Impact of problem-solving skills and attributional retraining on conduct disorder among students at public secondary schools in Nigeria

Abstract

Purpose: This paper reports a non-randomized control study undertaken (1) to investigate prevalence and correlates of conduct disorder among male secondary education students in South-West Nigeria; and (2) to assess the impact of a Problem-Solving Skills and Attributional Retraining (PSSAR) intervention with this population. Design/methodology/approach: Seven hundred and eighty-seven male students from two schools were screened for conduct disorder. All participants who met criteria for the disorder were allocated to either treatment (n = 55) or control (n = 47) groups. Outcome measures comprised the Strengths and Difficulties Questionnaire (SDQ; teacher and student versions) and the Teacher Rating of Students’ Aggressive Behaviors. Findings: Thirteen percent of the sample were found to present with difficulties which met criteria for conduct disorder. The presence of these difficulties correlated with several demographic variables, including parental conflict and alcohol use. A statistically significant reduction in mean scores was observed for the treatment group in the student rating of the SDQ emotional subscale and total difficulties scores. Teacher ratings were less consistent in that conduct problems, prosocial behavior, and total difficulties increased following the intervention, whereas peer problems and aggressive behavior were reported by teachers to reduce. No statistically significant change was found in the outcome measures for the control group. Practical implications: In resource-constrained settings, school-based interventions are an important means through which treatment gaps in child and adolescent mental health can be addressed. Originality/value: This study’s findings offer some preliminary support for the PSSAR intervention for conduct disorder in this context and suggest areas for further research