Conduct disorders can be diverse, but generally they hinder the relationships of the sufferer, depending on the type and degree. It is necessary to know how to identify these disorders in time to be able to offer the best therapy and treatment in each case. Likewise, it is just as important to know what is the best form of intervention in each case. For this reason, in PsychologyOnline we show intervention strategies with a practical case of conduct disorders.
Index
- Introduction to the case study on conduct disorders
- Steps to extract information in cases of conduct disorder
- Identification and assessment of the needs of students with conduct disorder
- Conduct Disorder Case Assessment Process Guide
Introduction of the practical case on conduct disorders.
There is a demand for advice from the teaching team about a student with conduct disorder. Studying 1st ESO. Discomfort of the teaching team. Overload due to the constant actions of said student, as well as the impossibility that they refer to teach the class.
One of the most worrying situations for parents and educators is seeing how their children and students present difficulties in accepting norms that most children accept and comply with as normal. We could say that the decisive factors for the current situation is the environment in which we live of uncertainty and obsolescence of everything, as well as a society that encourages individualism, extreme competitiveness and materialism, and the tendency to delegate parental functions to the school context only, without an adequate connection and interaction between both systems. As a consequence, up to 15% of minors present aggressive, violent and even criminal actions.
Before all this, our role as psychopedagogues It will be the same role as before other students who have specific needs; However, due to the type of disorder, we must emphasize that the educational and therapeutic approach will depend on the moment in the evolution of the disorder, the aid They must be sustained, adequate and sufficient over time, we will not delay the answers, we will propose a global response to the problem and we will promote an individual approach. Our goal will always be help the student and her family understand the situation, to give them the help that the minor requires to promote the development of his personal identity with the achievement of a positive image of himself and feelings of healthy self-esteem. Throughout the process, it will be essential to give the necessary support to the family to help their child.
Steps to extract information in cases of conduct disorder.
The intervention team will be multidisciplinary (psycho-pedagogical and socio-health network) and will include the minor's family. On the one hand, a work of understanding of the situation must be carried out with a global approach to the set of needs of the adolescent. On the other hand, a progressive construction of the case since the objective is not to change behaviors without more, but help the minor to transform their behavior taking responsibility for his life. Before dealing with the claim, we must not only understand but also have the basic premises that help us understand Also what to do, so we must ask ourselves what is CT? What is there to understand? What is there to do? avoid? What do we have to be aware of? and what is there to recognize ?.
What is CT and what is there to understand
The whole team must share the same representation of the problem, which is that antisocial behavior, whether due to excess or inhibition, It is the symptom that shows us the consequences of the feeling that seizes the minor of having lived the dispossession, for which it vindicates Through their conduct the right to be considered and to be helped to overcome this feeling of pain and loss, in a duel does not completed. The minor does not know what is the reason why he feels so bad about the will of others or why his appreciations are so disturbing. There are even cases in which you can express surprise at your own behavior.
Once the minor recognizes this feeling and manages to understand the reason why he behaves the way they do, it is when he can begin to work to dissolve progressively the disorder, being able from here to change the position of passivity and victimization that people with CD problems tend to take with respect to others and events.
What to avoid in cases of CT
The non-pathologization or labeling of the minor, as this will only lead to negative consequences and will not open the way to help the minor.
What do we have to be aware of
Of the suffering that the people affected by the problem have, as it is the only way to understand their experience and to be able to analyze the situation properly and help them.
What to recognize
CD is not a static disorder, we are facing an abnormal evolutionary process, with an insidious silent onset, due to the failure to adequately overcome the different stages of the life cycle. We must therefore recognize the time point in which the disorder is found: Reactive Start –installation of suffering: presence of strong emotional lability, pain in the face of forgotten reminiscences of the past, chronic and diffuse anxiety, hyper / hypoactivity, restlessness and anguish- Stagnant Time –deep feeling of failure and unworthiness difficult to understand by the minor, anger with the world, self-esteem insane, an identity that does not satisfy him and, above all this, permanent struggle-, and Disrupted Resolution - defiant, antisocial and violent behavior in an attempt to escape and to avoid to his world of nightmares.
Other issues to consider will be Identify the main signs that make up the personality: how his personality is formed and what is the relationship he maintains with the environment (family, school and social). At the minor's level: body and health -> self-image and self-care, as well as their relationship with sexuality; field of emotions and mood -> emotional lability and manifestations of anxiety and sadness; realm of thought -> disturbance in inflexible communication, thinking and reasoning; field of behavior -> from the difficulty in social skills, through not belonging to the group or closing in on himself. At the environmental level: Characteristics of the family context -> lack of limits, no family interaction, empathization problems, absence of father or mother figures, passive support, excessive protection, comparison of the minor with powerful figures in the family, etc... Characteristics of the school and social context -> lack of project, distrust towards personal advancement, towards adults and teachers, stigma, segregation, difficulties in care, excessive activity, repeated center changes, lack of ties, social isolation, etc... This knowledge is important because, on occasions, the escalation of aggression by minors is due to the need to defend against a hostile world that returns negative signals about him and him denies.
On the other hand, PrevSee the different courses the disorder can take. Once the TC is constituted, depending on the measures that have been adopted, different derivations will be given in the following stages of the life cycle, of which We must be aware, towards a personality disorder in boys and towards the manifestation of temperamental difficulties of significant severity in the girls.
