Dealing Common Behavior Problems Essays

Dealing Common Behavior Problems Essays Dealing Common Behavior Problems Essay Dealing Common Behavior Problems Essay Immature: Characteristic of a lack of maturity, Lacking in development, Not fully developed or mature, Not yet mature. 2. Youth Fades Immaturity Linger Immature behavior often seems to be a consequence of childhood trauma and poor parenting. Parts  of a person may be immature, seemingly  stuck  at ages corresponding to unhealed abuse or trauma. This common stress disorder often reflects inadequate or inappropriate parenting. One sign of maturity knows youre right without needing to make others wrong. Another sign of maturity is that you perceive your parents as ordinary people. 3. Immature Behavior A child changes his/her behavior and starts to behave in a regressive manner such as baby talk, clinging to parent, thumb sucking or bed wetting. This behavior lasts for more than a few weeks. I just wanted to see what you consider to be immature acts. Each persons point of view is different so thats why I asked. It depends on how old you are and what the a cceptable social norms are for each age group. For example, Im 34 and the mother of a ten year old. It would be immature for me to leave my home in the middle of the night to go out to the club, drink and dance all night and not come home until I had to make breakfast for my kid. But it would not have been immature of me to do those types of things when I was single and in college.. So I guess, immaturity is relative to where a person is at in life. Doing or saying something without THINKING of the possible consequences. 4. What Is The Difference Between Mature And Immature Behavior? When someone falls off them, you laughed and then help or don’t help. When someone wants to talk serious to you, you make jokes or play around. When you spend $100 on trash or things you don’t need, instead of using it for something concrete. When you act like a child and blame others for your actionsgt; instead of taking control of your actions etc. 5. How Do You Deal With Immature Behavior From A Friend Or Significant Other? Well, if some one did not learn manners in front of her parents, he/ she is going to have to learn the hard way what happens when you disgust those with who you are dining, i. e. , you dont get invitations because youre too gross to eat wi th. Unfortunately you cant do much about her behavior other than act disgusted or say No, please, go ahead finish that before we talk 6. Where Do You Feel That You Fit On The Scale Of Mature Versus Immature Behavior? Maturity should be used only when absolutely necessary. 7. Example Rae said, my daughter has never been calm mature but lately its getting worse. The straw for me was when my mother came over and my daughter had a field day. She grabbed gifts out of my hands, almost breaking a glass candle jar, using a package of clothing hangers as a claw and kept swinging them at me, interrupting our conversation, taking ribbon from the gift packaging and trying to tie it around my head repeatedly, even after being told not to repeatedly. She also made a big show out of watering my house plants and spilled a large amount on the floor and didnt clean it up or tell me about it. Grabbed a cake out of the refrigerator, making a big deal out of just using one hand and almost dropping it. Yes I talked to her after my mother left and told her that her behavior was unacceptable and that I could not understand why she behaved this way and that she embarrassed me. Then we went out to dinner. She refused to eat her meal because there was a small amount of meat on her pasta. We asked her if she wanted us to get her another meal and she would refuse, then sit there and sigh loudly and stab at her plate. It was very embarrassing, especially with my 7 year old son sitting across from her. The waiter came over at the end of the meal and instead of asking us for dessert, she grabbed the little stand up paper picture and jabbed it repeatedly with her finger, crying ooh ooh ooh. My husband became very angry at this point, fed up, and told her there was no way she was getting dessert because of the way she had been acting. She ended up ruining my entire evening. We go to a store and she has to stand right by my side, touching me, the entire time. She will start walking through a store and have people walking behind her and all of a sudden, she will just stop and refuse to move until she sees that I am angry about the 4th or 5th time I tell her to move out of the way is when she finally wakes up moves. If I grab her arm and pull her out of the way, she gets very upset, like shes going to cry. Today is Saturday. This latest episode started on Thursday and shes gotten so bad that I had her go over to her Dads house today because I couldnt take any more (she thinks Im being nice by letting her go visit). My 7 yr old son, when told his sister was leaving, had one word to say GOOD. What is wrong with her? She has been tested for ADD and Anxiety, by several so-called professionals and no one can give me a solid diagnosis for either one. She is in counseling but after 3 months, the counselor finally confessed to me that she doesnt talk to him at all; they just play a board game during the sessions. She then promised me she would start talking to him, but she hasnt, so I havent taken her back to the counselor. 