Developmental Pathways to Conduct Disorder: Implications for Serving Youth Who Show Severe Aggressive and Antisocial Behavior

Autor/in	Frick, Paul J.
Titel	Developmental Pathways to Conduct Disorder: Implications for Serving Youth Who Show Severe Aggressive and Antisocial Behavior
Quelle	In: Psychology in the Schools, 41 (2004) 8, S.823-834 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20039
Schlagwörter	School Personnel; Risk; Aggression; Adolescents; Behavior Disorders; At Risk Persons; Antisocial Behavior; Children; Intervention + Suchen Sie Ihr Suchwort? Schulpersonal; Risiko; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Risikogruppe; Child; Kind; Kinder
Abstract	Research has uncovered a large number of risk factors that can place a child at risk for showing severe antisocial and aggressive behavior and to be diagnosed with conduct disorder. In this paper, recent research is outlined that has organized these risk factors into distinct pathways, each involving somewhat distinct causal processes, through which children develop this disorder. This body of research has been important for advancing our understanding of the causes of conduct disorder. In addition, it has some important implications for service delivery. The comprehensive and individualized approach to intervention that seems most indicated based on this research is consistent with the way most educators are trained to view service delivery. As a result, this body of research could be very helpful in guiding school personnel in the development of individualized educational plans that meet the needs of children with conduct disorder. (Contains 1 table.) (Author).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10