριοθέτησης και διαχείρισης δύσκολων συμπεριφορών, γεγονός που οδηγεί σε σημαντική μείωση της επιθετικότητας και βελτίωση της οικογενειακής λειτουργικότητας. Οι παρεμβάσεις αυτές θεωρούνται από τις πιο αποτελεσματικές μη φαρμακευτικές προσεγγίσεις για τις διαταραχές διαγωγής.

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The clinical effectiveness of different parenting programmes for children with conduct problems: a systematic review of randomised controlled trials - Child and Adolescent Psychiatry and Mental Health

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Background Conduct problems are common, disabling and costly. The prognosis for children with conduct problems is poor, with outcomes in adulthood including criminal behaviour, alcoholism, drug abuse, domestic violence, child abuse and a range of psychiatric disorders. There has been a rapid expansion of group based parent-training programmes for the treatment of children with conduct problems in a number of countries over the past 10 years. Existing reviews of parent training have methodological limitations such as inclusion of non-randomised studies, the absence of investigation for heterogeneity prior to meta-analysis or failure to report confidence intervals. The objective of the current study was to systematically review randomised controlled trials of parenting programmes for the treatment of children with conduct problems. Methods Standard systematic review methods were followed including duplicate inclusion decisions, data extraction and quality assessment. Twenty electronic databases from the fields of medicine, psychology, social science and education were comprehensively searched for RCTs and systematic reviews to February 2006. Inclusion criteria were: randomised controlled trial; of structured, repeatable parenting programmes; for parents/carers of children up to the age of 18 with a conduct problem; and at least one measure of child behaviour. Meta-analysis and qualitative synthesis were used to summarise included studies. Results 57 RCTs were included. Studies were small with an average group size of 21. Meta-analyses using both parent (SMD -0.67; 95% CI: -0.91, -0.42) and independent (SMD -0.44; 95% CI: -0.66, -0.23) reports of outcome showed significant differences favouring the intervention group. There was insufficient evidence to determine the relative effectiveness of different approaches to delivering parenting programmes. Conclusion Parenting programmes are an effective treatment for children with conduct problems. The relative effectiveness of different parenting programmes requires further research.

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Χαρίκλεια Ροδοπούλου U244N1721 ακρ. 2

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Χαρίκλεια Ροδοπούλου U244N1721 ακρ. 2

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Ένα πρακτικό βιβλίο-οδηγό για γονείς και εκπαιδευτικούς, που εξηγεί πώς να διαχειρίζονται αποτελεσματικά την αντιδραστική και προκλητική συμπεριφορά των παιδιών, προσφέροντας συγκεκριμένες τεχνικές και στρατηγικές για την αντιμετώπιση της Εναντιωματικής Προκλητικής Διαταραχής και τη βελτίωση της συμπεριφοράς τους σε σπίτι και σχολείο.

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Μπαλάφας Λουκάς ΑΦΤ: U254N1882  Ακροατήριο 03 

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Μπαλάφας Λουκάς ΑΦΤ: U254N1882  Ακροατήριο 03 

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Παρισιάνου Α.Ε.

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ΔΙΑΤΑΡΑΧΕΣ ΔΙΑΓΩΓΗΣ ΣΤΗΝ ΠΑΙΔΙΚΗ ΚΑΙ ΕΦΗΒΙΚΗ ΗΛΙΚΙΑ

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Οι διαταραχές διαγωγής είναι κοινές στον πληθυσμό και αποτελούν την πιο συχνή αιτία κλινικών παραπομπών σε ιδρύματα ψυχικής υγείας για παιδιά και εφήβους. Η επιθετικότητα και η εναντιωματική συμπεριφορά συχνά είναι επίμονα φαινόμενα…

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U251N0016 ΣΟΦΙΑ ΚΙΓΙΝΔΗ ΑΚΡΟΑΤΗΡΙΟ 2 

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U251N0016 ΣΟΦΙΑ ΚΙΓΙΝΔΗ ΑΚΡΟΑΤΗΡΙΟ 2 

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ΚΙΓΙΝΔΗ ΣΟΦΙΑ ΑΚΡΟΑΤΗΡΙΟ 2 U251N0016

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ΚΙΓΙΝΔΗ ΣΟΦΙΑ ΑΚΡΟΑΤΗΡΙΟ 2 U251N0016

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Παρισιάνου Α.Ε.

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ΔΙΑΤΑΡΑΧΕΣ ΔΙΑΓΩΓΗΣ ΣΤΗΝ ΠΑΙΔΙΚΗ ΚΑΙ ΕΦΗΒΙΚΗ ΗΛΙΚΙΑ

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Οι διαταραχές διαγωγής είναι κοινές στον πληθυσμό και αποτελούν την πιο συχνή αιτία κλινικών παραπομπών σε ιδρύματα ψυχικής υγείας για παιδιά και εφήβους. Η επιθετικότητα και η εναντιωματική συμπεριφορά συχνά είναι επίμονα φαινόμενα…

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Αγγελική Κανατσάρη U244N2655 (Ακροατήριο 1)

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Αγγελική Κανατσάρη U244N2655 (Ακροατήριο 1)

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More than just naughty kids: Getting to know Conduct Disorder

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ΛΑΜΠΟΥ ΧΡΥΣΑΝΘΗ U261N0018 ΑΚΡΟΑΤΗΡΙΟ 03

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ΛΑΜΠΟΥ ΧΡΥΣΑΝΘΗ U261N0018 ΑΚΡΟΑΤΗΡΙΟ 03

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Προτείνω το υλικό από την AACAP για τη Διαταραχή Διαγωγής. Μελέτη Περίπτωσης: Ένας μαθητής που παρουσιάζει τα συμπτώματα που περιγράφει το άρθρο, όπως η σωματική επιθετικότητα προς συμμαθητές, η συστηματική καταστροφή σχολικού εξοπλισμού και η πλήρης απουσία μεταμέλειας. Σύμφωνα με την AACAP, αυτή η συμπεριφορά δεν είναι απλή "αταξία" αλλά μια σοβαρή διαταραχή που απαιτεί ψυχιατρική αξιολόγηση και πολυεπίπεδη παρέμβαση.

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“Conduct disorder” refers to a group of behavioral and emotional problems in youngsters.

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Διαταραχές Διαγωγής

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Μυρτώ Λυμπεροπούλου -U254N0657- Ακροατήριο 03

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Μυρτώ Λυμπεροπούλου -U254N0657- Ακροατήριο 03

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Behaviour Problems

Children who meet criteria for a behavioural disorder such as conduct disorder or oppositional defiant disorder have a pattern of behaviours characterised as aggressive or antisocial.

Most children misbehave, or are aggressive, defiant or have tantrums from time to time. That's perfectly normal. To reach a diagnosis of conduct disorder or oppositional defiant disorder, the behaviours have to be more frequent and/or more severe than their same aged peers. But it is important to remember that many children who meet diagnosis of a conduct disorder or oppositional defiant disorder are not necessarily doing different kinds of things compared to their same aged peers, it is just that they stand out for how much or how intensely they do them.

How common are they?

Conduct problems are the most common mental health disorder and found in approximately 5 to 6% of the normal population of children in primary and secondary school. It is about twice as common in boys than girls. Why that might be is not entirely clear. Some people have suggested it is to do with gender socialisation practices; some suggested it is more to do with male biology; others have suggested that perhaps girls have similar rates of antisocial behaviour, but more as relational aggression (e.g., within friendships and harming others' social status) than as overt physical aggression (e.g., fighting and arguing) and so gets noticed less. Probably it is a complicated mix of all those reasons and some others. However, it may be interesting to note that the peak of aggressive behaviour in human development is reliably between 18 and 36 months ("the terrible twos") and that boys and girls reach similar peak levels, although girls' socialisation, away from the aggressive peak, appears to be quicker than boys; perhaps because of their more rapid language development.

Different types - which settings?

It is also important to realise that for some children their conduct disorder is found across settings, for example at home and at school; whereas for other children it can be found only in one place but not the other. Some children only pose significant behavioural challenges at home, others only at school; so it is very important to get the parents' perspective on how the child presents at home and see if some learning and collaboration can be established.

Different types - socialised?

Some children with conduct problems are able to maintain relatively good social relationships with other children, whereas others may get excluded from their peer group, typically because of a history of hurting or harming their peers. These children with less socialised conduct problems are at particular risk of failing to get opportunities to develop more prosocial behaviours, which could address some of their problems, or at least mitigate them.

The course of development

A diagnosis of either oppositional defiant disorder or conduct disorder is not fixed for life - it is certainly not the case that most children with these problems will go on to live seriously antisocial adult lives. The typical course of a child with conduct problems is, over time, to become less antisocial by the time of adulthood. However, research shows that those children who do "recover" from conduct problems by adulthood, remain at risk of living less prosocial and well-functioning adult lives; as if the opportunities they have missed out upon growing up - in education and in the community - have left a legacy on their social development. Therefore, it is extremely important to help these children recover as soon as possible and thereby promote as much opportunity to develop helpful, caring and considerate social relationships with others; as well as to reach their academic potential through education.

While most children do recover over time, there is a small group of children - especially those who started with problems in the early years and whose problems persisted into secondary school - who are more likely to have persistent antisocial behaviour into their adult lives (the so-called "early starter, life course persistent" cohort). These children often have other, frequently neurodevelopmental components to their presentation which seem to make their difficulties more entrenched. However, although intervening with these children may be harder, it is still possible and can be very effective

Co-occurring problems

Children and young people with conduct problems frequently stand out because of aggressive and antisocial behaviours, but a significant number of these children also have other problems that may get "masked" by their overtly negative behaviour.

