Antisocial Behavior

Encyclopedia of Childhood and Adolescence, Apr 06, 2001

• Positively reinforce desired behaviors
• Ignore, or at least not reinforce, undesired behaviors--when possible ignore the behavior, but not the child
• Set firm limits and consequences for violations of limits, but do not ridicule or express hostility in punishing the child
• Provide access to physical outlets, such as dance or sports
• Use touch or physical closeness when appropriate to communicate care, especially to the young child who may have been neglected
• Show affection for the child--do not withhold affection in order to punish
• Accept angry feelings and offer alternatives to aggression as a means of expressing them, such as verbal expression
• Maintain positive expectations for the child's behavior rather than expecting failure--be surprised at failure
• Use physical restraint when necessary to prevent the child or adolescent from hurting son-someone else. Restraint may also help prevent him or her from having to "save face" by committing further antisocial acts

Studies show that children who are given social skills instruction decrease their antisocial behavior, especially when the instruction is combined with some form of supportive peer group or family therapy. But the long-term effectiveness of any form of therapy for antisocial behavior has not been demonstrated. The fact that peer groups have such a strong influence on behavior suggests that schools that employ collaborative learning and the mainstreaming of antisocial students with regular students may prove most beneficial to the antisocial child. Because the classroom is a natural environment, learned skills do not need to be transferred. By judiciously dividing the classroom into groups and explicitly stating procedures for group interactions, teachers can create opportunities for positive interaction between antisocial and other students.

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