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Child conduct problems: Disorders in conduct or social continuity?

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Abstract

This paper outlines data and speculations relevant to a “social continuity” hypothesis regarding the development of children's conduct problems. According to the hypothesis, conduct problems arise from an absence of continuity in the child's relationship with parents. This absence constitutes an unpredictable and aversive context for the child, and because the youngster's disruptive conduct can generate short term continuity, that behavior is likely to be reinforced. A review of research concerning this hypothesis is presented and the conclusions focus on evidence of continuity in cooperative parent-child exchanges and discontinuity in non-compliant exchanges. The grounding of this hypothesis within social learning and theory is outlined and its heuristic value for future research and clinical interventions is presented.

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  1. Department of Psychology, University of Tennessee, 37996-0900, Knoxville, Tennessee

    Rober G. Wahler Ph.D. (Professor)

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  1. Rober G. Wahler Ph.D.
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Wahler, R.G. Child conduct problems: Disorders in conduct or social continuity?. J Child Fam Stud 3, 143–156 (1994). https://doi.org/10.1007/BF02234064

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