A Case Study (continued): A Boy Named Alex with Conduct Disorder - On Second Thought: from Iffy to Witty Thoughts
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A Case Study (continued): A Boy Named Alex with Conduct Disorder

23 Feb A Case Study (continued): A Boy Named Alex with Conduct Disorder

Posted at 12:25h in Uncategorized by

Alex’s case highlights the potential for positive outcomes when evidence based, multi-faceted interventions are employed as described below:

Cognitive-Behavioral Therapy (CBT)

There is empirical evidence that CBT programs in schools can also help prevent or reduce anxiety and depression symptoms in children and adolescents. CBT for children and adolescents often includes group sessions, which can be easier to navigate in school schedules to minimize loss of academic time.

CBT techniques can be effective in helping students like Alex identify and challenge distorted beliefs, develop coping strategies for dealing with anger, and improve problem-solving skills. Group-based CBT within schools has been particularly beneficial in offering peer support and reducing feelings of isolation. A 2016 study in the journal Behavior Modification examined the effectiveness of Group Cognitive-Behavioral Therapy (GCBT) interventions for children suffering from externalizing behavior problems, such as conduct disorders, within urban schools. The interventions delivered by school-based mental health professionals assessed the change in diagnostic severity levels from pre-treatment to post-treatment among the participants.

Key findings highlighted that GCBT interventions successfully reduced children’s diagnostic severity levels at both clinical and intermediate (at-risk) stages. The implementation of these GCBT interventions was noted to be of relatively high fidelity, indicating adherence to the intervention models as designed. The study showed evidence of reducing diagnostic severity levels for externalizing spectrum disorders, concluding the underlying positive impact CBT interventions can have on addressing psychological disorders in children.

Behavioral Interventions

Implementing a school-wide Positive Behavioral Interventions and Supports (PBIS) framework can create a positive school climate and reduce instances of aggressive behavior. Numerous studies have found supporting evidence that PBIS enhances student outcomes, educator practices, and overall school systems. Another study in the Pediatrics (2012) journal found students in schools implementing PBIS are 33% less likely to receive an office discipline referral compared to those in non-PBIS schools. Additionally, the impacts tend to be most significant for students who are first introduced to PBIS during their kindergarten years.

Alex’s case illustrates the complexities involved in supporting students who struggle to manage anger and symptoms of conduct disorder. However, it also highlights the potential for positive outcomes when evidence-based, multi-faceted interventions are employed. School mental health professionals and psychologists play a pivotal role in orchestrating these interventions, working collaboratively with educators, families, and students to foster an environment conducive to learning and personal growth.