Conduct Disorder

Behavioral problems in early childhood have long been considered risk factors for future violence and antisocial behavior. In particular, behavioral disorders (CD) are thought to be a precursor to antisocial personality disorder (APD) (Fergusson, Horwood, & Ridder, 2005). Indeed, the DSM-IV assumes the existence of a rebellious defiant disorder (ODD) against rebellious personality disorder and progression to adulthood (Fergusson et al., 2005). This is a concern of researchers. Problem behavior at an early stage is related to negative results in adolescence and subsequent adulthood. Crime, substance abuse, mental health problems, unemployment, teens

Children with behavioral disorders are at high risk of other adjustment problems. Specifically, the effects of risk factors and behavioral disorders related to behavioral disturbances to children's psychosocial situation are related to the overlap of other psychological barriers. In this way there seems to be interaction with certain diseases that contribute to the overall risk of these young people. ADHD is the most common obstacle associated with behavioral disorders, about 25 to 30% of juveniles and 50 to 55% of girls with behavioral disorders have ADHD complications. Although ADHD alone is unlikely to be a risk factor for behavioral disorders, hyperactivity, impulsivity, and aggressive children are associated with early onset of behavioral problems. In addition, children with coexisting behavioral disorders and ADHD show more aggressive aggression

Behavioral disorders tend to occur at the same time as many other emotional and behavioral disorders in childhood, especially attention deficit hyperactivity disorder (ADHD) and mood disorders (such as depression). Concurrent behavioral disorders and substance abuse problems should be handled in a comprehensive and comprehensive way. Evaluation and diagnosis of behavior disorder or any child's emotional or behavioral disorder should be performed by a mental health professional, preferably a mental health training of the child. Any diagnosis must negotiate with the family's family. The evaluation process should include historical records including child observations, discussions with children and families, use of standardized tools, or structured diagnosis interviews, complete medical history and family / social history.