ABSTRACT
The goal of the present chapter is to provide a developmental model of conduct disorder (CD) that is specific to girls. This is a challenging task given the relative lack of large prospective studies on the age of onset, continuity, and course of CD in girls. Moreover, some scientists argue that the diagnosis of CD does not adequately capture the manifestation of antisocial behavior in girls (e.g., Zoccolillo, Tremblay, & Vitaro, 1996). Such an argument is well grounded, and studies using alternative approaches to conceptualizing problem behavior in girls have generated interesting data. However, we believe that diagnostic constructs are useful scientific and clinical tools and warrant further exploration regarding their utility. In the case of CD for girls, it would be premature to draw conclusions about the utility or need for modification. There is a growing body of literature that addresses these issues both directly and indirectly. This literature is reviewed in the present chapter, along with the current theoretical debates on defining conduct problems in girls. In addition, we present pilot data in an effort to preliminarily test a few existing hypotheses about the prevalence and correlates of conduct problems in girls. Finally, we introduce an existing program of study that aims to: (a) test models that include a combination of behavioral, cognitive, and emotional factors as developmental precursors to conduct disorder in girls; (b) elucidate risk and protective factors that influence the development of CD by affecting the precursors, continuity, and severity of CD; and (c) identify other comorbid conditions that affect the course of CD and the development of comorbid CD and internalizing disorders.
