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Essay on Behavioral Disorders


A pattern of unacceptable behavior in which the needs and rights of others and significant age-related expectations are repeatedly and chronically disregarded is characteristic of the mental health condition known as a behavior disorder, which can be diagnosed in children and adolescents. Behavior disorders are more common in boys than in girls. A child or adolescent with a conduct disorder may demonstrate aggressive or cruel behavior toward others, such as bullying or threatening others, causing fights, or using weapons. These kinds of behaviors can be seen in both children and adolescents. It is also possible for people who have this disease to engage in non-violent activities such as the destruction or loss of property, a lack of dependability, stealing, lying, breaking promises, and recklessness with their finances. It has been demonstrated that children and adolescents who suffer from this disease have a greater propensity to engage in severe rule breaches, leading to disputes at home, school, and the workplace. The body of the research paper includes the abstract, a literature review, a discussion of the findings, and a conclusion.

Literature review

According to a recent article published in the World Journal, researchers have shown a correlation between conduct disorders in youngsters and the development of antisocial behavior in later life (Whittington & Holland, 2018). Understanding the etiological mechanisms behind the development of conduct disorder may be challenging due to the complex interaction of biological and environmental factors in the disorder’s development; however, doing so is necessary to arrive at an accurate diagnosis and develop an effective treatment plan. Evidence-based medicine is constructed mainly based on our understanding of these underlying mechanisms. An ongoing pattern of antisocial behavior, which may or may not include substantial violations of laws, social norms, and customs, is used to diagnose conduct behavior. In addition to difficulties with executive function, there may be underlying differences in the structure and function of the brains of children who display behavioral behavior. In children and adolescents with conduct disorder at its earliest onset, lower responses in brain regions linked with antisocial behavior were found compared to healthy controls (Whittington & Holland, 2018). These findings were found in children and adolescents with conduct disorder at its earliest onset. Ignoring a behavioral disorder in one’s personal or professional life could have immediate and long-term repercussions for the individual. When people misbehave, they face the consequences such as suspension or expulsion for actions such as engaging in violent altercations, bullying other students, or disagreeing with school administrators. In the not-too-distant future, it is feasible that grownups will be laid off from their work.

In addition, there is the potential that certain features of an individual’s family life, as well as their activity in the community, are factors that contribute to the development and maintenance of a conduct disorder. Children have a greater chance of displaying potentially disordered behaviors, such as behavioral difficulties, if they are brought up by a single parent, in large families, by young mothers, or in households where both parents are not married. These factors also increase the likelihood that the child’s mother will not be married when the child is born. Even though no one cause can fully explain the condition of conduct disorder, it is well-known that demographic factors can play a function in the development of the problem (Palinkas, 2018). In a recent article that was published in the Washington Post, the author asserts that the vast majority of the research that has been done on behavior disorders explains why men are more likely to be diagnosed with the condition than women. The article was prepared to answer why women are more likely to be diagnosed with a behavioral disorder than males. Around 2.2 million children in the United States between the ages of 3 and 17 have a diagnosable behavioral or conduct disorder (Barwasser et al., 2021). This number accounts for approximately 3.5% of all children in this age range. These children live in the United States. Children who suffer from conduct disorders usually struggle in school because they cannot keep their feelings under control or demonstrate empathy for the experiences of their classmates. This makes it difficult for the children to form healthy relationships with their teachers and peers. These children often do not attempt to conceal their propensity toward violent behavior, which is a worrying trend. They could have a challenging time developing sincere friendships with other people.

Children who struggle with their conduct are more likely to disobey school norms regularly and without being prompted to do so. This is especially true if the child has a history of behavioral issues. If the child is younger than 13 years old, this may take the form of truancy, which indicates that the child does not attend school. Alternatively, it may manifest as violence or animosity toward other people or animals (Barwasser et al., 2021). When deciding how these kinds of activities should be classed, certain teachers are required to walk a tight line to do their jobs properly. Some individuals will probably view these characteristics as evidence of disobedience or breach of the rules. It takes a tremendous investment of time and effort for educators to create and maintain solid and fruitful relationships with the students in their classes. These relationships must also be maintained with time. An endeavor of this sort requires the execution of actions that are equivalent to those of influential partners. These acts include control, maturity norms, communication, and nurturing. Endeavors of this nature require the performance of these acts. Although it may be suitable for a teacher to devote additional attention to one student in the classroom, doing so to the extent that it occupies an inordinate amount of that teacher’s time may have unintended consequences for the other students in the class. It is vital to begin therapy for conduct disorder as soon as feasible to provide the child with the most excellent chance of acquiring adaptive behaviors and staying out of trouble. This can be accomplished by beginning treatment as soon as possible.