For example, approximately ¼ of children with conduct disorder will also have ADHD; the two things occur so commonly, that they have their own specific psychiatric disorder called "hyperkinetic conduct disorder". Note that ADHD does not make children naughty, but in some children it can contribute, or at least cooccur, with behaviour problems. Remember that treating ADHD effectively is very important, but it may or may not have an impact on a child's challenging behaviours. They are different things

A further significant proportion of children with conduct problems (probably around 20%) also present with problems to do with anxiety and/or low mood. These are problems that can very easily be masked by challenging behaviours. It may be helpful to remember, as a rule of thumb, that "bad" children can also be "sad" children.

There are also other neurodevelopmental problems that can often cooccur and complicate presentation of conduct problems, including low IQ ("intellectual disability") and autism spectrum disorders.

From an educational viewpoint, conduct problems are also associated with poor academic performance and especially literacy. In the research, again, there has been some debate as to whether conduct problems drive down educational attainment in literacy because children do not engage in school, or whether struggling to read and engage in school triggers increases in behaviour problems, perhaps as a way of avoiding or managing these difficulties in class.

Probably, it is a mixture of both these processes, to a greater or lesser extent and differs for different children. However, there is clear evidence that the co-occurrence of behaviour problems, plus ADHD plus impaired literacy has especially poor outcomes for the life chances of children and these children would benefit from being identified and fast tracked for appropriate interventions across education and CAMHS working together.

What to do - Overview

From the perspective of a teacher, or indeed a parent, whether or not a child quite meets criteria for a diagnosis of a conduct problem may be less important than the experience of persistent antisocial or aggressive behaviour. Luckily, the types of interventions that work for children who present with diagnostic levels of behaviour problems, also work for the children who are just below threshold or at risk of developing them. The same kind of things tend to work.

It is also true that the same kinds of approaches tend to work for older children as for younger children. However, interventions tend to be more effective for younger children because older children have more influences beyond the immediate classroom setting that could be feeding into and maintaining the pattern of behaviours. In general, the earlier in a child's life an intervention is started, the greater the improvement is likely to be.

What to do - Balancing Opportunities & Limits

Intervention will seek to balance a) the opportunity for positive, prosocial behaviours (which are noticed and praised) alongside b) consistent boundaries and limits. Generally, approaches that only prioritise one of these components tend to be much less effective.

What to do - Limits

A challenge for any adult attempting to set effective limits for a child with conduct problems is to make them consistent and relevant to the behaviours being addressed. This is why careful observation is incredibly important. Of course, for a teacher, setting limits for one or two disruptive children in a class, has to be balanced with the behaviour management approaches taken for the whole class.

While some children can have effective limit setting working for them as part of a broader whole class approach, there will be others who need something more specific and tailored to their needs. Often this will require an additional pair of hands to make it effective (perhaps, for example, as identified in an EHCP).

What to do - Maintaining gains

Whatever else, while behaviour management techniques that enable the whole class to continue working and which limit the impact of a child with conduct problems are extremely important, they must always be paired alongside opportunities for positive and prosocial interactions if you want any gains in positive behaviour to be maintained.

But this can be extremely hard for any of us to manage - so do get support from your peers and other professionals (see below).

Getting help - getting the information

Unfortunately, there has been an increasing tendency for children with conduct problems not to be formally diagnosed in CAMHS services, and therefore they have become less likely to receive appropriate and effective treatment. Hence, schools will often be the first time the possibility of conduct problems is raised about the child. If you are concerned that a child in your class may have conduct problems, then it is worth keeping track of the kinds of behaviours that are concerning you, as well as how frequent and/or severe they are, compared to his or her same aged peers, so you can use this information when you seek out help.

Getting help - which services

There are a number of services that can help with children with conduct problems in schools. In some areas CAMHS services may be able to help; as may social care. Educational psychologists may be able to assess and advise individual children and consider their management in a whole classroom context. There are also an increasing number of education mental health practitioners who are trained in a range of evidence-based approaches, including parenting interventions for conduct problems.

It could also be helpful to review the MindEd resources.

Dr Matt Woolgar, Consultant Clinical Psychologist Conduct Problems Clinic and Adoption and Fostering Team South London & Maudsley NHS Foundation Trust

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Conduct Disorder: Tips For Teachers | Nip in the Bud | Free Downloadable Fact Sheet

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Behaviour Problems Children who meet criteria for a behavioural disorder such as conduct disorder or oppositional defiant disorder have a pattern of behaviours characterised as aggressive or antisocial. Most children misbehave, or are aggressive, defiant or have tantrums from time to time. That's perfectly normal.

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Ευαγγελία Καραμούτσιου U261N0132 Ακροατήριο 06 

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Ευαγγελία Καραμούτσιου U261N0132 Ακροατήριο 06 

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Conduct Disorder: Types, Causes, Symptoms, Diagnosis And Treatment

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Σπυριδακη Κυριακή U261N0143 ακροατήριο 06

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Σπυριδακη Κυριακή U261N0143 ακροατήριο 06

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https://www.therapia.gr/diataraxi-diagogis/

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Αριστοτέλης Βάθης | Ψυχίατρος • Ψυχοθεραπευτής MD MSc

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Διαταραχή διαγωγής: τι είναι, πως αντιμετωπίζεται; - Αριστοτέλης Βάθης | Ψυχίατρος • Ψυχοθεραπευτής MD MSc

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Η διαταραχή διαγωγής (Conduct Disorder) είναι μια ψυχιατρική διαταραχή που χαρακτηρίζεται από σοβαρή και διαρκή αντικοινωνική και επιθετική συμπεριφορά. Για

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Παπαστεργίου Χαράλαμπος U244N1042 Ακροατήριο 1

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Παπαστεργίου Χαράλαμπος U244N1042 Ακροατήριο 1

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Παρισιάνου Α.Ε.

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ΔΙΑΤΑΡΑΧΕΣ ΔΙΑΓΩΓΗΣ ΣΤΗΝ ΠΑΙΔΙΚΗ ΚΑΙ ΕΦΗΒΙΚΗ ΗΛΙΚΙΑ

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Οι διαταραχές διαγωγής είναι κοινές στον πληθυσμό και αποτελούν την πιο συχνή αιτία κλινικών παραπομπών σε ιδρύματα ψυχικής υγείας για παιδιά και εφήβους. Η επιθετικότητα και η εναντιωματική συμπεριφορά συχνά είναι επίμονα φαινόμενα…

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Επιστημονική πηγή για παρεμβάσεις στη διαταραχή αγωγής ΑΝΔΡΕΙΩΜΕΝΟΥ ΠΑΝΑΓΙΩΤΑ u254n0525

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Επιστημονική πηγή για παρεμβάσεις στη διαταραχή αγωγής ΑΝΔΡΕΙΩΜΕΝΟΥ ΠΑΝΑΓΙΩΤΑ u254n0525

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Το κεφάλαιο αυτό παρουσιάζει σύγχρονες θεραπευτικές προσεγγίσεις στην παιδική ψυχοπαθολογία, όπως η CBT και η οικογενειακή θεραπεία, που χρησιμοποιούνται και στη διαταραχή αγωγής.

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Eili N. Riise and Bente Storm Mowatt Haugland and Gro Janne H. Wergeland

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Cognitive Behavioral Therapy (CBT) with Children and Adolescents

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CBT is a well-established treatment approach in clinical child and adolescent psychology. The treatment is structured, time-limited, and goal-oriented. Numerous CBT programs have been developed, and a large body of evidence supports the efficacy and effectiveness of…

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ΧΑΤΖΗΚΑΜΑΡΗ ΜΑΡΙΑ ΕΛΕΝΗ U261N0020 ΑΚΡΟΑΤΗΡΙΟ 05

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ΧΑΤΖΗΚΑΜΑΡΗ ΜΑΡΙΑ ΕΛΕΝΗ U261N0020 ΑΚΡΟΑΤΗΡΙΟ 05

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Το βιβλίο παρουσιάζει τις διαταραχές διαγωγής ως ένα σύνθετο, αναπτυξιακό πρόβλημα συμπεριφοράς, που απαιτεί συστηματική αξιολόγηση και πολυεπίπεδη παρέμβαση (οικογένεια–παιδί–σχολείο).

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Clinical Handbook of Assessing and Treating Conduct Problems in Youth

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Conduct problems, particularly oppositional defiant disorder (ODD) and conduct disorder (CD), are the most common mental health problems affecting children and adolescents. The consequences to individuals, families, and schools may be severe and long-lasting. To ameliorate negative outcomes and ensure the most effective treatment for aggressive and antisocial youth, early diagnosis and evidence-based interventions are essential.Clinical Handbook of Assessing and Treating Conduct Problems in Youth provides readers with both a solid grounding in theory and a comprehensive examination of the evidence-based assessment strategies and therapeutic practices that can be used to treat a highly diverse population with a wide range of conduct problems. It provides professional readers with an array of evidence-based interventions, both universal and targeted, that can be implemented to improve behavioral and social outcomes in children and adolescents.This expertly written resource:Lays the foundation for understanding conduct problems in youth, including epidemiology, etiology, and biological, familial, and contextual risk factors.Details the assessment process, with in-depth attention to tools, strategies, and differential diagnosis.Reviews nine major treatment protocols, including Parent-Child Interaction Therapy (PCIT), multisystemic therapy (MST) for adolescents, school-based group approaches, residential treatment, and pharmacotherapy.Critiques the current generation of prevention programs for at-risk youth.Explores salient issues in working effectively with minority youth.Offers methods for evaluating intervention programs, starting with cost analysis.This volume serves as a one-stop reference for all professionals who seek a solid grounding in theory as well as those who need access to evidence-based assessment and therapies for conduct problems. It is a must-have volumefor anyone working with at-risk children, including clinical child, school, and developmental psychologists; forensic psychologists; social workers; school counselors and allied professionals; and medical and psychiatric practitioners.