8. The Immature Child 9. Description: This is the type of student that is not acting their chronological age. These children look their age, but are demonstrating behaviors that would be appropriate for a much younger child. These children may suck their thumb, cry excessively over situations, talk in an baby like manner, or have the interests and motivations similar to a very young child. Not acting their age is not only noted by the adults, but other children comment on how silly or babyish the student acts. 0. Possible Causes: Children who do not act their chronological age may be developmentally disabled. There are many retarded children whose cognitive development is delayed compared to their peers. Some children experience neurological problems in the areas of reading and math. Neurological problems can also be found in the social area. The students child like beh aviors may have been reinforced in the past. Often behaviors that are cute at one age are not acceptable as a child matures physically.. Children often behave in an immature manner to gain attention. As long as they keep getting attention, even if negative, they will continue. The child may use immature behavior as a form of power. Using immature actions can often be an effective manipulative device for getting ones way. The child may also be using child like behaviors to get others to do things for them or expect less from them. This is a form of playing helpless. Immature behavior can also be a sign of the fear of growing up. Many individuals are afraid of the responsibilities and expectations made upon older children or adults. 11. Strategies: The instructor should ignore or at least respond in a matter of fact manner toward immature behavior. The teacher needs to make sure that the child is capable of their expectations, and if the student regresses to child like reactions, they should be ignored. Modeling appropriate behavior and only given recognition to requests or reactions that demonstrate age appropriate behavior, should be initiated. Anticipate the types of activi ties and situations that seem to promote immature reactions and avoid them. Make sure that the child has the prerequisite skills for your activities. Often it may help to not provide playing, as one of the choices during alternative for free time. Working on the computer, looking at books, and listening to tapes may be more mature alternatives to free play. Toys may have to be removed from the free time area. It sometimes helps to introduce activities with how the activity will help them. This will prevent the annoying why questions. If the whining why question comes up anyway, the instructor can calmly repeat the justification for completing the activity, or say, You dont have to know why, you just need to do it. Provide a highly structured environment that contains few surprises. Slowly introduce and create additional responsibilities concerning expectations. Do not acknowledge a child when they whine. Say it again in a different way and I will answer you. Be consistent with this type of response and remember that they will often try to set you up when you are very busy. Do not allow immature responses as an option of behavior in your class. 12. Solutions: Do not yell at your child or call them a baby but rather tell them that you notice they are heaving differently and ask them if they are upset about something. Consider the goal for their behavior such as; are they trying to get your attention because there is a new baby or are they upset by stress in their life and they are using old coping skills? Encourage your child to express their feelings so they do not need to act them out with immature behavior. Give your child additional time and attention, especially when they are behaving appropriately. Make sure your child is getting enough sleep. Prais e your child when they show age appropriate behavior. 2. INSECURE BEHAVIOR 6 Insecurity is defined as: ? Feeling of not being good enough to meet the challenge of a situation you face in life. Sense of helplessness in the face of problems, conflict or concerns. ? Fear of being discovered as inadequate, ill-fitted or unsuited to meet responsibilities at home, school or on the job. ? Sense of always climbing up a mountain, never being able to reach the top. ? Results from a sense of being unaccepted, disapproved or rejected. 