Skip to main content Accessibility help
×
Hostname: page-component-7479d7b7d-jwnkl Total loading time: 0 Render date: 2024-07-12T04:50:04.805Z Has data issue: false hasContentIssue false

17 - Disruptive Behavior and Conduct

Published online by Cambridge University Press:  15 February 2019

Stephen Hupp
Affiliation:
Southern Illinois University Edwardsville
Get access
Type
Chapter
Information
Pseudoscience in Child and Adolescent Psychotherapy
A Skeptical Field Guide
, pp. 260 - 275
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Works Cited in Sidebar

Feldman, R. S. (2010). The liar in your life: The way to truthful relationships. New York: Twelve/Hachette.Google Scholar
Feldman, R. S., Forrest, J. A., & Happ, B. H. (2002). Self-presentation and verbal deception: Do self-presenters lie more? Basic and Applied Social Psychology, 24 (2), 163170.Google Scholar
Lavoie, J., Yachison, S., Crossman, A., & Talwar, V. (2017). Polite, instrumental, and dual liars: Relation to children’s developing social skills and cognitive ability. International Journal of Behavioral Development, 41 (2), 257264.Google Scholar
Talwar, V., & Lee, K. (2008). Little liars: Origins of verbal deception in children. In Itakura, S. & Fujita, K. (eds.), Origins of the social mind: Evolutionary and developmental views (pp. 157178). New York: Springer.Google Scholar