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 Αθανασία Νιφοροπούλου U244N2873 Aκροατήριο 04 

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 Αθανασία Νιφοροπούλου U244N2873 Aκροατήριο 04 

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Συμπερίληψη παιδιών με εναντιωματική και προκλητική συμπεριφορά

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ΓΚΕΡΓΚΕΣ ΑΜΑΛΙΑ U254N2368 ΑΚΡΟΑΤΗΡΙΟ 06

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ΓΚΕΡΓΚΕΣ ΑΜΑΛΙΑ U254N2368 ΑΚΡΟΑΤΗΡΙΟ 06

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How To Recognise Symptoms of Conduct Disorder: Part Two

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ΑΝΑΣΤΑΣΙΑ ΜΠΑΝΑΚΑ U254N1380

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ΑΝΑΣΤΑΣΙΑ ΜΠΑΝΑΚΑ U254N1380

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Οι φωνές είναι κάτι που έρχεται αυθόρμητα στα παιδιά, ως ένας τρόπος να εκφράσουν τα συναισθήματά τους: τη χαρά, τον ενθουσιασμό, τον θυμό, την απογοήτευση... Με απλές φράσεις και διασκεδαστικές εικόνες το βιβλίο αυτό μαθαίνει στα παιδιά πότε είναι ώρα να μιλούν χαμηλόφωνα και πότε είναι αποδεκτό να φωνάζουν. Ακολουθώντας απλά βήματα μαθαίνουν τρόπους για να ηρεμούν και να χαλαρώνουν, αλλά και πώς να εκφράζονται και να ζητούν αυτό που θέλουν με ήρεμο τρόπο. Το βιβλίο αυτό γράφτηκε για να διαβάζεται δυνατά και να γίνεται αντικείμενο κουβέντας ανάμεσα σε μεγάλους και παιδιά. Στο τέλος του βιβλίου οι ενήλικες θα βρουν θέματα προς σκέψη και προβληματισμό, προτάσεις, ιδέες και δραστηριότητες.

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«Τα προβληματικά παιδιά δεν είναι “κακά παιδιά”, είναι παιδιά που αντιμετωπίζουν προβλήματα.»
— Ross W. Greene

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Το βιβλίο αυτό απευθύν

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Το βιβλίο αυτό απευθύνεται σε λογοθεραπευτές, εκπαιδευτικούς, γονείς και σε όσους ασχολούνται ή επιθυµούν να βοηθήσουν µε παιδιά µε επικοινωνιακές διαταραχές.
Σε αυτό το εγχειρίδιο τονίζονται και τα λάθη των γονέων όσον αφορά στον χειρισµό των δυσκολιών των παιδιών τους, µε σκοπό τον προβληµατισµό και την αναζήτηση βοήθειας µε σωστό τρόπο.
Οι θεραπευτικές προτάσεις περιγράφονται µε απλό τρόπο, ώστε και οι ίδιοι οι γονείς να µπορούν να τις εφαρµόσουν.

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Σαπουντζή μαρία-U254N0016

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Σαπουντζή μαρία-U254N0016

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ΔΕΠΥ ή Εναντιωματική Προκλητική Διαταραχή; #ψυχολογία

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Διαταραχές Διαγωγής Θάνος Απόστολος U244N2795 Akroat;hrio 8 

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Διαταραχές Διαγωγής Θάνος Απόστολος U244N2795 Akroat;hrio 8 

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Η διαχείριση των διαταραχών διαγωγής στους ανηλίκους απαιτεί μια πολύ προσεκτική προσέγγιση, καθώς η συμπεριφορά τους συχνά χαρακτηρίζεται από επιθετικότητα, παραβίαση κανόνων και δυσκολία στην αποδοχή των ορίων. Η τεχνολογία και οι δομημένες μέθοδοι οργάνωσης μπορούν να λειτουργήσουν ως εργαλεία εκτόνωσης και ρύθμισης, αρκεί να εστιάζουν στην επιβράβευση και την πρόληψη των εντάσεων.

Για την ενίσχυση των θετικών συμπεριφορών, εφαρμογές όπως το ClassDojo ή το Habitica μετατρέπουν την τήρηση των κανόνων σε παιχνίδι ρόλων. Ο ανήλικος κερδίζει πόντους ή «εξοπλισμό» για τον ψηφιακό του χαρακτήρα κάθε φορά που καταφέρνει να διαχειριστεί τον θυμό του ή να ακολουθήσει μια οδηγία. Αυτή η άμεση ανατροφοδότηση είναι κρίσιμη, καθώς βοηθά το παιδί να συνδέσει την αυτοσυγκράτηση με ένα θετικό αποτέλεσμα, αντί για τη συνήθη σύγκρουση με τους ενήλικες.

Για τον έλεγχο των παρορμήσεων, η χρήση εφαρμογών όπως το MindShift CBT ή το Smiling Mind προσφέρει στον ανήλικο γρήγορες ασκήσεις αναπνοής και τεχνικές γείωσης. Όταν το παιδί νιώθει την ένταση να ανεβαίνει, αυτά τα εργαλεία λειτουργούν ως μια «ψηφιακή παύση», δίνοντάς του τον χρόνο να σκεφτεί τις συνέπειες των πράξεών του πριν δράσει παρορμητικά. Παράλληλα, η χρήση οπτικών χρονομέτρων βοηθά στη μείωση του άγχους που προκαλείται από τις μεταβάσεις (π.χ. από το παιχνίδι στο διάβασμα), οι οποίες αποτελούν συχνά εστίες συγκρούσεων.

Τέλος, η καταγραφή των συναισθημάτων σε ψηφιακά ημερολόγια όπως το Daylio επιτρέπει στον ανήλικο να εντοπίσει τα «σημεία πυροδότησης» (triggers) που οδηγούν σε ξεσπάσματα. Με αυτόν τον τρόπο, αναπτύσσει σταδιακά την ικανότητα της αυτοπαρατήρησης, μαθαίνοντας να αναγνωρίζει πότε ο θυμός του κλιμακώνεται. Η χρήση αυτών των εργαλείων, σε συνδυασμό με τη θεραπευτική υποστήριξη και ένα σταθερό περιβάλλον, βοηθά τον ανήλικο να αντικαταστήσει τις συγκρουσιακές πρακτικές με πιο λειτουργικούς τρόπους έκφρασης.

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"Cortical structure and subcortical volumes in conduct disorder: a coordinated analysis of international cohorts from the ENIGMA Antisocial Behavior working group".

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"Cortical structure and subcortical volumes in conduct disorder: a coordinated analysis of international cohorts from the ENIGMA Antisocial Behavior working group".

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Κωνσταντίνα Βλαχοπαναγιώτου - U254N0849 - Ακροατήριο 03

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National Institute of Mental Health (NIMH)

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Youth With Conduct Disorder Show Widespread Differences in Brain Structure

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The largest neuroimaging study of conduct disorder to date, with funding from NIH, has revealed extensive changes in brain structure among young people with the disorder. The largest difference was a smaller area of the brain’s outer layer, known as the cerebral cortex, which is critical for many aspects of behavior, cognition and emotion.

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Διαταραχή Διαγωγής, Πέρα από τον Μύθο της «Κακής Ανατροφής», Αγάπη Μέξη, U251N0321

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Διαταραχή Διαγωγής, Πέρα από τον Μύθο της «Κακής Ανατροφής», Αγάπη Μέξη, U251N0321

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Διαταραχή Διαγωγής, Πέρα από τον Μύθο της «Κακής Ανατροφής»

Συχνά ακούμε ότι η επιθετικότητα ή η παραβατική συμπεριφορά στα παιδιά και τους εφήβους είναι απλώς το αποτέλεσμα «κακής ανατροφής», έλλειψης ορίων ή μιας συνειδητής επιλογής του παιδιού να είναι «δύσκολο». Αυτή η αντίληψη, αν και διαδεδομένη, αποτελεί έναν από τους μεγαλύτερους μύθους στον χώρο της ψυχικής υγείας.

Η επιστήμη σήμερα μας προσφέρει μια πολύ διαφορετική εικόνα. Η Διαταραχή Διαγωγής (Conduct Disorder) δεν είναι μια απλή απειθαρχία, αλλά μια σύνθετη κατάσταση με σαφές νευροβιολογικό υπόβαθρο. Σύμφωνα με σύγχρονες έρευνες, έχουν εντοπιστεί σημαντικές διαφορές στη δομή και τη λειτουργία περιοχών του εγκεφάλου, όπως η αμυγδαλή (που ρυθμίζει τα συναισθήματα) και ο προμετωπιαίος φλοιός (που είναι υπεύθυνος για τον έλεγχο των παρορμήσεων).

Αυτό σημαίνει ότι τα παιδιά με τη συγκεκριμένη διαταραχή συχνά επεξεργάζονται τα κοινωνικά ερεθίσματα διαφορετικά, δυσκολεύονται να νιώσουν ενσυναίσθηση ή να προβλέψουν τις συνέπειες των πράξεών τους, όχι επειδή «δεν θέλουν», αλλά επειδή το νευρικό τους σύστημα αντιδρά με συγκεκριμένο τρόπο.

Η αναγνώριση της Διαταραχής Διαγωγής ως νευροαναπτυξιακό ζήτημα είναι κρίσιμη. Μας επιτρέπει να μετακινηθούμε από την απλή τιμωρία (η οποία συχνά επιδεινώνει την κατάσταση) προς στοχευμένες, επιστημονικά τεκμηριωμένες παρεμβάσεις που βοηθούν το παιδί να αναπτύξει τις κοινωνικές δεξιότητες που του λείπουν.

Βιβλιογραφία: Mohler N., et al. (2023). Conduct Disorder. StatPearls Publishing.

