What are disruptive behavior and how do they manifest?

Disruptive behavior does not only appear in childhood and adolescence. Adults with this pattern show antisocial traits, defiance of authority, and risky behavior. We explain more below.

When Pablo was in high school, he was the most problematic in his class. He fought with his classmates, broke school furniture, ignored instructions and had a very defiant attitude. Now, at 20 years old, he has threatened to hit his boss, because he has just been fired from work. This is one of the many examples of behavioural profiles that we can frequently see in many areas and that are known as disruptive behaviour.

These are actions that interfere with the normal functioning of a social setting. The impact is usually immense, both at the academic, family, work and personal level of the individual. Early detection, combined with a multidisciplinary intervention, could bring significant improvements in these cases. We explain it to you.

Disruptive behaviors: definition and characteristics

Few things are as important to human beings as the correct regulation of emotions and knowing how to adjust behavior to each situation. In this conjunction there is a perfect balance between the cognitive, the social and the emotional. For this reason, it is said that disruptive behavior is one of the biggest problems for coexistence and well-being.

In fact, one field in which this dynamic is studied is education. In this regard, a study carried out at the University of the Basque Country reveals that there is still much to understand about this behavioural dimension. We need to develop more intervention programmes to respond to these children who tomorrow must know how to function in multiple social settings. Let’s delve a little deeper.

How it manifests itself in the child and adolescent population

Children and adolescents with disruptive behavior show constant patterns of stubborn, irritable and uncooperative behavior. These characteristics are visible in the family unit, but at school the problem worsens. Coexistence with peers and authority figures becomes dysfunctional, almost always manifesting itself through the following dimensions.

Emotional symptoms

Desire for revenge: When they are corrected, reprimanded or some action is carried out that they consider unfair, these children and adolescents do not hesitate to let themselves be carried away by this reactive emotion to vent their anger on others.
Lack of responsibility: They show great difficulty in assuming responsibility for their actions. In fact, they do not hesitate to blame others for their bad behavior or justify their behavior in a very arbitrary and irrational way.
Problems regulating emotions: there is a clear tendency towards impulsiveness . These are usually boys and girls with very little resistance to frustration and who explode in fits of rage, with abrupt mood swings. In addition, they show little ability to self-regulate .
Anxiety and stress : This population group often presents traits of frustration, anxiety, irritability and, as noted in the Italian Journal of Pediatrics , they also express a marked tendency to depression. They feel that they live in an unjust world, which oppresses and punishes them almost every moment.

Cognitive symptoms

Cognitive biases: They tend to misinterpret the actions or intentions of others, assuming hostility or threats where there are none.
Memory and attention problems: Disruptive behavior manifests itself with problems focusing sustained concentration , remembering data or consolidating information.
Low organizational and planning skills: In this profile we usually see a clear lack of organizational skills. This makes it difficult for them to manage daily tasks and assume responsibilities.
Inflexible mental approach: They have serious problems applying reflective, patient and inductive reasoning. This inflexibility prevents them from making good decisions and solving problems effectively.

Behavioral characteristics

Selfish behavior: They tend to focus almost exclusively on their own needs or desires, without taking into account those of others.
Coexistence problems: these are children and adolescents with serious integration problems in the classroom or in their peer group, due to their defiant attitude and impulsiveness.
Defiance of authority: they refuse to receive orders or instructions, they question and argue with adults and, in addition, they demonstrate defiant and provocative attitudes.
Aggression: This group of children and young people is often behind bullying , intimidates, uses violent language and can lead to aggressive behavior towards people, animals or furniture.

How it manifests in the adult population

In adults, disruptive behavior can manifest itself in ways that affect personal and professional relationships. Let’s consider that social and psychological intervention in the child and adolescent population is not easy, which is why it is common to reach 18, 20 or 30 years of age with the same pattern of behavior. The problem is more than evident. Let’s look at its characteristics:

Possible addiction problems.
Difficulty keeping a job.
Tendency to anxiety or depression.
Tendency to get involved in altercations.
Disadvantages to maintaining relationships.
Frequent disagreements with other people.
Latent mental problems can be aggravated.
It is possible to become involved in dangerous or reckless activities.

How do we know if we are facing a disruptive disorder?

It is important to note that there are disruptive behaviors that are not always synonymous with a psychological disorder. Often, we can have children in the classroom with occasional problems regulating their behavior due to poor emotional management, and not therefore present any clinical problem.

In these cases, it is advisable to carry out a good diagnosis, in addition to analyzing their environment, history and behavior in different scenarios. Let’s look at the criteria associated with disruptive disorders, impulse control and conduct according to the DSM-5:

Central feature

Ongoing difficulty in resisting impulses or temptations to carry out acts that may be harmful to oneself and/or others. This characteristic appears early in children between 4 and 5 years old. However, it is in adolescence when it reaches its peak of intensity. Then, given the behavioral problem, they are referred to mental health.

Furthermore, what we always see is a child and youth population that causes serious problems in the classroom. Aggression, trust issues and violent treatment of both peers and teachers are the core elements that are always repeated.

Persistence

They are not one-off actions or reactions caused by occasional states of stress or anxiety. We are faced with a persistent pattern of behaviour in which the child or adolescent shows very poor social adaptation. Emotional reactivity, impulsiveness and aggressiveness are characteristics that are stable over time and do not usually respond to simple corrections, warnings or the imposition of limits.

