Conduct disorders are the most common form of problems referred to child and adolescent mental health services. The appropriate management of children with conduct disorders is an important public health issue with significant financial implications for health, education, social services and other agencies. This text presents new, critically appraised research relating to the use of parent training programmes and includes: an overview of definitions, epidemiology, long-term outcomes, risk factors and assessment; summaries of previous systematic reviews; and a discussion of current provision of parent training programmes in the UK. It should help clinicians to adopt an evidence-based approach to practice.

Table of Contents:
Contents Preface
Acknowledgements

1. Conduct disorders: an overview
Definitions and terminology. Prevalence. Long-term outcomes. Cost of treating children. Risk factors. Assessment. Treatment.

2. The research evidence
Identifying the research evidence. The quality of the research evidence. Estimating the effect of interventions. Using the research evidence.

3. The research base for parent-training programmes
What types of parent-training programmes are available? Which type of programme is more effective in treating conduct disorder? Are group programmes better than individual programmes? Long-term outcomes of these programmes. Are programmes effective in general clinical settings?

4. The research base for improving the effectiveness of parent-training programmes
Are there additional interventions to increase the effectiveness of programmes? What factors influence parents’ participation in parent-training programmes?

5. The research base for the prevention of conduct disorders
High-risk children.

6. Evaluations of programmes and current research in the UK
Webster-Stratton-based approaches. Other approaches. The cost of manualised programmes.

7. Current practice: survey results
Do all services offer parent-training programmes? What types of parent-training programmes are being offered? Are the programmes effective and have they been formally evaluated? Which staff are carrying out the parent-training programmes? Have these staff been trained in parent-training techniques? What plans do services have for developing parent-training programmes further? What other interventions are being offered to these children in these services? Who refers these children to child and adolescent mental health services?

8. Summary of key issues
Limitations of current research. Key findings.

Appendix 1. Diagnostic criteria for conduct disorder and oppositional defiant disorder (DSM–IV and ICD-10)
DSM-IV diagnostic criteria for conduct disorder. DSM–IV diagnostic criteria for oppositional defiant disorder. ICD–10 diagnostic criteria for conduct disorders.

Appendix 2. Search strategies and filters used in literature search
Search 1: ADHD and disruptive behaviour disorders. Search 2: Behavioural problems.

Appendix 3. The research base
Papers appraised in this report. Appraisal of systematic reviews. Critical appraisal of randomised controlled trials (treatment studies). Critical appraisal of randomised controlled trials (prevention studies).

Appendix 4. Appraisal of studies included in Barlow’s (1999) systematic review

Appendix 5. Questionnaire on parent-training programmes

References
Index