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Κυβέρη Μαρία-Βασιλεία (U254N0552) (Ακροατήριο 01)

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Κυβέρη Μαρία-Βασιλεία (U254N0552) (Ακροατήριο 01)

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International Conference on Psychology and Education (ICPE)

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The Faculty of Psychology is proud to announce the upcoming 4th International Conference on Psychology and Education, scheduled to take place on September 11, 2025. This prestigious international event will once again bring together researchers, educators, practitioners, and students from around the globe to engage in critical dialogue and knowledge exchange at the intersection of psychology and education. Building on the success of the previous three conferences, the 4th edition will offer a dynamic platform to explore innovative research, share practical insights, and foster interdisciplinary collaboration. The conference will feature keynote speeches from distinguished international scholars, panel discussions, and parallel sessions covering a wide range of topics including educational psychology, mental health in schools, inclusive education, digital learning, and psychological well-being across the lifespan. With the theme “Empowering Minds, Transforming Education: Innovations and Interventions for a Better Future”, this year’s conference aims to highlight the transformative power of psychological research in shaping educational practices and policies in an ever-evolving global context. The event will be held in a hybrid format, allowing participants to join both onsite and online, ensuring accessibility and wider participation from international delegates. Abstract submissions and registrations are expected to open soon, and further details will be announced via the official conference website. We invite scholars, educators, practitioners, and students with a passion for psychology and education to save the date and be part of this inspiring academic gathering.

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Παπαβασιλάκης Θοδωρής U251N0436

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Παπαβασιλάκης Θοδωρής U251N0436

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Ένα τραγούδι, που δεν μιλάει άμεσα για «διαταραχή διαγωγής», αλλά παρουσιάζει μια νεαρή κοπέλα με παραβατικές και αυτοκαταστροφικές συμπεριφορές (ουσίες, περιθωριοποίηση), με έντονη ενσυναίσθηση και χωρίς εξιδανίκευση.

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Ελευθερούλης Γεώργιος U254N2371 (Ακροατήριο 09)

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Ελευθερούλης Γεώργιος U254N2371 (Ακροατήριο 09)

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Μπάρκα Δήμητρα (Ακροατήριο 2 ) U254N2508

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Μπάρκα Δήμητρα (Ακροατήριο 2 ) U254N2508

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Διαταραχή Διαγωγής σε Παιδιά

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Η διαταραχή διαγωγής αφορά σ&epsilo…

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Περούλη Λουίζα U254N2616

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Περούλη Λουίζα U254N2616

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Ένα παιδί-«δράκος» που δεν ελέγχει τον θυμό του

Το παιδί ταυτίζεται → μαθαίνει:

αυτορρύθμιση

συνέπειες συμπεριφοράς

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″Ο ΘΥΜΟΣ ΤΟΥ ΔΡΑΚΟΥ” - Free stories online. Create books for kids | StoryJumper

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StoryJumper book - ”Ο ΘΥΜΟΣ ΤΟΥ ΔΡΑΚΟΥ”.

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Καδή Κωνσταντίνα U254N2700 Ακροατήριο 06

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Καδή Κωνσταντίνα U254N2700 Ακροατήριο 06

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Διαταραχές Διαγωγής

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Διαταραχή διαγωγής_ τι είναι, πως αντιμετωπίζεται; - Αριστοτέλης Βάθης MD MSc ECP _ Ψυχίατρος • Ψυχοθεραπευτής

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AGGELIDOU DIMITRA AKROATHRIO 3 U254N2369

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AGGELIDOU DIMITRA AKROATHRIO 3 U254N2369

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Κατερίνα Γιουλάκη U254N2523 Ακροατήριο 07

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Κατερίνα Γιουλάκη U254N2523 Ακροατήριο 07

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Η Διαταραχή Διαγωγής αποτελεί μία διάγνωση που είναι ιδιαίτερα ευάλωτη σε διαγνωστικές στρεβλώσεις. Η βιβλιογραφία αναδεικνύει τον ρόλο της διαγνωστικής προκατάληψης (diagnostic bias), η οποία μπορεί να οδηγήσει σε υπερδιάγνωση της διαταραχής σε συγκεκριμένες ομάδες παιδιών. Επιπλέον, η διαδικασία αξιολόγησης βασίζεται σε πολλαπλές πηγές πληροφόρησης, όπως γονείς και εκπαιδευτικοί, γεγονός που αυξάνει την πιθανότητα σφαλμάτων. Οι λανθασμένες διαγνώσεις έχουν σημαντικές επιπτώσεις, όπως στιγματισμό και αρνητικές κοινωνικές εκβάσεις για τα παιδιά.

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Σινατσάκη Φανή- Ακροατήριο 06

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Σινατσάκη Φανή- Ακροατήριο 06

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Ο Ross Greene είναι Αμερικανός κλινικός ψυχολόγος, ερευνητής και συγγραφέας, γνωστός για τη δουλειά του πάνω στα παιδιά με συμπεριφορικές δυσκολίες και διαταραχές διαγωγής.

Ο Greene λέει ότι αντί να τιμωρούμε τα παιδιά, πρέπει να καταλαβαίνουμε τι δυσκολία έχουν,να

τα βοηθάμε να μάθουν δεξιότητες και να

συνεργαζόμαστε μαζί τους.

Το συγκεκριμένο απόφθεγμα τονίζει ότι η προβληματική συμπεριφορά των παιδιών δεν αποτελεί επιλογή, αλλά αποτέλεσμα δυσκολιών που αντιμετωπίζουν. Στις διαταραχές διαγωγής, η κατανόηση των αιτιών πίσω από τη συμπεριφορά είναι πιο σημαντική από την τιμωρία. Η προσέγγιση αυτή προάγει την ενσυναίσθηση και τη στήριξη, οδηγώντας σε πιο αποτελεσματικές παρεμβάσεις.

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Φλωκατούλα Βάσια U254N3264

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Φλωκατούλα Βάσια U254N3264

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Το βιβλίο εξετάζει σε βάθος τις διαταραχές διαγωγής (conduct disorders), οι οποίες αποτελούν από τις πιο συχνές ψυχικές διαταραχές στην παιδική και εφηβική ηλικία και βασική αιτία παραπομπής σε υπηρεσίες ψυχικής υγείας. Παρουσιάζει τις διαταραχές διαγωγής ως σύνθετο πολυδιάστατο φαινόμενο. Εξηγεί την ανάπτυξη και εξέλιξη τους, προτείνοντας επιστημονικά τεκμηριωμένες παρεμβάσεις.

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ΚΡΟΜΛΙΔΟΥ ΑΝΘΟΥΛΑ U254N2595 Ακροατήριο-01

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ΚΡΟΜΛΙΔΟΥ ΑΝΘΟΥΛΑ U254N2595 Ακροατήριο-01

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Marina Kazantzidou U261N0032 Ακροατηριο 2

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Marina Kazantzidou U261N0032 Ακροατηριο 2

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Marina Kazantzidou U261N0032 Ακροατηριο 2

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Conduct Disorder Example Case Study, Psychology Video, DSM-5-TR Symptoms

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Marina Kazantzidou U261N0032 Ακροατηριο 2

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Ακροατήριο 2

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Γνωσιακή Συμπεριφορική Θεραπεία στη Διαχείριση Διαταραχών Διαγωγής σε Εφήβους _ IntechOpen.PDF

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Marina Kazantzidou U261N0032 Ακροατήριο 2

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Marina Kazantzidou U261N0032 Ακροατήριο 2

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Κατανόηση της Διαταραχής Διαγωγής και της Αντιθετικής-Προκλητικής Διαταραχής_ Ένας οδηγός.PDF

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u254n2410

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Τι είναι η διαταραχή διαγωγής | 9/10/2024 | ΕΡΤ

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Ελένη Ηγουμένου, U251N0272, Ακροατήριο 03

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Ελένη Ηγουμένου, U251N0272, Ακροατήριο 03

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Το βίντεο αυτό είναι αποτέλεσμα συλλογικής προσπάθειας των παιδιών του Δημοτικού σχολείου Βασιλικού. Αναφέρεται στον σχολικό εκφοβισμό, ένα θέμα διαχρονικό, και απεικονίζει μαθητές με διαταραχές διαγωγής οι οποίοι στοχοποιούν και συμπεριφέρονται άσχημα ασκώντας λεκτική και ψυχολογική βία στην καινούρια μαθήτρια. Παράλληλα, προβάλλουν και την πλευρά της καινούριας μαθήτριας, η οποία απογοητεύεται από τη συμπεριφορά των συμμαθητών της, αλλά δεν τα παρατάει. Υπάρχει και ένα στιγμιότυπο, το οποίο δείχνει έναν έντονο καβγά ανάμεσα στους γονείς ενός μαθητή, ο οποίος παρουσιάζει και αυτός διαταραχή διαγωγής υποδηλώνοντας ως αιτία εμφάνισης της διαταραχής το οικογενειακό περιβάλλον. Επιπλέον, σημειώνει την σημασία της μίμησης συμπεριφορών των παιδιών και πως επηρεάζονται από το ευρύτερο σχολικό συγκείμενο. Κατά τη διάρκεια του βίντεο δείχνει τη νέα μαθήτρια να προσφέρει τη βοήθεια της σε έναν από τους συμμαθητές της, που έχει χτυπήσει και παρουσιάζει διαταραχή διαγωγής δείχνοντας έτσι το μεγαλείο της ψυχής της.

Το βίντεο κλείνει προβάλλοντας εν τέλει την αποδοχή, σεβασμό και ενσυναίσθηση των μαθητών προς την καινούρια μαθήτρια δίνοντας ένα αισιόδοξο μήνυμα. Όλοι μαζί μπορούμε να συνεργαστούμε αρμονικά σεβόμενοι την μοναδικότητα του κάθε ατόμου και διατηρώντας την ευγένεια μας και τον ακέραιο χαρακτήρα μας.

Σας προτείνω ανεπιφύλακτα να το παρακολουθήσετε!