6 Insecure people may have: ? Been raised in a chaotic, unpredictable or volatile environment in which they were kept off balance, on guard or on edge. ? Experienced a major tragedy or loss in their lives and are having a difficult time in accepting this loss and adjusting to the change. A poorly developed self-concept with low self-esteem, lacking belief in their personal goodness, skills or abilities. ? Never felt accepted by the others in their life, so much so that they became chronically shy, retiring and withdrawn in their interactions. ? Poor body images, making them believe that others see them in a negative light. This makes them self-conscious, tense and anxious in dealing with others. ? Been given very little direction, guidance or discipline in their earlier lives leaving them unable to cope with the current pressures of life. This can foster doubt in an insecure persons ability to gain recognition for their successes, and can make them doubt their ability to achieve success. 6 What do chronically insecure people believe? ? I can never accomplish the task facing me. ? Everybody is looking at me, just waiting for me to make a fool of myself. ? I am a failure. ? I am ugly and awful to look at. ? I can never win. I am a loser. ? What is the sense of trying; Ill never get it right. ? No matter how hard I work to achieve, I never get any recognition. ? I am incompetent in everything. ? How could anybody ever say anything good about me? I failed them in the past; therefore, I am a failure today. ? Once a failure, always a failure. ? There is only one direction for me to go in this organization and that is down and out. ? No one could ever like, respect or accept me. ? I dont deserve to be treated nicely. ? I dont fit in here or anywhere else for that matter. ? Everyone else looks so good, so together; I feel so out of it compared to them. ? I am an incomplete person and will always be that way. ? I am so afraid that no one will like me. ? Why would anyone care to hear what I say, how I feel or what I think? People are just nice to you in order to use you and get something they want from you. 3. What are some negative effects of insecurity? People who are insecure can: ? Have difficulties in establishing healthy, long-lasting relationships. ? Be perceived incorrectly by others as being snobbish or uppity. ? Become victims of fears that impair their freedom of action or choice. ? Be candidates for paranoia feeling others are out to get them. ? Scare others away from them by their defensive attitude. ? Be over-controlled emotionally, having problems letting others in on their emotions. This can lead others to guess what is going on until the passivity of the insecure person leads to an over-reaction by the others, resulting in conflict or rejection. ? Have problems on the job or in school when they have the knowledge, skills and abilities to do a task efficiently but are told to do it in a different, less effective manner. They get so uptight about the job and are fearful of standing up for what they believe that they get angry, hostile and resentful until they either quit or succeed in submerging their emotions. ? Get passed over for promotions, advances or honors because they are so quiet about what it is they do. This leads the insecure persons to feel more unaccepted, unappreciated and under-valued. ? Have problems meeting people and often can become debilitated socially by chronic shyness. ? Become so inward that they seek to escape into their fantasy life rather than deal with the reality of their lives. 4. In order to overcome insecurity, people need to: ? Be willing to be put in vulnerable positions in life where they might get hurt. ? Take risks to change their current behavior. ? Trust others enough to expose themselves to them, risking vulnerability and the possibility of being hurt. Have a healthy and humorous belief in them in order to overlook their exaggerated need for acceptance and approval. ? Take a rational approach to each problem they face so that they are no longer inhibited by debilitating fears or beliefs. ? Practice assertive behavior in their lives, earning respect and the acknowledgment of their rights. ? Arouse the courage to take small steps in learning to experience success and overcoming their lack of belief in self. ? Break the barrier or outer shell of the self-doubt they have hidden behind and reach out to others.. ? Open themselves to the possibility of success and accomplishment. Visualize or make a prophecy of winning at life so their energies are focused in a growth direction. ? Reward them for who they are and capitalize on their strengths, attributes, skills and competencies. 