TBC

Tag: Conduct Disorder

  • Conduct Disorders: What is Conduct Disorder and How do Family Dynamics and Familial Problems Contribute to it?

    Conduct Disorders: What is Conduct Disorder and How do Family Dynamics and Familial Problems Contribute to it?

    Understanding Conduct Disorders: Family Dynamics and Their Impact

    Conduct disorder (CD) is a serious behavioral condition where children consistently violate the rights of others, disobey rules, and engage in aggressive or destructive behavior. For families in Dubai facing such challenges, understanding this disorder is the first step in seeking help and improving family well-being.

    What is Conduct Disorder?

    Conduct disorder is characterized by a consistent pattern of behavior where a child repeatedly violates the rights of others and disregards societal norms and laws appropriate for their age. This can manifest through aggression toward people and animals, bullying, physical fights, and the use of weapons causing severe injury. Children with this conduct disorder may engage in sexual misconduct, deceit, theft, property destruction, vandalism, and significant rule-breaking such as truancy or running away from home.

    This condition is severe and one of the main reasons children are referred to healthcare services. Conduct disorder exists on a spectrum of disruptive behavioral disorders, often associated with oppositional defiant disorder (ODD), AKA odd conduct disorder, and can occur alongside other psychiatric issues like depression, ADHD, and learning disorders.

    Conduct disorder is a complex issue influenced by biological, psychological, familial, and social factors. Genetics play a role, but family dynamics and parental mental health are significant contributors. For example, children of parents, especially mothers, with severe depression or aggressive tendencies are more likely to exhibit conduct disorder symptoms. Maternal depression can exacerbate a child’s aggression and other behavioral problems, leading to a cycle of worsening family and child well-being.

    What are Family Dynamics?

    Family dynamics refer to the interactions, roles, and relationships within a family that shape behavior and mental health. Positive family dynamics, characterized by warmth, support, and effective communication, promote emotional support, resilience, and a sense of belonging. These dynamics evolve and are influenced by cultural values, social norms, individual personalities, and personal experiences.

    The Role of Family Dynamics in Conduct Disorder

    The quality of family dynamics is crucial to a child’s development and mental health. Supportive family environments foster healthy emotional development and secure attachments. In contrast, dysfunctional dynamics—marked by poor communication, excessive control, or ineffective conflict resolution—can lead to emotional distress, strained relationships, and mental health issues.

    For instance, substance abuse or mood disorders within a family can disrupt the entire family’s relationships and well-being. Dysfunctional dynamics can cause neglect or abuse, increasing the risk of conditions like PTSD and conduct disorders. Blurred family boundaries can hinder personal autonomy, while close family bonds and structured responsibilities, such as household chores, promote accountability and responsibility.

    How Family Issues Contribute to Conduct Disorder

    Statistics indicate that families of children with conduct disorder often experience significant stress and dysfunction in their family dynamics, exacerbating both the child’s condition and the family’s overall mental health. Educational and behavioral problems linked to conduct disorder can strain relationships with teachers and school staff, leading to academic failure and decreased self-esteem in affected children.

    Several factors increase the risk of developing conduct disorder, including male gender, maternal smoking during pregnancy, poverty, and parental issues like substance abuse or criminal behavior. At the level of familial issues and family dynamics factors such as exposure to physical or sexual abuse, domestic violence, family instability, harsh discipline, and parental rejection also contribute to the risk. Children in such environments are more likely to develop conduct disorders due to these compounded stressors and influences.

    Specific Familial Transitions Affecting Child Well-being and Performance

    Children who do not live with both biological parents often experience lower psychological well-being, health issues, academic struggles, and future economic challenges compared to those in intact families. Parental separation is linked to more externalizing problems, such as behavioral issues, which can persist into adulthood. Children from divorced families typically show lower emotional well-being and more behavioral problems.

    On the other hand, conflict-ridden but stable families can negatively impact children more than parental separation. Maternal depression and economic hardship often explain the lower emotional well-being in children from separated families.

