Clinical practice guidelines for the management of conduct disorder

Sagar, Rajesh; Patra, Bichitra Nanda; Patil, Vaibhav

doi:10.4103/psychiatry.indianjpsychiatry_539_18

Cited by 20 publications

(15 citation statements)

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“…Furthermore, the educational team, including the principals, supervisors, teachers, and other school staff, need to use a unified plan in the education of every child with a conduct disorder and to coordinate appropriate activities; there exists a severe gap in this respect. [ 19 ] Other identified shortcomings included poor coordination between the in-school teaching team and out-of-school resources and healthcare professionals, like psychiatrists, as this lack of coordination can lead to inappropriate diagnosis or misdiagnosis and negligence or misuse of medications. Those conditions make it difficult for the child to be treated and impairs the process of educating them.…”

Section: Discussionmentioning

confidence: 99%

The deficits of the Iranian educational system in teaching children with conduct disorders

Sajadi

Ghorbani

Maarefvand

et al. 2020

J Edu Health Promot

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BACKGROUND: One of the serious issues in the field of children's social and mental health globally, is conduct disorder. Concerning the special problems of these children, their need for appropriate education seems vital. Thus, this study aimed to identify the educational deficiencies in the Iranian education system in terms of educating children with conduct disorder. SUBJECTS AND METHODS: This was a qualitative content analysis study of the directed type. The population was in Tehran City, Iran. This research was performed on 23 individuals using a triangulation sampling technique and in-depth interviewing. The study subjects were children with conduct disorder, their parents, teachers, and social workers, and psychology experts. The study participants were selected using a purposive sampling method, and the tool used for data collection was a checklist of questions that has been approved by 4 experts. MAXQDA (version 12) software was used for data analysis in this study. RESULTS: The obtained data suggested that the deficits of the educational system in Iran are classified into four categories, including the lack of knowledge and skills of school staff, the lack of necessary workforce, the lack of appropriate hardware facilities, and the lack of coordination and cooperation between individuals and systems. CONCLUSION: Considering the present study results, to improve the educational status of children with conduct disorder and reduce their problems, it is necessary to resolve the identified educational deficiencies as soon as possible by the government, policymakers, and educators.

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Section: Discussionmentioning

confidence: 99%

The deficits of the Iranian educational system in teaching children with conduct disorders

Sajadi

Ghorbani

Maarefvand

et al. 2020

J Edu Health Promot

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“…Abnormalities are noticed predominantly in the bilateral amygdala, right striatum, bilateral insula and left medial/superior frontal gyrus and left precuneus. The frequently affected areas are limbic structures and the anterior cingulate and orbitofrontal areas of the prefrontal cortex with those individual who are diagnosed as conduct disorder [18] . In a study conducted by Graeme Fairchild et al…”

Section: Pathogenesismentioning

confidence: 99%

“…Few trials with valproate have shown that it is effective for Conduct Disorder. Overall, there is limited evidence in treating aggression, impulsivity and co morbidities of conduct disorders yet a complete holistic management of conduct disorder is in evident regarding the role of pharmacotherapy in Conduct Disorder [23,24] . Behavioural Skill straining, Community Based Intervention were found to be effective in the management of CD [25,26] .…”

Section: Managementmentioning

confidence: 99%

Homoeopathic portrait of conduct disorder

Gnnanaprakasham¹,

Brundha²

2021

Int. J. Homoeopathic Sci.

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Conduct disorder is characterized by a repetitive and protracted pattern of dissocial, aggressive and defiant behaviour. These may lead to the development of antisocial behavior which proceeds to the violation of the social norms. The conduct disorder in its progress towards adolescents express certain abnormal behavior patterns like involving in theft, curiosity to take substance's or drugs, impulse to indulge in unsafe sex, perverted sexual behavior, mood swings and other personality disorders. The conventional system of medicine will helpto manage impulsivity and in extreme mood swings. The Homoeopathic case taking, analysis of the case and understanding of the person's individualistic personality will be helpful in bringing the behavioral change in vast areas like curiosity, impulsivity, destructiveness, violence, distractibility and overall general well being of the patient. Considering the most frequently reported symptoms and as per DSM V criteria's, the expression of conductdisorder has been converted into reportorial rubricswhich provided agroup of remedies that may be help to manage the persons with conduct disorder. Homoeopathic medicines like Hyos, Nux-vom, Bell, Stram, Sulph, Taren, Staphy, Plat, Lach, Verat were found to be probably indicated medicines in the view of symptomatology of conduct disorder.

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“…Children with CD have educational difficulties; they often struggle with psychosocial functioning and isolation. Other psychiatric comorbidities are common with CD, such as depression, ADHD, substance abuse, and ODD [6].…”

Section: Introductionmentioning

confidence: 99%

The Psychosocial Outcome of Conduct and Oppositional Defiant Disorder in Children With Attention Deficit Hyperactivity Disorder

Eskander

2020

Cureus

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Attention deficit hyperactivity disorder (ADHD) is one of the most common mental disorders diagnosed in children below the age of 12 years. It is characterized by hyperactivity, inattention, and impulsive behavior. ADHD affects the social, academic, and psychological aspects of children and adolescents. Children with ADHD struggle with school tasks and performance. They have lower grades than their peers and have difficulties interacting with their friends. Oppositional defiant disorder (ODD) is a mental disorder characterized by disruptive behavior, a pattern of angry and irritable mood, argumentative, and vindictive behavior. Children with ODD struggle with forming friendships and have problems at school. Conduct disorder (CD) is divided into the childhood onset and the adolescent onset types. The childhood onset is associated with poor outcomes in adulthood, an increase in criminal behavior, violence, and progression to antisocial behavior. Children with CD are at increased risk for substance use disorders (SUD) and antisocial personality disorder. The current literature review is aiming to provide an overview of the psychosocial impact of comorbid ODD and CD in children with ADHD. The results of this study review showed the comorbidity of ODD and CD is very strong. ODD is a strong predictor of CD in boys. The presence of comorbid ODD and ADHD in children is a significant predictor of adolescent onset CD. The comorbidity of ADHD with ODD and CD worsens symptom severity and is associated with high psychosocial dysfunction. Children with ADHD and comorbid ODD and CD have difficulties with school, friends, and trouble with the police.

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Clinical practice guidelines for the management of conduct disorder

Cited by 20 publications

References 0 publications

The deficits of the Iranian educational system in teaching children with conduct disorders

The deficits of the Iranian educational system in teaching children with conduct disorders

Homoeopathic portrait of conduct disorder

The Psychosocial Outcome of Conduct and Oppositional Defiant Disorder in Children With Attention Deficit Hyperactivity Disorder

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