5. What steps can people take to handle insecurity? Step 1: Answer the following questions in your journal: a. What behavior traits signal my insecurity? b. What happened in my past to make me insecure? c. What are some of my beliefs that account for my insecurity? d. What are some negative consequences Ive experienced due to my insecurity? e. What behavior traits do I need to develop in order to overcome my insecurity? Step 2: After identifying your insecurity, how can you handle it? Answer the following questions in your journal: a. What substitute behavior traits could I develop that would indicate security in myself? b. What are some positive consequences of exhibiting such secure behavior traits in my life? c. What are some rational beliefs I must develop in order to exhibit secure behavior in my life? d. How will my life change if I exhibit secure behavior? e. What is my action plan to develop security in my life? f. What obstacles stand in the way of my executing this action plan? g. How can I overcome the obstacles to my development of self-confidence and security? Step 3: Implement the plan of action in Step 2. Keep a log in your journal as you go through each stage of handling your insecurity. Step 4: The following project is designed to help you develop secure behavior by learning about yourself through the eyes of the other people in your life. Step 5: If you are still feeling insecure after completing Steps 1 through 4, review the material, return to Step 1 and begin again. 3. HABIT DISORDER 1. Habit Disorder Habit Disorder  is a disorder of childhood involving repetitive, nonfunctional motor behavior (e. . , hand waving or head banging), that markedly interferes with normal activities or results in bodily injury, and persists for four weeks or longer. The behavior must not be due to the direct effects of a substance or another medical condition. In cases when  mental retardation  is present, the stereotype movement or self-injurious behavior must be of sufficient severity to become the focus of treatment. The behavior is not better explained as a compulsion (e. g. ,  OCD), a  tic, a  stereotypy  as part of a  Pervasive Developmental Disorder, or hair pulling (trichotillomania). Former versions of the  DSM  (Diagnostic Manual and Statistical Manual of Mental Disorders) used the term Stereotypy/ Habit Disorder to designate repetitive habit behaviors that caused impairment to the child. The repetitive movements that are common with this disorder include  thumb sucking,  nail biting,  nose-picking, breath holding,  bruxism, head banging, rocking/rhythmic movements, self-biting, self-hitting, picking at the skin, hand shaking, hand waving, and mouthing of objects. Habits can range from relatively benign behaviors (e. g. , nail biting) to noticeable or self-injurious behaviors, such as teeth grinding (bruxism). Many habits of childhood are a benign, normal part of development, do not rise to the diagnostic level of a disorder, and typically remit without treatment. When stereotyped behaviors cause significant impairment in functioning, an evaluation for habit movement disorder is warranted. There are no specific tests for diagnosing this disorder, although some tests may be ordered to rule out other conditions. Other conditions which feature repetitive behaviors in the differential diagnosis include obsessive-compulsive disorder,  trichotillomania, vocal and  tic disorders  (e. g.   Tourette syndrome). Although not necessary for the diagnosis, habit disorder most often affects children with mental retardation and developmental disorders. It is more common in boys, and can occur at any age. The cause of this disorder is not known. Habit disorder is often misdiagnosed as tics or Tourettes. Unlike the tics of Tourettes, which tend to appear around age six or seven, repetitive movements typically start before age two, are more bilateral than tics, and consist of intense patterns of movement for longer runs than tics. Tics are less likely to be stimulated by excitement. Children with habit disorder do not always report being bothered by the movements as a child with tics might. Prognosis depends on the severity of the disorder. Recognizing symptoms early can help reduce the risk of self-injury, which can be lessened with medications. Habit disorder due to head trauma may be permanent. If anxiety or affective disorders are present, the behaviors may persist. 2. Mental retardation (MR) is a generalized disorder, characterized by significantly impaired cognitive functioning and deficits in two or more  adaptive behaviors  that appears before adulthood. It has historically been defined as an  Intelligence Quotient  score under 70. 3. Stereotypes It may be simple movements such as body rocking, or complex, such as self-caressing, crossing and uncrossing of legs, and marching in place. 4. Pervasive Developmental Disorders The diagnostic category  pervasive developmental disorders  (PDD), as opposed to specific developmental disorders  (SDD), refers to a group of five  disorders  characterized by delays in the development of multiple basic functions including  socialization  and communication  that have traditionally been referred to as Autism. . 3. 5Richotillomania The compulsive urge to pull out ones own hair, is recognized as a disorder leading to noticeable hair loss, distress, and social or functional impairment. It is often chronic and difficult to treat. 6. 3. 6Thumb sucking It usually involves placing the  thumb  into the mouth and rhythmically repeating sucking contact for a prolonged duration. It can a lso be accomplished with any piece of skin within reach (such as the  big toe) and is considered to be soothing and therapeutic for the person. 