Oddly, clinical descriptions note that most adolescents displaying significant signs of antisocial behavior are of adequate intellect and do not

In the next segment of this essay, I will address Brandi’s behaviors and diagnoses from different agencies from March of 2000 to the present. I will also include a brief history in order to better illustrate her need for hospitalization. Brandi was first hospitalized and admitted to The Children’s Hospital in Denver, Colorado, at the age of thirteen because she had been complaining of feeling more depressed and suicidal over the past six months. In addition, she reported that her peers were making fun of her and that she had been sexually active with two boys she barely knew. My parents were also concerned that she had limited insight into her difficulties. This was her first psychiatric hospitalization.

Brandi was evaluated by several different diagnostic tests during her stay at Children’s hospital. She was scored “average” on all components of the Wechsler Abbreviated Scale of Intelligence. The Trauma Symptom Checklist for Adolescents, Reynolds Adolescent Depression Scale, Adolescent Psychopathology Scale, Incomplete Sentences for Teenagers and Young Adults, House-Tree Person Drawings, Kinetic Family Drawings, and the Rorschach Inkblot Test all generally proved Brandi to be anxious, worried, and moderately depressed. Specifically, the inkblot tests showed Brandi to have errors in judgment, failures to adequately assess her social environment, and therefore act impulsively most of the time. Her DSM-IV diagnosis was as follows: Axis I – major depressive disorder and generalized anxiety disorder; Axis II – no diagnosis; Axis III – none; Axis IV – communication problems within the family, limited peer support network, and discord with peers; Axis V – overall score of 59.

Next, one of the topics I found the least research on was preventative methods for antisocial behavior. I believe prevention and treatment options should obviously be the main focus of research in order to help prevent children from developing this behavior disorder and assist those who are already struggling with it. But I did find a few suggestions in my research for preventing the development of conduct disorders. These preventative measures apply to both parents and educators and include: reducing punitive methods of control, providing clear rules for conduct and discipline, assuring support for both parents and educators, minimizing academic failure experiences, teaching critical social skills, using appropriate behavior management techniques, and supporting student involvement (Mayer, 2001). There were several treatment options that I found, but not many clear descriptions of the treatment itself and its efficacy. The suggested treatments were: familial interventions, social-cognitive interventions, peer and school based interventions, and community interventions (Offord, 1994).

Some topics in this essay:
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