Unit 11 Child and adolescent clinical psychology: Conduct Disorder

Grammar

Passive Voice: Continuous Tenses

Present Continuous Passive используется в тех же ситуациях, что и Present Continuous Active, но его подлежащее является не агентом действия, а объектом, на который действие направлено. Ср.: Active: The social worker is visiting the home of the prospective parents and is interviewing the adopting parents to verify if they make suitable parents for the child. Passive: The prospective parents are being visited and interviewed by the social worker to verify if they make suitable parents for the child.

Формальными показателями этого времени служит глагол to be, используемый в настоящем времени (am/is/are), отглагольная форма being в сочетании с третьей формой глагола (глагол + окончание –ed для правильных глаголов и третья форма глагола – для неправильных глаголов).

am

Is being interviewed

аre

Для выражения отрицательного значения используется частица not, которая ставится после вспомогательного глагола. Вопросы конструируются путем постановки вспомогательного глагола перед подлежащим.

Past Continuous Passive применяется также, как и Past Continuous Active, но его подлежащее является объектом, на который направлено действие. С.: Active: The social worker was interviewing the child in his office. Passive: The child was being interviewed by the social worker in his office.

Формальными показателями этого времени служит глагол to be, используемый в прошедшем времени (was/were), отглагольная форма being в сочетании с третьей формой глагола (глагол + окончание –ed для правильных глаголов и третья форма глагола – для неправильных глаголов).

was

were being interviewed

Для выражения отрицательного значения используется частица not, которая ставится после вспомогательного глагола. Вопросы конструируются путем постановки вспомогательного глагола перед подлежащим.

Task 1. Change the sentences into Present Continuous Passive:

They are developing a new medicine in the research institute. A new medicine is being developed in the research institute.

1. The social worker is referring the client to a more qualified mental health professional. 2. The social worker is using a notebook to record miscellaneous things about the client. 3. The social worker is collecting the social history of the client. 4. The psychologist is sending the client into a hypnotic state. 5. They are undertaking efforts to make him stop using drugs. 6. The psychotherapist is monitoring the client’s progress. 7. They are treating this child for attention deficit disorder (ADHD). 8. The doctor is questioning the patient to make a diagnosis. 9. The psychologist is explaining the risks of hypnotic therapy to the client. 10. The social worker is talking to the child involved at a follow-up visit. 11. The psychotherapist is discussing the treatment plan with the client. 12. They are carrying out a study to find out the most appropriate ways to handle such difficult cases.

Task 2. Answer the questions in Present Continuous Passive, using the given suggestions. Use there instead of the adverbial modifier of place:

What is going on in the lecture hall? (deliver a lecture) – A lecture is being delivered.

1. What is going on in the doctor’s office? (examine a patient) 2. What’s going on in the social services office? (counsel a client) 3. What is going on in Room 20? (examine students) 4. What is going on in the operating-room? (operate on a patient) 5. What is going on in the reading-room? (present a new book) 6. What is going on in the conference hall? (to hold a discussion) 7. What is going on in this room? (hold a family group counseling session) 8. What is going on in the gym? (hold competitions) 9. What is going on in the computer class? (install computer software) 10.What’s going on in the laboratory? (conduct experiments on mice)

Task 3. Change the sentences into Past Continuous Passive according to the given pattern:

When we left the meeting, people were still asking questions. When we left the meeting, questions were still being asked.

1. When the psychologist entered the room, group participants were discussing problems associated with being isolated. 2. When she left the room, the social worker was still interviewing the child. 3. When the social worker came to see me at my home, I was putting the child to bed. 4. When my wife arrived home from work, I was cooking dinner. 5. When the psychotherapist started a family group counseling session, the participants were still discussing some family matters. 6. When the social work assistant came into the social services office, the social worker was still making corrections to the client’s records. 7. When the client left the social worker’s office, the social worker was still writing something in the client’s case history. 8. When we left the lecture hall, the lecturer was still explaining some ideas to the most interested students. 9) When I saw this terminally ill client last, he was still arranging some of his financial and legal affairs. 10) When the social worker visited this terminally ill patient last, she was still making up a decision on appointing someone to act on her behalf in case that she was incapacitated.

