PubMedHealth PMH0015242 PDF

Antisocial
Personality
Disorder
THE NICE GUIDELINE ON TREATMENT,
MANAGEMENT AND PREVENTION
ANTISOCIAL
PERSONALITY
DISORDER:
TREATMENT,
MANAGEMENT AND
PREVENTION
National Clinical Practice Guideline Number 77
National Collaborating Centre for Mental Health
commissioned by the
National Institute for Health
& Clinical Excellence
published by
The British Psychological Society and The Royal College of
Psychiatrists
The British Psychological Society

& The Royal College of Psychiatrists, 2010
The views presented in this book do not necessarily reflect those of the British
Psychological Society, and the publishers are not responsible for any error of
omission or fact. The British Psychological Society is a registered charity
(no. 229642).
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from
the publishers. Enquiries in this regard should be directed to the British
Psychological Society.
British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from
the British Library.
ISBN-: 978-1-85433-478-7
Printed in Great Britain by Stanley Hunt.
Additional material: data CD-Rom created by Pix18
(www.pix18.co.uk)
developed by

Royal College of Psychiatrists Research and Training Unit
4th Floor, Standon House
21 Mansell Street
London
E1 8AA
www.nccmh.org.uk
commissioned by
published by
National Institute for Health and Clinical Excellence

MidCity Place, 71 High Holborn
London
WCIV 6NA
www.nice.org.uk
The British Psychological Society
St Andrews House
48 Princess Road East
Leicester
LE1 7DR
www.bps.org.uk
and
The Royal College of Psychiatrists
17 Belgrave Square
London
SW1X 8PG
www.rcpsych.ac.uk
Contents
CONTENTS
GUIDELINE DEVELOPMENT GROUP MEMBERS
1. PREFACE
1.1
National guidelines
1.2
The national antisocial personality disorder guideline
9
9
12
2 ANTISOCIAL PERSONALITY DISORDER

2.1
Introduction
2.2
The disorder
2.3
Aetiology
2.4
Presentation in healthcare and other settings
2.5
Use of health service resources and other costs
2.6
Treatment and management in the NHS
2.7
The Dangerous and Severe Personality Disorder initiative
2.8
The organisation and coordination of treatment and care
2.9
Assessment
2.10 Ethical considerations in antisocial personality disorder
14
14
17
22
24
25
27
29
30
31
32
3 METHODS USED TO DEVELOP THIS GUIDELINE

3.1
Overview
3.2
The scope
3.3
The Guideline Development Group
3.4
Clinical questions
3.5
Systematic clinical literature review
3.6
Health economics methods
3.7
Stakeholder contributions
3.8
Validation of the guideline
39
39
39
40
42
43
53
55
56
4 ORGANISATION AND EXPERIENCE OF CARE

4.1
Introduction
4.2
Organisation and delivery of care
4.3
Training, supervision and support
4.4
Service user experience of care and services
4.5
Carer experience
4.6
Overall summary
57
57
57
67
74
85
87
5 INTERVENTIONS IN CHILDREN AND ADOLESCENTS

FOR THE PREVENTION OF ANTISOCIAL PERSONALITY
DISORDER
5.1
Introduction
5.2
Risk factors
89
89
90
Contents
5.3
5.4
5.5
Early interventions
Interventions for children with conduct problems
Coordination of care
6 RISK ASSESSMENT AND MANAGEMENT

6.1
Introduction
6.2
Assessment of violence risk
6.3
Risk management
7 INTERVENTIONS FOR PEOPLE WITH ANTISOCIAL
PERSONALITY DISORDER AND ASSOCIATED
SYMPTOMS AND BEHAVIOURS
7.1
Introduction
7.2
Psychological interventions for antisocial personality disorder
7.3
Treatment of comorbid disorders in people with
antisocial personality disorder
7.4
Therapeutic community interventions for people
with antisocial personality disorder and associated
symptoms and behaviours
7.5
Pharmacological interventions for antisocial personality disorder
7.6
Research recommendations
8 SUMMARY OF RECOMMENDATIONS
8.1
General principles for working with people with
8.2
Prevention of antisocial personality disorder working
with children and young people and their families
8.3
Assessment and risk management of antisocial
personality disorder
8.4
Treatment and management of antisocial personality
disorder and related and comorbid disorders
8.5
Psychopathy and dangerous and severe personality disorder
8.6
Organisation and planning of services
8.7
Severity as a potential moderator of effect in group-based
cognitive and behavioural interventions
8.8
Group-based cognitive and behavioural interventions
for populations outside criminal justice settings
8.9
Effectiveness of multisystemic therapy versus functional
family therapy
8.10 Interventions for infants at high risk of developing
conduct disorders
8.11 Treatment of comorbid anxiety disorders in
8.12 Using selective serotonin reuptake inhibitors to increase
cooperative behaviour in people with antisocial
personality disorder in a prison setting
4
93
107
140
143
143
143
163
169
169
170
196
202
208
217
220
220
222
227
230
231
232
234
235
235
236
237
237
Contents
8.13
A therapeutic community approach for antisocial

personality disorder in a prison setting
238
9. APPENDICES
239
10. REFERENCES
322
11. ABBREVIATIONS
356
Guideline development group members
GUIDELINE DEVELOPMENT GROUP MEMBERS

Professor Conor Duggan (Chair, Guideline Development Group)
Professor of Forensic Mental Health, The University of Nottingham;
Honorary Consultant Psychiatrist, Nottinghamshire Healthcare Trust
Dr Stephen Pilling (Facilitator, Guideline Development Group)
Joint Director, The National Collaborating Centre for Mental Health;
Director, Centre for Outcomes Research and Effectiveness, University College
London
Dr Gwen Adshead
Consultant Forensic Psychotherapist, Broadmoor Hospital, West London Mental
Health NHS Trust
Ms Amy Brown
Research Assistant (2007), The National Collaborating Centre for Mental Health
Professor Jeremy Coid
Professor of Forensic Psychiatry, Wolfson Institute of Preventive Medicine, Queen
Mary, University of London
Mr Neil Connelly
Representing the interests of service users and carers
Mr Colin Dearden
Deputy Chief Probation Officer, Lancashire Probation Service
Mr Alan Duncan
Systematic Reviewer, The National Collaborating Centre for Mental Health
Mr Matthew Dyer
Health Economist, The National Collaborating Centre for Mental Health
Dr Brian Ferguson
Consultant Psychiatrist and Clinical Director of Specialist Services, Lincolnshire
Partnership NHS Foundation Trust
Ms Esther Flanagan
Project Manager (20082009), The National Collaborating Centre for Mental Health

Professor Peter Fonagy
Freud Memorial Professor of Psychoanalysis, University College London; Head of
Research Department of Clinical, Educational and Health Psychology, University
College London; Chief Executive, Anna Freud Centre, London
Dr Savas Hadjipavlou
Programme Director, The Dangerous People with Severe Personality Disorder
(DSPD) Programme, Ministry of Justice
Professor Eddie Kane
Director, Personality Disorder Institute, The University of Nottingham
Mr Ryan Li
Project Manager (2008), The National Collaborating Centre for Mental Health
Professor Anthony Maden
Professor of Forensic Psychiatry, Imperial College;
Honorary Consultant, West London Mental Health NHS Trust
Dr Ifigeneia Mavranezouli
Senior Health Economist, The National Collaborating Centre for Mental Health
Professor James McGuire
Professor of Forensic Clinical Psychology, University of Liverpool; Honorary
Consultant Clinical Psychologist, Mersey Care NHS Trust
Dr Nicholas Meader
Systematic Reviewer, The National Collaborating Centre for Mental Health
Dr Catherine Pettinari
Centre Manager, The National Collaborating Centre for Mental Health
Ms Peny Retsa
Health Economist (20072008), The National Collaborating Centre for Mental
Health
Ms Maria Rizzo
Research Assistant (20072008), The National Collaborating Centre for Mental
Health
Ms Carol Rooney
Deputy Director of Nursing, St Andrews Healthcare
Ms Sarah Stockton
Information Scientist, The National Collaborating Centre for Mental Health
7

Dr Clare Taylor
Editor, The National Collaborating Centre for Mental Health
Dr Nat Wright
Clinical Director for Substance Misuse, HM Prison Service Leeds
Preface
1.
PREFACE
This guideline has been developed to advise on the treatment and management of
antisocial personality disorder (ASPD). The guideline recommendations have been
developed by a multidisciplinary team of healthcare professionals, a representative
for service users and guideline methodologists after careful consideration of the best
available evidence. It is intended that the guideline will be useful to clinicians and
service commissioners in providing and planning high-quality care for people with
antisocial personality disorder while also emphasising the importance of their experience of care and that of their carers (see Appendix 1 for more details on the scope
of the guideline).
Although the evidence base is expanding, there are a number of major gaps, and
future revisions of this guideline will incorporate new scientific evidence as it develops.
The guideline makes a number of research recommendations specifically to address
gaps in the evidence base. In the meantime, it is hoped that the guideline will assist
clinicians, people with antisocial personality disorder and their carers by identifying
the merits of particular treatment approaches where the evidence from research and
clinical experience exists.
1.1
NATIONAL GUIDELINES
1.1.1
What are clinical practice guidelines?
Clinical practice guidelines are systematically developed statements that assist

clinicians and patients in making decisions about appropriate treatment for specific
conditions (Mann, 1996). They are derived from the best available research evidence,
using predetermined and systematic methods to identify and evaluate the evidence
relating to the specific condition in question. Where evidence is lacking, the guidelines
incorporate statements and recommendations based upon the consensus statements
developed by the Guideline Development Group (GDG).
Clinical guidelines are intended to improve the process and outcomes of healthcare
in a number of different ways. They can:
provide up-to-date evidence-based recommendations for the management of conditions and disorders by healthcare professionals
be used as the basis to set standards to assess the practice of healthcare professionals
form the basis for education and training of healthcare professionals
assist patients and carers in making informed decisions about their treatment
and care
improve communication between healthcare professionals, patients and carers
help identify priority areas for further research.
Preface
1.1.2
Uses and limitations of clinical guidelines
Guidelines are not a substitute for professional knowledge and clinical judgement.
They can be limited in their usefulness and applicability by a number of different
factors: the availability of high-quality research evidence, the quality of the methodology used in the development of the guideline, the generalisability of research
findings and the uniqueness of individuals with antisocial personality disorder.
Although the quality of research in this field is variable, the methodology used
here reflects current international understanding on the appropriate practice for guideline development (AGREE: Appraisal of Guidelines for Research and Evaluation
Instrument; www.agreetrust.org; AGREE Collaboration [2003]), ensuring the collection and selection of the best research evidence available and the systematic generation of treatment recommendations applicable to the majority of people with these
disorders and situations. However, there will always be some service users for whom
clinical guideline recommendations are not appropriate and situations in which the
recommendations are not readily applicable. This guideline does not, therefore,
override the individual responsibility of healthcare professionals to make appropriate
decisions regarding the circumstances of the individual diagnosed with antisocial
personality disorder, in consultation with the person or their carer.
In addition to the clinical evidence, cost-effectiveness information, where available, is taken into account in the generation of statements and recommendations of
the clinical guidelines. While national guidelines are concerned with clinical and cost
effectiveness, issues of affordability and implementation costs are to be determined
by the National Health Service (NHS).
In using guidelines, it is important to remember that the absence of empirical
evidence for the effectiveness of a particular intervention is not the same as evidence
for ineffectiveness. In addition, of particular relevance in mental health, evidence-based
treatments are often delivered as part of an overall treatment programme including a
range of activities, the purpose of which may be to help engage the person and to
provide an appropriate context for providing specific interventions. It is important to
maintain and enhance the service context in which these interventions are delivered;
otherwise the specific benefits of effective interventions will be lost. Indeed, the
importance of organising care in order to support and encourage a good therapeutic
relationship is at times as important as the specific treatments offered.
1.1.3
Why develop national guidelines?
The National Institute for Health and Clinical Excellence (NICE) was established as a
Special Health Authority for England and Wales in 1999, with a remit to provide a single
source of authoritative and reliable guidance for patients, professionals and the public.
NICE guidance aims to improve standards of care, to diminish unacceptable variations
in the provision and quality of care across the NHS and to ensure that the health service
is patient centred. All guidance is developed in a transparent and collaborative manner
using the best available evidence and involving all relevant stakeholders.
10
Preface
NICE generates guidance in a number of different ways, three of which are
relevant here. First, national guidance is produced by the NICE Centre for Health
Technology Evaluation to give robust advice about a particular treatment, intervention,
procedure or other health technology. Second, the NICE Centre for Public Health
Excellence commissions public health guidance focused on both interventions and
broader health promotion activities that help to reduce peoples risk of developing a
disease or condition or help to promote or maintain a healthy lifestyle. Third, the
NICE Centre for Clinical Practice commissions the production of national clinical
practice guidelines focused upon the overall treatment and management of specific
conditions. To enable this latter development, NICE has established seven National
Collaborating Centres in conjunction with a range of professional organisations
involved in healthcare.
1.1.4
The National Collaborating Centre for Mental Health
This guideline has been commissioned by NICE and developed within the National
Collaborating Centre for Mental Health (NCCMH). The NCCMH is a collaboration
of the professional organisations involved in the field of mental health, national
patient and carer organisations, and a number of academic institutions and NICE. The
NCCMH is funded by NICE and is led by a partnership between the Royal College
of Psychiatrists research unit and the British Psychological Societys equivalent unit
(Centre for Outcomes Research and Effectiveness).
1.1.5
From national guidelines to local protocols
Once a national guideline has been published and disseminated, local healthcare
groups will be expected to produce a plan and identify resources for implementation,
along with appropriate timetables. Subsequently, a multidisciplinary group involving
commissioners of healthcare, primary care and specialist mental health professionals,
patients and carers should undertake the translation of the implementation plan into
local protocols taking into account both the recommendations set out in this guideline
and the priorities set in the National Service Framework (NSF) for Mental Health
and related documentation. The nature and pace of the local plan will reflect local
healthcare needs and the nature of existing services; full implementation may take a
considerable time, especially where substantial training needs are identified.
1.1.6
Auditing the implementation of guidelines
This guideline identifies key areas of clinical practice and service delivery for local
and national audit. Although the generation of audit standards is an important and
necessary step in the implementation of this guidance, a more broadly based implementation strategy will be developed. Nevertheless, it should be noted that the Care
11
Preface
Quality Commission will monitor the extent to which Primary Care Trusts, trusts
responsible for mental health and social care, and Health Authorities have implemented these guidelines.
1.2
THE NATIONAL ANTISOCIAL PERSONALITY

DISORDER GUIDELINE
1.2.1
Who has developed this guideline?
The GDG was convened by the NCCMH and supported by funding from NICE. The
GDG included a representative for service users, and professionals from psychiatry,
forensic psychiatry, clinical psychology, forensic psychology, developmental
psychopathology, social work, nursing, general practice, general practice in prison,
Child and Adolescent Mental Health Services (CAMHS) and the Criminal Justice
System (the Ministry of Justice and the Probation Service).
Staff from the NCCMH provided leadership and support throughout the process
of guideline development, undertaking systematic searches, information retrieval,
appraisal and systematic review of the evidence. Members of the GDG received training in the process of guideline development from NCCMH staff, and the service users
received training and support from the NICE Patient and Public Involvement
Programme. The NICE Guidelines Technical Advisers provided advice and assistance
regarding aspects of the guideline development process.
All GDG members made formal declarations of interest at the outset, which were
updated at every GDG meeting. The GDG met 13 times throughout the process of
guideline development. It met as a whole and in topic groups; key topics were led by
a national expert in the relevant areas. The GDG was supported by the NCCMH technical team, with additional expert advice from special advisers where needed. The
group oversaw the production and synthesis of research evidence before presentation.
All statements and recommendations in this guideline have been generated and
agreed by the whole GDG.
1.2.2
For whom is this guideline intended?
This guideline is relevant for people with antisocial personality disorder. It covers the
care provided by primary, community, secondary, tertiary, forensic and other healthcare professionals who have direct contact with, and make decisions concerning, the
care of people with antisocial personality disorder.
The guideline will also be relevant to the work, but will not cover the practice, of
those in:
occupational health services
social services
the independent sector.
12
Preface
The experience of antisocial personality disorder can affect the whole family and
often the community. The guideline recognises the role of both in the treatment and
support of people with antisocial personality disorder.
1.2.3
Specific aims of this guideline
The guideline makes recommendations for the treatment and management of antisocial
personality disorder. It aims to:
evaluate methods of risk assessment and risk management in antisocial personality
disorder
evaluate the role of specific psychosocial interventions in the treatment of antisocial
evaluate the role of pharmacological interventions in the treatment of antisocial
evaluate the role of interventions to address symptoms and behaviours (including
offending) associated with antisocial personality disorder
evaluate the role of interventions to manage comorbid disorders
evaluate interventions to prevent antisocial personality disorder
promote the implementation of best clinical practice through the development of
recommendations tailored to the requirements of the NHS in England and Wales.
1.2.4
How this guideline is organised
The guideline is divided into chapters, each covering a set of related topics. The first
three chapters provide a general introduction to guidelines, an introduction to antisocial
personality disorder and the methods used to develop this guideline. Chapters 4 to 7
provide the evidence that underpins the recommendations.
Each evidence chapter begins with a general introduction to the topic that sets the
recommendations in context. Depending on the nature of the evidence, narrative
reviews or meta-analyses were conducted, and the structure of the chapters varies
accordingly. Where appropriate, details about current practice, the evidence base
and any research limitations are provided. Where meta-analyses were conducted,
information is given about both the interventions included and the studies considered
for review. Clinical summaries are then given for the evidence presented, and the
rationale behind how the evidence is translated into recommendations is described.
Finally, recommendations related to each topic are presented at the end of each chapter.
On the CD-ROM, full details about the included studies can be found in Appendix 15
and 17. Where meta-analyses were conducted, the data are presented using GRADE
tables in the evidence chapters and forest plots in Appendix 16.
13
Antisocial personality disorder
ANTISOCIAL PERSONALITY DISORDER
2.1
INTRODUCTION
This guideline is concerned with the treatment and management of people with
antisocial personality disorder in primary, secondary and tertiary care. Various terms
have been used to describe those who consistently exploit others and infringe societys
rules for personal gain as a consequence of their personality traits, including antisocial
personality disorder, sociopathy and psychopathy. Both the current editions of the
major classificatory systemsthe International Classification of Diseases, 10th revision (ICD-10; World Health Organization [WHO], 1992) and the Diagnostic and
Statistical Manual of Mental Disorders, 4th edition (DSM-IV; American Psychiatric
Association [APA], 1994)include antisocial personality disorder as a diagnosis,
although ICD-10 describes it as dissocial personality disorder (WHO, 1992).
Modern concepts of antisocial personality disorder can be traced back to the early
19th century, and, arguably, have always been tightly linked with contemporary
societal attitudes towards criminal justice and civil liberties (Ferguson & Tyrer, 2000).
In the early 1800s clinicians attempted to understand criminals whose offences were
so abhorrent that they were thought to be insane, yet their clinical presentations were
not consistent with recognised mental syndromes. In describing such individuals,
Prichard (1835) coined the term moral insanity, which was a form of mental
derangement in which the intellectual faculties are unimpaired, but the moral principles of the mind are depraved or perverted, and the individual is incapable of
conducting himself with decency and propriety in the business of life.
While the strength of the association between antisocial personality disorder and
offending has never been in doubt, there has long been debate about its implications.
In 1874 Maudsley argued that moral insanity was a form of mental alienation which
has so much the look of vice or crime that many people regard it as an unfounded
medical invention. The crux of the problem was that it was not possible to draw a
meaningful line between two forms of deviance from the norm: criminality on the one
hand and antisocial personality on the other.
Throughout much of the 19th century, the diagnosis of moral insanity gained
acceptance across European and American courts of law (which were largely sympathetic to such a defence), until it was replaced by psychopathic inferiority, described
in a series of influential works by Koch (1891). He believed these abnormal behaviour
states to be the result of a congenital or acquired inferiority of brain constitution. After
Kraepelin (1905), who created the classification personality disorder, Schneider
(1923) developed the characterisation of psychopathy as a fundamental disorder of
personality, and he regarded individuals with psychopathic personalities as those who
suffer through their abnormalities, or through whom society suffers. This may be seen
as a precursor for modern diagnostic concepts in psychiatry, which place emphasis on
the distress or impairment resulting from disorders (for example, in DSM and ICD).
14

It was Henderson (1939), however, who laid firm foundations for the modern
delineations of antisocial personality disorder, in defining individuals with psychopathic
states as those who conform to a certain intellectual standard but who throughout
their lives exhibit disorders of conduct of an antisocial or a social nature. In the US,
Cleckley (1941) and McCord and McCord (1956) further pushed the notion of the
psychopathic personality as a distinct clinical entity, and established its core criteria
around antisocial behaviours (in particular, aggressive acts). These views have been
extremely influential in shaping later classifications of sociopathy (DSM-I [APA,
1952]), antisocial personality disorder (DSM-II [APA, 1968] onwards), dissocial
personality disorder (ICD) and psychopathy (Hare, 1980).
In 1959, the term psychopathic disorder was incorporated into the Mental Health
Act in the UK, which made it possible for patients to be admitted to hospital compulsorily. Psychopathic disorder was defined as a persistent disorder of mind (whether
or not accompanied by subnormal levels of intelligence) which resulted in abnormally
aggressive or seriously irresponsible conduct on the part of the patients, and require
or are susceptible to medical treatment. This legal definition has been criticised as
poorly defined (for example, it is unclear what constitutes abnormally aggressive or
seriously irresponsible conduct), removed as it is from validated psychiatric classifications of psychopathy (Lee, 1999).
The latter clause of the definition has also been seen as problematic (or at best
optimistic) as it implied that treatment was beneficial or desirable, for which neither
had an evidence base at the time (Ferguson & Tyrer, 2000). While this treatability
criterion was introduced to protect the personality disordered individual against
wrongful detention, the definition of treatability became so expanded in practice
over the years as to render the term meaningless (Baker & Crichton, 1995). Hence, in
the revised Mental Health Act (HMSO, 2007) a generic term mental disorder
replaces the various subtypes previously used (that is, mental illness, psychopathic
disorder, mental impairment and severe mental impairment) and, as a consequence,
the treatability test has been replaced with the practitioner needing to be satisfied that
appropriate medical treatment is available to justify detention for any mental disorder.
Alongside the ambiguity contained in the UK legislation, there is considerable
ambivalence among mental health professionals towards those with personality disorder
in general but particularly towards those with antisocial personality disorder. Some
see this label as sanctioning self-indulgent and destructive behaviour, encouraging
individuals to assume an invalid role thereby further reducing whatever inclination
they might have to take responsibility for their behaviour. Others believe that those
with the disorder are better and more appropriately managed by the criminal justice
system. The alternative view is that individuals with antisocial personality disorder
are not only likely to infringe societal norms but also to have complex health needs
that ought to be identified and addressed, either within or alongside the criminal
justice system.
These tensions are evident across all aspects of the disorder, but especially regarding
diagnosis. The criteria for antisocial personality disorder as specified in DSM-IV
have been criticised because of the focus on antisocial behaviour rather than on the
underlying personality structure (Widiger & Corbitt, 1993). This has led to the belief
15

that antisocial personality disorder and its variants may be over-diagnosed in certain
settings, such as prison, and under-diagnosed in the community (Lilienfeld, 1998;
Ogloff, 2006). Moreover, a unique feature of antisocial personality disorder in DSM-IV
is that it requires the individual to meet diagnostic criteria, not only as an adult, but
also as a child or adolescent. This has led to concern that some children might be
labelled as having a personality disorder before their personality has properly developed.
The DSM-IV definition has other major limitations including problems of overlap
between the differing personality disorder diagnoses, heterogeneity among individuals with the same diagnosis, inadequate capture of personality psychopathology and
growing evidence in favour of a dimensional rather than a categorical system of classification (Westen & Arkowitz-Westen, 1998; Clark et al., 1997; Clark, 2007; Tyrer
et al., 2007; Livesley, 2007). Perhaps, most importantly, the individual personality
disorder diagnoses in DSM-IV do not help practitioners to make treatment decisions;
as a result practitioners have to focus on the specific components of personality disorder
(such as impulsivity or affective instability) rather than on the global diagnosis when
deciding on which intervention to use (Livesley, 2007).
Despite these difficulties, there is growing evidence from prospective longitudinal
follow-up studies that identify a number of children whose conduct disorder with
aggressive behaviour persists into adulthood, thereby justifying the approach of DSM
to antisocial personality disorder (Robins et al., 1991; Moffit et al., 2001; Loeber
et al., 2002; Simonoff et al., 2004; De Brito & Hodgins, in press). While the conversion rate from childhood conduct disorder to adult antisocial personality disorder
varies from 40 to 70% depending on the study, the explicit continuity from conduct
disorder in childhood/early adolescence and antisocial behaviour in adulthood has
potential therapeutic implications regarding prevention that are discussed in Chapter 5.
(However, it should be noted that some of this continuity is potentially artefactual,
that is, it is a product of the fact that individuals need a diagnosis of conduct disorder
before they can have one of antisocial personality disorder.) Nevertheless, this
suggests that early intervention in children and adolescents may be effective in
preventing the later development of antisocial personality disorder in adulthood.
A criticism of mental health work in general has been the neglect of examining
personality when assessing Axis I disorders or major mental illnesses (APA, 1980);
hence DSM-III and its successors adopted a bi-axial approach to the diagnosis of
mental disorders, thereby separating mental illnesses on Axis I from personality
disorders on Axis II so that consideration is given to the possible presence of disorders
that are frequently overlooked when attention is directed to the usually more florid
Axis I disorder (APA, 1980). One consequence of this approach has been the recognition that Axis I and Axis II conditions often co-occur and that this co-occurrence
usually has a negative effect on the treatment of the Axis I condition (Reich & Vasile,
1993; Cohen et al., 2005; Skodol et al., 2005; Newton-Howes et al., 2006). As
described below, antisocial personality disorder is frequently found to be comorbid
with a number of other mental disorders. Hence, an important aspect of this guideline
is recognising how antisocial personality disorder might negatively moderate the
response to conventional interventions offered for frequently co-occurring conditions
such as substance misuse, depression and other Axis I conditions (Woody et al., 1985;
16

Mather, 1987). It does not, however, offer guidance on the separate management of
these co-occurring conditions.
2.2
THE DISORDER
2.2.1
Symptoms, presentation and pattern of disorder
The diagnostic system DSM-IV, the preferred diagnostic system for this guideline
(see Section 2.2.2), characterises antisocial personality disorder as a pervasive pattern
of disregard for and violation of the rights of others that has been occurring in the
person since the age of 15 years, as indicated by three (or more) of seven criteria,
namely: a failure to conform to social norms; irresponsibility; deceitfulness; indifference to the welfare of others; recklessness; a failure to plan ahead; and irritability and
aggressiveness (APA, 1994).
Because those with antisocial personality disorder exhibit traits of impulsivity,
high negative emotionality and low conscientiousness, the condition is associated
with a wide range of interpersonal and social disturbance. While many of these traits
may well be inherited, people with antisocial personality disorder also frequently
grow up in fractured families where parental conflict is the norm and where parenting
is often harsh and inconsistent. As a result of parental inadequacies and/or the childs
own difficult behaviour (or both), the care of the child is often interrupted and
transferred to agencies outside the family. This in turn often leads to school truancy,
delinquent associates and substance misuse. Antisocial personality disorder is often
associated with low educational attainment. These disadvantages frequently result in
increased rates of unemployment, poor and unstable housing and inconsistency in
relationships in adulthood. Many are imprisoned or die prematurely as a result of
reckless behaviour (Swanson et al., 1994). This catalogue of continuing and multiple
disabilities over time is not so much a description of symptoms, rather a description
of a broad range of diverse problem areas that are likely to lead to an adverse longterm outcome.
Consequently, while criminal behaviour is central to the definition of antisocial
personality disorder, this is often the culmination of previous and long-standing
difficulties. Clearly, therefore, there is more to antisocial personality disorder than
criminal behaviour, otherwise all of those convicted of a criminal offence would meet
criteria for antisocial personality disorder and a diagnosis of antisocial personality
disorder would be rare in those without a criminal history. However, this is not the
case. The prevalence of antisocial personality disorder among prisoners is slightly
less than 50% (Fazel & Danesh, 2002; Hart & Hare, 1989; Singleton et al., 1998).
Similarly, epidemiological studies in the community estimate that only 47% of people
meeting criteria for antisocial personality disorder had significant arrest records; a
history of aggression, unemployment and promiscuity were more common than serious
crimes among people with antisocial personality disorder (Robins, 1987; Robins
et al., 1991). These data therefore show that the relationship between antisocial
personality disorder and offending is not straightforward.
17

This position is further strengthened when data on people with personality disorder
(including those in the community) are examined by factor analysis. This approach
consistently produces three or four higher order factors, the most prominent of which
is an antisocial factor (Mulder & Joyce, 1997; Blackburn & Coid, 1999; Livesley,
2007; Howard et al., 2008). However, this higher order antisocial factor is more
broadly described than in DSM and includes narcissistic, paranoid and histrionic
traits as well as the more traditionally described antisocial personality disorder items
such as conduct disorder and criminality.
For many clinicians, this broader description of antisocial personality disorder carries
greater conviction than the more behaviourally-based criteria in DSM. Rather than focusing on criminality, mental health professionals are more interested in such features as
unstable interpersonal relationships, disregard for the consequences of ones behaviour,
a failure to learn from experience, egocentricity, disregard for the feelings of others and
persistent rule breaking (Livesley et al., 1987; Tennant et al., 1990; Livesley, 2007).
Despite disagreements and confusion regarding the diagnosis of antisocial personality disorder, there is a commonly held view that the strict personality component is
characterised by a set of common traits including irresponsible and exploitative behaviour, recklessness, impulsivity and deceitfulness (Livesley, 2007). Benjamin (1996)
has expanded on these features and delineates a characterisation that seeks to provide
a description of the internal mental mechanisms at play in the disorder. She describes
the core features of those with antisocial personality disorder as consisting of:
a pattern of inappropriate and unmodulated desire to control others, implemented in a detached manner. There is a strong need to be independent, to resist
being controlled by others, who are usually held in contempt. There is a willingness
to use untamed aggression to back up the need for control or independence. The
[antisocial personality] usually presents in a friendly, sociable manner, but that
friendliness is always accompanied by a baseline position of detachment. He or
she doesnt care what happens to self or others. (Benjamin, 1996, p. 197;
emphasis added by GDG)
At the present time, DSM is undergoing major revision (as DSM-V), and it is hoped
that there will be a reduced emphasis on criminal behaviour and an increased emphasis on the interpersonal deficits to characterise antisocial personality disorder.
2.2.2
Diagnosis
DSM-IV
Taking account of criticisms of DSM-III (APA, 1980) and DSM-III-R (APA, 1987)
that the criteria were too behaviourally focused, some effort was made in the DSMIV revision to produce a more trait-based description. Specifically, there was a field
trial comparing Robins emphasis on the continuity of conduct disorder in childhood
with adult antisocial personality disorder with the more trait-based personality criteria of the Psychopathy Checklist-Revised (PCL-R; Robins, 1987). Despite this work
18

and its implications, the changes introduced for DSM-IV were modest (Millon &
Davis, 1996; Hare et al., 1991). Hence, as described above, the principal criteria for
antisocial personality disorder in DSM-IV are:
a pervasive pattern of disregard for and violation of the rights of others occurring since 15 years, as indicated by three (or more) of the seven criteria that
include four in the interpersonal realm (including a failure to conform to social
norms, irresponsibility, deceitfulness and indifference to the welfare of others);
one in the behavioural realm (recklessness); one in both the behavioural and
cognitive domain (a failure to plan ahead), and finally, one in the mood domain
(irritability and aggressiveness). (Millon & Davis, 1996)
One of the concerns of many authors (for example, Kernberg, 1992) is the degree to
which antisocial personality disorder, with its interpersonal exploitativeness, can be
usefully distinguished from narcissistic personality disorder; indeed, they are often
found to co-occur. Millon and Davis (1996) offer useful guidance:
the antisocial is driven, first, to benefit himself and, second, to take vigorous
action to see that these benefits do accrue to himself. This pattern is similar to, yet
different, than seen in narcissists, where an unjustified self-confidence assumes
that all that is desired will come to them with minimal effort on their part. The
antisocial assumes the contrary. Recognising by virtue of past experience that
little will be achieved without considerable effort, cunning and deception, the
antisocial knows that desired ends must be achieved from ones own actions.
Moreover, these actions serve to fend off the malice that one anticipates from
others, and undo the power possessed by those who wish to exploit the antisocial.
Not only does this usefully separate antisocial personality disorder from narcissistic
personality disorder, but it also describes a core component of antisocial personality
disorder, namely that one needs to actively look after oneself because it is believed
that no one else will do so.
ICD-10
In ICD-10 (WHO, 1992), the term used is dissocial personality disorder, rather than
antisocial personality disorder. In summary, its criteria focus more than DSM-IV on
interpersonal deficits (for example, incapacity to experience guilt, a very low tolerance of frustration, proneness to blame others, and so on) and less on antisocial
behaviour per se. It does not require symptoms of conduct disorder in childhood. This
definition of dissocial personality disorder has been criticised for including features
of aggressive/sadistic personality disorder that cannot be accommodated elsewhere in
ICD-10 (Millon & Davis, 1996).
Psychopathy
Cleckley (1941), in his influential book The Mask of Sanity, attempted to identify the
underlying traits of those who behaved in an exploitative manner and thereby
19

provided a description of psychopathy. Building on Cleckleys work, Hare and
colleagues (2000) produced two separate factors to describe antisocial behaviour in
their development of the Psychopathy ChecklistRevised (PCL-R; Hare, 1991). The
first of these related to the more narcissistic variant of personality abnormality,
emphasising traits such as selfishness, egocentricity and callousness. The second
referred to a more antisocial lifestyle with frequent criminal behaviour, early and
persistent delinquency, a low tolerance for frustration, and so on. More recent work
has expanded the description of psychopathy as comprising three or four factors. The
four factor model (Neumann et al., 2007) consists of:
a) an interpersonal factor that includes superficial charm, grandiosity, pathological
lying and manipulation
b) an affective factor that includes callousness, lack of remorse, shallowness and
failure to accept responsibility
c) an impulsive lifestyle factor that comprises impulsivity, sensation seeking and
irresponsibility
d) an antisocial factor that involves general rule breaking.
The alternative three-factor model of Cooke and Mitchie (2001) differs in that it
does not include an antisocial factor because this is seen as a concomitant, rather then
a core feature, of psychopathy (Blackburn, 2007). This disagreement about whether
criminal behaviour is a core or concomitant feature of psychopathy was echoed in the
GDGs discussion of the concept of antisocial personality disorder.
The disorder of psychopathy, while associated with antisocial personality disorder,
is distinct in that while most of those who score highly on the PCL-R (Hare et al.,
2000) will also meet criteria for antisocial personality disorder, only about 10% of
those with antisocial personality disorder meet criteria for psychopathy as measured
by the PCL-R. In this guideline, psychopathy is referred to only briefly and with
reference to practice in tertiary care. The practical implications of this are that those
who score highly on the PCL-R and who present to services, or are coerced into doing
so, will do so largely to tertiary services.
Although there is disagreement on the diagnostic criteria for antisocial personality disorder, the criteria used in DSM-IV (APA, 1994) have been adopted in this
guideline in order to provide a primary diagnostic anchor point. In addition, nearly all
of the evidence examining the efficacy of the interventions focuses on those with a
DSM diagnosis. However, evidence from other classificatory systems, that is, dissocial personality disorder in ICD-10 (WHO, 1992) and psychopathy (Hare, 1991),
is used where relevant.
2.2.3
Course and prognosis
Gender affects both the prevalence of antisocial personality disorder (see Section
2.2.4) and its course: it is more common in men who are also more likely to persist
with their antisocial behaviour when compared with women. For instance, Guze
(1976) found that most incarcerated male felons were still antisocial by interview at
follow-up (87% at 3 years, 72% at 9 years) while Martin and colleagues (1982) found
20

that among women, only 33% were engaging in criminal behaviour at 3 years and
only 18% at 6 years. Nonetheless, follow-up studies also demonstrate a reduction in
the rates of re-offending in men over time (Grilo et al., 1998; Weissman, 1993).
However, Black and colleagues (1995), in one of the few long-term follow-up studies of men with antisocial personality disorder showed that while the men had
reduced their impulsive behaviour (and hence their criminality) with the passage of
time, they continued to have significant interpersonal problems throughout their lives
(Paris, 2003).
Antisocial personality disorder is associated with an increase in mortality.
Martin and colleagues (1985) follow-up of 500 psychiatric outpatients in St Louis
in the US found that those with antisocial personality disorder had a greatly
increased standardised mortality rate (SMR) compared with other psychiatric
conditions (SMR 8.57, p 0.01). An even more striking finding was provided
by Black and colleagues (1996) in their follow-up of men with antisocial personality disorder. They found that young men with antisocial personality disorder had a
high rate of premature death, with those under the age of 40 having an SMR of 33
with the SMR diminishing with increasing age. This increased mortality was due to
not only an increased rate of suicide, but to reckless behaviour such as drug misuse
and aggression.
One of the most striking findings from the literature is that a relatively small
number of offenders commit the majority of crimes. For instance, it is known that
5 to 6% of offenders are responsible for 50% of recorded crimes (Farrington et al.,
1986). Furthermore, those who commit the majority of crimes, continue to do so
throughout most of their life. This is in contrast to the large number of offenders who
desist from criminal activity after adolescence. This observation has led to the
concept of life-course-persistent offenders as opposed to adolescence-limited
offenders (Moffitt, 1993). From the longitudinal Dunedin study, Moffitt was able to
characterise life-course-persistent offenders as having inherited or constitutional
neuropsychological difficulties that later interact with a criminological environment
to produce a phenotype of persistent offending (Moffitt, 1993).
2.2.4
Prevalence of antisocial personality disorder and related conditions
The prevalence of antisocial personality disorder in the general population varies

depending on the methodology used, and the countries studied, but all show that the
condition is much more prevalent among men. The lifetime prevalence in two North
American studies was 4.5% among men and 0.8% among women (Robins et al.,
1991) and 6.8% among men and 0.8% in women (Swanson et al., 1994). Two
European studies found a prevalence of 1.3% in men and 0% in women (Torgensen
et al., 2001) and 1% in men and 0.2% in women (Coid et al., 2006). Despite these
relative differences between North American and European studies, the rates of
antisocial personality disorder reported indicate that even with the most conservative
estimates antisocial personality disorder has the same prevalence in men as schizophrenia, which is the condition that receives the greatest attention from mental health
21

professionals. While the incidence of antisocial personality disorder in women may
be lower and the threshold for entry to services such as forensic services or the
criminal justice system higher, there is some evidence to suggest that women with
antisocial personality disorder (Yang & Coid, 2007) have greater severity of problems
characterised by more complex comorbidities for both Axis I and Axis II disorders
and corresponding poor outcomes (for example, Galen et al., 2000).
Antisocial personality disorder is common in prison settings. Surveys of prisoners worldwide indicate a prevalence of antisocial personality disorder of 47% for men
and 21% for women (Fazel & Danesh, 2002). In the UK prison population, the
prevalence of people with antisocial personality disorder has been identified as 63%
male remand prisoners, 49% male sentenced prisoners, and 31% female prisoners
(Singleton et al., 1998). By contrast, the prevalence of psychopathy in UK prisoners
is only 4.5% using a PCL-R score of 30, and 13% using a score of 25 (Hare
et al., 2000).
Significant comorbidity exists between antisocial personality disorder and many
Axis I conditions. For instance, Swanson and colleagues (1994) community study
showed an increased prevalence of nearly every other psychiatric disorder . . . with
90.4% having at least one other psychiatric disorder. Substance misuse is the most
important disorder co-occurring with antisocial personality disorder. In the
Epidemiological Catchment Area (ECA) study, when men with and without antisocial personality disorder were compared, those with antisocial personality disorder
were three and five times more likely to misuse alcohol and illicit drugs (Robins et al.,
1991). It is also important to note that while women have a significantly lower prevalence of antisocial personality disorder than men, those women with antisocial
personality disorder have an even higher prevalence of substance misuse when
compared with men (Robins et al., 1991; Compton et al., 2005).
For other conditions, half of those with antisocial personality disorder will have
co-occurring anxiety disorders (Goodwin & Hamilton, 2003) and a quarter will have
a depressive disorder (Lenzenweger et al., 2007). These co-occurring Axis I conditions are important because the presence of antisocial personality disorder is likely to
be a negative moderator of treatment response when these conditions are treated by
conventional approaches.
2.3
AETIOLOGY
2.3.1
Gene-environment interactions
As with most psychiatric conditions, antisocial personality disorder is construed as

having both a biological and psychosocial aetiology. While it has long been recognised that genes contribute to antisocial behaviour, this field has advanced significantly within the past decade with more sophisticated designs and larger twin and
adoptive samples. Two developments are especially noteworthy.
First, there is evidence that there is heterogeneity in the antisocial behaviour
exhibited by young children. For instance, Viding and colleagues (2005) have shown
22

that by subtyping the antisocial behaviour in 7-year-old twins into those children with
and without callous and unemotional traits (that is, AB/CU and AB/CU respectively), that there was a much stronger heritability in the former (of 0.81 versus 0.30
respectively). Moreover, there is evidence that children who offend early and do so
with greater aggression have an increased heritability for this behaviour (see a review
by Viding et al., 2008). Hence, there is some evidence that this aggressive antisocial
behaviour is hardwired in the brain from an early age.
Second, despite evidence for this deterministic hardwired process, current
thinking recognises that differing gene/environmental mechanisms are at play in such
children. Hence, children who are genetically vulnerable to behaving in an antisocial
manner are likely to also suffer from harsh and inconsistent parenting that, in turn,
they may exacerbate by provoking negative responses with their behaviour. Adoption
studies show an interactive effect of genetic vulnerability with an adverse environment so that there is more pathology than one would expect from either acting alone
or in combination (Cadoret et al., 1995).
This interactive effect of genes and environment suggests that the genetic risk
might be moderated by intervening to reduce negative responses from the parent (for
example, parent-training programmes, multisystemic therapy, and so on). Knowledge
of the genetic vulnerability may inform programme content and delivery and so
increase its effectiveness. For instance, children with callous and unemotional traits
respond badly to being punished but positively to rewards and therefore require
programmes tailored to their specific needs (see Chapter 5).
2.3.2
Biological markers for aggressive behaviour
Cross-sectional studies comparing those with and without aggressive behaviour have
demonstrated robust differences in physiological responses and in brain structure and
function in these groups (see a review by Patrick, 2008). For instance, individuals
prone to aggression have enhanced autonomic reactivity to stress, enhanced EEG
slow wave activity, reduced levels of brain serotonin (Coccaro et al., 1996a; Dolan
et al., 2001) and dysfunction in the frontocortical and limbic regions that mediate
emotional processing (Intrator et al., 1997; Raine et al., 2000, Blair et al., 2006).
While this increase in understanding in the biology of antisocial behaviour is to be
welcomed, it is subject to the following limitations. Most of the studies carried out focus
on those with aggressive behaviour and psychopathy rather than on antisocial personality disorder. For instance, children and adolescents who are aggressive have lower levels
of autonomic arousal but an enhanced autonomic reactivity to stress (Lorber, 2004);
whereas adults who score high on the Psychopathy Checklist have reduced autonomic
activity in relation to stress. The studies suffer, furthermore, from failing to control for
confounding factors, such as comorbidity and substance misuse and from a concentration on simple neuropsychological processes such as motor impulsivity or recognition
of basic emotions, rather than on more complex behaviour and moral decision making.
Finally, they appear to be disconnected from routine clinical work and hence are
unlikely to influence current clinical decision making (Duggan, 2008).
23

In addition to these biological factors, there are numerous adverse environmental
influences that are important, including harsh and inconsistent parenting, social
adversity, poverty and associating with criminal peers.
This consequence of the interaction between the various biological vulnerabilities
and being brought up in an adverse environment has been articulated by Dodge
(2000) who describes a child [who] never acquires the social skills and regulatory
mechanisms necessary to navigate the world of adolescence. The child consistently
fails to attend to relevant social cues, readily makes hostile attributions about peers
and adults, accesses aggressive responses in social situations, and either impulsively
performs these responses without thinking about their consequences or evaluates their
likely outcomes as acceptable and selects them (p. 458).
2.4
PRESENTATION IN HEALTHCARE AND OTHER SETTINGS
Because people with antisocial personality disorder externalise their difficulties, it is

not surprising that they rarely present in healthcare settings requiring help to deal
directly with problems arising from their personality disorder. In general, therefore,
they can be described as treatment rejecting rather than treatment seeking (Tyrer
et al., 2003). This is in contrast to people with borderline personality disorder, many
of whom do seek treatment, albeit in a dysfunctional manner (Benjamin, 1993). This
is important in that it underscores Coids (2003) advice that those who provide mental
health services ought not to assume that the frequency of help-seeking behaviour is
necessarily an accurate indication of either the prevalence of the condition or its
therapeutic need.
When people with antisocial personality disorder do present for treatment, this is
usually either for a comorbid condition and/or they have been coerced into treatment
by a relative or some external authority in a crisis. Given that those with antisocial
personality disorder actively resist having to accept help, and that coercion into treatment directly challenges their core personality structure, it is clear that therapeutic
interventions are also likely to be under threat in such circumstances. Hence, one
might expect a high drop-out rate from treatment and indeed that is what has been
found (Huband et al., 2007). Nonetheless, people with antisocial personality disorder
do present to healthcare services (either willingly or otherwise), so it is important that
such services have an understanding of the core personality issues so that they can
respond appropriately.
2.4.1
Treatment attrition
Dropping out of treatment is a particular problem in the treatment of personality

disorder (Skodol et al., 1983; Gunderson et al., 1989) and those with antisocial
personality disorder have several characteristics (including a hostile attributional
style, low educational attainment and impulsivity) that place them at high risk of
doing so. Dropping out of treatment is not only a waste of an expensive resource for
24

the service provider but also for the patients because their outcome is often worse
than if they had never been treated (McMurran & Theodosi, 2007). This suggests that
especial care needs to be taken in the management of those with antisocial personality
disorder to identify indicators of drop out and actively address them.
Patient preference, information and consent
In a population that is largely treatment rejecting, issues concerning patient preference and information can be challenging. However, given the propensity of people
with antisocial personality disorder not only to reject treatment but also to drop out
of treatment, additional efforts to engage people may be required. These issues are
dealt with more fully in Chapter 4 while ethical issues are covered further in
Section 2.10.
2.5
USE OF HEALTH SERVICE RESOURCES AND OTHER COSTS
It is important to recognise that while antisocial personality disorder is associated

with considerable harm to the individual with the condition, this harm extends more
broadly to have an impact not only on immediate family members, but on society at
large. Extended harm leads not only to high levels of personal injury and financial
damage for victims but also to increased costs of policing, security, and so on (Welsh
et al., 2008). Recognition of these extended costs is important in making a case for
what appear to be, on occasion, expensive interventions.
The evidence on the health service costs of antisocial personality disorder is
limited. In addition to the paucity of research there are problems in interpreting the
current evidence base. There are a number of reasons for this. Health service use
specific to antisocial personality disorder is often difficult to estimate because of the
significant comorbidity between Axis I and Axis II disorders. In addition, many
individuals with the condition do not present for treatment except under duress (for
example, if they require drug detoxification in prison) and, even in cases where the
person presents, the condition is often not recognised (for example, because people
presenting require emergency treatment for an alcohol-related physical health problem or treatment for another comorbid condition). However, this apparent treatment
avoidance can be construed more positively in that many with antisocial personality
disorder do not seek help because they are not aware of the interventions available,
or, when they do present for help, their presentation is so coloured by the nature of
their personality disorder that services are reluctant to respond positively to their
demands. This guideline recognises that those with antisocial personality disorder
have many unmet needs and that current service provision may need to be reconfigured in order to meet their expectations.
Healthcare service costs incurred by people with dangerous and severe personality disorder have been estimated in a study conducted in Rampton, the high secure
hospital in Nottinghamshire (Barrett et al., 2005). The mean cost per person receiving
care at the hospital over a 6-month period was 65,545 (2002/03 prices), but there
was considerable variation among individuals, with the 6-month cost ranging from
25

59,000 to 83,000. No other evidence on health and social care costs directly associated with antisocial personality disorder was identified in the existing literature.
However, more extensive research has been undertaken on the costs associated with
conduct disorder. Romeo and colleagues (2006) estimated such costs in a sample of
young children (aged from 3 to 8 years) with conduct disorder in the UK, adopting a
broad societal perspective that included health services, education, social care and
costs borne to the family. The mean annual cost per child reached 6,000 (2002/03
prices); the greatest component of this cost (about 78%) reflected non-service costs
to the family, comprising mainly extra time spent on household tasks. Costs to education services and to the NHS approximated 1,300 and 550 per year, respectively.
Another study conducted in the UK compared the total costs incurred by children
with conduct disorder, children with some conduct disorder traits and children without conduct disorder, from the age of 10 and up to the age of 28 years (Scott et al.,
2001a). A wide perspective was adopted in this study, which considered special
educational, health, foster and residential care services, crime costs, state benefits
received in adulthood and breakdown of relationships reflected in domestic violence
and divorce. The total cost per person diagnosed with conduct disorder as a child
reached 70,000 (1998 prices); the respective cost per person with conduct problems
in childhood exceeded 24,000. In contrast, the cost per child in the control group
was only 7,400 over 18 years (that is, from 10 to 28 years of age). The most significant cost element in the group that had been diagnosed with conduct disorder in
childhood was the cost associated with criminal behaviourthis amounted to 64% of
the total cost. Special education services incurred 18% of the total cost, foster and
residential services 11%, state benefits 4%, while NHS costs constituted only 3% of
the total cost incurred by this population. Similar findings were reported in a US
study that compared the costs of children with conduct disorder, oppositional defiant
disorder and elevated levels of problem behaviour, with a group of children without
any of these disorders (Foster et al., 2005): the 4-year health and criminal justice costs
of children with conduct disorder were twice as much as the respective costs incurred
by children with oppositional defiant disorder, 1.7 times higher than costs of children
with problem behaviour, and more than 3 times the costs recorded for the control
group. Comorbid conduct disorder has been shown to significantly increase costs in
adults who were diagnosed with depression in childhood: Knapp and colleagues
(2002) demonstrated that adults who had depression and comorbid conduct disorder
as children incurred more than double the costs compared with those who were diagnosed with depression (but no conduct disorder) in childhood. Conversely, it has been
suggested that comorbid depression increases costs incurred by young offenders in
custody or in contact with youth offending teams (Barrett et al., 2006). Besides
depressed mood, younger age was also shown to result in an increase in total costs.
For those who engage in criminal behaviour there are the obvious costs of such
behaviour, including emotional and physical damage to victims, damage to property,
police time, involvement with the criminal justice system and prison services. Brand
and Price (2000) estimated that the total cost of crime in England and Wales reached
60 billion in 1999/2000. This estimate included costs incurred in anticipation of
crime, such as security expenditure and insurance administration, costs directly
26

resulting from crime, such as stolen or damaged property, lost output, emotional and
physical impact on victims, health and victim services, as well as costs to the criminal
justice system, including police services. Nevertheless, other important consequences
of crime, such as the fear of crime and its impact on quality of life were not taken into
account in the estimation of the above figure. Fear of crime and other intangible costs
to crime victims, such as pain, grief and suffering, have been the subject of research
of a growing literature aiming at estimating the wider cost implications of crime to
the society (Dolan et al., 2005; Dolan & Moore, 2007; Dolan & Peasgood, 2007;
Dolan et al., 2007; Loomes, 2007; Semmens, 2007; Shapland & Hall, 2007). Mental
healthcare needs of victims of crime should not be ignored because these have been
shown to substantially contribute to the costs associated with crime: a US study estimated that crime victims represented about 20 to 25% of people visiting mental
healthcare professionals, incurring a cost to mental healthcare services of between
$5.8 and $6.8 billion in the US in 1991 (Cohen & Miller, 1998).
Equally important to the above costs are the costs associated with lost employment
opportunities, family disruption, relationship breakdown, gambling and problems
related to alcohol and substance misuse (Myers et al., 1998; National Research
Council, 1999; Home Office & Department of Health, 2002). Therefore, the financial
and psychological implications of antisocial personality disorder, offending behaviour
and conduct disorder are likely to be wider than those indicated by the figures
reported in the published literature. Efficient use of available healthcare resources is
required to maximise the benefits for people with these conditions, their family and
carers, and society in general.
2.6
TREATMENT AND MANAGEMENT IN THE NHS
While the therapeutic gloom surrounding the condition identified by Aubrey Lewis in
1974 has been lightened with many more initiatives available to enable staff to intervene
in this group (Department of Health, 2003), nonetheless it remains the case that highquality evidence of efficacy for these initiatives is lacking. For instance, 19 years after
Lewiss pessimistic assessment, Dolan and Coid (1993) in their review of the treatment
of psychopathic and antisocial personality disorder concluded that the evidence base for
such treatments was poor. They could identify only a small number of studies and these
were limited by poor methodology and lack of long-term follow-up.
Ten years after the Dolan and Coid (1993) review, further work failed to uncover a
more credible evidence base (Warren et al., 2003). In 2007, the situation was similar: two
systematic reviews of psychological and pharmacological treatments could locate only
five trials in the treatment of antisocial personality disorder that met Cochrane criteria for
an acceptable randomised controlled trial (RCT) (Duggan et al., 2007a, Duggan et al.,
2007b). More significantly, all of these five trials examined the effect of the intervention
to reduce substance misuse in those with antisocial personality disorder, rather than the
characteristics of antisocial personality disorder per se. A failure to achieve a consensus
on defining the trial population and on the outcomes that were relevant was identified as
the main reasons for this lack of progress (Duggan et al., 2007a, Duggan et al., 2007b).
27

