Child psychopathology and deviant family hierarchies

Green, Stephanie M.; Loeber, Rolf; Lahey, Benjamin B.

doi:10.1007/bf01321290

Cited by 18 publications

(10 citation statements)

References 7 publications

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“…Early reports found that parental psychopathology and substance abuse were more related to CD (Frick et al 1991) than ODD (Frick et al 1992). Deviant or inappropriate parenting practices have been more strongly associated with CD than ODD in some studies (Burke et al 2003;Lindahl 1998), but not others (Frick et al 1992;Green et al 1992). Using one of the largest clinically referred samples, Greene and colleagues (2002) found that ODD+CD (vs.…”

Section: Introductionmentioning

confidence: 92%

“…Relatedly, most of the early studies did not report whether children diagnosed with CD also met research criteria for comorbid ODD, nor did they include multiple measures from several contextual domains, which could have significantly limited their results. Further, early studies generally included only boys (e.g., Frick et al 1992;Frick et al 1991;Green et al 1992). Given increased attention to antisocial behavior in girls (Pajer 1998) and recent findings suggesting similar social and family risks for DBDs in both sexes (Messer et al 2006), whether younger girls experience problems in contextual domains comparable to those of younger boys is an important issue to examine.…”

Section: Introductionmentioning

confidence: 98%

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Clinically Referred ODD Children with or without CD and Healthy Controls: Comparisons Across Contextual Domains

et al. 2008

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This study compares 6-11-year-old, clinically referred boys and girls diagnosed with Oppositional Defiant Disorder, either with (ODD + CD, n = 40) or without Conduct Disorder (ODD only; n = 136), to a matched sample of healthy control children (HC; n = 69). Multiple informants completed intake diagnostic interviews and self-reports to evaluate constructs examining the child's functioning and contextual influences on functioning (e.g., parent, family, peer, community). ODD + CD and ODD only children were each distinguished from HCs by greater exposure to delinquent peers and lowered parental self-efficacy. In further comparisons to the HC group, ODD only status was associated with parental use of psychological aggression and more stressful life events, whereas ODD + CD status was associated with greater parental hostility. Relative to ODD alone status, ODD + CD status was comparable on all but one variable (greater parental hostility). Similar findings were reported using a subset of girls only. The characteristics that distinguish children with DBDs from controls and, in particular, ODD + CD from ODD only, bear implications for understanding and treating both CD and ODD.

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 98%

Clinically Referred ODD Children with or without CD and Healthy Controls: Comparisons Across Contextual Domains

et al. 2008

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“…While there is little evidence that problematic family structures are a direct cause of child problems, they can certainly maintain them. Green, Loeber, and Lahey (1992) showed that hierarchical structures tend to become disorganised when a family has a problem child. Typically, boundaries between parent, child, and extended family systems become unclear, the parents' relationship becomes conflicted, and the extended family may get caught in the battles during the many failed attempts to manage the problem child.…”

Section: Systems Theorymentioning

confidence: 99%

Practitioner Review: When parent training doesn’t work: theory‐driven clinical strategies

Scott

Dadds

2009

Child Psychology Psychiatry

138

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Improving the parent-child relationship by using strategies based on social learning theory has become the cornerstone for the treatment of conduct problems in children. Over the past 40 years, interventions have expanded greatly from small, experimental procedures to substantial, systematic programmes that provide clear guidelines in detailed manuals on how practitioners should implement the standardised treatments. They are now widely disseminated and there is a great deal of empirical support that they are very effective for the majority of cases. However, evaluations of even the best of these evidence-based programmes show that a quarter to a third of families and their children do not benefit. What does the practitioner then do, when a standard social learning approach, diligently applied, doesn't work? We argue that under these circumstances, some of the major theories of child development, family functioning and individual psychology can help the skilled practitioner think his or her way through complex clinical situations. This paper describes a set of practical strategies that can then be flexibly applied, based on a systematic theoretical analysis. We hold that social learning theory remains the core of effective parent training interventions, but that ideas from attachment theory, structural family systems theory, cognitive-attribution theory, and shared empowerment/motivational interviewing can each, according to the nature of the difficulty, greatly enrich the practitioner's ability to help bring about change in families who are stuck. We summarise each of these models and present practical examples of when and how they may help the clinician plan treatment.

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“…Further research is need to clarify this area; however, the review by Sines (1987) concluded that marital discord is found equally in other clinic and nonclinic children. Further, a recent study (Green, Loeber, & Lahey, 1992) found no evidence that depression in children is associated with deviant family hierarchies (Haley, 1976;Minuchin, 1974) in which the child exercises more power in the family than the parents.…”

Section: Studies Of Family Process Family Process and Childhood Deprementioning

confidence: 98%

Family Processes in Child and Adolescent Anxiety and Depression

Dadds

Barrett

1996

Behav. change

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Anxiety and depression tend to run in families. This paper reviews some of the family processes that are implicated in the development, maintenance, and treatment of these problems in children and adolescents. Empirical studies and our theoretical review show that social learning processes within the context of intimate relationships are important in the development of anxiety and depression. Family processes have been shown to be important in the treatment of anxiety disorders but parallel evidence is lacking with regard to depression in adolescents. Two models are shown to have demonstrated explanatory power and empirical support: social learning theory and attachment theory. Examples are given of how these models can be contrasted and integrated at both clinical and theoretical levels.

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Child psychopathology and deviant family hierarchies

Cited by 18 publications

References 7 publications

Clinically Referred ODD Children with or without CD and Healthy Controls: Comparisons Across Contextual Domains

Clinically Referred ODD Children with or without CD and Healthy Controls: Comparisons Across Contextual Domains

Practitioner Review: When parent training doesn’t work: theory‐driven clinical strategies

Family Processes in Child and Adolescent Anxiety and Depression

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