Task 4. Answer the questions in Past Continuous Passive, using the given pattern:

Had the professor already examined the students when you looked into the room? – No, they were still being examined.

1) Had the social worker already discussed the plan with the client when the assistant entered the office? 2) Had the doctor already informed the patient about him being terminally ill when the patient’s husband arrived? 3) Had the psychologist already counseled the terminally ill client when his relatives came to pick him up? 4) Had the social worker already visited all his clients when a tough working day was over? 5) Had the lecturer already highlighted all the important issues when the bell rang? 6) Had the client answered all the psychologist’s questions when a cell phone rang during the therapy session? 7) Had the lecturer already presented all the slides when the lecture was over? 8) Had the doctor already explained the details about my condition when the nurse came into the doctor’s office? 9) Had the social worker already provided assistance to his terminally ill client for the purchasing of the required medications when the client’s condition aggravated? 10) Had the social worker already arranged the enrollment of the terminally ill client in a hospice program when the client was hospitalized?

Task 5. Put questions to the words in italics.

1. The surgeon is performing the operation under a local anaesthetic. 2. They were transferring the terminally ill patient to hospice care. 3. The nurse is giving a morphine injection to the terminally ill patient. 4. Being terminally ill, he is trying to cope with dying. 5. He was experiencing fear of great pain and loneliness when he learned that he was terminally ill. 6. The doctor was discussing the aspects of the patient’s hospice care with his loved ones. 7. When the doctor was informing him about his being terminally ill, he was frustrated and fearful. 8. The physician is administering some extra lab investigations to me to confirm the diagnosis. 9. The psychologist was preparing for the next patient when there was a knock on the door. 10. Dr. Brown was trying to identify the problem while the client was speaking about his recent sensations. 11. They were carrying out an experiment on a small group of animals this time last year. 12. They are developing a new scheme to improve hospital stay conditions for terminally ill patients. 13. The receptionist was filling in the patient’s card when the telephone rang. 14. His General Practitioner is referring him to a psychologist.

Task 6. Write five words or phrases that, in your opinion, characterize adolescence. Then ask an adult to also write five words or phrases. What are the similarities and the differences? What are some reasons for the differences?

Task 7. Read the name of the text below.

1. Write the questions that might be answered in it.

2. Read the text. Which of the questions you wrote were answered in it?

Child and adolescent clinical psychology: Conduct Disorder

(1) The major problems child and adolescent clinical psychology deals with are as follows: 1. problems of infancy and early childhood (sleep disorders, toileting problems, learning and communication difficulties, autism and persuasive developmental disorders) 2. problems of middle childhood (conduct problems, attention and overactivity problems, fear and anxiety problems, repetition problems, somatic problems); 3. problems in adolescence (drug abuse, mood problems, anorexia and bulimia nervosa, schizophrenia). It also handles child abuse (physical abuse and neglect, sexual abuse), adjustment to major life transitions (foster care, separation and divorce, grief and bereavement).

(2) Conduct disorder is one of the most difficult and intractable mental health problems in children and adolescents. It involves a number of problematic behaviors, including oppositional and defiant behaviors and antisocial activities (eg, lying, stealing, running away, physical violence, sexually coercive behaviors).

(3) The etiology of conduct disorder involves an interaction of genetic/constitutional, familial and social factors. Children who have conduct disorder may inherit decreased baseline autonomic nervous system activity, requiring greater stimulation to achieve optimal arousal. This hereditary factor may account for the high level of sensation-seeking activity associated with conduct disorder.