2.6.1
Pharmacological treatments
Although there is no reliable estimate of the use of pharmacological treatments

among those with antisocial personality disorder in the literature, a varied list of drugs
are commonly prescribed. Dolan and Coid (1993) reviewed the use of numerous drug
groups including antidepressants, hypnotics, anxiolytics, antiepileptics and central
nervous system stimulants in people with antisocial personality disorder. The research
evidence justifying the use of these interventions was found to be limited.
As a DSM diagnosis has limited uses for treatment planning (Livesley, 2007),
Soloff (1998) recommended a symptom-orientated approach to guide the use of pharmacotherapy in personality disorder. Among his symptom domains, the following are
potentially relevant for antisocial personality disorder: impulsebehavioural, affective
and cognitive-perceptual (because of associated paranoid features). He found
evidence favouring selective serotonin reuptake inhibitors (SSRIs) and antimanic
drugs for impulsive dyscontrol; SSRIs and other antidepressants for emotional
dysregulation and low dose antipsychotics for cognitive-perceptual abnormalities.
Many of the trials in his review focused on borderline personality, and it remains to
be evaluated as to whether effective reduction of anger or impulsiveness in that group
might be extrapolated to people with antisocial personality disorder (Soloff, 1998).
2.6.2
Psychological treatments
Unfortunately, the evidence base for psychological treatments for antisocial personality disorder is as limited as that for pharmacological treatments (Duggan et al.,
2007). Much more emphasis has been placed on the psychological treatment of other
personality disorders, primarily borderline personality disorder (for example,
Kernberg, 1984; Linehan & Dimeff, 1997). The earlier approaches to treating antisocial personality disorder and psychopathy took place largely in high secure hospitals
(where 25% met criteria for legally defined psychopathic disorder). As with the treatment of personality disorder more generally, psychoanalytic approaches to treatment
were most prevalent (Cordess & Cox, 1998).
Partially informed by developments in the what works criminological literature,
cognitive behavioural approaches have gained in prominence. For instance, in the
Dangerous and Severe Personality Disorder (DSPD) service (see Section 2.7) that
provides interventions for highly psychopathic men, a range of interventions are
available including dialectical behaviour therapy, schema-focused therapy, cognitive
analytic therapy, violence reduction programmes, and so on (Home Office, 2005a).
These interventions await evaluation.
2.6.3
Psychosocial interventions
In the development of treatments for personality disorders the therapeutic community

and its various developments have played an important role. The Henderson Hospital
28

was a specialist inpatient unit specifically developed to treat personality disorder in
the NHS (Rapoport, 1960). The therapeutic community movement had a significant
impact on mental healthcare in the mid to late 20th century (Lees et al., 2003) with
parallel developments in the prison service (Grendon Underwood; Snell, 1962) and
drug services. However, in the healthcare field there has been a recent move away
from this area in part because of high costs in the absence of convincing evidence for
efficacy.
Interventions for offenders
Although the evidence of efficacy in intervening for those with antisocial personality disorder is slight, there is an important parallel criminological literature that is
considered in this guideline. The literature on interventions to reduce offending
behaviour is greater in volume and quality than that for antisocial personality
disorder per se and so is potentially important to this guideline. However, this literature (reviewed in Chapter 7) has two limitations: it does not make an antisocial
personality disorder diagnosis a necessary condition of entry to the studies and the
outcome criteria are usually restricted to the presence or absence of re-offending.
While these studies are clearly relevant to those with antisocial personality disorder
(given that those in prison are likely to have this disorder), developing a guideline
on the basis of this evidence is clearly not straightforward and is discussed further
in succeeding sections.
2.7
THE DANGEROUS AND SEVERE PERSONALITY

DISORDER INITIATIVE
A recent and important national initiative is the Dangerous and Severe Personality
Disorder (DSPD) Programme (Home Office & Department of Health, 2002). DSPD
is an umbrella term, grouping together people with a severe personality disorder
where there is a significant risk of serious harm to others. It is likely that many people
with DSPD also fulfil criteria for antisocial personality disorder. For the purpose of
DSPD assessments, the criteria for severe personality disorder are defined as follows
(Home Office, 2005a):
a PCL-R score of 30 or above (or the Psychopathy Checklist-Screening Version
[PCL-SV] equivalent); or
a PCL-R score of 25-29 (or the PCL-SV equivalent) plus at least one DSM-IV
personality disorder diagnosis other than antisocial personality disorder; or
two or more DSM-IV personality disorder diagnoses.
The DSPD programme in England and Wales provides treatment for approximately 300 men in high security with about half in prisons and half in high secure
hospitals. Treatment consists mainly of cognitive behavioural programmes delivered
in group and individual settings and aimed at risk reduction. Anticipated length of
stay is between 3 and 5 years. It is therefore too early for a definitive evaluation
particularly because many individuals will be transferred to other secure facilities at
the end of treatment rather than being discharged to the community. The programme
29

incorporates extensive evaluation including a minimum dataset collated centrally
for all men in the high secure prison and hospital places as well as independent
evaluation of assessment, treatment outcome, and organisational and management
arrangements.
While the extent of service planning and public funds committed to this group is
significant, these services are restricted to a very small proportion of the population
so they are likely to have only a minimal impact on the very large numbers of people
with antisocial personality disorder, the majority of whom are in prison or in the
community.
2.8
THE ORGANISATION AND COORDINATION

OF TREATMENT AND CARE
The organisation and coordination of care is the subject of a separate chapter

(Chapter 4). The purpose of this section is to outline the key issues to be considered
in that chapter and how they will be integrated through the guideline. Most people
with antisocial personality disorder receive the majority of their care outside the
health service. They make demands on educational, social care and housing services and, as result of their offending, on the criminal justice system. The effective
delivery of a healthcare intervention for antisocial personality disorder will therefore require an acknowledgement and understanding of the wider system as a minimum, but for those individuals with complex needs it will also require effective
coordination of care across multiple agencies. This can be very demanding work,
especially when it is carried out in the community with the most troublesome
offenders and those who provoke the most anxiety, and has led to the development
of specific coordination systems such as the Multi-Agency Public Protection
Arrangements (MAPPA) panels (Home Office, 2005c), which coordinate multiagency care from mental health, social services and the criminal justice system.
Whichever system of coordination is chosen it is likely that a number of agencies
(in addition to mental health services) will need to play a part if the cycle of continuing adversity is to be broken. Successful interventions for those with antisocial
personality disorder may require these interventions to be multimodal and across
most of the life span.
However, such complex interventions are expensive and not widespread around
the country, and it is therefore inevitable that some people who need treatment may
not receive it. They may also not receive treatment because psychiatric teams still
reject those who behave antisocially and because people with antisocial personality
disorder are often reluctant to engage in treatment. Their callous and unemotional
response to vulnerability may extend to themselves: they may see their own needs as
signs of weakness and treat them with contempt, and by extension, treat caregivers
with contempt.
One of the key conceptual issues that affects services for antisocial personality
disorder and psychopathy is the persistent belief that these disorders exist in isolation,
30

especially in relation to Axis I disorders. Some of the homicides committed by the
mentally ill that have been the subject of inquiries occurred because men with both
antisocial personality disorder and a psychotic disorder were turned away on the
grounds that they only had a personality disorder and therefore were not mentally
ill. Even in very experienced services, professionals find it hard to accept that severe
personality disorders and severe mental illness not only coexist, but are very likely to
coexist (Blackburn et al., 2003). Thus if services are set up as either personality
disorder services or mental illness services, the most risky, treatment averse people
will not be identified.
2.9
ASSESSMENT
Much of the focus on the assessment of people with antisocial personality disorder
has focused on the assessment of risk, in particular risk to others. (This is the specific
focus of Chapter 6 and will not be discussed in detail here.) However, people with
antisocial personality disorder often have complex needs, which in turn require
complex assessment often from a multi-agency and multi-professional perspective
and would include not only risk but mental state (because of the high level of comorbid mental disorders in people with antisocial personality disorder presenting to
services), drug and alcohol misuse (the latter has a strong association with the risk
of violent or offending behaviour), physical health needs, social and housing needs
and also the needs of family members, in particular children. The Department of
Health document, Personality Disorder: No Longer a Diagnosis of Exclusion
(2003), is clear that personality disorder should no longer be a reason for being
denied treatment; however without effective assessment an effective treatment plan
is not likely to be put in place.
The issue of assessment raises questions about the structure and purpose of
assessment of antisocial personality disorder at different levels of the healthcare
system. In many mental disorders there is an increasing emphasis on a stepped
care approach to treatment (NCCMH, 2005a) and although the evidence base is
limited it is possible that this will be considered an appropriate way forward for
antisocial personality disorder (this is discussed further in Chapter 4). However
whichever model is chosen it is likely that the focus on assessment and intervention, at least in healthcare, will vary across the healthcare system. One approach
that may be helpful is to consider people with antisocial personality disorder
presenting to primary care as having problems; those presenting to secondary
care as having symptoms; and those presenting to tertiary care to having either
complex problems or requiring a forensic assessment. For this approach to be
effective within the stepped care model, practitioners at different levels would
require guidance on: (a) recognition of the disorder and its implications regarding
the presenting problem; (b) how to respond to this in an appropriate manner; and (c)
under which circumstances a referral to another tier is indicated. (See Chapter 4 for
further discussion.)
31

2.10
ETHICAL CONSIDERATIONS IN ANTISOCIAL

PERSONALITY DISORDER
2.10.1
Introduction
So far this chapter has focused on the professional or societal approach to personality disorder, but antisocial personality disorder also raises key ethical issues. In
relation to antisocial personality disorder and psychopathy, a key conceptual question is whether they are disorders at all. The debate is complicated by the fact that
philosophers have used the concept of the psychopath as a medical entity to explore
issues of moral reasoning and responsibility (Murphy, 1972; Duff, 1977; Malatesti,
2006); while, at the same time, a debate has continued in psychology and psychiatry whether psychopaths (and indeed, people with antisocial personality disorder)
are properly the subject of medical discourse at all, precisely because of the implications for criminal responsibility. Much of the current research has been used to
address this debate: therefore, if there is a biological basis for antisocial personality
disorder and psychopathy, then, it is argued, it is a disorder, which needs treatment,
or at least intervention.
This debate is too large to review in any depth here, but there are three related
aspects that may be useful to consider. First, debaters in this area need to beware of
conceptual slippage: antisocial behaviour is not the same as criminality or violence
or antisocial personality disorder or psychopathy. Much more is known about the
brains of those who behave in cruel and unusual ways than was known 10 years ago
and those findings cannot explain why people in general choose to behave antisocially. Second, neural/genetic findings can only contribute to an understanding of the
causes of any behaviour. All human behaviours are complex, and involve higher level
thinking about motives, beliefs, attributions, both in the actor and those affected by
him/her. It seems very probable that genetic vulnerability interacts with environment
to produce a neural matrix that contributes causally to socially significant rule breaking: but it is only a contribution, and not a total explanation. Third, researchers and
healthcare policy makers need to understand that because the problems posed by
people with antisocial personality disorder and psychopathy are social ones, there will
have to be a social/political dimension to the work that is undertaken. This often
seems alien to many healthcare professionals and scientists who see biosciences as
politically and morally neutral. But people who behave antisocially, for whatever
reason, generate negative attitudes in the rest of their social group, and those attitudes
will not fade away quickly. Even if it could be demonstrated that all social behaviour
is caused by failure of inhibition to the amygdala, this is unlikely to change public
attitudes to the perpetrators. Another problem is that most social groups accept some
degree of antisocial rule breaking as normal and tolerable. Therefore researchers will
only ever be able to work with highly selected samples of social rule breakers: ones
identified by the fact that they have crossed a certain social threshold and invited what
Strawson calls participant reactive attitudes (Strawson, 1968). Therefore care needs
to be taken about what extrapolations are made from the research, and the social attitudes that may be challenged by research findings.
32

These issues have influenced the position taken in this guideline: that not all criminal rule breaking is evidence of mental disorder, but that some of the most egregious
types of criminality, such as extremes of violence towards the vulnerable, do reflect failures in the capacity to relate to others that amount to a disorder. A useful concept here is
that of the eighth amendment to the US constitution: a state of mind that results in cruel
and unusual behaviour is, on the balance of probabilities, a disordered mind.
2.10.2
Treatability
The notion of treatment for antisocial personality disorder and psychopathy also
raises a number of ethical issues, principally the assumption that it is a disorder that
is amenable to intervention. As Adshead (2002) has pointed out, the treatability of
any disorder relies on a number of factors, not all of which are to do with the individual patient. A key issue in the treatment of antisocial personality disorder and
psychopathy is the test of therapeutic outcome: how will the practitioner know if
treatment has been successful? In the past, treatments have focused on either people
feeling better or behaving better, and practitioners have sometimes assumed that one
implies the other. Treatments also have within them an implied theoretical model
about what is wrong with the individual concerned: but if the model is wrong, then
the treatment may be ineffective, even if it is well thought out and well delivered.
The conceptual problem referred to above dominates debates about treatment and
treatment outcomes. However, many researchers and clinicians would argue that
people with antisocial personality disorder are in states of mind in which other people
are seen as either predator or prey, and that they are therefore justified in acting
cruelly towards them. Interventions could then be geared to enabling individuals to
examine their own states of mind more, understand the minds of others, and have an
investment in behaving more pro-socially. Interventions could include psychological
treatment, social and vocational rehabilitation, education and medication. They may
also include long-term social support (not least because social isolation is a potent
risk factor for violence in high-risk individuals).
There is evidence that some of these interventions can change behaviour, at least for
some people, through developing a more pro-social state of mind. The ethical issues then
turn on resource allocation. Most ethical arguments about healthcare resources are utilitarian in nature: what will bring about the most good for the greatest number? For example, in relation to the DSPD programme, the argument has been that the provision of
services will prevent severe harm. Whether this is true is the subject of current research
enquiry, ideally including a comparison with a treatment/intervention-as-usual group,
although the ethical problems here may be insuperable (Farrington & Welsh, 2006).
2.10.3
Issues of coercion in relation to antisocial personality disorder
It is a general principle of bioethics that respect for the autonomy of patients is paramount, and a general principle of law that everyone has control over his/her own body
33

and any treatment interventions that are offered. Under the new Mental Capacity Act
(HMSO, 2005), any person with capacity can refuse treatment, even if this is to
his/her own detriment.
The only people with capacity who cannot refuse treatment, and can have treatment forced upon them, are those with mental disorders who pose a risk to themselves
or others. The or is crucial here; most libertarian philosophical arguments (Saks,
2003) would contend that forced medical treatment is only justified to improve a
persons own health and safety, and that the insult to dignity is outweighed by the
prevention of serious harm.
It has long been a matter of debate about the extent to which societies should
coerce people into treatment that is not of benefit to them directly, especially where
the treatment is aimed at reducing risk to others, regardless of what the individual
wants. This is at least partly because when this is done, the person is treated merely
as a means to an end, not as an end in themselves, and this type of insult to human
dignity is morally unacceptable.
Mental health professionals often argue that they are not doing this in two ways.
First, they will argue that the patients are benefiting, even if indirectly; at least they
are benefiting from not being allowed to harm others. A problem with this argument
is that is could be seen as discriminatorygenerally competent citizens are allowed
to choose whether they do harm or not, and take the consequences. It should be
remembered that the current Mental Health Act (HMSO, 2007), even with its amendments, allows for the detention and forced treatment of people with full capacity.
Second, it is argued that people who are a risk to others have lost some of their
claims to full exercise of autonomy. Given that they are likely to be deprived of their
liberty if they harm others, there may be little insult to dignity in offering treatment
while they are detained. This argument of course applies only to prisoners, and those
who have harmed others already; it cannot apply to those who are detained on the
chance that they may offend.
This presents significant challenges for mental health professionals. There may
need to be a distinction made between legal coercion and therapeutic persuasion. It is
very unlikely that all antisocial patients can be coerced into pro-social thinking or
behaviour. This raises important issues of balance between the rights of individuals to
have liberty restrained or treatment imposed against the rights of a community to be
protected from potential harm.
2.10.4
Risk assessment
Central to the issue of coerced treatment is the problem of identifying those who present a risk (this is discussed more fully in Chapter 6). The main concerns about justice
arise from issues of consent and accuracy. To detain a person because they are a risk
to others may be entirely justified if it is true. Those assessing risk therefore need to
be certain that their methods of risk assessment are accurate and also fairly used. For
example, risk assessment needs to look at both resilience and protective factors that
might reduce risk, not just those factors that make risk more likely. It will not be just
34

to detain someone (especially if it is indefinite) if all positive factors have not been
considered. It will be especially unjust if the main reason for detention is professional
anxiety alone. Currently there is considerable controversy about the best methods of
undertaking individual risk assessment with some arguing that actuarially-based
methods such as the Violence Risk Appraisal Guide (VRAG) or PCL-R have reasonable properties to enable prediction of violence at the individual level (for example,
Campbell et al., 2007); while others argue that is it is not appropriate to use such
measures to routinely inform clinical decisions (for example, Cooke et al., 2007; Hart
et al., 2007).
There is also the problem that the most at-risk people are those who are not
identified for risk assessment; that is, that in relation to mental illness at least, the
thing that makes people risky is their unpredictability. As several authors have noted,
one would have to detain a large number of individuals who had done nothing, to
prevent one homicide (for example, Dolan & Doyle, 2000).What this means is that
society accepts that some degree of violence will occur, but possibly not if it is
committed by those with mental disorders.
There is another aspect to risk assessment that has not received much attention. If
risk assessment is a healthcare intervention, and part of the overall medical management of forensic patients, then it could be argued that it needs the patients consent.
This is particularly so given that it is a medical intervention (like a lumbar puncture)
that could have serious side effects for the patient. Under the Mental Capacity Act
(HMSO, 2005), it may be possible for capacitous patients to refuse risk assessment,
and it might then be argued that it would be unlawful to carry out a risk assessment
without consent.
Healthcare professionals often resist the use of violence risk assessment on the
grounds that it is stigmatising to the individual or conflicts with good clinical care.
Yet assessment of risk also implies assessment of safety; for every individual identified as presenting a high risk, the same process will indicate that others present a low
risk and should be managed accordingly. For every patient identified as having a high
score on instruments such as the PCL-R, many others will be shown to have a low
score. There is sometimes a genuine conflict of values between patient autonomy and
the safety of others. The conflict should not be ignored but managed by the use of
evidence-based diagnostic and risk assessments that are transparent and open to
challenge. Traditional methods of assessment often meet neither standard.
2.10.5
The ethics of public protection
A real ethical debate exists abut the extent to which a range of healthcare professionals
should be involved in public protection. On the one hand, there are those who take the
view that their knowledge and expertise in assessing risk imposes a duty on them to
act on that knowledge to assist in public protection from a small number of risky
individuals with mental disorders (especially antisocial personality disorder and
psychopathy). On the other hand, there are those who take the view that their primary
ethical duty is to make the care of the patient their first concern (General Medical
35

Council, 2006), and who argue that acting in ways that reduce risk but cause patients
distress or anxiety violates their ethical duty and identity as doctors.
This debate has taken on an extra significance with the passing of the Criminal
Justice Act (HMSO, 2003), which requires psychiatric expert testimony before
passing sentences for public protection (that is, sentences that are longer than usual,
or may lead to indefinite detention). In these circumstances, psychiatrists are providing testimony that, it might be argued, causes harm to the defendant, at least, from the
defendants viewpoint. In the UK, the psychiatrist treating the patient may also be the
one who is invited to give an expert opinion about the patients risk on the grounds
that they know the patient best. If the treating psychiatrist takes the view that they
have a duty to public safety, which overrides the duty to the patients interests, then
the patient may find that the doctor in whom they have confided is using those
confidences against them in the wider interest of the public good.
The key ethical tension here is arguably about deceit, not a clash of duties. The
anxiety is that in the pursuit of public protection, mental health professionals will
mislead patients into thinking that the patients interests are their first concern. If
mental health professionals inform forensic patients that their first duty is to public
safety, and that therefore they will disclose private medical information when necessary even if the patient refuses to give consent, then this is a transparent procedure,
and the patient can decide how then to conduct themselves. In a medico-legal context,
where the assessing doctor has no prior therapeutic relationship with the patient, then
arguably the relationship between them is not a traditional medical one, and the
transaction is straightforward and there is no clash of ethical duties (Appelbaum,
1997). The ethical concern is about honesty: that a healthcare professional will allow
the patient or defendant to think that they will protect their interests against those of
third parties, when they have no intention of doing so.
A possible ethical and legal solution to the tension is for the mental health
professional to gain informed consent for both risk assessments and medico-legal
interviews, in which they clearly advise patients/defendants of the purpose of the
interview, the use to which the material will be put and who will be informed of
the outcome. Given the potentially negative outcomes of these assessments for the
patient/defendant, it could be argued that existing law on informed consent and
refusal of treatment requires that patients/defendants be informed that they need not
answer the doctors questions. There remains an anxiety that even with this type of
warning against self-incrimination, patients/defendants may not understand that the
assessor is not in a traditional beneficent role. From a therapeutic point of view,
complete transparency about the potential conflict of duties is likely to promote trust
and a collaborative attitude in the patient/defendant.
The Royal College of Psychiatrists Scoping Group on Expert Testimony has
submitted a report (Royal College of Psychiatrists, 2008a) advising experts of the
distinction between testimony given for therapeutic purposes and testimony given for
public protection purposes. The American Academy of Psychiatry and the Law
(2005) has issued ethical guidelines to its members, which state that no psychiatrist
should give expert testimony on a patient they are treating. In the UK, there are
particularly difficult conflicts around Mental Health Tribunal evidence, where the
36

responsible medical officer (RMO) gives professional evidence as to the clinical care
of the patient, and expert forensic evidence about the nature of the risk they pose to
others. This tension arises because the Mental Health Act (HMSO, 2007) assumes
that patients with mental disorders lack capacity to make good quality decisions, and
that psychiatrists are therefore justified in doing what they think best, including in
relation to public safety. However, since most patients (especially those with antisocial personality disorder) have full legal capacity, and can exercise autonomy, the
RMOs position may no longer be justified, and their role in public protection
becomes primary. It is for this reason that some detained patients see their lawyers as
being the only people who represent their interests in a trustworthy way (Sarkar &
Adshead, 2005).
2.10.6
Ethical issues and children
Children are considered in this guideline as the focus of preventative interventions

(see Chapter 5).
The prevention of antisocial personality disorder
Here the aim is to alter the course of a childhood disorder such as conduct disorder
and thereby potentially prevent the development of antisocial personality disorder in
adult life. The work on preventative interventions is the focus of Chapter 5 and their
efficacy will not be discussed in any further detail here. The ethical problem is that
interventions that might prevent the development of antisocial personality disorder
may contravene the ethical principles of beneficence and justice for all patients.
All ethical dilemmas involve a clash of values or ethical principles; some dilemmas are especially concerning because there is no painless outcome and even doing
the right thing may lead to a moral loss (for example, the issue of coerced treatment).
Interventions to prevent antisocial personality disorder will be justified in terms of
beneficial consequences in the future: no (or reduced) antisocial personality disorder,
and thus the prevention of harm to others, costs to society and antisocial individuals.
There is no question that the outcomes look very attractive as benefits. The question
is: at what cost to human dignity and justice will these benefits come? Will the ends
justify the harms done in the process? And most importantly in ethical decision
making: who gets to decide?
Given that genetic vulnerabilities may increase a childs chance of developing
conduct disorder, especially if they are raised in an abusive environment, if nothing
can be done to help the child, there may be little point in identifying them. Indeed,
their chance of failure may be increased because the environment around them may
be even more rejecting and suspicious of them.
The provision of services to an at-risk child, however identified, will depend on
the resources allocated for this. It is easier to change a childs environment than it is
to change their genes. For example, if we take the genetically vulnerable child identified above, one intervention might be to place them in a secure home where they will
not be maltreated. This may mean: (a) taking the child away from the parents before
37

there is any chance of maltreatment; and (b) investing funds to provide the secure
base for the childs development. These measures could reduce the amount of conduct
disorder (and therefore possibly antisocial personality disorder), but may be costly in
terms of justice and resources. Again, resource allocation is a matter of values: there
is no good reason not to do everything that can be done to prevent the maltreatment
of children except that society may decide to spend the money in another way. The
key ethical issue here is the resource allocation of funds for research and interventions
with at-risk children. Identifying individuals at risk may be less useful in the long
term than trying to reduce maltreatment of the child overall.
38
Methods used to develop this guideline
METHODS USED TO DEVELOP

THIS GUIDELINE
3.1
OVERVIEW
The development of this guideline drew upon methods outlined by NICE (2006a). A
team of healthcare professionals, lay representatives and technical experts known as
the Guideline Development Group (GDG), with support from the NCCMH staff,
undertook the development of a patient-centred, evidence-based guideline. There are
six basic steps in the process of developing a guideline:
Define the scope, which sets the parameters of the guideline and provides a focus
and steer for the development work.
Define clinical questions considered important for practitioners and service users.
Develop criteria for evidence searching and search for evidence.
Design validated protocols for systematic review and apply to evidence recovered
by search.
Synthesise and (meta-) analyse data retrieved, guided by the clinical questions,
and produce evidence profiles and summaries.
Answer clinical questions with evidence-based recommendations for clinical
practice.
The clinical practice recommendations made by the GDG are therefore derived
from the most up-to-date and robust evidence base for the clinical and cost effectiveness of the treatments and services used in the treatment, management and
prevention of antisocial personality disorder. In addition, to ensure a service user
and carer focus, the concerns of service users and carers regarding health and social
care have been highlighted and addressed by recommendations agreed by the whole
GDG.
3.2
THE SCOPE
Guideline topics are selected by the Department of Health and the Welsh Assembly
Government, which identify the main areas to be covered by the guideline in a
specific remit (see NICE, 2006a). The NCCMH developed a scope for the guideline
based on the remit.
The purpose of the scope is to:
provide an overview of what the guideline will include and exclude
identify the key aspects of care that must be included
set the boundaries of the development work and provide a clear framework to
enable work to stay within the priorities agreed by NICE and the National
39

Collaborating Centre and the remit from the Department of Health/Welsh
Assembly Government
inform the development of the clinical questions and search strategy
inform professionals and the public about expected content of the guideline
keep the guideline to a reasonable size to ensure that its development can be
carried out within the allocated period.
The draft scope was subject to consultation with registered stakeholders over a
4-week period. During the consultation period, the scope was posted on the NICE
website (www.nice.org.uk). Comments were invited from stakeholder organisations
and Guideline Review Panel (GRP). Further information about the GRP can also be
found on the NICE website. The NCCMH and NICE reviewed the scope in light of
comments received, and the revised scope was signed off by the GRP.
3.3
THE GUIDELINE DEVELOPMENT GROUP
The GDG consisted of a representative for service users, and professionals from
psychiatry, forensic psychiatry, clinical psychology, forensic psychology, social
work, general practice, nursing, general practice in prison, Child and Adolescent
Mental Health Services (CAMHS), the Ministry of Justice and the Probation
Service. The carer perspective was provided by a carer special adviser. The guideline development process was supported by staff from the NCCMH, who undertook the clinical and health economics literature searches, reviewed and presented
the evidence to the GDG, managed the process, and contributed to drafting the
guideline.
3.3.1
Guideline Development Group meetings
Fifteen GDG meetings were held between March 2007 and October 2008. During
each day-long GDG meeting, in a plenary session, clinical questions and clinical and
economic evidence were reviewed and assessed, and recommendations formulated.
At each meeting, all GDG members declared any potential conflicts of interest, and
any concerns voiced by the representative for service users were routinely discussed
as part of a standing agenda.
3.3.2
Topic groups
The GDG divided its workload along clinically relevant lines to simplify the guideline development process, and GDG members formed smaller topic groups to
undertake guideline work in that area of clinical practice. Topic group 1 covered
questions relating to the organisation and experience of care; topic group 2 covered
risk assessment and management; topic group 3 covered early intervention for
children; and topic group 4 covered interventions for offending behaviour. These
40

groups were designed to efficiently manage the large volume of evidence appraisal
before presenting it to the GDG as a whole. Each topic group was chaired by a
GDG member with expert knowledge of the topic area (one of the healthcare
professionals). Topic groups refined the clinical questions, refined the clinical
definitions of treatment interventions, reviewed and prepared the evidence with
the systematic reviewer before presenting it to the GDG as a whole and helped the
GDG to identify further expertise in the topic. Topic group leaders reported the
status of the groups work as part of the standing agenda. They also introduced
and led the GDG discussion of the evidence review for that topic and assisted the
GDG Chair in drafting the section of the guideline relevant to the work of each
topic group.
3.3.3
Service users and carers
Individuals with direct experience of services gave an integral service-user focus to

the GDG and the guideline. The GDG included a representative for the interests of
service users. He contributed as a full GDG member in writing the clinical questions,
helping to ensure that the evidence addressed the views and preferences of service
users, highlighting sensitive issues and terminology relevant to the guideline, and
bringing service user research to the attention of the GDG. In drafting the guideline,
he contributed to writing the guidelines introduction and identified recommendations
from the service user and carer perspective. In addition, the carer perspective was
sought from a carer special adviser.
3.3.4
Special advisers
Special advisers, who had specific expertise in one or more aspects of treatment and
management relevant to the guideline, assisted the GDG, commenting on specific
aspects of the developing guideline and making presentations to the GDG. Appendix
3 lists those who agreed to act as special advisers.
3.3.5
National and international experts
National and international experts in the area under review were identified through
the literature search and through the experience of the GDG members. These
experts were contacted to recommend unpublished or soon-to-be published studies
in order to ensure up-to-date evidence was included in the development of the
guideline. They informed the group about completed trials at the pre-publication
stage, systematic reviews in the process of being published, studies relating to the
cost effectiveness of treatment and trial data if the GDG could be provided with full
access to the complete trial report. Appendix 6 lists researchers who were
contacted.
41

3.4
CLINICAL QUESTIONS
Clinical questions were used to guide the identification and interrogation of the
evidence base relevant to the topic of the guideline. Before the first GDG meeting, an
analytic framework (see Appendix 7) was prepared by NCCMH staff based on the
scope and an overview of existing guidelines, and discussed with the guideline Chair.
The framework was used to provide a structure from which the clinical questions
were drafted. Both the analytic framework and the draft clinical questions were then
discussed by the GDG at the first few meetings and amended as necessary. Where
appropriate, the framework and questions were refined once the evidence had been
searched and, where necessary, sub-questions were generated. Questions submitted
by stakeholders were also discussed by the GDG and the rationale for not including
questions was recorded in the minutes. The final list of clinical questions can be found
in Appendix 7.
For questions about interventions, the PICO (patient, intervention, comparison and
outcome) framework was used. This structured approach divides each question into
four components: the patients (the population under study), the interventions (what is
being done), the comparisons (other main treatment options) and the outcomes (the
measures of how effective the interventions have been) (see Text Box 1).
Questions relating to assessment do not involve an intervention designed to treat
a particular condition, therefore the PICO framework was not used. Rather, the questions were designed to pick up key issues specifically relevant to assessment instruments, for example their accuracy, reliability, and how they relate to clinical practice.
Text Box 1: Features of a well-formulated question on effectiveness

intervention the PICO guide
Patients/population
Which patients or population of patients are we interested in? How can they be best described? Are there
subgroups that need to be considered?
Intervention
Which intervention, treatment or approach should be

used?
Comparison
What is/are the main alternative/s to compare with the

intervention?
Outcome
What is really important for the patient? Which

outcomes should be considered: intermediate or shortterm measures; mortality; morbidity and treatment
complications; rates of relapse; late morbidity and readmission; return to work, physical and social functioning
and other measures such as quality of life; general
health status; costs?
42

In some situations, the prognosis of a particular condition is of fundamental importance, over and above its general significance in relation to specific interventions.
Areas where this is particularly likely to occur relate to assessment of risk, for example in terms of behaviour modification or screening and early intervention. In addition,
questions related to issues of service delivery are occasionally specified in the remit
from the Department of Health /Welsh Assembly Government. In these cases, appropriate clinical questions were developed to be clear and concise.
To help facilitate the literature review, a note was made of the best study design
type to answer each question. There are four main types of clinical question of relevance to NICE guidelines. These are listed in Text Box 2. For each type of question,
the best primary study design varies, where best is interpreted as least likely to give
misleading answers to the question.
However, in all cases, a well-conducted systematic review of the appropriate type
of study is likely to always yield a better answer than a single study.
Deciding on the best design type to answer a specific clinical or public health
question does not mean that studies of different design types addressing the same
question were discarded.
3.5
SYSTEMATIC CLINICAL LITERATURE REVIEW
The aim of the clinical literature review was to identify and synthesise systematically
the relevant evidence from the literature in order to answer the specific clinical questions developed by the GDG. Thus, clinical practice recommendations are evidencebased, where possible, and, if evidence is not available, informal consensus methods
are used (see Section 3.5.7) and the need for future research is specified.
Text Box 2: Best study design to answer each type of question

Type of question
Best primary study design
Effectiveness or other impact of

an intervention
RCT; other studies that may be considered

in the absence of an RCT are the following:
internally/externally controlled before and
after trial, interrupted time-series
Accuracy of information
(for example, risk factor,
test, prediction rule)
Comparing the information against

a valid gold standard in a randomised
trial or inception cohort study
Rates (of disease, patient

experience, rare side effects)
Cohort, registry, cross-sectional study
Costs
Naturalistic prospective cost study

43

3.5.1
Methodology
A stepwise, hierarchical approach was taken to locating and presenting evidence to

the GDG. The NCCMH developed this process based on methods set out in The
Guidelines Manual (NICE, 2006a) and after considering recommendations from a
range of other sources. These included:
Clinical Policy and Practice Program of the New South Wales Department of
Health (Australia)
Clinical Evidence online
The Cochrane Collaboration
Grading of Recommendations: Assessment, Development and Evaluation
(GRADE) Working Group
New Zealand Guidelines Group
NHS Centre for Reviews and Dissemination
Oxford Centre for Evidence-Based Medicine
Oxford Systematic Review Development Programme
Scottish Intercollegiate Guidelines Network (SIGN)
United States Agency for Healthcare Research and Quality.
3.5.2
The review process
After the scope was finalised, a more extensive search for systematic reviews and
published guidelines was undertaken. Existing NICE guidelines were updated where
necessary. Other relevant guidelines were assessed for quality using the AGREE
instrument (AGREE Collaboration, 2003). The evidence base underlying high-quality
existing guidelines was utilised and updated as appropriate (further information about
this process can be found in The Guidelines Manual (NICE, 2006a).
At this point, the review team, in conjunction with the GDG, developed an
evidence map that detailed all comparisons necessary to answer the clinical questions.
The initial approach taken to locating primary-level studies depended on the type of
clinical question and availability of evidence. For example, questions on experience
of care are best addressed by qualitative studies whereas questions regarding interventions are best addressed by RCTs (see below for further details on search strategies for different topics).
The GDG decided which questions were best addressed by good practice based on
expert opinion, which questions were likely to have a good evidence base and which
questions were likely to have little or no directly relevant evidence. Recommendations
based on good practice were developed by informal consensus within the GDG. For
questions with a good evidence base, the review process depended on the type of key
question (see below). For questions that were unlikely to have a good evidence base, a
brief descriptive review was initially undertaken by a member of the GDG.
Searches for evidence were updated between 6 and 8 weeks before the guideline
consultation. After this point, studies were included only if they were judged by the GDG
to be exceptional (for example, the evidence was likely to change a recommendation).
44

The search process for questions concerning interventions
For questions related to interventions, the initial evidence base was formed from wellconducted RCTs that addressed at least one of the clinical questions. Although there
are a number of difficulties with the use of RCTs in the evaluation of interventions in
mental health, the RCT remains the most important method for establishing treatment
efficacy (this is discussed in more detail in appropriate clinical evidence chapters). For
other clinical questions, searches were for the appropriate study design (see above).
All searches were based on the standard mental health related bibliographic databases (EMBASE, MEDLINE, PsycINFO, Cochrane Library, CENTRAL and C2SPECTR) for all trials potentially relevant to the guideline.
In addition, where material relating to interventions was unlikely to be found in
mainstream medical databases, an attempt was made to identify and search other
topic specific databases, including NCJRS, IBSS and FEDRIP.
After the initial search results were scanned liberally to exclude irrelevant papers,
the review team used a purpose-built study information database to manage both the
included and the excluded studies (eligibility criteria were developed after consultation with the GDG). For questions without good quality evidence (after the initial
search), a decision was made by the GDG about whether to (a) repeat the search using
subject-specific databases (for example, CINAHL, AMED, SIGLE or PILOTS), (b)
conduct a new search for lower levels of evidence, or (c) adopt a consensus process
(see Section 3.5.7). Future guidelines will be able to update and extend the usable
evidence base starting from the evidence collected, synthesised and analysed for this
guideline.
In addition, searches were made of the reference lists of all eligible systematic
reviews and included studies, as well as the list of evidence submitted by stakeholders. Known experts in the field (see Appendix 5), based both on the references identified in early steps and on advice from GDG members, were sent letters requesting
relevant studies that were in the process of being published1. In addition, the tables of
contents of appropriate journals were periodically checked for relevant studies.
The search process for questions concerning the organisation and experiences of care
For questions related to the organisation and experiences of care, the search process
was the same as described above, except that the evidence base was formed from
qualitative studies. In situations where it was not possible to identify a substantial
body of appropriately designed studies that directly addressed each clinical question,
a consensus process was adopted (see Section 3.5.7).
The search process for questions of assessment
For questions related to assessment, the search process was the same as described
above, except that the initial evidence base was formed from studies with the most
1Unpublished
full trial reports were also accepted where sufficient information was available to judge eligibility and quality (see section on unpublished evidence).
45

appropriate and reliable design to answer the particular question. That is, for questions about assessment, the initial search was for cross-sectional studies. In situations
where it was not possible to identify a substantial body of appropriately designed
studies that directly addressed each clinical question, a consensus process was
adopted (see Section 3.5.7).
Search strategies
Search strategies developed by the review team consisted of a combination of subject
heading and free-text phrases. Specific strategies were developed for the guideline
topic and, where necessary, for each clinical question. In addition, the review team
used filters developed for systematic reviews, RCTs and other appropriate research
designs (Appendix 8).
Study selection
All primary-level studies included after the first scan of citations were acquired in full
and re-evaluated for eligibility at the time they were being entered into the study
information database. Appendix 8 lists the standard inclusion and exclusion criteria.
More specific eligibility criteria were developed for each clinical question and are
described in the relevant clinical evidence chapters. Eligible systematic reviews and
primary-level studies were critically appraised for methodological quality (see
Appendix 9 and Appendix 10). The eligibility of each study was confirmed by at least
one member of the appropriate topic group.
For some clinical questions, it was necessary to prioritise the evidence with
respect to the UK context (that is, external validity). To make this process explicit, the
topic groups took into account the following factors when assessing the evidence:
participant factors (for example, gender, age and ethnicity)
provider factors (for example, model fidelity, the conditions under which the intervention was performed and the availability of experienced staff to undertake the
procedure)
cultural factors (for example, differences in standard care and differences in the
welfare system).
It was the responsibility of each topic group to decide which prioritisation factors
were relevant to each clinical question in light of the UK context and then decide how
they should modify their recommendations.
Unpublished evidence
The GDG used a number of criteria when deciding whether or not to accept unpublished data. First, the evidence must have been accompanied by a trial report containing sufficient detail to properly assess the quality of the data. Second, the evidence
must have been submitted with the understanding that data from the study and a
summary of the studys characteristics would be published in the full guideline.
Therefore, the GDG did not accept evidence submitted as commercial in confidence.
However, the GDG recognised that unpublished evidence submitted by investigators
might later be retracted by those investigators if the inclusion of such data would
jeopardise publication of their research.
46

3.5.3
Data extraction
Study characteristics and outcome data were extracted from all eligible studies, which
met the minimum quality criteria, using a bespoke database and Review Manager
4.2.10 (Nordic Cochrane Centre, 2006) (see Appendix 9).
In most circumstances, for a given outcome (continuous and dichotomous), where
more than 50% of the number randomised to any group were lost to follow up, the
data were excluded from the analysis (except for the outcome leaving the study early
for any reason, in which case, the denominator was the number randomised). Where
possible, dichotomous efficacy outcomes were calculated on an intention-to-treat
basis (that is, a once-randomised-always-analyse basis). Where there was good
evidence that those participants who ceased to engage in the study were likely to have
an unfavourable outcome, early withdrawals were included in both the numerator and
denominator. Adverse effects were entered into Review Manager as reported by the
study authors because it was usually not possible to determine whether early withdrawals had an unfavourable outcome. Where there was limited data for a particular
review, the 50% rule was not applied. In these circumstances the evidence was downgraded due to the risk of bias.
Where some of the studies failed to report standard deviations (for a continuous
outcome), and where an estimate of the variance could not be computed from other
reported data or obtained from the study author, the following approach was taken2:
1. When the number of studies with missing standard deviations was small and
when the total number of studies was large, the average standard deviation was
imputed (calculated from the included studies that used the same outcome). In
this case, the appropriateness of the imputation was made by comparing the standardised mean differences (SMDs) of those trials that had reported standard deviations against the hypothetical SMDs of the same trials based on the imputed
standard deviations. If they converged, the meta-analytical results were considered to be reliable.
2. When the number of studies with missing standard deviations was large or when
the total number of studies was small, standard deviations were taken from a
previous systematic review (where available), because the small sample size may
allow unexpected deviation due to chance. In this case, the results were considered to be less reliable.
The meta-analysis of survival data, such as time to any mood episode, was based
on log hazard ratios and standard errors. Since individual patient data were not available in included studies, hazard ratios and standard errors calculated from a Cox
proportional hazard model were extracted. Where necessary, standard errors were
calculated from confidence intervals or p-value according to standard formulae (for
example, Cochrane Reviewers Handbook 4.2.2.). Data were summarised using the
generic inverse variance method using Review Manager 4.2.10 (Nordic Cochrane
Centre, 2006).
2Based
on the approach suggested by Furukawa and colleagues (2006).
47

Consultation with another reviewer or members of the GDG was used to overcome
difficulties with coding. Data from studies included in existing systematic reviews
were extracted independently by one reviewer and cross-checked with the existing data
set. Where possible, two independent reviewers extracted data from new studies.
Where double data extraction was not possible, data extracted by one reviewer was
checked by the second reviewer. Disagreements were resolved with discussion. Where
consensus could not be reached, a third reviewer or GDG members resolved the
disagreement. Masked assessment (that is, blind to the journal from which the article
comes, the authors, the institution and the magnitude of the effect) was not used since
it is unclear that doing so reduces bias (Jadad et al., 1996; Berlin, 2001).
3.5.4
Synthesising the evidence
Where possible, meta-analysis was used to synthesise the evidence using Review
Manager 4.2.10 (Nordic Cochrane Centre, 2006). If necessary, reanalyses of the data
or sub-analyses were used to answer clinical questions not addressed in the original
studies or reviews.
Dichotomous outcomes were analysed as relative risks (RR) with the associated
95% CI (for an example, see Figure 1). A relative risk (also called a risk ratio) is the
ratio of the treatment event rate to the control event rate. An RR of 1 indicates no
difference between treatment and control. In Figure 1, the overall RR of 0.73 indicates that the event rate (that is, non-remission rate) associated with intervention A is
about three quarters of that with the control intervention or, in other words, the relative risk reduction is 27%.
The CI shows with 95% certainty the range within which the true treatment effect
should lie and can be used to determine statistical significance. If the CI does not
cross the line of no effect, the effect is statistically significant.
Continuous outcomes were analysed as weighted mean differences (WMD), or as
an SMD when different measures were used in different studies to estimate the same
underlying effect (for an example, see Figure 2). If provided, intention-to-treat data,
using a method such as last observation carried forward, were preferred over data
from completers.
Figure 1: Example of a forest plot displaying dichotomous data
Review:
NCCMH clinical guideline review (Example)
Comparison: 01 Intervention A compared to a control group
Outcome:
01 Number of people who did not show remission
Study
or sub-category
Intervention A
n/N
01 Intervention A vs. control

13/23
Griffiths1994
11/15
Lee1986
21/28
Treasure1994
45/66
Subtotal (95% CI)
Control
n/N
27/28
14/15
24/27
65/70
RR (fixed)
95% CI
Weight
%
38.79
22.30
38.92
100.00
Test for heterogeneity: Chi2 = 2.83, df = 2 (P = 0.24), I2 = 29.3%

Test for overall effect: Z = 3.37 (P = 0.0007)
0.2
0.5
1
2
5
Favours intervention Favours control
48
RR (fixed)
95% CI
0.59
0.79
0.84
0.73
[0.41,
[0.56,
[0.66,
[0.61,
0.84]
1.10]
1.09]
0.88]

Figure 2: Example of a forest plot displaying continuous data
Review:
Comparison:
Outcome:
Study
or sub-category
NCCMH clinical guideline review (Example)

01 Intervention A compared to a control group
03 Mean frequency (endpoint)
N
Intervention A
Mean (SD)
Control
Mean (SD)
SMD (fixed)
95% CI
Weight
%
01 Intervention A vs. control

25.91
Freeman1988
32 1.30(3.40)
20
3.70(3.60)
17.83
Griffiths1994
4.14(2.21)
20 1.25(1.45)
22
15.08
Lee1986
10.10(17.50)
14 3.70(4.00)
14
27.28
61.40(24.97)
Treasure1994
28 44.23(27.04) 24
15 5.30(5.10)
7.10(4.60)
Wolf1992
11
13.90
Subtotal (95% CI)
91
109
100.00
2
2
Test for heterogeneity: Chi = 6.13, df = 4 (P = 0.19), I = 34.8%
Test for overall effect: Z = 4.98 (P < 0.00001)
4
2
0
2
4
Favours intervention Favours control
SMD (fixed)
95% CI
-0.68
-1.50
-0.49
-0.65
-0.36
-0.74
[-1.25,
[-2.20,
[-1.24,
[-1.21,
[-1.14,
[-1.04,
-0.10]
-0.81]
0.26]
-0.09]
0.43]
-0.45]
To check for consistency between studies, both the I2 test of heterogeneity and a
visual inspection of the forest plots were used. The I2 statistic describes the proportion of total variation in study estimates that is due to heterogeneity (Higgins &
Thompson, 2002). The I2 statistic was interpreted in the follow way:
50%: notable heterogeneity (an attempt was made to explain the variation, for
example outliers were removed from the analysis or sub-analyses were conducted
to examine the possibility of moderators. If studies with heterogeneous results
were found to be comparable, a random-effects model was used to summarise the
results [DerSimonian & Laird, 1986]. In the random-effects analysis, heterogeneity is accounted for both in the width of CIs and in the estimate of the treatment
effect. With decreasing heterogeneity the random-effects approach moves asymptotically towards a fixed-effects model).
30 to 50%: moderate heterogeneity (both the chi-squared test of heterogeneity and
a visual inspection of the forest plot were used to decide between a fixed and
random-effects model).
30%: mild heterogeneity (a fixed-effects model was used to synthesise the results).
To explore the possibility that the results entered into each meta-analysis suffered
from publication bias, data from included studies were entered, where there was sufficient data, into a funnel plot. Asymmetry of the plot was taken to indicate possible
publication bias and investigated further.
An estimate of the proportion of eligible data that were missing (because some
studies did not include all relevant outcomes) was calculated for each analysis.
The Number Needed to Treat for Benefit (NNTB) or the Number Needed to Treat
for Harm (NNTH) was reported for each outcome where the baseline risk (that is,
control group event rate) was similar across studies. In addition, NNTs calculated at
follow-up were only reported where the length of follow-up was similar across studies. When the length of follow-up or baseline risk varies (especially with low risk),
the NNT is a poor summary of the treatment effect (Deeks, 2002).
Included/excluded studies tables, generated automatically from the study database, were used to summarise general information about each study (see Appendix 9).
Where meta-analysis was not appropriate and/or possible, the reported results from
each primary-level study were also presented in the included studies table (and
included, where appropriate, in a narrative review).
49

3.5.5
Presenting the data to the GDG
Study characteristics tables and, where appropriate, forest plots generated with
Review Manager (Nordic Cochrane Centre, 2006) were presented to the GDG in
order to prepare a GRADE evidence profile table for each review and to develop
recommendations.
GRADE profile tables

A GRADE evidence profile was used to summarise both the quality of the evidence
and the results of the evidence synthesis (see Table 1 for an example of an evidence
profile). For each outcome, quality may be reduced depending on the following
factors:
study design (randomised trial, observational study, or any other evidence)
limitations (based on the quality of individual studies; see Appendix 10 for the
quality checklists)
inconsistency (see Section 3.5.4 for how consistency was measured)
indirectness (that is, how closely the outcome measures, interventions and participants match those of interest)
imprecision (based on the confidence interval around the effect size).
For observational studies, the quality may be increased if there is a large effect,
plausible confounding would have changed the effect, or there is evidence of a doseresponse gradient (details would be provided under the other considerations
column). Each evidence profile also included a summary of the findings: number of
patients included in each group, an estimate of the magnitude of the effect and the
overall quality of the evidence for each outcome.
The quality of the evidence was based on the quality assessment components
(study design, limitations to study quality, consistency, directness and any other
considerations) and graded using the following definitions:
High Further research is very unlikely to change our confidence in the estimate
of the effect.
Moderate Further research is likely to have an important impact on our confidence in the estimate of the effect and may change the estimate.
Low Further research is very likely to have an important impact on our confidence in the estimate of the effect and is likely to change the estimate.
Very low Any estimate of effect is very uncertain.
For further information about the process and the rationale of producing an
evidence profile table see GRADE (GRADE Working Group, 2004).
Forest plots
Each forest plot displayed the effect size and CI for each study as well as the overall
summary statistic. The graphs were organised so that the display of data in the area
to the left of the line of no effect indicated a favourable outcome for the treatment
in question.
50
Design
randomised
trial
no serious
limitations
trial
no serious
limitations
randomised
trial
limitations
trial
randomised
trial
no serious
inconsistency
inconsistency
no serious
inconsistency
no serious
inconsistency
no serious
no serious
inconsistency
Inconsistency
no serious
indirectness
indirectness
no serious
indirectness
no serious
indirectness
no serious
no serious
indirectness
Indirectness
serious4
serious4
imprecision
no serious
serious2
serious1
Imprecision
none
none
none
none
none
Other
considerations
109
88
83
55/236
8/191
Intervention
No. of patients
114
93
81
63/196
7/150
Control
Summary of findings
SMD 0.13
(0.6 to 0.34)
(0.56 to 0.03)
SMD 0.26
(-3.81 to 0.8)
MD 1.51
(from 2 fewer to
25 fewer)
18 fewer per 100
RR 0.44
0 fewer per 100

(from 3 fewer to
6 more)
Absolute
(0.21 to 0.94)3
RR 0.94
(0.39 to 2.23)
Relative
(95% CI)
Effect

MODERATE
MODERATE
HIGH
MODERATE

MODERATE
Quality
2The
upper confidence limit includes an effect that, if it were real, would represent a benefit that, given the downsides, would still be worth it.
lower confidence limit crosses a threshold below which, given the downsides of the intervention, one would not recommend the intervention.
3Random-effects model.
495% CI crosses the minimal importance difference threshold.
1The
no serious
limitations
no serious
randomised
Outcome 5
Outcome 4
no serious
limitations
Limitations
randomised
Outcome 3
Outcome 2
Outcome 1
No. of
studies
Quality assessment
Table 1: Example of GRADE evidence profile
51

3.5.6
Forming the clinical summaries and recommendations
Once the GRADE profile tables relating to a particular clinical question were
completed, summary tables incorporating important information from the GRADE
profiles were developed (these tables are presented in the evidence chapters). Finally,
the systematic reviewer in conjunction with the topic group lead produced a clinical
evidence summary.
Once the GRADE profiles and clinical summaries were finalised and agreed
by the GDG, the associated recommendations were drafted, taking into account
the trade-off between the benefits and downsides of treatment as well as other
important factors. These included economic considerations, values of the development group and society and the GDGs awareness of practical issues (Eccles,
et al., 1998).
In addition, when recommendations were completed, the GDG identified areas
that would benefit from future research and developed research recommendations.
These were based on areas identified by the systematic literature search indicating a
lack of evidence. Further criteria included: the potential importance of the data gained
to inform updates of the guideline, what is known about planned research or research
currently in progress, feasibility of the study within the timescale of the update, and
the likely sources of available funding.
3.5.7
Methods used to answer a clinical question in the absence

of appropriately designed, high-quality research
In the absence of appropriately designed, high-quality research, or where the GDG

were of the opinion (on the basis of previous searches or their knowledge of the literature) that there were unlikely to be such evidence, an informal consensus process
was adopted. This process focused on those questions that the GDG considered a
priority.
Informal consensus
The starting point for the process of informal consensus was that a member of the
topic group identified, with help from the systematic reviewer, a narrative review that
most directly addressed the clinical question. Where this was not possible, a brief
review of the recent literature was initiated.
This existing narrative review or new review was used as a basis for beginning an
iterative process to identify lower levels of evidence relevant to the clinical question
and to lead to written statements for the guideline. The process involved a number of
steps:
1. A description of what is known about the issues concerning the clinical question
was written by one of the topic group members.
2. Evidence from the existing review or new review was then presented in narrative
form to the GDG and further comments were sought about the evidence and its
perceived relevance to the clinical question.
52

3. Based on the feedback from the GDG, additional information was sought and
added to the information collected. This may include studies that did not directly
address the clinical question but were thought to contain relevant data.
4. If, during the course of preparing the report, a significant body of primary-level
studies (of appropriate design to answer the question) were identified, a full
systematic review was done.
5. At this time, subject possibly to further reviews of the evidence, a series of statements that directly addressed the clinical question were developed.
6. Following this, on occasions and as deemed appropriate by the development
group, the report was then sent to appointed experts outside the GDG for peer
review and comment. The information from this process was then fed back to the
GDG for further discussion of the statements.
7. Recommendations were then developed and could also be sent for further external peer review.
8. After this final stage of comment, the statements and recommendations were
again reviewed and agreed upon by the GDG.
3.6
HEALTH ECONOMICS METHODS
The aim of health economics is to contribute to the guidelines development by

providing evidence on the cost effectiveness of healthcare interventions for people
with antisocial personality disorder and associated symptoms and behaviours as well
as interventions for children and adolescents for the prevention of antisocial personality disorder. This was achieved by:
systematic literature review of existing economic evidence
economic modelling in areas with potentially major resource implications where
economic evidence was lacking or was considered inadequate to inform decisions.
The rest of this section describes the methods adopted in the systematic literature
review of economic studies. Methods employed in de novo economic modelling are
described in the respective economic sections of the guideline.
3.6.1
Search strategy
For the systematic review of economic evidence the standard mental health related
bibliographic databases (EMBASE, MEDLINE, CINAHL and PsycINFO) were
searched. For these databases, a health economics search filter adapted from the
Centre for Reviews and Dissemination at the University of York was used in combination with a general search strategy for antisocial personality disorder, offending
behaviour and the antisocial personality disorder construct (see Chapter 7 for explanation of this term). Additional searches were performed in specific health economics databases (NHS EED, OHE HEED), as well as in the HTA database. For the HTA
and NHS EED databases, general search strategies for the population groups of interest were used. OHE HEED was searched using a shorter, database-specific strategy.
53

