Symptoms/Behaviors

• Bullying or threatening classmates and other students • Poor attendance record or chronic truancy • Noncompliance • History of frequent suspension • Little empathy for others and a lack of appropriate feelings of guilt and remorse • Low self-esteem that is masked by bravado • Lying to peers or teachers • Unconcerned about school performance • Thrill seeking, fearlessness • Insensitivity to punishment • Stealing from peers or the school • Frequent physical fights, use of a weapon • Destruction of property • Blames others for poor performance 

About the Disorder: 

Children and adolescents with conduct disorder are highly visible, demonstrating a complicated group of behavioral and emotional problems. Students with conduct disorder tend to be impulsive, dishonest, and not concerned about the feelings of others. Serious, repetitive, and persistent misbehavior is the essential feature of this disorder. 

These behaviors fall into four main groups: aggressive behavior toward people or animals, destruction of property, deceitfulness or theft, and serious violations of rules. To receive a diagnosis of conduct disorder the symptoms must cause significant impairment in social and academic functioning. 

Diagnosing conduct disorder can be a dilemma because children/youth are constantly changing. This makes it difficult to discern whether the problem is persistent enough to warrant a diagnosis. In some cases, what appears to be conduct disorder may be a problem adjusting to acute or chronic stress. Many students with conduct disorder also have learning disabilities and about ⅓ may be depressed. 

Other serious disorders of childhood and adolescence commonly associated with conduct disorder are attention-deficit/hyperactivity disorder (ADHD) or oppositional defiant disorder (ODD). The majority of students with conduct disorder may have life-long patterns of antisocial behavior and be at higher risk for a mood or anxiety disorder. Without treatment, many students cannot adapt to the demands of adulthood; they will have ongoing relationship problems and difficulty holding a job. 

The causes of conduct disorder are unknown, but studies of twins and adopted children suggest that conduct disorder has biological (including genetic), psychological, and social components. The DSM-5 states that the quality of the child’s family life seems to be an important factor in the development of conduct disorder. Certain environmental factors may increase the risk of disruptive behavior disorders including: harsh or inconsistent parenting, domestic violence, physical abuse, neglect, multiple/different caregivers, substance abuse by parents or care giver, and poverty. Other contributing factors may be an imbalance of certain chemicals in the brain. Studies have shown that impairment in frontal lobe and low serotonin levels may also be factors in causing conduct disorder. 

The social context in which a student lives (poverty or a high crime area, for example) may influence what is viewed as antisocial behavior. In these cases, a diagnosis of conduct disorder can be misapplied to individuals whose behaviors may be protective or exist within the cultural context. 

A child with suspected conduct disorder needs to be referred for a mental health assessment. If the symptoms are mild, the student may be able to receive services and remain in the regular school environment. More seriously troubled children, however, may need more specialized educational environments.