Parental substance abuse, psychiatric illness, marital conflict, and child abuse and neglect all increase the risk of conduct disorder. Exposure to the antisocial behavior of a caregiver is a particularly important risk factor. Another common feature appears to be inconsistent parental availability and discipline. As a result, children with conduct disorder do not experience a consistent relationship between their behavior and its consequences.

(4) Four types of symptoms of conduct disorder are recognized:

(1) Aggression or serious threats of harm to people or animals;

(2) Deliberate property damage or destruction (e.g., fire setting, vandalism);

(3) Repeated violation of household or school rules, laws, or both; and

(4) Persistent lying to avoid consequences or to obtain tangible goods or privileges.1

(5) Conduct disorder usually appears in early or middle childhood as oppositional defiant behavior. Nearly one half of children with early oppositional defiant behavior have an affective disorder, conduct disorder, or both by adolescence. Thus, careful diagnosis to exclude irritability due to another unrecognized internalizing disorder is important in childhood cases. Evaluation of parent-child interactions and teacher-child interactions is also critical. Even in a stable home environment, a small number of preschool-aged children display significant irritability and aggression that results in disruption severe enough to be classified as conduct disorder.

(6) Conduct disorder has two subtypes: childhood onset and adolescent onset. Childhood conduct disorder, left untreated, has a poorer prognosis. Behaviors that are typical of childhood conduct disorder include aggression, property destruction (deliberately breaking things, setting fires) and poor peer relationships. In about 40 percent of cases, childhood onset conduct disorder develops into adult antisocial personality disorder. Adolescent conduct disorder should be considered in social context. Adolescents exhibiting conduct disorder behavior as a part of gang culture or to meet basic survival needs (e.g., stealing food) are often less psychologically disturbed than those with early childhood histories of behavior disorders. Additionally, new-onset conduct disorder behavior, such as skipping school, shoplifting or running away, in the context of a family stressor, often remits if appropriate structure and support are provided.

(7) Conduct disorder is highly resistant to treatment. It follows a clear developmental path with indicators that can be present as early as the preschool period. Treatment is more successful when initiated early and must include medical, mental health, and educational components as well as family support. Close communication between home and school is particularly important at younger ages.

Task 8. Use the information from the text to complete the spidergram. One item has already been filled in for you.

Task 9. Which paragraphs do the following summaries refer to:

A. It lists the main symptoms of conduct disorder.

B. It describes the ways of managing disorder problems.

C. It differentiates the problems of early childhood, middle childhood, and adolescence.

D. It describes behaviors typical of childhood and adolescent conduct disorder.

E. It reveals the causes of conduct behavior.

F. It provides a general description of the problem.

G. It traces the development of conduct disorder problems.

Key: 1C; 2F; 3E; 4A; 5G; 6D; 7B.

Task 10. Use a dictionary to translate the word-combinations from the text below, then choose the appropriate contextual equivalent:

1. Toileting problems 1. Нарушение санитарно-гигиенических мероприятий; 2. проблемы с пользованием туалетом; 3. проблемы с самостоятельным пользованием туалетом.

2. Persuasive developmental disorders 1. навязчивые расстройства развития; 2. расстройства аутистического спектра; 3. общая дисфункция развития.

3. Repetition problems 1. Повторы слов; 2. эхолалия; 3. эхоподобная речь.

4. Foster care 1. воспитание приемного ребенка; 2. патронатное воспитание; уход за чужим ребенком.

5. Separation 1. разлука супругов; 2. раздельное проживание супругов; 3. разрыв отношений между супругами.

6. Oppositional defiant behavior 1. оппозиционно-вызывающее поведение; 2. поведение, вызывающее оппозицию; 3. противопоставление себя другим.

7. Sexually coercive behavior 1. сексуальное домогательство; 2. поведение, вызывающее сексуальное принуждение; 3. сексуальное принуждение.