Initial searches were performed in January 2007. The searches were updated regularly, with the final search conducted 6 weeks before the consultation period. Details
on the search strategies adopted for the systematic review of economic evidence are
provided in Appendix 11.
In parallel with searches of electronic databases, reference lists of eligible studies
and relevant reviews were searched by hand. Studies included in the clinical evidence
review were also screened for economic evidence.
In addition to searches for economic evidence, literature on health-related quality
of life (HRQoL) of people with antisocial personality disorder and related symptoms
and behaviours was systematically searched to identify studies reporting appropriate
utility weights that could be utilised in a cost-utility analysis.
The systematic search for economic evidence resulted in more than 20,000 references in total. Publications that were clearly not relevant to the topic (that is, did not
provide any information on the economics of antisocial personality disorder and
related symptoms and behaviours) were excluded first. The abstracts of all potentially relevant publications (108 papers) were then assessed against a set of inclusion
criteria by the health economist. Full texts of all potentially eligible studies (including those for which relevance/eligibility was not clear from the abstract) were
obtained. Studies that did not meet the inclusion criteria, were duplicates, were
secondary publications of one study, or had been updated in more recent publications were subsequently excluded. Finally, 32 studies that provided information on
the economics of antisocial personality disorder and related symptoms and behaviour were selected. Of these, 15 were cost-of-illness studies or studies that reported
data on healthcare resource use and intangible costs associated with the populations
covered in the guideline, and 17 studies were economic evaluations of interventions
for the management or prevention of antisocial personality disorder, offending
behaviour and related conditions. All economic evaluations eligible for inclusion in
the systematic review of economic literature were critically appraised according to
the checklists used by the British Medical Journal to assist referees in appraising full
and partial economic analyses (Drummond & Jefferson, 1996) (see Appendix 12).
3.6.2
Inclusion criteria
The following inclusion criteria were applied to select studies identified by the
economic searches for further analysis:
No restriction was placed on language or publication status of the papers.
Studies published from 1996 onwards were included. This date restriction was
imposed in order to obtain data relevant to current healthcare settings and costs.
Only studies from Organisation for Economic Co-operation and Development
countries were included, as the aim of the review was to identify economic information transferable to the UK context.
Selection criteria regarding types of clinical conditions and population groups as
well as minimum required periods of follow-up were identical to that determined
for the clinical literature review.
54
Studies were included provided that sufficient details regarding methods and
results were available to enable the methodological quality of the study to be
assessed, and provided that the studys data and results were extractable. Poster
presentations of abstracts were excluded.
Full economic evaluations that compared two or more relevant options and
considered both costs and consequences (that is, costconsequence analyses, costeffectiveness analyses, costutility analyses or costbenefit analyses) as well as
partial economic evaluations (that is, costing analyses) were included in the
systematic review; non-comparative studies were not considered for review.
3.6.3
Data extraction
Data were extracted by the health economists using a standard economic data extraction form (see Appendix 13).
3.6.4
Presentation of economic evidence
The economic evidence identified by the health economic systematic review is

summarised in the respective chapters of the guideline, following presentation of the
clinical evidence. The characteristics and results of all economic studies included in
the review are provided in the form of evidence tables in Appendix 14. Results of
additional economic modelling undertaken alongside the guideline development
process are also presented in the respective sections of evidence chapters.
3.7
STAKEHOLDER CONTRIBUTIONS
Professionals, service users, and companies have contributed to and commented on

the guideline at key stages in its development. Stakeholders for this guideline include:
service user/carer stakeholders: the national service user and carer organisations
that represent people whose care is described in this guideline
professional stakeholders: the national organisations that represent healthcare
professionals who are providing services to service users
commercial stakeholders: the companies that manufacture medicines used in the
treatment of antisocial personality disorder
Primary Care Trusts
Department of Health and Welsh Assembly Government.
Stakeholders have been involved in the guidelines development at the following
points:
commenting on the initial scope of the guideline and attending a briefing meeting
held by NICE
contributing possible clinical questions and lists of evidence to the GDG
commenting on the draft of the guideline.
55

3.8
VALIDATION OF THE GUIDELINE
Registered stakeholders had an opportunity to comment on the draft guideline, which

was posted on the NICE website during the consultation period. Following the
consultation, all comments from stakeholders and others were responded to, and the
guideline updated as appropriate. The GRP also reviewed the guideline and checked
that stakeholders comments had been addressed.
Following the consultation period, the GDG finalised the recommendations and
the NCCMH produced the final documents. These were then submitted to NICE.
NICE then formally approved the guideline and issued its guidance to the NHS in
England and Wales.
56
Organisation and experience of care
ORGANISATION AND EXPERIENCE

OF CARE
4.1
INTRODUCTION
As described in Chapter 2, antisocial personality disorder is multi-faceted and

impinges on the lives of people with the disorder, their families and wider society in
many different ways. This chapter focuses on a number of aspects of the care of
people with antisocial personality disorder, including the organisation and delivery of
care, the experience of staff who are responsible for providing care, and the experiences of service users and carers of the provision of services.
4.2
ORGANISATION AND DELIVERY OF CARE
4.2.1
History of services for antisocial personality disorder
The history of the development of services for antisocial personality disorder is

closely linked to changes in the criminal justice system and attempts by the judicial
system to understand and deal with extreme criminal behaviour (Ferguson & Tyrer,
2000). Clinicians have been enlisted to help understand those crimes in which behaviour, though abnormal, was not part of any recognised mental illness. Terms such as
moral insanity (Prichard, 1835) and psychopathic inferiority (Koch, 1891) were
developed. It was Kraepelin (1905) who created the classification personality disorder,
and specifically psychopathic personality. This was further refined by Henderson
(1939), Cleckley (1941) and McCord and McCord (1956), whose views were influential in shaping later classifications of sociopathy (DSM-I; APA, 1952), antisocial
personality disorder (DSM-II; APA, 1968, onwards), dissocial personality disorder
(ICD) and psychopathy (Hare, 1980).
However, little in the way of specific treatments emerged beyond the care of a few
individuals who had committed the most extreme acts and would find themselves in
long-term high security environments. In 1959, the term psychopathic disorder was
incorporated into the UK Mental Health Act (HMSO, 1959), which made it possible
for patients with psychopathic disorder to be admitted to hospital compulsorily.
Psychopathic disorder was defined as a persistent disorder of mind (whether or not
accompanied by sub-normality of intelligence) which resulted in abnormally aggressive or seriously irresponsible conduct on the part of the patients, and require or are
susceptible to medical treatment (HMSO, 1959). While the definition presented
some problems when used in routine clinical care, the 1959 Act did explicitly introduce the idea that people had a potentially treatable disorder. This change in the Act
was a product of a generally increased optimism about the role of psychiatry in the
57

immediate post-war period, in particular the success in treating the psychological
problems associated with what would be now called post-traumatic stress disorder
(PTSD) (the Northfield experiment; Harrison, 2002), the increasing influence of
psychoanalytic ideas in mainstream psychiatry and the focus on the social environment both as a potential cause of mental disorder and as a means of treating it (Clark,
1965). Specific initiatives such as the Henderson Hospital, established in 1947,
focused explicitly on the treatment of personality disorder. The Henderson was the
first therapeutic community in the UK and the therapeutic community movement that
developed from it had a profound effect on British psychiatry with many hospitals
developing modifications of the approach (Clark, 1965). The movement was also part
of a wider recognition of the role of social factors in mental disorders, including the
work of George Brown and colleagues on institutionalisation (Wing & Brown, 1970)
and the development of the academic discipline of social psychiatry. At the same time
there began a very significant expansion in the availability of psychological interventions with some, particularly psychoanalytic therapies, focusing on personality problems (Kernberg, 1984).
The influence of the therapeutic community model was not limited to healthcare
interventions for mental disorders. Two other important trends in the development of
the model emerged, namely the modifications of the therapeutic model for use in the
treatment of offenders and the treatment of drug and alcohol misuse. The offender
programmes began in prisons, with Grendon Underwood being the most notable of
these in the UK (Snell, 1962); the model has also been developed in a number of
countries, such as the US in the 1960s and 1970s (Lees et al., 2003). Many treatment
units for drug and alcohol problems in both the healthcare and independent sectors
developed a therapeutic community approach where the focus on treatment was as
much on the persons interpersonal difficulties as on the specific drug or alcohol problem (Rawlings & Yates, 2001).
In recent years there have been significant changes with therapeutic communities
falling out of favour, and treatment of antisocial personality disorder taking place in
hospital settings; more generally there has been more of a focus on the treatment of
borderline personality disorder (Lees et al., 2003). In addition, the high cost and
limited evidence for the efficacy of these units has resulted in some closing, including the Henderson. In drug and alcohol services the therapeutic community movement
has remained stronger, with renewed interest in prison-based treatment programmes,
but there have been modifications with a stronger focus on drug misuse and an
emphasis on supporting post-inpatient or residential treatment through extended
community follow-up (for example, Wexler et al., 1999).
The therapeutic community movement, although having an impact on the models
underpinning general adult psychiatry, has had little influence on the direct provision
of care for people with antisocial personality disorder. As can be seen from the recent
Department of Health document Personality Disorder: No Longer a Diagnosis of
Exclusion (2003), very few people with personality disorder (including those with
antisocial personality disorder) were treated in general services and in many cases
they were actively excluded, not just for the treatment of their antisocial problems but
also for comorbid mental health problems. Recent research suggests that this is still
58

the case even in services with a specific focus on personality disorder (Crawford
et al., 2007). The last 20 years have also seen a significant expansion in the provision
of forensic psychiatric services, which, it might reasonably be expected, would have
played a significant role in the treatment of people with antisocial personality disorder.
However, there are few specialist services that focus specifically on antisocial personality disorder (one dedicated service is Arnold Lodge in the East Midlands).
Although the initial interest in the development of the concept of psychopathy
came from the study of individuals who had committed very serious offences, there
has been little development in specialist treatment units for these people. A number
of the high security hospitals have developed specialist personality disorder units, but
it has proved difficult to manage these services successfully and they have, on occasion,
been the subject of considerable public concern (for example, Fallon et al., 1999). A
recent development in the UK has been the development of specialist services for
people with dangerous and severe personality disorder (DSPD) (Home Office,
2005a). The programme aims to support public protection through the development
of pilot treatment services for dangerous offenders whose offending is linked to
severe personality disorder, but also to improve their mental health outcomes and to
understand more fully the treatments that work for this group (Home Office, 2005a).
Where community services exist specifically for the treatment of antisocial
personality disorder, these are most well developed within the criminal justice
system, in which people with antisocial personality disorder have historically
formed a significant proportion of those attending probation services. In recent
years there has been a move away from a case work model in probation services
(based on the social work model) to one that focuses more explicitly on reducing
re-offending (Vanstone, 2000). This has led to the development of a number of
community treatments that draw heavily on cognitive behavioural techniques (for
example, Hollin, 1999).
4.2.2
The current provision of care
The current provision of care for people with antisocial personality disorder is the
responsibility of a number of organisations, principally those in the criminal justice
system, but with significant input for specific populations from specialist forensic
mental health services. All mental health services, in particular drug and alcohol services, and to a lesser extent general mental health services, provide support and care
for people with antisocial personality disorder, but this is usually not for the treatment
of the disorder itself but for comorbid conditions. The needs of people with antisocial
personality disorder who present in primary care are even less well recognised.
Primary care
As with all forms of mental disorder, the majority of people with personality disorder
who require treatment are cared for within primary care services (Department of
Health, 2003). Approximately a quarter of attendees to GP practices fulfil diagnosis
for personality disorder, often presenting with comorbid common mental health
59

problems (Moran et al., 2000). Of these, 5.2% will have an ICD-10/DSM-IV diagnosis
of dissocial or antisocial personality disorder (Moran et al., 2000). It is only those
who experience the most significant distress who are referred to specialist mental
health services, with there being a much greater likelihood of contact with the
criminal justice system (Eastern Specialised Mental Health Commissioning Group
[ESMHCG], 2005). Given the recognition of the potential treatability of comorbid
mental disorders and the role that drug and alcohol misuse may play in exacerbating
antisocial behaviour, greater awareness needs to be developed to ensure that early
support and interventions are in place to identify and treat people who have a diagnosis
of personality disorder in primary care.
Secondary care
Many people with personality disorder, including those with antisocial personality
disorder, are treated in general secondary mental health services, although the majority
of these are in receipt of interventions for comorbid Axis I disorders and not
treatments for antisocial personality disorder (Goodwin & Hamilton, 2003). Similarly
drug and alcohol services will also treat significant numbers of people with antisocial
personality disorder (Bowden-Jones et al., 2004). Acute inpatient units involved in
the treatment of patients with personality disorder (predominantly borderline personality disorder) have a specific but limited role in managing crisis, including escalation
of risk to self or others (Department of Health, 2003). The ways in which people with
personality disorder, including those with antisocial personality disorder, have been
managed by mental health services are complicated, and service users have often
been treated at the margins through A&E departments, inpatient wards and on the
caseloads of the community psychiatric staff who may not have the required specialist skills and time (ESMHCG, 2005).
In 2002 only 17% of trusts in England provided dedicated personality disorder
services; 40% provided some level of service; 28% provided no identified service;
and 32% returned no data (Department of Health, 2003). The report also found a
disparity of therapeutic approaches and mode of service delivery (Department of
Health, 2003). The most common therapies included psychodynamic psychotherapy,
CBT, dialectical behaviour therapy or cognitive analytic therapy, delivered on both an
outpatient and day patient basis (Department of Health, 2003).
There is also very limited specialist residential treatment within the NHS, with
four units in the UK that are run as therapeutic communities: the Therapeutic
Community Service (previously known as Webb House, Crewe), Main House, Cassel
Hospital and the Francis Dixon Lodge (Department of Health, 2003). These predominantly provide services for people with borderline personality disorder.
Crawford and Rutter (2007) reviewed 11 dedicated community-based personality
disorder pilot services funded by the Department of Health in England. The evaluation found that most services were designed primarily for people with personality
disorder who had some motivation to change (Crawford & Rutter, 2007). Several had
formal exclusion criteria, most commonly the presence of a psychotic illness, use of
medication or uncontrolled substance misuse, significant learning difficulties and
history of significant violence or aggressive behaviour. Staff at most of the pilot sites
60

reported that they worked predominantly with people with cluster B and C personality
disorders, the most common diagnosis being borderline personality disorder. In
contrast, most services reported that they did not work with people whose foremost
diagnosis was antisocial personality disorder (Crawford et al., 2007). While several
services had links with the criminal justice system and were able to offer advice and
support to those working with people with antisocial personality disorder, concerns
about risk to others meant that most services excluded people with the diagnosis
(Crawford & Rutter, 2007). Service providers were concerned that people with
antisocial personality disorder might be unresponsive to psychological treatment;
however providers were prepared to work with people with other forms of personality
disorder where there was limited evidence for effective treatment (Crawford & Rutter,
2007). Referrers of patients to these specialist pilot services were frustrated that
people with antisocial personality disorder could not be referred to their local personality disorder services.
Nevertheless despite the rather negative findings about antisocial personality
disorder, Crawford & Rutter (2007) found there was a broad agreement about the
basic parameters for providing services to people with personality disorder. They
stated that services should:
be delivered over a relatively long period
work flexibly with service users while ensuring the service they provide is consistent and reliable
have the capacity to deliver more than one intervention of varying intensity to suit
those with different levels of motivation
deliver social as well as psychological interventions
have the ability to ensure that service users are given time to prepare for leaving
the service
combine direct service provision with support for colleagues working in other
settings aimed at increasing their capacity to work with people with personality
disorder and decrease social exclusion
ensure that staff work closely together and receive regular supervision.
Tertiary care
Forensic mental health services care for mentally ill people who need a degree of
security and have shown challenging or risky behaviour that is beyond the capacity of
general psychiatric services to effectively manage. Forensic services fall into three
categories: low security services, which tend to be based near general psychiatric
wards in NHS hospitals; medium security services, which often operate regionally
and usually consist of locked wards with a greater number and a wider range of staff;
and high security services, which are provided by the three special hospitals
(Ashworth, Broadmoor and Rampton), which have much greater levels of security
and care for people who pose an immediate and serious risk to others. In addition,
new services are developing to meet the needs of high-risk offenders in the community
with mental disorders, for example Resettle, formally known as Community Risk
Assessment and Case Management Service (CRACMS), in northwest England
(Ministry of Justice, 2007).
61

The roles of forensic services are to provide treatment interventions, address
offending behaviour and reduce the level risk associated with antisocial behaviour
(Department of Health, 2003). A crucial component of forensic services is to develop
a working partnership with criminal justice agencies including multi-agency public
protection panels (MAPPPs; Department of Health, 2003). Despite this broad brief,
which clearly applies to those with antisocial personality disorder, a survey by the
Eastern Specialised Mental Health Commissioning Group (ESMHCG) (2005) found
that across medium and low security services in the East Midlands, admission criteria
often excluded those with a primary diagnosis of personality disorder, unless patients
were transferred from high security services. The ESMHCG suggested that clear
protocols and guidance on admission criteria were needed (ESMHCG, 2006). In addition the ESMHCG suggested that forensic teams provide the following, specifically
in relation to personality disorder: (a) consultation, liaison and case management
advice; (b) advice to courts, including court reports; (c) preliminary examination
under the proposed mental health legislation; and (d) links with prison mental health
care services.
Dangerous and Severe Personality Disorder (DSPD) programme
DSPD services have two distinct functions: to carry out structured clinical assessments
that seek to establish whether an individual meets DSPD criteria and, for those who
meet DSPD criteria, to provide treatment that addresses mental need and risk (Home
Office, 2005a). Development of treatment services are the responsibility of the individual units, however certain principles and goals are common to the treatment programmes
in all the units, including: (a) treatments that address offending behaviour through the
reduction of risk by targeting criminogenic factors and meeting mental health needs; (b)
evidence-based treatment models that are subject to rigorous validation and evaluation;
(c) individualised treatment plans that are flexible with regular progress reviews using
the Care Programme Approach; and (d) involvement of prisoners/patients in treatment
planning, encouraging them to share ownership of treatment outcomes where treatment
goals should be open and transparent (Home Office, 2005a).
Medium security and community services
For admission to forensic medium security DSPD units, patients must have a diagnosis of personality disorder that would meet the criteria for detention under mental
health legislation; the patient must present a serious physical or psychological risk to
others or potential risk of a degree that requires admission to a medium security service; and there must be a link between the personality disorder and high risk that can
be clinically justified, where the treatment needs of the patient are best met in a secure
NHS setting (Home Office, 2005b). Admission to community services will require a
diagnosis of personality disorder, a history of serious risk to others associated with
the disorder, and an assessment that the risk can be better managed through the intervention of these services (Home Office, 2005b). For admission to a specialist hostelsupported housing project, the individual must have a primary diagnosis of a
personality disorder, a history of serious offending against others, or a significant
potential for future harm to others; and all other local provisions should have agreed
62

clinically not to meet the persons needs, where the hostel-supported housing project
is able to do so (Home Office, 2005b).
High security units
Individuals are considered to meet the criteria for admission to DSPD high security
services if they are assessed as being more likely than not to re-offend, resulting in
serious physical or psychological harm from which the victim would find it difficult
or impossible to recover. The risk of re-offending must also be linked to the presence
of a severe personality disorder. Structured clinical assessments are required to be
carried out to make an overall decision regarding whether an individual meets DSPD
criteria (Home Office, 2005a). Referrals to a high security DSPD unit can be considered for any person who might meet the DSPD criteria; the consent of an individual
is not required for a referral to be made, however, the individual must be informed of
their referral before it can be accepted (Home Office, 2005a). HMP Whitemoor began
admitting prisoners to a converted wing of the prison in September 2000 (Home
Office, 2005a). Additional units have been purposely built at three other sites: the
Westgate Unit at HMP Frankland, the Peaks Unit at Rampton Hospital and the
Paddock Centre at Broadmoor (Home Office, 2005a).
Safety and security in DSPD units
The planning and delivery guidance for DSPD units (Home Office, 2005a; 2005b)
states that patients and prisoners are expected to test boundaries and to identify and
exploit weaknesses that may exist in the operational system or in working relationships on the unit. This could cause a significant risk to the health and safety of staff
(Home Office, 2005a; 2005b). The Home Office (2005a; 2005b) made the following
recommendations to maintain a secure and safe working environment in DSPD units:
operational policies and procedures should be open, clear and regularly reviewed
systems should be in place to record and analyse information on security incidents
and near-misses
staff on units should have access to regular supervision and support services
staff absences and patterns of recruitment and retention should be actively
managed and monitored
units should operate on an integrated, multi-disciplinary basis
a management culture of trust and openness should be developed with an emphasis
on positive exploration of errors and learning from mistakes.
Provision of care in prisons
The mental health needs of prisoners have long been recognised as being substantial
but also, in many cases, poorly met (HM Inspectorate of Prisons, 2007). Although
there are services for people with personality disorder, the provision of mental health
services in prison is limited and therefore often strictly prioritised, with the main
concerns being acute mental health problems, acute suicide risk and pre-discharge
needs assessment (ESMHCG, 2005).
One solution to this problem is for prisoners with a diagnosis of personality
disorder to be included within specification for mental health service provision in
63

prison (ESMHCG, 2005), although this would include perhaps 50% of the prison
population (Singleton et al., 1998). In many prisons the most likely intervention
will be a cognitive and behavioural skills programme such as Reasoning and
Rehabilitation, but this is focused on the offending behaviour and not the antisocial
personality disorder (see Chapter 7). It should also be remembered that the high
psychiatric comorbidity of this population may also require specific mental health
interventions. While recognising the constraints and the significant work that has
taken place to establish effective mental health services in prison, the ESMHCG
recommended that the service specification for prison mental health services should
recognise the needs of people with personality disorder (including antisocial
personality disorder) in prisons, that a realistic plan is developed to improve service provision in prison, and that discharge arrangements are effective, including
ensuring that, where appropriate, prisoners who are discharged have follow-up
arrangements with mental health services in addition to suitable accommodation
and registration with a GP.
Multi-agency working
The focus of this guideline is on healthcare services, but effective care of people with
antisocial personality disorder is not possible without close working links with other
services, in particular the criminal justice system. Indeed for the majority of people
in the community with antisocial personality disorder who are in contact with services, the primary care will come from the probation service through individual care
work and offender management programmes. It is therefore vital that strong links
exist across these organisations to ensure effective care is provided. In addition to
health and the criminal justice system, housing, adult education and the voluntary
sector services will be required.
4.2.3
Summary of the organisation and delivery of care
There have been significant advances in the organisation, development and delivery
of care for people with antisocial personality disorder. However, it is questionable
whether many of the more substantial investments, particularly offender-based interventions in prisons and the community (such as Reasoning and Rehabilitation) have
impacted on the care for people with antisocial personality disorder in healthcare
settings in a significant way.
Yet the vast majority of people with antisocial personality disorder remain in the
community and have significant psychiatric morbidity and associated social and interpersonal difficulties. While these individuals are often not treatment seeking, effective interventions for comorbid problems are nevertheless available (see Chapter 7).
Comorbid alcohol and drug misuse could have a significant impact not just on the
individuals health and well being but also on that of their families and the wider
community. It is important, therefore, that services have clear pathways that allow for
the effective engagement of people with antisocial personality disorder in general
mental health and substance misuse services and that specialist services meet their
64

comorbid needs. While the majority of people with antisocial personality disorder are
engaged with primary care, and to a lesser extent with secondary services, and only a
small number move through to specialist services, the latter nevertheless have a
significant role in providing ongoing support and training to those working in primary
and secondary care services. The provision of effective care pathways and the relevant
roles of individuals in supporting these should be clear.
Services should therefore consider the establishment of personality disorder
networks. These networks should have a significant role in training, including the
training of specialist and general mental health professionals and staff working in
the criminal justice system. These networks should also provide support and may
provide a resource for specialist support and supervision. They may also have some
role in coordinating pathways within various health services.
4.2.4
Recommendations
Assessment
4.2.4.1
When assessing a person with possible antisocial personality disorder,
healthcare professionals in secondary and forensic mental health services
should conduct a full assessment of:
antisocial behaviours
personality functioning, coping strategies, strengths and vulnerabilities
comorbid mental disorders (including depression and anxiety, drug or
alcohol misuse, post-traumatic stress disorder and other personality
disorders)
the need for psychological treatment, social care and support, and
occupational rehabilitation or development
domestic violence and abuse.
4.2.4.2
Staff involved in the assessment of antisocial personality disorder in
secondary and specialist services should use structured assessment methods whenever possible to increase the validity of the assessment. For forensic services, the use of measures such as PCL-R or PCL-SV to assess the
severity of antisocial personality disorder should be part of the routine
assessment process.
4.2.4.3
Staff working in primary and secondary care services (for example, drug
and alcohol services) and community services (for example, the probation
service) that include a high proportion of people with antisocial personality disorder should be alert to the possibility of antisocial personality
disorder in service users. Where antisocial personality disorder is
suspected and the person is seeking help, consider offering a referral to an
appropriate forensic mental health service depending on the nature of the
presenting complaint. For example, for depression and anxiety this may
be to general mental health services; for problems directly relating to the
personality disorder it may be to a specialist personality disorder or forensic service.
65

Access to services
4.2.4.4
People with antisocial personality disorder should not be excluded from
any health or social care service because of their diagnosis or history of
antisocial or offending behaviour.
4.2.4.5
Seek to minimise any disruption to therapeutic interventions for people
with antisocial personality disorder by:
ensuring that in the initial planning and delivery of treatment, transfers
from institutional to community settings take into account the need to
continue treatment
avoiding unnecessary transfer of care between institutions whenever
possible during an intervention, to prevent disruption to the agreed
treatment plan. This should be considered at initial planning of
treatment.
4.2.4.6
Ensure that people with antisocial personality disorder from black and
minority ethnic groups have equal access to culturally appropriate services
based on clinical need.
4.2.4.7
When language or literacy is a barrier to accessing or engaging with services for people with antisocial personality disorder, provide:
information in their preferred language and in an accessible format
psychological or other interventions in their preferred language
independent interpreters.
4.2.4.8
When a diagnosis of antisocial personality disorder is made, discuss the
implications of it with the person, the family or carers where appropriate,
and relevant staff, and:
acknowledge the issues around stigma and exclusion that have characterised care for people with antisocial personality disorder
emphasise that the diagnosis does not limit access to a range of appropriate treatments for comorbid mental health disorders
provide information on and clarify the respective roles of the healthcare, social care and criminal justice services.
Organisation and planning of services
4.2.4.9
Provision of services for people with antisocial personality disorder often
involves significant inter-agency working. Therefore, services should
ensure that there are clear pathways for people with antisocial personality
disorder so that the most effective multi-agency care is provided. These
pathways should:
specify the various interventions that are available at each point
enable effective communication among clinicians and organisations at
all points and provide the means to resolve differences and disagreements.
Clearly agreed local criteria should also be established to facilitate the transfer of
people with antisocial personality disorder between services. As far as is possible,
shared objective criteria should be developed relating to comprehensive assessment
of need and risk.
66

4.2.4.10
Services should consider establishing antisocial personality disorder

networks, where possible linked to other personality disorder networks.
(They may be organised at the level of primary care trusts, local authorities, strategic health authorities or government offices.) These networks
should be multi-agency, should actively involve people with antisocial
personality disorder and should:
take a significant role in training staff, including those in primary care,
general, secondary and forensic mental health services, and in the
criminal justice system
have resources to provide specialist support and supervision for staff
take a central role in the development of standards for and the coordination of clinical pathways
monitor the effective operation of clinical pathways.
4.3
TRAINING, SUPERVISION AND SUPPORT
This section is concerned with the training, supervision and support required to
deliver effective care for people with antisocial personality disorder. It begins with a
review of relevant research of staff experience in the field of personality disorder
before considering more specific reviews and policy documents in relation to training
and supervision.
4.3.1
Direct studies of staff experience
A systematic review of the literature was conducted. Information about the databases
searched and the inclusion/exclusion criteria used for this section of the guideline can
be found in Table 2.
Table 2: Databases searched and inclusion/exclusion criteria for studies
of staff experience
Electronic databases
MEDLINE, EMBASE, PsycINFO, CINAHL, HMIC
Date searched
Database inception to May 2008
Study design
Any quantitative or qualitative
Patient population
Staff in the direct care of service users with antisocial

personality disorder, psychopathy or personality disorder
Interventions
Not applicable
Outcomes
Experience of care
Settings
Primary, secondary, tertiary or prison

67

The identified papers were discussed by the NCCMH team and GDG members
including service user representatives. A number of themes were identified from the literature and these themes were used to structure the review, namely: attitudes to personality disorder; self-awareness; clinical support; safety concerns and staff dynamics.
Attitudes to personality disorder
In a study by Mercer and colleagues (2000), 30 forensic nurses were asked to discuss
hypothetical vignettes of perpetrators of serious crimes (such as murder or serial rape)
who were likely to fit criteria for severe antisocial personality disorder. Where the
behaviour was seen as rational or purposeful, nurses considered this evil and therefore de facto beyond the scope of treatment. However, where there were signs that
the behaviour could be attributed to a diagnostic framework such as schizophrenia
or psychosis, the individual was more readily offered understanding (Mercer et al.,
2000). Interestingly, a comparison between the attitudes of psychiatric nurses and
prison officers (Bowers et al., 2006) found the latter more likely to view prisoners
with personality disorder as being cognitively incompetent, which may explain why
prison officers also tended to be more accepting of these individuals than nurses.
When personality disorder appears to staff as being all-encompassing and
untreatable, perhaps compounded by a perception that there is a deep-seated entity of
badness in the service user (Mercer et al., 2000), a sense of hopelessness and powerlessness ensues; it is not therefore surprising when a therapeutic relationship between
the staff and service user fails to develop (Nathan, 1999). The notion of therapeutic
pessimism is one that is repeatedly highlighted in the literature (Mercer et al., 2000;
Bowers, 2002; Carr-Walker et al., 2004; Stalker et al., 2005; Kurtz, 2005; Crawford
& Rutter, 2007). Such negative attitudes could be challenged through educating staff
about the current state of knowledge underpinning effective interventions for antisocial personality disorder (Kurtz, 2005), including the gaps in the research, and by
encouraging staff to have a stronger belief in the effectiveness of their own personal
skills (Carr-Walker et al., 2004). More practically, the development of dedicated
personality disorder services could provide opportunities for staff to see for themselves that treatment is possible (Crawford & Rutter, 2007).
Given the lack of clarity and agreement among staff regarding the concepts of
psychopathy and personality disorder (in particular antisocial personality disorder
and DSPD), there is also an identified need for training to address these issues
(Haddock et al., 2001; Huband & Duggan, 2007). For example, the use of labels such
as psychopath or DSPD may be counterproductive and widen the chasm between
staff and service users (Kurtz, 2005). Others, such as Wright and colleagues (2007),
further argued that training should encourage staff to think about service users as individuals, thereby possibly helping them to form more supportive and caring therapeutic relationships.
Bowers (2002) found that nurses with positive attitudes towards people with personality disorder were likely to interact better with service users as well as colleagues,
report lower levels of work stress and perform better in the workplace. A more encouraging finding from Bowers and colleagues later research (Bowers et al., 2005; 2006), an
18-month longitudinal questionnaire study of 59 prison officers in a newly established
68

DSPD unit, was that staff attitudes to personality disorder were amenable to positive
change, probably as a result of social processes operating through interactions with the
service users. Staff considered getting to know inmates as individuals as positive experiences (Bowers et al., 2005). Indeed through these processes, staff felt better able to
understand what underlay inmates particular behaviours, and more readily recognised
that different prisoners have different needs (Bowers et al., 2005).
Self-awareness
A consistent theme emerging from the literature was the importance of staffs selfawareness in their interactions with people with personality disorders. Wright and
colleagues (2007) argued that self-reflection could give rise to more meaningful
engagement with service users, not only because problems with interpersonal
processes are fundamental to personality disorders, but also staff can begin to make
sense of challenges in the therapeutic relationship as not just being attributable to the
service user (or their personality disorder), but also to staff themselves. Indeed,
unhelpful responses from staff could often be responsible for compounding service
users problems (Stalker et al., 2005).
Group-based supervision might provide opportunities for staff to self-reflect and
to air their emotions in relationship with others. For example, staff at Grendon
Underwood prison, where the majority of inmates are diagnosed with personality
disorder, have developed staff sensitivity groups as a coping strategy for dealing with
the difficult emotions arising from their work (Shine, 1997).
In an exploratory study, Kurtz and Turner (2007) interviewed staff working in a
medium security unit for offenders with personality disorder. Staff felt that working
with service users interpersonal problems sometimes meant staff themselves had to
confront their personal difficulties in order to detach from the service users problems.
Kurtz (2005) highlighted the importance of regular individual supervision to promote
a reflective approach to practice, but also suggested that is important to distinguish it
from a more managerial or evaluative type of supervision.
Clinical support
Clinical supervision specific to personality disorder is considered particularly important
and beneficial for staff who may not have come from a health or social care background (for example prison officers), who nevertheless deal with individuals with
personality disorder on a regular basis. Indeed the exploratory study in Grendon
Underwood (Shine, 1997) highlighted the lack of specific training among the majority
of the prison staff to deal with some of the particularly challenging incidents they
faced (such as inmates confrontations and hostile interactions), which were less
frequent in other prisons.
In a similar vein, the majority of staff from different agencies interviewed by
Huband and Duggan (2007) reported having had basic training to deal with specific
behavioural problems such as aggression, but this did little to further their understanding of personality disorder. Staff felt they would value scenario-based training to
complement conventional approaches (Huband & Duggan, 2007). Likewise in the study
of 11 community-based personality disorder pilot services (Crawford & Rutter, 2007),
69

staff found training focused on both personality disorder-specific issues as well as
general principles desirable, especially when delivered by people directly involved
in providing services. Staff also found training delivered to teams, rather than to
individual staff, most effective (Crawford & Rutter, 2007).
Safety concerns
Findings from Carr-Walker and colleagues (2004) suggest that nurses working in high
security psychiatric hospitals would benefit from more comprehensive training on
security and safety issues, which are already available to prison officers.
Staff dynamics
Kurtz and Turners (2007) exploratory study showed that while staff in a medium
security unit readily recognised the value of organisational structure and purpose, and
a sense of belonging within that structure (through positive collaboration with
colleagues), they also felt isolated from other colleagues who did not understand the
nature of personality disorder or the work involved, and sometimes even within their
own team. Staff sometimes found it harder to manage difficulties with colleagues than
with service users, because of the absence of a safe and open forum for discussion
(Kurtz & Turner, 2007).
Arising from these observations, Kurtz (2005; Kurtz & Turner, 2007) suggested
that organisations should have in place regular group supervision provided by an
external consultant, who can provide an impartial view. This is particularly important
in light of the experiences of Moore and Freestone (2006) in setting up community
meetings in a DSPD unit, where they encountered staff reluctance to bring up issues
for fear of exacerbating them, especially in the context of meetings that also included
service users. Supervision groups with staff alone should therefore provide a boundaried space to reflect on relationships with colleagues, and anxieties arising at the
organisational level (Kurtz, 2005; Kurtz & Turner, 2007). Supervision also should
focus on a coherent understanding of the organisational tasks and ideally include
senior staff who interface with external organisations and can bring a broader context
to the work of the frontline staff.
4.3.2
Policy documents and related reviews of staff experience
The identified papers for this section were discussed by the NCCMH team and GDG
members (including service user representatives). A number of themes were identified
from the literature and these were used to structure the review, namely: the content of
current training; the need for practice development and supervision; quality assurance;
and external monitoring.
Content of current training
The Department of Health document, Personality Disorder: No Longer a Diagnosis
of Exclusion (Department of Health, 2003) looked specifically at the provision of
training for personality disorder services and found that many clinicians were reluctant
70

to work with people with personality disorders because they felt they lacked the
skills, training or resources to provide an adequate service. This was no doubt
related to the lack of adequate training in the area (Department of Health, 2003).
Furthermore, in a preliminary study for the document, staff were poorly prepared
across all disciplines by their core professional training to work within these services
(Duggan, 2002). The report identified a significant lack of training for staff working
within general adult mental health services, in primary care, social services, social
housing or the voluntary sector (Duggan, 2002). It appears that training was based on
meeting the immediate needs and interests of staff, and not strategically planned nor
based on the required competencies or any underlying theoretical models (Duggan,
2002). There was also a lack of training to address the special needs of women and
people from black and minority ethnic groups (Duggan, 2002).
There is university-based training offering awards in specific therapeutic techniques including cognitive behavioural or analytical therapy, dialectical behaviour
therapy, therapeutic environments and forensic aspects (Duggan, 2002). The preliminary report found that this training is largely targeted towards staff with an existing
professional qualification who have an interest in personality disorder and/or working in tertiary services providing highly specialised treatment and support regimes
(Duggan, 2002). Although of real value, these courses failed to meet the needs of
many staff without existing qualifications and/or who did not work in specialist units.
This suggests that any framework for training in personality disorder services
should provide for not only mental health staff but for staff working in primary care and
other agencies. Such training should be: (a) team focused with training in team building
and team working; (b) supported and valued by the organisation including having identified resources and cover provided where necessary to free up staff to attend training;
(c) appropriately targeted, ensuring that training meets the different needs within the
organisation; and (d) responsive to local need and services (ESMHCG, 2005).
Need for practice development and supervision
However, it is well established that training alone is not sufficient to improve competence (Roth & Pilling, 2008). Supervision and practice development systems need to
be in place if the full benefits of training are to be realised.
A preliminary report commissioned for Personality Disorder: No Longer a
Diagnosis of Exclusion (Department of Health, 2003) explored the competences and
attributes ideally required by staff to work effectively with people with personality
disorder (Duggan, 2002). The scope found a large number of similarities in the competences required of practitioners to work effectively within personality disorder services
and those required of mental health staff more generally (Duggan, 2002). Some
competences that were more specific to personality disorder included: emotional
resilience, clarity about personal and interpersonal boundaries, and the ability to tolerate and withstand the particular emotional impact that work with personality disordered patients can have on relationships within a team and services (Duggan, 2002).
Crawford and colleagues (2007) identified organisational, therapeutic and other
factors that service users and providers believe result in high-quality care for people
with personality disorder. The characteristics of staff that were felt to be most helpful
71

for working in specialist personality disorder services in the community were: a)
willingness to be responsive and work flexibly, but not at the expense of neglecting
appropriate boundaries; (b) the ability to empower service users, even if this meant
letting them make some mistakes; (c) emotional maturity and a high degree of
personal resilience; (d) the ability to retain a positive attitude while accepting the
limits of what can be done; (e) a capacity and willingness to reflect on themselves and
their work and to discuss their mistakes or uncertainties; and (f) willingness to work
as members of a team and accept the process of shared decision making (Crawford
et al., 2007). A full list of the capabilities required by staff at all levels of their careers
who work with people with personality disorders is available in The Personality
Disorder Capabilities Framework (National Institute of Mental Health in England,
2003); these are the recommended competences by the Department of Health in their
planning and delivery guides to DSPD units (Home Office, 2005a; 2005b).
4.3.3
Quality assurance
Training for staff in specialist services is most likely to be accredited and quality
assured through contact with credible university providers (Duggan, 2002). The
preliminary report found that no such assurances can be given in relation to any other
type of training and suggests that a future training strategy must reflect the evidence
base and incorporate processes for assuring and maintaining quality (Duggan, 2002).
The comprehensive quality assurance programme developed by the prison service for
their offender management programmes (Gill Attril, presentation to the GDG, 2007)
is a potential model because it contains a combination of routine direct observation
of the delivery of the intervention with explicit audit criteria and both external and
internal monitoring.
4.3.4
External monitoring
All arrangements and services for people with personality disorder should be subject
to regular review, evaluation and audit as recommended by the ESMHCG (2005). In
the planning and delivery guide for high security services for people with DSPD,
external evaluation and validation of all aspects of service delivery and of the
outcomes achieved are reported to form the key components of the programme that
will be commissioned centrally (Home Office, 2005a). Beyond the process of external
evaluation, DSPD units are expected to evaluate and validate their own facilities,
treatments and interventions (Home Office, 2005b).
4.3.5
Summary of training, supervision and support
The overall impression from reviewing the studies of both staff experience and
training suggests that staff too often feel excluded and misunderstood and
72

frequently feel they have little relevant training in understanding or managing
antisocial personality disorder. This may be compounded by the fact that the
stigma that affects the patients may be transferred to staff. There is often a lack of
clarity about the purpose and function of some services and this may exacerbate
the difficulties in coping with the dual function of treatment and social control.
Therefore it is important that effective training, continuing staff support and
supervision systems are in place and that these are linked to and explicitly
supported by clear operational policies. These policies need to set out clearly the
goals, objectives and support structures that are routinely available. Links with
external agencies through regular support and supervision meetings are important
in keeping an open and reflective environment. Being part of, and integrated into,
established and clear care pathways, with referrals in and out of specialist residential services, may also be important. Working in services for people with antisocial
personality disorder presents a considerable challenge for staff including maintaining a proper fidelity to the intervention model and managing the emotional
pressure this involves. Effective training and support is crucial to ensuring that
this happens.
4.3.6
Recommendations
Staff competence
4.3.6.1
All staff working with people with antisocial personality disorder should
be familiar with the Ten essential shared capabilities: a framework for the
whole of the mental health practice3 and have a knowledge and awareness
of antisocial personality disorder that facilitates effective working with
service users, families or carers, and colleagues.
4.3.6.2
have skills appropriate to the nature and level of contact with service users.
These skills include:
for all frontline staff, knowledge about antisocial personality disorder
and understanding behaviours in context, including awareness of the
potential for therapeutic boundary violations (for example, inappropriate relations with service users)
for staff with regular and sustained contact with people with antisocial
personality disorder, the ability to respond effectively to the needs of
service users
for staff with direct therapeutic or management roles, competence in
the specific treatment interventions and management strategies used in
the service.
3Available
from www.eftacim.org/doc_pdf/10ESC.pdf
73

4.3.6.3
Services should ensure that all staff providing psychosocial or pharmacological interventions for the treatment or prevention of antisocial personality
disorder are competent and properly qualified and supervised, and that
they adhere closely to the structure and duration of the interventions as set
out in the relevant treatment manuals. This should be achieved through:
use of competence frameworks based on relevant treatment manuals
routine use of sessional outcome measures
routine direct monitoring and evaluation of staff adherence, for example through the use of video and audio tapes and external audit and
scrutiny where appropriate.
Supervision and support

4.3.6.4
Services should ensure that staff supervision is built into the routine working
of the service, is properly resourced within local systems and is monitored.
Supervision, which may be provided by staff external to the service, should:
make use of direct observation (for example, recordings of sessions)
and routine outcome measures
support adherence to the specific intervention
promote general therapeutic consistency and reliability
counter negative attitudes among staff.
4.3.6.5
Forensic services should ensure that systems for all staff working with
people with antisocial personality disorder are in place that provide:
comprehensive induction programmes in which the purpose of the
service is made clear
a supportive and open environment that encourages reflective practice
and honesty about individual difficulties such as the potential for
therapeutic boundary violations (such as inappropriate relations with
service users)
continuing staff support to review and explore the ethical and clinical
challenges involved in working in high-intensity environments,
thereby building staff capacity and resilience.
4.3.6.6
Staff providing interventions for people who meet criteria for psychopathy
or DSPD should receive high levels of support and close supervision, due
to increased risk of harm. This may be provided by staff outside the unit.
4.4
SERVICE USER EXPERIENCE OF CARE AND SERVICES
4.4.1
Introduction
There are few studies exploring the views and experiences of people with personality
disorder, and even fewer that represent the experience of those with antisocial personality disorder. In part this is due to the difficulties posed by interviewing people in
high security environments (Faulkner & Morris, 2002). In the review of the literature
that follows some of the studies were of a mixed sample of people with different types
74

of personality disorder; where the studies were specific about people with antisocial
personality disorder this has been noted.
A systematic review of the literature was conducted, which identified 15 studies
which were included in the review. Information about the databases searched and the
inclusion/exclusion criteria used for this section of the guideline can be found in
Table 3.
The identified papers were discussed by the NCCMH team and GDG members
(including service user and carer representatives). A number of themes were identified from the literature and these were used to structure the review. The themes were
grouped under two headings: experience of healthcare and related settings (including
diagnosis, stigma, and contact with healthcare professionals; experience of personality disorder; coping strategies; experience of services; and treatment preferences) and
experience of secure hospitals and the criminal justice system (including prison and
special hospitals; transfer from prison to hospital; and the DSPD programme).
4.4.2
Experience of healthcare and related settings
Diagnosis, stigma, and contact with healthcare professionals

In a study by Castillo (2000) people diagnosed with personality disorder interviewed
others to ascertain what it felt like to have the diagnosis, the problems people experience, and what they have found helpful in dealing with these problems. When asked
about the diagnosis, of the 50 people in the sample (14 of whom11 men and 3
womenhad dissocial personality disorder), 22% said that it was a label you get
when they dont know what else to do, and 10% regarded having personality disorder as something bad or evil and a life sentenceuntreatableno hope (Castillo,
2000). Over 50% were told their diagnosis by their psychiatrist, but 16% found out
accidentally from their records, which may have exacerbated their feelings of stigma,
Table 3: Databases searched and inclusion/exclusion criteria for studies

of service user experience
MEDLINE, EMBASE, PsycINFO, CINAHL, HMIC
Date searched
Database inception to May 2008
Study design
Any quantitative or qualitative
Patient population
Service users with antisocial personality disorder,

psychopathy or personality disorder
Interventions
Not applicable
Outcomes
Experience of care
Settings
Primary, secondary, tertiary or prison

75

shame and exclusion: After I was discharged I opened a letter from my psychiatrist
to the GP. It said it there. I was a bit stumpedshocked. Id heard about people that
had been diagnosed with personality disorder being the black sheep of the community. It made me feel I didnt belong anywhere (Castillo, 2000). When asked what
they thought the diagnosis meant, 22 said that it had led to them not being treated with
respect by healthcare professionals: Staff didnt want to know; Told I was attention
seeking (Castillo, 2000). The categorisation of personality disorder as an Axis II
disorder was also felt to have some bearing on how they were perceived: Treated less
sympathetically. . .not mental illnesssomething you have brought on yourself;
People dont believe theres anything wrong with you if youve got personality
disorder (Castillo, 2000). Ten people described having a mixture of good and bad
treatment: In one area they may give you help. In another area you dont get help.
Its very patchy (Castillo, 2000). Only two people were wholly positive about how
they had been treated.
The participants of a focus group convened by Haigh (2002) thought that the term
personality disorder was associated with stigma and that healthcare professionals
viewed people with the condition as untreatable. They felt that because of the
diagnosis they were excluded from some services. The term antisocial personality
disorder was thought to be even more of a burden and it was felt that mental health
services were not well-equipped to meet the needs of people with the disorder. The
participants felt anxious about the term dangerous and severe personality disorder,
particularly that it would be applied to them and they would be detained (Haigh,
2002). It was strongly stated by the participants that they required high-quality
printed information about personality disorders, and that they should not be actively
discouraged from seeking information by professionals. It was suggested that service
users should help train healthcare professionals in managing people with personality
disorder, particularly in terms of developing empathy and understanding (Haigh, 2002).
In a study by Stalker and colleagues (2005), which elicited the views of ten people
with a diagnosis of personality disorder, half felt that the term personality disorder
was disparaging. However one male participant thought that it accurately described
his problems: It doesnt particularly disturb me. I dont see any problem because that
is exactly what I suffer froma disorder of the personality (Stalker et al., 2005). In
contrast with Castillo (2000), the majority of the participants were positive about their
contact with healthcare professionals. It should be noted that the sample size in
Stalker and colleagues (2005) was much smaller, containing eight women and only
two men, and probably consisted predominantly of people with borderline personality
disorder (the type of personality disorder was not stated).
Experience of personality disorder
Castillo and colleagues (2001) found high incidences of abuse, self-harm and suicidal behaviour, whether the diagnosis was borderline or dissocial personality disorder.
Of the 50 participants, 88% had experienced abuse, most of it occurring in childhood,
and many thought that this was the cause of their difficulties. Women with dissocial
personality disorder had all experienced emotional abuse in childhood; none had a
history of being violent as a child but 67% had gone on to be violent to other people.
76

Interestingly, 50% of the men with a diagnosis of dissocial personality disorder
considered their positive attributes to be care and compassion; they characterised
themselves as having a Jekyll and Hyde persona, that is having a combination of
compassionate and aggressive tendencies (Castillo et al., 2001). Thirty-eight percent
of Castillos sample had been imprisoned: Im confusedcant get a job because of
my prison recordmy mum doesnt want to help meI damage thingshave lost my
temper with guns and knivestold I cant be helped (Castillo, 2003).
The participants in Castillo (2000) questioned the category of personality disorder
when they said that they thought their primary problems were depression, abuse,
stress or not coping, and substance misuse. In the survey by Stalker and colleagues
(2005), participants said that the main problem in their lives was in making and keeping
relationships, often because they felt unable to trust other people.
Coping strategies
In Stalker and colleagues (2005), the participants in the survey recognised a number
of strategies they employed to help them cope. The most common approaches
included: visiting a mental health resource centre; talking to a professional or a partner;
keeping active; exercise; going to bed; medication; keeping yourself to yourself;
fighting the illness; use of drugs and alcohol; overdosing; and cutting. The participants acknowledged that some of these activities were harmful, but felt they had no
alternatives: When I am feeling really bad, [drinking is] the only thing that really
blots out the memories (Stalker et al., 2005).
Experience of services
Accessing mental health services can be problematic for many people with personality disorder. Strike and colleagues (2006) suggested in a Canadian qualitative study
that this was a particular problem for men with severe personality disorder (some of
whom had antisocial personality disorder) who were suicidal and had a history of
substance misuse. They found that negative experiences with mental health services
resulted in men with severe personality disorder not wishing to access services until
there was a crisis. Consequently they received the majority of their treatment and care
through emergency departments; often they were taken to hospital involuntarily
because of disturbing and/or dangerous behaviour. The care they received in the
emergency departments did little to improve the mens views of mental health services and did not result in them accessing mental health services in the future. In a
further qualitative study of the same sample of people (Links et al., 2007), participants (17 out of 24 had antisocial personality disorder) spoke of the reasons why they
avoided emergency departments, including long waiting times, seeing lots of different healthcare professionals, the possibility of being confined, anxiety about losing
control, feeling ashamed and being discharged before their crisis had been dealt with
properly. One participant explained: the hospital is always my last resort, because
usually when I come to hospital I end up feeling worse because of the whole procedure and process, and the waiting and. . .its more nerve-wracking for me (Links
et al., 2007). Sometimes the staff were rude and dismissive, and participants
suggested that training and attention to interpersonal interactions were required. It was
77

also suggested that one way of improving access to emergency psychiatric treatment
would be having separate psychiatric emergency services or triage points.
In the Castillo survey (2000), 34% said that they wanted improved services. The
themes that emerged included: being listened to; being treated with respect; healthcare professionals having a greater understanding of the condition; being given more
information; being offered less medication and more talking therapies. Other people
said that out-of-hours or helpline services would be useful. When asked what had
helped them, 34% mentioned their therapists, 26% said medication, 24% noted
psychiatrists, hospital or hospital key worker, and 22% singled out their community
mental health team for praise.
A lack of services tailored to their needs has also been highlighted by people with
personality disorder (Haigh, 2002). The majority of the participants in the focus
group convened by Haigh (2002) had had negative experiences in general mental
health services, although those referred for specialist treatment were more positive.
Participants also highlighted that it would be helpful if there was a 24-hour phone
support service that could be used during a crisis, and that GPs received education
about personality disorders and how to manage them. Because engagement with
services can often be problematic, it was suggested that a mentoring/befriending
service with adult fostering might be beneficial. Participants said that in an ideal
world they would like a local centre providing holistic approaches to the myriad
difficulties experienced by people with personality disorder (Haigh, 2002). For
larger areas, there should ideally be some form of therapeutic community with
outreach services; these would be day services, on the whole, which would enable
the service user to forge stronger links with their local community.
Treatment preferences
The participants in the Haigh (2002) study felt that being offered options for treatment
was helpful, and that there was an over-reliance on drug treatment. They emphasised
that they had important views on treatment (that is, what helped them and did not help
them) and that staff should listen to them when deciding on interventions (Haigh,
2002). They also stressed the importance of early intervention in adolescence to
prevent the deterioration of symptoms in adulthood.
In Castillo and colleagues survey (2001) of 50 people with personality disorder, cognitive analytic therapy was the most highly rated of the therapies, although
it was not made clear whether those rating it were people with antisocial personality
disorder.
In a survey of 12 male patients of a highly specialist personality disorder hospital
treatment unit (McMurran & Wilmington, 2007), nine of whom had antisocial
personality disorder, both psychoeducation and social problem-solving therapies were
thought to be useful by this group. The majority found psychoeducation informative, interesting and helpful, social problem-solving therapy was thought to be
generally helpful and the group work was viewed as enriching the problem-solving
process. However, the patients also suggested ways of improving the interventions.
For psychoeducation this included reducing the waiting time between being assessed
and being given feedback and receiving support afterwards for any distress caused by
78

learning more about their condition. For social problem-solving therapy, suggested
improvements involved more frequent reviews of how well the therapy was working,
more consistency in how the treatment was delivered, helping patients to draw out
problems, supporting them during group therapy, and developing an advanced form
of the intervention. For both interventions the patients thought that providing further
written information would be helpful.
4.4.3
Experience of secure and criminal justice settings
Prison and special hospitals