6. 3. 7Nail biting Onychophagia  or  nail biting  is a common oral  compulsive  habit in children and adults. 6. 3. 8Nose-picking It  is the act of extracting  dried nasal mucus  or  foreign bodies  from the  nose with a  finger. Despite being a very common habit, it is a mildly  taboo  activity in most cultures, and the observation of the activity in another person commonly provokes mixed feelings of  disgust  and  amusement. 6. 3. 9Bruxism Bruxism (gnashing of teeth) is characterized by the grinding of the teeth and is typically accompanied by the clenching of the jaw. 6. 3. 0 Childrens Conditions including Behavior Disorders Behavioral and autistic spectrum problems are now becoming increasingly common and many people are looking for alternatives to the conventional drug therapy. Attention Deficit Hyperactivity Disorder (ADHD) is a hyperactive state that leads to great difficulty in controlling and managing the child. There are also major problems with concentration and, again, learning is difficult and exhausting for parents, teachers and the child 6. 3. 11 Symptoms of Childrens Conditions including Behavior Disorders There is no spontaneous affection and, due to increased sensitivity, the child can react negatively to loud noises and seeks comfort in, often bizarre, repetitive movements and activities, and does not like to make eye contact. He may be disobedient, permanently fidgety and suffer from low frustration tolerance, sleep disturbance, appetite problems, restlessness and attention seeking behavior. There are enormous problems for the parents and other cares as the child can respond in a loud, aggressive or even violent manner with minimal need for sleep so the situation is relentlessly anxiety provoking and emotionally traumatic for all concerned. The condition is significantly more common in boys. Other, associated, symptoms may include abnormal thirst, migraine in the family, asthma and eczema. 6. 3. 12 Treatments for Childrens Conditions including Behavior Disorders 1. Conventional treatments for autism are based on behavioral techniques and intensive treatments such as ‘portering’. 2. ADHD relies very heavily on drug treatments involving the use of powerful stimulatory drugs such as methylphenidate (a drug that stimulates the central nervous system. Use: treatment of narcolepsy, attention deficit disorder. Formula: C14H19NO2) (‘Ritalin’). 3. Identifying foods which may mean using an elimination diet and, after the initial ‘washout’ period, introducing foods one at a time and observing the reaction (if any). 4. Complex homeopathy, which involves the use of mixtures of herbal and low potency homeopathic preparations, can be targeted to help specific organs, particularly the pancreas which can be very effective. 5. Classical homeopathy, using single remedies is also useful in of children. 4. PERSONAL PROBLEMS 6. 4. 1Description: A personal problem can be any situation which prevents a student from completely fulfilling his or her personal and/or educational goals. The problem may have its origin either on or off campus. The counselor provides the student an opportunity to discuss, in confidence, how this problem is affecting his/her life. A professionally trained counselor can help you to focus on realistic solutions to such problems as home conflict, marital discord, peer conflict, personal discomfort, disillusionment, general unhappiness, inability to make decisions, and feelings of being overwhelmed by the demands of academic life. 6. 4. 2 What are the examples of personal problems? Few major examples are: Marriage problems Financial problems Love problems Management Problem Issues at Work Social Relationship Issues Alcohol Drug related Problems Job Related Problem 6. 4. 3Ways to Solve Personal Problems A simple strategy of life is that, it makes us learn from the mistakes may be from the birth until death. When we keenly observe at perspective part of life we come to know that we have resolved many problems at uneven situation. Pe rsonal problems are part of individual’s life, problems raise with advance of life. The basic idea how to solve the personal problems is to know the problem and find the root of problem; it may be something very crucial or sometimes find it really insane after we find the solution. Flow Chart showing easy steps to solve personal problems [pic] Skills to Solve Personal Problem There is no unique solution for a problem, problem can only be solved when one really approaches  to the situation or he/she is held to that problem. Sometimes the chances of getting a solution really confuses of choices to problem and sometimes it feels that we are just going around problem and not able get solution to that problem. It really horrifies (concern) when tiny little problem goes multiplying in the way into huge problem when we try to find the solution and makes us feel it never ends. The simple idea is to keep a pleasant mind at the situation and patiently try finding the root of the problem, cause