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). Arlington, VA: American Psychiatric Association Publishers.Google Scholar
Anestis, M. D., Anestis, J. C., Zawilinski, L. L., Hopkins, T. A., & Lilienfeld, S. O. (2014). Equine‐related treatments for mental disorders lack empirical support: A systematic review of empirical investigations. Journal of Clinical Psychology, 70 (12), 11151132.Google Scholar
Bernhardt, A. J., Fredericks, S., & Frobach, G. B. (1978). Comparison of effects of labeled and unlabeled praise and time-out upon children’s discrimination learning. Psychological Reports, 42(3), 771776.Google Scholar
Beyerstein, B. L. (2001). Fringe psychotherapies: The public at risk. The Scientific Review of Alternative Medicine, 5 (2), 7079.Google Scholar
Brame, R., Turner, M. G., Paternoster, R., & Bushway, S. D. (2012). Cumulative prevalence of arrest from ages 8 to 23 in a national sample. Pediatrics, 129(1), 2127.Google Scholar
Bushman, B. J. (2002). Does venting anger feed or extinguish the flame? Catharsis, rumination, distraction, anger, and aggressive responding. Personality and Social Psychology Bulletin, 28(6), 724731.CrossRefGoogle Scholar
Bushman, B. J., Baumeister, R. F., & Stack, A. D. (1999). Catharsis, aggression, and persuasive influence: Self-fulfilling or self-defeating prophecies? Journal of Personality and Social Psychology, 76(3), 367.Google Scholar
Chamberlain, P., Leve, L. D., & DeGarmo, D. S. (2007). Multidimensional treatment foster care for girls in the juvenile justice system: 2-year follow-up of a randomized clinical trial. Journal of Consulting and Clinical Psychology, 75 (1), 187.Google Scholar
Chamberlain, P., & Reid, J. B. (1998). Comparison of two community alternatives to incarceration for chronic juvenile offenders. Journal of Consulting and Clinical Psychology, 66(4), 624.Google Scholar
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105.Google Scholar
Donaldson, J. M., Vollmer, T. R., Yakich, T. M., & Van Camp, C. (2013). Effects of a reduced time-out interval on compliance with the time-out instruction. Journal of Applied Behavior Analysis, 46, 369378. doi: 10.1002/jaba.40Google Scholar
Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom: A practice guide (NCEE #2008–012). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguidesGoogle Scholar
Fabiano, G. A., Pelham, W. E., Manos, M. J., Gnagy, E. M., Chronis, A. M., Onyango, A. N. … & Swain, S. (2004). An evaluation of three time-out procedures for children with attention/deficit hyperactivity disorder. Behavior Therapy, 35, 449469. doi: 10.1016/S0005-7894(04)80027-3CrossRefGoogle Scholar
Furst, G. (2006). Prison-based animal programs: A national survey. The Prison Journal, 86(4), 407430.Google Scholar
Garland, A. (2018). Disruptive behavior and conduct. In Hupp, S. (ed.), Child and adolescent psychotherapy: Evidence-based treatment components for youth and their parents. Cambridge: Cambridge University Press.Google Scholar
Greene, D., Sternberg, B., & Lepper, M. R. (1976). Overjustification in a token economy. Journal of Personality and Social Psychology, 34(6), 1219.Google Scholar
Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2013). Parent praise to 1-to-3 year olds predicts children’s motivational frameworks 5 years later. Child Development, 84(5), 15261541.Google Scholar
Gundersen, K., & Svartdal, F. (2006). Aggression replacement training in Norway: Outcome evaluation of 11 Norwegian student projects. Scandinavian Journal of Educational Research, 50(1), 6381.Google Scholar
Hall, R. (2012, February 20). Primal scream: The trauma behind John Lennon’s brilliant Plastic Ono Band. Retrieved from www.gibson.com/News-Lifestyle/Features/en-us/john-lennon-0220–2012.aspxGoogle Scholar
Halliwell, S. (ed.). (1987). The Poetics of Aristotle: Translation and commentary. Chapel Hill: University of North CarolinaPress.Google Scholar
Herzog, H. (2014). Does animal-assisted therapy really work? Psychology Today. Retrieved from www.psychologytoday.com/blog/animals-and-us/201411/does-animal-assisted-therapy-really-workGoogle Scholar
Holmes, J. D. (2016). Great myths of education and learning. Hoboken, NJ: John Wiley & Sons. doi: 10.1002/9781118760499.ch5Google Scholar
Hupp, S., & Jewell, J. (2015). Great myths of child development. Hoboken, NJ: John Wiley & Sons.Google Scholar
Janov, A. (1970). The primal scream. Crystal Lake, IL: Delta Publishing.Google Scholar
Jasperson, R. A. (2013). An animal-assisted therapy intervention with female inmates. Anthrozoös, 26(1), 135145.Google Scholar
Jewell, J. D., & Elliff, S. J. (2013). An investigation of the effectiveness of the Relaxation Skills Violence Prevention (RSVP) program with juvenile detainees. Criminal Justice and Behavior, 40(2), 203213.Google Scholar
Kaufmann, W. (1974). An anatomy of the primal revolution. Journal of Humanistic Psychology, 14(4), 4962.CrossRefGoogle Scholar
Kessler, R. C., Avenevoli, S., Costello, E. J., Georgiades, K., Green, J. G., Gruber, M. J. … & Sampson, N. A. (2012). Prevalence, persistence, and sociodemographic correlates of DSM-IV disorders in the National Comorbidity Survey Replication Adolescent Supplement. Archives of General Psychiatry, 69(4), 372380.Google Scholar