    Moreover, children in stepfamilies also face poorer outcomes compared to those from intact families, often due to complex family relationships and role ambiguities. While having a stepparent can sometimes provide financial and emotional support, it often introduces additional challenges. Stepparents may devote less time and effort to stepchildren, and the presence of stepsiblings can create further complications. Despite these challenges, positive dynamics in stepfamilies can still offer benefits such as improved financial stability and parental monitoring.

    At Talking Brains Center in Dubai, we specialize in helping families understand and address the underlying causes of conduct disorder. Our psychologists in Dubai works with children and their families to create a healthier, more supportive environment.

    Conduct disorder is a complex issue, often influenced by family dynamics, mental health issues, and social factors. For families in Dubai, UAE, understanding how these elements interact is essential for addressing the condition effectively. By fostering positive family environments and seeking professional support, families can help their children manage and overcome the challenges associated with conduct disorder.

    For more information or to schedule a consultation at Talking Brains Center (TBC) Dubai, contact us today.

  • Why Self-regulation Is Important for Young Children

    Why Self-regulation Is Important for Young Children

    Why Self-regulation Is Important for Young Children

    There has been a lot of buzz lately around the topic of self-regulation. But what exactly does it mean?

    When thinking about young children, self-regulation refers to the ability to:

    • Be calm and alert enough to take in new information and take part in the activities or interactions around them 
      Every child is different. Some children are naturally calmer and some may become overwhelmed more easily. In the same way, some children may be more or less alert and attentive. And this can vary from situation to situation. For example, a child who is fatigued or stressed at the end of the day may not be calm enough to follow his parents’ directions when getting ready for bed, but may have done well following the routines of his school day. 
      Some children may feel overwhelmed in a busy grocery store and start to cry as soon as you enter. Other children might seem bored during quieter activities like story time. They might seem distracted and it could be difficult to get their attention. Think about when you learned best. It was likely when you were calm, interested and engaged.
    • Recover from stressors (i.e. anything that disrupts calm and affects participation)
      For some children, a stressor might be the sights and sounds they experience walking along a busy sidewalk. It could be feeling hungry, tired, emotional or just being denied something they’ve been thinking about all day. Imagine a child who has just been told they couldn’t have something they want. Some children may become inconsolable and other children might become upset but are able to quickly return to being calm and alert by managing their thoughts and emotions.

    Why Is Self-Regulation Important?

    Self-regulation is a key building block for nearly every aspect of a child’s development, learning and growth, including:

    • Language learning
    • School success
    • Attention and problem-solving skills
    • Overall mental and physical health

    What Might Affect Your Child’s Ability To Self-Regulate?

    There are many different things that could make it easier or more difficult for your child to self-regulate. As parents, you know your children best and can recognize when there is a shift in how well they are responding and participating. Think of what works to help them move to a more calm and alert place.

    You might consider:

    • Your child’s biological make-up and unique temperament – Some children naturally become more agitated than others by certain experiences, and this affects how they respond to their environment. Some children can become over-stimulated in new situations with new people and may benefit from extra time to warm up. Some children may only tolerate one change or new element at a time. Other children need more stimulation in order to become alert enough to respond or participate in a given situation. For example, they may need to move around in order to stay engaged in a book activity.
    • Your child’s environment –The environment can have a big impact on your child’s self-regulation. It is important to consider the space you are in. For example, is there anything in the space that could be distracting or overwhelming to your child, making it hard for him to focus?
    • The way you interact with your child – Interactions that support self-regulation are those in which the adult does two things:
      1. “Tunes in” to the child’s cues, including signs of difficulty with regulation – For example, you might notice if your child is responding in the way you expected him to, or if he’s over-reacting or under-reacting to a particular situation.
      2. Responds with appropriate support – For example, a child that is over-stimulated and agitated may benefit from interacting with an adult who can model a quieter voice and calmer movements. On the other hand, an adult could support a child who is not paying attention by adding more movement or intonation to their voice.

    Interactions in which your child is meaningfully engaged can help maintain regulation. We can do this by following the child’s lead and responding to their ideas and communication. By taking the time to observe, listen and respond to their ideas, you’ll make it more likely that your child will stay motivated, calmly engaged and attentive.

    References

    Aro, T. Laakso, M. Maatta, S., Tolvanen, A. & Poikkeus, A. (2014). Associations between toddler-age communication and kindergarten-age self-regulatory skills. Journal of speech, Language, and Hearing Research, doi: 10.1044/2014_JSLKH-L-12-0411.