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3o Δημοτικό Σχολείο Βασιλικού

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Η καινούρια μαθήτρια

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Σηφάκη Ελευθερία- U244N2848-(ακροατήριο 08)

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Σηφάκη Ελευθερία- U244N2848-(ακροατήριο 08)

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Διαταραχή της διαγωγής - Times News

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Η διαταραχή διαγωγής είναι μια διαταραχή της παιδικής ηλικίας, όπου η διάγνωση γίνεται συνήθως πριν την έναρξη της εφηβείας και το παιδί εμφανίζει ορισμένες επίμονες συμπεριφορές παραβίασης των δικαιωμάτων και των κοινωνικών κανόνων. Το παιδί εμφανίζει ένα σύνολο από συμπτώματα για τουλάχιστον 12 μή…

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ΣΗΦΑΚΗ ΕΛΕΥΘΕΡΙΑ - U244N2848-(Ακροατήριο 08)

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ΣΗΦΑΚΗ ΕΛΕΥΘΕΡΙΑ - U244N2848-(Ακροατήριο 08)

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Το άρθρο παρουσιάζει τη Διαταραχή Διαγωγής ως μια σοβαρή ψυχική διαταραχή της παιδικής ηλικίας που χαρακτηρίζεται από επιθετικότητα και παραβίαση κανόνων. Εστιάζει ιδιαίτερα στη μορφή πρώιμης έναρξης, η οποία συνδέεται με χειρότερη πρόγνωση και μεγαλύτερο κίνδυνο αντικοινωνικής συμπεριφοράς. Αναλύει τρόπους αξιολόγησης, τονίζοντας τη σημασία πολλαπλών πηγών, όπως η οικογένεια και το σχολείο, καθώς και τη χρήση εξειδικευμένων εργαλείων. Παρουσιάζει θεραπευτικές παρεμβάσεις που βασίζονται στη συνεργασία παιδιού, γονέων και εκπαιδευτικών. Τέλος, υπογραμμίζει ότι η έγκαιρη διάγνωση και παρέμβαση είναι καθοριστικής σημασίας για τη βελτίωση της πορείας της διαταραχής και την αποφυγή σοβαρών προβλημάτων στην ενήλικη ζωή.

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Ελένη Ηγουμένου, U251N0272, Ακροατήριο 03

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Ελένη Ηγουμένου, U251N0272, Ακροατήριο 03

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Ανατρέχοντας στον πλούσιο κόσμο του διαδικτύου εντόπισα την συγκεκριμένη εικόνα που απεικονίζει έναν άνθρωπο με διαταραχή διασπαστικής συμπεριφοράς. Μου έκανε θετική εντύπωση, διότι αντικατοπτρίζει τον ψυχικό και συναισθηματικό κόσμο του ατόμου με την προαναφερθείσα διαταραχή, ο οποίος με σκυμμένο το κεφάλι και συγχυσμένος προσπαθεί να ξεπεράσει την ψυχική του διαταραχή. Απεικονίζει το άτομο να κουβαλάει πάνω του το βάρος της διαταραχής του και υποδηλώνει συννοσηρότητα με συμπτώματα κατάθλιψης λόγω και της επιλογής ενός σκούρου χρώματος.

Τέλος, παρατηρώντας την εικόνα αυτή ο καθένας από εμάς ενδέχεται να δώσει διαφορετική ερμηνεία, καθιστώντας τη άξια περαιτέρω εμβάθυνσης.

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Self-Portrait with Physalis του Egon Schiele.

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Self-Portrait with Physalis του Egon Schiele.

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Ο Schiele ζωγραφίζει τον εαυτό του με μια γωνιώδη, νευρική στάση και ένα βλέμμα γεμάτο πρόκληση και ένταση. Η στάση του σώματος υποδηλώνει μια εσωτερική αναταραχή που αρνείται να συμμορφωθεί με τα αισθητικά ή κοινωνικά πρότυπα της εποχής του. Το βλέμμα του είναι γεμάτο ένταση, καχυποψία και μια απόμακρη πρόκληση, στοιχεία που συναντάμε συχνά στην κλινική εικόνα εφήβων με τη συγκεκριμένη διαταραχή.

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ΕΥΔΟΚΙΑ - ΜΑΡΙΝΑ ΠΕΤΣΟΥ / U254N0556 / Ακροατήριο 01

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ΕΥΔΟΚΙΑ - ΜΑΡΙΝΑ ΠΕΤΣΟΥ / U254N0556 / Ακροατήριο 01

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More Than Just a “Bad Kid” : The Stigma of Conduct Disorder

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Authored by Lamisa NubayaatArt by Joyce WangWilliam was always considered a problem. As a toddler, he couldn’t sit still. In school, he refused to listen to teachers, bit his classmates, and stole whatever he could. He didn’t have friends, could never control his emotions, and was eventually suspended for being a “danger to his classmates”. In her desperation, his mother turned to the medical system, seeing it as the only hope to improve his condition. However, instead of receiving comfort, she

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ΜΑΝΟΥΣΑΡΙΔΟΥ ΕΙΡΗΝΗ U261N0320 (ΑΚΡΟΑΤΗΡΙΟ 8)

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ΜΑΝΟΥΣΑΡΙΔΟΥ ΕΙΡΗΝΗ U261N0320 (ΑΚΡΟΑΤΗΡΙΟ 8)

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Αριστοτέλης Βάθης | Ψυχίατρος • Ψυχοθεραπευτής MD MSc

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Διαταραχή διαγωγής: τι είναι, πως αντιμετωπίζεται; - Αριστοτέλης Βάθης | Ψυχίατρος • Ψυχοθεραπευτής MD MSc

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Η διαταραχή διαγωγής (Conduct Disorder) είναι μια ψυχιατρική διαταραχή που χαρακτηρίζεται από σοβαρή και διαρκή αντικοινωνική και επιθετική συμπεριφορά. Για

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Η Συννοσηρότητα ΔΕΠΥ και Διαταραχής Διαγωγής: Προκλήσεις και Θεραπευτικές Προεκτάσεις

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Πανταζίδου Βασιλική U254N1159 (Ακροατήριο 05)

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Πανταζίδου Βασιλική U254N1159 (Ακροατήριο 05)

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Το άρθρο αυτό εξετάζει τη συχνή και κλινικά κρίσιμη συνύπαρξη της ΔΕΠΥ με τη Διαταραχή Διαγωγής, επισημαίνοντας ότι οι μαθητές που εμφανίζουν και τις δύο διαταραχές ταυτόχρονα παρουσιάζουν σημαντικά πιο σοβαρή κλινική εικόνα, αυξημένη επιθετικότητα και χειρότερη μακροπρόθεσμη πρόγνωση σε σύγκριση με εκείνους που έχουν μόνο μία από τις δύο. Οι ερευνητές τονίζουν ότι η ΔΕΠΥ λειτουργεί συχνά ως «καταλύτης» που επιταχύνει την εμφάνιση αντικοινωνικών συμπεριφορών, καθιστώντας την έγκαιρη και ακριβή διάγνωση απαραίτητη για τον σχεδιασμό αποτελεσματικών παρεμβάσεων. Η μελέτη καταλήγει στο ότι η θεραπευτική αντιμετώπιση πρέπει να είναι εξατομικευμένη και πολυδιάστατη, συνδυάζοντας τη φαρμακολογική διαχείριση των συμπτωμάτων της ΔΕΠΥ (για τη μείωση της παρορμητικότητας) με εντατικές ψυχοκοινωνικές και συμπεριφορικές στρατηγικές, ώστε να προληφθεί η παγίωση παραβατικών μοτίβων και η κοινωνική περιθωριοποίηση του παιδιού.

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Πανταζίδου Βασιλική U254N1159 (Ακροατήριο 05)

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Πανταζίδου Βασιλική U254N1159 (Ακροατήριο 05)

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Jean-Michel Basquiat – "Untitled (Skull)" Αντανακλά την αποδιοργάνωση, την οργή και την αντισυμβατικότητα της τέχνης του δρόμου.

Το εσωτερικό χάος και η κοινωνική αποσύνδεση

Το έργο του Jean-Michel Basquiat, «Άτιτλο (Κρανίο)», αποτελεί μια εμβληματική απεικόνιση της εσωτερικής αποδιοργάνωσης και της οργής. Μέσα από την έντονη, σχεδόν βίαιη χρήση των χρωμάτων και τις ακατέργαστες γραμμές, ο καλλιτέχνης αποτυπώνει ένα «θρυμματισμένο» πρόσωπο που μοιάζει να κραυγάζει. Στο πλαίσιο της Διαταραχής Διαγωγής, ο πίνακας αυτός συμβολίζει την αντισυμβατικότητα, την απόρριψη των κοινωνικών προτύπων και το ψυχικό χάος που συχνά εκδηλώνεται ως επιθετικότητα ή παραβατικότητα. Η αισθητική του δρόμου που χρησιμοποιεί ο Basquiat αντικατοπτρίζει την ανάγκη του ατόμου να εκφράσει την οδύνη του έξω από τα καθιερωμένα πλαίσια, υπενθυμίζοντάς μας ότι η προκλητική συμπεριφορά είναι συχνά μια παραμορφωμένη προσπάθεια επικοινωνίας ενός βαθύτατου εσωτερικού πόνου και μιας αίσθησης κοινωνικού αποκλεισμού.

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Βασιλική Πανταζίδου U254N1159 (Ακροατήριο 05)

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Βασιλική Πανταζίδου U254N1159 (Ακροατήριο 05)

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Francisco Goya (Καλλιτέχνης) – "Saturn Devouring His Son" (Τίτλος έργου)

Το συγκεκριμένο έργο απεικονίζει την ωμή βία και την απώλεια κάθε ορίου.

