Intermittent Explosive Disorder in Children

Behavior that involves physical harm or aggression towards others, including hitting, kicking, punching, or threatening.

Acts that involve deception, manipulation, or dishonesty, such as lying, stealing, or cheating.

Aggressive behavior that is directed towards family members or close friends.

Aggressive acts that are not typically seen in children with Intermittent Explosive Disorder (IED).

An emotional state characterized by a feeling of losing control during aggression, often followed by remorse.

A disorder characterized by episodes of intense anger and aggression that are out of proportion to the situation.

A group of observable behaviors that are considered antisocial, including physical aggression, lying, and theft.

A group of antisocial behaviors that are less obvious, usually involving deception and manipulation.

A pattern of behaviors characterized by aggression, defiance, and lack of concern for others. It often begins in early childhood and can persist into adulthood.

A combination of behaviors that involve emotional callousness, lack of empathy, and a disregard for the feelings of others. These children often have a difficult time forming healthy relationships.

The tendency for individuals with CD and LPE to resist treatment interventions. They may be unwilling to engage with therapists or respond to traditional punishment techniques.

A child's fascination with fire and explosives, often accompanied by a desire to set them off or cause damage.

A lack of remorse or guilt for harmful actions, often seen as a core feature of limited prosocial emotions.

A child's tendency to lie, steal, and engage in other deceitful behaviors, often without much concern for the consequences.

A child's propensity to be easily triggered by emotional states, often leading to aggressive outbursts and difficulty regulating emotions.

A child's lack of concern for the impact of their actions on others, often stemming from a lack of empathy and understanding.

Parent-Child Interaction Therapy (PCIT) is a form of therapy where parents and children are coached by therapists while interacting in real-time. It's designed for preschoolers or young school-age children with disruptive behavior.

PCIT is based on Diana Baumrind's theory that parenting styles can be understood in terms of two dimensions: demandingness (setting expectations) and responsiveness (providing affection and support).

Authoritative parenting is characterized by high levels of both demandingness and responsiveness. Parents set clear expectations and are supportive of their children's efforts.

Children's behavior problems often arise when parents exhibit low demandingness (indulgent parenting), low responsiveness (authoritarian parenting), or low levels of both (uninvolved parenting).

PCIT is a variation of Parent Management Training (PMT), a therapy focused on teaching parents effective parenting techniques.

PMT is less effective for single parents, low-income families, parents facing marital conflicts, or those with substance use or mental health problems.

PMT is less effective with adolescents who are more resistant to treatment due to developing independence and strong opinions.

Most clinicians are not formally trained in PMT, making it difficult for parents to find an experienced therapist. This limits the accessibility of effective parenting programs.

A treatment method teaching disruptive youth to better understand and manage interpersonal issues, focusing on changing their thought patterns and reactions.

A step-by-step process to help youth identify, analyze, and solve social problems in a constructive way.

This type of training focuses on teaching youth how to generate various solutions, evaluate their effectiveness, and choose the best response, ultimately improving their problem-solving abilities.

A multimodal treatment program designed for adolescents struggling with disruptive behavior, aggression, and antisocial tendencies.

ART acknowledges that youth engaging in antisocial behaviors often lack essential social skills.

This treatment supports the development of essential abilities for prosocial behavior, including behavioral, affective, and cognitive skills.

The treatment involves various components to address behavioral, emotional, and cognitive aspects of disruptive behavior.

ART focuses on developing the underlying skills and abilities needed for prosocial behavior, aiming to address the root causes of disruptive behavior.

A treatment approach that aims to help children develop and use social skills effectively. It involves three components: Skillstreaming, Anger Control Training, and Moral Reasoning Training.

A therapy approach that focuses on addressing conduct problems in adolescents by working with the entire environment surrounding the child

A theory that emphasizes the interconnectedness of various systems that influence a child's development, including family, school, and community.

The ability to understand and control one's emotions, particularly anger, in a healthy way.

The ability to make sound judgments about what is right and wrong, based on moral principles.

A set of learned actions and behaviors that help individuals navigate social situations successfully.

Strategies for solving interpersonal conflicts in a constructive and positive way.

The involvement and supervision of a child's activities by parents or guardians.

The prevalence of Intermittent Explosive Disorder (IED) in youths, including boys and girls, approximates 2.5%. This signifies that approximately 2.5% of young people experience the symptoms of IED.

Boys are more likely to experience Intermittent Explosive Disorder (IED) than girls, indicating a higher prevalence among males.

The symptoms of Intermittent Explosive Disorder (IED) can include both outward and concealed behaviors. Outward behaviors are easily seen, like physical aggression, while concealed behaviors involve deceit and manipulation.

Academic performance may be negatively affected in children experiencing Conduct Disorder (CD). This can lead to difficulties in school and learning.

Co-occurrence of Conduct Disorder (CD) and Attention-Deficit/Hyperactivity Disorder (ADHD) is common. Approximately 41% of children with CD also have ADHD. This suggests a shared underlying factor, potentially genetic, causing both conditions.

Children with Conduct Disorder (CD) may be more likely to engage in substance use and experience academic difficulties. This suggests a correlation between these behaviors and CD.

A genetic predisposition may play a role in both substance use and conduct problems. This suggests a shared genetic susceptibility could lead to both of these behaviors.