Developmental disorders

So-called 'problem behaviour' can be the consequence of stress factors in children's lives, can be temporary or represent the manifestation of a real disorder. The most frequent disruptive behaviour disorders are oppositional defiant disorder (ODD), conduct disorder (CD) and attention deficit hyperactivity disorder (ADHD).

What are childhood behavioural disorders?

It is common to find impulsive, aggressive or provocative attitudes in children from time to time or for short periods.
Some, however, manifest extreme behaviour that is difficult to manage and markedly outside the norm in frequency and duration, compared to their developmental level.
So-called 'problem behaviour' can be the consequence of stressors in children's lives, can be temporary or represent the manifestation of a real disorder.
The most frequent disruptive behavioural disorders are oppositional defiant disorder (ODD), conduct disorder (CD) and attention deficit hyperactivity disorder (ADHD).
Psychological and emotional disorders in childhood
Among the most common psychological disorders in childhood we find, among those of an emotional nature, obsessive compulsive disorder, anxiety disorders, depression; among those of a behavioural nature ADHD, CD and ODD; among those of a developmental nature, language delay, cognitive delay and autism spectrum disorders.
Emotional and behavioural disorders or problems can also be divided into categories: internalised (emotional disorders such as anxiety and depression) or externalised (such as ADHD and DC)

Oppositional defiant disorder

Approximately one in 10 children under the age of 12 is diagnosed with Oppositional Defiant Disorder (ODD), with double the frequency in males. Some of the typical behaviours of this disorder include:

Tendency to become easily angered, irritated or bored
Frequent outbursts of anger
Frequent conflicts with adults, especially family members
Refusal to follow the rules
Giving the impression of deliberately disturbing and exasperating other people
Low self-esteem
Low frustration tolerance
Tendency to blame others for what happens

Conduct disorder

Children with conduct disorder (CD) are often labelled as 'bad' due to deviant behaviour and rejection of rules. Approximately 5% of children around the age of 10 receive this diagnosis four times more frequently in males than in females. Approximately one third of children with conduct disorder have attention deficit hyperactivity disorder.
Some of the typical behaviours of this disorder include:

Tendency to frequently disobey parents or other authority figures
Frequent absenteeism
Very early tendency to use drugs, cigarettes or alcohol
Lack of empathy towards others
Aggressiveness towards animals or people or a tendency to show sadistic behaviour including bullying and physical or sexual abuse
Tendency to provocation and physical aggression
Use of weapons and objects during physical encounters
Frequent lies
Engaging in criminal behaviour such as vandalism, arson, theft
Escapes from home
Suicidal tendencies - although rarer

How can we help you?

Treatments are usually multimodal and vary depending on the specific disorder and the factors that contributed to the development and maintenance of the symptomatology.

Parent training - consists in assessing the educational and communicative style within the family in order to prepare an ad hoc intervention useful for managing problematic behaviour.
Family therapy - the whole family is involved in order to promote the development of communication and problem solving strategies
Cognitive behavioural therapy in developmental age - children are guided in the development of cognitive, emotional and behavioural regulation strategies through specific interventions such as:
Social skills training - the child learns basic social skills useful in communicating needs and moods in a more functional way and in developing a better relationship with adults and peers
Anger management training - the child learns to recognise early signs of frustration or distress and is guided to use a range of coping skills to defuse anger and aggressive behaviour. Relaxation techniques and stress management skills are also taught.
Taking care of associated problems - the presence of any learning disorders or other emotional, educational and psychological problems may contribute to the maintenance of the problem and therefore requires professional support.
Self-esteem training - Many children with behavioural problems experience repeated failures in the school and/or interpersonal sphere. It is therefore important to work on identifying and strengthening personal resources in order to build a solid foundation for the development of a healthy self-esteem.
Pharmacological intervention - can be helpful in controlling particularly impulsive behaviour.

Early identification

Early diagnosis is crucial for effective intervention. It helps to improve the individual's quality of life and to prevent or minimise the long-term consequences of the behavioural disorder.

The behavioural problem can already be identified in the pre-school age group, but is more easily detected at the entrance of the school context.
Early intervention programmes on behavioural disorders, from the earliest signs, are of crucial importance to prevent the development of mental disorders in adolescence and adulthood.