Abstract
This study is concerned with understanding the process of remission from conduct disorders. It uses assessments of children from entry to infant school to the end of their secondary school career, and then in terms of conviction record, follows them into adulthood. Three theoretical positions which seek to explain a preponderance of disorders of conduct and remission therefrom in specified groups are explored. Eysenck's concept of spontaneous remission and the role of conditionability are considered. The influence of the personality dimensions of Extraversion, Neuroticism and Psychoticism are outlined and specific hypotheses explored. The first explanatory concept arises out of this work and focuses on the role of the specified personality factors. Three experimental explorations of this position provide strong support for the role of psychoticism, and partial support for extraversion, the position on neuroticism is not upheld and an alternative approach is adopted. The concept of multiple stress or adversity advanced by authors, such as Wall and Rutter, provides the second area of study. It has been argued that those experiencing multiple adversities will be more prone to develop disorders of conduct. This position receives substantial support. The third area explored looks at the role of behaviour and the predictors for future behaviour, made possible by knowledge of earlier behaviour patterns. The work of Robbins and Dowling is considered. Again, the position taken that future predictions are possible on the basis of earlier information is supported. The research then considers the interrelationship of these three positions and a factor analytic study of the histories of children with severe disorders of conduct is undertaken. The results from the analysis indicate a complex set of relationships and highlight difficulties in regarding conduct disorders as a single category. Different patterns are elicited for differing behaviours. The important role of fortuitous life experience is also considered. It is argued that while disadvantage, both constitutional and environmental, clearly increase the risk of higher levels of difficulty of a longer term nature, it is what happens to the child subsequently that influences outcome. These events are located in the child's personal/home life, but also crucially within the school. Remission cannot be explained simply in terms of traditional relationships between a poor background and disorder. The study concludes with suggestions for action and future research, a twenty year case study and detailed proposals for a programme of training for teachers and other professionals, which was established during the course of the research.