During the Fallon Inquiry (Fallon et al., 1999) eight patients treated in the Personality
Disorders Unit of Ashworth Special Hospital were interviewed. The themes identified
included length of stay in the hospital, the mix of patients in the Personality Disorders
Unit, access to treatment, and a comparison of hospital versus prison.
One concern was continued detention. One patient (Patient A) said that because
he did not have any continuity of care with his RMOs they were reluctant to consider
discharge or allow him leave of absence from the ward. Patient A was concerned that
the more he revealed in therapy sessions, the more this provided ammunition for his
continued detention: . . . it became apparent that talking was actually a bad thing
and basically it has got to the stage now where I tell them absolutely nothing. In fact
I do not cooperate with treatment now. Patient A was not told when he might be
transferred to a medium security unit, why he was detained in a high security hospital, and how the Personality Disorders Unit and treatment were going to benefit him.
Some of the other patients were also critical of the length of time it took before being
reviewed for a medium security unit. Some felt that if they had been in prison they
would not have spent as long being detained:
That is the worst part of being a special hospital patient. You are sentenced to
natural life imprisonment in a mental institution and from there . . . it is down to
a lottery whether you ever get out: whether your doctor is competent, whether
the RSU [regional secure unit] doctor likes you and is competent, whether the
RSU wants you considering the pressures on RSU beds. (Patient H).
Patient B felt that the unit itself was a problem in that it segregated the people with
personality disorder from other patients, and could lead to the creation of a better
psychopath, by enabling them to become more manipulative and clever.
Experiences of treatment were mixed. Patient B was positive about the hospital
and said he recognised he had problems that needed to be treated, and entered into
treatment willingly. He did, however, have some doubts about the value of group
work and he saw nurses as more security guards than therapists. Both Patient A and
Patient C felt that the treatment options were very limited. For Patient A treatment
consisted of therapy with a primary nurse and a few meetings with a psychologist.
Patient C had a number of hours of psychology work, although he had declined an
offer of a place on a group for sex offenders. He thought of his being detained in
79

Ashworth as not therapeutic but preventive. Patient E had attended several different
groups, including anger management and a sex offenders group. The sex offenders
group had forced him to face what he had done as he had previously not thought of
himself as a sex offender, and it had also addressed the causes behind his offences.
However, he was critical of the lack of imaginative treatments that enable patients
to move forward.
Patient F was critical of the treatment in Ashworth, comparing it negatively with
the treatment he had first received in Broadmoor which had enabled him to make
positive personal developments and he had appreciated having support after therapy
sessions had ended. Patient G remarked on the fact that a specialist hospital could not
provide the treatments that had been recommended for him (a neuropsychological
assessment, cognitive skills work and further psychological interventions); he was
told that he had to wait 2 years for these interventions. Patient D, who had refused
treatment, said that what was most beneficial to him was discussing matters with
other patients.
In a study by Ryan and colleagues (2002), which aimed to capture the voice of
people with personality disorders detained in Broadmoor about treatment and services, 61 people were interviewed. The aim was to feedback these views to the governments advisers developing the DSPD programme. Six men and two women had a
diagnosis of dissocial personality disorder, and 31 men had a mixed diagnosis. The
main themes that emerged from the study were: preferences about the nature of
detention; experience of prison; the qualities of the staff; their perceptions of being
vulnerable; what helped them; and what would be the traits of an ideal service.
Regarding preferences about the nature of detention, almost 50% said that they
preferred the status quo; 13 said they would like to go back to prison and 19 said
they wanted to be somewhere else. Asked to give three reasons for their choices, 29
closely matched this response: Because of the security here there is very little to feel
threatened by, so it is easier to talk about things, you cant soften up in prison as there
are too many bullies, too many people wanting to take advantage of you. Twentynine people gave a response similar to the following: In prison you are in a cell and
havent got rehabilitation services, at Broadmoor you are able to look at the crime
and your mental illness, you have caring staff and open spaces, in hospital the illness
is your crime, in prison you receive punishment. Thirteen said they would prefer to
be back in hospital because they didnt like people and wanted their own space.
When compared with Broadmoor, people felt that the positive aspects about
prison were having an earliest date of release, realisation of situation, education,
and other factors including exercise. Thirteen of those who responded and had been
imprisoned (56 in total) had more than one negative comment to make about prison,
the main factor being the lack of treatment in prison.
When questioned about qualities of staff, the most important quality by some
margin was being caring and understanding. Almost 50% felt that staff should be
experienced in working with people with personality disorder.
Fifty-six out of the 61 people interviewed said that they felt vulnerable. There
were three main reasons for this: other people, therapy, and their own mental illness.
Men were more likely than women to feel vulnerability when facing their situation.
80

The most popular way of coping with these feelings was talking it over with staff,
although seven people said that they self-harmed or used drugs or alcohol.
The most favoured treatment by 66% was individual therapy, however this was
influenced by gender and by type of disorder. A greater proportion of the men
favoured this treatment, as did people with a mental illness in addition to personality
disorder. The vast majority could name one treatment that had been helpful. Only one
person said that no treatment had been beneficial. Just over 50% said they wanted
improved access to treatment, and more in-depth groups, which dont skirt around
the issues because personality disordered people need to be confronted. The intermixing of people with different diagnoses on the wards was also an issue; a third of
people were concerned about sharing a ward with a person with a mental illness.
However, a quarter of patients, said they would not have personality disorder only
wards because they are all out to get each other, fighting and influence each other
into self-harming.
According to another study (IMPALOX Group, 2007), use of medication may also
be a cause of concern for patients/prisoners. One prisoner interviewed thought that his
violent actions towards staff were due to being over-medicated with antipsychotics:
It was making me agitated, making things worse. I was sedated but at the same time
I was very paranoid. I could not think properly to figure out what was happening . . . I
felt threatened: if I didnt get them, they would get me. I carried out 36 assaults in one
week in Ashworth: I was drugged out of my mind.
In Grendon Underwood Therapeutic Prison, where the emphasis is on evidencebased behavioural and cognitive techniques, one prisoner describes a therapeutic
community programme for dangerous, long-term offenders who are open to the idea
of exploring their behaviour and what may have caused it:
I have been given the time and space to work through and dismantle all the justifications and cognitive distortions I used to excuse not only the behaviour of
those who abused me but also my own offending behaviour . . . I have learned to
see others as people with feelings and rights of their own, and not just as bodies
in which to take out frustration, anger or selfish gratification (Anonymous, 2001
quoted in Castillo, 2003).
Transfer from prison to hospital
The transfer of prisoners with personality disorders from prison to medium or high
security hospitals towards the end of their sentences for treatment may be unacceptable to the individual, who may prefer to receive treatment in the community (see
Fallon et al., 1999). A prisoner diagnosed with antisocial personality disorder, borderline personality disorder, PTSD, panic disorder and substance misuse who was nearing the end of his sentence but was thought to be at high risk of re-offending, was
admitted to a medium-secure hospital with a specialised unit for personality
disordered offenders (Morris et al., 2007). The patient had strong views that he should
have been given the option not to be admitted. When told he was being transferred,
he self-harmed: Theyd snatched my life away. Im not mentally ill. Id had
problems. Long-standing problems. Things got worse for me (Morris et al., 2007).
81

His experience once in the hospital unit was more positive: I was made to feel
welcome. People were nice to me. Id stereotyped itseclusion, sedatives, injections
every daybut when I got there it was relaxed. Everybody was alright (Morris et al.,
2007). He said he would have preferred not to have had treatment as it was not right
for him at that time, but he found the hospital environment, such as having structure
to the day, talking with other people, and his relationship with his psychiatrist, therapeutic (Morris et al., 2007).
The DSPD programme
In an evaluation of the assessment procedure for the DSPD programme (IMPALOX
Group, 2007), just over 50% of the 40 prisoners interviewed from HMP Whitemoor
and the Westgate Unit and HMP Frankland, who had volunteered for assessment, said
prior to the assessment programme they had not been given an opportunity by the
prison service or any other agency to consider the impact of personality on events and
behaviour, but that the programme itself had enabled them to think about themselves
and their behaviour (including offending and the use of violence) in a different way.
One individual commented about the programme: My world view has been turned
upside down . . . Its been a good ride. I find things out about me, I know they were
there. Im pleased with me, and if I can get any more support, Ill grab it. I should
have got it 20 years ago: but its not too late. (IMPALOX Group, 2007).
A few prisoners said that they had been able to control their aggression and
violent behaviour more effectively. One prisoner reflected that Ive never, ever not
been violent: trying or learning to control it is a major step for me. For 9 months
Ive not attacked anyone. You challenge yourself, but on these programmes, convicts
challenge you also. But Ive never previously taken criticism from anyone
(IMPALOX Group, 2007).
However, others said that they were frustrated by the assessment process due to
delays and because it raised expectations and this led to feelings of irritability and the
propensity to minor violence. Some were concerned about the lack of support after
the assessment was over: The box is opened: I cant shut it, and I cant deal with it
(IMPALOX Group, 2007). Overall, prisoners said that they valued the support from
psychiatrists and psychologists and the majority said that they would like more
contact with these professionals. Many were keen to start treatment.
In a corresponding study by Maltman and colleagues (2008) of patient perspectives of DSPD assessment at Peaks Unit, Rampton Hospital, which was based on 12
semi-structured interviews, six main themes emerged: fear, shock, offering hope, the
label, information and coping with boredom.
Personal safety and prolonged detention were issues that were a source of fear
for the patients entering the unit. One patient thought that he was going to be around
some really disturbed people. . .you hear that many stories of people like Hannibal
Lecter. . .. However although some people expected there to be institutional violence,
this proved not to be the case. Some feared being detained for protracted periods: Its
like entering a twilight zone and not coming back out (Maltman et al., 2008).
Feelings of shock were also expressed by the patients due to being admitted
unexpectedly near to the date of release from prison: It was the day of my release and
82

it came as a shock; I thought I would finish my licence off in prison and get out a
free man, but it didnt work like that. One man said that he was concerned about the
impact that his transfer would have on his family. The security levels in the unit were
also a cause of shock: I got past the gate and it just reminded me of prison . . . going
through security . . . I was thinking, Well this cant be a hospital. Patients were also
shaken by staff attitudes and behaviour, and the use of strong arm tactics. One
patient described staff being manipulative . . . pressing my buttons to see how I
reacted. However, other patients were positive about staff (Maltman et al., 2008).
Being offered hope was also a recurrent theme in the interviews. Similar to the
IMPALOX study (2007) patients said that they wanted to come to hospital to get
treatment. Many of the patients reported that the assessment and therapeutic interactions had been beneficial: I actually get the feeling that people want us to move on
and . . . that gives me a reason . . . to do the best I can to get out. Meetings to plan care
were also viewed positively, and community meetings were thought to be of especial
benefit. However some participants felt that they were given false hope, especially
about potential length of stay, suggesting that people should be given realistic assessment of their circumstances (Maltman et al., 2008).
4.4.4
People with ASPD and learning or physical disabilities,

and acquired cognitive impairments
As reviewed above, it is evident that the experience of many people with antisocial
personality disorder is of being excluded from services or from being involved in
decision-making concerning their care. This is also the experience of many people
with disabilities of various kinds. These include learning disabilities (for example,
Kunz et al., 2004), physical disabilities and acquired cognitive impairments (for
example, Darke et al., 2008), which are both more prevalent and associated with poor
outcomes in antisocial personality disorder. Given these facts, it is important that both
the antisocial personality disorder and the disability are recognised and effective
treatment offered. For many people little or no adjustment of the intervention
programmes will be required but where uncertainty about this exists specialist advice
should be sought.
4.4.5
Summary of service user experience
The review of service user experience suggests that a diagnosis of antisocial personality readily brought disadvantages (for example, exclusion from services) and access
to the right kind of treatment is often difficult to achieve. The review also confirms
the position identified in Chapter 2, that people with antisocial personality disorder
have considerable mental health problems including drug and alcohol misuse, anxiety
and depression. Indeed some of the coping strategies, such as excessive alcohol
consumption, could be seen in part as a result of the lack of more effective and appropriate means to deal with some of the comorbid problems.
83

Service users clearly valued treatment, including psychoeducation and cognitiveoriented treatments, but they also had a strong preference for positive relationships
with staff, which promoted their involvement in their care. For service users in long-term
care, being included in the design and planning of their care seemed particularly
important. Clarity about the purpose of their treatment, particularly in high security
environments, was also highlighted (echoing the needs of staff identified above) as
was a need for clarity about transfer between prison services and hospital. In community
settings, a positive engaging framework focused on achieving goals and objectives
and recognising the multiple problems and pathologies faced by people with antisocial personality disorder is also important.
4.4.6
Recommendations
4.4.6.1
Staff, in particular key workers, working with people with antisocial

personality disorder should establish regular one-to-one meetings to
review progress, even when the primary mode of treatment is group based.
When working with women with antisocial personality disorder take into
account the higher incidences of common comorbid mental health problems and other personality disorders in such women, and:
adapt interventions in light of this (for example, extend their duration)
ensure that in inpatient and residential settings the increased vulnerability of these women is taken into account.
4.4.6.2
People with antisocial personality disorder and acquired cognitive impairments

4.4.6.3
When a person with learning or physical disabilities or acquired cognitive
impairments presents with symptoms and behaviour that suggest antisocial
personality disorder, staff involved in assessment and diagnosis should
consider consulting with a relevant specialist.
4.4.6.4
Staff providing interventions for people with antisocial personality disorder with learning or physical disabilities or acquired cognitive impairments
should, where possible, provide the same interventions as for other people
with antisocial personality disorder. Staff might need to adjust the method
of delivery or duration of the intervention to take account of the disability
or impairment.
Autonomy and choice
4.4.6.5
Work in partnership with people with antisocial personality disorder to
develop their autonomy and promote choice by:
ensuring that they remain actively involved in finding solutions to their
problems, including during crises
encouraging them to consider the different treatment options and life
choices available to them, and the consequences of the choices they
make.
84

Developing an optimistic and trusting relationship
4.4.6.6
Staff working with people with antisocial personality disorder should
recognise that a positive and rewarding approach is more likely to be
successful than a punitive approach in engaging and retaining people in
treatment. Staff should:
explore treatment options in an atmosphere of hope and optimism,
explaining that recovery is possible and attainable
build a trusting relationship, work in an open, engaging and non-judgemental manner, and be consistent and reliable.
Engagement and motivation
4.4.6.7 When providing interventions for people with antisocial personality
disorder, particularly in residential and institutional settings, pay attention to motivating them to attend and engage with treatment. This should
happen at initial assessment and be an integral and continuing part of
any intervention, as people with antisocial personality disorder are
vulnerable to premature withdrawal from treatment and supportive
interventions.
Inpatient services
4.4.6.8
Healthcare professionals should normally only consider admitting people
with antisocial personality disorder to inpatient services for crisis management or for the treatment of comorbid disorders. Admission should be
brief, where possible set out in a previously agreed crisis plan and have a
defined purpose and end point.
4.4.6.9
Admission to inpatient services solely for the treatment of antisocial
personality disorder or its associated risks is likely to be a lengthy process
and should:
be under the care of forensic/specialist personality disorder services
not usually be under a hospital order under a section of the Mental
Health Act (in the rare instance that this is done, seek advice from a
forensic/specialist personality service).
4.5
CARER EXPERIENCE
4.5.1
Introduction
The Care Services Improvement Partnership summarised the findings of the Carers
and Families of People with a Diagnosis of Personality Disorder Conference held in
October 2005 (CSIP, 2006). The aim of the conference was to engage with carers to
find out what the impact of caring for people with personality disorder meant for
them, to identify areas for improvement and to identify good practice. The report of
that conference is summarised below.
85

4.5.2
Diagnosis and stigma
Carers stated that obtaining information about the diagnosis from healthcare professionals was difficult. They felt that psychiatrists did not want to use the term personality disorder and that they often lacked the skills and knowledge to help service
users with a personality disorder. Carers thought that people were diagnosed with
personality disorder once they had not responded to traditional treatment, rather than
receiving a diagnosis based on symptoms. Some carers felt that being given the
diagnosis had been helpful; however, they felt that because of the stigma associated
with the disorder, professionals were reluctant to give a diagnosis of personality
disorder for fear that their clients would be treated differently. Carers also reported
that the diagnosis attracted less sympathy than a diagnosis of severe mental illness.
With regard to stigma, carers felt that overall they could talk to their friends and
neighbours about the difficulties associated with personality disorder, but that the
stigma came from the professionals not wanting to work with service users with the
diagnosis. There was a strong suggestion that training for staff (and carers) should
be developed to address this issue. Carers were confident that they had much to offer
to professionals and that education of staff should include specific content on the
needs of carers, with carers being involved in the training. There was a recognition
that personality disorder did not sit comfortably within the healthcare system, and
that such training could help to address this problem.
4.5.3
Carers experience of staff, confidentiality and access to information
Carers felt that professionals often did not see beyond the service user and that staff
were not always sympathetic to their needs. Carers reported considerable anger at
having to care for family members to the point of hospitalisation, and then not to be
given any information about the persons condition in hospital. GPs were felt by
carers to be an important entry point to gain information. People felt that even having
a poster in their GPs surgery would be useful as this would either make them think
about talking to the GP regarding their responsibility of caring for someone with
personality disorder, or would encourage them to ask the GP about support services.
Where agencies were involved, carers felt that poor inter-agency communications
were the norm. Their experience was that professionals had limited knowledge of
other services. The carer often felt that they knew more about the bigger picture
than any single agency or professional but that their expertise and knowledge were
disregarded.
4.5.4
Support
Carers felt that time and direct support for them was important to help them cope.
They typically reported feeling very isolated, and though they acknowledged various
carer support groups, many felt that they had not been given any support to understand
86

the diagnosis of personality disorder. Carers expressed that they wanted access to
carers networks or self-help and support groups so that they could learn from other
people with similar experiences and also share good practice. Parents of people with
personality disorder were often left feeling to blame for their childs problems. One
carer expressed that: I need reassurance. I feel that somehow I have let my child
down, what could I have done differently, what can I do with these feelings? Carers
also felt that more work needed to be done around early intervention and that the issue
of parents with a personality disorder required further attention
4.5.5
Summary of carer experience
Carers of people with antisocial personality disorder often bear the major burden of
care. The nature of the antisocial and offending behaviour often associated with the
disorder may mean that carers are treated unsympathetically, although they themselves may have considerable needs as a result of the behaviour of their family
member. Carers are keen to be involved to gain more information and to build collaborative relationships with health and social care professionals. Families have the same
rights to support and containment as other families caring for a person with a significant mental health problem.
4.5.6
Recommendations
Involving families and carers

4.5.6.1
Ask directly whether the person with antisocial personality disorder wants
their family or carers to be involved in their care, and, subject to the
persons consent and rights to confidentiality:
encourage families or carers to be involved
ensure that the involvement of families or carers does not lead to a
withdrawal of, or lack of access to, services
inform families or carers about local support groups for families or
carers.
4.5.6.2
Consider the needs of families and carers of people with antisocial personality disorder and pay particular attention to the:
impact of antisocial and offending behaviours on the family
consequences of significant drug or alcohol misuse
needs of and risks to any children in the family and the safeguarding
of their interests.
4.6
OVERALL SUMMARY
This chapter covered the organisation of services and the experiences of staff who
provided them and the services users and carers who are in receipt of the services.
87

A number of common themes can be identified across all three areas, which include:
clarity about the purpose of the services provided; the need to challenge prejudice and
therapeutic pessimism; the need to involve staff, service users and carers in the
planning and delivering of care; and a significant increase in the range and quality of
training and the requirement to back this up with continuing support and supervision.
It also clear that this effort should not only be multi-disciplinaryif it is to be
successful it should also involve more than one agency.
88
Interventions in children and adolescents
INTERVENTIONS IN CHILDREN AND

ADOLESCENTS FOR THE PREVENTION OF
5.1
INTRODUCTION
The diagnostic criteria for antisocial personality disorder stipulate that there must be
evidence of conduct disorder in childhood (see DSM-IV; APA, 1994). This is consistent with epidemiological and other evidence, which demonstrates an early developmental trajectory for antisocial problems and other related difficulties (see Chapter 2).
These factors, taken together with the considerable pessimism that has existed regarding treatment of antisocial personality disorder in adults, and the limited evidence that
has been collected demonstrating the effectiveness of such treatment, have led to an
increasing focus on interventions for children and their families to prevent the development of conduct disorder and subsequent antisocial personality disorder.
As was highlighted in Chapter 2, the development of conduct or related problems in
childhood and adolescence does not mean that a person will inevitably develop antisocial personality disorder. Estimates of the probability that children who develop conduct
disorder or related problems will go on to develop antisocial personality disorder generally range from 40% (Steiner & Dunne, 1997) to 70% (Gelhorn et al., 2007). Despite this
variation, it seems clear that preventive interventions targeting conduct disorders in children have the potential to substantially reduce antisocial personality disorder occurrence
and/or severity. The reduction of the degree of distress and damage caused to children
and their families as a result of a childs chronic conduct problems is itself, of course, a
worthwhile venture. The focus in this particular chapter, however, is on the longer-term
implications of treating and preventing conduct disorder in children and adolescents.
This chapter will first consider risk factors associated with the development of antisocial personality disorder (see Section 5.2). This will be followed by assessing the
evidence regarding the effectiveness of early interventions for antisocial and other
behavioural problems and interventions targeting children at risk of developing
conduct disorder and antisocial personality disorder in later childhood or adulthood.
These interventions are primarily focused on risk factors related to the parent(s), rather
than the child, and they require at-risk children to be identified before the emergence
of symptoms, which may be in early childhood, infancy, or even during pregnancy (see
Section 5.3). The chapter will then consider separately the evidence regarding particular preventive interventions (see Section 5.4), including interventions that directly
target the child (for example, Kazdin, 1995), interventions addressing the parents (for
example Webster-Stratton, 1990), interventions directed at families (for example
Szapocznik et al., 1989) and interventions that simultaneously target families and the
wider social environment (for example Henggeler et al., 1992).
89

5.2
RISK FACTORS
5.2.1
Introduction
Early interventions for the prevention of antisocial personality disorders are reviewed
in Section 5.3. An important debate regarding public health interventions concerns
whether to focus these interventions on the population as a whole (universal prevention) or on individuals more likely to develop the disorder in the future (selected and
indicated prevention). Universal prevention interventions seek to shift the population
distribution of the disorder as a whole with the aim that those at the extremes of the
distribution will benefit from this reduction in overall incidence of the disorder in the
population. In addition, as the population is the focus of the interventions those individuals with a greater risk of developing the disorder are not stigmatised (see
Farrington & Coid, 2003).
In contrast, selected and indicated preventative interventions require identifying
people at risk of developing the disorder and targeting them for intervention. The
advantage of this approach is that those at greatest risk receive intensive intervention
and therefore such an approach is more likely to be cost effective. However, there are
problems associated with the impact of labelling children (as has been discussed in
more detail in Chapter 2). A further difficulty is that currently there is no specific tool
or measure that can identify the relatively small number of people who go on to
develop antisocial personality disorder with particularly high precision (Moran &
Hagell, 2001). Advances in the knowledge of risk factors may enable identification of
those at greatest risk who might particularly require intervention (Hill, 2003).
Few studies have directly sought to identify risk factors for the development of
antisocial personality disorder (see Farrington & Coid, 2003). However, there are a
number of studies that have examined predictors of antisocial behaviour and/or
offending in adulthood that are likely to be informative in evaluating the developmental pathway to antisocial personality disorder.
5.2.2
Definition and aim of review
The aim of this review is to assess risk factors for the development of antisocial
personality disorder. Risk factors reviewed in this section fall into three main categories: individual (relating to the child), family (relating to the family of the child)
and social (relating to the social environment of the child).
5.2.3
Databases searched and inclusion/exclusion criteria
Information about the databases searched and the inclusion/exclusion criteria used for
this section of the guideline can be found in Table 4. Only studies with outcome data
on offending and/or the proportion of participants meeting diagnostic criteria for antisocial personality disorder or conduct disorder were included. Only cohort studies with
90

Table 4: Databases searched and inclusion/exclusion criteria for
clinical evidence
MEDLINE, EMBASE, PsycINFO, Cochrane

Library
Date searched
Database inception to June 2008; table of contents

June 2008
Study design
Prospective cohort studies
Patient population
People with individual, family or social factors associated with risk of developing antisocial personality
disorder
Interventions
Outcomes
Diagnosis of antisocial personality disorder, diagnosis of conduct disorder, offending behaviour
a minimum of 5 years follow-up period and a minimum age at follow-up of 15 years

were included.
5.2.4
Studies considered4
The review team conducted a new systematic search for cohort studies that assessed
the risk factors for developing antisocial personality disorder. Twenty-nine trials
examining clinical outcomes met the eligibility criteria set by the GDG. All were
published in peer-reviewed journals between 1989 and 2008. In addition, 22 studies
were excluded from the analysis. The most common reason for exclusion was that the
data were not extractable.
5.2.5
Clinical evidence for risk factors
Evidence from the important outcomes and overall quality of evidence are presented
in Table 5 (further information about included studies can be found in Appendix 17).
Studies used a variety of outcomes, therefore only very broad risk factors could be
combined in the meta-analysis. As expected, child behaviour problems were associated
with greater risk of antisocial personality disorder outcomes at preschool (odds ratio
[OR] 1.91; 1.66, 2.19), middle school (OR 2.56; 2.10, 3.12) and adolescence
4 Here and elsewhere in the guideline, each study considered for review is referred to by a study ID in capital
letters (primary author and date of study publication, except where a study is in press or only submitted for
publication, then a date is not used). The references for studies in this section can be found in Appendix 17.
91

Table 5: Study information and summary evidence table on risk factors for
developing antisocial personality disorder
Risk factors identified
in early childhood
(05 years)

in mid childhood
(611 years)

in adolescence
(1218 years)
Total no.
of trials
6 studies
17 studies
10 studies
Study ID
BOR2004
FERGUSSON1994
KOSKINEN2001
KRATZER1997
RAINE1994
STEVENSON2001
BABINSKI1999
BIEDERMAN1996
FARAONE1997
FARRINGTON1989
FERGUSSON1994
HERRENKOHL2000
LOEBER1991
LOEBER1995
LUNTZ1994
MANNUZZA1998
MOFFITT2002
PAKIZ1997
SATTERFIELD1997
SOURANDER2006
TREMBLAY1994
WALKER1997
WIESNER2003A
WIESNER2003B
FARAONE1997
FARMER2004
FARRINGTON1989
FERGUSSON1994
HELGELAND2005
KLEIN1997
MCCABE2005
MOFFITT2002
RITTER2002
WHITE2001
Risk factors
Early childhood
behaviour problems
OR = 1.91 (1.66, 2.19)
Childhood factors
Behaviour problems
OR = 2.56 (2.10, 3.12)
Adolescent factors
Behaviour problems
OR = 3.05 (2.56, 3.63)
IQ
OR = 2.00 (1.83, 2.18)
IQ
OR = 2.12 (1.92, 2.33)
ADHD
OR = 6.22 (4.06, 9.54)
Family factors (maternal
Family factors
rejection, one parent family, Parenting behaviour
parent separation)
OR = 2.64 (1.94, 3.59)
OR = 3.47 (1.80, 6.69)
Family factors
Combined outcomes
OR = 2.50 (1.82, 3.41)
Parental separation
and/or disharmony
OR = 2.23 (1.89, 2.64)
Family antisocial
behaviour
OR = 2.47 (1.82, 3.35)
Parental separation
and/or disharmony
OR = 2.22 (1.27, 3.85)
Social factors (parent

education, low income)
OR = 2.39 (1.89, 3.04)
Age at
follow- up
92
1832 years
1532 years
2032 years

(OR 3.05; 2.56, 3.63). Although the presence of attention deficit hyperactivity disorder (ADHD) appeared to be a slightly stronger predictor (OR 6.22; 4.06, 9.54).
There were a variety of family risk factors reported including parenting styles,
parents antisocial behaviour and parental disharmony/separation. These effects were
all of a similar magnitude, for example, in the combined family measure in adolescence the OR was 2.50 (1.82, 3.41).
There was slightly less data on social risk factors but in a combined analysis of
factors associated with social deprivation the OR was 2.39 (1.89, 3.04).
5.2.6
Clinical summary
There have been a number of studies assessing risk factors for developing offending
behaviour and adult behaviour problems, and much less on receiving a diagnosis of
antisocial personality disorder. Despite the relatively large number of studies with
long follow-up periods it is only possible to draw very general conclusions regarding
risk factors in this field.
There appears to be a number of factors associated with antisocial personality
disorder including individual child factors (for example, exhibiting behaviour problems as a child, having a diagnosis or showing symptoms of ADHD), family factors
(for example, parental antisocial behaviour and harsh parenting style) and social
factors (for example, low socioeconomic status). However it should also be reiterated
that although these factors may be associated with a greater risk of developing antisocial personality disorder, the majority of children with such risk factors will not in
fact develop the disorder in adulthood.
5.3
EARLY INTERVENTIONS
5.3.1
Introduction
The primary aim of early interventions for antisocial and other behavioural problems
and interventions targeting children at risk of developing conduct disorder and antisocial personality disorder in later childhood or adulthood is preventative, and as such,
for the interventions to have any value, mechanisms must be in place to identify those
children, and their families, who might derive benefit from them. The current lingua
franca of prevention is based on the work of Gordon (1983), popularised by the
Institute of Medicine report. It differentiates between three strategies of prevention,
each defined by the group they target: (1) universal, (2) selected and (3) indicated.
Universal strategies of prevention are directed at the general population. Where
applicable, the term is to be preferred over the more traditional designation of
primary prevention, because it specifies that the population to which the intervention is applied is not pre-selected. Universal preventive strategies may, and most often
do, identify high-risk populations, but unlike selected intervention programmes, they
do not seek to identify or target individuals within a population based on individual
93

characteristics indicative of high risk. Thus the programme is delivered universally. It
is the population that is at risk (and in these interventions, that risk is generally low),
not the individual within the population.
Selected prevention intervention, as a category, generally overlaps with secondary prevention, although it also includes some interventions that would be considered
primary preventions. These strategies are applied to people who are markedly at risk
of developing the disorder or who show its very early signs. Interventions tend to
focus on the reduction of risk and the strengthening of resilience. Risk is obviously
higher in these selected groups. Often this is a result of a concentration of risk factors
rather than the intensity of any one factor. Hence poverty, unemployment, inadequate
transportation, sub-standard housing, parental mental health problems and marital
conflict may come together to affect a particular child and may be addressed in
preventive programmes. For example, the Elmira Project (described fully below; see
Olds et al., 1997), found that an early intensive nurse home visitation intervention
worked well to prevent child maltreatment in the early years and delinquency at 15
years follow-up, but only in the highest risk group. These individuals were identified
by the mothers age, low socioeconomic status and single parent status.
Indicated intervention, as a category, approximately mirrors the category of tertiary
prevention. These interventions are aimed at specific disorder groups, and they target
people in whom prodromal symptoms of the disorder are already evident but the full
disorder has not yet developed. The treatment of conduct disorder, for example, can be
conceptualised as an indicated intervention for antisocial personality disorder, since
conduct disorder is part of the diagnostic criteria for antisocial personality disorder. It
is often hard to identify an intervention as selected or indicated based on the therapeutic activity that is involved because treatment of conduct disorder can also be regarded
as a selected preventive intervention, since conduct disorder can be a risk factor for antisocial personality disorder. Cognitive behavioural therapy (CBT), for example, may be
used as a treatment strategy in both selected and indicated prevention interventions for
antisocial behaviour problems. Also, in practice, modern intervention programmes tend
to combine universal, selective and indicated prevention into complex packages (for
example, Conduct Problems Prevention Research Group, 1992).
Behavioural problems affect approximately one in seven children and have in
themselves major societal, economic and personal ramifications (Scott, 2007). If
untreated, up to 50% of preschool children exhibiting behavioural problems will
subsequently develop severe mental health disorders, disorders such as conduct disorder and oppositional defiant disorder, and depression (for example, Tremblay et al.,
2004), and the social costs of non-treatment additionally encompass the various
consequences that these disorders entail, such as truancy, family stress, substance
misuse, delinquency and unemployment (Barlow & Stewart-Brown, 2000). The
evidence in support of management approaches to behavioural problems (including
individual psychotherapy and parenting programmes), will be considered in Section 5.4.
Parenting programmes share many elements with prevention programmes in that both
aim to reduce harsh and abusive parenting, increase warm parenting and educate
parents about normal development (for example, Barlow et al., 2005). Given that
treatment services are unlikely to ever be able to meet the needs of all children with
94

behavioural problems, the prevention of these difficulties may be an appropriate first
step in reducing the prevalence and/or severity of antisocial personality disorder.
There have been many thousands of studies evaluating the effectiveness and
benefits of preventive interventions for conduct disorder, although fewer RCTs
(Buckner et al., 1985; Durlak, 1997; Mrazek & Haggerty, 1994; Trickett et al., 1994).
In general, quasi-experimental investigations produce promising findings, but in the
vast majority of cases, such positive results do not stand up to more rigorous RCT
tests (Olds et al., 2007). Even more disappointing is the fact that only a handful of
controlled studies have followed samples for long enough to provide clear indications
of whether antisocial personality disorder may be prevented through early intervention with asymptomatic children.
Current practice
Practitioners in childrens services in the UK have become increasingly interested in
focusing on prevention to address emotional and behavioural problems, including
conduct disorder and related problems, in children and adolescents. A major initiative, the Sure Start Local Programmes, began in 1998 to address the needs of at-risk
children by targeting those children and their families. The current prevailing view is
that this programme has had only limited success, and this is generally attributed to
the fact that the programme was insufficiently targeted on the families with most need
(Belsky et al., 2006). However, as a response to these limitations, changes were made
to the programmes, including specifying services more clearly, placing greater
emphasis on the childs well-being, focusing on reaching the most vulnerable and
adjusting provision to take into account family disadvantage (Melhuish et al., 2007;
Belsky et al., 2006).
The most recent evaluation suggests these modifications may have had an impact
on outcomes (Melhuish et al., 2008). There were improvements (small-to-medium
effect sizes) in the home learning environment, families accessing services and
reduced parenting risk. However, benefits of the programme for child development
were of a small magnitude. There were no statistically significant effects on the
naming vocabulary sub-scale of the British Ability Scale or on child negative social
behaviour and small statistically significant effects on child positive social behaviour
and independence (Melhuish et al., 2008). There was some evidence that improvements to parenting and family outcomes may in turn lead to improved child outcomes
but this has yet to be conclusively shown.
More recently, there has been an interest in developing and implementing
programmes using the model of those developed by David Olds (see above). Such
programmes, targeting vulnerable parents and children, are currently being carried out
and the feasibility of their use in the UK has been tested (Barnes et al., 2008; see below).
5.3.2
The aim of this review is to assess early interventions for antisocial and other behavioural problems and interventions targeting children at risk of developing conduct disor95

der and antisocial personality disorder in later childhood or adulthood. Programmes
under review fall into each of the three main categories of prevention discussed above
(that is, universal prevention, selected prevention and indicated prevention).
5.3.3
this section of the guideline can be found in Table 6. This narrative review is restricted
to studies with follow-up data on participants at a minimum of 15 years of age and a
minimum follow-up period of at least 8 years. Only studies with outcome data on
offending and/or the proportion of participants meeting diagnostic criteria for antisocial personality disorder were included.
5.3.4
Studies considered
The review team conducted a new systematic search for RCTs and quasi-experimental studies that assessed the benefits and disadvantages of early interventions for
preventing antisocial personality disorder.
Seven trials examining clinical outcomes met the eligibility criteria set by the
GDG (McGauhey et al., 1991; Olds et al., 1997; Schweinhardt et al., 1997; Lally
et al., 1988; Campbell & Ramey, 1994; Reynolds, 1991; Hawkins et al., 1991). All
were published in peer-reviewed journals and books between 1988 and 2007. Fiftyfour studies were excluded from the analysis. The most common reason for exclusion
was an inadequate follow-up period.

clinical evidence
MEDLINE, EMBASE, PsycINFO, Cochrane Library
Date searched
Database inception to June 2008; table of contents

June 2008
Study design
RCTs and quasi-experimental studies
Patient population
Children without behaviour problems followed up until

a minimum of 15 years of age
Interventions
Outcomes
Diagnosis of antisocial personality disorder, offending
96

5.3.5
Clinical evidence for early interventions
Programmes for parents of infants and toddlers

This section reviews studies of interventions for infants and toddlers. Typically they
are targeted at parents of newborn infants and may involve interventions in the antenatal period.
The infant health and development programme
Low birth weight is a risk factor for a range of health and developmental problems. In
the early 1980s, McGauhey and colleagues devised a programme consisting of home
visiting, parenting groups and educationally enriched day care, the latter designed to
promote exposure to increasingly complex cognitive tasks and language experiences
(McGauhey et al., 1991). Nine hundred and eighty five low birth weight newborns
were assigned either to this programme or to a control condition. The sample was stratified by birth weight, with a very low birth weight group comprising infants weighing
less than or equal to 2,000 g and a low birth weight group comprising infants weighing between 2,001 and 2,500 g (Brooks-Gunn et al., 1994). At the most recent followup, when children were 18 years old, approximately two-thirds of the sample was still
adhering to the assessment protocol. An intent-to-treat analysis of data from this
follow-up (McCormick et al., 2006) found the intervention to have beneficial effects
in the 2,0012,500 g group but not for the lower weight sub-sample. The effects were
mainly on risk behaviours and on various measures of cognitive competence.
Analysis of the costs of the programme indicated it to be a fairly costly intervention, but a cost-benefit analysis has not been conducted since savings achieved by the
programme have not yet been computed (Karoly et al., 2005). The decision to adopt
enhanced care arrangements for low birth weight children should await a comprehensive cost-effectiveness analysis.
Nurse home-visiting programmes
Several studies on nurse home-visiting programmes have reported significant success
in providing effective developmental support. As part of the treatment programme, the
mothers concerns about being involved in a family intervention are addressed with the
goal of making the treatment programme more acceptable to these mothers and facilitating treatment delivery (Olds, 2002). In the best researched programme, the NurseFamily Partnership (NFP), the nurses work is directed towards a number of aims, such
as improving mothers prenatal health-related behaviours (for example, by reducing
mothers consumption of cigarettes, alcohol and illegal drugs), enhancing the competence of early-life care received by the child, and helping parents develop a vision for
their futures, plan subsequent pregnancies, complete their educations, find work, and
enhance their economic self-sufficiency. Fathers, grandmothers, and other concerned
family members or friends are systematically involved in the programme, which also
involves linking families with health and other services. Nurses receive detailed visitby-visit programme guidelines to structure their work (Olds et al., 2003).
The NFP model has been tested in three separate RCTs since 1977 (Olds et al.,
1997, 1998, 2002, 2004; Kitzman et al., 1997, 2000; Olds et al., 2002, 2004). The
97

first of these studies, conducted in Elmira, New York, with a sample of 400 low
income, primarily white families, collected follow-up data on families up to the point
the child turned 15 (Olds et al., 1997, 1998). The other two studies, one in Memphis
with a sample of 1,138 low income, primarily African American families (Kitzman
et al., 1997, 2000), and one in Denver with a sample of 735 families, including a large
portion of Hispanics (Olds et al., 2002, 2004), yielded data that provided, though not
unequivocally, additional support for the approach, although neither study reported
follow-up data beyond 6 years. High rates of adherence to the evaluation protocol
were achieved in the studies, with between 81 and 86% of mothers randomised being
successfully followed-up for assessment at 4 to 15 years.
Data from the 15-year follow-up of the Elmira sample (Olds et al., 1997) showed
differences in rates of state-verified reports of child abuse and neglect between treatment and control groups, with families visited by nurses during pregnancy and
infancy being 48% less likely to be identified as perpetrators of child abuse and
neglect; for families with unmarried mothers and for low socioeconomic status families, the effect of the programme on maltreatment was increased, but if there was
domestic violence in the household, the effect of the programme on maltreatment was
reduced. There were also fewer arrests, convictions and days of incarceration among
mothers visited by nurses. Importantly for this guideline, young people whose mothers were visited by nurses had 59% fewer arrests and 90% fewer adjudications as
persons in need of supervision for incorrigible bad behaviour. They had fewer
(although not quite significant statistically) convictions and violations of probation
and fewer sexual partners. These and other beneficial effects of the programme were
more notable in the families with the most economically deprived unmarried mothers. The impact of the programme was insufficient to cause changes in teachers
reports of behaviour problems, school suspensions and parents or childrens reports
of major or minor acts of delinquency (Olds et al., 1998).
The Memphis study replicated many of the initial results from the early follow-ups
of the New York project (Kitzman et al., 1997, 2000). In the Memphis study, follow-up
in middle childhood revealed that children in the experimental group had higher intellectual functioning and receptive vocabulary, fewer behavioural problems in the borderline or clinical range and expressed less aggression and incoherence in response to story
stems compared with children in the control group (Olds et al., 2004). Nurses in the
Denver trial produced effects consistent with the previous two trials (Olds et al., 2002,
2004), and testing at 4-year follow-up showed more advanced language, superior executive functioning and better behavioural adaptation in those children from the nursevisited group whose mothers had low psychological resources than in similar children
from the control group. Notably, paraprofessionals, who were also employed to deliver
the programme, produced about half the effects that nurses were able to deliver.
Based on these three trials, the Washington State Institute for Public Policy estimated that for every family served by nurses, society experiences a $17,000 return on
the investment (Aos et al., 2004). Thus, according to US evaluations, the NFP qualifies as an evidence-based community health programme, one that can help transform
the lives of vulnerable mothers pregnant with their first children. A key element of
implementation is enrolling first-time, low-income mothers early in pregnancy.
98

NFP is currently being implemented in ten pilot sites in England (Barnes et al.,
2008). Families have been recruited through NHS systems, with age as the single inclusion criteria for expectant first-time mothers under 20 years (income data not often available) and a slightly more elaborate set of inclusion criteria applied to expectant first-time
mothers between the ages of 20 and 23 years (not in employment, education or training
and never employed/had no qualifications or no stable relationship with the babys
father). In the first year, in all pilot sites, a total of 1,217 young mothers (average age 17.9
years, range 13 to 24 years), or 87% of those eligible for the programme, were successfully given treatment. Out of 7,500 nurse visits, a father was present for 1,820.
The first-year report of the evaluating team (Barnes et al., 2008) suggest that
delivery of NFP programmes meeting standards for good treatment fidelity is possible in the UK. This conclusion was based on the following observations:
1. Appropriate clients have been recruited.
2. NFP was delivered effectively in all sites.
3. NFP was acceptable to UK clients.
4. NFP was acceptable also to fathers and other family members.
5. NFP was acceptable to health visitor practitioners delivering the programme.
6. Organisational infrastructure and support were seen as favourably impacting on
successful delivery.
Initial indicators of effectiveness are promising, with many clients reporting plans
to return to education, closer involvement of fathers with infants, greater confidence
as parents, and engaging in activities with children likely to enhance cognitive and
social development. The data so far collected on the health-related changes that
have already been observed in mothers as a result of treatment participation (for
example, reduced smoking) may reasonably be expected to enhance child health and
reduce negative child outcomes (for example, asthma).
In England, as in the US, NFP appears to function as an important bridge to other
services for the most hard-to reach. However, the history of prevention efforts make
it clear that the true impact of NFP in the UK cannot be determined until a
randomised UK trial has been conducted.
Preschool programmes for infants and toddlers
This section reviews studies on interventions for infants and toddlers typically at 6
months and up to 5 years of age. These interventions may involve preschool nursery
programmes, educational interventions, and home visiting.
The High-Scope Perry Preschool Project
Of all preschool programmes aimed at disadvantaged children, the Perry Preschool
Project is perhaps the best documented. The programmes initial goal (Schweinhart
et al., 1993) was to better equip poor minority children for school entry. It focused
on poor families from a high-risk group, had low attrition rates and a follow-up to
age 40. It included 30 weekly special classes each lasting 21/2 hours, as well as weekly
home visits by teachers. Most children participated for 2 years. Active learning and
the facilitation of independence and self-esteem were the focus of the intervention.
Problem-solving skills and task persistence were also strongly encouraged. The
99

teachers were highly skilled, supervised and had a special brief to establish good
home-school integration.
In the study under review, this high-scope intervention was contrasted with two
controls: a behavioural programmed learning approach and a child-centred nursery
programme. The last follow-up occurred when the child reached the age of 40 years.
Up to adolescence, the high-scope group fared best and the programmed learning
group fared worst (Schweinhart et al., 1985). At age 19, only 15% of children in the
high-scope intervention group had been classified as mentally retarded whereas
35% of the control group had been so labelled. While over half of the children in the
control groups had been arrested, only 31% of the high-scope group had ever been
detained (RR 0.6, 95% CI: 0.38, 0.95). In the follow-up to age 27, lifetime arrest
rates in the high-scope group were half those of the control groups. While minor
offences and drug-related arrests accounted for much of this difference, recidivist
crime was also reduced in the intervention group. Overall, 33% of the control groups
but less than 7% of the high-scope group had been arrested more than five times
(RR 0.21, 95% CI: 0.07, 0.58). Similar improvements were observed in teenage
pregnancy rates, high school graduation, home ownership and social benefits. Costbenefit analysis revealed that the programme saved the US taxpayer $7 for each dollar
spent. This return was accrued from savings in welfare, social services, legal and
incarceration expenditures (Schweinhart et al., 1993; Schweinhart & Weikart, 1993).
The last follow-up reported progress to age 40, and 112 out of 123 of the adults
who had participated in the study as children were interviewed (Schweinhart, 2007).
Fifty-five per cent of the comparison but only 36% of the programme group had been
arrested at one time (RR 0.65, 95% CI: 0.43, 0.98). Forty-eight per cent of the noprogramme group but only 32% of the programme group were arrested for one or
more drug-related crimes (RR 0.41, 95% CI: 0.19, 0.85). Significant group differences in arrests and crimes cited at arrests appeared consistently throughout the study
participants lifetime, but significant group differences in conviction and sentences
appeared only at ages 28 to 40. Compared with the no-programme group, the
programme group had significantly fewer members sentenced to prison for felonies
from ages 28 to 40 (RR 0.28, 95% CI: 0.09, 0.79).
The Syracuse University Family Development Research Programme
In the Syracuse University Programme the focus was on infant development, homecare and parenting skills (Lally et al., 1988). Home and day care centre curricula were
designed to foster active initiative and participation, as well as a sense of self-efficacy.
The programme involved the use of sensorimotor and language games to enhance
cognitive development in the infant. In weekly home visits by paraprofessionals, the
role of the parent as primary teacher for the child was emphasised. One learning game
was played at each visit. Support regarding employment, referral, and family relations
was also provided to parents during home visits. Transportation of parents and
siblings to the child care centre for activity meetings was offered. The programme
included high-quality half-day care for infants aged 6 to 15 months and full day care
for those aged 15 to 60 months.
100

The sample was of a medium size (n 108). There was no randomisation, and
families receiving the intervention were compared with a matched comparison group,
but this group was recruited only when the project children were already 3 years of
age. The mean age of the mothers was 18 years, and more than 85% were single. All
had low incomes and the majority were African-Americans.
The intervention continued until the infant reached the age of 5 years. A quarter
(24%) of the children in the programme did not complete all 5 years of the intervention, and only 50 to 60% completed the follow-up at age 15. At follow-up, girls who
had participated in the programme were found to be doing better in school than
control girls based on grades, attendance, and teacher-rated self-esteem and impulse
control. Boys in the two groups did not differ on measures of school performance, but
for both boys and girls self-regard was more positive in the intervention group than in
the control group, based on self-report measures. The rate of delinquency in the intervention group, calculated from police data, was 6%, whereas in the control group it
was 22% (RR 0.27, 95% CI: 0.09, 0.81).
There were also differences in terms of the seriousness of offences and the cost of
crimes committed between the two groups. Lifetime average probation costs were
calculated for the two groups, and were estimated at $186 per child in the intervention group and $1,985 per child in the control group (Lally et al., 1988).
An acknowledgement of the effect of attrition on outcome data would suggest that
these results should be treated with caution. It is reasonable to speculate that delinquency rates in families who could not be located for follow-up were quite high,
since, of those families who were located, those with a child involved in juvenile
delinquency proved the most difficult to find.
The Abecedarian Project
The Abecedarian Project was an RCT of early childhood education for healthy infants
from impoverished families living in a small US community in North Carolina
(Campbell & Ramey, 1994). One hundred and eleven infants from low income highrisk families were recruited to the project between 1972 and 1977 and randomised to
receive the 5-year preschool intervention from infancy to age 5 years. Both groups
received nutritional supplements and social services assistance, with the experimental group also receiving an educational intervention in a child care centre during the
first 5 years. The focus of the programme was on cognitive and fine motor development, social and adaptive skills, language and other motor skills, and the child care
centre also encouraged an unusually high level of parental involvement and offered
social support.
The two groups were re-randomised at entry to kindergarten with half of each
group receiving additional home-based as well as school-based support for the first
3 years (Ramey & Campbell, 1991). Children in the experimental group obtained
higher achievement test scores than control children who had no intervention in either
preschool or kindergarten to second grade. The bulk of this difference appeared to be
because of the preschool intervention. There was a further follow-up at ages 12 to 15
(Campbell & Ramey, 1994), where 80% of those children who were randomly
assigned and 90% of those who received the assigned intervention were tested. The
101

superiority of the experimental group was maintained and in a significant number of
cases it increased. Importantly, the impact of the intervention in kindergarten to
second grade did not endure.
One hundred and five participants of the study were followed up in terms of their
crime records to age 21 (average age 21.4, range 18.723.9). Juvenile delinquency statistics were not reported but extensive data concerning criminal history were obtained.
There were no differences between the groups in terms of arrests, regardless of offences,
charges or convictions. The relative risk of arrest after age 16 was 1.10 (95% CI:
0.562.19). From this study there is no evidence to suggest that early preschool academic
input addresses functions that come to impact on serious antisocial behaviour.
The Chicago Longitudinal Study of the Child-Parent Center Programme
The Chicago Longitudinal Study investigated the effectiveness of the Child-Parent
Center Programme for more then 1,500 children born in 1979 or 1980. Beginning in
preschool, the programme provided comprehensive services that had been administered through the public educational system. The Longitudinal Study of Children at
Risk (Reynolds, 1991) examined the effects of a preschool plus a follow-through
early intervention programme on later school outcomes in a sample of 1,106 economically disadvantaged families. The intervention had multiple components including
parenting education, volunteering in the classroom, low staff-to-child ratios, home
visitation and health and nutrition services including referrals by programme nurses.
The system of intervention provided a smooth transition to school, it was in place by
the age of 2 years and continued until the early grades. The teachers in the programme
were well trained and well compensated. The programme was 3 hours per day, 5 days
per week during the school year and also included a 6-week summer programme.
Parents were expected to participate in the programme for about half a day per week
through a variety of supported activities providing many opportunities for positive
learning experiences in the school and the home.
The programme group consisted of 989 children and the comparison group of 550
children was drawn from alternative full day kindergarten programmes. There was no
random assignment but some children could be divided into groups that were
involved in child and parent centres in preschool classes, kindergarten and primary
grades. Child and parent centres offered multiple services, emphasising literacy
development, reduced class sizes and considerable parent support and involvement. A
comprehensive analysis of this naturalistic dataset (Reynolds, 1994) indicated that
follow-on from kindergarten and preschool to primary grades was essential for the
achievement test superiority to be maintained to grade 5. Primary grade intervention
(1 to 3 years) resulted in significant improvement in both school achievement and
school adjustment. Participation in the Child-Parent Center preschool intervention
was associated with significantly higher rates of school completion by age 20, lower
rates of juvenile arrests for both violent and non-violent juvenile offences and lower
rate of use of school remedial services (Reynolds et al., 2001).
Extended intervention for 4 to 6 years was linked to significantly lower rates of
remedial education and juvenile arrests for violent offences. One thousand, three
hundred and sixty eight cases, 888 programme cases and 480 controls were available
102

for the 22- to 24-year outcome assessments and more or less the entire sample was
available to obtain crime and employment data. By age 24 years the rate of
incarceration for the comparison group was 25.6% compared with 20.6% in the
preschool programme group (RR 0.80, 95% CI: 0.65, 0.98). School-age intervention did not significantly affect incarceration rate (RR 1.10, 95% CI: 0.90, 1.34).
Neither preschool (RR 0.89, 95% CI: 0.77, 1.03) nor school-age (RR 1.10, 95%
CI: 0.90, 1.34) intervention significantly affected overall rates of arrests but preschool
intervention reduced both felony arrests (RR 0.78, 95% CI: 0.62, 0.98) and felony
convictions (RR 0.79, 95% CI: 0.62, 1.00). Violent crime convictions were also
marginally reduced by preschool intervention (RR 0.71, 95% CI: 0.46, 1.10).
Participation in the extended programme was associated with a 32% reduction in rates
of arrests (17.9% versus 13.9%; RR 0.77, 95% CI: 0.59, 1.00) and convictions
(RR 0.68, 95% CI: 0.45, 1.04) for violence. Also quite pertinent in the present
context, the findings indicated a dramatic reduction in out-of-home placements from
8.4 to 4.5% associated with the preschool intervention (RR 0.53, 95% CI: 0.35,
0.81), probably indicative of a reduction in maltreatment.
Regression analyses indicated that the outcomes could be explained by a combination of increased cognitive skills, positive family support, positive post-programme
school experiences and increased school commitment.
It should also be noted that there is considerable correlational evidence suggesting that early and prolonged low-quality day care represents a risk factor for negative
developmental outcomes (Belsky, 2001; NICHD, 2003; Belsky et al., 2007).
However, there is also evidence from the Canadian longitudinal study (Cote et al.,
2007) that never having non-maternal care is a risk factor for physical aggression for
children of mothers with low educational levels. In this sample (the largest parenting
study yet conducted) early non-maternal care (before 9 months) was associated with
a very slight increase in aggression in mothers of high education level relative to children who never had non-maternal care. But this was a small effect when compared
with the increase of risk associated with the absence of non-maternal care in children
of mothers of low education level. The GDG acknowledges that these are complex
issues that are hard to argue from correlational data. However, the GDG wishes to
assert that this does not indicate that good quality non-maternal care for young children is necessarily harmful in high risk samples (for example, low educational level)
as this flies in the face of extant data. In terms of creating opportunities for children
of mothers with limited resources, making adequate non-maternal care available is
something that statutory providers should consider delivering.
School-based projects
This section reviews studies of school-age children with a mean age of 7 years.
Typically these interventions consist of a combination of teacher training, parent
training and skills-based interventions for children.
Seattle Social Development Project
This was a classroom-based project beginning in the first grade and ending at sixth
grade (Hawkins et al., 1991, 1992, 1995). The aim of the programme was to strengthen
103

the childs bonds with their family and school, thus engendering a high level of adherence to the standards set by both. Bonds were conceptualised as positive emotional
feelings towards others (attachment), an investment in a social unit (commitment) and
the adoption of the values of that unit (belief). The interventions included teacher training, parent training and social and emotional skills development for the child. The
interventions included proactive classroom management, cooperative learning strategies and interactive teaching. There was a component for parents encouraging engagement in the childs education and workshops in social learning principles of child
behaviour management. There was a problem-solving curriculum as well as drug
refusal skills training. The experimental design involved comparing experimental and
control schools with both random and non-random assignment in a complex design.
Beginning in 1981, the intervention was randomly assigned among grade 1 pupils (7
years of age) in classrooms in eight public schools in high crime areas. These children
were followed prospectively until 1985 when the study was extended to include grade 5
pupils (11 years of age) in ten additional schools. There were ultimately four groups: a
full intervention group (n 156; 114 available for follow-up) with an average dose of
4.13 years of intervention exposure; a late intervention group (n 267; 256 available for
follow-up) with an average exposure of 1.65 years; a parent training only group
(n 141; most recent study did not analyse this group; Hawkins et al., 2005); and a
control group (n 220; 205 available for follow-up) who received no intervention.
First results were encouraging (Hawkins et al., 1991; ODonnell et al., 1995).
Boys in the high-risk sub-sample who participated in the programme had fewer antisocial peers and appeared to be less likely to be involved in delinquency. In girls the
major benefit was in a reduced likelihood of substance use. At age 18 the intervention
group reported less lifetime violence, less heavy alcohol use, less school misbehaviour and improved school achievement compared with controls (Hawkins et al.,
1999). The findings indicated that the postulated mediating variables were indeed
influenced by the programme, even if the impact on delinquency was relatively low.
There was substantial impact on sexual behaviour by age 21 including unplanned
pregnancies and condom use (Lonczak et al., 2002).
Criminal behaviour was assessed in interviews as well as official records (Hawkins
et al., 2005). The full intervention group was less likely to be involved in a high variety of crime (3% versus 9%, RR 0.33, 95% CI: 0.11, 0.93), to have sold illegal drugs
(4% versus 13%, RR 0.30, 95% CI: 0.12, 0.74), to have abused substances (74%
versus 82%, RR 0.90, 95% CI: 0.80, 1.01) and to have a court record at the age of
21 (42% versus 53%, RR 0.79, 95% CI: 0.62, 0.99). Although the effects reaching
statistical significance were limited and the tests were not corrected for the possibility
of Type I error, the full intervention group reported less crime or substance use across
all measures indicating a relatively robust effect from the early intervention.
5.3.6
Clinical evidence summary
Early childhood interventions in the first 5 years of a childs life tend to show links to
a broad range of positive outcomes. These include higher cognitive skills, school
104

attainment, higher earning capacity, health and mental health benefits, reduced
maltreatment and, significantly for this guideline, lower rates of delinquency and
crime. Early childhood interventions are quite unique in this regardthere are no
other interventions, as far as the GDG was aware, that have generated such a broad
set of positive outcomes. That the impact of interventions should extend beyond
educational performance to criminal behaviour is hardly surprising given the welldocumented relationship between educational outcomes and adult mental health and
social behaviour (for example, Chevalier & Feinstein, 2006). There are also indications from a number of studies that early interventions are cost effective in providing
both savings and increased well-being that exceed the original investments in the
programmes (Karoly et al., 2005; Reynolds & Temple, 2006; Rolnick & Grunwald,
2003). The economic returns of early childhood interventions exceed cost by an average ratio of 6 to 1.
In contrast, the evidence for preschool interventions shows more moderate effects
on later offending, with some programmes found not to be effective. A similar picture
emerges with school-based interventions where, again, the evidence for effectiveness
is modest and weaker than earlier interventions. The economic evidence from the US
suggests that, in the long-term, early interventions may result in significant net
savings in terms of reduced welfare payments and crime costs and improved future
earnings (see below).
5.3.7
Health economics evidence
Three studies that evaluated the cost effectiveness of preschool programmes for
infants and toddlers were included in the systematic review of the economic evidence
(Nores et al., 2005; Masse & Barnett, 2002; Reynolds et al., 2002). Details on the
methods used for the systematic search of the economic literature are described in
Chapter 3. Evidence tables for all economic studies included in the guideline
economic literature review are provided in Appendix 14.
A long-term cost-benefit analysis of the High-Scope Perry Preschool Programme
followed up participants as they reached the age of 40 (Nores et al., 2005). The initial
costs of the programme were compared with any long-term benefits in terms of net
changes (versus no intervention) in educational attainment, lifetime earnings, criminal activity and welfare payments. From various perspectives (the individual participant, general public and a combination of both), the programme resulted in
significant long-term net benefits of between $49,000 and $230,000 per participant.
Another long-term cost-benefit analysis was conducted for the Abecedarian project, which followed up participants at age 21 (Masse & Barnett, 2002). Again, initial
intervention costs were compared with long-term net benefits in terms of future earnings, maternal earnings, education costs, health improvements and welfare use. The
project resulted in significant long-term net benefits of $100,000 per participant.
Finally, a long-term cost-benefit analysis of the Chicago Child-Parent centre
programme was undertaken for participants at age 20 (Reynolds et al., 2002). Initial
intervention costs were compared with long-term net benefits in terms of education
105

costs, child care costs, welfare payments, abuse/neglect costs and justice/crime costs.
Again, from various perspectives (individual participant, taxpayer, and both), the
programme resulted in significant net benefits of between $12,000 and $34,000 per
participant.
5.3.8
From evidence to recommendations
The GDG considered the evidence available on early interventions and noted that the
majority of the interventions were developed in non-UK settings and this raised some
questions about the generalisability of the findings. However, the GDG was
impressed by the consistent impact of these programmes often on quite disadvantaged
families and took the view that the most effective interventions were those targeting
families at risk. Existing evidence from the US indicates that early interventions may
result in great cost savings for the public sector and the childrens families. Early indications from pilot studies conducted in the UK suggest that it may be feasible to
deliver these programmes in the UK. The GDG also recognised that the focus on
effective identification of at-risk children and their families was central to the effectiveness of these programmes. It was felt that without this focus the impact of the
programmes was likely to be significantly reduced and therefore not cost effective.
5.3.9
Recommendations
Identifying children at risk of developing conduct problems and potentially subsequent