    Gulsrud, A. C., Jahromi, L.B. & Kasari, C. (2010). The co-regulation of emotions between mothers and their children with autism. Journal of Autism and Developmental Disorders, 40, 227-237.

    Hamoudi, A., Murray, D.W., Sorensen, L., Fontaine, A. (2015): Self-Regulation and Toxic Stress: A Review of Ecological, Biological, and Developmental Studies of Self-Regulation and Stress. OPRE Report # 2015-30, February, 2015: https://www.acf.hhs.gov/opre/resource/self-regulation-and-toxic-stress-a-review-of-ecological-biological-and-developmental-studies-of-self-regulation-and-stress.
    Laurent, A.C., Gorman, K. (2018). Development of emotion self-regulation among young children with autism spectrum disorders: The role of parents. Journal of Autism and Developmental Disorders, 48 1249-1260.

    McClelland, M.M., Cameron, C.E., Connor, C.M., Farris, C.L., Jewekes, A.M. & Morrison, F.J. (200&). Links between behavioural regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947-959.

    Murray, D.W., Rosanbalm, K., Christopoulos, C., Hamoudi, A. (2015). Self-Regulation and Toxic Stress: Foundations for Understanding Self-Regulation from an Applied Developmental Perspective. OPRE Report # 2015-21, January, 2015: https://www.acf.hhs.gov/opre/resource/self-regulation-and-toxic-stress-foundations-for-understanding-self-regulation-from-an-applied-developmental-perspective.

    Murray, D.W., Rosanbalm, K., Christopoulos, C. (2016). Self-Regulation and Toxic Stress: A Comprehensive Review of Self-Regulation Interventions from Birth Through Young Adulthood. OPRE Report # 2016-34, February, 2016: https://www.acf.hhs.gov/opre/resource/self-regulation-and-toxic-stress-report-3.

    Murray, D.W. Rosanbalm, K., Christopoulos, C. (2016). Self-Regulation and Toxic Stress: Implications for Programs and Practice. OPRE Report # 2015-97, November 2016: https://www.acf.hhs.gov/opre/resource/self-regulation-and-toxic-stress-implications-for-programs-and-practice.
    Ontario Ministry of Education. (2011). The Full-Day Early Learning-Kindergarten Program, Draft Version. Toronto: Author.

    Ontario Ministry of Education. (2014c). How does learning happen? Ontario’s pedagogy for the early years: A resource about learning through relationships for those who work with young children and their families. Toronto: Author.

    Schmitt, M.B., Justice, L.M., & O’Connell, A. (2014). Vocabulary gain among children with language disorders: Contributions of children’s behavior regulation and emotionally-supportive environments. American Journal of Speech-Language Pathology, doi: 10.1044/2014_AJSLP-12-0148.

    Shanker, S. (2013). Calm, Alert and Learning. Toronto, ON: Pearson Canada Inc.

    Shanker, S. (2016) Self-Reg: How to help your child (and you) break the stress cycle and successfully engage with life. Toronto, ON: Penguin Random House Canada Limited.

    Sussman, F. (2012). More Than Words: A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties. Toronto: The Hanen Centre.

    Weitzman, E. (2017). It Takes Two To Talk®: A practical guide for parents of children with language delays (5th ed.). Toronto: The Hanen Centre.

    Weitzman, E., & Greenberg, J. (2002). Learning Language and Loving It: A guide to promoting children’s social, language and literacy development in early childhood settings (2nd ed.). Toronto: The Hanen Centre.

    Vallotton, C. & Ayoub, C. (2011). Use your words: The role of language in the development of toddler’s self-regulation. Early Child Research Quarterly, 26, 169-181.

    This content is from Hanen.org 

    At Talking Brains Center (TBC), we understand the importance of early childhood development and offer a range of therapy services to support your child’s growth. Our team of Lebanese therapists in Dubai, UAE, includes occupational therapists, speech therapists, psychologists, and other specialists who can help your child build the skills they need to succeed. Contact us today to learn more about our services and how we can support your child’s development.