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Advanced Abnormal Psychology pp 209–222Cite as

Conduct Disorder

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Abstract

Conduct problems, including aggression, lying, and stealing, interfere with a child’s functioning within the family, school, and peer group. The emergence of childhood conduct problems can be best understood from an ecological perspective that acknowledges the importance of contextual factors, such as qualities of the home environment, relationships with parental figures, school and classroom organization, teacher style, and peer relationships (Dishion & Patterson, 1997; Tolan, Guerra, & Kendall, 1995). Interventions that target these contextual influences have demonstrated significant promise (Guerra, Tolan, & Hammond, 1995; Henggeler, Schoenwald, Borduin, Rowland, & Cunningham, 1998). Specifically, this chapter provides a description of childhood conduct disorder, its prevalence and course, and a summary of empirical findings that link factors within the child, family, peer group, and community with the emergence and progression of conduct difficulties.

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Authors and Affiliations

  1. Department of Psychiatry, University of Illinois at Chicago, Chicago, Illinois, 60612, USA

    Marc S. Atkins

  2. Columbia University School of Social Work, New York, New York, 10025, USA

    Mary M. McKay

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  1. Marc S. Atkins
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  1. Pacific University, Forest Grove, Oregon, USA

    Michel Hersen

  2. Nova Southeastern University, Fort Lauderdale, Florida, USA

    Vincent B. Van Hasselt

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Atkins, M.S., McKay, M.M. (2001). Conduct Disorder. In: Hersen, M., Van Hasselt, V.B. (eds) Advanced Abnormal Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-8497-5_10

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