Dans le champ de la psychopathologie infanto-juvénile, un ensemble de comportements hétérogènes, tels que la désobéissance, le vol, le mensonge, l’agressivité verbale et physique sont regroupés sous le vocable « troubles du comportement et de la conduite ». La question de l’origine de cette catégorie utilisée pour nommer certains types de transgressions interroge. Tout d’abord, cette thèse propose de suivre ce terme nosographique dans sa singularité savante, ses sédimentations, sa temporalité historique et son inscription dans un régime discursif. C’est pourquoi, les travaux de Georges Heuyer, figure pionnière dans la structuration du champ de la psychiatrie infanto-juvénile, occupent une place prégnante dans cette thèse. Ensuite, il s’agit dans cette enquête de saisir, au plus près, la chaîne de désignation qui débute à l’école, passe par la Maison Départementale des Personnes Handicapées (MDPH), pour aboutir à l’Institut Thérapeutique Éducatif et Pédagogique (ITEP). Notre intérêt s’est porté sur le processus d’évaluation médico-administrative au sein des équipes pluridisciplinaires de la MDPH. Enfin, l’analyse conduite tend à mettre en évidence la façon dont la classification « troubles du comportement et de la conduite » retentit sur les représentations des personnes désignées. / In the field of child psychopathology, a set of diverse behaviors, like disobedience, theft, lying, and verbal and physical aggression, are grouped under the label “Behaviour and Conduct Disorders”. The question of the origins of the category used to name certain types of transgressions raised questions. The following thesis suggests to follow this nosographic term in its scholarly singularity, its sedimentations, its historical temporality and its inscription in a discursive regime. That is why, the work of Georges Heuyer, a pioneering figure in the structuration of the Child and Young Psychiatry field, occupies a significant position in this thesis. Then, it is in this investigation to seize, as close as possible, the name chain starting from the school, going through MDPH and ending at ITEP. Our interest was focused on the medico-administrative assessment process within multidisciplinary teams at the MDPH. Finally, the conducted analysis highlights the way the classification “behavior and conduct disorders” reverberated on the representations of the designated people.

This study examined the efficacy of a multimodal intervention with conduct disordered boys in the middle primary years. The intervention consisted of a behavioural classroom program; a small group, social skills program; and a behavioural parenting program Resource implications of this model were also evaluated. A review of the current literature on conduct disorders showed that these children account for less than 5% of the population, but they have a strong impact on families, teachers, peers, schools and the wider community. About 50% of children with severe, early behavioural problems will continue with these problems, not only throughout their adult lives, but into the next generation. Early intervention appears to offer our best hope of altering this trajectory. Interventions with this population have been largely unsuccessful. At the present time the most promising intervention is behavioural parent training programs. Combining these with child focused social skills programs, and behavioural programs in the school setting, increases their efficacy. This study used a single subject experimental design to examine the effects of this program on four boys with behavioural difficulties. Continuous measures were taken with parent, and teacher daily record charts, and classroom observations. Pre, post and followup measures were taken with the Child Behaviour Checklist. The results of the study were mixed. Some subjects, according to some respondents, improved in home and school behaviours. All three subjects, for whom there was followup data, had improved. The classroom, and parenting programs appeared to be associated with positive changes in child behaviour, the small group was associated with more disruptive behaviour at school.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2002. / Vita. Includes bibliographical references (leaves 94-104).

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2002. / Vita. Includes bibliographical references (leaves 94-106).

Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 88-103). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 88-103). Also available on the Internet.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 124-136).

There is no abstract available for this dissertation. / Department of Special Education

The aims of this research were to investigate, by means of both literature review and empirical research, the incidence and manifestation of conduct disorders among adolescents growing up in the Vaal Triangle townships, with a view to suggesting a psycho-social intervention programme to help them learn life-skills which will decrease their susceptibility to depression and anxiety. According to the literature findings, depression and anxiety co-occur with conduct disorders during adolescence. An intervention progamme can therefore help these learner adolescents develop effective coping skills to help them deal with environmental factors that cause stress, depression and anxiety. The findings from the literature review revealed that adolescence is the highest risk period for the onset of conduct disorders such as, inter alia, substance use disorders, aggressiveness, destruction of property, defiance of authority, frightening and disturbing of adults, fighting, bullying, lying, destructiveness and defiance. The conduct problems also include the more or less troublesome and involuntary behaviours commonly associated with adolescence such as tempertantrums, bouts of screaming and crying, surliness and episodes of commanding or pestering behaviour. The co-occurrence of depression, anxiety and conduct disorders in adolescents was, according to various researchers, also associated with more severe alcohol and drug-related problems, more prolonged depressive and anxiety episodes and increased frequency of behavioural problems, more severe impairment in interpersonal and academic competencies, increased utilization of mental health services, as well as elevated risk of suicide. The literature also revealed that the period of adolescence is also marked by conflicting feelings about security and independence, rapid physical changes, developing sexuality, peer pressure and self-consciousness. This becomes a time of rapid physiological and psychological changes, of intensive re -adjustment to the family, school, work and social life and of preparation for adult roles. These changes are noticeable for their conduct disorders and behavioural accompaniments, and problems arising at this time may attract attention because the adolescent"s conduct and behaviour become obtrusive in the school and the home or elsewhere and evoke a sense of urgency for response. Effective support programmes such as individual educational support and group educational support were regarded by the literature as having the efficacy to prevent the development of conduct disorders. The empirical research findings revealed that adolescent participants who formed the population sample of this research were aggressive; characterized by risky behaviour such as staying with friends until very late at night and coming to school carrying a knife and bullying other children in class; deceitfulness or theft which manifested in the form of stealing from other children's schoolbags, stealing food and pens, and lying; serious violation of rules such as being disruptive in class, bunking school, and not coming to school regularly, conflict with parents, educators and others which manifests in the form of always being in trouble for beating up other learners in class, especially those that are younger, and being rebellious at home, mood disruptions such as bursting in anger, aggressive, being happy one moment and then angry and sad the next, and poor performance at school resulting in failing grades. Recommendations for educational practice and further research were made. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.