8. Arousal 1. активация; 2. возбуждение; 3. активность центральной нервной системы.

9. Sensation-seeking activities 1. погоня за сенсациями; 2. поиск острых ощущений; 3. создание ощущения деятельности.

10. Inconsistent parental availability 1. ограниченные контакты с родителями; 2. недостаточное времяпрепровождение с родителями; 3. недостаточное внимание со стороны родителей.

Task 11. Find the English words or expressions that are used in the text to give the following meaning in Russian.

1. тяжелая утрата (особенно родственника); 2. проявлять агрессию; 3. юношеский; 4. взаимоотношения между учителями и детьми; 5. нарушение правил; 6. перерастать/превращаться в; 7. избежать последствий; 8. вызывать, служить причиной; 9. безнадзорность детей; 10. воздействие антисоциального поведения; 11. намеренная порча имущества; 12. плохие отношения со сверстниками.

Key: 1. bereavement; 2. to display aggression; 3. adolescent; 4. teacher-child interactions; 5.violation of rules; 6. to develop into; 7. to avoid consequences; 8. to account for; 9. child neglect; 10. exposure to the antisocial behavior; 11. deliberate property damage; 12. poor peer relationships.

Task 12. Find the words and expressions in the text that mean the same as:

1. to cause _____________________

2. resistant to treatment _____________________

3. disturbance _____________________

4. to lead to _____________________

5. to stop _____________________

6. to display _____________________

7. assessment _____________________

8. to include _____________________

9. to feel _____________________

10. to distinguish _____________________

Key: 1. to account for; 2. incurable; 3. disruption; 4. to result in; 5. to remit; 6. to display; 7. evaluation; 8. to involve; 9. to experience; 10. to recognize.

Task 13. Replace the words in bold with their opposites from the text to make the sentences true to the text.

1. Children who exhibit conduct disorder inherit increased baseline autonomic nervous system activity. 2. Another common feature is constant parental availability and discipline. 3. New-onset conduct disorder behavior often remits if irregular support is provided. 4. Child neglect decreases the risk of conduct disorder. 5. Property destruction (deliberately breaking things, setting fires) is uncommon for conduct disorder. 6. Evaluation of parent-child interactions and is not important. 7. Exposure to the model behavior of a caregiver is a particularly important risk factor. 8. A great number of preschool-aged children display slight irritability that results in conduct disorder. 9. Conduct disorder is a mild disruption.

Key: 1. decreased; 2. inconsistent; 3. appropriate; 4. increases; 5. typical of; 6. critical; 7. antisocial; 8. a small, significant; 9. severe.

Task 14. Tick the correct preposition, then make sentences using the phrases, as in the example.

	in	of	between	for	into	to	with
exposure
to result
typical
harm
to be associated
adjustment
to account
relationship
to develop
resistant

Task 15. Arrange jumbled sentences.

1. Disorder//be//some//as//period//as//conduct//early//of//indicators//can//present// preschool//the. 2. Destruction//typical//aggression//include//property//peer//

behaviors//relationships//and//peer. 3. As//classified//only//be//disorder//can// severe //conduct//disruption/. 4. Symptoms//today//are//conduct//of//types // disorder//several//recognized//of. 5. Into//antisocial//disorder//childhood//adult/ / onset//personality//conduct//develops//disorder//often. 6. In//discipline//parental// often//availability//inconsistent//and//conduct//result//disorder. 7. High//factors//

may//hereditary//of//activity//for//level//sensation-seeking//account//some//the. 8. Exhibit//behavior//part//adolescents//culture//as//conduct//a//gang//of//may/ /disorder. 9. Done//the//what//the//lied//boy//consequences//had//to// he// avoid//of. 10. Bereavement//to//handles//psychology//adjustment//clinical//grif//adolescent// and.