5.3.9.1
Services should establish robust methods to identify children at risk of
developing conduct problems, integrated when possible with the established local assessment system. These should focus on identifying vulnerable parents, where appropriate antenatally, including:
parents with other mental health problems, or with significant drug or
alcohol problems.
mothers younger than 18 years, particularly those with a history of
maltreatment in childhood
parents with a history of residential care
parents with significant previous or current contact with the criminal
justice system.
5.3.9.2
When identifying vulnerable parents, take care not to intensify any stigma
associated with the intervention or increase the childs problems by
labelling them as antisocial or problematic.
Early interventions for at-risk children
5.3.9.3
Early interventions aimed at reducing the risk of the development of
conduct problems, and antisocial personality disorder at a later age, may be
106
5.3.9.4
considered for children identified to be of high risk of developing conduct

problems. These should be targeted at the parents of children with identified high-risk factors and include:
non-maternal care (such as well-staffed nursery care) for children
younger than 1 year
interventions to improve poor parenting skills for the parents of children younger than 3 years.
Early interventions should usually be provided by health and social care
professionals over a period of 612 months, and should:
consist of well-structured, manualised programmes that are closely
adhered to
target multiple risk factors (such as parenting, school behaviour, and
parental health and employment).
5.4
INTERVENTIONS FOR CHILDREN WITH CONDUCT PROBLEMS
5.4.1
Introduction
Current practice
The treatment and management of conduct disorder and related problems in the UK
has significantly expanded in recent years. The NICE technology appraisal on parenttraining programmes (NICE, 2006b) has had a great impact and programmes based
on models developed by Webster-Stratton (Webster-Stratton et al., 1988) among
others, are now widely available in the UK.
In addition, a major pilot programme of multisystemic therapy was developed in
2008, which is currently being rolled out in ten sites across the UK. The outcomes
of this pilot programme, which is subject to a formal evaluation, may have a considerable influence on the development of interventions for conduct disorder.
However, other approaches that may be of potential value, such as individuallyfocused interventions including cognitive problem-solving skills, are underdeveloped
in the UK. Similarly other interventions, which are reviewed below, such as functional family therapy, multidimensional treatment foster care, or brief strategic family
therapy, are not widely available in the UK. This is a particular concern because the
primary focus of parent-training programmes is with younger children in the age
range of 4 to 10 years. Evidence-based programmes for adolescents, where parenttraining programmes may be less effective, are not well developed. Beyond mainstream provision in the NHS by CAMHS, there are also some specialist services (for
example, youth offending teams) where these programmes may serve as effective
preventive interventions for antisocial personality disorder.
In addition, a substantial proportion of young people with conduct problems will
be involved in the criminal justice system where they are likely to receive interventions predominantly based on a cognitive and behavioural approach similar to that
provided for adults (see Chapter 7 for further details).
107

5.4.2
Aim of review and definitions of interventions
The review looked at a wide range of family and individual interventions focused on
children. These interventions were divided into four main categories: child-focused
(skills-based training for children), parent-focused (behaviour management training
for parents), family-focused (seeking to change problem interactions within the
family), and multi-component (targeting the family and the wider social environment). The intention at the beginning of the guideline development process was to
embed the recommendations in the technology appraisal on parent-training
programmes for children with conduct disorder (NICE, 2006b) in this guideline.
Definitions of child-focused interventions
Cognitive problem-solving skills training
The emphasis of this intervention is on childrens thought processes that impact on
how they behave in interpersonal situations. The intervention includes:
a) teaching a step-by-step approach to solving interpersonal problems
b) structured tasks such as games and stories to aid the development of skills
c) combining a variety of approaches including modelling and practice, role playing, and reinforcement (Kazdin, 2010).
Anger control training
This includes a number of cognitive and behavioural techniques similar to cognitive
problem-solving skills training. However this includes training of other skills such as
relaxation and social skills and a specific focus on managing anger. This is usually
offered to school-age children who are aggressive (Kazdin, 2010).
Social problem skills training
This is a specialist form of cognitive problem-solving skills training that also aims to
modify and expand the childs interpersonal appraisal processes through developing
a more sophisticated understanding of beliefs and desires in others and to improve the
childs capacity to regulate their emotional responses (see Fonagy et al., 2002).
Definitions of parent-focused interventions
Parent-training programmes
The main goals of parent-training programmes are to teach the principles of child
behaviour management, to increase parental competence and confidence in raising
children and to improve the parent/carer-child relationship by using good communication and positive attention to aid the childs development. These programmes are
structured and follow a set curriculum over several weeks; they are mainly conducted
in groups, but can be modified for individual treatments. Examples of well-developed
programmes are Triple P (Sanders et al., 2000a) and Webster-Stratton
(WebsterStratton, 1988). The focus is primarily on the main caregiver of the child or
108

young person, although some programmes add a child-directed component
(NCCMH, 2009).
Definitions of family-focused interventions
Structural or systemic family therapy
This is a psychological intervention derived from a model of the interactional
processes in families. The intention is to help participants understand the effects of
their interactions on each other as factors in the development and/or maintenance of
behavioural problems. Additionally, the aim is to change the nature of the interactions
so that families may develop relationships that are more supportive and have less
conflict (NCCMH, 2005a).
Functional family therapy
This is a family-based psychological intervention that is behavioural in focus. The
main elements of the intervention include engagement and motivation of the family
in treatment, problem-solving and behaviour change through parent training and
communication training, and seeking to generalise change from specific behaviours
to have an impact on interactions both within the family and with community agencies such as schools (see for example Gordon et al., 1995).
Brief strategic family therapy
This is a psychological intervention that is systemic in focus and is influenced by
other approaches such as structural family therapy. The main elements of this intervention include engaging and supporting the family, identifying maladaptive family
interactions and seeking to promote new more adaptive family interactions (see for
example, Szapocznik et al., 1989).
Definitions of multi-component interventions
Multisystemic therapy
This is the use of strategies from family therapy and behaviour therapy to intervene
directly in systems and processes related to antisocial behaviour (for example,
parental discipline, family affective relations, peer associations, and school performances) for children or adolescents (Henggeler et al., 1992).
Multidimensional treatment foster care
Like multisystemic therapy, multidimensional treatment foster care also uses strategies from family therapy and behaviour therapy to intervene directly in systems and
processes related to antisocial behaviour (for example, parental discipline, family
affective relations, peer associations and school performances), but for children or
adolescents in out of home placements. This includes family therapy with the childs
biological parents and group meetings and other support for the foster parents
(Chamberlain & Reid, 1998).
109

clinical evidence
Date searched
Database inception to June 2008
Study design
RCT
Patient population
Children with conduct problems
Interventions
Outcomes
Behaviour problems, offending
5.4.3
this section of the guideline can be found in Table 7.
5.4.4
Studies considered5
The review team conducted a new systematic search for RCTs that assessed the benefits and disadvantages of psychosocial interventions for children, and related health
economic evidence (see Appendices 8 and 11 respectively).
A total of 97 trials relating to clinical evidence met the eligibility criteria set by
the GDG, providing data on 6,665 participants. Of these, one trial was a report from
the Joseph Rowntree Foundation (Scott et al., 2006), one trial was a report of the
Washington Institute of Public Policy (Barnoski, 2004), and 95 were published in
peer-reviewed journals between 1973 and 2008. In addition, 117 studies were
excluded from the analysis. The most common reason for exclusion was lack of relevant outcomes (further information about both included and excluded studies can be
found in Appendix 15).
The included trials involved the following comparisons:
Parent training compared with control (36 trials)
Parent training plus an additional intervention for children compared with parent
training (five trials)
Here and elsewhere in the guideline, each study considered for review is referred to by a study ID in capital letters (primary author and date of study publication, except where a study is in press or only submitted for publication, then a date is not used). The references for the studies can be found in Appendix 15.
110
Parent training plus an additional intervention for parents compared with parent
training (six trials)
Cognitive problem-solving skills training compared with control (five trials)
Social skills training compared with control (five trials)
Anger control training compared with control (ten trials)
Family interventions compared with control (11 trials)
Multisystemic therapy compared with control (ten trials)
Multidimensional treatment foster care compared with control (two trials)
Other multi-component interventions compared with control (four trials)
Cognitive and behavioural interventions compared with control (eight trials)
Cognitive and behavioural plus other interventions compared with control
(two trials).
5.4.5
Clinical evidence for interventions targeted at children
in Table 8 and Table 9. Full study characteristics and forest plots can be found in
Appendices 15 and 16 respectively.
For all of these cognitive skills-based interventions there were a variety of
outcomes reported. Wherever possible the primary outcome extracted in the metaanalysis was from a total behaviour scale. Measures specifically related to the content
of the programme were judged to be less generalisable.
Cognitive problem-solving skills training
There were five trials on cognitive problem-solving skills training. At end of treatment there was a small-to-medium effect favouring cognitive problem-solving skills
training (SMD 0.35; 0.59 to 0.10) and this effect was sustained and actually
improved at 1-year follow-up (SMD 0.42; 0.84 to 0.00).
Anger control
There were ten trials on anger control. Trials that only included interventions for children appeared to be more effective (SMD 0.37; 0.58 to 0.16). Interventions that
included a parent intervention in addition to anger control training did not appear to
be effective (SMD 0.06; 0.25 to 0.13).
Social skills training
There were five trials on social skills training. Although the effects were of a similar
magnitude as above (SMD 0.35; 0.73 to 0.03), there was significant heterogeneity and confidence intervals were compatible with benefit and no benefit.
111

Table 8: Study information table for trials of interventions targeted at children
and/or for the treatment of conduct problems
Cognitive problemsolving skills training
versus control
Social skills
training versus
control
Anger control training

versus control
Total no. of
trials (total no.
of participants)
5 RCTs (N = 274)
5 RCTs (N = 407)
10 RCTs (N = 1,167)
Study ID
KAZDIN1989
KENDALL1990
MICHELSON1983
VANMANEN2004
WEBSTERSTRATTON1997
DEFFENBACHER1996
DESBIENS2003
ISON2001
PEPLER1995
VANMANEN2004
BARKLEY2000
DEFFENBACHER1996
FEINDLER1984
LIPMAN2006
LOCHMAN1984
LOCHMAN2002
LOCHMAN2004
OMIZO1988
SHECHTMAN2000
SUKHODOLSKY2000
Diagnosis
Conduct disorder and/or

behaviour problems
Behaviour problems
Behaviour problems
Baseline
severity
Diagnosis of conduct
disorder/oppositional
defiant disorder:
KENDALL1990
VANMANEN2004
WEBSTERSTRATTON1997
defiant disorder:
ISON2001
VANMANEN2004
defiant disorder:
BARKLEY2000
Reported behaviour
problems in the clinical
range on a behaviour
problem scale:
KAZDIN1989
Reported behaviour
problem scale:
DEFFENBACHER 1996
ISON2001
Reported behaviour
problem scale:
DEFFENBACHER1996
LOCHMAN1984
LOCHMAN2004
Referred for behaviour

problems:
PEPLER1995

problems:
FEINDLER1984
LIPMAN2006
LOCHMAN2002
OMIZO1988
SHECHTMAN2000
SUKHODOLSKY2000
Treatment length 123 days
219 days
156 days
Length of
follow-up
1 year
No long-term follow-up
1 year
Age
Range: 413 years
Range: 614 years
Range: 516 years

problems:
MICHELSON1983
112

Table 9: GRADE evidence summary for interventions targeted at children
and/or adolescents with conduct problems (only important outcomes reported)
Cognitive problem-solving skills training compared with control for children and adolescents
with conduct problems
Patient or population: Children and adolescents with conduct problems
Settings: Schools, psychiatric outpatients
Intervention: Cognitive problem-solving skills training
Comparison: Control
Outcomes
No. of participants
(studies)
Quality of the
evidence (GRADE)
Effect size
(95% CI)
Behaviour
(end of treatment)
274
(5)
high
SMD 0.35
(0.59 to 0.10)
Behaviour (followup) (follow-up:

mean 1 years)
93
(2)

moderate1
SMD 0.42
(0.84 to 0.00)
I-squared 50%
Anger control compared with control for children with conduct problems
Patient or population: Children and adolescents with conduct problems
Settings: Schools
Intervention: Anger control
Comparison: Control
Outcomes
No. of participants
(studies)
Quality of the
evidence (GRADE)
Effect size
(95% CI)
Total behaviour
problems
357
(7)

moderate1
SMD 0.37
(0.58 to 0.16)
Possible issue of reactivity of outcome measure
Social skills training compared with control for children and adolescents with behaviour
problems
Patient or population: Children and adolescents with behaviour problems
Settings: Schools
Intervention: Social skills training
Comparison: No treatment
1
2
Outcomes
No. of participants
(studies)
Quality of the
evidence (GRADE)
Effect size
(95% CI)
Total behaviour
problems
407
(5)

low1,2
SMD 0.35
(0.73 to 0.03)
I-squared 50%
CIs compatible with benefit and no benefit
113

5.4.6
Clinical evidence summary for interventions targeted at children
Interventions that met the criteria of the review were mainly based on cognitive behavioural approaches. Most studies reported small-to-moderate reductions in behaviour
problems. However, there was uncertainty whether the promising results on social
skills and anger control interventions would translate to everyday clinical practice.
5.4.7
Health economics evidence for interventions targeted at children
No evidence on the cost effectiveness of interventions targeted at children was identified by the systematic search of the literature. Details on the systematic search of the
economic literature are provided in Chapter 3.
5.4.8
There is some evidence for cognitive problem-solving skills training, anger control
and social skills training as interventions targeted at children. The evidence for cognitive problem-solving skills training was slightly stronger with good evidence of efficacy at follow-up in children with relatively severe behavioural problems.
However, the evidence for anger control and social skills training was more
limited with greater variability in effectiveness and questions about the generalisability of some outcome measures. The GDG judged that their main value may be in
treating children with residual problems after cognitive problem-solving skills training, or in treating children when it is not possible to engage the family in treatment.
They may also be effective in providing an alternative where children have not fully
benefited from family interventions.
5.4.9
Recommendations
5.4.9.1
Cognitive problem-solving skills training should be considered for children aged 8 years and older with conduct problems if:
the childs family is unwilling or unable to engage with a parent-training programme (see Sections 5.4.14)
additional factors, such as callous and unemotional traits in the child,
may reduce the likelihood of the child benefiting from parent-training
programmes alone.
For children who have residual problems following cognitive problemsolving skills training, consider anger control or social problem-solving
skills training, depending on the nature of the residual problems.
Cognitive problem-solving skills training should be delivered individually
over a period of 1016 weeks. Training should focus typically on cognitive
strategies to enable the child to:
generate a range of alternative solutions to interpersonal problems
analyse the intentions of others
5.4.9.2
5.4.9.3
114
5.4.9.4
5.4.9.5
5.4.10
understand the consequences of their actions

set targets for desirable behaviour.
Anger control should usually take place in groups over a period of
1016 weeks and focus typically on strategies to enable the child to:
build capacity to improve the perception and interpretation of social cues
manage anger through coping and self-talk
generate alternative non-aggressive responses to interpersonal problems.
Social problem-solving skills training should usually be conducted in
groups over a period of 1016 weeks. Training should focus typically on
modify and expand their interpersonal appraisal processes
develop a more sophisticated understanding of beliefs and desires in others
improve their capacity to regulate their emotional responses.
Clinical evidence for interventions targeted at parents
There were a large number of studies of parent training, with 36 trials comparing parent training with control. Parent training in behavioural management is
mostly offered in groups but some of the studies were of parents offered this kind of
help individually. There was a small-to-medium effect favouring parent training
(SMD 0.36; 0.51 to 0.22). Heterogeneity was high in the meta-analysis
(I2 63.3%), which is explained to some extent by age and level of risk. A
subgroup analysis of the data suggests that children up to the age of 11 years appear
to be more likely to respond than young people of 12 years or older (children: SMD
0.58; 0.78 to 0.39; young people: SMD 0.32; 0.64 to 0.00) although there
is still overlap in confidence intervals. In addition, a subgroup analysis of the data
comparing studies of children with different levels of risk (participants rated on
factors such as the severity of behaviour problems and socioeconomic status)
showed a smaller effect for studies that included participants at greater risk (high
risk: SMD 0.20; 0.33 to 0.07; less risk: SMD 0.44; 0.54 to 0.33).
There appears to be good evidence that adding an intervention (usually cognitive
problem-solving skills training) focused on the child adds to the efficacy of parent
training compared with parent training alone (SMD 0.30; 0.51 to 0.09).
There was less clear evidence for an additional benefit from adjunctive intervention
focused on psychological problems in the parents (for example, CBT for depression
in the mother; SMD 0.12; 0.35, 0.11).
It is also important to note that moderators of the effectiveness of parent training have
been identified (Dadds et al., 1987a; Dadds et al., 1987b). More severe and more chronic
antisocial behaviour and comorbidity with other diagnoses predict reduced responsiveness to treatment, including dropouts and negative outcomes. However inattention,
115

Table 10: Study information table for trials of interventions targeted at
parents for the treatment of conduct problems
Parent training +
additional parent
intervention versus
parent training
Parent training +
additional child
intervention versus
parent training
Parent training +
problem-solving
versus parent
training + education
Total no. of
36 RCTs (N 2,509)
trials (total no.
of participants)
5 RCTs (N 366)
6 RCTs (N 346)
1 RCT (N 39)
Study ID
ADAMS2001
BANK1991
BARKLEY2000
BEHAN2001
BODENMANN2008
BRADLEY2003
CONNELL1997
FEINFIELD2004
GARDNER2006
HUTCHINGS2007
IRVINE1999
JOURILES2001
KACIR1999
KAZDIN1987
LOCHMAN2004
MAGEN1994
MARKIE-DADDS2006
MARTIN2003
NICHOLSON1999
NIXON2003
PATTERSON2007
SANDERS2000
SANDERS2000A
SCOTT2001
SCOTT2006
STEWART-BROWN2007
STOLK2008
STRAYHORN1989
TAYLOR1998
TURNER2006
TURNER2007
WEBSTER-STRATTON1984
WEBSTER-STRATTON 1988
DADDS1992
IRELAND2003
SANDERS2000A
SANDERS2000B
WEBSTERSTRATTON 1994
BARKLEY 2000
DISHION1995
DRUGLI2006
KAZDIN1992
NOCK2005
WEBSTERSTRATTON1997
ELIAS2003
Diagnosis
Conduct disorder,
oppositional defiant disorder
and/or behaviour problems,
offending history
Conduct disorder,
oppositional defiant
disorder and/or
behaviour problems
Conduct disorder,
disorder and/or
behaviour problems
Behaviour problems
Baseline
severity:
mean (SD)
defiant disorder:
Diagnosis of conduct Diagnosis of

disorder/oppositional conduct disorder/
defiant disorder:
disorder:
DADDS1992
KAZDIN1992
SANDERS2000B
WEBSTERReported behaviour
STRATTON1994
Parent training
versus control
BARKLEY2000
CONNELL1997
JOURILES2001
Not relevant
Continued
116

Table 10: (Continued)
Parent training
versus control
Parent training +
additional parent
intervention versus
parent training
Parent training +
additional child
intervention versus
parent training
KAZDIN1987
NIXON2003
SCOTT2001
Reported behaviour
problems in the
clinical range
on a behaviour
problem scale:
SANDERS2000A
problems in the
clinical range on
a behaviour
problem scale:
DISHION1995
DRUGLI2006
Reported behaviour problems

in the clinical range on a
behaviour problem scale:
BODENMANN2008
FEINFIELD2004
GARDNER2006
HUTCHINGS2007
IRVINE1999
KACIR1999
LOCHMAN2004
MAGEN1994
MARKIE-DADDS2006
MARTIN2003
PATTERSON2007
SANDERS2000
SANDERS2000A
STEWART-BROWN2007
STOLK2008
Parent training +
problem-solving
versus parent
training + education
Referred for
behaviour
problems:
IRELAND 2003

problems:
ADAMS2001
BEHAN2001
BRADLEY2003
STRAYHORN1989
TAYLOR1998
TURNER2006
TURNER2007
Offending history:
BANK1991
Treatment
length
Mean: 140 days
Mean: 81 days
Mean: 150 days
126 days
Length of
follow-up
Longest: 3 years
Longest: 1 year
Longest: 1 year
N/A
Age
Range: 118 years
Range: 29 years
Range: 614 years
Range: 811 years
impulsivity and hyperactivity problems increase the size of the response. Extremely high
levels of parental negativity towards the child also reduce responsiveness to the
programme. Low socioeconomic status is associated with more limited outcomes, in
particular if it occurs in combination with social insularity in the family. Maternal
psychopathology, in particular depression and life events, has also been found to reduce
117

Table 11: GRADE evidence summary for trials of interventions targeted at
parents for the treatment of conduct problems (only important outcomes
reported)
Parent training compared with control for children with behaviour problems
Patient or population: Children with behaviour problems
Intervention: Parent training
Comparison: Control
1
2
Outcomes
No. of
participants
(studies)
Quality of
the evidence
(GRADE)
Effect size
(95% CI)
Total behaviour problems (end

of treatment)
Total behaviour problems
2509
(36)

moderate1
SMD 0.36
(0.51 to 0.22)
Conduct disorder/oppositional defiant

disorder specific behaviour (end
of treatment)
Conduct problems
1403
(14)

moderate1
SMD 0.26
(0.48 to 0.03)
Behaviour (follow-up)
Total behaviour problems
(follow-up: 12 months)
621
(9)

low1,2
SMD 0.29
(0.58 to 0.00)
I-squared 50%
Components of parent training for children with behaviour problems
Patient or population: Children with behaviour problems
Intervention: Components of parent training
Outcomes
1
2
Quality of
the evidence
(GRADE)
Effect size
(95% CI)
Enhanced parent training (behaviour) 346

parent training + child intervention
(5)
versus parent training
high
SMD 0.30
(0.51 to 0.09)
Enhanced parent training (behaviour) 290

(5)
parent training + enhancement for
parent versus parent training

moderate1
SMD 0.12
(0.35 to 0.11)
Enhanced parent training (attrition)

number of sessions attended

moderate2
SMD 0.38
(0.84 to 0.07)

Only one study
118
No. of
participants
(studies)
76
(1)

the effectiveness of parent training. There are also findings indicating that single parent
status, only one parent attending, marital disharmony and maternal insecurity of attachment may undermine progress but many of these associations are not found consistently
across studies. Families with children in the pre-adolescent age group are more likely to
drop out of treatment. The best current evidence-based programmes include modules for
targeting these moderating factors; however, their use is more often supported by correlational rather then RCT data, although RCT data does provide some evidence for limited
interventions such as telephone reminders (Watt et al., 2007). While the present review
does not permit the GDG to make specific recommendations, in general it is desirable to
include additional treatment modules in parent-training programmes that are likely to
prevent the premature termination of treatment.
A number of individual parent training programmes have been evaluated and
found to be effective (Nixon et al., 2003). For younger children (typically between 3
and 6 years) one of the most prominent is parent-child interaction therapy (PCIT) (for
example, Schuhmann et al., 1998). For older children (typically between 5 and 12
years) the parent management training programmes developed in Oregon have also
been shown to be effective (for example, Patterson et al., 1982). However, it is difficult to make comparisons of effectiveness of group versus individual administration
as it is rarely a subject of tests. Overall effect sizes for individual parent-training
programmes are also confounded by lack of commensurability in terms of the clinical characteristics of the sample.
5.4.11
Clinical evidence summary for interventions targeted at parents
There is a very large evidence base confirming the effectiveness of parent training in
a range of populations in a number of countries. There was significant heterogeneity
in the meta-analysis; subgroup analyses suggest that differences in the ages of the
children and in level of risk may explain, to some extent, some of the inconsistency.
Given the limited evidence for individual parent-training programmes and the lack of
comparators with the stronger evidence base for group-based training programmes
the GDG decided to focus the recommendations on group-based interventions.
There are also a growing number of studies assessing adjuncts to parent training.
The results of the meta-analysis suggest that a cognitive problem-solving intervention
targeted at the child may be effective. Adjuncts targeted specifically at the parents
mental health problems were slightly less effective.
5.4.12
Health economic evidence for interventions targeted at parents
The only study identified by the systematic search of economic evidence that met the
inclusion criteria for review was an economic analysis of parent training for children
with conduct disorders (Dretzke et al., 2005) undertaken for the NICE technology
appraisal (NICE, 2006b). According to the technology appraisal, parent training was
found to be cost effective and was recommended for implementation in health and
119

social care settings. Details on the methods used for the systematic search of the
economic literature are described in Chapter 3. Evidence tables for all economic studies included in the guideline economic literature review are provided in Appendix 14.
Economic analysis in the NICE technology appraisal on parent-training/education
programmes for children with conduct disorders (NICE, 2006b)
The NICE technology appraisal on parent-training/education programmes in the
management of children with conduct disorders (NICE, 2006b) incorporated economic
evidence from two de novo economic models assessing the cost effectiveness of
parent-training/education programmes relative to no active intervention for this
population.
The initial economic analysis (Dretzke et al., 2005) assessed the cost effectiveness
of three parent-training/education programmes differing in the mode of delivery and
the setting: a group community-based programme, a group clinic-based programme,
and an individually delivered, home-based programme. Costs included intervention
costs only; no potential cost savings to the NHS following reduction of antisocial
behaviour in treated children were considered. Total costs of these three types of interventions were estimated based on a bottom-up approach, using expert opinion alongside information from the literature in order to determine the healthcare resources
required for providing such programmes. Meta-analysis of clinical data had demonstrated that there was no difference in clinical effectiveness between group-based and
individually delivered programmes. According to the findings of the economic analysis, the group clinic-based programme was the dominant option among the three
parent-training/education programmes, as it provided the same health benefits (same
clinical effectiveness) at the lowest cost (total intervention cost per family was 629
for the group clinic-based programme, 899 for the group community-based
programme, and 3,839 for the individual home-based programme).
Further analyses were undertaken to estimate the cost effectiveness of parenttraining/education programmes assuming various levels of response to treatment and
various levels of improvement in childrens HRQoL. According to this analysis, and
after assuming an 80% uptake of such programmes, the group clinic-based
programme resulted in a cost per responder of 10,060 and 1,006 at a 5% and 50%
success (response) rate, respectively; and a cost per quality-adjusted life year (QALY)
of 12,575 and 3,144 at a 5% and 20% improvement in HRQoL, respectively.
In contrast, provision of an individual home-based programme was demonstrated
to incur a rather high cost of 19,196 per QALY gained, assuming it provided a 20%
improvement in HRQoL. At lower levels of improvement in HRQoL, this figure
became well above the 20,000 per QALY threshold of cost effectiveness set by
NICE (The Guidelines Manual [NICE, 2006a]), rising at approximately 77,000 per
QALY when a 5% improvement in HRQoL was assumed. This means that for families where individual parent training is the preferred option, for example in cases
where parents are difficult to engage with, or the complexities of the familys needs
cannot be met by group-based programmes, the improvement in HRQoL of the child
needs to reach at least 20% for the intervention to meet the cost-effectiveness criteria
set by NICE.
120

The initial economic analysis was based on hypothetical rates of response and
percentages of improvement in HRQoL following provision of parent-training/education programmes, as well as on a number of assumptions. Therefore, the results
should be interpreted with caution, as acknowledged by its authors. On the other
hand, it should be noted that estimated figures were conservative, as they did not
include any potential cost savings resulting from reduction in antisocial behaviour in
treated children and associated costs of its management. Despite its limitations, the
analysis demonstrated that group-based parent-training/education programmes for
children with conduct disorders were, as expected, substantially more cost effective
than individually delivered programmes, because the two modes of delivery did not
differ in terms of clinical effectiveness, while the intervention costs of group-based
programmes were spread over a large number of treated families.
The additional economic analysis undertaken to support the NICE technology
appraisal evaluated the cost effectiveness of the three parent-training/education
programmes described above, plus an individually delivered clinic-based
programme, over a time horizon of 1 year. Costs included intervention costs as the
initial analysis, but they also incorporated cost savings to the NHS, education and
social services following provision of parent-training/education programmes to
children with conduct disorders. The analysis modelled three different health states,
that is, normal behaviour, conduct problems and conduct disorders. It was found
that the mean net cost of a parent-training/education programme in improving a
childs behaviour from conduct disorder to an improved state (either conduct problems or normal behaviour) was 90 for a group community-based programme,
1,380 for an individually delivered clinic-based programme, and 2,400 for an
individually delivered home-based programme; the group clinic-based programme
proved to be cost saving overall. These results further support the argument that
group-delivered parent-training/education programmes for children with conduct
disorders are most likely to be cost effective, especially when long-term benefits,
such as the sustained effects of therapy and a reduction in the rates of future offending behaviour, as well as future cost savings to healthcare, education and social
services, are considered.
5.4.13
The clinical and economic evidence clearly supports the implementation of parenttraining programmes for children with conduct problems. The results suggest that the
likely effect of parent-training programmes will be felt more for younger children.
This suggests that there may be a need to consider augmenting programmes for older
children who have not benefited with cognitive problem-solving skills interventions.
These additional interventions should be focused on the child as there is little
evidence that focusing interventions specifically on the parent is effective. For those
children who have not benefited and/or whose parents have refused treatment, a
second option would be to give consideration to specific individual cognitive problem-solving skills interventions.
121

5.4.14
Recommendations
5.4.14.1
Group-based parent-training/education programmes are recommended in

the management of children with conduct disorders.6
Individual-based parent-training/education programmes are recommended
in the management of children with conduct disorders only in situations
where there are particular difficulties in engaging with the parents or a
familys needs are too complex to be met by group-based parenttraining/education programmes.7
For parents of young people aged between 12 and 17 years with conduct
problems, consider parent-training programmes.
Additional interventions targeted specifically at the parents of children
with conduct problems (such as interventions for parental, marital or interpersonal problems) should not be provided routinely alongside parenttraining programmes, as they are unlikely to have an impact on the childs
conduct problems.
Programme providers should also ensure that support is available to enable
the participation of parents who might otherwise find it difficult to access
these programmes.8
Support to enable the participation of parents who might otherwise find it
difficult to access these programmes might include:
individual parent-training programmes
regular reminders about meetings (for example, telephone calls)
effective treatment of comorbid disorders (in particular, attention
deficit hyperactivity disorder in line with Attention deficit hyperactivity disorder NICE clinical guideline 72 [NICE, 2008).
It is recommended that all parent-training/education programmes, whether
group- or individual-based, should:9
be structured and have a curriculum informed by principles of sociallearning theory
include relationship-enhancing strategies
offer a sufficient number of sessions, with an optimum of 812, to
maximise the possible benefits for participants
enable parents to identify their own parenting objectives
incorporate role-play during sessions, as well as homework to be
undertaken between sessions, to achieve generalisation of newly
rehearsed behaviours to the home situation
be delivered by appropriately trained and skilled facilitators who are
supervised, have access to necessary ongoing professional develop-
5.4.14.2
5.4.14.3
5.4.14.4
5.4.14.5
5.4.14.6
5.4.14.7
This recommendation is from NICE technology appraisal 102 (NICE, 2006b).

Ibid.
8 Ibid.
9 Ibid.
7
122
5.4.14.8
5.4.14.9
5.4.15
ment, and are able to engage in a productive therapeutic alliance with

parents
adhere to the programme developers manual and employ all of the
necessary materials to ensure consistent implementation of the
programme.
Programmes should include problem solving (both for the parent and in
helping to train their child to solve problems) and the promotion of positive behaviour (for example, through support, use of praise and reward).
Programmes should demonstrate proven effectiveness. This should be
based on evidence from randomised controlled trials or other suitable
rigorous evaluation methods undertaken independently.10
Clinical evidence for interventions targeted at families
Eleven trials assessed the effectiveness of family interventions. It appears that
family interventions are more effective than control for reducing both behavioural
problems (SMD 0.75; 1.19 to 0.30) and offending (RR 0.67; 0.42 to
1.07).
The heterogeneity observed in the risk of re-offending was explained by problems
with therapist competence in BARNOSKI2004. A subgroup analysis found a large
difference when including only competent (RR 0.57; 0.42 to 0.78) or non-competent therapists (RR 0.70; 0.36 to 1.38). Data from MCPHERSON1983 was not
included in the analysis as data were not extractable.
The heterogeneity observed in the behaviour scales outcome appeared to be due
to NICKEL2005 and NICKEL2006A. A subgroup analysis showed that substantially
larger effects were reported (SMD 1.48; 1.97 to 0.99) in these studies on
reduction in drug use, compared with the other studies effects on total behaviour
(SMD 0.42; 0.68 to 0.15).
5.4.16
Clinical evidence summary for interventions targeted at families
There appears to be good evidence for the effectiveness of family interventions in a

range of adolescents with conduct problems including offenders. In addition, quasiexperimental implementation studies confirm the effectiveness of these interventions
in naturalistic settings.
10
Ibid.
123

Table 12: Study information table for trials of family interventions
Family interventions
versus control for
children and adolescents
with behaviour problems
versus control for
adolescents at risk
of re-offending
versus CBT
Total no. of
trials (total no.
of participants)
6 RCTs (N = 177)
2 RCTs
2 quasi-experimental
studies (N = 894)
1 RCT (N = 56)
Study ID
NICKEL2005
NICKEL2006
NICKEL2006A
SANTISTEBAN2003
SAYGER1988
SZAPOCZNIK1989
ALEXANDER1973
BARNOSKI2004
GORDON1995
MCPHERSON1983
AZRIN2001
Diagnosis
Conduct disorder,
disorder and/or behaviour
problems, bullying
History of offending
Conduct disorder
Baseline severity:
mean (SD)
defiant:
SZAPOCZNIK1989
Not relevant
Not relevant
Reported behaviour
problem scale:
SANTISTEBAN2003
problems:
SAYGER1988
History of bullying:
NICKEL2005
NICKEL2006
NICKEL2006A
Treatment length
Mean: 106 days
Mean: 92 days
Mean: 180 days
Length of
follow-up
Longest: 1 year
Longest: 1 year
N/A
Age
Range: 618 years
Range: 1317 years
Mean: 15 years
124

Table 13: GRADE evidence summary for family interventions (only important
outcomes reported)
Outcomes
No. of
participants
(studies)
Quality of
the evidence
(GRADE)
Effect size
(95% CI)
Behaviour scales (end of treatment)

(follow-up: mean 6 months)
237
(6)

moderate1
SMD 0.75
(1.19 to 0.3)
Risk of re-arrest
(follow-up: 18 months - 5 years)
(BARNOSKI2004 participants
treated by competent therapists)
613
(3)

moderate2
RR 0.57
(0.42 to 0.77)
Risk of re-arrest
(follow-up: 18 months - 5 years)
(BARNOSKI2004 participants treated
by both competent and
non-competent therapists)
819
(3)

moderate1,2
RR 0.67
(0.42 to 1.07)
1
2
I-squared 50%
Quasi-experimental studies
5.4.17
Health economic evidence for interventions targeted at families
Systematic literature review

Two studies from the US were identified that considered the cost effectiveness of
interventions targeted at families (Barnoski, 2004; Crane et al., 2005). The study by
Barnoski (2004) evaluated functional family therapy for moderate to high-risk
juvenile offenders (13 to 17 years). Costs of the intervention were compared with
differences in recidivism rates and resulting criminal justice costs versus no
intervention. Overall, functional family therapy resulted in significant net savings due
to lower rates of recidivism compared with no intervention. The study by Crane and
colleagues (2005) was a simple retrospective cost analysis of in-home or in-office
family therapy versus no treatment for youths with conduct disorder. Over 30 months
both interventions resulted in significant net savings (p 0.0001) in terms of reduced
future healthcare spending. No studies were identified that considered the cost effectiveness of family interventions in the UK. Details on the methods used for the
systematic search of the economic literature are described in Chapter 3. Evidence
tables for all economic studies included in the guideline economic literature review
are provided in Appendix 14.
Economic modelling
Objective
The guideline systematic review and meta-analysis of clinical evidence demonstrated
that provision of functional family therapy to families of adolescents with a history of
125

offending behaviour significantly reduces the rates of future reconviction. Offending
behaviour and subsequent reconviction lead to substantial costs, not only to the criminal justice system but also to victims and society in general. A cost analysis was
undertaken to assess whether the costs to the NHS of providing functional family
therapy to families of adolescents at risk for offending behaviour are offset by future
cost savings resulting from reduction in offending behaviour (and subsequent reconviction rates) in young offenders.
Methods
Intervention examined Functional family therapy is a short-term intervention: on
average 8 to 12 sessions are needed for mild problems and up to 30 hours of direct
service (for example, clinical sessions, telephone calls and meetings involving
community resources) for more difficult cases. For most participants, sessions are
spread over a 3-month period. Functional family therapy programmes have been
successfully delivered in home-based, clinic-based and school-based settings. In
Washington where functional family therapy was evaluated, trained therapists had
caseloads of 10 to 12 families (Barnoski, 2004). The effectiveness of therapy in
reducing recidivism may be directly related to the competence of the therapist
(Barnoski, 2004). Implementation of functional family therapy, therefore, focuses
particularly on developing therapist competence rather than simply teaching skills.
Costs considered in the analysis A simple economic model was developed to estimate the net total costs (or cost savings) associated with provision of functional
family therapy to families of adolescents at risk for offending behaviour. Adolescents
with conduct disorder and/or offending behaviour have been found to incur substantial costs to the health, educational, social and criminal justice services. Scott and
colleagues (2001a) estimated the public costs incurred by children with conduct
disorder from 10 years of age through adulthood (by age 28) in the UK. The authors
reported a total cost of 70,000 per person diagnosed with conduct disorder in childhood, compared with 7,000 for a person without any conduct problems. Criminal
justice system services bore most of this cost (64%), whereas the cost to educational
services reached 18% of the total cost. Foster and residential care costs amounted to
11% of the total cost, and social benefits to another 4%. Finally, the cost to the healthcare services was only 3% of the total cost incurred by individuals with conduct disorder from childhood through adulthood.
NICE recommends that economic analyses of healthcare interventions adopt a
NHS and personal social services (PSS) perspective (NICE, 2006a). However, in the
case of adolescents with offending behaviour, the majority of incurred costs falls on
the criminal justice system, education services, social and other public services.
Only a small minority of costs is covered by the NHS and PSS perspective. For this
reason, the economic analysis adopted a broader perspective than that of the NHS
and PPS, including any costs to public services for which appropriate information
was available.
The study by Scott and colleagues (2001a) illustrated the variety and magnitude
of costs associated with conduct disorder and, more broadly, offending behaviour;
126

nevertheless, little evidence exists about the potential reduction (or increase) in
specific cost components resulting from provision of functional family therapy to
families of young offenders. Clinical evidence has demonstrated that functional
family therapy significantly reduces reconviction rates, and subsequently costs
relating to crime. It is likely that provision of functional family therapy, by reducing offending behaviour, also reduces other types of cost, such as health and social
care costs, as well as costs to the educational services. However, no appropriate
relevant data that could inform this economic analysis were identified in the
literature. For this reason, the analysis has considered only intervention costs (that
is, costs of providing functional family therapy) and costs related to crime/offending behaviour of adolescents. All other categories of costs to the public sector, such
as health and social care costs and costs to educational services, were conservatively assumed to be the same for adolescents receiving functional family therapy
and for those not receiving the intervention, and were subsequently omitted from
the analysis. This is acknowledged as a limitation of the economic analysis.
However, costs relating to crime constitute the most substantial part of the costs
incurred by young offenders; therefore, the economic analysis has probably considered the majority of costs associated with providing functional family therapy to
families of young offenders.
Model input parameters
Clinical efficacy of functional family therapy and baseline re-offending rate in
juvenile offenders
Clinical data on re-arrest rates (reflecting re-offending behaviour) associated with
provision of functional family therapy were derived from three studies (ALEXANDER1973; BARNOSKI2004; GORDON1995). Meta-analysis of these data undertaken for the guideline showed that providing functional family therapy to families of
adolescents with offending behaviour reduced the rate of re-arrest compared with
usual care/no treatment. Of the three clinical studies included in the meta-analysis,
BARNOSKI2004 reported results for participants treated by both competent and noncompetent therapists, and separate results for a subgroup of participants treated by
competent therapists only. Therefore, two separate guideline meta-analyses were
performed: one including all efficacy data reported in the relevant literature, and one
sub-analysis including efficacy data on families treated by competent therapists only.
The results of the meta-analysis indicated that provision of functional family therapy
by both competent and non-competent therapists reduces the re-arrest rates in adolescents with offending behaviour, but these results were non-significant at the 0.05 level
(mean RR of re-arrest of functional family therapy versus control: 0.67; 95% CI: 0.42
to 1.07). In contrast, when only data on competent therapists were considered, functional family therapy was shown to significantly reduce the re-arrest rates in juvenile
offenders (mean RR of re-arrest of functional family therapy versus control: 0.59;
95% CI: 0.43 to 0.79). Details on the clinical studies considered in the economic
analysis are available in Appendix 15. The forest plots of the respective meta-analyses are provided in Appendix 16.
127

The baseline re-offending rate for adolescents with previous offending behaviour
was taken from a national report containing 12-month data on re-offending for
adolescents aged 10 to 17 years released from custody (either from prison, secure
training centres or secure childrens homes) or commencing a non-custodial court
disposal, or given an out-of-court disposal (either a reprimand or final warning) in
England and Wales in 2006 (Ministry of Justice, 2008b). According to this document,
the re-offending rate in this population was 38.7% over 12 months. This rate was
defined by the number of offenders in the cohort re-offending at least once during the
12-month follow-up period, where the offence resulted in a conviction at court or an
out-of-court disposal. The 12-month rate of adolescent re-offending following provision of functional family therapy in the economic analysis was calculated by multiplying the estimated RR of re-arrest of functional family therapy versus control by the
baseline re-offending rate.
Intervention costs (costs of providing functional family therapy)
In order to calculate total intervention costs, relevant resource use was estimated and
combined with respective unit costs. Resource use estimates were based on information provided in the clinical studies included in the guideline systematic review.
According to these estimates, functional family therapy consisted of 12 sessions over
a 90-day period lasting 1.5 hours each, delivered to groups of ten families of adolescents with offending behaviour.
The unit cost of therapists providing functional family therapy was estimated to
be similar to that of clinical psychologists (Band 7). The national unit cost of clinical psychologists has been estimated at 67 per hour of client contact in 2006/07
prices (Curtis, 2007). This estimate was based on the mid-point of Agenda for
Change salaries Band 7 of the April 2006 pay scale according to the National
Profile for Clinical Psychologists, Counsellors and Psychotherapists (NHS, 2006).
It includes salary, salary on-costs, overheads and capital overheads but does not
take into account qualification costs as the latter are not available for clinical
psychologists.
Based on the above resource use estimates and the unit cost of clinical psychologists, the cost of providing the Reasoning and Rehabilitation programme was estimated at 121 per adolescent with offending behaviour in 2006/7 prices.
Costs of adolescent offending behaviour
In order to estimate the annual cost resulting from repeat of offending behaviour by
adolescent offenders, three types of data are needed:
proportion of different types of offences committed by adolescent re-offenders
costs associated with each type of offence
number of offences per adolescent re-offender per year.
Data on the proportion of different types of offences committed by adolescent reoffenders in England and Wales were derived from a national report published by the
Ministry of Justice (2008b). The same document reported that the number of offences
per juvenile re-offender were 3.181 over 12 months.
128

Regarding costs associated with each type of offence committed by adolescent
offenders, these were taken from a variety of sources:
Costs of offences against individuals and households, such as violence including
homicide, sexual offences, theft including stealing vehicles and stealing from
vehicles, robbery, criminal and malicious damage and domestic burglary were
taken from Home Office data (Dubourg & Hamed, 2005). This report estimated
a wide range of costs associated with crime, including costs incurred in anticipation of crime, such as security expenditure and insurance administration, costs
directly resulting from crime, such as stolen or damaged property, lost output,
emotional and physical impact on victims, health services to victims, other
victim services, as well as costs to the criminal justice system, including police
services.
Costs of non-domestic burglary and costs of fraud and forgery were also based on
Home Office data (Brand & Price, 2000). Reported costs included the same cost
elements as described above.
The cost of motoring offences (excluding thefts from or of vehicles and drink
driving) was assumed to correspond to the cost of accidents leading to damage
(but not injury) as reported by the Department of Transport (2007). This cost
included police costs, costs relating to insurance and administration services, and
costs resulting from property damage.
The cost of drugs import/export/production and supply was derived from Home
Office estimates of the average cost of arrest for drugs possession and supply
(Godfrey et al., 2002). The same report suggested that the cost of arrest for
possession of drugs (but not supply) was equal to the general cost of arrest. The
latter cost was reported in the same document and was assumed to reflect the cost
associated with arrest for drug possession and small-scale supply.
The costs of public order or riot, soliciting or prostitution, handling, and absconding or bail offences were (rather conservatively) assumed to correspond to the cost
of general arrest, as reported in Godfrey and colleagues (2002). The costs of drink
driving and other, not specified, offences were based on assumptions.
Costs reported in the literature were uplifted to 2007 prices using the Retail Prices
Index (Office for National Statistics, 2008). The cost per offence committed by
adolescent re-offenders was estimated as the mean cost of all offences weighted by
the proportion of offences committed on average by an adolescent re-offender. Table 14
shows the percentage of offences committed by adolescent re-offenders, the cost of
each type of offence as estimated in the literature, and the weighted average cost per
offence committed by adolescent re-offenders.
The average cost per offence committed by adolescent re-offenders was estimated
at 3,639. Since this population has been found to commit 3.181 offences over 12
months (Ministry of Justice, 2008b), the 12-month cost associated with offending
behaviour is 11,576 per juvenile re-offender.
Time horizon of the analysis Of the three studies included in the relevant guideline
meta-analysis of functional family therapy clinical data, two studies had a time
129

Table 14: Percentage and costs of offences committed by adolescent
re-offenders
Type of offence
Violence (serious)
Cost
(, 2007
prices)
Source of cost
0.48
45,686
Dubourg & Hamed, 2005
19.80
9,180
Robbery
2.61
8,298
Public order or riot
9.90
1,671
Godfrey et al., 2002
Sexual
0.22
35,825
Sexual (child)
0.08
35,825
Soliciting or prostitution
0.00
1,671
Domestic burglary
2.89
3,724
Other burglary
2.87
3,373
Brand & Price, 2000
13.65
722
Handling
1.50
1,671
Fraud and forgery
0.84
1,874
Brand & Price, 2000
Absconding or bail
offences
4.59
1,671
Taking and driving away

and related offences
3.66
4,715
Theft from vehicles
1.43
978
10.72
1,840
0.65
200
Assumption
Criminal or malicious
damage
13.76
987
Drugs import/export/
production/supply
0.29
4,308
Drugs possession/small
scale supply
4.51
1,671
Other
5.54
1,500
Assumption
Violence (non serious)
Theft
Other motoring offences

