
Not Just Bad Kids
The Adversity and Disruptive Behavior Link
Resources
Description
Key Features
- Encompasses both ODD and conduct disorder
- Introduces readers to the social, cultural and environmental factors that play a crucial part in disruptive behavior
- Demonstrates the interrelationship of attachment problems, chronic trauma and disruptive behavior
- Discusses current best practices for intervention and treatment in youth with disruptive behaviors
- Provides casework examples of patients with disruptive behavior disorder
Readership
Students and researchers studying psychology, trauma, and disruptive behaviors
- psychiatrists, psychologists, and other mental health clinicians working with youth
- social workers
- caregivers of youth with trauma and disruptive behaviors
- pediatricians, nurses, and other health care professionals working with youth
- school staff, including teachers and administrators
- individuals working in the juvenile justice and criminal legal systems, including juvenile detention staff and administrators, attorneys, judges, probation officers, law enforcement professionals, etc.
- individuals working with youth in a variety of community settings, including the foster care system, youth development organizations, etc.
Table of Contents
- Cover image
- Title page
- Table of Contents
- Copyright
- Contributors
- Biographies
- Nick's words
- Nick's world
- Chapter 1. Setting the stage—putting kids in context
- History of the juvenile justice system in the United States
- A better future for justice-involved youth
- Nick at family court
- Chapter 2. Attachment: theory, application, & clinical tools
- Starting at the beginning
- Attachment theory and its origins
- The nervous system
- Attachment and the nervous system
- Emotion regulation
- Internal working models
- Attachment styles and the strange situation
- Attachment research
- Attachment and trauma
- Clinical tools from an attachment perspective
- Conclusion
- Chapter 3. Defining trauma, adversity, & toxic stress
- Defining trauma, adversity, and toxic stress
- Trauma versus traumatization
- Adversity and toxic stress
- Various forms of adversity and their impacts
- The impact of trauma
- Conclusion
- Chapter vignette: the link between adversity and disruptive behavior
- Chapter 4. Trauma, adversity, the brain, & the body
- Chapter 5. The impact on interactions
- Chapter 6. Trauma & externalizing behaviors
- The wrong people
- Gettin’ by
- Doin’ what I gotta do
- Reckless shit
- Buggin’
- My heart cold
- Nick in the emergency room
- Formulation
- Chapter 7. The overlap between trauma & disruptive behavior disorders
- Introduction
- The “why” of conduct disorder, the reason for behavior: trauma is often the missing piece
- Consequences of diagnosing conduct disorder: missing trauma and not treating it
- Why isn't trauma considered
- Conclusion
- Chapter 8. The words we use
- Introduction
- What’s in a diagnosis?
- Race, ethnicity, and culture: developing a common language
- Connecting culture and behavior
- Are all words created equal?
- Social influences on understanding behavior
- Deconstructing and reducing the impact of cognitive biases
- Creating the labels
- Strategies for managing cognitive biases
- How is institutional racism operating here?
- An overview of disruptive behavior disorders
- Conduct disorder
- Oppositional defiant disorder
- Attention deficit hyperactivity disorder
- Trauma-related disorders: DSM IV to DSM V
- Discussion of the potential prejudicial effect of certain diagnoses
- Prejudicial effects on the child and adolescent
- Prejudicial effects on clinicians and the public
- Prejudicial effects at the structural and institutional level
- Clinical descriptions intersect with racism and classism
- Conclusion
- Chapter 9. Young kids: The impact of early adverse relational experiences
- The role of the therapists in the context of systemic relational trauma
- Rosa and how she changed the way she thought of herself
- Conclusion
- Nick at home
- Physical aggression, curfew violation, suspected gang activity
- Chapter 10. Kids at home
- Introduction
- Reactions to trauma
- Household-based trauma
- Community-based trauma
- Conclusion
- Nick at school
- Police contact
- Chapter 11. Kids in school
- Why won't they just sit still and listen?!