for that problem and  significantly explore all possible solutions and  determine the kind of solution for the problem and consequences of drastic changed involved with change in system and environment. Step By Step Instruction to solve personal problems Step  1 Is there another way to achieve the goal? Sometimes we spend countless hours trying to solve a problem when simply choosing a different route to the goal would have been sufficient. Close your eyes and imagine you are looking at your goal from far above. You may see there are other ways to get what you want. Step  2 Do you know people who seem to spend their day inventing problems? When you look at their situation, you realize they have exaggerated their situation. Some people see problems everywhere, and will even create them out of nothing. Focusing on problems can make you blind to seeing solutions. Step  3 Perhaps it is time to re-examine the goal that is being blocked. Some experts tell us that the cause of suffering is excessive want. Is the thing we really want worth the effort? Can the goal be slightly altered, so that it is more realistic or achievable? Badly worded goals can have a negative effect on your success. Step  4 When you have completed the first two steps and you still need to get over or around this particular block (your problem), it is time to mobilize your resources and solve this thing. There are plenty of great problem solving sources on the internet. 5. ANTISOCIAL BEHAVIOR 6. 5. 1Definition Antisocial behaviors are  disruptive  acts characterized by covert and  overt  hostility and intentional aggression toward others. Antisocial behaviors exist along a severity  continuum  and include repeated violations of social rules, defiance  of authority and of the rights of others, deceitfulness, theft, and  reckless disregard  for self and others. Antisocial behavior can be identified in children as young as three or four years of age. If left  unchecked  these coercive  patterns will persist and  escalate  in severity over time, becoming a chronic behavioral disorder. 6. 5. 2Description Antisocial behavior may be overt, involving aggressive actions against siblings, peers, parents, teachers, or other adults, such as verbal abuse, ullying and hitting; or covert, involving aggressive actions against property, such as theft, vandalism, and fire-setting. Covert antisocial behaviors in early childhood may include noncompliance, sneaking,  lying, or secretly destroying anothers property. Antisocial behaviors also include drug and alcohol abuse and high-risk activities involving self and ot hers. 6. 5. 3Demographics Between 4 and 6 million American children have been identified with  antisocial  behavior problems. These disruptive behaviors are one of the most common forms of  psychopathology, accounting for half of all childhood mental health referrals. The gender differences in the way antisocial behavior is expressed may be related to the differing rate of maturity between girls and boys. Physical aggression is expressed at the earliest stages of development, then direct verbal threats, and, last, indirect strategies for manipulating the existing social structure. Antisocial behaviors may have an early onset, identifiable as soon as age four, or late onset, manifesting in middle or late  adolescence. Some research indicates that girls are more likely than boys to exhibit late onset antisocial behavior. Late onset antisocial behaviors are less persistent and more likely to be discarded as a behavioral strategy than those that first appear in early childhood. As many as half of all elementary school children who demonstrate antisocial behavior patterns continue these behaviors into  adolescence, and as many as 75 percent of adolescents who demonstrate antisocial behaviors continue to do so into early  adulthood. 6. 5. 4Causes and Symptoms Antisocial behavior develops and is shaped in the context of  coercive  social interactions within the  family, community, and educational environment. It is also influenced by the childs  temperament  and  irritability, cognitive ability, the level of involvement with  deviant  peers, exposure to violence, and  deficit  of cooperative problem-solving skills. Antisocial behavior is frequently accompanied by other behavioral and developmental problems such as hyperactivity, depression, learning disabilities, and  impulsivity. Multiple risk factors for development and persistence of antisocial behaviors include genetic,  neurobiological, and environmental stressors beginning at the  prenatal  stage and often continuing throughout the childhood years. Genetic factors are thought to contribute substantially to the development of antisocial behaviors. Genetic factors, including abnormalities in the structure of the  prefrontal  cortex of the brain, may play a role in an inherited predisposition  to antisocial behaviors. Neurobiological risks include maternal drug use during pregnancy, birth complications, low birth weight, prenatal brain damage,  traumatic  