Children who suffer from behavioral problems have a greater need for efficient interventions and techniques that will teach them how to deal with stressful situations and teach them how to learn to manage their behavior on their own. Suppose effective treatments are found for this population. In that case, it may be possible to lessen their exposure to distractions (both external to the classroom and internal to the classroom itself) and enable them to devote more time to study, which will enable them to make the most of the educational opportunities that are available to them. An intervention based on yoga and other comparable relaxation activities may offer students a holistic and all-encompassing approach to reaching these goals (Amini-Khoei, 2019). There is not one single factor that contributes to behavioral disorders. Some children are more likely to develop these diseases if exposed to several risk factors, including adversity within the family, poverty, instability among caregivers, maternal depression, stress within the family, marital conflict, dysfunctional parenting patterns, abuse, and neglect. These sources of stress have a detrimental effect on children’s psychological and behavioral health. Once at school, pupils’ performance and academic advancement are delayed by such demands, adding to the stress they already feel due to the frustration and failure they have experienced.

Consequently, problematic behaviors, such as disruptive, impulsive, obsessed, resistant to change, confrontational, threatening, or dishonest, could manifest. Such activities may eventually lead to the development of behaviors that harm the person’s body. There are several different ways in which making alterations to the classroom environment for kids who have emotional and behavioral disorders might lessen the intensity of those students’ behaviors and their reactions to outside stimuli. Learning how to relax is essential for children who are struggling emotionally and behaviourally since it assists in the healing process. Young children that exhibit aggressive and defiant behavior are more likely to develop antisocial behaviors later in childhood and adolescence, which may continue into adulthood. Most parents take advantage of the opportunity provided by well-child checks to converse with their pediatrician about their challenges as parents and how their child is developing emotionally and socially (Wang et al., 2019). Parent training programs are a good option for fostering healthy parenting and effective forms of discipline. These programs also help children improve their social skills, ability to self-regulate their emotions, and capacity for problem-solving. Incorporating fundamental parenting principles into developmental surveillance and anticipatory guidance during routine well-child visits can accomplish several goals, including preventing disruptive behavior problems, addressing parenting concerns, and nurturing the optimal development of children’s social-emotional competency. These goals can all be achieved by fostering the optimal development of children’s social-emotional competency.


The topic of behavioral disorders has been covered in this article. Behavioral disorders are a subtype of psychological conditions typically diagnosed in young people. They are distinguished by a pattern of behavior that repeatedly violates significant age-related standards or the fundamental rights of others. Students who have Emotional and Behavioral Disorders have the potential to make great strides and achievements in school if they are provided with the appropriate guidance from Functional Behavioral Assessments, social skills, and LSCI. This is the case despite the many obstacles that can prevent these students from achieving success on both the behavioral and academic levels. In addition, practical parental advice can be of assistance in preventing this disorder: Provide your youngster with the love and attention they need. Much time should be spent with the child by either or both parents. Engage in meaningful interaction with your child daily. Create an environment in which your loved ones may unwind and feel at ease in your house. It would help if you acted as a role model for your child whenever you want them to behave in a particular way. You should always be there for your child. You need to devise a method of punishing your child that is fair and consistent. It is best to steer clear of having a home setting that is tight and chaotic. It is unacceptable for parents to argue in front of their children because it conveys the wrong impression. Ignore your child if they argue with you about something. Instill in your child an understanding of the significance of self-control and the benefits of leading a good life.


Whittington, J., & Holland, A. (2018). A review of psychiatric conceptions of mental and behavioral disorders in Prader-Willi syndrome. Neuroscience & Biobehavioral Reviewspp. 95, 396–405.

Palinkas, L. A. (2018). The need for evidence-based practice. In Achieving Implementation and Exchange (pp. 15-32). Policy Press.

Barwasser, A., Urton, K., & Grünke, M. (2021). Effects of a peer-tutorial reading racetrack on word fluency of secondary students with learning disabilities and emotional and behavioral disorders. Frontiers in Psychology12, 671385.

Amini-Khoei, H., Haghani-Samani, E., Beigi, M., Soltani, A., Mobini, G. R., Balali-Dehkordi, S., … & Valid, M. (2019). On the role of corticosterone in behavioral disorders, microbiota composition alteration and neuroimmune response in adult male mice subjected to maternal separation stress. International Immunopharmacology66, 242-250.

Wang, H., Wu, B., & Yanagimoto, J. (2019). Elastic‐Plastic Finite Element Analysis of Tension Leveling with Non‐Associated Flow Rule and Mixed Hardening. Steel research international90(3), 1800401.


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