Kostewicz, D. E. (2010). A review of time-out ribbons. Behavior Analysis: Research and Practice, 11, 95104. doi: 10.1037/h0100693Google Scholar
Kruger, K. A., & Serpell, J. A. (2006). Animal-assisted interventions in mental health: Definitions and theoretical foundations. In Fine, A. H. (ed.), Handbook on animal-assisted therapy: Theoretical foundations and guidelines for practice (pp. 2138). Cambridge, MA: Academic Press.Google Scholar
Lee, J. (1993). Facing the fire: Experiencing and expressing anger appropriately. New York: Bantam.Google Scholar
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal of Personality and social Psychology, 28(1), 129.Google Scholar
Lewis, W. A., & Bucher, A. M. (1992). Anger, catharsis, the reformulated frustration-aggression hypothesis, and health consequences. Psychotherapy: Theory, Research, Practice, Training, 29(3), 385.Google Scholar
Lilienfeld, S., & Arkowitz, H. (2008). Is animal assisted therapy really the cat’s meow? Scientific American. Retrieved from www.scientificamerican.com/article/is-animal-assisted-therapy/Google Scholar
Lohr, J. M., Olatunji, B O., Baumeister, R. F., & Bashman, B. J. (2007). The psychology of anger venting and empirically supported alternatives that do no harm. Scientific Review of Mental Health Practice, 5(1), 5364.Google Scholar
MacKenzie, D. L., Wilson, D. B., & Kider, S. B. (2001). Effects of correctional boot camps on offending. The Annals of the American Academy of Political and Social Science, 578(1), 126143.Google Scholar
Marino, L., & Lilienfeld, S. O. (2007). Dolphin-assisted therapy: More flawed data and more flawed conclusions. Anthrozoös, 20(3), 239249.Google Scholar
McKenzie, S. (2012). Roll over Freud: Rise of animal therapy. Retrieved from www.cnn.com/2012/11/30/sport/equine-horse-therapy-mental-health/index.htmlGoogle Scholar
Meade, B., & Steiner, B. (2010). The total effects of boot camps that house juveniles: A systematic review of the evidence. Journal of Criminal Justice, 38(5), 841853.Google Scholar
Morawaska, A., & Sanders, M. (2011). Parental use of time out revisited: A useful or harmful parenting strategy? Journal of Child and Family Studies, 20, 18. doi: 10.1007/s10826-010-9371-xGoogle Scholar
Nimer, J., & Lundahl, B. (2007). Animal-assisted therapy: A meta-analysis. Anthrozoös, 20 (3), 225238.Google Scholar
Norcross, J. C., Koocher, G. P., & Garofalo, A. (2006). Discredited psychological treatments and tests: A Delphi poll. Professional Psychology: Research and Practice, 37(5), 515522.Google Scholar
OJJDP statistical briefing book (2017, March 27). Retrieved from, www.ojjdp.gov/ojstatbb/crime/JAR_Display.asp?ID=qa05200Google Scholar
Petrosino, A., Turpin-Petrosino, C., & Buehler, J. (2005). Scared Straight and other juvenile awareness programs for preventing juvenile delinquency. The Scientific Review of Mental Health Practice, 4 (1), 4854.Google Scholar
Petrosino, A., Turpin-Petrosino, C., Hollis-Peel, M. E., & Lavenberg, J. G. (2013). “Scared Straight” and other juvenile awareness programs for preventing juvenile delinquency. Cochrane Database of Systematic Reviews, 4. doi: 10.1002/14651858.CD002796.pub2Google Scholar
Prinz, R. J., Sanders, M. R., Shapiro, C. J., Whitaker, D. J., & Lutzker, J. R. (2009). Population-Based Prevention of Child Maltreatment: The U.S. Triple P System Population Trial. Prevention Science, 10, 112.Google Scholar
Raeburn, P. (2012). Why it’s a bad idea to praise children. Retrieved from www.psychologytoday.comGoogle Scholar
Rosemond, J. (2012). Parent-babble: How parents can recover from fifty years of bad expert advice. Kansas City, MO: Andrews McMeel Publishing, LLC.Google Scholar
Sexton, T. L., & Turner, C. W. 2010. The effectiveness of functional family therapy for youth with behavioral problems in a community practice setting. Journal of Family Psychology, 24 (3), 339348.Google Scholar
Shapiro, A. (Producer). (2011). Beyond Scared Straight [Television series]. A&E TV.Google Scholar
Shapiro, A. (Producer). (1978). Scared Straight! [Documentary]. New Video Group.Google Scholar
Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions. Center for PBIS & Center for Positive Behavioral Interventions and Supports. Retrieved from www.pbis.org/Google Scholar
Tierney, J. P., Grossman, J., & Resch, N. L. (2000). Making a difference: An impact study of Big Brothers/Big Sisters. Philadelphia, PA: Public/Private Ventures.Google Scholar
Warren, J. S., Bohanon-Edmonson, H. M., Turnbull, A. P., Sailor, W., Wickham, D., Griggs, P., & Beech, S. E. (2006). School-wide positive behavior support: Addressing behavior problems that impede student learning. Educational Psychology Review, 18(2), 187198.Google Scholar
Wilson, D. B., Mackenzie, D. L., & Mitchel, F. N. (2008). Effects of correctional boot camps on offending. Campbell Collaboration Reviews. Retrieved from www.campbellcollaboration.org/library/effects-of-correctional-boot-camps-on-offendingGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×