A Comparison of Day Treatment and Outpatient Treatment for Children with Disruptive Behaviour Problems

1993 ◽  
Vol 38 (6) ◽  
pp. 432-435 ◽  
Author(s):  
Natalie Grizenko ◽  
Danielle Papineau ◽  
Liliane Sayegh

The authors explored the relative merits of outpatient and day treatment for 30 children with severe behaviour problems. The effectiveness of treatment on behaviour, self-perception, and social and family functioning was assessed. Day treatment was found to be more effective in reducing behaviour problems, alleviating depressive symptoms, increasing social skills and improving family functioning.

2019 ◽  
Vol 6 (10) ◽  
pp. 862-868 ◽  
Author(s):  
Thimo M van der Pol ◽  
Lieke van Domburgh ◽  
Brigit M van Widenfelt ◽  
Michael S Hurlburt ◽  
Ann F Garland ◽  
...  

2000 ◽  
Vol 24 (2) ◽  
pp. 213-221 ◽  
Author(s):  
Jean Gervais ◽  
Richard E. Tremblay ◽  
Lyse Desmarais-Gervais ◽  
Frank Vitaro

Background: Although lying by children can be a serious problem for parents and educators, there are hardly any longitudinal data to help understand its development. The aim of this study was to understand the stability of consistent lying from 6 to 8 years of age, and its association with other behaviour problems rated concurrently and subsequently. Methods: Teachers and mothers rated lying and disruptive behaviours of a population sample of boys ( N = 549) and girls ( N = 579) for three consecutive years when the children were 6, 7, and 8. Teachers also rated children’s disruptive behaviours at ages 10 and 11. Results: Mothers tended to rate their children as lying more often than teachers did. Girls were rated by both adults and across ages, as lying less than boys. The number of consistent liars (i.e., lying according to both adults at a given age) was the same at different ages. Persistent liars (consistent liars from ages 6 to 8) were rated more disruptive concurrently and subsequently by teachers. However, their disruptive behaviours did not increase from ages 6, 7, and 8 through ages 10 and 11 compared to other groups. Conclusions: Lying is common for 6- to 8-year-old children, but more frequent for males. Frequent lying, as reported by mothers and teachers, appears to become persistent by 7 years of age. Persistent lying was concurrently associated to disruptive behaviour problems. Some patterns of lying were also predictive of increases in disruptive behaviour but this finding was inconsistent and suggested the need for further research. Future studies need also to focus on the content of the lies, and their timing, to understand their function.


2021 ◽  
Author(s):  
Renée E Klein Schaarsberg ◽  
Arne Popma ◽  
Ramón J L Lindauer ◽  
Levi van Dam

BACKGROUND Serious disruptive behaviour among adolescents is a prevalent and often persistent problem. This highlights the importance of adequate and effective treatment to help adolescents with disruptive behaviour problems react less hostile and aggressive. In order to create a treatment environment in which behavioural change can actually be enhanced, treatment motivation plays an essential role. Regarding treatment itself, a focus on challenging self-serving cognitive distortions in order to achieve behavioural change is important. Street Temptations (ST) is a new training program that was developed to address both treatment motivation and cognitive distortions in adolescents with disruptive behaviour problems. One of the innovative aspects of ST is the use of virtual reality (VR) techniques to provide adolescents during treatment with visually presented daily social scenarios to activate emotional engagement and dysfunctional cognitions. By using the VR scenarios as an integral starting point of ST’s sessions and transferring the power of the VR experience into playful and dynamic exercises to practice social perspective-taking, adolescents are encouraged to reflect on both their own behaviour as on that of others. This focus on reflection is grounded in ST’s main treatment mechanism to influence treatment motivation and cognitive distortions, namely mentalizing (i.e., reflective functioning). OBJECTIVE Describing the research protocol to evaluate the effects of ST on treatment motivation and cognitive distortions. We take a closer look at the use of ST and the methodology used, namely the repeated Single-Case Experimental Design (SCED). METHODS The effects of ST are studied through a multiple baseline Single-Case Experimental Design, using both quantitative and qualitative data. In total, 18 adolescents from secure residential youth care and secondary special education are randomly assigned to one of three different baseline conditions. Throughout a baseline phase (1, 2, or 3 weeks), intervention phase (4 weeks) and follow-up phase (1, 2 or 3 weeks), daily measurements on treatment motivation and cognitive distortions are conducted. Secondary study parameters are assessed before baseline, after intervention and after follow-up. Qualitative data is collected after intervention, as wells as 3 and 6 months after intervention. RESULTS Data collection for this study is planned to be completed by June 2023. The results will be published in peer-reviewed journals and presented at national and international conferences. CONCLUSIONS ST aims to improve disruptive behaviour problems of adolescents. The study described in this article will be the first to gain insight into the effectiveness of ST. Strengths of this study include its thorough and individually focused design (SCED), the focus on a residential as well as a secondary special education setting, and the ecological validity. Implications for practice are discussed. CLINICALTRIAL The study is registered at the Central Committee on Research Involving Human Subjects (NL75545.029.20, 24-06-2021) and the Netherlands Trial Register NL9639; https://www.trialregister.nl/trial/9639 (11-08-2021).


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