Common behaviors

Some behaviors in particular tend to show the profile of a disruptive disorder, and they tend to occur in any setting and context. These are the following:

Lack of empathy.
Absence of guilt.
Aggression towards people and animals.
Destruction of objects and furniture.
Repetitive behaviors that violate social norms.
The duration of this behavior must last twelve months or more.

Types of disruptive behavior disorders

Disruptive, impulse control and conduct disorders create a dangerous pattern for the safety of others and for the standards of any society. Furthermore, as noted in a Brain Sciences publication , they constitute not one, but several disorders with their own characteristics. We analyze them:

Pyromania : Uncommon, but presents as recurrent impulses or compelling desires to deliberately start a fire.
Conduct disorder: a persistent pattern of antisocial, aggressive, or defiant behavior that violates social norms and the rights of others.
Oppositional defiant disorder (ODD): Defiant and hostile attitude toward authority figures such as parents, teachers, supervisors, etc. May result in violent or highly conflictive responses.
Intermittent explosive disorder : sudden episodes of extreme aggression or exaggerated reactions that do not align with the social situation they find themselves in. These are dysregulated characteristics that we can already see in children as young as 3 and 4 years old.
Kleptomania : impulsive and irresistible behavior of taking possession of objects that, in many cases, are not even useful or necessary for personal use. Often, what is done with them is to hide them, give them away or return them after a few days.
Antisocial personality disorder: This is very common among the population. The Egyptian Journal of Neurology, Psychiatry and Neurosurgery provides this information and describes it as a clear lack of empathy, shamelessness, impulsiveness, disregard for social norms and a tendency towards manipulation.

Causes associated with these dysfunctional behaviors

When we encounter a child or adult who exhibits disruptive behavior, it is important to understand their environment. Factors such as context, genetics, and biology mediate the development of this behavioral pattern. These are very complex psychological realities where multiple dimensions are integrated at the same time. We will analyze them below.

Biological factors

There are quite comprehensive works such as The Wiley Handbook of Disruptive and Impulse‐Control Disorders (2017), which allow us to have a more comprehensive view of this clinical reality. Disruptive behaviors often have a biological basis that cannot be ignored. These would be the factors that explain it:

Chemical imbalances: Abnormal levels of neurotransmitters such as dopamine and serotonin can affect behavior and emotional regulation.
Genetics: These types of actions often have a genetic origin. If there is a family history of behavioral or mental health disorders, the risk is higher.
Neurobiology: Certain alterations in certain areas of the brain, such as the limbic system and the prefrontal cortex, related to the regulation of emotions and impulse control, may contribute to these behaviors.

Social or contextual factors

The environment in which people who face this reality develop is closely linked to the origin of the diagnosis. Here’s what to consider:

Psychosocial context: abandonment, psychological or sexual abuse, poverty and feeling neglected or unprotected could lead to this type of behavior.
Family interaction: You’ve probably guessed this variable. Lack of consistent discipline, abuse, or exposure to violence at home may increase the risk of disruptive behavior.
Lack of supervision: The absence of adequate parental supervision can encourage the child or adolescent to participate in risky or problematic activities. Little by little, they end up normalizing and integrating them.

Psychological triggers

There are elements from the field of psychology, for example, linked to emotional management, also understood as causes of the disorder in question. These are:

Developmental disorders: When we carry out a psychological evaluation of these children or adults, the presence of attention deficit hyperactivity disorder (ADHD) is often detected . Both realities can coexist together.
Problems with emotional regulation: the basis of all disruptive behavior always starts with the difficulty in managing intense emotions, such as anger or frustration, which tends to lead to impulsive or aggressive reactions.
Low self-esteem: Sometimes, feelings of insecurity or low self-esteem can trigger challenging behavior as a defense mechanism. However, keep in mind that this variable does not explain the disruptive pattern on its own. It must also be accompanied by several of the elements described above.

How to manage disruptive patterns?

Teachers know that dealing with disruptive behaviour is very exhausting. This is what a study published by the University of Oslo highlights . Very strategic and empathetic approaches are needed that take into account the reality of each person. It is also crucial that this work begins at an early age. Let’s see.

Socio-family interventions

Analyze the child’s family context.
Create an environment that is more structured.
Provide good psychoeducation on this problem and its effects.
Encourage open communication and consistent discipline strategies at home.
Work on family issues that may contribute to disruptive behavior.

Psychological therapy

Conduct an appropriate psychological evaluation.
Include tools for impulse control .
Guide in learning empathy and emotional regulation skills.
Help the child identify thoughts that lead to disruptive behaviors.
Teach relaxation techniques, communication skills, as well as problem solving .

Interventions in the classroom

Specific training in disruptive behavior.
Provision of resources for teachers and professors.
Reward positive behaviors to encourage repetition.
Include classroom training on emotional communication and impulse control.
Create a points system that can be redeemed for rewards upon reaching certain goals.
Implement an Individualized Education Plan (IEP) for students with special needs.

A silent problem with great impact

Disruptive and inappropriate behaviour is more of a problem of coexistence than a barrier to learning. Not tackling it from school and at an early age would give the world adults who are incapable of managing themselves in society. Violence, defiance of authority and unhappiness will be the pillars that guide their lives. We need to be more sensitive to this reality.

The management of such behaviour requires a comprehensive approach that addresses individual needs and environmental circumstances. To achieve this goal, efforts and policies must be combined by all social agents. Families, schools and public administrations must focus on this dynamic that, in some way, affects us all.