Drink driving
TOTAL
1
Percentage1
100.00
Department of Transport, 2007
3,639
Source: Ministry of Justice, 2008b; Total weighted cost (100.00)
130

horizon of 18 months (ALEXANDER1973 and BARNOSKI2004, with a total study
population of 765 adolescents) and one study had a time horizon of 5 years
(GORDON1995, with a study population of 54 adolescents). For the base-case
analysis, a 2-year time horizon was chosen. However, time horizons up to 5 years
were tested in sensitivity analysis, to explore the magnitude of potential savings
resulting from provision of functional family therapy.
Discounting Costs incurred beyond 12 months were discounted at an annual rate of
3.5%, as recommended by NICE (NICE, 2006a).
Table 15 provides all input parameters utilised in the base-case analysis of the
economic model of functional family therapy for families of adolescents at risk for
offending behaviour.
Sensitivity analysis One- and two-way sensitivity analyses were undertaken to
explore the robustness of the results under the uncertainty characterising some model
input parameters. The following scenarios were tested in sensitivity analysis:
Use of the 95% CIs of the RR of re-arrest of functional family therapy versus
control.
Exclusion of data on adolescents seen by non-competent therapists (that is, using
a mean RR of re-arrest of functional family therapy versus control 0.59 with 95%
CIs 0.43 to 0.79).
Table 15: Input parameters utilised in the economic model assessing the net
costs (or savings) resulting from provision of functional family therapy to
families of adolescents at risk for offending behaviour
Input parameters
Value
Source of data - comments
RR (95% CIs) of functional

family therapy versus
control all therapists
0.67 (0.42 to 1.07)
Guideline meta-analysis
Baseline re-offending rate of

adolescent re-offenders
(12 months)
38.7%
Ministry of Justice, 2008b
Intervention cost per

adolescent
121
Based on 12 sessions lasting

1.5 hours each, delivered to
groups of 10 families
Weighted average cost per

offence committed by
adolescent re-offenders
3,639
See Table 14
Number of offences per

adolescent re-offender
(12 months)
3.181
Ministry of Justice, 2008b
Annual discount rate
0.035
NICE, 2007
131
Increase of intensity of functional family therapy; 18 sessions of 2 hours each

were assumed.
Reduction in the baseline re-offending rate for adolescents with previous offending behaviour; an annual rate of 20% was tested.
Extension of the time horizon of the analysis beyond 2 years; limited evidence
suggested that the effect of functional family therapy in reducing the re-arrest
rates in adolescents with a history of offending behaviour remained over 5 years
(GORDON1995). Therefore, potential net savings accrued over 3, 4 and 5 years
following provision of functional family therapy were estimated. This scenario
was combined with all other scenarios described above.
Potential net savings accrued over 3, 4 and 5 years were also estimated assuming
that the effect of the intervention was reduced over time; in this scenario the RR
of functional family therapy versus control was multiplied by a factor of 1.15 for
every year after 2 years from initiation of the intervention, to capture this assumed
decline in the clinical effect over time, until functional family therapy had no
beneficial effect over control (that is, until RR became 1).
Reduction in the annual cost of offending behaviour per re-offender: a conservative figure of 1,000 per offence and two offences per re-offender per year were
simultaneously assumed, resulting in a total annual cost of offending behaviour of
2,000 (instead of 11,576, which was the respective estimate used in base-case
analysis) therefore, any savings expected from reduction in re-offending following provision of functional family therapy would be much lower under this
hypothesis.
Simultaneous use of an RR of functional family therapy versus control of 0.79
(which was the upper 95% CI in the sub-analysis that included competent therapists) and a conservative annual cost of offending behaviour per adolescent reoffender of 2,000, as estimated in the previous scenario.
Combination of alternative time horizons between 2 and 5 years with all other
scenarios described above.
Results
Base-case analysis The reduction in re-offending rates achieved by provision of functional family therapy to families of adolescents at risk for re-offending yielded costsavings equalling 2,908 per adolescent with offending behaviour over the 2 years of
the analysis. Providing functional family therapy incurs a cost of 121 per adolescent,
but this cost was offset by the substantial savings from reduction in offending behaviour. Overall, functional family therapy resulted in a net saving of 2,787 per adolescent
with offending behaviour over 2 years. Full results of the base-case analysis are reported
in Table 16.
Sensitivity analysis Results of the cost analysis were robust under the different
scenarios examined in sensitivity analysis. Under all scenarios, provision of functional family therapy resulted in overall net savings even under a time horizon of 2
years, with the only exception being the use of the upper 95% CI of RR of re-arrest
of functional family therapy versus control taken from meta-analysis of data including
132

non-competent therapists (this upper 95% CI had a value of 1.07 as results were nonsignificant at the 0.05 level). Under the most optimistic scenario of a lasting effect of
5 years, and using the lower 95% CI of the RR of re-arrest of functional family therapy versus control, functional family therapy resulted in net savings of 12,021 per
adolescent with offending behaviour. Full results of sensitivity analysis are presented
in Table 17.
Table 16: Results of economic analysis assessing the net costs (or savings)
resulting from provision of functional family therapy to families of adolescents
at risk for offending behaviour
Costs per adolescent
(2007 prices)
Functional family
therapy
Control
Difference
Functional family
therapy cost
121
121
Cost of offending
behaviour
5,901
8,809
2,908
Total cost
5,922
8,809
2,787
Table 17: Results of sensitivity cost analysis of provision of functional family

therapy to families of adolescents at risk for offending behaviour
Net cost at different time horizons (2007 prices)
Scenario tested
2 years
3 years
4 years
5 years
Meta-analysis of data from all therapists

Mean RR
Lower 95% CI
Upper 95% CI
2,787
4,988
737
4,166
7,414
1,030
5,499
9,757
1,313
6,788
12,021
1,586
Meta-analysis of data from competent therapists

Mean RR
3,491
Lower 95% CI
4,900
Upper 95% CI
1,729
5,205
7,284
2,607
6,862
9,587
3,456
8,463
11,812
4,276
Increase in intensity of functional family therapy 2,665
4,046
5,379
6,667
Baseline adolescent re-offending rate of 20%
1,382
2,095
2,784
3,450
Increase in RR by 15% annually after 2 years
2,786
3,746
4,206
4,206
Annual cost of offending behaviour of 1,000
131
250
365
476
Use of upper 95% CI of RR of competent

therapists plus annual cost of offending
behaviour of 1,000
39
115
188
259
133

Discussion limitations of the analysis
The results of the economic analysis suggest that provision of functional family therapy to families of adolescents with a history of offending behaviour is likely to be
cost saving from a broad economic perspective in the UK. Intervention costs were
shown to be offset by savings from a reduction in the rates of re-arrest. The results
were robust under the majority of scenarios examined in sensitivity analysis. The
only exception was the use of results of meta-analysis that included data on both
competent and non-competent therapists; in this case, results were statistically
insignificant and use of the upper 95% CI of the RR of re-arrest of functional family
therapy versus control did not produce cost savings. However, given that in the UK
both clinical psychologist and family therapist training has moved towards competence-based models of training (Roth & Pilling, 2008), it is unlikely that those
deemed not sufficiently competent would be involved in implementation of functional family therapy. Furthermore, under the accreditation and audit processes used
in the National Offender Management Service (NOMS), poor therapists or
programme tutors would not be allowed to deliver such programmes (National
Offender Management Service, 2008).
Adolescents with offending behaviour incur significant costs to health, social,
educational and criminal justice services, as well as to their families (Scott et al.,
2001a). The economic analysis considered only intervention costs and costs relating
to offending behaviour owing to lack of evidence for a difference in other types of
costs between functional family therapy and no treatment. Cost data on offending
behaviour were derived from several published sources reporting UK data and
included, in most cases, a wide range of costs, such as costs incurred in anticipation
of offending behaviour (for example, security expenditure), costs directly resulting
from offending (such as costs of stolen or damaged property and emotional and physical impact on victims), costs of offering health and other services to victims, as well
as costs to the criminal justice system. Although it is acknowledged that omission of
educational, social and other healthcare costs constitutes a limitation of the analysis,
existing evidence indicates that costs of offending behaviour are probably the most
significant costs incurred by adolescents with offending behaviour. Besides, it is
likely that functional family therapy, by improving adolescent behaviour, also reduces
other costs incurred by adolescent offenders, such as costs falling on special educational services. If this is true, then the economic analysis has only underestimated the
net savings gained from functional family therapy. Furthermore, some of the cost data
on offending behaviour that were utilised in the economic analysis comprised criminal justice system costs only. The healthcare costs and emotional distress of victims,
the financial and economic burden to the families of both victims and offenders, and
the feelings of fear and insecurity in anticipation of crime were not considered in most
documents reporting cost data on offending behaviour. Had these factors been considered, the cost savings from reduction in offending behaviour might be greater than
figures reported in the analysis.
Sensitivity analysis showed that even if a more intensive functional family therapy programme were implemented, the intervention would still be cost saving. More
intensive functional family therapy programmes than this described in the base-case
134

economic analysis may be needed in more complex cases, and this would result in
higher intervention costs. On the other hand, it has been shown that adolescents with
a more severe history of offending behaviour are characterised by higher rates of reoffending and higher numbers of offences per year (Ministry of Justice, 2008b).
Therefore, a reduction in offending behaviour in this group of adolescents would lead
to greater cost savings, compared with adolescents with mild offending behaviour.
Consequently, complex cases, which might require more intensive treatment, are
likely to produce greater cost savings, offsetting the higher intervention costs.
The time horizon of the analysis was 2 years, according to available evidence.
However, limited evidence indicates that the beneficial effect of functional family
therapy may last for longer time periods (over 5 years following provision of the therapy). Consequently, net savings from functional family therapy estimated in basecase analysis are rather conservative; greater cost savings may be realised if the effect
of functional family therapy lasts longer than 2 years.
Conclusion
Overall, and despite conservative estimates utilised in the economic model, provision
of functional family therapy to families of adolescents at risk for offending behaviour
is likely to be cost-saving. Given that functional family therapy is also an effective
intervention that improves adolescent offending behaviour, functional family therapy
is likely a cost-effective intervention.
5.4.18
The evidence suggests that a range of family interventions, including systemic and
strategic family therapy, may be effective for children with conduct problems and
conduct disorder. Interventions such as functional family therapy may be particularly
effective for older adolescents for whom the evidence for the efficacy of parent-training programmes is weak, and are also likely to be cost effective. The evidence
suggests that functional family therapy, and potentially brief strategic family therapy,
should become viable alternatives to parent training for older adolescents. This
requires individual clinicians to consider the relative benefits of the two, including
child and adult preferences.
5.4.19
Recommendations
5.4.19.1
If the parents are unable to or choose not to engage with parent-training

programmes, or the young persons conduct problems are so severe that they
will be less likely to benefit from parent-training programmes, consider:
brief strategic family therapy for those with predominantly drugrelated problems
functional family therapy for those with predominantly a history of
offending.
135

5.4.19.2
5.4.19.3
Brief strategic family therapy should consist of at least fortnightly meetings over a period of 3 months and focus on:
engaging and supporting the family
engaging and using the support of the wider social and educational
system
identifying maladaptive family interactions (including areas of power
distribution and conflict resolution)
promoting new and more adaptive family interactions (including open
and effective communication).
Functional family therapy should be conducted over a period of 3 months
by health or social care professionals and focus on improving the interactions within the family, including:
engaging and motivating the family in treatment (enhancing perception
that change is possible, positive reframing and establishing a positive
alliance)
problem-solving and behaviour change through parent-training and
communication training
promoting generalisation of change in specific behaviours to broader
contexts, both within the family and the community (such as schools).
5.4.20
Clinical evidence for multi-component interventions
Some researchers have combined two or more psychological and/or psychosocial
interventions, provided concurrently or consecutively, in an attempt to increase the
effectiveness of the intervention. For example, a course of family intervention may be
combined with a module of social skills training. The combinations are various and
thus these multi-modal interventions do not form a homogenous group of interventions that can be analysed together.
Ten trials on multisystemic therapy that met the inclusion criteria for the review
were included. There was significant heterogeneity for most outcomes; however,
there was consistent evidence of a medium effect on reduction in offending outcomes
including number of arrests (SMD 0.44; 0.82 to 0.06) and being arrested (RR
0.65; 0.42 to 1.00).
The main source of heterogeneity was LESCHIED2002, which found no difference between multisystemic therapy and treatment as usual on all primary outcomes.
A possible explanation is that the majority of trials of multisystemic therapy were
conducted in the US by the founders Henggeler and colleagues, whereas
LESCHIED2002 is a Canadian trial undertaken independently from the founders of
multisystemic therapy. However, a study by OGDEN2004 on a Norwegian sample,
which was also conducted independently, found positive effects for multisystemic
therapy for slightly different outcomes.
136

Table 18: Study information table for trials of multi-component interventions
for adolescents at risk of offending
Multisystemic
therapy versus
control
Multidimensional
treatment foster
care versus control
Other multi-component
interventions
versus control
Total no. of
trials (total no.
of participants)
10 RCTs
(N = 1,642)
2 RCTs
(N = 166)
3 RCTs
(N = 265)
Study ID
BORDUIN1995
BORDUIN2001
HENGGELER1992
HENGGELER1997
HENGGELER1999
HENGGELER2006
LESCHIED2002
OGDEN2004
ROWLAND2005
TIMMONSMITCHELL 2006
CHAMBERLAIN1998
CHAMBERLAIN2007
BARRETT2000 (family
therapy + anger control +
problem solving skills)
CAVELL2000 (problem
solving skills +
mentoring)
FRASER2004 (family
therapy + parent training +
social skills training)
Diagnosis
Young people with an

offending history
Young people with an

offending history
Oppositional defiant
disorder and/or behaviour
problems; young people
with an offending history
Baseline
severity: mean
(SD)
Not relevant
Not relevant
defiant disorder:
BARRETT2000
Reported behaviour
problem scale:
CAVELL2000
problems:
FRASER2004
Treatment
length
128 days
174 days
208 days
Length of
follow-up
Longest: 4 years
Longest: 2 years
Longest: 1 year
Age
Range: 918 years
Range: 1217 years
Range: 612 years
137

Table 19: Evidence summary of multi-component interventions (only
important outcomes reported)
Multisystemic therapy compared with control for adolescents with conduct problems at risk of
offending
Patient or population: Adolescents with conduct problems at risk of offending
Intervention: Multisystemic therapy
Comparison: Control
Outcomes
No. of participants
(studies)
Quality of the
evidence
(GRADE)
Effect size
(95% CI)
Number of arrests - short

term follow-up
(follow-up: 04 years)
675
(7)

moderate1
SMD 0.44
(0.82 to 0.06)
Arrest
(follow-up: 014 years)
996
(5)

moderate1
RR 0.64
(0.45 to 0.91)
I-squared 50%
Multidimensional treatment foster care compared with control for adolescents with conduct
problems at risk of offending
Patient or population: Adolescents with conduct problems at risk of offending
Intervention: Multidimensional treatment foster care
Comparison: Control
Outcomes
No. of participants
(studies)
Quality of the
evidence
(GRADE)
Effect size
(95% CI)
Recidivism
(follow-up: mean 2 years)
166
(2)
high
SMD 0.55
(0.36, 0.82)
Henggeler and colleagues (2006a) argue the lack of effectiveness reported in

LESCHIED2002 is probably because of problems with treatment fidelity and the
challenges of setting up a new multisystemic therapy service. There were differences
in effectiveness between sites and the site with the lowest fidelity was also found to
have the least favourable outcomes.
There were only two trials that met the inclusion criteria of the review on multidimensional treatment foster care. There was a medium effect favouring multidimensional treatment foster care (SMD 0.55; 0.36 to 0.82).
There were three trials assessing other multi-component interventions. It was not
possible to meta-analyse these studies as there were major differences in the interventions and their effectiveness, as well as very high heterogeneity (I2 83.9%). There
was considerable variability in outcomes, with BARRETT2000 finding a large effect
favouring the intervention (SMD 1.41; 2.19, 0.63). In contrast, CAVELL2000
138

(SMD 0.26; 0.25, 0.77) and FRASER2004 (SMD 0.17; 0.60, 0.25) found
no benefit for the intervention.
5.4.21
Clinical evidence summary for multi-component interventions
There is a relatively large evidence base concerning the effectiveness of multisystemic therapy. While there was significant heterogeneity, there is good evidence of
efficacy for reducing offending for up to 14 years follow-up.
There were promising findings on the efficacy of multidimensional treatment
foster care, with consistent moderate reductions in offending associated with this
intervention compared with treatment as usual.
There is inconclusive evidence for the effectiveness of other multi-component
interventions.
5.4.22
Health economic evidence for multi-component interventions
One study from the US was identified that considered the cost effectiveness of multicomponent interventions targeted at children (Foster et al., 2006). The study evaluated the cost effectiveness of the Fast-Track intervention, a 10-year, multi-component
intervention designed to reduce violence among at-risk children with conduct problems. The extra costs of the intervention programme versus no treatment were evaluated against three clinical outcomes: cases of conduct disorder averted; criminal
offences avoided; and acts of interpersonal violence averted. Overall, for all three
outcomes, the intervention was not cost effective at conventional willingness-to-pay
thresholds. Subgroup analyses showed that the intervention was more cost effective
for high-risk than low-risk children.
5.4.23
The evidence suggests that for children at risk of going into care, multidimensional
treatment foster care is an effective intervention. For conduct disordered adolescents
for whom parent training is not appropriate and who are at significant risk of offending, multisystemic therapy is an effective intervention. It is important for both of these
interventions that high fidelity to the model is preserved. The limited economic
evidence from a US setting suggests that multi-component interventions may only be
cost effective in high-risk children.
5.4.24
Recommendations
5.4.24.1
For young people aged between 12 and 17 years with severe conduct problems and a history of offending and who are at risk of being placed in care
or excluded from the family, consider multisystemic therapy.
139

5.4.24.2
5.4.24.3
5.4.24.4
5.5
Multisystemic therapy should be provided over a period of 36 months by

a dedicated professional with a low caseload, and should:
focus specifically on problem-solving approaches with the family
involve and use the resources of peer groups, schools and the wider
community.
For young people aged between 12 and 17 years with conduct problems at
risk of being placed in long-term out-of-home care, consider multidimensional treatment foster care.
Multidimensional treatment foster care should be provided over a period of
6 months by a team of health and social care professionals able to provide
case management, individual therapy and family therapy. This intervention
should include:
training foster care families in behaviour management and providing a
supportive family environment
the opportunity for the young person to earn privileges (such as time
on the computer and extra telephone time with friends) when engaging
in positive living and social skills (for example, making their bed and
being polite) and good behaviour at school
individual problem-solving skills training for the young person
family therapy for the birth parents to provide a supportive environment for the young person to return to after treatment.
COORDINATION OF CARE
The primary objective of early interventions for conduct problems in childhood is to

prevent the development of antisocial personality disorder in adults. However, as will
be clear from the evidence above, these interventions may not always be successful, and
even where a child does not go on to develop ASPD significant mental health problems
may continue into adult life. It is therefore very important that healthcare professionals
working with children effectively coordinate the care they provide and also ensure an
appropriate transition to adult services for those children who require continuing care.
5.5.1
Recommendations
General principles when working with children and their families

5.5.1.1
Child and adolescent mental health service (CAMHS) professionals working with young people should:
balance the developing autonomy and capacity of the young person
with the responsibilities of parents and carers
be familiar with the legal framework that applies to young people,
including the Mental Capacity Act, the Children Acts and the Mental
Health Act.
140

Transition between child and adolescent services to adult services
5.5.1.2
Health and social care services should consider referring vulnerable young
people with a history of conduct disorder or contact with youth offending
schemes, or those who have been receiving interventions for conduct and
related disorders, to appropriate adult services for continuing assessment
and/or treatment.
5.5.2
Research recommendations
Through identifying research limitations from the evidence-based reviews, the

guideline development group has formulated the following research recommendations.
5.5.2.1
Effectiveness of multisystemic therapy versus functional family therapy
Is multisystemic therapy or functional family therapy more clinically and cost effective in the treatment of adolescents with conduct disorders? A large-scale RCT
comparing the clinical and cost effectiveness of multisystemic therapy and functional family therapy for adolescents with conduct disorders should be conducted. It
should examine the medium-term outcomes (for example, offending behaviour,
mental state, educational and vocational outcomes and family functioning) over a
period of at least 18 months. The study should also be designed to explore the
moderators and mediators of treatment effect, which could help to determine the
factors associated with benefits or harms of either multisystemic therapy or functional family therapy.
Why this is important
Multisystemic therapy and functional family therapy are two interventions with a
relatively strong evidence base in the treatment of adolescents with conduct disorders,
but there have been no studies directly comparing their clinical and cost effectiveness.
Their use in health and social care services in the UK is increasing. Both interventions target the same population, but although they share some common elements
(that is, work with the family), multisystemic therapy is focused on both the family
and the wider resources of the school, community and criminal justice systems, and
through intensive individual case work seeks to change the pattern of antisocial
behaviour. In contrast, functional family therapy focuses more on the immediate
family environment and uses the resources of the family to change the pattern of antisocial behaviour. The study should be designed to facilitate the identification of
subgroups within the conduct disorder population who may benefit from either multisystemic therapy or functional family therapy.
5.5.2.2
Interventions for infants at high risk of developing conduct disorders
Do specially designed parent-training programmes focused on sensitivity enhancement (a set of techniques designed to improve secure attachment behaviour between
141

parents and children) reduce the risk of behavioural disorders, including conduct
problems and delinquency, in infants at high risk of developing these problems? An
RCT comparing parent-training programmes focused on sensitivity enhancement
with usual care should be undertaken. It should examine the long-term outcomes
over a period of at least 5 years, but with consideration given to the possibility of a
further 10-year follow-up. The study should also be designed to explore the moderators and mediators of treatment effect that could help determine the factors associated with benefits or harms of the intervention.
There is limited evidence from non-UK studies that interventions focused on developing better parentchild attachment can have benefits for infants at risk of developing conduct disorder. Determining the criteria and then identifying children at high
risk (usually via parental risk factors) is difficult and challenging. Even when these
factors are agreed, engaging parents in treatment can be difficult. It is important that
a range of effective interventions is developed to increase the treatment choice and
opportunities for high-risk groups. Several interventions, such as NurseFamily
Practitioners, are being developed and trialled in the UK. It is important for this group
of children to have an alternative, effective intervention.
142
Risk assessment and management
RISK ASSESSMENT AND MANAGEMENT
6.1
INTRODUCTION
At the population level there is a strong statistical association between the diagnosis
of antisocial personality disorder and offending (including violent offending). The
Office for National Statistics study found antisocial personality disorder in 63% of
male remand prisoners, 49% of male sentenced prisoners and 31% of female prisoners in England and Wales (Singleton et al., 1998). In the National Confidential
Inquirys study of the 249 homicide offenders who had recent contact with psychiatric services (Appleby et al., 2006), 30% had a primary or secondary diagnosis of
personality disorder, and the inquiry concluded that this figure was almost certainly
an underestimate. There are similar statistics from health and criminal justice settings
and from community samples.
With the growth of offending behaviour programmes in the criminal justice
system and the expansion of personality disorder services in the NHS, both criminal
justice and healthcare systems are devoting considerable resources to discovering the
extent to which mental health treatments can reduce the offending risk associated
with antisocial personality disorder. However as will be apparent throughout this
chapter, it should be cautioned that there is more research on risk assessment than on
risk management. Until such evidence emerges it is necessary to keep expectations of
health service interventions around risk within reasonable bounds.
6.2
ASSESSMENT OF VIOLENCE RISK
6.2.1
Introduction
The diagnosis of antisocial personality disorder, like some other mental disorders, is
associated with an increased risk of offending behaviour, including violence.
However, antisocial personality disorder is a very broad diagnostic category (see
DSM-IV; APA, 1994), even when compared with other diagnoses in mental health. It
encompasses people who never commit offences as well as a minority who commit
the most serious crimes, with a great range in between. As a result the diagnosis alone
is of little value as an indicator of violence risk.
The clinical assessment of violence risk in antisocial personality disorder is more
problematic than in some other mental disorders, such as schizophrenia, because antisocial personality disorder lacks unequivocal symptoms such as delusions and hallucinations. The clinical interview and mental state examination are therefore less
reliable as a means of assessing the severity of the disorder. Some patients may be
143

both persuasive and deceptive, making a clinical interview a poor guide to the severity of the disorder and its associated risks. Therefore much effort has been expended
on the development and evaluation of tools that may assist in the assessment of
violence risk. Any measure that discriminates between degrees of severity of antisocial
personality disorder is likely to be of assistance in risk assessment; the Psychopathy
Checklist (Hare, 1980; Hart, 1998a, 1998b) is therefore one of the most useful instruments in this field.
The statistical evaluation of risk assessment tools
Risk assessment is concerned with probability, therefore it lends itself to a statistical
approach comparing prediction and outcome. In order to evaluate risk assessment
tools it is necessary to appraise the extent to which they maximise the detection of
violent outcomes (true positives) while minimising the number of false alarms (false
positives). Table 20 sets out the model for the possible outcomes of violence risk
prediction.
Table 20: Possible outcomes of violence risk prediction
Violent outcome
Non-violent outcome
Predicted violence
True positive (TP)
False positive (FP)
Predicted non-violence
False negative (FN)
True negative (TN)
In this model the quality of the test or tool is judged by two main criteria:
Sensitivity is defined as the proportion of the violent outcome group scoring positive
for predicted violence on the risk assessment instrument, that is, sensitivity
TP/(TP FN).
Specificity is defined as the proportion of the non-violent outcome group scoring in
the predicted non-violence group on the risk assessment instrument, that is, specificity TN/(FP TN).
There is a trade-off between these measures. As the test or tool is made less stringent by lowering the cut-off score it picks up more true positives (sensitivity rises) but
it also picks up more false positives (specificity falls). The ideal is to maximise sensitivity while keeping specificity high.
To illustrate this: from a population in which the point prevalence rate of depression is 10% (that is, 10% of the population has depression at any one time), 1000
women are given a test with 90% sensitivity and 85% specificity. It is known that 100
women in this population have depression, but the test detects only 90 (true positives),
leaving 10 undetected (false negatives). It is also known that 900 women do not have
depression, and the test correctly identifies 765 of these (true negatives), but classifies 135 incorrectly as having depression (false positives). The positive predictive
144

value of the test (the number correctly identified as having depression as a proportion
of positive tests) is 40% (90/90 + 135), and the negative predictive value (the number
correctly identified as not having depression as a proportion of negative tests) is 98%
(765/765 + 10). Therefore, in this example, a positive test result is correct in only
40% of cases, while a negative result can be relied upon in 98% of cases.
The qualities of a particular tool are summarised in a receiver operator characteristic (ROC) curve, which plots sensitivity (expressed as %) against (100% - specificity)
(see Figure 3).
A test with perfect discrimination would have a ROC curve that passed through
the top left hand corner; that is, it would have 100% specificity and pick up all true
positives with no false positives. In reality that is never achieved, but the area under
the curve (AUC) measures how close the tool achieves the ideal. A perfect test would
have an AUC of 1 and anything above 0.5 is better than chance.
The AUC is the preferred statistic for evaluating risk assessment tools and is the
most common metric used in such studies (Mossman, 1994). Its main advantage, in
comparison with the other statistics, is that such estimates appear not to be affected
by the base rate of the phenomenon under consideration, which in this case is
violence (see Mossman, 1994). For these reasons, the review below uses AUC to
compare tools used for violence risk assessment.
Figure 3: An example ROC curve

Statistical prediction and healthcare
While the AUC is used because it is generally agreed to be the best available statistic
(Mossman, 1994), practitioners should be wary of the uncritical application of statistical approaches to risk assessment and management in a health setting. The main
problems are set out below.
145

Statistics take no account of the values that are central to healthcare: The AUC
statistic is concerned with maximising the number of right decisions. As violence
is relatively unusual in mental health populations, Monahan (1981) pointed out that
the best way to be right most of the time is to predict that no patients will be violent.
That course of action is unacceptable because errors in medicine come with values
attached and their values are not equal. The consequences of failing to predict an
act of serious violence (a false negative) are very different from the consequences
of wrongly predicting violence (a false positive). Fulford and colleagues (2006)
have written extensively on the importance of values in mental health; for the
purposes of this discussion the crucial point is that the statistics cannot be considered
in isolation.
The apparent value of a risk prediction instrument will be determined to a large
extent by the population to which it is applied: Gordon (1977) observed that many
risk assessments are tested in prisoner populations where there are high baseline
levels of violence risk. The same is true of many of the studies summarised below.
In these circumstances it is perhaps remarkable that these instruments are able to
achieve a reasonable level of discrimination. Clinicians who work with a more average group of patients may therefore reasonably expect that a standardised assessment may be even more effective in identifying patients who have a high violence
risk. This principle leads to a paradox. Standardised risk assessments are most
widely used in forensic populations where most patients will have an increased
violence risk, meaning that fine discrimination between degrees of risk is more difficult. In a general psychiatry population, where most patients have a lower level of
risk, standardised instruments ought to be of more value in identifying the small
number who present a high risk.
Even the best instruments have high rates of error when applied to individuals:
Sensitivity, specificity and the AUC are population or group measures, but there are
much greater uncertainties associated with individual prediction. In part this limitation is intrinsic to the statistical method; just because an individual has most attributes of a group does not mean he or she has all of them, even though those attributes
generally go together.
Violence risk prediction is different because the reality is ambiguous and it is
also subject to change. All the evidence concerning a particular individual may indicate an extremely high risk of violence but it counts for nothing if the potential
perpetrator meets with an accident or dies of natural causes on his or her way to
committing an act of violence. More realistically, a medical intervention or supervision on probation can turn a true positive into a false positive, by preventing an act
of violence.
Violence risk is multifaceted rather than unitary: A comprehensive assessment of
violence risk includes qualitative and descriptive elements. For example, it may specify the likely victim or class of victim (for example, women and children), the type of
violence (for example, sexual versus non-sexual, predatory versus impulsive), the
severity (for example, use of weapons, whether the violent act is life-threatening, and
so on) and the frequency and probability of violence. Statements of probability will
146

usually be conditional on, for example, availability of alcohol and involvement in
destabilising relationships. Different considerations apply to the management of, for
example, low frequency but life-threatening predatory violence on the one hand and
frequent, impulsive, and less serious violence on the other. It is impossible to encapsulate this complexity within a unitary statistical measure. In clinical practice a good risk
assessment is not a statement of probability but a comprehensive description of many
different aspects.
6.2.2
Current practice
It is generally accepted that the best way of assessing violence risk in mental health
settings is through structured clinical judgement (Monahan et al., 2001). The alternative methods are unstructured clinical judgement and actuarial measures. Unstructured
clinical judgement relies on the skills of the individual clinician and has no rules
beyond the basic rules of clinical practice. The clinician is free to take into account
any information they see fit, and they can use their discretion to arrive at a judgement
of violence risk.
The unstructured clinical approach is widely used but it is becoming difficult to
defend. Although it can work reasonably well it depends on individual skill, experience and thoroughness. Practice varies between individuals and, because there is no
structure or standard, it is virtually impossible to give explicit training or to raise standards. Decisions lack transparency so it is difficult to guard against bias and to guarantee non-discriminatory practice. Communication is compromised because there is
no common language or agreed set of variables.
In a reaction against the clinical method, the actuarial approach specifies the information to be collected and how it is to be analysed in order to arrive at a decision. The
exercise of clinical discretion is explicitly forbidden in order to exclude bias. This
approach is derived from the insurance industry and it is surprisingly effective in
predicting violence at the population level.
However, actuarial methods are less useful or appropriate in a clinical setting
because the focus is on the individual patient. When applied to individuals, actuarial
or standardised measures will often be inaccurate because they ignore idiosyncratic
features, including both protective and aggravating factors. For example, morbid jealousy may be associated with a very high risk of violence even in the absence of other
actuarial risk factors. Conversely, the onset of incapacitating physical illness may
lower violence risk even when all the actuarial indicators are present.
In principle there is also an objection to relying on actuarial measures in clinical
settings. They treat the individual as nothing more than a representative of a class of
people, all of whose characteristics are assumed to be identical. It could be argued that
such measures rely on the same logic as prejudice and are therefore incompatible with
the value placed by health services on individual formulation and needs assessment.
Despite these reservations, actuarial assessments such as the Violence Risk
Assessment Guide (VRAG; Quinsey et al., 1998), the Sex Offender Risk Assessment
147

Guide (Quinsey et al., 1998), and Static-99 (Hanson & Thornton, 1999) are widely
used by forensic mental health services. They should not be used as stand-alone
measures of risk but will often form part of a comprehensive assessment. When
used in that way they become incorporated into the exercise of structured clinical
judgement.
Structured clinical judgement combines the positive aspects of the actuarial and
clinical approaches. There is a mandatory requirement to collect standardised information, but the clinician is free to interpret that information in the light of all that is
known about the individual case. There is some standardisation and transparency
while clinicians retain the freedom to take into account any and all available information before reaching a decision.
The most widely used instrument in the field of structured clinical judgement is
the Historical, Clinical, Risk Management-20 (HCR-20; Webster et al., 1997) which
involves the collection of 20 items (see Section 6.2.5). It then requires consideration
of any items that may be specific to the particular case, before requiring clinical teams
to construct risk management scenarios. Each scenario considers a possible violent
outcome, along with warning signs and factors that make it more or less likely, leading to a plan for managing those risk factors.
Despite the importance given to clinical discretion, this method is based on standardised measures of risk. It requires that clinical decisions are informed by such
measures rather than determined by them but it still raises questions about the accuracy of the tools used for violence risk prediction. The next section considers the
extent to which such measures are successful in predicting violence risk in populations of people with antisocial personality disorder.
6.2.3
Definition and aim of topic of review
Risk assessment tools are defined in the review as validated psychometric instruments
that are used to predict violence and/or offending. The review was limited to assessment tools that in the view of the GDG were likely to be used in UK clinical practice.
They included the Psychopathy Checklist in its full (PCL-R; Hare et al., 1991) and
screening versions (PCL-SV; Hart et al., 1999), HCR-20 (Webster et al., 1997),
VRAG (Quinsey et al., 1998), Level of Supervision Inventory (LSI; Andrews &
Bonta, 1995), Offender Group Reconviction Scale (OGRS; Copas & Marshall, 1998),
and Risk Assessment Management and Audit Systems (RAMAS; ORourke &
Hammond, 2000).
GRADE profiles could not be generated because the guidance and software on
grading reviews of such studies are at a preliminary stage. Therefore quality assessments for each individual study were provided in the evidence summary tables. The
following review assesses predictive validity. It does not replicate the clinical use of
these tools nor does it imply they should be used for risk assessment in a clinical
setting. In some cases the tools were not designed or intended for risk prediction but
that should not be an obstacle to their statistical evaluation.
148

6.2.4
6.2.5
Studies considered
The review team conducted a new systematic search for observational studies that
assessed the risk of antisocial behaviour, focusing on violence and/or offending (see
Appendix 8).
Broad inclusion criteria were adopted because there was initial interest in the
capacity of the scale to predict violence/offending behaviour not exclusive to antisocial personality disorder. The interventions consisted of risk assessment tools seeking
to predict violent and/or offending behaviour at either the group or individual level
using outcomes such as sensitivity, specificity, the AUC, PPV and NPV. The primary
outcome measure examined was AUC with values of 0.6 to 0.8 indicating a moderate
level of prediction, 0.8 to 0.9 a high level of prediction and values greater than 0.9
indicating a very high level of prediction.
Trials consisting of 30% or more of participants with schizophrenia or psychoses
were excluded from the analysis.
Twenty studies met the inclusion criteria set by the GDG. Of these, 19 were
published in peer-reviewed journals between 1991 and 2007. One further study was
a publication from the Ministry of Justice (Coid et al., 2007). In addition, 38 studies
were excluded from the analysis. The most common reason for exclusion was not
providing relevant data that met the criteria of the review.
Table 21: Databases searched and inclusion/exclusion criteria for clinical

effectiveness of psychological interventions
Date searched
Database inception to November 2007; table of

contents November 2007 to June 2008
Study design
Observational studies
Patient population
People with antisocial personality disorder; people in

psychiatric institutions; people in prison
Interventions
Risk assessment tools
Outcomes
Sensitivity, specificity, the AUC, positive predictive

validity (PPV), negative predictive validity (NPV)
149

Of the 19 included studies, five assessed the HCR-20, 15 the Psychopathy PCL-R,
three the PCL-SV, eight the VRAG, three the LSI and one the OGRS. No studies on
RAMAS met the eligibility criteria of the review.
Historical, Clinical, Risk Management-20 (HCR-20)
The HCR-20 (Webster et al., 1997) takes a structured clinical assessment approach to
risk assessment. This scale consists of 20 items on historical, clinical and risk
management issues. The ten historical items include previous violence, substance
misuse problems, major mental illness, psychopathy and personality disorder. The
five clinical items are concerned with lack of insight, negative attitudes, active symptoms of mental illness, impulsivity and unresponsiveness to treatment. The five risk
management items include feasibility of plans, exposure to destabilisers (destabilising influences that may be general or specific to the individual), lack of personal
support, non-compliance with remediation attempts and stress.
The HCR-20 is an aid to clinical management of violence risk in individuals.
Some aspects of it, namely the formulation of risk scenarios, make sense only in an
individual clinical context and are not amenable to statistical evaluation as predictors
of risk. Nevertheless the HCR-20 has at its core 20 items said to correlate strongly
with violence risk. It is both valid and essential to examine the predictive value of
those items, while recognising that it is an artificial exercise not intended to represent
clinical use of the tool. The HCR-20 requires the 20 items to be used as the basis for
a formulation and risk management plan which goes beyond simple, actuarial prediction. Even so, if the 20 items had no predictive value it would be impossible to justify
their inclusion in preference to any other collection of items.
Five studies were identified that met the eligibility criteria of the review. A summary
of the study information and data for each of these studies is provided in Table 22.
Most studies reported data on the area under the curve (AUC). Only Grann and
colleagues (2000) provided additional information on sensitivity and specificity.
Mean follow-up period ranged from 2 to 10 years.
AUC statistics ranged from 0.6 to 0.8 in most studies indicating that the HCR-20 was
moderately predictive of violence and/or offending. A pooled estimate was obtained
from studies (Dahle, 2006; Grann et al., 2000; Warren et al., 2005; Morrissey et al.,
2007) providing extractable data (AUC 0.68; 0.65, 0.71). Almost all studies individually found AUC values to be statistically significant; only Warren and colleagues (2005)
reported consistent evidence of no effect. This may be explained by the sample consisting only of women; most other studies included samples that were either exclusively or
predominantly male. Serious violence is relatively unusual in women and may be associated with different causal factors than those that operate in men.
Clinical use of the HCR-20 allows for the inclusion of idiosyncratic risk items that
may increase its predictive power. This flexibility means the HCR-20 can include
clinical consideration of risks arising from (for example) sexual offending, stalking,
morbid jealousy or dysfunctional intimate relationships even though it does not lend
itself to statistical evaluation in these areas. In short it is argued by its proponents that
the HCR-20 (and other structured clinical systems of risk management) has greater
clinical utility than is reflected in a statistical analysis of group prediction. While the
150

Table 22: Study information and data on the HCR-20
Quality
Study
Population/setting
Follow-up
Outcome
Coid et al.,
2007
N = 1396
(1353 prisoners
released)
6 days 2.91
years
(M = 1.97
years)
Serious
Any: AUC = 0.630
re-offending (p < 0.001)
Result
Gender: all male
Drug: AUC = 0.577

(p < 0.01)
Setting: prisoner cohort,

UK
Theft: AUC = 0.667

(p < 0.001)
Robbery:
AUC = 0.565 (ns)
Violence:
AUCs = 0.638
(p < 0.001)
Dahle, 2006
N = 307
10 years
Criminal
convictions
Mean age at baseline:

30 years (SD = 5.35)
Gender: all male
++
Reimprisonment
10 years postrelease: AUC = 0.71,
SD = 0.03
Setting: German
prisons
Grann et al.,
2000 (only
10 history
items used
with some
modification)
Reimprisonment
5 years post-release:
AUC = 0.70,
SD = 0.03
Moderately
predictive
2 years
Personality disorder:
post-release
N = 358 (also
schizophrenia: N = 202) (retrospecttive)
Age: 32 years
Gender: 322 men,
36 women
Violent
crime
Personality disorder
only: AUC = 0.71
(0.66, 0.76)
Cut-off 12:
sensitivity = 0.72,
specificity = 0.60,
PPV = 0.38,
NPV = 0.86
Setting: retrospective
follow-up of violent
offenders receiving
forensic psychiatric
evaluation, Sweden
Morrissey
et al., 2007
N = 73 (60 patients
remained in institution
at 12-month follow-up)
12 months
Institutional Interpersonal physi- +

aggression cal aggression:
AUC = 0.68
(0.56-0.81; p < 0.05)
Gender: all male
Continued
151

Study
Population/setting
Follow-up
Outcome
Result
Quality
Verbal and property

aggression:
AUC = 0.77
(0.640.88;
p < 0.01)
Age: 4376
(M = 38; SD = 8.9)
Setting: high security
forensic intellectual
disability service,
England and Wales
Learning disability
Diagnosis: 81% mental
retardation, 54.8%
personality disorder,
28.8% psychotic
disorder, 8% mood
disorder (including dual
diagnosis)
Warren
et al., 2005
N = 132 (completers
261 at baseline)
12 months
Criminal
High correlation
convictions with PCL-R
(r =.80, p < .01)
Gender: all female

Age: 60.3% under 32
39.67% over 32
Setting: maximum
security prisons, US
Did not predict

violent crime:
Violent crime
AUC = 0.49
(0.38, 0.59)
Potentially violent
crime AUC = 0.60
(0.49, 0.72)
Crimes against
persons
AUC = 0.46
(0.36, 0.56)
But predicted nonviolent crime:
AUC = 0.68
(0.56, 0.80)
methodological challenges are considerable it seemed to the GDG that such a claim
could be tested empirically. No evidence is available at present.
Psychopathy Checklist
Psychopathy is more or less synonymous with the categories of antisocial personality
disorder in DSM-IV and with dissocial personality in ICD-10 (Maden, 2007). The
152

Psychopathy Checklist Revised (PCL-R; Hare, 1991) is a measure of psychopathy
rather than risk but it has been shown to correlate highly with violence risk in many
situations and it is widely used in violence risk assessment as a measure of severity for
antisocial personality disorder. In fact the PCL-R is one of the most widely researched
of all violence risk assessment tools. This scale consists of 20 items providing a score
from 0 to 40. A more recent screening version (PCL-SV) has also been developed
based on only 12 items providing a score from 0 to 24 (Hart et al., 1999). Although the
PCL-SV is less widely researched than the PCL-R it too has an established correlation
with violence risk. In the MacArthur study of violence in general psychiatric patients
the PCL-SV was the single best predictor of subsequent violence (Monahan et al.,
2001). Both versions can be scored based on case notes alone, with an optional interview for additional information. Psychopathy is generally defined as a score of 30 or
above in North America and 25 or above in Europe (Maden, 2007).
Fifteen studies were identified that met the eligibility criteria of the review. A
summary of the study information and data for each of these studies is provided in
Table 23. Most studies were of the PCL-R, but three (Edens et al., 2004; Urbaniok,
2007; Walters et al., 2007) were of the PCL-SV.
Follow-up ranged from 2 to 32 years. As with the HCR-20, most studies reported
an AUC ranging from 0.600.80 suggesting the PCL-R and PCL-SV versions are
moderately predictive of violence and/or offending. Only three studies (Morrissey
et al., 2007; Walters & Mandell, 2007; Warren et al., 2005) reported non-significant
Table 23: Study information and data on the PCL-R and PCL-SV
Study
Population/setting
Follow-up
Outcome
Result
Quality
BuffingtonVollum et al.,
2002 (PCL-R)
N = 58
2 years
Institutional
disciplinary
offences
Cut-off 30 Any:
sensitivity = 0.36,
specificity = .88,
PPV = 0.69,
NPV = 0.64
Gender: all male

Age: 35.22 (SD = 10.72)
Sex offenders
Setting: prison, US
Cut-off 30 Physically
aggressive:
sensitivity = 0.40,
specificity = 0.79,
PPV = 0.14,
NPV = 0.93
Cut-off 30 Verbally
aggressive:
sensitivity = 0.38,
specificity = 0.88,
PPV = 0.69,
NPV = 0.67
Cut-off 30 Nonaggressive:
sensitivity = 0.35,
specificity = 0.83,
PPV = 0.46,
NPV = 0.76
Continued
153

Study
Population/setting
Follow-up
Outcome
Result
Quality
Coid et al.,
2007 (PCL-R)
N = 1396 (1353 prisoners

released)
6 days 2.91
years (M = 1.97
years)
Serious
re-offending
Any: AUC = 0.646

(p < 0.001)
++
Drug: AUC = 0.596

(p < 0.001)
Gender: all male

UK
Theft: AUC = 0.662

(p < 0.001)
Robbery: AUC = 0.570
(ns)
Violence: AUC = 0.639
(p < 0.001)
Dahle, 2006
(PCL-R)
N = 307
10 years
Criminal
convictions

30 years (SD = 5.35)
++
Reimprisonment 5
years post-release:
AUC = 0.69, SD = 0.03
Gender: all male

Setting: German prisons
Edens et al.,
2006 (PCLSV)
(McArthur
study)
N = 695 (441 not

followed up)
50 weeks
Violence
At least one violent

act:
Age: 30 years
20-week follow-up:
Gender: 59% male

Setting: hospitals in US
AUC 0.78
50-week follow-up:
AUC = 0.76
Diagnosis: 40% depression

or dysthymia, 24%
substance misuse
disorders, 17% schizophrenia or schizo-affective
disorder, 13% bipolar
disorder, 4% other disorder,
2% personality disorder
Grann et al.,
1999 (PCL-R)
N= 352
Age: 32 (range 1672)
Gender: 316 men, 36
women
Setting: Court ordered
evaluations, Sweden
8 years
(retrospective)
Violent
recidivism
Violent recidivism:
2 years AUC = 0.72
(0.660.78)
5 years AUC = 0.70
(0.630.76)
Diagnosis: 100%
Harris et al.,
1991 (PCL-R)
N = 176 (169 had the

opportunity to recidivate)
Gender: all male
10 years
Violent
recidivism
Relative improvement
over chance
(RIOC) = 62.4%
(p < .001)
Continued
154

Study
Population/setting
Follow-up
Outcome
Result
Quality
2 years
Violent and
non-violent
recidivism
Violent recidivism:
AUC = 0.70
Age: under 25
Setting: maximum security
psychiatric hospital
Kroner &
Loza, 2001
(PCL-R)
N = 78
29 years (SD = 8.3)
Non-violent recidivism: AUC = 0.70
Gender: all male

Setting: prisons, Canada
Kroner et al.,
2005 (PCL-R)
N = 206
Age: 30 years
Revocations
(violations
of parole
leading to
reincarceration)
Gender: all male

Setting: violent offenders,
Canada
Loza &
Green, 2003
(PCL-R)
N =91
Post-release
criminal
convictions
5 years
Mean age: 30
Violent and
general
recidivism
New convictions:
AUC = 0.67
Revocations:
AUC = 0.67
Violent recidivism:
AUC = 0.67
General recidivism:
AUC = 0.67
Gender: all male

Setting: released from
prison, Canada
Morrissey
et al., 2007
(PCL-R)
N = 73 (60 patients
remained in institution at
12-month follow-up).
12 months
Institutional
aggression
Interpersonal physical
aggression:
AUC = 0.54
(0.390.68)
Gender: all male

Age: 4376 (M = 38;
SD = 8.9)
Verbal and property

aggression:
AUC = 0.49
(0.320.65)
Setting: high security

forensic intellectual
disability service,
England and Wales
Learning disability
Diagnosis: 81% mental
retardation, 54.8%
personality disorder, 28.8%
psychotic disorder, 8%
mood disorder (including
dual diagnosis)
Continued
155

Study
Population/setting
Follow-up
Outcome
Result
Quality
Salekin et al.,
1998 (PCL-R)
N = 78
1216 months
Recidivism
Age: 30.57 (SD = 7.69)
Cut-off 29:
sensitivity = 0.11,
specificity = 0.91,
PPV = 0.50,
NPV = 0.55
Setting: prison in US
AUC = 0.64
Gender: all female
Urbaniok
et al., 2007
(PCL-SV)
N = 96
1832 years
Age: 1877 (M = 29.7,

SD = 9.3)
Recidivism
(combined =
violent and
sexual)
Cut-off 18 combined
recidivism: AUC =
0.59 (0.490.68)
Cut-off 15 combined
recidivism: AUC =
0.61 (0.500.71)
Gender: all make

Setting: Switzerland
Cut-off 14 combined
recidivism: AUC =
0.69 (0.590.89)
Diagnosis: 70.8% personality disorder
Cut-off 13 combined
recidivism: AUC =
0.64 (0.550.73)
Cut-off 18 violent
recidivism: AUC =
0.56 (0.470.68)
Cut-off 18 sexual
recidivism: AUC = 0.57
(0.420.71)
Walters et al.,
2003 (PCL-R)
N = 185
2 years
Age: 36.55 (SD = 9.61)
Institutional
disciplinary
offences
Any disciplinary
offence AUCs = .575
Institutional
incidents
Any incident AUC =

0.522 (0.420.62)
Setting: prison US
Diagnosis: 45.4%
personality disorders,
20.0% no disorder, 9.2%
substance use disorders,
7.0% schizophrenic disorders, 5.9% other psychoses,
4.3% mood disorders,4.3%
sexual disorders, 2.7%
anxiety disorders, 1.1%
adjustment disorders
Walters &
Mandell,
2007
(PCL-SV)
N = 136
Age: 2065 years
(M = 34.24, SD = 8.50)
Gender: all males
2 years
Major incident
AUC = 0.60
(0.490.71)
Continued
156

Study
Population/setting
Follow-up
Outcome
N = 132 (completers 261

at baseline)
Quality
Aggressive incident
AUC = 0.62
(0.480.77)
Setting: medium secure

prison US
Warren et al.,
2005 (PCL-R)
Result
12 months
Criminal
convictions
Prediction of crime:
did not predict violent
crime
Gender: all female

Age: 60.3% under 32
Violent crime
AUC = 0.46
(0.360.56)
39.67% over 32
Setting: maximum security
prisons, US
Potentially violent
crime AUC = 0.62
(0.520.73)
Crimes against persons
AUC = 0.50
(0.400.60)
But predicted nonviolent crime:
AUC = 0.67
(0.560.79)
AUC statistics. Pooled estimates of AUC values for the PCL-R (Dahle, 2006; Grann
et al., 1999; Warren et al., 2005) and PCL-SV (Urbaniok et al., 2002; Walters &
Mandell, 2007) were calculated from studies that provided extractable data. It appears
that the PCL-R (AUC 0.69; 0.67, 0.70) predicted violence or offending slightly
better than PCL-SV (AUC 0.58; 0.54, 0.63).
The non-significant findings may partly be explained by the populations in these
studies. As discussed above, Warren and colleagues (2005) comprised an exclusively
female population within a high secure prison in the US. Similarly, Morrissey and
colleagues (2007) differed from other studies in focusing on a sample of people with
intellectual disability. Finally, Walters and colleagues (2003) focused on disciplinary
violations whereas most other studies reported recidivism rates.
Violence Risk Assessment Guide (VRAG)
The VRAG (Quinsey et al., 1998) takes an actuarial approach to risk assessment. The
12 items were derived from a study of 600 male patients released from a high secure
hospital in Canada as the highest predictors of violence at 7 years follow-up. These
items include PCL-R score, problems at junior school, alcohol misuse, age, personality disorder and so on. The main criticism of VRAG is its lack of face validity, that is,
three items scored by VRAG as being associated with reduced risk (having a
diagnosis of schizophrenia, extent of victim injury and female victim) appear to
contradict clinical judgement and the wider literature (Maden, 2007).
Eight studies were identified that met the eligibility criteria of the review. A summary
of the study information and data for each of these studies is provided in Table 24.
157

Table 24: Study information and data on the VRAG
Study
Population/setting
Follow-up
Outcome
Result
Quality
Coid et al.,
2007
N = 1396 (1353 prisoners

released)
6 days 2.91
years (M = 1.97
years)
Serious
re-offending
Any: AUC = 0.719

(p < 0.001)
Drug: AUC = 0.655

(p < 0.001)
Gender: all male

UK
Theft: AUC = 0.713

(p < 0.001)
Robbery: AUC = 0.623
(p < 0.001)
Violence: AUC = 0.700
(p < 0.001)
Edens et al.,
2006
(McArthur
study)
N = 695 (441 not

followed up)
50 weeks
Violence
Age: 30 years
Gender: 59% male
Setting: hospitals in US
Personality disorder:
N = 358 (also schizophrenia: N = 202)
50-week follow-up:
Modified VRAG
without PCL-SV
AUC = 0.64
Diagnosis: not reported
Grann et al.,
2000 (only 10
history items
used with
some modification)
At least one violent

act:
20-week follow-up:
Modified VRAG
AUC = 0.73
Modified VRAG
without PCL-SV
AUC = 0.64
2 years
post-release
(retrospective)
Violent
crime
Personality disorder
only: AUC = 0.68
(0.620.73)
Cut-off 13:
sensitivity = 0.57,
specificity = 0.71,
PPV = 0.40,
NPV = 0.83
Age: 32 years
Gender: 322 men,
36 women
Setting: retrospective
follow-up of violent
offenders receiving
evaluation, Sweden
Harris et al.,
2003 (subsample of
Quinsey1998)
N = 396
Age: 36 years (SD = 11)
Gender: all male
Setting: sex offenders
(child molesters and/or
rapists) in prison or at risk
of re-offending, Canada
Retrospective
analysis
3 years
Violent
recidivism
Sexual
recidivision
Violent recidivism
AUC = 0.73
(0.680.78)
Sexual recidivism:
AUC = 0.65
(0.590.71)
Diagnosis: 63% personality

disorder, 4% schizophrenia
Continued
158

Study
Population/setting
Follow-up
Outcome
Result
Quality
Kroner &
Loza, 2001
N = 78
2 years
Violent and
non-violent
recidivism
Violent recidivism:
AUC = 0.64

29 years (SD = 8.3)
Non-violent
recidivism:
AUC = 0.75
Gender: all male

Setting: prisons, Canada
Kroner et al.,
2005
N = 206
Age: 30 years
Revocations
(violations
of parole
leading to
reincarceration)
Gender: all male

Setting: prison, Canada
Loza &
Green, 2003
N = 91
Post-release
criminal
convictions
5 years
Mean age: 30
Violent and
general
recidivism
New convictions:
AUC = 0.75
Revocations:
AUC = 0.73
Violent recidivism:
AUC = 0.63
General recidivism:
AUC = 0.77
Gender: all male

