Antisocial Behavior among Children


AntisocialBehavior among Children

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AntisocialBehavior among Children

Theperfectly normal behavior for children aged 2-7 years can range fromnaughty, impulsive and defiant. The behavior keeps on changing fromtime to time. However, parents more often than not, encounterdifficulties in telling the difference between normal and idealbehavioral problems. In reality, there is no complete understandingof the difference between normal and abnormal behaviors since it isnormally based on the expectation. The level of a child’sdevelopment defines what is normal or abnormal. Development variesamong children of the same age. Normal behavior is to greater margin,defined based on the context within which it has taken place that isthe situation, time and the family’s back ground values andexpectations. Despite the above discussion, thereare children who exhibit challenging and extremely difficult behaviorthat can be considered to be abnormal and beyond the range of theirage (Kazdin, 2005).

Accordingto Henggeler (2009), thedeficiency of attachment with peers in Christina Flores can berelated to poorly developed characteristics which are mother’sencouragement, cooperation and support. She lost her mother at atender age of one year to a motor vehicle accident. The values learntfrom a mother enable the child to develop belief in the assistance ofothers which builds a model that the child uses in buildingrelationships. The character traits enable the child to developconfidence while exploring their environment and to effectively dealwith it. Although most preschoolers are taught how to take turnsincluding the sharing of toys, to cooperate with the peers and tofollow instructions given by their teachers, they are able toaccomplish the various tasks because the skills have been developedat the earlier stage of interaction with the mother. The ability tofollow instructions generates more reinforcement to sociabilityrather than coercive ness and detachment. The parents of anti-socialchildren contribute to the behavior by neglecting the need to notice,promote and reinforcing pro-social skills. As an example, suchfamilies do not engage the children into joint activities compared tofamilies that have normal developing children

Theconfidence developed further determines the sense of the child’scompetence. The developed patterns of thought behavior and feelingspersist to develop a personality. The resultant personality, whenmoderately controlled, by the mother, they continue to persist evenafter the child undergoes through adverse circumstances. The mother-learned traits hence create the ability of the child to relate withothers. In the latter years, the traits determine how the child dealswith adverse events such as rejection, losses and separation. Incontrast, without the mother’s attachment traits, the childdevelops defection, avoidance and resilience. A person’spsychological disposition is established very early in one’s life.The psychological perception determines how a child understands his/her surroundings and the perception persists into adult life. Infantswho develop a relationship with their mothers have a tendency to feelmore secure and competent while in preschool and public school(Putallaz, 2004).

Inaddition, her detachment form the society and her peers at preschoolto be specific could be due to additional behavior patterns thatcreate problems. The behavior patterns include the exposure tonegative experiences such as hunger, unhappiness and illness. Thebehavior patterns are associated with disrupting the child frombonding with other people. Whenever a child’s signals are notresponded to in terms of sufficient quality and quantity, itstimulates withdrawal. Withdrawal occurs when the child developsegocentrism, which implies that after two years, the children end upconstructing their own internal world. As a result, the childrenbegin to ignore external data that does not correspond to theirinternal developed world (Reid,2002).&nbsp

Inregards to the existence of additional behavioral patterns that havecreated attachment problems in Christina Flores behavior. The fatherhas confessed that after the passing on of his wife, he fell apartand lost his job. As a result, he could not afford to feed ChristinaFlores since they had little available food. His mother provided themwith food during his job less era. As a result, during the periodthat the father was unemployed there are chances that ChristinaFlores was hungry, and unhappy to some point she felt that comparedto other children, her needs were not sufficiently met with regardsto quality and quantity. She might have developed her internal worldthen, which makes her to ignore anything else that does not relate toher internal world. Consequently, due to the developed internalworld, Christina Flores responds to friendly advances by avoidinginteractions or by use of mixed avoidance and approach. For example,the staff in the health care describes her to be ‘veryuncooperative’ at times, she refuses to share and play with hercolleagues (Henggeler,2009).

ChristinaFlores could also be lacking the attachment of the mother. This couldbe as a result of attachment disorders that are caused by practicingundesirable behaviors, while pregnant, such as alcoholism, drug abuseand smoking. The behaviors are recorded to derail the attachmentprocesses by exposing the child to negative sensations and hence anegative experience of real life even before they are born.Consequently after birth, the child begins by detoxing the harmfulcontents consumed instead of developing the required attachment. Thechild ends up not having created a bond with any one hence does nothave the necessary building blocks for social activity (Reid, 2002).

ChristinaFlores father confessed that she was born prematurely. Further thather mother had attempted to quit smoking while she was pregnantalthough she had a hard time. The mother also consumed alcohol duringher first trimester until the time she began having regular prenatalcare visits at the local medical clinic.

ChristinaFlores depicted signs of being slow to adapt to new environments. Forexample, when she is taken to day care, the father reports that shehad a negative response to the change in the routine although shelater adopted with time and became less anxious about him leaving herat the child care center. In addition, the teachers claim that shehad a hard time whenever she was allocated to a new care giver. Inaddition, she begins to cry whenever someone new attempted to pickher. It is as a result of the disrupted attachment. Such instancescall for an experience in order to establish trust. Before trust isestablished, anyone who comes close to antisocial individuals isfaced with negativity. It will mean nothing to tell her that she issafe she has to witness acts of safety from the new environmentbefore she fully conforms to it. Finally, the children are said toevaluate that they are loved for who they are before they developtrust (Reid, 2002).


Kazdin,A. (2005).&nbspParentmanagement training treatment for oppositional, aggressive, andantisocial behavior in children and adolescents.New York: Oxford University Press.

Henggeler,S. (2009).&nbspMultisystemictherapy for antisocial behavior in children andadolescents&nbsp(2nded.). New York: Guilford Press.

Putallaz,M. (2004).&nbspAggression,antisocial behavior, and violence among girls: A developmentalperspective.New York: Guilford Press.

Reid,J. (2002).&nbspAntisocialbehavior in children and adolescents: A developmental analysis andmodel for intervention.Washington, DC: American Psychological Association.