Decoding aggression, violence, and substance use in adolescents with conduct disorders: Neurochemical pathways and interventions

Title : Decoding aggression, violence, and substance use in adolescents with conduct disorders: Neurochemical pathways and interventions

Abstract:

Current trends indicate a rise in aggressive and violent behaviors among conduct disordered adolescents, often compounded by co-occurring substance use disorders. Understanding the neurochemical pathways involved in these conduct disorders is crucial for developing effective interventions. This presentation delves into the interconnected issues of aggression, violence, and substance use in adolescents with conduct disorders, focusing on key brain systems and neurotransmitters such as dopamine, serotonin, glutamate, and GABA., among others.

Disruptions in these neurotransmitter systems can lead to heightened aggression, impaired decision- making, and increased vulnerability to addiction. For instance, dopamine dysregulation is associated with heightened reward sensitivity and risk-taking behaviors, while serotonin imbalances are linked to mood disorders and emotional instability. Additionally, glutamate and GABA play critical roles in cognitive functions and impulse control, which are often impaired in adolescents with conduct disorders.

Effective evaluation procedures that combine neurocognitive and socio-emotional-forensic tools are essential to providing a comprehensive assessment framework. Neuropsychological assessments can evaluate cognitive functions related to aggression and substance use. Tools such as Social and Emotional Competence Assessments measure socio-emotional skills and the impact of substance use, providing a holistic view of the adolescent's behavioral and emotional state.

Addressing these issues in a school setting requires careful consideration of legal and ethical implications. Manifestation Determination assesses whether aggressive behavior influenced by substance use is a manifestation of the student's disability or not. Distinguishing between behaviors stemming from emotional disturbance/disability and those exacerbated by substance use and social maladjustment is vital for appropriate intervention and ensuring the student receives the necessary support and resources.

The presentation explores strategies and interventions to reduce violence and aggression, and substance use disorder among youth. School-based programs focused on conflict resolution, anger management, and social skills training are essential components of a comprehensive intervention strategy. Family involvement is also critical in addressing both aggressive behavior and substance use, helping to create a supportive home environment that reinforces positive behaviors. Additionally, community resources, such as counseling services and substance abuse programs, can provide further support and aid in the recovery process.

Audience Take Away Notes:

• Awareness of the trends of violent and aggressive behavior with adolescents who have the comorbidity of substance use disorder and conduct disorder.
• Explain major brain systems/neurotransmitters related to aggressive and/or violent behaviors and how they can present in an adolescent with conduct disorder.
• Knowledge of various assessment tools that mental health professionals can employ when evaluating and treating comorbid aggression and/or violence behaviors coupled with substance use disordered.
• Acquire additional understanding of the legal and ethical implications that can assist with determining school and community services.
• Familiarity of the strategies and approaches for Teams to consider when serving a student with conduct disorder and substance use disorder coupled with violent and/or aggressive behavior.

Biography:

Dr. Ann Marie Leonard-Zabel is a Full Professor of Psychology and Department Coordinator at Curry College in Massachusetts, USA. She received awards from Curry College involving Person of the Year, Excellence in Teaching, Excellence in Research, Excellence in Partnership Collaboration, Woman of Inspiration, and an invited three-time presenter at the Curry Authors event. She is a frequent speaker and keynote at national and international conferences involving Addictions, School Psychology, School Neuropsychology, Vrain Health Trainer, Disability Analysis, Homeland Security, Violence-Aggression, Forensic Examining, Autism, Trauma, A-D/HD, COVID-19/Long COVID and Post COVID-19 conditions among children and youth, Ethics. In addition, she owns a private international practice specializing in evaluations, consultation, and in-service trainings for neuro-behavioral learning disabilities, neuro-developmental disorders, emotional-behavioral disorders, forensic examiner evaluations and substance use/abuse disorders. She has served as a senior clinical supervisor/clinical instructor for the School Neuropsychology Institute training psychologists in School Neuropsychology. Dr. Leonard-Zabel has published chapters and training programs in the areas of Autism, Mental Health, Learning Disabilities, Telepractice Therapy, Diversity-Equity-Inclusion, as well as chapters in Ethics, TBI, Addictions, and Forensics. Dr. Leonard-Zabel is a Board of Director for the Learning Disabilities Worldwide Congress, is a member of the United Nations Association (UNA-USA) and is one of a group of Global Goodwill Ambassadors-USA for the Global Goodwill Ambassador Foundation (GGAF) focusing on the UN SDG 3 - Good Health and Well-Being (strengthen the prevention, assessment and treatment of substance use disorder) and SDG 4 - Quality Education (disabilities and human rights) and SDG 16 - Promote Peaceful and Inclusive Societies (decrease violence and abuse of children and youth). Dr. Leonard-Zabel received the Lifetime Achievement award in School Neuropsychology and the Distinguished Lifetime Career Achievement award from the American Board of Disability Analysts.