The 6 psychotherapy techniques for child behavior problems

Childhood behavior problems are classified in the Diagnostic Manuals mainly within oppositional defiant disorder and conduct disorder. Faced with these behavioral changes, it will be important to intervene as soon as possible through psychotherapy so that the dysfunctional behavior does not become chronic.

There are different techniques of psychological therapy to carry out the treatment, both focused on the parents and the child, depending above all on the age of the patient. Likewise, the strategies presented to the parents can be aimed at reducing the maladaptive behavior or increasing an appropriate alternative behavior.

In this article We will talk about child behavior problems and what psychotherapy techniques can be used To intervene.

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Disruptive, impulse control, and conduct disorders

The fifth edition of the Diagnostic Manual of the American Psychiatric Association (DSM 5) presents a chapter called disruptive disorders, impulse control and behavior, within which classify

oppositional defiant disorder and conduct disorder.

Oppositional defiant disorder must meet the following criteria in order to be diagnosed: an angry or irritable mood pattern, frequent arguments or resentment for at least 6 months, and at least 4 or more of the symptoms linked to the aforementioned traits (anger, argument and resentment). The pathology usually begins before the age of 8 and not after adolescence.

Conduct disorder is characterized by expressing itself through a repetitive and persistent pattern in which the rights of others and social norms are violated.

3 or more symptoms must be met in 12 months or 1 in 6 months of the following categories: assault on people or animals, destruction of private property, theft and serious violation of the rules (taking into account the age of the subject). The onset of symptoms is usually observed around 5 to 6 years of age, making it necessary to make a differential diagnosis with antisocial personality disorder if the individual is 18 years of age or older.

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Psychotherapy techniques for behavior problems

For the intervention of behavioral disorders, different techniques have been tested, proving to be more effective those aimed at modifying behavior and intervention with parents.

Treatment with psychotropic drugs is not the intervention of first choice, but it has been seen to be useful when the intention is to reduce the crisis situation or to mitigate the symptoms of pathologies comorbid. Likewise, it is necessary to ensure that the prescription of medication will be made for a short period of time.

So let's see what techniques can be used and what their main characteristics or application purposes are.

First of all, it is important carry out a broad treatment and in the different areas of the child to achieve an improvement and that this can be generalized in the different contexts. For this reason, it will be interesting to work directly with the child, adapting this intervention to their age, as they get older we will dedicate more time to individual and direct treatment with the minor.

The main objectives linked to the work with the child consist of: increasing her self-control; learn alternative behaviors to aggressive ones, another mode of expression; evaluate what perception and interpretations he makes, since they may be the cause of him acting in such a way; and work skills to correctly face possible future situations.

On the other hand, The main strategies used can be divided into behavioral techniques and cognitive techniques..

1. behavioral techniques

Behavioral techniques will be aimed at modifying the child's behavior, his observable actions of objective licking.

1.1. Token Economy

The token economy uses the administration of generalized reinforcement (tokens) that the child can later redeem by material reinforcement. In this way, we set the behaviors that he must perform, the tokens he will receive for each behavior and how many tokens he needs to achieve the prize. This technique works mostly with young children.

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1.2. behavioral contract

With older subjects, adolescents, the behavioral contract technique will work better, which consists of writing a contract where It establishes what behaviors you must perform and the rewards or punishments you will receive depending on her behavior.

2. cognitive techniques

Cognitive strategies will be aimed above all at knowing what the subject's interpretation of their environment, of other people, to try to modify cognitions that are erroneous or dysfunctional.

2.1. cognitive restructuring

Cognitive restructuring focuses on trying to decrease false beliefs and increase more functional or realistic beliefs. Thus, we will carry out an education phase in which we will explain the existence of erroneous beliefs, then we will apply training so that you learn to observe yourself and finally a discussion of your beliefs and a search and establishment of ideas will be held alternatives.

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2.2. Self-instruction training

The technique based on self-instructions has obtained positive results, especially linked to the reduction of impulsivity. This strategy consists of establish cognitive self-instructions that help the child to act appropriately. In the first instance, the instructions are carried out aloud and with the help of a model, to finally be able to carry them out covertly, that is, internally without having to express them.

23. Self-control training

The self-control technique aims to modify antecedents and consequences associated with dysfunctional behavior. Self-observation will be worked on, the establishment of realistic objectives to be able to carry out self-assessment and, finally, training in self-reinforcement or self-punishment. This strategy will be implemented in consultation so that it can be generalized in different areas of life.

2.4. Troubleshooting Training

Troubleshooting training is intended to establish a functional method of solving the different problems, to be effective.

The procedure to follow consists of the following. The first phase of general orientation aims to increase the ability to recognize problems and accept that they are normal events; the second phase will try to define and formulate the problem in a specific way to achieve a better resolution; in the third phase, all the different alternatives that can be used as a solution are proposed; in the fourth, the consequences that each solution may entail are evaluated and assessed, and in the fifth and last, the selected alternative is put into practice.