Ο πίνακας του Francisco Goya, «Ο Κρόνος καταβροχθίζει το γιο του», αποτελεί μια συγκλονιστική οπτικοποίηση της απόλυτης επιθετικότητας και της κατάλυσης κάθε κοινωνικού και ηθικού φραγμού. Στο πλαίσιο της Διαταραχής Διαγωγής, το έργο αυτό συμβολίζει την ανεξέλεγκτη παρορμητικότητα και την έντονη εσωτερική οργή που μπορεί να οδηγήσει σε πράξεις βίας και παραβίασης των δικαιωμάτων των άλλων. Η τρομακτική έκφραση στο πρόσωπο του Κρόνου αποδίδει την «απώλεια ελέγχου» και το χάος που βιώνει το άτομο όταν οι σκοτεινές παρορμήσεις κυριαρχούν πάνω στη λογική, θυμίζοντάς μας ότι πίσω από την εξωτερικευμένη επιθετικότητα κρύβεται συχνά μια βαθιά και παραμορφωμένη ψυχική οδύνη που χρήζει έγκαιρης επιστημονικής παρέμβασης.

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Saturn Devouring His Son is a painting by Spanish artist Francisco Goya. It is traditionally interpreted as a depiction of the Greek myth of the Titan Cronus (known as Saturn in Roman mythology) eating one of his offspring. Fearing a prophecy foretold by Gaea that predicted he would be overthrown by one of his children, Saturn ate each one upon their birth. The work is one of the 14 so-called Black Paintings that Goya painted directly on the walls of his house sometime between 1820 and 1823. It was transferred to canvas after Goya's death and is now in the Museo del Prado in Madrid.

Quinta del Sordo, c. 1900

In 1819, Goya purchased a house on the banks of Manzanares near Madrid called Quinta del Sordo (Villa of the Deaf Man). It was a two-story house which was named after a previous occupant who had been deaf, although the name was fitting for Goya too, who had been left deaf after contracting a fever in 1792. Between 1819 and 1823, when he left the house to move to Bordeaux, Goya produced a series of 14 paintings using mixed technique on the walls of the house.

Although he initially decorated the rooms of the house with more inspiring images, in time he painted over them all with the intensely haunting pictures known today as the Black Paintings. Created without commission for private display, these paintings may reflect the artist's state of mind late in a life that witnessed the violence of war and terror stoked by the Spanish Inquisition.

Saturn Devouring His Son was one of six works Goya painted in the dining room. It is important to note that Goya never named the works he produced at Quinta del Sordo; the names were assigned by others after his death. This interpretation of the painting sees it as a reference to the Roman myth (inspired by the original Greek myth), in which Terra (Gaea) foretold that one of the sons of Saturn would overthrow him, just as he had overthrown his father, Caelus ( Uranus). To prevent this, Saturn ate his children moments after each was born, eating the gods Vesta ( Hestia), Ceres ( Demeter), Juno ( Hera), Pluto ( Hades), and Neptune ( Poseidon). His wife Ops ( Rhea) eventually hid his sixth child and third son, Jupiter ( Zeus), on the island of Crete, deceiving Saturn by offering a stone wrapped in swaddling in his place. Unlike the painting, the myths usually portray Saturn/Kronos swallowing his children, and later vomiting them up alive after swallowing the stone, rather than violently tearing them apart as in the painting.[citation needed ] Jupiter eventually supplanted his father just as the prophecy had predicted.

Goya depicts a large figure feasting on a human form. The human head and part of the left arm have already been consumed. The right arm has probably been eaten too, though it could be folded in front of the body and held in place by the larger figure's thumbs. The larger figure is on the point of taking another bite from the left arm; as he looms from the darkness, his mouth gapes and his eyes bulge widely. The only other brightness in the picture comes from the white flesh, the red blood of the corpse, and the white knuckles of the larger figure as he digs his fingers into the back of the body.

Various interpretations of the meaning of the picture have been offered: the conflict between youth and old age, time as the devourer of all things, the wrath of God and an allegory of the situation in Spain, where the fatherland consumed its own children in wars and revolution.[citation needed ] There have been explanations rooted in Goya's relationships with his own son, Xavier, the only of his six children to survive to adulthood, or with his live-in housekeeper and possible mistress, Leocadia Weiss; the sex of the body being consumed cannot be determined with certainty. If Goya made any notes on the picture, they have not survived, as he never intended the picture for public exhibition.

The mood of the painting is in stark contrast to Rubens' Saturn, as the central figure is acting out of madness rather than calculating reason, and the consumed figure is completely lifeless rather than in clear pain. It is very likely Goya had seen Rubens' Saturn in his life, but the degree to which inspiration was taken (if any) is unknown.

Saturn devouring his sons, Goya, c. 1797, red chalk on laid paper

Goya made a chalk drawing of the same subject in 1796-97: it showed a figure biting on the leg of one person while he holds another to eat, with none of the gore or madness of the later work.[citation needed ]

Goya scholar Fred Licht has raised doubts regarding the traditional title, stating that it may "very well be misleading." He notes that the traditional iconographical attributes associated with Saturn (such as his scythe or hourglass) are absent from the painting, and the body of the smaller figure does not resemble that of an infant, or even truly an anatomically accurate human at all. He states that much like the other Black Paintings, "one must take the title with a grain of salt." Licht offers the alternative explanation that the painting is an inversion of antisemitic artistic depictions of Jewish figures eating children, a reference to the alleged blood libel. In this way, the larger figure represents the fears of Jews manifesting in real violence against them, as "real bestiality is born of imagined bestiality," although he concedes this is impossible to prove and, like the Saturn interpretation, demonstrates the varied intent of Goya in the composition. Additionally, he argues that the very act of naming the black paintings is an attempt to impose rationale on pictures which force one to contemplate chaos and nothingness, a primary theme in the black paintings.

It has been questioned whether the consumed figure is male.

The art historian John J. Ciofalo writes that "the victim appears to be an adult and, given the curvaceous buttocks and legs, a female." Moreover, in other versions, the sons are alive and struggling or at least have heads, so the viewer is able to identify or sympathize. The victim is not struggling in Saturn's vice-like, blood-oozing grip, which literally cuts into her body, because she is dead, not to mention headless. She does not, to say the least, encourage identification. The identification flows toward Saturn. Ciofalo concludes: "The overwhelming feeling of the image is one of violent and insatiable lust, underscored, to put it mildly, by the livid and enormously engorged penis between his legs...utter male fury has hardly before or since been captured so vividly."

When Goya went into self-imposed exile in France in 1823, he passed the Quinta del Sordo to his grandson Mariano. After various changes of ownership, the house came into the possession of the Belgian Baron Émile d'Erlanger in 1874. After 70 years on the walls of the Quinta del Sordo, the murals were deteriorating badly and, in order to preserve them, the new owner of the house had them transferred to canvas under the direction of Salvador Martínez Cubells, the chief art restorer at the Museo del Prado. After showing them at the Exposition Universelle of 1878 in Paris, d'Erlanger eventually donated them to the Spanish state.[citation needed ] The effects of time on the murals, coupled with the inevitable damage caused by the delicate operation of mounting the crumbling plaster on canvas, meant that most of the murals required restoration work and some detail may have been lost, but in this respect Saturn Devouring His Son appears to have fared better than some of the other works.[citation needed ]

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Saturn Devouring His Son is a painting by Spanish artist Francisco Goya. It is traditionally interpreted as a depiction of the Greek myth of the Titan Cronus (known as Saturn in Roman mythology) eating one of his offspring. Fearing a prophecy foretold by Gaea that predicted he would be overthrown by one of his children, Saturn ate each one upon their birth.

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Πανταζίδου Βασιλική U254N1159 (Ακροατήριο 05)

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Πανταζίδου Βασιλική U254N1159 (Ακροατήριο 05)

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Αυτή η επιστημονική ανασκόπηση προσφέρει μια εις βάθος κλινική ανάλυση της Διαταραχής Διαγωγής, ορίζοντάς την ως ένα σύνθετο πρότυπο συμπεριφοράς που παραβιάζει συστηματικά τα δικαιώματα των άλλων και τους κοινωνικούς κανόνες, με σοβαρές επιπτώσεις στην κοινωνική και ακαδημαϊκή λειτουργικότητα του παιδιού. Το κείμενο αποσαφηνίζει τα διαγνωστικά κριτήρια κατά DSM-5, ταξινομώντας τη διαταραχή σε τρεις τύπους (παιδικής έναρξης, εφηβικής έναρξης και μη καθορισμένης) και τονίζει τη σημασία της διάκρισης από την Εναντιωματική Προκλητική Διαταραχή (ODD) και τη ΔΕΠΥ. Ιδιαίτερη έμφαση δίνεται στην πολυπαραγοντική αιτιολογία της, όπου η γενετική προδιάθεση αλληλεπιδρά με περιβαλλοντικούς κινδύνους, όπως η κακοποίηση, η παραμέληση και η χαμηλή κοινωνικοοικονομική κατάσταση. Τέλος, ο οδηγός υπογραμμίζει ότι η πρόγνωση εξαρτάται άμεσα από την ηλικία εμφάνισης των συμπτωμάτων και την ύπαρξη ή μη «περιορισμένων κοινωνικών συναισθημάτων» (όπως η έλλειψη μεταμέλειας), καταλήγοντας στο ότι η αποτελεσματική θεραπεία απαιτεί μια πολυεπίπεδη προσέγγιση που περιλαμβάνει την εκπαίδευση των γονέων, τη γνωσιακή-συμπεριφορική παρέμβαση και, σε ορισμένες περιπτώσεις, τη φαρμακοθεραπεία για τη διαχείριση της συνοδού νοσηρότητας.

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Continuing Education Activity

Conduct disorder (CD) lies on a spectrum of disruptive behavioral disorders, which also include oppositional defiant disorder (ODD). In some cases, ODD is a precursor to CD. CD is characterized by a pattern of behaviors that demonstrate aggression and violation of the rights of others and evolves over time. Conduct disorder often occurs comorbidly with other psychiatric conditions, including depression, attention deficit hyperactivity disorder (ADHD), and learning disorders. Thus, a thorough psychiatric evaluation is required before initiating an appropriate treatment plan. This activity examines the presentation, evaluation, and management of conduct disorder and the role of an interprofessional team approach to the care of affected patients.

