The Kid Who Doesn’t Care
Working more effectively with the Conduct Disordered Youngster
Note: This program takes a predominantly functional and practical approach to working with this youngster. Models, concepts, and interventions used are clear, and can easily be shared with youngsters, their families, and other child service professionals.
This program is designed to assist educators, administrators, counselors, juvenile justice personnel and allied health care professionals in working with the behaviorally disordered youngster.
Reduced frustration in working with a tough to reach youngster.
Avoidance of the common pitfalls that only make things worse.
Insight and skills for achieving the best opportunity for positive change.
Needs Addressed by this Program:
Paul is 13. He was brought before the juvenile authorities for slashing his principal’s tires in the school parking lot. He is a repeat offender, with a long history of running away from home. He has, on numerous occasions, been picked up by authorities for intoxication and violation of curfew.
Paul’s mother is dead. His father is in prison for assault. He lives with a grandmother who cannot control him. He has a twin sister who is pregnant and residing in a maternity home.
Academically, Paul achieved standard scores ranging from 50-70 in the essentials of reading, writing, and math. His assessed intellect is very near the mentally retarded range.
Paul would be a challenge.
Intended Audience of this Program:
Special education/regular education teachers (elementary/secondary), counselors, administrators, school nurses, special education assessment personnel, special education supervisors/directors, drug awareness specialists, juvenile probation officers, social workers and allied health care professionals.
#1: Who is the Conduct Disordered youngster?
With the support of actual case examples, participants will be able to:
Identify the CD youngster and the 3 determinants that most influence behavior.
Understand this child’s family system and its effects upon behavior.
Realize why this youngster is so easily drawn into gangs.
Pinpoint how the CD youngster differs from others.
Internalize the differences between emotional disturbance and behavioral disorder.
Consider the characteristics of Power, Control, Trust and Responsibility as they influence Conduct Disorder.
#2: What are the most effective interventions?
Participants will be able to:
Learn how time affects the severity of Conduct Disorder.
Know the connection between perceptions and behavior, and how it can be effectively utilized.
Grasp the 5 essentials that most often lead to a favorable prognosis.
Gain skills in counseling with the CD youngster.
Effect optimal school placement and the most favorable programming and classroom interventions.
Implement effective approaches to discipline.
Maximize benefits of part-time employment for adolescents.
Test the intent behind this youngster’s behavior.
Work more effectively with the CD youngster’s parents.
This program deals with youngsters who repeatedly violate major age-appropriate societal norms or rules in the school, home and community. Utilizing case studies, behaviors such as truancy, refusal of academics, running away, lying, stealing, substance abuse, vandalism and physical violence will be investigated. Features of the disorder will be isolated for purposes of clarification, and strategies for management in and out of the classroom will be provided.
This program involves a lecture methodology, with planned activities and group “brainstorming”. A comprehensive 64-page workbook will be utilized.
Qualifications of the Presenter:
James D. Sutton, EdD
Texas Psychologist License # 2790, Texas Professional Counselor License # 06979, Texas Licensed Specialist in School Psychology # 6154, Texas Education Agency (teaching certifications), Certified Speaking Professional
Credit Hours Granted:
This program was developed to provide six (6) clock hours of credit.
NOTE: This program acknowledges the fact that there can be a connection between the conduct disordered youngster and a dysfunctional family system. This connection can involve drug/alcohol abuse or dependence, as well as other compulsive disorders. For this reason, this program is an excellent one for professionals working in the field of drug/alcohol awareness.
8:30 — 10:00
A Study of 4 Youngsters (Similarities and Differences)
Characteristics of Conduct Disorder
Three Critical Determinants of Behavior
The Family System and Effects
Issues of Attachment
10:00 — 10:15 Break
10:15 — 12:00
Etiology and Basis for Intervention
The ‘Pull” of Gangs
Comparison with ODD
Differences Between Emotional and Behavioral Disorders
Issues of Power, Control, Trust and Responsibility
How Time Affects Severity
A Model for Behavioral Change
12:00 — 1:00 LUNCH
1:00 — 2:15
Five Elements for an Improved Prognosis
Counseling with the CD Youngster
School: Placement and Programming
3 Parts to Classroom Success: Purpose, Painless and Progress
2:15 — 2:30 Break
2:30 — 4:00
Other Interventions & Assessments
Effective Discipline: A Short Course
Getting the Most Out of Part-Time Employment
Assessing Improvement vs. Manipulation