• Biological: evolutionary, genetic heritage
• social learning: modeling moral behavior
• behaviorist: rewards & punishments
• cognitive-developmental: children as active thinkers about social rules

• warmth and responsiveness
• competence and power
• consistency between words and behavior

• Physical & frequent punishment have side-effects

• Effectiveness of punishment increased by: 
• consistency
• warm parent-child relationship
• positive discipline

• time out
• withdrawing privileges
• positive discipline

1. build mutually respectful bond
2. let child know how to act (ahead of time)
3. praise mature behavior

• Heteronomous morality (5-10yrs)
• view rules as handed down, permanent, unchangeable, requiring strict obedience
• judge wrongness by outcomes not intentions
• Autonomous morality (10+ years)
• rules as socailly-agreed on, changeable, ideal reciprocity
• judge on outcomes and itentions

• preconvention level 
• really concrete, externally controlled
• right & wrong/ punishment & obedience
• instrumental purpose
• conventional level 
• ensure relationship/social order
• goodboy-good girl (morality of interpersonal cooperation)
• social order maintaining
• Postconventional level
• abstract princples/values
• social contract, rules are flexible
• universal ethical principle- right determined by self-chosen principles
• respect of dignity and worth

Kohlberg

e.g. would you steal a drug to save life of a dying person?(morally controversial situation)

Analyze reasoning behind the person's answers

• Kohlberg said morals are rights and justice oriented
• Gilligan said it was caring for others orientation (ethics of care)

• Personality
• child-rearing practices (caring & supportive, discussing moral concerns)
• schooling
• peer interaction
• culture

moral imperatives (protect rights/welfare)

-victimes and other kids react strongle to moral offences

-adults explain rights and feelings of victims

social conventions (customs by consensus) 

-e.g. table manners, "god bless you"

-peers seldom react to violations

-adults explain less, demand obedience

• Social conventions
• with vs. without clear purpose
• consider intentions and context of violations
• moral imperatives
• consider intentions and context of violations
• personal matters
• recognize areas of personal choice
• relate to moral rules
• recognize limits on choice

Distributive justice

-stages

Not only what is right but what is fair

• Equality (5-6 yrs): everyone gets the same thing
• Merit (6-7yrs): everyone gets amount based on what they put in
• Benevolence (8+yrs): justification for merit, was somebody able to contribute 

• Early & Middle childhood
• Instrumental (for reinforcement) aggression declines but hostile (because of anger) aggression increases
• boys more physically aggressive girls more relationally aggressive
• Adolescense
• less aggression, more delinquency (peaks in mid adolescence)
• Individual differences in aggression are lasting

• pattern of negativistic, hostile, and defiant behavior lasting 6 months where 4 symptoms are present
• more frequenty then typical development
• sig impairment in social, academic, or occupational functioning
• doesnt occur exclusiving during psychotic or mood disorder
• criteria not met for CD and if 18 or older not met for Antisocial Personality Disorder

1. often loses temper
2. often argues with adults
3. actively defies or refuses to comply w/ adults' requests or rules
4. deliberately annoys people
5. blames others for his mistakes/misbehavior
6. touchy or easily annoyed by others
7. angry or resentful
8. spiteful or vindictive

• repetitive and persistent pattern of behavior where basic rights of others or major age-appropriate societal norms or rules are violated shown by 3 or more of following criteria in past 12 months and at least one present in past 6 months
• significatn impairment in social, academic, or occupational functioning, 
• individual is age 18 or older, criteria not met for antisocial personality disorder

• Aggression to people an animals
• destruction of property
• deceitfulness or theft
• serious violations of rules

1. often bullies, threatens, or intimidates others
2. often initiates physical fights
3. has used a weapon that can cause serious physical harm to others (e.g. brick, bat, gun)
4. has been physically cruel to people
5. has been physically cruel to animals
6. stolen while confronting a victim (mugging)
7. forced someone into sexual activity

1. deliberately engaged in fire setting with intentions of causing serious damage
2. deliberately destroyed others' property

1. has broken into someone else's house, building, or car
2. often lies to obtain goods or favors or avoid obligations
3. has stolen items of nontrivial value without confronting a victim (shoplifting)

1. often stays out at night despite parental prohibition, beginning before 13 years
2. has run away from home overnight at least twice while living in parental or parental surrogate home
3. often truant from school, beginning before age 13

ODD=refusal to comply

CD=violations of the rights of others, often involves the legal system

Same or different disorders? 

-evidence for both sides

-early onset is worse

-ADHD influencdes development, couse, & severity of CD

-ADHD path to CD is usually through ODD

Very different things

-psychopathy involves callous, manipulative, impulsive, predatory, remorseless behavior over and above antisocial deviant behavior

33% of ODD go on to have CD and 33% of these go on to have antisocial personality disorder

Over 90% of children w/ CD have had ODD but not the same reversed

Overal prevelance: 3% for ODD and 5.5% for CD

equifinality: multiple things can start a disorder

multifinality: the same start can result in different disorders 

(reasons why the prevelance rates don't map on to the 33% that move from one disorder to another)

Parent-child relational problem DSM code

• cateogry should be usd when focus of clnical attention is a pattern between parent & child associated w/ clinically significant impairment in indiivdual or family functioning or development of significant symptoms in parent or child
• Doesn't talk about function of the behavior

• non-compliance
• modulation of affective states
• executive dysfunction
• language impairment
• problem-solving skills

• lower IQ scores
• being more sensitive to reward than punishment
• deficits in social codnition
• calllous or being unemotional (young children)

ODD/CD must be some sort of underlying dysfunctin

Can NOT be a reaction to context/environment (reaction to living in a bad neighborhood)

Proactive vs. Reactive vs. Relational

Overt vs. Covert

Destructive vs. Non destructive

[image]

Iatrogenic- the treatment causing the symptom or disorder

Expect Pseudo Iatrogenic effects of treatment with ODD/CD (because parents are attending to behavior from therapy they notice more inappropriate behavior)

-if you start having them take data they notice it more

Iatrogenic effect can also come from preparation/warning them of their child's symptoms

Model where the parent effects the child and the child effects the parent 

-e.g. kid is acting up->mom gets frustrated -> mom does not provide good discipline -> kid acts up more -> kid gets more frustrated.. etc.

[image]

• Parent report
• teacher report
• child report
• diagnostic interview- consider age of onset
• look at aggressive and rule-breaking behavior