Key: 1. Some indicators of conduct disorder can be present as early as the preschool period. 2. Typical behaviors include aggression, property destruction and poor peer relationships. 3. Only severe disruption can be classified as conduct disorder. 4. Today several types of symptoms of conduct disorder are recognized. 5. Childhood onset conduct disorder often develops into adult antisocial personality disorder. 6. Inconsistent parental availability and discipline often result in conduct disorder. 7. Some hereditary factors may account for the high level of sensation-seeking activity. 8. Adolescents may exhibit conduct disorder behavior as a part of gang culture. 9. The boy lied to avoid the consequences of what he had done. 10. Adolescent clinical psychology handles adjustment to grief and bereavement.

Task 16. Cross out the odd word/word-combination. What aspect of does each set of words refer to?

1. sleep disorders, toileting problems, learning and communication difficulties, divorce;

2. physical abuse, substance abuse, bulimia, sexual abuse, child abuse, drug abuse;

3. foster care, toileting problems, separation and divorce, grief, bereavement;

4. caregivers’ antisocial behavior, inconsistent parental availability, fire setting, marital conflict;

5. education, family support, school skipping, close communication between home and school, stable home environment;

6. interaction, relationship, communication, separation;

7. irritability, aggression, arousal, defiant behavior, opposition.

Task 17. Translate the following sentences.

1. Какими основными проблемами занимается детская и подростковая клиническая психология? 2. Проблемы с поведением, концентрацией внимания, а также трудности в общении весьма типичны для детей. 3. Он с трудом адаптируется к разводу родителей. 4. Расстройство поведения включает в себя целый ряд проблемных типов поведения, таких как оппозиционное и вызывающее поведение, а также физическое насилие, воровство и побеги из дома. 5. Какой фактор может вызывать высокую потребность в поиске острых ощущений? 6. Недостаточное времяпреповождение/контакты с родителями и безнадзорность детей повышают риск возникновения расстройств поведения. 7. Психолог должен установить, подвергается ли ребенок антисоциальному поведению со стороны лиц, несущих ответственность за него. 8. Какие симптомы расстройства выделяют психологи? 9. Психолог должен провести тщательную диагностику ребенка, а также дать оценку взаимоотношениям ребенка и родителей и ребенка и учителей. 10. Этот подросток на протяжении нескольких месяцев демонстрирует признаки расстройства поведения, выражающегося в пропуске занятий, воровстве в магазинах и порче имущества. 11. Расстройства поведения прекращаются, если ребенку предоставляют своевременную и надлежащую поддержку и помощь.

Key: 1. What major problems does child and adolescent clinical psychology deal with/handle? 2. Сonduct and attention problems, as well as communication difficulties are quite typical of children. 3. It is difficult for him to adjust to his parents’ divorce. 4. Conduct disorder involves a number of problematic behaviors, such as oppositional and defiant behaviors, as well as physical violence, stealing, and running away. 5. Which factor may account for the high level of sensation-seeking activity? 6. Inconsistent parental availability and child neglect increase the risk of conduct disorder. 7. A psychologist must find out if the child is exposed to the antisocial behavior of a caregiver. 8. What symptoms of conduct disorder are recognized by psychologists? 9. The psychologist must carefully diagnose the child’s condition as well as evaluate parent-child interactions and teacher-child interactions. 10. This adolescent has been exhibiting conduct disorder such as skipping school, shoplifting, and property damage for several months. 11. Conduct disorder remits if timely, appropriate support and help are provided.

Task 18. Use the spidergram from task 2 to describe the problems associated with conduct disorder in children and adolescents.

Task 19. Which of the developmental tasks of adolescence (listed below) do you think is the most difficult? Explain your answer.

Developmental tasks of adolescence:

• All adolescents experience dramatic changes in their physical size, shape, and capacities, as well as biological development related to reproduction.

• The transition from childhood to adulthood involves changes in patterns of reasoning and moral thinking, as well as development of one’s own identity.

• Adolescents undergo changes in their social relationships, adjusting to new relationships with parents and the influence of peers.

• During adolescence, individuals develop attitudes about gender and expectations about the gender role they will fill.