Therefore, in the face of the demand, as essential elements for the assessment, we must understand what we are talking about, understand the child's feeling, identify the moment in which who is, identify the most representative signs of his person, and carefully analyze the characteristics of the systems in which he interacts (family, social and school).
Identification and assessment of the needs of students with conduct disorder.
The goal of the identification and assessment of NEEs or special needs It is the determination of the educational actions or aid that will be necessary to provide the student with those needs, reflecting on the adequacy of the educational response to the real needs and characteristics of this student body.
Before starting the evaluation, it is necessary to be clear that a link must be established between the person who is evaluating, the minor evaluated and what is being evaluated. We will take into account that each student has their own times, the strategy is to establish an appropriate rhythm to the particularity and need of it. In addition, due to the type of disorder, the assessment is an opportunity for the minor to know a new form of relationship, communication and treatment, very different from what the minor is used to in their everyday life.
The assessment should seek plural responses with a comprehensive and global approach: the CT will be considered from a multicontextual criterion and with a multidisciplinary intervention: medical, psychopedagogical and school, in addition to being essential the active participation of familiar surroundings, parents or guardians.
In the case of TC, the main competencies involved in the assessment process are those linked to the behaviors related to interaction and social bonding, as well as compliance and acceptance of the social norms of the age. These aspects are a priority in the process of identifying needs.
Script of the process of evaluation of the case of conduct disorder.
Assessment of the basic characteristics of the student
Regarding his body and sexuality (what image he has of himself, how he cares for his body, manifestations around his sexuality), emotions (detection of mood variations, manifestations of symptoms of anxiety or sadness, fears or fears), acts of thought (what alterations exist in the function communication, types of thoughts and reasoning) and behaviors (types of non-normative behaviors such as disobedience, opposition, aggressiveness, violence, behavior of risk, etc ...).
This implies a non-intrusive interaction with him, since it would increase the rejection and defense position; deciding the number of professionals who are going to interact with him, to avoid feeling “judged by a court”, with alternative mechanisms to the typical interview. Get a definition of their situation from the child's consent to speak in an environment where feel safe and confident, being the conversation one of the backbones of the process of identifying needs. We will influence qualitative aspects, through a detailed observation adapted to their times, without haste, assessing the intensity and frequency of the behaviors as well as the contexts in which they are give.
Assessment of the contextual conditions in which the student interacts
From the school perspective, the school curriculum is the basic reference for the identification of NEEs and for the determination of the specific services that the student needs. The assessment must provide us with the type and degree of specificity of the curricular adjustments necessary in relation to the minor and the means of access to the curriculum that will be provided. For this, we will influence aspects such as current competencies in relation to the curriculum, difficulties in learning, classroom difficulties in interacting with teachers and other students, interests or preferences, etc... From the perspective of the family and its social context, affective aspects, interpersonal relationships with their family and their social context. It will delve into aspects that help us understand the subjective discomfort that determines the disorder.
We will need information on everything related to family history related to learning and / or behavior problems, the development of the child (motor, language, relational ...), current behavior at home or in other environments, possible problems family, in what way it establishes relationships or social ties... The purpose is to identify factors and variables that can promote behaviors of the minor.
Assessment of the evolutionary moment in which the disorder is found
Depending on the time point of the disorder (see section 2: “time point in which finds the disorder ”), it will be necessary to adapt guidelines for action and define the priorities of the intervention. Given the non-static nature of the disorder, the needs will not be the same when you are in the moment of installation of suffering that when he is already indulged in defiant behavior and antisocial. The final stage of the assessment will be the elaboration of a story with all the information, as a resource to synthesize and reflect about the process carried out, and will allow us to personalize the comprehensive care that the student needs and provide continuity in the weather. Once the assessment has been carried out, we would enter the intervention phase, with the generation of a plan of actions and support in the different contexts, a monitoring plan and an evaluation of the Plan and / or rectification of actions and support.
For an intervention to be effective, it is required that the Centers, as educational institutions, receive sufficient attention from the Psychopedagogical Teams (psychologists, pedagogues and social workers), sufficient staff of support teachers who can respond to personalized and specialized attention, and a minimum level of specific training for ordinary teachers (tutors and specialists) who are the true agents of treatment on the continuum school. Once action behaviors become thinking behaviors, we will be witnessing the transformation process.
This article is merely informative, in Psychology-Online we do not have the power to make a diagnosis or recommend a treatment. We invite you to go to a psychologist to treat your particular case.
If you want to read more articles similar to Behavioral disorders: intervention strategies and a practical case, we recommend that you enter our category of Clinical psychology.
Bibliography
- Bolea, E., Burgos, F.J., Duch, R. & Vilà, F. Behavioral disorders. Module Subject "Psychopedagogical Intervention in Developmental Disorders". Barcelona: UOC.
- American Psychiatric Association (A.P.A). (2002). Diagnostic and Statistical Manual of Mental Disorders (D.S.M. IV-TR). Barcelona: Ed. Masson.
- Conduct Disorder - monografias.com. Retrieved April 20, 2008 from http://www.monografias.com/trabajos20/trastorno-disocial/trastorno-disocial.shtml