- Well, it worked for me and my parents and my parent's parents
- Race, implicit bias, and zero tolerance
- Suspensions, expulsions, and root behaviors
- Restorative justice: a more compassionate response
- Stopping the bad before it starts
- Heart-centered communities
- Comprehensive behavioral health model: a compassionate community response
- The Childhood-Trauma Learning Collaborative: a regional multipartner project
- Compassionate and holistic model of mental health treatment for all students
- Conclusions: not bad kids, bad environments—that we can change
- Nick and the boys
- Chapter 12. Kids & their crews
- Glossary of terms
- Introduction
- Friendship
- Case vignette: Marcos
- Gangs
- Case vignette: Ray
- Social media
- Case vignette: Joel
- Romantic relationships
- Case vignette: Chauncey
- Police
- Case vignette: Reese
- Conclusion
- Nick in foster care
- Chapter 13. Kids in foster care
- Overview of foster care
- Introduction
- Foster care entry
- Visitation
- Permanency planning
- What should teams do
- Conclusion
- Nick in detention
- Chapter 14. Kids in detention
- Understand the why
- Build authentic and appropriate relationships
- Highlight the positive
- Use silence
- Provide choices
- Model the behavior you would like to see
- Concluding remarks
- Nick and Mama J
- Chapter 15. Kids and drugs
- Opening story discussion
- Trauma
- Trauma discussion
- First hit
- First hit discussion
- Drugs and mental health in music: 11years old
- Drugs and mental health in music discussion
- ADHD and addiction
- ADHD and addiction discussion
- Street pharmacist—“trapping”/“flipping packs”/“drug dealing”
- Dealing discussion
- Pathway to polysubstance use
- Pathway to polysubstance use discussion
- Ongoing treatment issues
- Ongoing treatment issues discussion
- Kids, drugs, and the carceral system
- Conclusion (and what could be)
- Chapter 16. Kids grown up
- Trauma and chronic illnesses of adulthood
- Special considerations for subpopulations: substance misuse and adulthood
- Attachment and development gone awry in adulthood
- Long-term effects of adversity on parenting
- Vagabondage and adulthood
- Coming of age and incarceration
- Special considerations for subpopulations: LGBTQIA+communities
- Special considerations for subpopulations: adults and their crews
- Conclusion
- Chapter 17. Standard management—Part I: Embracing youth & families through Treatment Foster Care Oregon
- Introduction
- Treatment Foster Care Oregon
- A case study—Charles
- TFCO research
- TFCO in action
- Charles's response to his team
- Bringing the evidence to life
- Charles—day two notes
- Day 2 notes from foster parents
- Day 2 notes from parents
- Charles—after three months
- Charles's response to emotion modulation
- Charles—after nine months
- Charles—entering aftercare
- From the Petri dish to the street; a personal view of implementation of TFCO
- Community building and engagement
- The details of implementation
- Feasibility and readiness: preparing a community for success
- Cultural responsivity and adaptation
- Summary
- Chapter 18. Standard management–Part II: Multidimensional interventions for youth with trauma & disruptive behaviors
- Systems- and Family-Level Interventions
- Individual interventions specific to antisocial personality disorder
- Youth-focused interventions specific to disruptive behavior disorders
- Youth-Focused Interventions for trauma-related disorders and PTSD
- Pharmacotherapy for traumatic stress and conduct/antisocial personality disorders
- Considerations for the present and future
- Chapter 19. Check your own baggage
- Vignettes
- Checking your baggage—terminology
- How bias and racism affect the minoritized
- What we can—and need to—do now
- Nick in therapy
- Chapter 20. Let's talk about race
- Fundamentals
- Understanding racism through attachment theory and trauma lens
- Racial/ethnic socialization: why the conversation matters
- Racial/ethnic socialization: Talking to kids about race/racism
- The talk: special considerations for BIPOC youth
- Considerations and challenges for multiracial/ethnic youth and ethnically ambiguous youth
- Considerations and challenges for white identified/majority culture youth
- How to help all kids cope with racial trauma
- Antiracism—decolonization—liberation in action
- Conclusion
- Nick & Mich
- Chapter 21. Be a person
- Glossary
- Index
Product details
- No. of pages: 676
- Language: English
- Copyright: © Academic Press 2022
- Published: January 25, 2022
- Imprint: Academic Press
- eBook ISBN: 9780128189511
- Paperback ISBN: 9780128189542