Setting: released from
prison, Canada
Rice &
Harris, 1997
N = 288 (N = 159 were

not included in the
development of VRAG)
Gender: all male
Sex offenders
10 years
Recidivism
Violent recidivism:
AUCs = 0.76 (N = 288)
Sexual recidivism:
AUCs = 0.77 (N = 159
sex offenders)
AUC values once more ranged from 0.60-0.80 indicating a moderately accurate
prediction for the risk of violence and/or offending. A pooled estimate was obtained
from studies (Grann et al., 2000; Harris et al., 2003) providing extractable data
(AUC 0.65; 0.55, 0.77).
Offender Group Reconviction Scale (OGRS)
OGRS (Copas & Marshall, 1988) is another actuarial instrument that focuses on the
prediction of offending at the group level for offenders in England and Wales. It has
five static factors: age, sex, number of previous convictions, number of custodial
sentences under 21 years of age, and seriousness of the index offence.
One study was identified that met the eligibility criteria of the review. A summary
of the study information and data for the included study is provided in Table 25. Three
studies were excluded because they consisted of samples with greater than 30% of
participants having a diagnosis of schizophrenia.
159

Table 25: Study information and data on the OGRS
Study
Population/
setting
Follow-up
Outcome
Result
Quality
Coid et al.,
2007
N = 1396
(1353 prisoners
released)
6 days 2.91
years (M = 1.97
years)
Serious
re-offending
Any: AUC =
0.77 p < .001
Gender: all male
Drug: AUC
0.69 p < .001
Setting: prisoner
cohort, UK
Theft: AUC
0.76 p < .001
Robbery:
AUC = 0.69
p < .001
Violence:
AUC = 0.72
p < .001
The AUC ranged from 0.69 to 0.72 indicating a moderately accurate prediction.
However, the data were too sparse to be able to draw conclusions on the efficacy of
this assessment tool for the target population of this review.
Level of Service Inventory (LSI)
The LSI (Andrews & Bonta, 1995) is another actuarial instrument designed to predict
re-offending and the need for probation supervision. The LSI consists of 54 items and
10 subscales using both static (for example, age and previous conviction) and
dynamic factors (for example, alcohol misuse and accommodation problems) to
predict re-offending.
Three studies were identified that met the eligibility criteria of the review; all were
focused on predicting criminal convictions either generally or more specifically of
violent recidivism. A summary of the study information and data for each of these
studies is provided in Table 26.
As with the previous instruments the AUC values ranged from 0.60 to 0.80; all
were statistically significant and indicated moderate predictive validity. However, it
was not possible to pool the AUC values because of a lack of extractable dataonly
Dahle (2006) provided sufficient detail.
6.2.6
Clinical evidence summary
There was considerable similarity in the AUC values obtained for most of the scales
reviewed. The PCL-R, LSI, OGRS and HCR-20 all had AUC values indicating a
moderate level of prediction. Therefore there are a number of measures available that
160

Table 26: Study information and data for LSI
Study
Population/
setting
Follow-up
Outcome
Result
Dahle, 2006
N = 307
10 years
Criminal
convictions
Re-imprisonment
++
AUC = 0.70, SD = 0.03
Mean age at
baseline: 30 years
(SD = 5.35)
Quality
Reimprisonment
AUC = 0.65, SD 0.03
Gender: all male

Setting: German
prisons
Kroner et al., N = 206
2005
Age: 30 years
Gender: all male

Setting: prison,
Canada
Loza & Green, N = 91
2003
Mean age: 30
5 years
Post-release
criminal
convictions
Revocations
(violations of
parole leading to
reincarcer-ation)
Violent and
general
recidivism
Gender: all male
New convictions:
AUC = 0.69
Revocations:
AUC = 0.71
Violent recidivism:
AUC = 0.67
General recidivism:
AUC = 0.78
Setting: released
from prison, Canada
are adequately effective at predicting violence and/or offending at the group level,
with little data to differentiate them.
While these studies provide useful data on the prediction of recidivism and
violence at the group level, there are limits to applying this data in clinical practice.
Risk assessment instruments measure the extent to which an individual resembles a
group in which there is a particular, statistical risk of violence. The instrument may
tell professionals more about that individual than they would know if they did not
carry out the assessment, but it has limited accuracy as a predictor of the individuals
behaviour.
6.2.7
All of the risk assessment tools included in the review appeared to predict risk moderately well and there did not appear to be clear evidence to distinguish these measures
161

in their level of prediction. Therefore the GDG concluded that the use of a structured
instrument would be beneficial as a supplement to a structured clinical assessment. It
was also noted that these measures should be provided by staff with sufficient expertise (for example, working in tertiary services) and already be familiar in UK clinical
practice (for example, the PCL-R, PCL-SV and HCR-20).
In addition, for secondary services, where there may not be the resources to
conduct assessments using such instruments, the GDG felt it would be important for
staff to record detailed histories of previous violence and other risk factors.
Finally, in the event that a violence risk assessment may be required in primary
care, the GDG concluded that a history of previous violence should be taken and
referral to specialist services should be considered.
6.2.8
Recommendations
Primary care services

6.2.8.1
Assessing risk of violence is not routine in primary care, but if such assessment is required consider:
current or previous violence, including severity, circumstances, precipitants and victims
the presence of comorbid mental disorders and/or substance misuse
current life stressors, relationships and life events
additional information from written records or families and carers
(subject to the persons consent and right to confidentiality), because
the person with antisocial personality disorder might not always be a
reliable source of information.
6.2.8.2
Healthcare professionals in primary care should consider contact with
and/or referral to secondary or forensic services where there is current
violence or threats that suggest significant risk and/or a history of serious
violence, including predatory offending or targeting of children or other
vulnerable people.
Secondary care services
6.2.8.3
When assessing the risk of violence in secondary care mental health services, take a detailed history of violence and consider and record:
contact with the criminal justice system, including convictions and
periods of imprisonment
the presence of comorbid mental disorder and/or substance misuse
(subject to the persons consent and right to confidentiality), as the
person with antisocial personality disorder might not always be a reliable source of information.
162

6.2.8.4
6.2.8.5
The initial risk management should be directed at crisis resolution and

ameliorating any acute aggravating factors. The history of previous
violence should be an important guide in the development of any future
violence risk management plan.
Staff in secondary care mental health services should consider a referral to
forensic services where there is:
current violence or threat that suggests immediate risk or disruption to
the operation of the service
a history of serious violence, including predatory offending or targeting of children or other vulnerable people.
Specialist personality disorder or forensic services

6.2.8.6
When assessing the risk of violence in forensic, specialist personality
disorder or tertiary mental health services, take a detailed history of
violence, and consider and record:
current and previous violence, including severity, circumstances,
precipitants and victims
person with antisocial personality disorder might not always be a reliable source of information.
6.2.8.7
Healthcare professionals in forensic or specialist personality disorder services
should consider, as part of a structured clinical assessment, routinely using:
a standardised measure of the severity of antisocial personality disorder (for example, PCL-R or PCL-SV)
a formal assessment tool such as HCR-20 to develop a risk management strategy.
6.3
RISK MANAGEMENT
6.3.1
Introduction
The priority for mental health services is arguably not risk assessment as much as risk
management. The task is not only to define and measure risk but to intervene in order
to reduce it. It is extremely rare for medical treatment to carry any third-party risk, so
it is essential that services take systematic action to reduce violence risk.
The key to effective risk management is the assessment of risk as a multi-faceted
construct using a descriptive approach rather than an estimate of high, medium or low
risk. A description of the nature of the risk, including the factors likely to increase or
decrease it, should lead seamlessly to a management plan.
163

6.3.2
Current practice
No formal evaluations or systematic reviews relating to violence risk management in

antisocial personality disorder were found.
6.3.3
Definition and aim of topic of review
Formal evaluation studies assessing interventions designed to manage the risk of

violence and/or offending were the subject of this review. Broad inclusion criteria
were adopted because there was initial interest in the capacity of the intervention to
manage risk of violence/offending behaviour, which is not exclusive to antisocial
personality disorder.
6.3.4
6.3.5
Studies considered
The review team conducted a new systematic search for observational studies on risk
management interventions that aimed to reduce the risk of violence and/or offending.
No studies that met the criteria of the review were identified. The GDG therefore
developed good practice recommendations based on a consideration of the risk
assessment literature including the National Confidential Inquiry into Suicide and
Table 27: Databases searched and inclusion/exclusion criteria for clinical

effectiveness of psychological interventions
Date searched
Database inception to November 2007; table of

contents November 2007 to June 2008
Study design
Observational studies
Patient population
People with antisocial personality disorder; people in

psychiatric institutions; people in prison
Interventions
Risk management interventions
Outcomes
Reduction in risk of violence/offending
164

Homicide by People with Mental Illness (Appleby et al., 2006); professional consensus; the recommendations of inquiries following homicides (Department of Health,
2007a); and recommendations produced by other bodies including the Risk
Management Authority Scotland (2006).
6.3.6
Essential features of a risk management plan
When considering the evidence for risk management, the GDG drew heavily on the
Department of Health (2007a) document, Best Practice in Managing Risk: Principles
and Evidence for Best Practice in the Assessment and Management of Risk to Self and
Others in Mental Health Services. This was developed by the Department of Health
as part of its National Mental Health Risk Management Programme. It includes 16
best practice points, which the GDG appraised as an effective synopsis of the current
best practice in risk management; these are summarised below (see Box 1).
Box 1: Best practice in risk management (Department of Health, 2007a)
Introduction
1. Best practice involves making decisions based on knowledge of the research
evidence, knowledge of the individual service user and their social context,
knowledge of the service users own experience, and clinical judgement.
Fundamentals
2. Positive risk management as part of a carefully constructed plan is a required
competence for all mental health practitioners.
3. Risk management should be conducted in a spirit of collaboration and based
on a relationship between the service user and their carers that is as trusting as
possible.
4. Risk management must be built on recognition of the service users strengths
and should emphasise recovery.
5. Risk management requires an organisational strategy as well as efforts by the
individual practitioner.
Basic ideas in risk management
6. Risk management involves developing flexible strategies aimed at preventing
any negative event from occurring or, if this is not possible, minimising the
harm caused.
7. Risk management should take into account that risk can be both general and
specific, and that good management can reduce and prevent harm.
8. Knowledge and understanding of mental health legislation is an important
component of risk management.
Continued
165

Box 1: (Continued)
9. The risk management plan should include a summary of all risks identified,
formulations of the situations in which identified risks may occur, and actions to
be taken by practitioners and the service user in response to crisis.
10. Where suitable tools are available, risk management should be based on
assessment using the structured clinical judgement approach.
11. Risk assessment is integral to deciding on the most appropriate level of risk
management and the right kind of intervention for a service user.
Working with service users and carers
12. All staff involved in risk management must be capable of demonstrating
sensitivity and competence in relation to diversity in race, faith, age, gender,
disability and sexual orientation.
13. Risk management must always be based on awareness of the capacity for the
service users risk level to change over time, and a recognition that each service
user requires a consistent and individualised approach.
Individual practice and team working
14. Risk management plans should be developed by multidisciplinary and multiagency teams operating in an open, democratic and transparent culture that
embraces reflective practice.
15. All staff involved in risk management should receive relevant training, which
should be updated at least every three years.
16. A risk management plan is only as good as the time and effort put into
communicating its findings to others.
These best practice points are general rather than specific but endorse the use of
structured clinical risk assessment in formulating risk management plans (as identified in Section 6.2.6). Many of the points are concerned with attitudes and expectations and it is worth considering how some of these general expectations can be
applied to the specific question of managing violence risk in antisocial personality
disorder.
Use of structured assessment tools
Structured assessments have increased value when they include a measure of the
severity of the personality disorder (usually the PCL-R or PCL-SV) because it is difficult to estimate severity by other clinical methods. Many of the predictive factors used
by risk assessment scales relate to the underlying construct of antisocial personality
disorder so they ought to be particularly useful in this condition.
166

Static and dynamic risk factors
While risk assessment relies heavily on static factors such as history of violence,
the management of risk depends on the manipulation of dynamic factors. The presence of static risk factors does not imply that a person cannot be treated or the
degree of risk modified. For example, even in the most severe personality disorder,
a considerable reduction in violence risk can often be achieved through treatment
of drug or alcohol problems, and through anger management (for a review of interventions for antisocial personality disorder see Chapter 7).
Multi-agency working
As risk depends in large part on what a person has already done, most high-risk
patients with antisocial personality disorder will already have been in contact with the
criminal justice system. Proper management of violence risk will rarely be a task for
mental health services alone. It is necessary to work with other disciplines and in
many cases health will not be the lead agency.
Admission to hospital
Admission to hospital is rarely an appropriate treatment for antisocial personality
disorder. The main exceptions are at times of crisis, when the admission should have
a clearly defined purpose and end point; for the treatment of comorbid conditions (for
example, severe depression with a serious associated risk of suicide); and in
specialised services for patients who present particularly high risks that cannot be
safely managed by other means.
Supervision and treatment in the community
Although its manifestations fluctuate over time, antisocial personality disorder is
a lifelong condition and the key to successful risk management is often a longterm supportive, therapeutic relationship, which may involve more than one
agency. In high-risk cases the supervision may be mandatory but compulsion
should be seen as a step towards developing a therapeutic relationship rather than
a substitute for it.
6.3.7
The recommendations that follow draw on three sources of evidence: the review of
specialist assessment tools (an influential factor in the decision to identify specific
measures in addition to their psychometric properties was their current use in the UK
and their ability to inform a risk management plan; see Section 6.2.6); other guidance
on the treatment and management of antisocial personality disorder; and the expert
opinion of the GDG. The GDG used methods of informal consensus to arrive at the
recommendations.
167

6.3.8
Recommendations
6.3.8.1
Services should develop a comprehensive risk management plan for people

with antisocial personality disorder who are considered to be of high risk.
The plan should involve other agencies in health and social care services
and the criminal justice system. Probation services should take the lead
role when the person is on a community sentence or is on licence from
prison with mental health and social care services providing support and
liaison. Such cases should routinely be referred to the local Multi-Agency
Public Protection Panel.
168
Interventions for people with antisocial personality disorder
INTERVENTIONS FOR PEOPLE WITH

AND ASSOCIATED SYMPTOMS AND
BEHAVIOURS
7.1
INTRODUCTION
Both psychological and pharmacological interventions for people with antisocial

personality disorder are poorly researched and direct evidence on the treatment of this
population is scarce. Three relatively recent reviews failed to identify any high-quality
evidence for people receiving treatment for antisocial personality disorder (Salekin,
2002; Warren et al., 2003; Duggan et al., 2007a).
A number of approaches have been adopted to address this problem: the use of
lower quality evidence, including evidence such as case studies and case series (for
example, Salekin, 2002); the use of research on other personality disorders or mixed
populations of people with personality disorder including a proportion with antisocial
personality disorder, usually a relatively small proportion (for example, Warren et al.,
2003); and consideration of the impact of treatments for comorbid problems (such as
drug misuse) in antisocial personality disorder populations (Duggan et al., 2007a).
All three approaches are problematic in guiding treatment choice for antisocial
personality disorder because of difficulties understanding causality (Salekin, 2002),
lack of generalisability (Warren et al., 2003), and the lack of direct evidence for the
treatment of the disorder itself (Duggan et al., 2007a).
In order to address these limitations, the GDG opted to identify the best available
evidence on:
(i)
the treatment of people with antisocial personality disorder this was to ensure
that new studies or studies excluded by other reviews could be considered
(ii) the treatment of specific components of the diagnostic construct of antisocial
personality disorder (for example, impulsivity and aggression) this was to
include important evidence on the treatment of a particular aspect of antisocial
(iii) interventions for offenders that aim to reduce re-offending this was considered important because offending and related behaviours are both key to the
difficulties associated with antisocial personality disorder.
The GDG recognised that the inclusion of evidence for offending behaviour was
potentially controversial and that offending behaviour might be seen as a poor proxy
outcome in the treatment of antisocial personality disorder. The rationale for using
offending behaviour as a proxy for a diagnosis of antisocial personality disorder
(where the latter has not been recorded) is threefold. First, a history of antisocial
169

behaviour is a particular feature of antisocial personality disorder in the DSM-IV
diagnostic system (APA, 2000), specifically the failure to conform to social norms
with respect to lawful behaviours as indicated by repeatedly performing acts that are
grounds for arrest. Second, interventions aimed at reducing offending behaviour
often focus on other diagnostic criteria of antisocial personality disorder as mediating variables in the treatment process. To date, such work has included studies of
impulsivity, aggressiveness, and lack of remorse as treatment targets. Therefore,
evidence that has a bearing on the amelioration of these factors is also potentially
relevant to the treatment of antisocial personality disorder. Third, surveys of offenders very often find high rates of personality disorder that are significantly above the
levels found in community-based studies of prevalence, in particular among those
who are imprisoned and those with entrenched patterns of more serious offences. As
noted earlier, a survey for the UK Office for National Statistics interviewed 3,142
prisoners and found that 49% of male sentenced prisoners, 63% of males on remand,
and 31% of female prisoners met criteria for diagnosis of antisocial personality
disorder (Singleton et al., 1998).
7.1.1
Treatment of comorbid disorders
Given the limited evidence for the treatment of antisocial personality disorder and
that guidance on disorders commonly comorbid with antisocial personality disorder
generally does not consider the impact of antisocial personality disorder on treatment
recommendations, the GDG decided to review the evidence for the treatment of
comorbid disorders. The evidence on the treatment of comorbid disorders was
restricted to populations with antisocial personality disorder, and evidence was not
extrapolated from studies of offenders or other populations. In the review of interventions for offending behaviour, the GDG also decided to include studies of interventions for drug and alcohol misuse and dependence in offender populations where such
studies met quality criteria.
7.2
PSYCHOLOGICAL INTERVENTIONS FOR ANTISOCIAL

7.2.1
Introduction
There has been little formal development of psychological interventions specifically

for the treatment of antisocial personality disorder with considerably more emphasis
placed on the psychological treatment of other personality disorders, primarily
borderline personality disorder (for example, Kernberg, 1984; Linehan, 1997). As
with personality disorder more generally, psychoanalytic approaches to treatment
held sway initially (Cordess & Cox, 1998); more recently developments in cognitive
behavioural treatments have emerged but such approaches in antisocial personality
disorder are not supported by a strong evidence base (Duggan et al., 2007a).
170

Psychological interventions for comorbid disorders are, by contrast, well developed
and are as effective or more effective than pharmacological treatments for common
mental disorders (for example, NCCMH, 2005a, 2005b, 2006). This suggests that
such interventions may have a significant role to play in the treatment of comorbid
disorders in antisocial personality disorder. Similarly effective psychological treatments for drug and alcohol disorders have also been developed (NCCMH, 2007a) and
may again be of benefit to people with antisocial personality disorder with comorbid
drug and alcohol problems.
Although psychological interventions specifically for antisocial personality
disorder are limited, interventions for some of the components of the antisocial
personality disorder diagnostic construct have been better developed, principally for
the treatment or management of aggression. However, the relevance of anger
management as an intervention for an aspect of the antisocial personality disorder
diagnostic construct may be limited. Anger is not explicitly included in the diagnostic criteria for antisocial personality disorder and while anger may be related to
impulsivity and aggression, reducing anger may not reduce impulsivity and aggression. Equally, when delivered to offenders, anger management interventions may
reduce levels of anger without having an impact on offending, aggressive or violent
behaviours if the causes of those behaviours in an individual are unrelated to anger.
The majority of literature on anger management has focused on populations of
college students (Edmonson & Conger, 1996; Del Vecchio & OLeary, 2004; Beck
& Fernandez, 1998). The GDG felt that it would not be appropriate to extrapolate
from college students with elevated levels of anger to people with antisocial personality disorder. As a consequence, this review is not concerned with the efficacy of
anger management in these populations.
In contrast to the limited development of specific treatment for antisocial personality disorder, there has been considerable development of interventions aimed at
reducing offending behaviour. These include a wide range of cognitive and behavioural interventions (for example, Landenberger & Lipsey, 2005; Lipsey et al., 2001,
2007; Lipton et al., 2002; Tong & Farrington, 2006; Wilson et al., 2005), and to a
lesser extent therapeutic communities (Lees et al., 2003). Within the UK criminal
justice system the use of cognitive and behavioural interventions such as Reasoning
and Rehabilitation (for example, Cann et al., 2003) and Enhanced Thinking Skills
(for example, Friendship et al., 2002) is widespread.
Current practice
Healthcare services
Most people with antisocial personality disorder in the community remain undiagnosed and untreated (Department of Health, 2003). They do not come into contact
with mental health services and often do not perceive any need for treatment of their
personality problems. Some people with the disorder may seek treatment for comorbid mental health disorders, including anxiety and depression, but whether they have
a formal diagnosis of antisocial personality disorder or not, they may nevertheless be
excluded from services because of their personality disorder or the mistaken belief
171

that they will not be able to benefit from treatment. People with antisocial personality disorder may also make limited use of inpatient services in a crisis but are unlikely
to be offered or engage in long-term treatment.
In contrast to mental health services, a significant number of people with antisocial personality disorder are treated by drug and alcohol services in both the statutory
and non-statutory sector. Here the focus on treatment will be on the drug or alcohol
misuse not the personality problem.
Health services treating people specifically for their antisocial personality disorder are largely limited to specialist healthcare services such as forensic services.
However, even within forensic services specific provision for antisocial personality
disorder is underdeveloped. At the very severe end of the spectrum the recent development of the Dangerous and Severe Personality Disorder Service (Home Office,
1997) has seen the establishment of new units in two special hospitals (Rampton and
Broadmoor) and two high secure prisons (HMP Frankland and HMP Whitemoor).
The criminal justice system
The large majority of people receiving interventions for antisocial personality
disorder and related problems will be in the criminal justice system, with the interventions provided either by the probation or prison services. The explicit aim of
these interventions is to reduce offending behaviour. These interventions are
highly manualised and subject to stringent quality assurance and auditing (T3
Associates, 2003). Whether individuals in the criminal justice system receive
interventions will depend on a range of factors including the availability of places
on offending behaviour programmes in the institution or probation service, the
type and length of their sentence (as this may or may not facilitate their enrolment
in a programme), and, if they are in prison, whether they voluntarily choose to
enrol on a programme.
The majority of psychological interventions delivered in the criminal justice
system are cognitive behavioural and largely based on social learning theory, a development of behavioural learning models that has been adapted to take account of findings from cognitive and developmental psychology (Bandura, 2001). These
interventions include: behaviour modification; relaxation training; systematic desensitisation; social skills training; problem-solving therapy; cognitive therapy; and
moral reasoning or moral reconation therapy. Virtually all of these methods have been
employed in efforts to reduce offending behaviour and this represents the largest
research base of evidence for interventions with offenders. The literature has been
reviewed in a number of meta-analyses (for example, Lipton et al., 2002;
Landenberger & Lipsey, 2005; Tong & Farrington, 2006; Lipsey et al., 2007).
Beyond the health and criminal justice system interventions, the provision of care
and support for people with antisocial personality disorder is also very limited. As
they may cause disruption and a threat to staff or other services users, people with
antisocial personality disorder may find themselves excluded from a range of services
that might otherwise support them in the community (including during transition
from the care of the criminal justice system to the community), such as housing,
welfare and employment services.
172

7.2.2
The review considered psychological interventions for antisocial personality disorder

and its constructs. This included interventions for people specifically diagnosed with
antisocial personality disorder, but also interventions for the symptoms or behaviours
associated with this diagnostic construct including anger, impulsivity and aggression.
However, studies of populations with diagnoses of serious mental illness (including
schizophrenia) were excluded. In addition, interventions for offending behaviour in
people without a diagnosis of antisocial personality disorder were considered, including for offenders with substance misuse problems.
Outcomes
For the review of the effectiveness of interventions for adults with antisocial personality disorder, the GDG chose re-offending as the primary outcome. There are a
number of measures of re-offending including conviction, arrest, breaches of conditions attached to parole or probation, re-incarceration and recidivism. Conviction was
considered the most robust measure but where this was not reported other re-offending outcomes were extracted in the order of priority listed above.
7.2.3
this section of the guideline can be found in Table 28 (further information about the
search for health economic evidence can be found in Appendix 11.)
The review team conducted a series of systematic searches for RCTs that assessed
the efficacy and cost effectiveness of psychological interventions specifically for the
Table 28: Databases searched and inclusion/exclusion criteria

for clinical evidence
MEDLINE, EMBASE, PsycINFO, Cochrane Library,

C2-SPECTR, NCJRS, IBSS, FEDRIP
Date searched
Study design
RCT
Patient population
People with antisocial personality disorder, people with

behaviour or symptoms associated with the antisocial
personality construct, offending behaviour
Interventions
Psychological interventions
Outcomes
Offending, reduction in impulsivity, anger or aggression

173

treatment of antisocial personality disorder, behaviours or symptoms associated with
the antisocial personality disorder construct, and offending behaviour (see Table 31).
One trial (DAVIDSON2008) met the eligibility criteria of the GDG in the first
systematic search to assess the treatment of antisocial personality disorder.
Two further searches were conducted separately on behaviours and symptoms associated with the antisocial personality disorder construct, and on offending behaviour.
7.2.4
Studies considered11
A total of 22 trials relating to clinical evidence met the eligibility criteria set by the
GDG, providing data on 3,237 participants. Of these, two trials were reported in books
(JOHNSON1995, PORPORINO1995), two were reports from the US Department of
Justice (AUSTIN1997, PULLEN1996), and 18 were published in peer-reviewed journals between 1973 and 2008 (ARMSTRONG2003, DAVIDSON2008, DEMBO2000,
DUGAN1998, ELROD1992, GREENWOOD1993, GUERRA1990, KINLOCK2003,
LEEMAN1993, LIAU2004, OSTROM1971, ROHDE2004, ROSS1988,
SCHLICHTER1981, SHIVRATTAN1988, SPENCE1981, VAN VOORHIS2004,
VANNOY2004). In addition, 97 studies were excluded from the analysis. The most
common reason for exclusion was lack of a comparison group (further information
about both included and excluded studies can be found in Appendix 15).
For the treatment of people with antisocial personality disorder, there was one trial
(DAVIDSON2008) that met the eligibility criteria of the review providing information on 39 participants.
For the treatment of people with symptoms or behaviour associated with the antisocial personality disorder construct, there was one trial that investigated the treatment of anger by comparing anger management with control (VANNOY2004).
For the treatment of offending behaviour in adults with substance misuse problems, there were four trials investigating cognitive and behavioural interventions,
three of which were group-based interventions (AUSTIN1997; JOHNSON1995;
KINLOCK2003) and one which was individually based (DUGAN1998).
For the treatment of offending behaviour in adults, there were five trials comparing
group-based cognitive and behavioural interventions with control (ARMSTRONG2003;
LIAU2004; PORPORINO1995; ROSS1988; VANVOORHIS2004).
For the treatment of offending behaviour in young people, seven trials compared
group-based cognitive and behavioural skills interventions with control (GUERRA1990;
LEEMAN1993; OSTROM1971; PULLEN1996; ROHDE2004; SCHLICHTER1981;
SPENCE1981); one trial was on individual cognitive and behavioural interventions
(SHIVRATTAN1988) and three trials compared multi-component interventions with
control (ELROD1992; GREENWOOD1993; DEMBO2000).
11Here
and elsewhere in the guideline, each study considered for review is referred to by a study ID in capital letters (primary author and date of study publication, except where a study is in press or only submitted for publication, then a date is not used). The references for studies can be found in Appendix 15.
174

7.2.5
Clinical evidence for the treatment of antisocial personality disorder
The search identified one study relating to the treatment of antisocial personality
disorder (DAVIDSON2008). The study compared CBT with treatment as usual for
people with antisocial personality disorder living in the community (see Table 29 and
Table 30). Full study characteristics and forest plots can be found in Appendices 15
and 16 respectively.
DAVIDSON2008 did not find an effect for CBT on anger or verbal aggression
compared with treatment as usual for people with antisocial personality disorder
in the community. The trial did find a small, non-significant effect for social functioning and physical aggression compared with treatment as usual.
7.2.6
Clinical evidence summary for the treatment of antisocial

The evidence for the treatment of antisocial personality disorder in the community is
limited to one trial. The quality of the evidence is low to moderate where further
research is likely to have an impact on the effect estimate of CBT in the community
for people with antisocial personality disorder. The limited economic evidence from
this trial suggests that CBT may not be cost saving in the short term (see below).
7.2.7
Economic evidence for the treatment of antisocial personality disorder
One economic study on psychological treatment of antisocial personality disorder

was included in the systematic economic literature review (Davidson et al., 2008).
Table 29: Study information table on CBT for treatment of antisocial
Cognitive behavioural therapy versus treatment as usual for antisocial
Total no. of trials (total no.
of participants)
1 RCT
(N = 52)
Study ID
DAVIDSON2008
Population
People with antisocial personality disorder
Setting
Community
Treatment length
612 months
Length of follow-up
12 months
175

Table 30: GRADE evidence summary for interventions for antisocial
CBT compared with treatment as usual for people with antisocial personality disorder in the community
Population: antisocial personality disorder
Settings: community
Intervention: CBT versus treatment as usual
Outcomes
No. of
participants
(studies)
Quality of
the evidence
(GRADE)
Effect size
Novaco Anger
Scale - Total
39
(1)

low1,2,3
SMD 0.06
(0.69 to 0.56)
Novaco Anger Scale Provocation Inventory

(subscale)
39
(1)

low1,2,3
SMD 0.18
(0.81 to 0.45)
Social Functioning
Questionnaire
39
(1)

moderate2,3
SMD 0.27
(0.9 to 0.36)
Aggression (ITT) Verbal aggression
52
(1)

moderate2,3
RR 0.94
(0.73 to 1.21)
Aggression (ITT) Physical aggression
52
(1)

moderate2,3
RR 0.77
(0.42 to 1.41)
Outcome is not directly relevant to antisocial personality disorder

Data sparse
3 Effect compatible with benefit and no benefit
2
The study, which was conducted in the UK, was a simple cost analysis of CBT plus
treatment as usual versus treatment as usual alone conducted alongside an RCT
included in the guideline systematic review of clinical evidence (DAVIDSON2008).
The study examined healthcare costs (including psychiatric care, accident and emergency visits and primary care), social work costs and costs borne by the criminal
justice system. The time horizon of the analysis was 12 months. Overall, the total cost
per person in the CBT group was higher than the respective cost in the treatment as
usual group (38,004 versus 31,097, respectively). The healthcare cost was similar
in both groups (1,295 in the CBT group and 1,133 in the TAU group). The cost of
providing CBT was 1,300 per participant. Details on the methods used in the
systematic review of the economic literature are described in Chapter 3. Evidence
176

tables for all economic studies included in the guideline economic literature review
are in Appendix 14.
7.2.8
Clinical evidence for the treatment of the constructs of antisocial

One trial relating to clinical evidence for the treatment of the constructs of antisocial
personality disorder met the eligibility criteria set by the GDG, providing data on 31
participants (VANNOY2004). The included study was a trial of group-based anger
management versus waitlist in an offender population. This small study reported data
only on a continuous measure and was considered to be of low quality. The outcomes
of the trial were trait anger (STAXI; SMD 0.64, 1.36 to 0.09) and state anger
(STAXI; SMD 0.96, 1.70 to 0.21).
7.2.9
Clinical evidence summary for the treatment of the constructs of

The evidence for the treatment of the constructs of antisocial personality disorder is
extremely limited and does not support the development of any recommendations.
7.2.10
Economic evidence for the treatment of the constructs of antisocial

No evidence on the cost effectiveness of treatment of the constructs of antisocial

personality disorder was identified by the systematic search of the literature. Details
on the systematic search of the literature are provided in Chapter 3.
7.2.11
Clinical evidence for the treatment of offending in substance misuse

offenders
The review found four trials that investigated cognitive and behavioural interventions
for the treatment of offending in substance misuse offenders, three of which were
group based interventions (AUSTIN1997; JOHNSON1995; KINLOCK2003) and
one was individually based (DUGAN1998). This review provided data on 582 participants (see Table 31 and Table 32). Full study characteristics and forest plots can be
found in Appendices 15 and 16 respectively.
For the treatment of offending in substance misuse offenders, the five included
studies were identified as cognitive and behavioural interventions. The review found
this intervention to have a medium effect on offending and major infractions
combined (RR 0.76; 0.60, 0.97) and a small non-significant effect on mean number
of offences (SMD 0.19; 0.18 to 0.55).
177

Table 31: Study information table for group-based cognitive and behavioural
intervention compared with non-treatment control for substance misuse offenders
Group-based cognitive and behavioural intervention compared with nontreatment control
of participants)
4 RCTs
(N = 426)
Study ID
AUSTIN1997
DUGAN1998
JOHNSON1995
KINLOCK2003
Population
Offenders with substance misuse problems
Setting
Institution (prison):
DUGAN1998
KINLOCK2003
Community (probation):
AUSTIN1997
JOHNSON1995
Average treatment length
114 days
Length of follow-up
Longest follow-up: 1 year
7.2.12
Clinical evidence summary for the treatment of offending in

substance misuse offenders
There appears to be modest evidence for the effectiveness of cognitive and behavioural interventions, primarily delivered in groups, in reducing offending for adults
with substance misuse problems. This effect has been found in a variety of settings
including institutional prison-based settings and outpatient and probation settings in
the community.
7.2.13
Economic evidence for the treatment of offending in substance

misuse offenders
One study met the inclusion criteria for the systematic economic literature review
(Alemi et al., 2006). The study, which was conducted in the US, compared the costs
over 2.75 years of a combination of probation and substance misuse treatment versus
178

Table 32: GRADE evidence summary for the treatment of offending in
substance misuse offenders
Group-based cognitive and behavioural intervention compared with nontreatment control for substance misuse offenders
Population: substance misuse offenders
Settings: prison, probation and outpatient
Intervention: cognitive and behavioural interventions versus control
Outcomes
No. of
participants
(studies)
Quality of
the evidence
(GRADE)
Comments
Any bad antisocial personality 394

disorder outcome
(3)
[dichotomous] - Re-offending

moderate1
RR 0.78
(0.58 to 1.04)
Any bad antisocial personality 160

disorder outcome
(1)
[dichotomous] - Major
infractions

low1,2,3
RR 0.74
(0.49 to 1.11)
Mean number of offences
117
SMD 0.19
(1)
low1,2,3
(0.18 to 0.55)
Population does not directly involve antisocial personality disorder

Sparse data
3 Effect is compatible with benefit and no benefit
2
probation alone. Overall, a combination of probation and treatment was $6,300 more
expensive than traditional probation per participant annually, mainly because of
greater mental hospitalisation and additional treatment costs. The study characteristics and results are presented in the form of evidence tables in Appendix 14. Details
on the systematic search of the economic literature are provided in Chapter 3.
7.2.14
Clinical evidence for the treatment of offending behaviour in adults
There were five trials comparing the effects of group-based cognitive and behavioural
interventions with control on re-offending for adult offenders treated within the criminal justice system (institutional settings or in the community on probation or parole)
(see Table 33 and Table 34). Conviction was considered the most robust measure of
re-offending but where this was not reported, other re-offending outcomes were
179

Table 33: Study information table for group-based cognitive and behavioural
interventions for offenders
Group-based cognitive and behavioural intervention versus non-treatment
control
5 RCTs (N 1798)
of participants)
Study ID
ARMSTRONG2003
LIAU2004
PORPORINO1995
ROSS1988
VANVOORHIS2004
Population
Offenders
Setting
Institution (prison):
ARMSTRONG2003
PORPORINO1995
Community (probation):
ROSS1988
VANVOORHIS2004
In between institution and probation (halfway house):
LIAU2004
Average treatment length
115 days
Length of follow-up
Longest follow-up: 9 months
Age
1820 years:
ARMSTRONG2003
20+ years:
LIAU2004
PORPORINO1995
ROSS1988
VANVOORHIS2004
extracted (for further details see Section 7.2.2). Full study characteristics and forest
plots can be found in Appendices 15 and 16 respectively.
Group-based cognitive and behavioural interventions were found to provide a
modest effect on re-offending (RR 0.78; 0.55 to 1.08). The population included in this
analysis was predominantly adult male offenders. LIAU2004, which included a small
180

Table 34: GRADE evidence summary for group-based cognitive and
behavioural intervention for offenders
Group-based cognitive and behavioural intervention versus non-treatment
control
Patient or population: Offenders
Settings: Prison/institutional and probation/parole
Intervention: Cognitive and behavioural intervention for offenders
Comparison: Untreated comparison
Outcomes
No. of
participants
(studies)
Quality of
the evidence
(GRADE)
Relative
effect
(95% CI)
Re-offending - inclusive
measures [male and mixed
offenders] ITT data only
1270
(5)

low1,2
RR 0.78
(0.55 to 1.08)
Re-offending [young male

offenders, age range or
mean 1820] ITT
data only
212
(1)

low2,3
RR 1.00
(0.82 to 1.22)
Some of the heterogeneity is explained by one study

Population is not directly ASPD
3 Effect compatible with benefit and no benefit
2
proportion of female offenders, was not included in the meta-analysis because it was
not possible to extract intention-to-treat (ITT) data.
7.2.15
Clinical evidence summary for the treatment of offending behaviour

in adults
There appears to be modest evidence for the effectiveness of group-based cognitive

behavioural skills interventions, delivered in community and institutional settings, in
reducing offending for adults in the criminal justice system.
Group-based cognitive behavioural skills interventions for offending behaviour
delivered to offenders in criminal justice settings (prison/institutional settings and
probation/parole) have a small but positive effect on the rate of re-offending for adult
male offenders aged 21 and over. However, the more limited evidence base on young
adult offenders aged 18 to 20 indicates that young offenders do not respond to these
interventions.
181

7.2.16
Health economic evidence for the treatment of offending behaviour
Systematic literature review

One US study focusing on interventions targeted at adult offenders was identified by
the systematic search of economic literature (Zhang et al., 2006). The study evaluated
a state-wide multiple community-based services parole programme in California by
comparing programme costs with incarceration costs avoided because of decreases in
recidivism. Over 2 years, programme participants had lower recidivism and reincarceration rates than the untreated population, resulting in significant net savings of $21
million.
Economic modelling
Objective
The guideline systematic review and meta-analysis of clinical evidence demonstrated that provision of Reasoning and Rehabilitation, a group-based cognitive
behavioural skills intervention (Cann et al., 2003), to adult offenders can potentially
reduce the rates of future offending behaviour. Offending behaviour leads to substantial costs to the society, including the criminal justice system and victims of crime.
A cost analysis was undertaken to assess whether the costs to the NHS of providing
Reasoning and Rehabilitation to adults with offending behaviour are offset by future
cost savings resulting from reduction in re-offending behaviour in this population.
Methods
Intervention examined Reasoning and Rehabilitation programmes are offered to
people with offending behaviour in institutional and community correctional settings.
They typically consist of 38 curriculum-based sessions of 2 hours duration each over
approximately 8 to 12 weeks. Programmes are delivered to small groups of eight to
ten participants (T3 Associates, 2003).
Costs considered in the analysis A simple economic model was developed to estimate
the net total costs (or cost savings) associated with provision of Reasoning and
Rehabilitation to adult offenders. Published evidence on the costs incurred by adults
with offending behaviour is limited. One study conducted in the UK that assessed the
effectiveness of CBT in adults with antisocial personality disorder reported 12-month
service costs incurred by this population, including healthcare, social work and
criminal justice system costs (Davidson et al., 2008). The total costs per adult with
antisocial personality disorder receiving CBT over 12 months were 38,000. Of
these, only 7% were healthcare costs (including provision of CBT); the vast majority
of costs were associated with social work and use of criminal justice system services.
NICE recommends that economic analyses of healthcare interventions adopt a
NHS and PSS perspective (NICE, 2006a). However, the criminal justice system and
social and other public services are likely to bear the majority of costs incurred by
adults with offending behaviour and only a small proportion of costs fall on the NHS
and PSS. For this reason, the economic analysis adopted a broader perspective than
182

that of the NHS and PPS, including any costs to public services for which appropriate information was available.
Existing clinical evidence suggests that provision of Reasoning and Rehabilitation
to adults with offending behaviour may reduce rates of re-offending, and therefore
costs relating to crime. It is unknown whether participation of adult offenders in such
programmes has an effect on other costs, such as costs to health and social care services, although it is likely that reducing offending behaviour may result in a decrease
in other costs too. Because of lack of appropriate relevant data that could inform the
economic model, the analysis has considered only intervention costs (that is, costs of
providing Reasoning and Rehabilitation) and costs related to crime/adult offending
behaviour. All other categories of public sector costs, such as health and social care
costs, were conservatively assumed to be the same for adult offenders participating in
Reasoning and Rehabilitation programmes and for those not receiving the intervention, and were subsequently omitted from the analysis. This is acknowledged as a
limitation of the economic analysis. However, costs relating to crime are likely to
constitute the most substantial part of the costs incurred by adult offenders; therefore,
the economic analysis is likely to have considered the majority of costs associated
with providing Reasoning and Rehabilitation to adults with offending behaviour.
Model input parameters
Clinical efficacy of Reasoning and Rehabilitation and baseline re-offending rate
in adult offenders
Clinical data on re-offending rates associated with Reasoning and Rehabilitation were
taken from three studies (PORPORINO1995; ROSS1988; VAN VOORHIS2004).
Meta-analysis of these data undertaken for the guideline showed that the intervention
reduced the rate of re-offending in adult offenders compared with no treatment, but
results were non-statistically significant at the 0.05 level (mean RR of re-offending
for Reasoning and Rehabilitation versus control: 0.78; 95% CI: 0.55 to 1.08). These
results were characterised by considerably high heterogeneity caused by inclusion of
ROSS1988 in the meta-analysis. When this study was removed, there was no heterogeneity in the results but the effect of the intervention was reduced (mean RR of
re-offending for Reasoning and Rehabilitation versus control: 0.88; 95% CI: 0.75 to
1.03). Details of the clinical studies considered in the economic analysis are available
in Appendix 15. The forest plots of the respective meta-analyses are provided in
Appendix 16.
The baseline re-offending rate for adults with previous offending behaviour was
taken from a national report containing 12-month data on re-offending for adults
released from custody or commencing a court order (sentences under probation
supervision excluding fines) in England and Wales in 2006 (Ministry of Justice,
2008a). According to this document, the re-offending rate in this population was 39%
over 12 months. This rate was determined by the number of offenders in the cohort
offending at least once during the 12-month follow-up period, where the offence
resulted in a court conviction or an out-of-court disposal. The 12-month rate of adult
re-offending following provision of Reasoning and Rehabilitation in the economic
183

analysis was calculated by multiplying the estimated RR of re-offending of the intervention versus control by the baseline re-offending rate.
Intervention costs (costs of providing the Reasoning and Rehabilitation
programme)
In order to estimate total intervention costs, relevant resource use was estimated and
combined with respective unit costs. Resource use estimates associated with provision of a Reasoning and Rehabilitation programme were adopted from T3 Associates
(2003) and were consistent with resource use described in studies providing the efficacy data for this analysis. According to these estimates, the evaluated intervention
consisted of 38 sessions lasting 2 hours each, delivered to groups of eight adults with
offending behaviour.
The unit cost of therapists providing Reasoning and Rehabilitation was assumed
to equal that of clinical psychologists (Band 7) due to lack of more relevant unit cost
estimates. However, it is recognised that therapists providing Reasoning and
Rehabilitation may be on a lower salary scale, and therefore the total intervention cost
may have been overestimated. The national unit cost of clinical psychologists has
been estimated at 67 per hour of client contact in 2006/07 prices (Curtis, 2007). This
estimate was based on the mid-point of Agenda for Change salaries Band 7 of the
April 2006 pay scale according to the National Profile for Clinical Psychologists,
Counsellors and Psychotherapists (NHS, 2006). It includes salary, salary on costs,
overheads and capital overheads but does not take into account qualification costs as
the latter are not available for clinical psychologists.
Based on the above resource use estimates and the unit cost of clinical psychologists, the cost of providing the Reasoning and Rehabilitation programme was estimated at 637 per adult with offending behaviour at 2006/7 prices.
Costs of adult offending behaviour/cost savings from reducing adult
re-offending rates
In order to estimate the annual cost resulting from re-offending behaviour by adult
offenders, three types of data are needed:
proportion of different types of offences committed by adult re-offenders
costs associated with each type of offence
number of offences per adult re-offender per year.
Data on the proportion of different types of offences committed by adult
re-offenders in England and Wales were derived from a national report published by
the Ministry of Justice (2008a). The same document reported that the number of
offences per adult re-offender were 3.742 over 12 months.
Costs associated with each type of offence committed by adult offenders were
taken from a variety of sources, as reported in Chapter 5, Section 5.4.14. Costs were
uplifted to 2007 prices using the Retail Prices Index (Office for National Statistics,
2008). The cost per offence committed by adult re-offenders was estimated as the
mean cost of all offences weighted by the proportion of offences committed on
average by an adult re-offender. Table 35 shows the percentage of offences
committed by adult re-offenders, the cost of each type of offence as estimated in
184

Table 35: Percentage and costs of offences committed by adult re-offenders
Type of offence
Percentage1
Cost (, 2007
prices)
Source of cost
Violence (serious)
0.38
45,686
Violence (non serious)
10.80
9,180
Robbery
0.67
8,298
Public order or riot
7.76
1,671
Sexual
0.40
35,825
Sexual (child)
0.04
35,825
Soliciting or prostitution
0.12
1,671
Domestic burglary
1.94
3,724
Other burglary
2.61
3,373
Brand & Price, 2000
Theft
25.45
722
Handling
1.28
1,671
Fraud and forgery
1.88
1,874
Brand & Price, 2000
Absconding or bail offences
10.22
1,671
Taking and driving away and

related offences
1.68
4,715
Theft from vehicles
1.69
978
Other motoring
offences
16.00
1,840
Department of Transport, 2007
Drink driving
1.98
200
Assumption
Criminal or malicious damage
5.25
987
Drugs import/export/production/
supply
0.84
4,308
Drugs possession/small scale

supply
4.86
1,671
Other
4.14
1,500
Assumption
100.00
2,706
TOTAL
1
Source: Ministry of Justice, 2008a; Total weighted cost (100.00)
the literature, and the weighted average cost per offence committed by adult
re-offenders.
The average cost per offence committed by adult re-offenders was estimated at
2,706. Since this population commits 3.742 offences over 12 months (Ministry of
Justice, 2008a), the 12-month cost associated with offending behaviour is 10,127 per
adult re-offender.
185

Time horizon of the analysis
The three studies included in the guideline meta-analysis of clinical data on Reasoning
and Rehabilitation had time horizons ranging between 4 and 9 months. It is not known
whether the beneficial effect of Reasoning and Rehabilitation lasts beyond 9 months.
Therefore, for the base-case analysis, a 1-year time horizon was chosen; alternative time
horizons up to 5 years were tested in sensitivity analysis, to explore the magnitude of
potential savings that could be gained if the intervention has a longer lasting effect.
Discounting
Costs incurred beyond 12 months were discounted at an annual rate of 3.5%, as recommended by NICE (NICE, 2006a). Table 36 provides all input parameters utilised in the
base-case analysis of the economic model of Reasoning and Rehabilitation for adults
with offending behaviour.
Sensitivity analysis
One- and two-way sensitivity analyses were undertaken to explore the robustness of
the results under the uncertainty characterising some model input parameters. The
following scenarios were tested in sensitivity analysis:
Use of the 95% CIs of the RR of re-offending of Reasoning and Rehabilitation
versus control.
Exclusion of data from ROSS1988, which introduced heterogeneity in the metaanalysis (resulting in a mean RR of re-offending of Reasoning and Rehabilitation
versus control: 0.88 with 95% CIs 0.75 to 1.03).
Table 36: Input parameters utilised in the economic model assessing the net
costs (or savings) resulting from provision of Reasoning and Rehabilitation
to adults with offending behaviour
Input parameters
RR (95% CIs) of Reasoning
and Rehabilitation
versus control
Value
0.78
(0.55 to 1.03)
Source of data - comments

Guideline meta-analysis
Baseline re-offending rate

of adult re-offenders
(12 months)
39%
Ministry of Justice, 2008a
Intervention cost per adult
637
Based on 38 sessions lasting 2 hours

each, delivered to groups of 8 adults
Weighted average cost per

offence committed by adult
re-offenders
2,706
See Table 35
Number of offences per adult

re-offender (12 months)
3.742
Ministry of Justice, 2008a
Annual discount rate
0.035
NICE, 2006a
186
Reduction in the baseline re-offending rate for adult offenders; an annual rate of
30% was tested.
Extension of the time horizon of the analysis beyond 1 year; although currently
there is no evidence to suggest that Reasoning and Rehabilitation programmes
have a clinical effect lasting longer than 1 year, consecutive time horizons of 2 to
5 years were tested in sensitivity analysis to explore the magnitude of potential
cost savings achieved by provision of the intervention to adult offenders, if the
intervention has a longer lasting effect.
Potential net savings accrued over 2 to 5 years were also estimated assuming that
the effect of the intervention was reduced over time; in this scenario the RR of
Reasoning and Rehabilitation versus control was multiplied by a factor of 1.15 for
every year after the first year following initiation of the intervention, to capture
this assumed decline in the clinical effect over time, until Reasoning and
Rehabilitation had no beneficial effect over control.
Combination of alternative time horizons between 1 and 5 years with the rest of
the hypotheses described above.
In addition, threshold analyses identified the values of specific input parameters
where the results of the analysis were reversed. The parameters tested were the relative effect of Reasoning and Rehabilitation versus control (expressed in RR), the average cost of offence committed by adult re-offenders, and the baseline re-offending
rate of adults with offending behaviour over 12 months.
Results
Base-case analysis The reduction in the re-offending rates achieved by provision of
Reasoning and Rehabilitation to adult offenders yielded cost savings equalling 869
per adult with offending behaviour over 1 year. Because the provision of Reasoning
and Rehabilitation programmes costs 637 per adult offender, the intervention results
in an overall net saving of 232 per adult with offending behaviour over 1 year. Full
results of the base-case analysis are reported in Table 37.
Sensitivity analysis Results of the cost analysis were sensitive to the different
scenarios tested in sensitivity analysis. The results of meta-analysis (both including
and excluding ROSS1988) were not statistically significant at the 0.05 level and
Table 37: Results of economic analysis assessing the net costs (or savings)
resulting from provision of Reasoning and Rehabilitation to adults with
offending behaviour
Costs per adult (2007 prices)
R&R
Control
Difference
Reasoning and Rehabilitation cost
637
Cost of offending behaviour
3,081
3,950
869
Total cost
3,718
3,950
232
637
187

therefore using the upper 95% CI of the RR of the intervention versus control did not
lead to any savings because offending behaviour was in these cases increased
following provision of Reasoning and Rehabilitation to adult offenders. In all other
scenarios Reasoning and Rehabilitation resulted in net savings within the first year.
Although no long-term studies could demonstrate whether the beneficial effect of the
programme in reducing offending behaviour lasts beyond 1 year, sensitivity analysis
showed that, if such a longer effect exists, then the intervention could save on average
3,424 per adult offender over 5 years (or 1,578, when ROSS1988 was excluded
from analysis).
Threshold analysis showed that the intervention became cost neutral over 1 year
when the cost per offence committed by adult offenders fell at 1,980, when the baseline rate of re-offending was reduced at 29% over 12 months, and when the RR of the
intervention versus control was a maximum of 0.84.
Full results of one- and two-way sensitivity analyses are presented in Table 38.
In addition, threshold analyses identified the values of specific input parameters
where the results of the analysis were reversed. The parameters tested were the relative effect of Reasoning and Rehabilitation versus control (expressed in RR), the average cost of offence committed by adult re-offenders, and the baseline re-offending
rate of adults with offending behaviour over 12 months.
Discussion limitations of the analysis
The results of the economic analysis indicate that Reasoning and Rehabilitation
programmes for adults with offending behaviour might be cost saving from a wide
economic perspective in the UK. The substantial intervention costs, resulting from
the high intensity of such programmes, could be offset by savings from a reduction
Table 38: Results of sensitivity cost analysis of providing Reasoning and

Rehabilitation to adults with offending behaviour
Scenario tested
Meta-analysis of data from all

Reasoning and Rehabilitation studies
Mean RR
Lower 95% CI
Upper 95% CI
Meta-analysis excluding ROSS1988
Mean RR
Lower 95% CI
Upper 95% CI
Baseline adult re-offending rate of 30%
Increase in RR by 15% annually after
1 year
188
Net cost at different time horizons (2007 prices)