Objectives:

Access free multiple choice questions on this topic.

Introduction

Conduct disorder (CD) is classified in the spectrum of disruptive behavior disorders, which also includes the diagnosis of oppositional defiant disorder (ODD). Disruptive behavior disorders (DBD) are frequently comorbid with attention deficit hyperactivity disorder (ADHD). It is to be noted that ADHD was previously listed in the DBDs spectrum in DSM-IV-TR, but DSM V has moved the diagnosis of ADHD to Neurodevelopmental disorders. ODD can be seen as a precursor to CD. CD is characterized by a pattern of behaviors that demonstrates aggression and violation of the rights of others and evolves over time. Conduct disorder is comorbid with many other psychiatric conditions, including depression, ADHD, learning disorders, and thus a thorough psychiatric evaluation is required to understand the psychopathology before initiating an appropriate treatment plan (American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 5th ed. Washington, DC: American Psychiatric Association; 2013; Diagnostic and Statistical Manual of Mental Disorders, 4th ed. Washington, DC: American Psychiatric Association; 1994).[1][2][3][4]

Etiology

The etiology of CD is complex and results from an interaction between multiple biological and psychosocial factors.

Biological

Parental and Family

A home environment that lacks structure and adequate supervision with frequent marital conflicts between parents, inconsistent discipline leads to maladaptive behavior.

Harsh parenting with verbal and physical aggression towards children

Children exposed to frequent domestic violence

The family history of criminality and disruptive behaviors in caregivers.

Substance abuse, particularly alcohol dependence in parents

Living in low social, economic conditions with overcrowding and unemployment leads to economic and social stress with lack of adequate parenting.

Neurological

School

School environment with large classroom size increased ratio of children to teachers, lack of positive feedback from teachers.

Lack of supportive staff and counseling to address socio-economic difficulties in children

Exposure to increased gang violence in the community

Protective

Comorbid Conditions

Children with a difficult temperament that demonstrate poor adaptability and frequent negative emotions.

Attention deficit hyperactivity disorder (ADHD): Almost one-third of children with ADHD have symptoms of conduct disorder and other central nervous system dysfunction or damage.

Trauma-related disorders, particularly repeated physical and sexual abuse with maltreatment in children, can lead to a diagnosis of post traumatic stress disorder (PTSD) and other anxiety disorders.

Mood disorders that include depression and bipolar disorder

Epidemiology

It is important to note that occasional rebellious behavior and tendency to be disrespectful and disobedient towards authority figures can present commonly during childhood and adolescent periods. The signs and symptoms that lead to the diagnosis of CD demonstrate a pervasive and repetitive pattern of aggression towards people, animals, with the destruction of property and violation of rules. Conduct disorder is more common in boys than girls, and the ratio could range from 4:1 as much as 12:1. The lifetime prevalence rate in the general population could range from anywhere between 2 to 10% and is consistent among different race and ethnic groups. Children with conduct disorder are often categorized as antisocial personality different disorder in adult life. Early-onset of conduct disorder in childhood years could lead to a worse prognosis of the condition. Multiple socioeconomic factors contribute to a higher incidence of CD in children and adolescents, which includes substance abuse disorders and criminal problems in parents of these children.

Evaluation

Diagnosis

DSM-V Criteria

Exhibits a pattern of behavior that violates the rights of others and disregards social norms

Dysfunction in the Following Areas

CD, Childhood-Onset Type

CD, Adolescent-Onset Type

CD, Unspecified-Onset Type

Diagnostic Evaluation

Treatment / Management

Basic laboratory investigation, including urine drug screen, is necessary to rule out any comorbid medical problems or substance abuse disorders. Multimodal treatments that target family and community resources have improved outcomes.[5][6][7][8]

Evidence-based Psychosocial Treatments

Parent management training with the goal to train parents to set consistent discipline with proper rewarding of positive behaviors and promote prosocial behaviors in children.

Multisystemic therapy that targets family, school, individual, with a focus on improving family dynamics, academic functioning, and improving the child's behavior in the context of multiple systems

Anger management training

Individual psychotherapy that targets developing problem-solving skills strengthens relationships by resolving interpersonal conflicts, learn assertive skills to decline negative influences in the community.

Community-based treatment: Targets development of therapeutic schools and residential treatment centers that can provide a structured program to reduce disruptive behaviors

Pharmacotherapy

Targets treating psychiatric comorbidities with appropriate medications such as stimulants and non-stimulants for the treatment of ADHD, antidepressants for the treatment of depression, mood stabilizers for the treatment of aggression, mood dysregulation, and bipolar disorder;

Mood stabilizers include conventional mood stabilizers like AEDs (antiepileptic drugs) and second-generation antipsychotics.

Differential Diagnosis

Differential diagnoses include new onset of a mood disorder or psychotic disorder that precipitate excessive indulgence in negative behaviors and hostility toward others. CD should be excluded if the problems occur only during episodes of mood or psychotic disorder.

Furthermore, untreated depressive disorder or ADHD leads to substance abuse and can be the precursor to CD.

Prognosis

Prognosis is variable and depends on the presence of subtle psychiatric comorbidities and the initiation of early interventions.

Low intelligence capacities and a dysfunctional family environment with persistent criminality in parents predict a poor prognosis. Adequate treatment of ADHD, proper school placements with assistance for difficulties in learning, higher verbal intelligence, and positive parenting contribute to a better prognosis.

Enhancing Healthcare Team Outcomes

While the definitive diagnosis of a conduct disorder is made by a mental health expert, the follow-up is usually done by the primary care provider and nurse practitioner. The management of these patients is difficult because of low compliance. A variety of treatments have been devised depending on the age of the patient and comorbidity, but relapse rates are high. Pharmacological therapy is often used to manage mood and aggression, but again these patients never remain compliant. Many get into trouble with the law and are then forced into treatment. [Level 5]

References

Disclosure: Leena Mohan declares no relevant financial relationships with ineligible companies.

Disclosure: Musa Yilanli declares no relevant financial relationships with ineligible companies.

Disclosure: Sagarika Ray declares no relevant financial relationships with ineligible companies.

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Conduct disorder (CD) is classified in the spectrum of disruptive behavior disorders, which also includes the diagnosis of oppositional defiant disorder (ODD). Disruptive behavior disorders (DBD) are frequently comorbid with attention deficit hyperactivity disorder (ADHD). It is to be noted that ADHD was previously listed in the DBDs spectrum in DSM-IV-TR, but DSM V has moved the diagnosis of ADHD to Neurodevelopmental disorders.

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Κυριακίδου Ιωάννα U254N2088 Ακροατήριο 5

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Κυριακίδου Ιωάννα U254N2088 Ακροατήριο 5

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Στο βίντεο αναλύονται τα χαρακτηριστικά της Αντιθετικής Προκλητικής Διαταραχής και της Διαταραχής με από και σαφή τρόπο αναλύοντας τις διαφορές ματαξύ των δύο κάνοντας λόγω και για τις θεραπευτικές λύσεις

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Oppositional Defiant Disorder & Conduct Disorder: Definitions, Causes & Treatments - Video | Study.com

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Compare conduct disorder and oppositional defiant disorder in our 5-minute video lesson. Learn the treatment options available and take an optional quiz after!

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Αγγελάκου Ανδριανή, U254N2425, ακροατήριο 01.

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Αγγελάκου Ανδριανή, U254N2425, ακροατήριο 01.

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Diagnosis and Treatment of Conduct Disorder

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ΠΑΝΑΓΙΩΤΗΣ ΔΑΜΠΑΝΗΣ U261N0290 ΑΚΡΟΑΤΗΡΙΟ 6

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ΠΑΝΑΓΙΩΤΗΣ ΔΑΜΠΑΝΗΣ U261N0290 ΑΚΡΟΑΤΗΡΙΟ 6

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1. Introduction

This case illustrates the complexity of this diagnosis in a young child. He is a victim of neglect and presents with suggestive symptoms of Childhood Onset Conduct Disorder. He has no prior psychiatric history. He was diagnosed with ADHD and Disinhibited Social Engagement Disorder after initial psychiatric assessment. His medical history is unremarkable. Patient was born vaginally at 40 weeks with no complications at birth; however he was exposed to methamphetamine in utero. His developmental milestones were significantly delayed in communication, motor, and social skills. He lived with biological mother from birth until age 2. During this time he suffered from neglect and malnutrition. His biological mother was not living in a stable home and would stay with friends. She was using illicit substances during this time period. Children's services removed him from mother's custody and he was placed with biological father and stepmother. He does not have current contact with biological mother.

2. Demography

Patient is a 5 year old male from Missouri. He lives with father, stepmother, 2-year old brother, and 13 year old cousin. He is in Kindergarten.

3. Mode of Referral

He was seen for an initial psychiatric evaluation at the Outpatient Clinic for Autism Spectrum Disorder and Developmental Disorder and then a month later was admitted at an inpatient psychiatric facility after family brought him to the emergency room for safety concerns.

