Adolescent Conduct Disorders

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The adolescent age group is time and again classified as a challenging group to work with amongst health care providers. Add conduct disorder (CD) to their classification and that is enough to send most providers running in the opposite direction. Which one of us would willing return to our adolescent years with hormones brewing, emotional development and the challenges of peer relationships?
Conduct disorder is the development of an enduring pattern of aggressive behaviors that violate the rights of others over a period of at least 12 months. The behaviors are "characterized by aggression to persons or animals, destruction of property, deceitfulness or theft, and multiple violations of rules" (Sadock, B., Sadock, V., and Ruiz, 2015, p1247). …show more content…
The article Diagnostic Bias and Conduct Disorder: Improving Culturally Sensitive Diagnosis by Mizock and Harkins reviews several research articles that highlight the cultural bias against adolescents of color over their white counter parts (2011). It points out how African Americans and Latinos are more likely to be diagnosis with severe behavior disturbance disorders, while their white counter part adolescents were diagnosed with milder mood disorders and anxiety (Mizock &Harkins, 2011). Clearly more education is needed to provide mental health providers and primary care providers with cultural sensitivity training. First, providers need to evaluate their own cultural bias and then need further education that adolescents of color, primarily African American and Latinos statistically come from a higher rate of poverty, which is a risk factor for conduct disorder but not diagnostic …show more content…
MDT core therapy is mindfulness, but it also utilizes the best of Cognitive Behavioral Therapy

(CBT), Dialectical Behavioral Therapy (DBT), and Functional Analytical Psychotherapy (FAP).

MDT was introduced by DrJack Apsche, using the therapeutic relationship as the foundation

while incorporating the family system (Bayles, Blossom, & Apsche, 2014).

Mindfulness as the center of this therapy teaches the adolescent to be calm and present in

the moment. The purpose is to keep the adolescent in the current moment, not the past of worries

of the future and to recognize the feelings, emotions and thoughts of the present moment. The

practice of taking three deep breaths, allow the body to relax then allow their body to relax and

feel the moment (Bayles, Blossom, & Apsche, 2014). This mindfulness and being in the moment

allows the adolescent to feel a sense of control in everyday circumstances and develops

awareness of ones emotions and behaviors.

Use of validation, clarification and redirection (VCR) which is the hallmark of
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