agression Flashcards
(17 cards)
Current broad “antisocial” definition:
– Behavior that is intended to harm or injure another individual
Developmental Ecological Model
► Can include any and all risk factors in a person’s life
► Also includes development
Developmental timing is important in whether or not a problem develops as a result
Evidence for Model Developmental Ecological Model
► Interactive effects of risk factors
Ex. Impulsivity X peer delinquency
Ex. Parenting X temperament interactions
Ex. Neighborhood problems X peer delinquency
► Developmental timing also evident
Ex. Peers more influential as children age
Temperament Model of Substance use Initiation
Temperament
► Temperament is the precursor to an individual’s personality
► Found to be as stable as IQ, but has static components
► Directly and indirectly impacts social relationships with others and activities decide to engage in
Risk for Substance Use Temperament Model of Substance use Initiation
Temperament
► Behavior as a result of temperament will change as children acquire more complex cognitive and social skills in response to maturational and environmental influences
► Self-control plays a key role in use through multiple contextual factors
Self-control going to affect academic competence, life events, peer relations that results in initiation and use
Executive Function/Intelligence Deficit
► Multiple risk pathways to antisocial behavior ► Ecological risk factors do not affect all children the way.
► So what role do neuropsychological deficits play?
Verbal skills
Executive functioning
► Effects specific for life-course persistent
► Child characteristics and socialization processes impact each other to result in problem behavior
Highly reactive/difficult to soothe infant results in caregiver impatience
Lack of caregivers help to compensate for over reactivity results in child lack of effortful control (ability to regulate behavior and emotions according to demands of the situation)
With lack of control – verbal skills not sufficiently developed (anger responses, inability to self-soothe, and poor verbal interactions with parents)
Inability to effectively communicate results in negative socialization loop with all socializing agents
Evidence of Model
► Delinquent youth lower IQ (for both genders and various racial groups)
Specifically verbal learning and verbal reasoning deficits
But not nonverbal IQ deficits
► Poor executive functioning associated with antisocial behavior
Poor inhibitory control
Lack of planning
Kochanska’s work
► Early reactivity (extreme negative reactions to stress) and effortful control (temperamental precursor to behavioral and emotional control) deficits results in poor conscience development and disregard for society norms and rules
Implications of Model
► Developmental timing crucial – intervention in infancy and toddlerhood
► Large genetic component
How to treat?
► Emphasis on regulation, self-control, attentional process
AKA: executive functioning
► Need for parental socialization to help to teach skills
Treatment of Antisocial Behavior
Special Considerations With Kids
- Kids don’t have as much control over environment as adult clients – use to advantage
- Cognitive and problem-solving skills are likely not fully developed
- Lack of insight into problems
- Some problem behaviors are “normative” at a certain level
Behavioral Parent Training
- Only treatment to meet well-established threshold
- Working with parent to improve parenting and environment to improve behavior
- Will go through more extensively in parenting portion of course
Executive Function/Intelligence Deficit
► Multiple risk pathways to antisocial behavior ► Ecological risk factors do not affect all children the way.
► So what role do neuropsychological deficits play?
Verbal skills
Executive functioning
► Effects specific for life-course persistent
► Child characteristics and socialization processes impact each other to result in problem behavior
Highly reactive/difficult to soothe infant results in caregiver impatience
Lack of caregivers help to compensate for over reactivity results in child lack of effortful control (ability to regulate behavior and emotions according to demands of the situation)
With lack of control – verbal skills not sufficiently developed (anger responses, inability to self-soothe, and poor verbal interactions with parents)
Inability to effectively communicate results in negative socialization loop with all socializing agents
Evidence of Model
► Delinquent youth lower IQ (for both genders and various racial groups)
Specifically verbal learning and verbal reasoning deficits
But not nonverbal IQ deficits
► Poor executive functioning associated with antisocial behavior
Poor inhibitory control
Lack of planning
Kochanska’s work
► Early reactivity (extreme negative reactions to stress) and effortful control (temperamental precursor to behavioral and emotional control) deficits results in poor conscience development and disregard for society norms and rules
Implications of Model
► Developmental timing crucial – intervention in infancy and toddlerhood
► Large genetic component
How to treat?
► Emphasis on regulation, self-control, attentional process
AKA: executive functioning
► Need for parental socialization to help to teach skills
Treatment of Antisocial Behavior
Special Considerations With Kids
- Kids don’t have as much control over environment as adult clients – use to advantage
- Cognitive and problem-solving skills are likely not fully developed
- Lack of insight into problems
- Some problem behaviors are “normative” at a certain level
Behavioral Parent Training
- Only treatment to meet well-established threshold
- Working with parent to improve parenting and environment to improve behavior
- Will go through more extensively in parenting portion of course
- Problem solving skills training
a. Based on the premise that hostile and aggressive behaiors are the result
- The goal of cognitive problem solving training is to modift these biases
- The child is taught to:
a. Recognize problem situations
b. Use self statements to reduce impulsive behavior
c. Generate multiple solutions to problems
d. Evaluate possible consequences of actions
e. Take of the persprective of others
- Multimodal treatment program
a. Family and school together program (FAST track program)
b. Intervention begins in school age
c. Over multiple years in elementary school
9. 4 major components
a. Parent management training
b. Home visits
c. Cognitive problem solving training
d. Classroom intervention
- Multisystemic therapy
a. Based on systems theory
b. Emphasizes both the interactional nature of psychopathology and the role of multiple systems
c. Multiple factos play a role in an individuals life (school, work, church)
d. A thorough assessment in sonducted
e. All domains are evaluated
f. The therapist then makes a plan to intervene at all levels that have been identified
g. Therapy approaches can include
i. Family therapy s
ii. School consultation
iii. Peer interventions
iv. Marital therapy
v. Parent management training
h. Effectiveness
i. Found to improve many problem behaviors, including
1. Substance use
2. Aggression
3. Recidivism
ii. 2011 study demonstrated maintained affects 20 years later