4. Case Presentation

A 5 year old male with no past psychiatric history was seen for the first time at the Outpatient Clinic for Autism Disorder and Developmental Disorder for impulsive and violent behavior since age 2. History was provided mostly from parents (father and stepmother) during the initial assessment. According to his parents he was having issues with impulse control, short attention span, and hyperactivity. His behavioral issues were extreme and difficult to redirect. He would become upset with little or no triggers and then proceed to kick, scream, urinate, and defecate in the living room and smear feces on the wall. He would attempt to hurt his 9 month old baby brother multiple times. Parents were reported to Child Protective Services because he gave baby brother a black eye by hitting him with a sock filled with nuts and bolts. He was violent towards animals and snapped the necks of multiple animals (9 cats, 4 rabbits, 1 turkey, 3 baby hawks, multiple dogs and pigs) and per parents was not remorseful about his actions. During interview he admitted to hitting a pig in the eye with a hammer because he thought it was funny. His behavioral problems and outbursts were also occurring at school. He starts fights with the other kids by kicking, biting, and punching them. He lies to get out of trouble. He steals things from the other kids at school. He plays aggressively with toys and breaks them, throws them, and stomps on them. He is sensitive to loud noises. He has difficulty using a fork and spoon. He self-reported his mood to be happy. He denies any mania symptoms. He denies any issues with anxiety. He denies any psychotic symptoms. He reports having inattentive and hyperactive symptoms of ADHD which was attested by parents and teachers report. After his initial appointment he was referred for neuropsychological testing to screen for Autism Spectrum Disorder. He was started on medications, Guanfacine 0.5 mg qam, qnoon to manage impulsive behaviors. He was given a diagnosis of Disinhibited Social Engagement

Disorder, ADHD, and r/o Conduct Disorder. A month later he was admitted to an inpatient psychiatric hospital after family brought him to the emergency room due to him making homicidal threats towards family members. He grabbed a knife and held it up to his 13 year old cousin, threatening to kill her because she wouldn't let him watch TV. Patient also continued to see aggressive behaviors towards peers at school and animals. At home stepmother increased his dosage of Guanfacine to 1 mg BID without any improvement in behaviors. Patient remained on the inpatient unit for a week. During this time he was tapered off Guanfacine and started on Amphetamine 2.5 qam for ADHD symptoms and Clonidine 0.05 mg qhs to help with sleep. Medications were later titrated to Amphetamine 5 mg in morning and Clonidine 0.1 mg at bedtime. While he was on the inpatient unit it was determined that his violent tendencies were likely due to a lack of supervision. This determination was made from collateral information provided by his social worker. The diagnosis of r/o conduct disorder was removed from his diagnosis list and intensive home and community services were initiated. The neuropsychological testing showed he did not meet criteria for Autism Spectrum Disorder. He was continued on medications for ADHD and impulsivity (Amphetamine 5 mg in morning and clonidine 0.1 mg at bedtime) and is participating in intensive family intervention services.

5. Discussion

It is a challenge when diagnosing a young child with Childhood Onset Conduct Disorder. Children find it difficult to verbalize their feelings. Their symptoms can have different meanings based on their developmental levels. In order to diagnose Childhood Onset Conduct Disorder individuals show at least one symptom characteristic of conduct disorder prior to 10 years of age [1] . In Childhood Onset Conduct Disorder, a combination of biological and psychosocial factors appears to contribute to the disorder. Children with Childhood Onset Conduct Disorder tend to be mostly male. The incidence of CD is not related to socioeconomic class or ethnic group. However research has shown children with Childhood Onset Conduct Disorder do have the following social factors: poverty, lower socioeconomic status, poor education, increased criminality in parents, substance use in parents, decreased community support, poor school achievement or poor family structure [2] [3] . These children tend to be more aggressive than the adolescent-onset youth. By age 18, the majority of youth with Childhood Onset Conduct Disorder meets the criteria for antisocial personality disorders and often end up incarcerated. The prevalence of Conduct Disorder is estimated between 2% and 8% of the general child and adolescent population. The prevalence of Childhood Onset Conduct Disorder is 3% to 5% of youth with Conduct Disorder [4] . These children display disruptive behaviors early in childhood, usually as negative, hostile, and defiant behavior similar to oppositional defiant disorder. As the child grows, there is an escalation to behaviors more characteristic of Conduct Disorder (lying, fighting, and stealing, vindictive

behavior). These children are also likely to have ADHD, learning disabilities, and poor academic achievement. A consistent finding is that children with ADHD are likely to have persistent conduct problems that extend into adulthood [2] . The association between ADHD and Conduct Disorder is especially strong for boys, although girls show a higher risk than boys to develop Conduct Disorder if they have ADHD [2] [5] . The addition of substance abuse to ADHD and Conduct Disorder is predictive of violent behavior for boys. Early treatment for ADHD, ODD and substance abuse is important in the treatment of Conduct Disorder. Children with Conduct Disorder also may show other forms of neuropsychiatric and neurobiological differences, such as low CSF serotonin levels and abnormal dopamine B-hydroxylase (DBH), reduction of grey matter in the amygdala which might indicate a reduction in fear conditioning [6] . As these children grow they have a higher risk of substance abuse, erratic employment and physical abuse of their partners and children. There is also a high rate of symptom overlap of Conduct Disorder with other differential psychiatric diagnoses. Children can have irritable and impulsive/dangerous behaviors associated with ADHD, Anxiety, depression, substance use, learning disorders, mania, fetal alcohol syndrome, abuse victims, Reactive Attachment Disorder [RAD] [2] . Some of these disorders can also be comorbid (ADHD, depression, anxiety, substance use, and learning disorder) which makes it difficult to make an accurate diagnosis of Childhood Onset Conduct Disorder. Childhood Onset Conduct Disorder requires early intervention and long term follow-up. These children benefit from multiple sessions of therapy for longer periods of time. There is no pharmacological intervention to treat Conduct Disorder however comorbid issues need to be addressed (anxiety, depression, ADHD, substance use) [4] . Conduct Disorder children benefit from Cognitive Behavioral Therapy [CBT] (particularly problem solving skills training (PSST), family intervention (parent training for consistent behavior interventions), school intervention (appropriate academic interventions and social engagement with peers), and working with a juvenile officer. Patients may also benefit from long term residential treatment facilities if behaviors continue to be extreme [4] . Antipsychotics are used to manage aggressive behaviors [7] .

6. Conclusion

Childhood Onset Conduct Disorder can be difficult to diagnose due to comorbidities, symptoms presentation as well biopsychosocial factors as in the case presented. It was determined that his behaviors were due to a lack of supervision in the home versus a diagnosis of Childhood Onset Conduct Disorder. The early recognition and interventional treatment of Childhood Onset Conduct Disorder can prevent legal issues and future incarceration. Treatment includes treating comorbidities, CBT, Family and school intervention/psychoeducation modifies behaviors. Antipsychotics may be used to manage aggressive behaviors. In the patient's case he is being treated for ADHD. His parents are using behavioral techniques with him to help modify his behaviors. Since implementing these techniques and using ADHD medication his behavior continues to improve. He is not as impulsive as previously and will think through his decisions. He is recognizing his behavior has consequences and will be punished if he doesn't follow the rules set by father and stepmother. He will ask permission to do things instead of just doing what he wants. He is not running away from home or school. He has not had any additional instances of animal cruelty. His current management (treating ADHD, CBT, and family intervention) has improved his prognosis.

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Aggression and Conduct Disorder in Young Children. A Case Report

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Discover the challenges of diagnosing Childhood Onset Conduct Disorder in young children. Learn about symptoms, comorbidities, and the importance of early intervention for better prognosis.

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Πεντάρα Ελένη-Ακροατήριο 6-U254N1738

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Πεντάρα Ελένη-Ακροατήριο 6-U254N1738

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Το παρόν άρθρο παρουσιάζει σύγχρονα ερευνητικά δεδομένα για τις διαταραχές διαγωγής, αναδεικνύοντας τα αίτια, τα χαρακτηριστικά και τις σύγχρονες θεραπευτικές παρεμβάσεις.

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Παύλος Σνάιντερ - U254N1804 - Ακροατήριο 07

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Παύλος Σνάιντερ - U254N1804 - Ακροατήριο 07

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Το βίντεο, μέσα από animation και δύο φανταστικούς χαρακτήρες, εξηγεί με απλό τρόπο τι είναι η διαταραχή διαγωγής και πώς διαφέρει από τη συνηθισμένη «αταξία» των παιδιών. Παρουσιάζει βασικά χαρακτηριστικά της διαταραχής, όπως η επιθετικότητα και η παραβίαση κανόνων, και τονίζει ότι τα παιδιά αυτά χρειάζονται κατανόηση και έγκαιρη υποστήριξη, όχι μόνο τιμωρία.

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More than just naughty kids: Getting to know Conduct Disorder

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ΑΝΔΡΙΑΝΑ ΚΑΛΤΣΑΡΑ ΑΚΡΟΑΤΗΡΙΟ 2 (U254N1402)

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ΑΝΔΡΙΑΝΑ ΚΑΛΤΣΑΡΑ ΑΚΡΟΑΤΗΡΙΟ 2 (U254N1402)

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ΔΙΑΤΑΡΑΧΗ ΑΓΩΓΗΣ

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Παπαστεργίου Ανδριάνα U254N0033 Ακροατήριο 03

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Παπαστεργίου Ανδριάνα U254N0033 Ακροατήριο 03

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Ένα παιδικό βιβλίο που μπορουν οι γονείς να διαβάσουν μαζί με τα παιδιά τους από πολύ μικρή ηλικία για να τα διδάξουν τα όρια στη συμπεριφορά,τη διαχείριση θυμού χωρίς βία, την ενσυναίσθηση, τη θετική χρήση των χεριών, εναλλακτικούς τρόπους έκφρασης και τον αυτοέλεγχο, να μάθουν δηλαδή να σταματούν τον εαυτό τους πριν κάνουν κάτι επιθετικό. Το παραμύθι είναι ένα εργαλείο για να μάθουν τα παιδιά σεβασμό, αυτοέλεγχο και αγάπη αντί για επιθετικότητα.

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Τα χέρια δε χτυπάνε τα χέρια αγαπάνε - Συλλογικό Έργο

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Διάβασε την περίληψη & τις κριτικές μελών για το βιβλίο «Τα χέρια δε χτυπάνε τα χέρια αγαπάνε» (Συλλογικό Έργο). Αγόρασε άμεσα μέσω του Skroutz!

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Ρωμανίδου Χριστίνα U254N1376 Ακροατήριο 06

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Ρωμανίδου Χριστίνα U254N1376 Ακροατήριο 06

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Τεχνικές Γνωσιακής Συμπεριφορικής Θεραπείας (CBT) για τις Διαταραχές Διαγωγής.