head injury, and chronic illness. High-risk factors in the family setting include the following: parental history of antisocial behaviors parental alcohol and drug abuse chaotic and unstable home life absence of good parenting skills use of coercive and corporal punishment parental disruption due to  divorce, death, or other separation parental psychiatric disorders, especially maternal depression economic distress due to poverty and unemployment Heavy exposure to media violence through television, movies, Internet sites,  video games, and even cartoons has l ong been associated with an increase in the  likelihood  that a child will become  desensitized  to violence and  behavein aggressive and antisocial ways. However, research relating the use of violent video games with antisocial behavior is  inconsistent  and varies in design and quality, with findings of both increased and decreased aggression after exposure to violent video games. Companions and peers are influential in the development of antisocial behaviors. Some studies of boys with antisocial behaviors have found that companions are mutually reinforcing with their talk of rule breaking in ways that predict later  delinquency  and substance abuse. 6. 5. 5When to Call the Doctor Parents and teachers who notice a pattern of repeated lying, cheating,  stealing, bullying, hitting, noncompliance, and other disruptive behaviors should not ignore these symptoms. Early screening of at-risk children is critical to deterring development of a persistent pattern of antisocial behavior. Early detection and appropriate intervention, particularly during the  preschool  years and middle school years, is the best means of interrupting the developmental trajectory  of antisocial behavior patterns. Serious childhood antisocial behaviors can lead to diagnoses of  conduct disorder  (CD) or  oppositional defiant disorder  (ODD). Children who exhibit antisocial behaviors are at an increased risk for alcohol use disorders (AUDs). 6. 5. 6Diagnosis Systematic diagnostic interviews with parents and children provide opportunity for a thorough assessment of individual risk factors and family and societal dynamics. Such assessment should include parent-adolescent relationships; peer characteristics; school, home, and community environment; and overall health of the individual. Various diagnostic instruments have been developed for evidence-based identification of antisocial behavior in children. The onset, frequency, and severity of antisocial behaviors such as stealing, lying, cheating, sneaking, peer rejection, low academic achievement, negative attitude, and aggressive behaviors are accessed to determine appropriate intervention and treatment. 6. 5. 7Treatment Enhanced parent-teacher communications and the availability of school psychologists and counselors trained in family intervention within the school setting are basic requirements for successful intervention and treatment of childhood antisocial behaviors. School-based programs from early childhood onward that teach conflict resolution, emotional literacy, and anger management skills have been shown to interrupt the development of antisocial behavior in low-risk students. Students who may be at higher risk because of difficult family and environmental circumstances will benefit from more individualized prevention efforts, including counseling, academic support, social-skills training, and behavior contracting. 6. 5. 8Prognosis The longer antisocial behavior patterns persist, the more  intractable  they become. Early-onset conduct problems left untreated  are more likely to result in the development of chronic antisocial behavior than if the disruptive behavior begins in adolescence. Longitudinal studies have found that as many as 71 percent of chronic juvenile offenders had progressed from childhood antisocial behaviors through a history of early arrests to a pattern of chronic law breaking. 6. 5. 9Prevention Healthy  nutrition  and prenatal care, a safe and secure family and social environment, early  bonding  with an emotionally mature and healthy parent, role models for prosocial behaviors, non-coercive methods of parenting, peer relationships with prosocial individuals, and early intervention when problems first appear are all excellent means of assuring development of prosocial behaviors and reducing and  extinguishing  antisocial behaviors in children. 6. 5. 10 Parental Concerns Parents may  hesitate  to seek help for children with antisocial behavior patterns out of  fear  of the child being negatively labeled or misdiagnosed. Almost all children will engage in some form of antisocial behavior at various stages of development. Skilled parents will be able to lovingly confront the child and help the child recognize that certain behaviors are  unacceptable. However if these conduct disturbances persist and  worsen, they should be taken seriously as precursors to more serious problems. Early intervention is important for the sake of the child and the entire family system.