1 year
2 years
3 years
4 years
5 years
232
1,141
952
1,072
2,858
1,258
1,883
4,517
1,553
2,667
6,120
1,838
3,424
7,669
2,113
163
351
755
295
1,305
869
738
2,227
980
1,165
3,117
1,087
1,578
3,978
1,190
32
678
1,302
1,904
2,487
232
625
625
625
625

in the rates of re-offending in adults. However, economic results were characterised by
uncertainty, as revealed in sensitivity analysis. This uncertainty was caused by the statistical insignificance characterising the clinical data utilised in the economic model.
Although adult offenders incur a wide variety of costs, such as health and
social service costs and costs to the criminal justice system (Davidson et al.,
2008), the economic analysis considered only intervention costs and costs relating
to offending behaviour, owing to lack of evidence for a difference in other costs
between Reasoning and Rehabilitation and no treatment. Cost data on offending
behaviour were derived from several published sources reporting UK data and
included, in most cases, a wide range of costs, such as costs incurred in anticipation of offending behaviour, for example security expenditure, costs directly
resulting from offending, such as costs of stolen or damaged property, emotional
and physical impact on victims, costs of offering health and other services to
victims, as well as costs to the criminal justice system. Although it is acknowledged that omission of other health and social care costs constitutes a limitation of
the analysis, existing evidence indicates that costs of offending behaviour are
probably the most significant costs incurred by adult offenders. Moreover, the
intervention reduces offending behaviour and this can potentially lead to a reduction in other costs such as healthcare costs and social benefit payments. If this is
the case, then the economic analysis has only underestimated the net savings
gained from Reasoning and Rehabilitation programmes. Moreover, some cost data
utilised in the economic analysis consisted exclusively of costs to the criminal
justice system. Other costs, such as healthcare costs and emotional distress of
victims, the financial and economic burden to the families of both victims and
offenders, and the feelings of fear and insecurity at anticipation of crime were not
considered in most documents reporting cost data on offending behaviour.
Consideration of these factors might increase the reported figures on cost-savings
resulting from reduction in offending behaviour achieved by offering Reasoning
and Rehabilitation programmes to adult offenders.
Rates of re-offending are higher in adults with more severe offending behaviour, as
expressed by the number of previous offences they committed in the past. Moreover,
this population commits a higher numbers of offences per year (Ministry of Justice,
2008a). Therefore, providing Reasoning and Rehabilitation to adults with more serious history of offending behaviour is likely to lead to higher cost savings from reduction in offending behaviour.
Reasoning and Rehabilitation programmes are intensive interventions and are
therefore characterised by high costs. It is possible that savings resulting from reduction in re-offending do not outweigh intervention costs. However, even if the intervention resulted in a modest net cost per person, considering the further potential
benefits to participants and their families from implementation of the programme
(such as increase in employment rates, reduction in drug and alcohol misuse and other
healthcare costs), this cost may be justified.
The time horizon of the economic analysis was 1 year, as available evidence came
from relatively short-term studies, with a maximum time horizon of 9 months. There
is currently no evidence that Reasoning and Rehabilitation has a beneficial effect in
189

reducing offending behaviour extending beyond this time. Nevertheless, in order to
explore the potential magnitude of cost savings resulting from implementing the intervention, the economic analysis considered multiple consecutive time periods of 1 and up
to 5 years to ascertain if the beneficial effect is retained in adult offenders. Further
research is needed to explore whether the effect of the intervention lasts in the long term,
as this would have substantial financial and emotional (positive) implications for society.
Conclusion
Group-based cognitive behavioural interventions delivered as Reasoning and
Rehabilitation programmes are potentially cost effective in the UK setting. Besides
the clinical benefits to adults with offending behaviour, they may produce net cost
savings to society, resulting from reduction in offending behaviour.
7.2.17
Evidence to recommendations
There is relatively robust clinical evidence indicating that cognitive and behavioural
interventions are moderately effective for offenders. The economic analysis showed
that such interventions are potentially cost saving, as the intervention costs may be
offset by savings associated with a reduction in re-offending; however, the results of
economic analysis were characterised by great uncertainty. The finding of a reduction
in re-offending is supported by evidence from cognitive and behavioural interventions
for offenders with substance misuse problems, which also have a significant impact
on reducing offending in a population with a high incidence of antisocial personality
disorder.
The GDG judged that it would be reasonable to conclude that such interventions
were likely to be effective for people with antisocial personality disorder. As was
noted in the Section 7.2.1, these interventions were developed and provided almost
exclusively within the criminal justice system. However, in addressing offending
behaviour the interventions also attempt to focus on problems with impulsivity,
aggression and rule-breaking. Such problems are also experienced by people with
antisocial personality disorder without criminal records. In light of this the GDG felt
it reasonable to extrapolate from this dataset of offenders and support the use of
group-based cognitive and behavioural interventions for non-offending populations
with antisocial personality disorder in the community.
In addition, the GDG considered that it would be possible to extrapolate these
findings to people who meet criteria for DSPD and therefore concluded that cognitive and behavioural interventions would likely be moderately effective in this
population. However, it was also felt that the intervention would need to be adapted
in order to be beneficial for people with DSPD. The GDG also noted the recommendation in the borderline personality disorder guideline (NICE, 2009) supporting use of multi-modal treatments, for example the combination of individual and
group treatments. Given that a proportion of people who meet criteria for DSPD
may have comorbid personality disorders, including borderline personality disorder, the GDG considered this recommendation when formulating recommendations
190

for antisocial personality disorder. Such modifications would include extending the
nature and duration of the intervention and providing close monitoring and supervision of staff.
7.2.18
Recommendations for offending behaviour in adults
7.2.18.1
For people with antisocial personality disorder, including those with

substance misuse problems, in community and mental health services,
consider offering group-based cognitive and behavioural interventions, in
order to address problems such as impulsivity, interpersonal difficulties
and antisocial behaviour.
For people with antisocial personality disorder with a history of offending
behaviour who are in community and institutional care, consider offering
group-based cognitive and behavioural interventions (for example,
programmes such as Reasoning and Rehabilitation) focused on reducing
offending and other antisocial behaviour.
When providing cognitive and behavioural interventions:
assess the level of risk and adjust the duration and intensity of the
programme accordingly (participants at all levels of risk may benefit
from these interventions)
provide support and encouragement to help participants to attend and
complete programmes, including people who are legally mandated to
do so.
For people in community and institutional settings who meet criteria for
psychopathy or DSPD, consider cognitive and behavioural interventions
(for example, programmes such as Reasoning and Rehabilitation)
focused on reducing offending and other antisocial behaviour. These interventions should be adapted for this group by extending the nature (for
example, concurrent individual and group sessions) and duration of the
intervention, and by providing booster sessions, continued follow-up and
close monitoring.
7.2.18.2
7.2.18.3
7.2.18.4
7.2.19
Clinical evidence for the treatment of offending behaviour

in young people
In addition to looking at adult offenders, the review also included young offenders up
to the age of 17 years. Eleven trials on cognitive behavioural interventions met the
inclusion criteria of the review where all but two trials were of interventions delivered in prison; OSTROM1971 and PULLLEN1996 were interventions delivered in
a probation setting. Eight trials were of cognitive and behavioural interventions
(GUERRA1990, LEEMAN1993, OSTROM1971, PULLEN1996, ROHDE2004,
SCHLICHTER1981, SHIVRATTAN1988, SPENCE1981) and three were multicomponent interventions (DEMBO2000, ELROD1992, GREENWOOD1993).
191

Summary study information and evidence from the included trials are shown in Table
39, Table 40 and Table 41. Full study characteristics and forest plots can be found in
Table 39: Study information table for trials of interventions targeted at

adolescents in the criminal justice system
Cognitive behavioural
skills interventions
versus control
Multi-component
intervention versus
control
Total no. of trials

(total no. of
participants)
8 RCTs (N = 363)
3 RCTs (N = 426)
Study ID
GUERRA1990
LEEMAN1993
OSTROM1971
PULLEN1996
ROHDE2004
SCHLICHTER1981
SHIVRATTAN1988
SPENCE1981
DEMBO2000
ELROD1992
GREENWOOD1993
Population
Adolescents in the
Adolescents in the criminal

justice system
Setting
Institution:
GUERRA1990
LEEMAN1993
SHIVRATTAN1988
SPENCE1981
Institution and probation

(included after-care
component):
GREENWOOD1993
Probation:
OSTROM1971
PULLEN1996
Probation:
DEMBO2000
ELROD1992
Treatment length
74 days
175 days
Length of
follow-up
615 months
1224 months
Age
Range: 1018 years

Mean (3 studies report
mean age): 16 years
Range: 1118 years

Mean (2 studies report
mean age): 16 years
192

Table 40: GRADE evidence summary for cognitive behavioural interventions
for adolescents in the criminal justice system
Population: Adolescents in the criminal justice system
Settings: Institution and probation
Intervention: Cognitive and behavioural interventions
Outcomes
No. of
Quality of
participants the evidence
(studies)
(GRADE)
Effect
estimates
Re-offending [Completers] 269

(6)

low1,2,3
RR 0.65
(0.45 to 0.95)
Re-offending [ITT]

moderate2
RR 0.62
(0.39 to 0.98)

moderate2
SMD 0.11
(0.52 to 0.3)
177
(4)
Bad outcome [continuous] 94

(2)
1
Completers analysis only

Wide confidence intervals
3 Not all outcomes are reported in results section
2
Table 41: GRADE evidence summary for multi-component interventions

versus control for adolescent offenders
Population: Adolescent offenders
Settings: Institution and/or probation
Intervention: Multi-component interventions
1
2
Outcomes
No. of
participants
(studies)
Quality of
the evidence
(GRADE)
Relative effect
(95% CI)
Re-offending
426
(3)

low1,2
RR 0.87
(0.65 to 1.16)
Population is not directly antisocial personality disorder

No explanation was provided
193

The evidence suggests that cognitive behavioural interventions delivered primarily in groups in institutional settings are more effective than control for reducing
offending for both intent to treat data (RR 0.62; 0.39 to 0.98) and completer only
data (RR 0.65, 0.45 to 0.95). All studies included only males, except for
GUERRA1990, which had both male and female participants.
Three trials on multi-component interventions for adolescent offenders were
included in the review. Two (DEMBO2000; ELROD1992) tested the efficacy of interventions delivered in the community and one (GREENWOOD1993) examined interventions provided in prison, which included an aftercare component in the
community. Multi-component interventions comprised family therapy, parenting
skills and cognitive problem-solving skills training (DEMBO2000); group-based
cognitive and behavioural interventions and parent training (ELROD1992); and
group-based cognitive and behavioural interventions and family therapy (GREENWOOD1993). These studies found the intervention to have a modest but non-significant effect on re-offending (RR 0.87; 0.65 to 1.16). ELROD1992 and DEMBO2000
involved both male and female participants while GREENWOOD1993 included only
male participants. ELROD1992 was the least effective trialin addition to groupbased cognitive and behavioural interventions and parent training, there was a wilderness experience programme.
7.2.20
Clinical evidence summary for the treatment of offending

behaviour in young people
There appears to be modest but statistically significant evidence for the effectiveness
of group-based cognitive and behavioural interventions delivered in institutional
settings in reducing offending for adolescents involved in the criminal justice
system.
Multi-component interventions were less effective than the more focused
group-based cognitive and behavioural interventions. This is consistent with the
evidence found for multisystemic therapy. There is evidence from studies of
implementation of multisystemic therapy, and other complex multimodal interventions, that maintaining fidelity to the model is strongly associated with a positive
outcome. It could be that the diminished effectiveness of the multi-component
interventions for offending behaviour reflected a lack of overall fidelity to or integration of the intervention.
7.2.21
Health economic evidence for the treatment of offending behaviour

in young people
Four US-based studies were identified in the systematic evidence search that
presented economic evaluations of interventions for young offenders (Caldwell et al.,
2006; Robertson et al., 2001; Myers et al., 2000; Dembo et al., 2000a). Details on the
194

characteristics and results reported in the studies are provided in the form of evidence
tables in Appendix 14. Details on the methods used for the systematic review of
the economic evidence are provided in Chapter 3.
Caldwell and colleagues (2006) compared an intensive juvenile corrective service
treatment programme with usual juvenile corrective service treatment in a secured
juvenile facility. The initial costs of the intensive programme were offset by improved
treatment progress and lowered violent recidivism. The intensive treatment
programme dominated usual treatment, resulting in lower net costs per offender and
better outcomes in terms of a reduction in felony and violent offences.
Robertson and colleagues (2001) performed a cost-benefit analysis, examining
local justice system expenditures associated with intensive supervision and monitoring or CBT in comparison with regular probation. They demonstrated that, relative to
those on probation, the CBT programme resulted in a net saving in expenditure of
$1,435 per offender during the 18-month investigation. No significant difference in
justice system expenditures were demonstrated by the intensive supervision and
monitoring group.
The study by Myers and colleagues (2000) was a simple cost comparison study of
a multi-component intervention programme for early-career juvenile offenders. The
initial costs of the programme, total costs and differences in crime rates were
compared with respective costs and outcomes of an untreated community control
group. Over 12 months, the programme resulted in net savings of $1,800 per young
person due to lower crime rates compared with the untreated group.
Dembo and colleagues (2000a) compared the criminal justice costs of a family
empowerment intervention programme versus an extended services intervention
programme for juvenile offenders and their families. Over 2 years, the family empowerment intervention programme resulted in significant net savings mainly as a result
of lower arrest rates.
7.2.22
There was consistent evidence that cognitive and behavioural interventions were
effective for the treatment of offending behaviour in young people. In addition, these
interventions may be cost effective, according to evidence derived from US settings.
The use of such interventions for young people with offending behaviour is
supported.
7.2.23
Recommendations
7.2.23.1 For young offenders aged 17 years or younger with a history of offending
behaviour who are in institutional care, offer group-based cognitive and
behavioural interventions aimed at young offenders and that are focused
on reducing offending and other antisocial behaviour.
195

7.3
TREATMENT OF COMORBID DISORDERS IN PEOPLE WITH

7.3.1
Introduction
As highlighted in Chapter 2, people with antisocial personality disorder commonly

present with comorbid mental disorders including significant drug and alcohol problems, other personality disorders and a range of common mental health problems,
including depression and anxiety. The presence of these comorbidities will increase
the burden of illness and may directly contribute to the exacerbation of the problems
associated with the antisocial personality disorder. Unfortunately people with antisocial personality disorder often reject treatment (Tyrer et al., 2003), and even where
they seek treatment for their comorbid disorders may find themselves unable to assess
treatment.
Current practice
The current treatment of comorbid mental health problems falls under three broad
categories: that provided by general mental health services in primary and secondary
care, that provided or funded by specialist mental health services in secondary and
tertiary care, and that provided within the criminal justice system.
The extent of treatment for comorbid disorders for common mental health problems such as anxiety and depression in primary and secondary mental health services
is not well known. It is likely, given what is known about the epidemiology of antisocial personality disorder (for example, Robins et al., 1991; Swanson et al., 1994) that
a significant number of people do seek help but their comorbid problem may not be
recognised, or if they are offered treatment they may be more likely to drop out of it
or not adhere to it (ESMHCG, 2005). The position with regard to the treatment of
drug and alcohol problems is somewhat different, with a significant proportion of
people with drug or alcohol misuse disorders receiving treatment from specialist
substance misuse services provided by or funded by the NHS. This is important
because alcohol misuse is associated with increased violence in people with antisocial personality disorder (Yang & Coid, 2007). An important issue is whether sufficient adaptation of drug and alcohol treatment programmes is undertaken to engage
and retain people with antisocial personality disorder.
Within specialist mental health services, a small but growing number of units offer
treatment specifically for personality disorder (Crawford & Rutter, 2007). In principle these units have a remit to treat antisocial personality disorder (Department of
Health, 2003), but in practice few do (Crawford et al., 2007), with a much greater
focus on the treatment of borderline personality disorder.
Tertiary or forensic mental health services do treat people with antisocial personality disorder and their associated comorbidities, but as noted in Chapter 4 the
percentage of people with antisocial personality disorder in the care of forensic services is approximately 50% (Singleton et al., 1998).
Within the criminal justice system, there is considerable treatment of comorbid
mental disorders, primarily in prison settings, which comprises two aspects. First,
196

inmates general mental health is managed through prison-based mental health teams
(often linked to local mental health services). These services have seen significant
investment in recent years in recognition of the historically poor mental healthcare of
prisoners (ESMHCG, 2005), but it is likely that for many services the concentration
is on psychosis and other severe mental disorders. The second major area of activity
in addressing comorbid mental health problems in prison is the treatment of drug and
alcohol misuse, with many prisons now having specialist drug treatment services
(usually provided by the NHS or tertiary sector services).
Definition and aim of intervention
This review was limited to the following comorbid mental health problems:
a) drug and alcohol misuse in people with antisocial personality disorder
b) common mental disorders in people with antisocial personality disorder.
As there was limited evidence from individual trials or systematic reviews of
reasonable quality for other personality disorders in people with antisocial personality disorder, this review makes no further comment on this. The review acknowledges
that the presence of comorbid personality disorder in people with antisocial personality disorder may have an overall consequence on treatment and would need to be
taken into consideration when formulating a treatment plan.
Psychotic disorders were excluded from the review in large part because where
antisocial personality disorder and a psychotic disorder co-exist, the primary focus of
treatment would be on the psychotic disorder.
Interventions were broadly defined to include all interventions for common
mental health disorders covered by the current NICE guidelines for those disorders
(for example, NCCMH, 2005a). For drug and alcohol misuse interventions NICE
guidelines were also used (NCCMH, 2007a, 2007b) along with other authoritative
guidance (for example, Department of Health, 2007b).
7.3.2
7.3.3
Studies considered
The review team conducted a new systematic search that assessed the efficacy of the
treatment of comorbid disorders for people with antisocial personality disorder.
Only one psychosocial trial reporting data relating to the treatment of comorbid
substance misuse in antisocial personality disorder met the eligibility criteria set by
the GDG, providing data on 108 participants with dependence on cocaine (Messina
et al., 2003). This trial compared contingency management, cognitive behavioural
therapy with one another and treatment as usual. In addition, there were four RCTs
that assessed in post hoc analyses the impact of antisocial personality disorder
197


Date searched
Study design
RCT, systematic review
Patient population
People with antisocial personality disorder and comorbid disorders (including substance misuse, depression,
anxiety and other personality disorders)
People with personality disorder and comorbid disorders (as above)
Interventions
Psychological interventions
Outcomes
Comorbid symptoms, offending
(compared with absence of an antisocial personality disorder diagnosis) on the

outcomes of psychosocial interventions. Two studies looked at these effects on participants with drug misuse disorders (Woody, 1983; McKay et al., 2000) and a further
two trials on alcohol dependence (Wlwer et al., 2001; Hesselbrock, 1991). Five studies were excluded from the analysis. The most common reason for exclusion was
either treatment or control group did not have antisocial personality disorder.
7.3.4
Clinical evidence for psychological interventions for the treatment

of comorbid substance misuse
Messina and colleagues (2003) reported on a subgroup analysis of people with antisocial
personality disorder receiving either contingency management, CBT, a combination of
CBT and contingency management, or control. In addition, all participants were receiving methadone maintenance treatment. Contingency management was particularly effective for the treatment of drug misuse (RR 4.40; 1.20 to 16.17) in the antisocial personality
disorder population. These results were largely consistent with those found in a systematic review on psychosocial interventions for drug misuse (see NCCMH, 2007a).
Brooner and colleagues (1998) compared contingency management with control
in opioid dependent people with antisocial personality disorder. Contingency
management included contingent increases in methadone dose, scheduling of
methadone, therapy sessions that were more convenient for the participant, and so on.
There appeared to be a reduction in drug use for the treatment group compared with
control but this was not statistically significant. This study had a number of limitations: first, urinalysis data were reported in a manner that could not rule out double
counting of individuals therefore it was difficult to interpret the results; second, this
study used a very different method of reinforcement (vouchers which could be
198

exchanged for goods and services) in comparison with Messina and colleagues
(2003), which may have contributed to the lack of positive effect.
Woody (1983) compared supportive-expressive psychotherapy with cognitive
behavioural psychotherapy for the treatment of opioid dependence. Woody reported
that participants with antisocial personality disorder had worse outcomes, whereas
participants with depression and no antisocial personality disorder generally showed
better outcomes. Participants with antisocial personality disorder and depression
generally fell in between the two groups on a broad range of drug misuse outcomes.
McKay and colleagues (2000) compared group therapy with individualised relapse
prevention for cocaine dependence and found no significant differences between
cocaine users with and without antisocial personality disorder for any substance
misuse outcome (including cocaine and alcohol).
Wlwer and colleagues (2001) compared CBT with coping skills training and
treatment as usual for alcohol dependence and found no significant differences
between subgroups of patients with or without antisocial personality disorder, as
measured by abstinence at 3 or 6 months after detoxification. In contrast, Hesselbrock
(1991) in a study of inpatient alcoholism treatment reported worse outcomes (as
measured by mean daily alcohol consumption and alcohol-related problems at 1 year)
for participants with antisocial personality disorder.
7.3.5
Clinical evidence summary for psychological interventions for the

treatment of comorbid substance misuse
The evidence on psychological interventions for drug misuse indicates that people
with antisocial personality disorder can benefit from treatment. There was a particularly large effect found when using contingency management to treat drug misuse in
people with antisocial personality disorder. Although there was some inconsistency,
in that another trial did not show such positive effects, this appears to be partly
explained by the method of contingency management used in the latter trial and is
consistent with a review of the drug misuse literature that suggests that contingency
management has the strongest evidence for effectiveness (see NCCMH, 2007a,
2007b). While the other studies reviewed above do not report such positive effects,
the picture of generally poor outcomes for people with antisocial personality disorder, which is commonly assumed to be the case, was not confirmed. People with antisocial personality disorder may be able to benefit as much from these interventions as
people without antisocial personality disorder.
7.3.6
Health economic evidence on the treatment of comorbid substance

misuse and alcohol dependence
No evidence on the cost effectiveness of treatments of comorbid substance misuse

and alcohol dependence was identified by the systematic search of the literature.
Details on the systematic search of the economic literature are provided in Chapter 3.
199

7.3.7
The limited evidence reviewed above suggests that people with antisocial personality
disorder can benefit from treatments for drug and alcohol misuse and that this benefit could be of the same order as those without a personality disorder. The encouraging results for contingency management are in line with the expectation that people
with antisocial personality disorder may respond well to positive reinforcement. It
was also the judgement of the GDG that such findings could generalise to people who
meet criteria for DSPD.
7.3.8
Recommendations
7.3.8.1
For people with antisocial personality disorder who misuse drugs, in

particular opioids or stimulants, offer psychological interventions (in
particular, contingency management programmes) in line with recommendations in the relevant NICE clinical guideline [NICE, 2007].
For people with antisocial personality disorder who misuse or are dependent on alcohol, offer psychological and pharmacological interventions in
line with existing national guidance for the treatment and management of
alcohol disorders.
For people who meet criteria for psychopathy or DSPD, offer treatment for
any comorbid disorders in line with existing NICE guidance. This should
happen regardless of whether the person is receiving treatment for
psychopathy or DSPD because effective treatment of comorbid disorders
may reduce the risk associated with psychopathy or DSPD.
7.3.8.2
7.3.8.3
7.3.9
The psychological treatment of comorbid depression and anxiety

disorders
There is considerable evidence that a personality disorder may have a negative impact
on the course of a common mental disorder (for example, Massion et al., 2002) and
that a common mental disorder may be associated with a poorer outcome in personality disorder (for example, Yang & Coid, 2007). It is also the case that adults with
antisocial personality disorder often have multiple comorbidities. For example, those
with comorbid anxiety and antisocial personality disorder also had significantly
higher levels of comorbid depression, alcohol dependence and substance dependence
and higher rates of suicide attempts compared with adults with antisocial personality
disorder or anxiety disorders alone (Goodwin & Hamilton, 2003). This suggests that
effective treatment for common mental disorders in antisocial personality disorder
may be challenging but potentially important.
A systematic search identified no high-quality trials focused on the treatment of
depression or anxiety disorders comorbid with antisocial personality disorder.
Therefore the GDG and review team searched for high-quality systematic reviews that
200

addressed the question of the treatment of comorbid depression and anxiety disorders.
The GDG took the view that as the initial search for systematic reviews had failed to
identify a significant numbers of reviews focused solely on the issue of comorbidity
with antisocial personality disorder that they should consider (1) reviews of a broad
range of personality disorders and their impact on the treatment of depression and
anxiety and, (2) reviews of personality variables (such as trait anxiety, impulsivity and
aggression) that might have an impact on treatment outcomes. The GDG also agreed
to review the existing NICE guidelines for common mental disorders to determine if
any recommendations had been made about comorbid common mental health problems and antisocial personality disorder or indeed any other personality disorder.
A number of systematic reviews were identified and quality assessed. The following reviews were considered (Dreessen & Arntz, 1998; Mulder et al., 2003; NewtonHowes et al., 2006). In addition, the following NICE guidelines were also reviewed
(NCCMH, 2005a, 2005b, 2006, 2009a).
From these reviews a number of common themes emerged. First, there is no
consistent evidence that demonstrates people with antisocial personality disorder do
not benefit from evidence-based psychological interventions for common mental
health problems or that they may be harmed by such interventions (see for example
the reviews by Mulder and colleagues [2003] on personality disorder and depression). (It should be noted there is some evidence to suggest that brief interventions
may have little benefit for borderline personality disorder; NCCMH, 2009b.)
Second, there is evidence from post hoc analyses of individual trials that the presence of a personality disorder, or developmental or social factors that are commonly
associated with a personality disorder, may lead to a diminution of effectiveness.
This was commonly addressed in the treatment trials by extending the duration of
treatment (for example, Fournier et al., 2008). There was also some evidence that
more experienced therapists were better able to deal with Axis II comorbidity
(Hollon, personal communication, 2008). Nemeroff and colleagues (2003), in a post
hoc analysis of the Keller and colleagues (2000) trial of nefazodone and a cognitive
behavioural-analysis system of psychotherapy for chronic depression, found that
patients with a significant history of childhood trauma obtained better outcomes with
psychological treatment, while those with no history of abuse obtained better
outcomes with pharmacological treatments.
7.3.10
Clinical evidence summary for the psychological treatment of

comorbid depression and auxiety disorders
People with antisocial personality disorder have high levels of comorbid common
mental health problems, which are associated with poorer long-term outcomes.
Evidence from clinical trials relating directly to this issue is lacking, but post hoc
analysis of data drawn from individual trials and from systematic reviews across a
range of personality disorders suggest that effective treatment of common mental
health disorders is possible, but may require the extension of the duration of the treatment and/or high levels of clinical skill and experience.
201

7.3.11
Health economic evidence on the treatment of comorbid depression

and anxiety disorders
No evidence on the cost effectiveness of treatments of comorbid depression and anxiety disorders was identified by the systematic search of the literature. Details on the
methods adopted in the systematic search of the economic literature are provided in
Chapter 3.
7.3.12
The evidence reviewed suggested that the treatment of common mental disorders in
antisocial personality disorder is possible, but that caution is required in developing
any recommendations because the evidence base is drawn from trials involving a
wider range of personality disorders than just antisocial personality disorder. There is
a clear indication in the evidence reviewed that consideration should be given to
extending the duration of treatment. In addition, staff should be mindful of the need
to take steps to address the increased likelihood that people with antisocial personality disorder will drop out of treatment.
7.3.13
Recommendations
7.3.13.1 People with antisocial personality disorder should be offered treatment for
any comorbid disorders in line with recommendations in the relevant
NICE clinical guideline, where available. This should happen regardless
of whether the person is receiving treatment for antisocial personality
disorder.
7.3.13.2 When providing psychological interventions for comorbid disorders to
people with antisocial personality disorder, consider lengthening their
duration or increasing their intensity.
7.4
THERAPEUTIC COMMUNITY INTERVENTIONS FOR

PEOPLE WITH ANTISOCIAL PERSONALITY DISORDER
AND ASSOCIATED SYMPTOMS AND BEHAVIOURS
7.4.1
Introduction
In the history of psychological treatments for personality disorder the therapeutic

community has played an important role (Rapoport, 1960). The therapeutic community movement had a significant impact on mental healthcare in the mid to late 20th
century (Lees et al., 2003) with developments in the prison service (Snell, 1962), drug
services and for other personality disorders (Lees et al., 2003). However, in healthcare
202

there has been a recent move away from therapeutic communities, in part influenced
by high costs in the absence of convincing evidence for efficacy (Lees et al., 2003).
Therapeutic communities differ from other treatment approaches in the use of the
residential community as the key agent for change. Peer influence is used to help
individuals acquire social skills and learn social norms, and so take on an increased
level of personal and social responsibility within the unit (Smith et al., 2006). In addition to therapeutic communities based on social learning theory, there are rehabilitation centres that emphasise more behavioural, hierarchical principles that positively
and negatively reinforce a range of behaviours. Residential therapeutic communities
involve therapeutic group work, one-to-one keyworking, the development of practical
skills and interests, education and training. The intensive nature of their approach
means that such programmes tend to be longer in duration (6 to 12 months)
(Greenwood et al., 2001). In the UK, the Community of Communities project
(Keenan & Paget, 2006) has developed standards of good practice for therapeutic
communities.
Current practice
Therapeutic communities are found within health, education and social care and
prison settings in the UK and often work with people with symptoms and behaviours
associated with the antisocial personality disorder construct.
There are a number of therapeutic communities specialising in the treatment of
substance misuse, with over half of residential services in the National Treatment
Agency for Substance Misuse online directory12 describing themselves as therapeutic communities. In addition, of the 56 therapeutic communities surveyed by the
Community of Communities, 15 were in prison settings (Royal College of
Psychiatrists, 2008b).
7.4.2
The review assessed therapeutic communities for people with antisocial personality
disorder, people with symptoms and behaviours associated with this diagnostic
construct, and people with comorbid substance misuse.
7.4.3
12See
http://www.nta.nhs.uk/about_treatment/treatment_directories/residential/resdirectory_f.aspx
203


Date searched
Study design
RCT, non-RCT
Patient population
People with antisocial personality disorder, people

with symptoms and behaviours associated with antisocial personality disorder
Interventions
Therapeutic communities
Outcomes
Offending
7.4.4
The review team conducted a new systematic search for RCTs that assessed the efficacy of therapeutic communities for people with antisocial personality disorder or
symptoms and behaviours associated with antisocial personality disorder. A systematic search for non-RCTs that assessed the efficacy of therapeutic communities for
offenders was also conducted.
There were no trials of therapeutic communities for people with antisocial personality disorder that met the eligibility criteria of the GDG. However, three trials that
assessed therapeutic communities for offenders who misused drugs (NIELSEN1996;
SACKS2004; WEXLER1999) met the eligibility criteria set by the GDG, providing
data on 1,682 participants. All were published in peer-reviewed journals.
As there was only one RCT for therapeutic communities for offenders without
substance misuse problems (Lamb & Goentzel, 1974), the review team conducted a
systematic search for non-RCTs that assessed the efficacy of therapeutic communities in this population; two non-RCTs (Marshall, 1997; Robertson & Gunn, 1987)
were identified.
In addition, seven studies were excluded from the analysis. The most common
reason for exclusion was the lack of relevant outcomes (further information about
both included and excluded studies can be found in Appendix 15).
13Here
and elsewhere in the guideline, each study considered for review is referred to by a study ID in capital letters (primary author and date of study publication, except where a study is in press or only submitted for publication, then a date is not used). The references for studies can be found in Appendix 15.
204

7.4.5
Clinical evidence on therapeutic communities for offenders with

substance misuse problems
Three RCTs have been conducted in institutional settings evaluating the evidence for
therapeutic communities in substance misuse offenders. In two trials the intervention
included treatment within prison followed by release to a residential community of 6
months duration (SACKS2004; WEXLER1999). The third trial (NIELSEN1996)
assessed a work-release therapeutic community programme.
Summary study information and evidence from the included trials are shown in
Table 44 and Table 45. Full evidence profiles and forest plots can be found in
Appendices 15 and 16.
Therapeutic community prison and aftercare programmes for offenders who
misused drugs (many of whom had antisocial personality disorder) were associated
with relatively large reductions in offending (RR 0.62; 0.49 to 0.78). At 5-year
follow-up the difference was still statistically significant (RR 0.93; 0.87 to 0.99).
Table 44: Study information table for trials of therapeutic communities for
offenders with substance misuse problems
Therapeutic community + aftercare versus control
for substance misuse offenders
Total no. of trials
(total no. of
participants)
3 RCTs (N 1682)
Study ID
NIELSEN1996
SACKS2004
WEXLER1999
Diagnosis
Psychiatric: 70% Axis I, 39% antisocial personality

disorder (SACKS2004), 51.5% antisocial personality
disorder (WEXLER2004)
Drug: 100% illicit drug use
(NIELSEN1996, SACKS2004, WEXLER2004)
Treatment length
1 year prison therapeutic community and 1 year

community-based aftercare: WEXLER1999
6 months prison therapeutic community
NIELSEN1996
1 year prison therapeutic community and 6 months
community-based aftercare: WEXLER2004
Length of follow-up
1 to 5 years
205

Table 45: GRADE evidence summary for therapeutic communities for
offenders with substance misuse problems
Population: Antisocial personality disorder
Settings: Criminal justice system
Intervention: Prison therapeutic community
Comparison: Prison control
Outcomes
No. of
participants
(studies)
Quality of
the evidence
(GRADE)
Effect size
(95% CI)
Offending (12-month
follow up)
1682
(3)

moderate1
RR 0.62
(0.49 to 0.78)
I-squared 50%
7.4.6
Health economic evidence on therapeutic communities for offenders

with substance misuse problems
Four US-based studies that reported on the cost-effectiveness of therapeutic communities for offenders with substance abuse problems were identified by the systematic
search of economic literature (McCollister et al., 2003, 2003a and 2004; Griffith
et al., 1999). One study by McCollister and colleagues (2003, 2004) evaluated the
short and long-term cost-effectiveness (12 months and 5 years respectively) of a
Californian in-prison therapeutic community and aftercare programme for male prisoners with history of substance misuse. Cost data included in-prison and aftercare
treatments, hospital inpatient and outpatient episodes, methadone treatments and
other self-help programmes. The measure of effectiveness was the number of incarceration days avoided during follow-up. In the comparison with no treatment, the
ICER was $80 per avoided incarceration day after 12 months, which came down to
$65 after 5 years. A similar study based in Delaware evaluated a work-release therapeutic community and aftercare programme for male prisoners with history of
substance misuse (McCollister et al., 2003a). Only costs of the in-prison and aftercare treatment programmes were included and follow-up was 18 months. The ICER
versus no treatment was $65 per incarceration day avoided.
Another study evaluated the cost effectiveness of in-prison therapeutic community
treatment for male offenders with a history of substance misuse in Texas (Griffith
et al., 1999). A retrospective analysis was undertaken over 3 years, comparing treated
offenders parole and aftercare costs, as well as re-incarceration rates, with respective
costs and outcomes in an untreated comparison group. Separate analyses were
conducted for low-risk and high-risk offenders. For the low-risk group analysis, the
ICER was $494 per 1% reduction in re-incarceration; for the high-risk group analysis, the ICER fell to $165. This was largely explained by the higher re-incarceration
206

rates experienced by the high-risk untreated group compared with the treated group,
while for the low-risk group analysis, re-incarceration rates were similar in the two
cohorts (treated and untreated).
Details on the study characteristics and results are provided in the form of
evidence tables in Appendix 14. The methods adopted for the systematic review of
economic literature are discussed in Chapter 3.
7.4.7
Clinical evidence on therapeutic communities for adult offenders
There were three trials that investigated the efficacy of therapeutic communities for
general offenders in institutional and community settings. Of these, one was an RCT
(Lamb & Goentzel, 1974) and two were non-RCTs (Marshall, 1997; Robertson & Gunn,
1987). The RCT investigated a community alternative to prison in the US and the two
non-RCTs investigated the effects of therapeutic communities for prisoners treated in
HMP Grendon in the UK. For general offenders a meta-analysis was not conducted as
these studies differed in study design; instead these studies were narratively reviewed.
Lamb & Goentzel (1974) randomised participants to regular prison services or to
a therapeutic community as an alternative to prison in a community setting. The therapeutic community comprised three phrases. In phases one and two, the participants
were given more responsibility and privileges within each phase. Phase three continued while the participant was on probation. The participant returned to the therapeutic community to visit their assigned probation officer and to participate in social
activities. The study found the therapeutic community to have a harmful effect on reoffending at 1-year follow-up for 31 participants in the treatment group in comparison with 31 participants in the control group (RR 1.22; 0.59, 2.53).
Robertson & Gunn (1987) conducted a 10-year prospective cohort study of participants released from HMP Grendon in comparison with a matched control; there were
some differences between the two groups, such as the treated group having more desire
for psychiatric help compared with the control group. The study found no significant
differences between participants treated in a therapeutic community compared with
regular prison services (93% and 85% respectively, x2 1.37, d.f. 1, NS).
Marshall (1997) conducted a retrospective cohort study of participants who stayed
in HMP Grendon (N 702) from 1984 to 1989. These participants were compared
with participants who were selected for Grendon in the same period but who did not
actually go there (N 142). The retrospective study found no effect on the therapeutic community for participants who attended Grendon versus the comparison group
who did not (RR 0.92; 0.82 1.03).
7.4.8
Health economic evidence on therapeutic communities for

adult offenders
No economic evidence on therapeutic communities for adult offenders was identified

in the literature.
207

7.4.9
Clinical evidence summary on therapeutic communities
The majority of RCT evidence available on therapeutic communities was on people

who misuse drugs in the criminal justice system. These samples had a fair proportion
of people diagnosed with antisocial personality disorder (between 39 and 51%) in
addition to all participants reporting behaviour or symptoms associated with the antisocial personality disorder diagnostic construct. There was found to be a relatively
large reduction in offending. The economic evidence suggests that in-prison therapeutic communities for offenders with history of substance abuse may be cost effective
in terms of reducing future re-offending.
In contrast the evidence for therapeutic communities for general offenders is
limited and based on weaker study design. There is no evidence to suggest that therapeutic communities are effective for general offenders.
7.4.10 From evidence to recommendations

The GDG concluded that therapeutic communities appeared to be effective for people
in prison or on probation who misuse drugs, many of whom were diagnosed with
antisocial personality disorder. Therefore their judgement was that therapeutic
communities targeted specifically at drug misuse are likely to be effective in people
with antisocial personality disorder who misuse drugs. However, the GDG concluded
there was insufficient evidence to apply these findings to therapeutic communities
targeting general offenders.
7.4.11
Recommendations
7.4.11.1
For people with antisocial personality disorder who are in institutional care
and who misuse or are dependent on drugs or alcohol, consider referral to
a specialist therapeutic community focused on the treatment of drug and
alcohol problems.
7.5
PHARMACOLOGICAL INTERVENTIONS FOR ANTISOCIAL

7.5.1
Introduction
A rationale for pharmacological approaches in antisocial personality disorder is that

many of the behavioural traits of personality disorder may have a biological basis
and are associated with neurochemical abnormalities of the central nervous system
(Coccaro et al., 1996a, 1996b; Hollander et al., 1994). However, a major problem in
studying the effects of medication is that it is difficult to map drug action on the
personality disorders as they are listed in DSM. The reason for this is that they are
208

so heterogeneous that it may be more fruitful to focus on behavioural clusters
(Markovitz, 2001). Soloff (1998) has been influential by introducing a symptomorientated approach. Ignoring the specific DSM Axis II disorders, he grouped
personality psychopathology into the following symptom domains: cognitiveperceptual, affective, impulse-behavioural and anxious-fearful. Affective symptoms
in turn were subdivided into dysregulation of (a) mood and (b) anxiety. He suggested
that since these domains were mediated by the same neurotransmitter systems as
Axis I disorders, albeit in an attenuated form, this approach could lead to more
rational prescribing.
Applying this approach, Soloff found evidence that conventional antipsychotic
drugs in low doses were effective in reducing the cognitive perceptual abnormalities
(Soloff et al., 1986a; Goldberg et al., 1986). For dysregulation of mood, there was some
evidence for the use of SSRIs (Cornelius et al., 1990; Markovitz et al., 1991), tricyclic
antidepressants (Soloff et al., 1986b), venlafaxine (Markovitz & Wagner, 1995) and
monoamine oxidase inhibitors (MAOIs) (Parsons et al., 1989). For impulsive behavioural dyscontrol, most attention had been focused on the SSRIs (Cornelius et al., 1990;
Kavouissi et al., 1994), but lithium (Tupin et al., 1973; Links, 1990) and anticonvulsants
such as carbamazepine (Cowdry & Gardner, 1989), valproate (Stein et al., 1995) and
divalproex sodium (Wilcox, 1995) had also shown some positive outcomes.
Various features of antisocial personality disorder might be targets for a pharmacological intervention. Paranoia, for instance, emerges from factor analysis and
hence might be a target of low-dose antipsychotic medication. Similarly, impulsive
dyscontrol and aggressive behaviour are important features of antisocial personality
disorder and might usefully be targeted with SSRIs or mood stabilisers. This section
therefore reviews the evidence on the use of drugs for those with antisocial personality disorder.
As with assessing the effectiveness of psychological interventions, there are three
difficulties that need to be considered. First, antisocial personality disorder is often
comorbid with Axis I conditions and, as it may often be the presence of the latter that
causes the individual to present for treatment, it is not always clear whether it is the
Axis I or Axis II condition that is being targeted when medication is used. Second,
use of alcohol and other illicit substances, which is common in people with antisocial personality disorder, may diminish response rates to pharmacotherapy
(Markovitz, 2001). Third, with complex conditions such as antisocial personality
disorder, it is likely that multiple neurotransmitter systems are at play in producing,
for example, the affective dysregulation (Soloff, 1998). This again makes drug selection difficult.
Current practice
The state of current practice in relation to the use of pharmacological interventions to
treat antisocial personality disorder is unclear, but it is likely that pharmacological interventions are used in this population to treat symptoms rather than as an intervention for
the disorder itself. The reported level of prescription in the prison population does not
suggest that pharmacological interventions are used at a generally high level in offender
populations (Christina Rowlands, presentation to the GDG, December 2007).
209

7.5.2
7.5.3
Ten trials relating to clinical evidence met the eligibility criteria set by the GDG,
providing data on 749 participants (BARRATT1997, COCCARO1997A,
GOTTSCHALK1973, HOLLANDER2003, LEAL1994, MATTES2005, MATTES2008, NICKEL2005B, POWELL1995, SHEARD1976, STANFORD2005). Of these,
all were published in peer-reviewed journals between 1973 and 2008. In addition, 16
studies were excluded from the analysis. The most common reasons for exclusion
were non-random allocation of participants to treatment and control and populations
that would not meet the GDGs inclusion criteria, for example, participants with
schizophrenia (further information about both included and excluded studies can be
found in Appendix 15).
There was one trial providing evidence for pharmacological interventions for antisocial personality disorder (BARRATT 1997). The purpose of the study was to look
at the effects of anticonvulsants on aggression among offenders in prison, however all
participants at baseline met DSM-III-R criteria for antisocial personality disorder.


Date searched
Study design
RCT
Patient population
People with antisocial personality disorder; people

with antisocial personality disorder and comorbid
disorders; people with symptoms and behaviours associated with antisocial personality disorder
Interventions
Pharmacological interventions
Outcomes
Reduction in symptoms or behaviours associated with

the antisocial personality disorder construct
14Here
and elsewhere in the guideline, each study considered for review is referred to by a study ID in
captial letters (primary author and date of study population, except where a study is in press or only submitted for publication, then a date is not used). The references for studies can be found in Appendix 15.
210

Two trials were found that investigated pharmacological interventions for a subpopulation of antisocial personality disorder with comorbid substance misuse.
(LEAL1994, POWELL1995) One trial compared amantadine and desipramine with
placebo for participants with cocaine dependence (LEAL1994) and one trial compared
nortriptyline and bromocroptine with placebo for participants with alcohol dependence
(POWELL1995).
For the review of pharmacological evidence for antisocial personality disorder and
associated symptoms or behaviour, eight trials were included (COCCARO1997A,
GOTTSCHALK1973, HOLLANDER2003, MATTES2005, MATTES2008,
NICKEL2005, SHEARD1976, STANFORD2005). Six trials compared anticonvulsants with placebo (GOTTSCHALK1973, HOLLANDER2003, MATTES2005,
MATTES2008, NICKEL2005, STANFORD2005), one compared antidepressants
with placebo (COCCARO1997A) and one compared lithium with placebo
(SHEARD1976). The population in all the trials had an elevated level of impulsive
aggression and/or anger while two trials looked specifically at offenders
(SHEARD1976, GOTTSHALK1993). The age range for the trials were 19 to 67 years.
7.5.4
Clinical evidence for antisocial personality disorder
There was one trial (see Table 47 and Table 48) that looked at the effects of anticonvulsants on aggression among prison inmates who all met DSM-III-R criteria for antisocial personality disorder (BARRATT1997). Using the modification of the Overt
Aggression Scale (OAS), the study found the anticonvulsant phenytoin to have a
small but non-significant effect on aggression compared with placebo (SMD 0.26;
0.61, 0.09). Full study characteristics and forest plots can be found in Appendices
15 and 16 respectively.
Table 47: Study information on pharmacological interventions for antisocial
Anticonvulsant versus placebo
of participants)
1 RCT (N = 126)
Study ID
BARRATT1997
Diagnosis
Setting
Prison
Treatment length
Mean: 42 days
Length of follow-up
Not relevant
Age
Not reported
211

Table 48: GRADE evidence summary table on pharmacological interventions
for antisocial personality disorder
Population: Antisocial personality disorder
Settings: Prison
Intervention: Anticonvulsants
Comparison: Placebo
1
2
Outcomes
No. of
participants
(studies)
Quality of
the evidence
(GRADE)
Effect size
OAS-M (aggression
intensity) change score
126
(1)

low1,2
SMD 0.26
(0.61 to 0.09)
Only one trial

Confidence intervals cross the line of no effect
7.5.5
Clinical evidence for antisocial personality disorder and comorbid

substance misuse
Two trials (LEAL1994, POWELL1995) studied the effects of antidepressants in

people with antisocial personality disorder and comorbid substance misuse compared
with placebo (see Table 49). It was not possible to meta-analyse the data so there is
no GRADE evidence summary table. Summary study information and evidence from
the included trials are shown in Table 43 and Table 44. Full study characteristics can
be found in Appendix 15.
For antidepressants versus placebo there was a small effect for leaving the study
early (RR 0.90; 0.52, 1.55) for participants with cocaine dependence (LEAL1994)
and alcohol dependence (POWELL1995), and a moderate effect on abstinence (RR
0.72; 0.530.97) for participants with alcohol dependence. However, the effect on
abstinence was small and based on only one study (POWELL1995).
The two trials also looked at the effects of dopaminergic drugs versus placebo
(LEAL1994, POWELL1995). No significant differences were found between drop
out for both treatment and placebo groups (RR 1.18; 0.72, 1.94) and a small but nonsignificant difference was found in abstinence for participants with alcohol dependence (RR 0.91; 0.75, 1.10). This effect was small and based on sparse data.
7.5.6
Clinical evidence for antisocial personality disorder and associated

symptoms or behaviour
Table 50 summarises the study information for trials concerned with pharmacological interventions for aggression in people with antisocial personality disorder. The
GRADE evidence summaries can be found in Table 51.
212

Table 49: Study information for pharmacological interventions for antisocial
personality disorder with comorbid substance misuse
Antidepressants versus
placebo
Dopaminergic versus
placebo
Total no. of trials

(total no. of
participants)
2 RCTs (N = 83)
2 RCTs (N = 83)
Study ID
LEAL1994
POWELL1995
LEAL1994
POWELL1995
Diagnosis
Cocaine dependence:
LEAL1994
Cocaine dependence:
LEAL1994
Alcohol dependence:
POWELL1995
Alcohol dependence:
POWELL1995
Outpatient:
LEAL1994
Outpatient:
LEAL1994
Inpatient and outpatient:

POWELL1995
Inpatient and outpatient:

POWELL1995
Treatment length
Mean: 135 days
Mean: 135 days
Length of follow-up
Not relevant
Not relevant
Age
Mean: 36.5 years
Mean: 36.5 years
Setting
Full study characteristics and forest plots can be found in Appendices 15 and 16
respectively.
Anticonvulsants versus placebo
Six trials investigated the effects of a number of anticonvulsants on impulsive aggression and found a small and non-significant effect on aggression at end of treatment
(SMD 0.13; 0.35 to 0.09). The quality of evidence was very low with high heterogeneity (I2 74.4%).
SSRIs versus placebo
One trial compared the SSRI fluoxetine with placebo for reducing aggression in a population with elevated aggression and found the effects of treatment to be medium to large
(SMD 0.73; 1.41 to 0.04). However, this is based on one study of low quality.
Lithium versus placebo
There was only one trial that investigated lithium versus placebo in a population with
elevated levels of the antisocial personality disorder construct aggression that met the
213

Table 50: Study information for the trials of pharmacological interventions
for aggression
Anticonvulsants versus
placebo
Antidepressants versus
placebo
Lithium versus
placebo
Total no. of trials

(total no. of
participants)
6 RCTS (N 433)
1 RCT (N 40)
1 RCT (N 66)
Study ID
GOTTSCHALK1973
HOLLANDER2003
MATTES2005
MATTES2008
NICKEL2005B
STANFORD2005
COCCARO1997A
SHEARD1976
Diagnosis
Offenders:
GOTTSCHALK1973
Personality disorder and

antisocial personality
disorder construct
impulsive aggressive
Offenders
Outpatient
Institution (prison)
Antisocial personality
disorder construct impulsive aggressive:
HOLLANDER2003
MATTES2005
MATTES2008
Antisocial personality
disorder construct anger problems:
NICKEL2005B
Setting
Institution (Prison):
GOTTSCHALK1973
Outpatient:
HOLLANDER2003
MATTES2005
MATTES2008
NICKEL2005B
STANFORD2005
Average treatment
length
83 days
84 days
90 days
Length of follow-up
None
None
None
Age
Range: 1967 years
Mean: 38 years
Mean: 66 years
214

Table 51: GRADE evidence summary for pharmacological interventions
for aggression
Anticonvulsants versus placebo for aggression
Patient or population: Antisocial personality disorder diagnostic construct aggression
Intervention: Anticonvulsant
Comparison: Placebo
Outcomes
No. of participants
(studies)
Quality of the
evidence (GRADE)
Comments
Aggression (end of
treatment)
332
(4)

very low1,2,3
SMD 0.13
(0.35 to 0.09)
Leaving the study early

due to adverse events
354
(4)

very low1,2,3
RR 3.94
(1.92 to 8.11)
Aggression change score

(end of treatment)
84
(2)

low1,2
SMD 0.13
(0.56 to 0.3)
I squared 50%
Population does not include antisocial personality disorder
3 Wide confidence intervals
1
2
SSRI antidepressants versus placebo for aggression

Intervention: SSRI antidepressant
Comparison: Placebo
1
2
Outcomes
No. of participants
(studies)
Quality of the
evidence (GRADE)
Effect size
Aggression (end of
treatment)
40
(1)

very low1,2
SMD 0.73
(1.41 to 0.04)

due to adverse events
40
(1)

low1,2
RR 1.53
(0.06 to 40.09)
10% of population has antisocial personality disorder

Few participants
Lithium versus placebo for aggression
Intervention: Lithium
Comparison: Placebo
1
2
Outcomes
No. of participants
(studies)
Quality of the
evidence (GRADE)
Comments
Aggression (end of
treatment)
41
(1)

low1
SMD 0.6
(1.23 to 0.03)
66
(1)

low1,2
RR 1.2
(0.64 to 2.24)
Population does not include antisocial personality disorder

Few participants resulting in wide confidence intervals
215

eligibility criteria. The trial showed a medium effect for treatment, which was,
however, non-significant and of low quality (SMD 0.60; 1.23, 0.03).
7.5.7
Clinical evidence summary for antisocial personality disorder and

associated symptoms or behaviour
There was no consistent evidence, including from uncontrolled studies, that

supported the use of any pharmacological intervention to treat antisocial personality
disorder or to treat the behaviour and symptoms that underline the specific diagnostic criteria for antisocial personality disorder.
7.5.8
Health economic evidence on pharmacological interventions for

No evidence on the cost effectiveness of pharmacological interventions for antisocial

personality disorder with or without comorbid substance misuse and associated
symptoms of behaviour was identified by the systematic search of the literature.
Details on the methods adopted for the systematic review of economic literature are
provided in Chapter 3.
7.5.9
The evidence did not support the generation of recommendations for the routine use
of pharmacological interventions for the treatment of people with antisocial personality disorder.
7.5.10
Recommendations for pharmacological interventions
7.5.10.1
Pharmacological interventions should not be routinely used for the treatment of antisocial personality disorder or associated behaviours of aggression, anger and impulsivity.
Pharmacological interventions for comorbid mental disorders, in particular
depression and anxiety, should be in line with recommendations in the
relevant NICE clinical guideline. When starting and reviewing medication
for comorbid mental disorders, pay particular attention to issues of adherence and the risks of misuse or overdose.
7.5.10.2
7.5.11
Recommendations on general issues in the treatment of adults with

7.5.11.1
When providing psychological or pharmacological interventions for antisocial personality disorder, offending behaviour or comorbid disorders to
216

people with antisocial personality disorder, be aware of the potential for
and possible impact of:
poor concordance
high attrition
misuse of prescribed medication
drug interactions (including with alcohol and illicit drugs).
7.6
RESEARCH RECOMMENDATIONS
Through identifying research limitations from the evidence based reviews, the guideline development group has formulated the following research recommendations.
7.6.1.1
Severity as a potential moderator of effect in group-based cognitive

and behavioural interventions
Does the pre-treatment level of the severity of disorder/problem have an impact on
the outcome of group-based cognitive and behavioural interventions for offending
behaviour? A meta-analysis of individual participant data should be conducted to
determine whether the level of severity assessed at the beginning of the intervention moderates the effect of the intervention. The study (for which there are large
data sets that include over 10,000 participants) could inform the design of a largescale RCT (including potential modifications of cognitive and behavioural interventions) to test the impact of severity on the outcome of cognitive and
behavioural interventions.
Research has established the efficacy of cognitive and behavioural interventions in
reducing re-offending. However, the effects of these interventions in a range of
offending populations are modest. The impact of severity on the outcome of these
interventions has not been systematically investigated, and post hoc analyses and
meta-regression of risk as a moderating factor have been inconclusive. Expert opinion suggests that severe or high-risk individuals may not benefit from cognitive and
behavioural interventions, but if they were to be of benefit then the cost savings could
be considerable.
7.6.1.2
Group-based cognitive and behavioural interventions for populations

outside criminal justice settings
Are group-based cognitive and behavioural interventions effective in reducing the
behaviours associated with antisocial personality disorder (such as impulsivity, rulebreaking, deceitfulness, irritability, aggressiveness and disregard for the safety of self
or others)? This should be tested in an RCT that examines medium-term outcomes
(including cost effectiveness) over a period of at least 18 months. It should pay particular attention to the modification and development of the interventions to ensure the
focus is not just on offending behaviour, but on all aspects of the challenging behaviours associated with antisocial personality disorder.
217

Not all people with antisocial personality disorder are offenders but they exhibit a
wide range of antisocial behaviours. However, the evidence for the treatment of these
behaviours outside the criminal justice system is extremely limited. Following publication of the Department of Healths policy guidance, Personality Disorder: No
Longer a Diagnosis of Exclusion (2003), it is likely that there will be an increased
requirement in the NHS to offer treatments for antisocial personality disorder.
7.6.1.3
Treatment of comorbid anxiety disorders in antisocial personality

disorder
Does the effective treatment of anxiety disorders in antisocial personality disorder
improve the long-term outcome for antisocial personality disorder? An RCT of
people with antisocial personality disorder and comorbid anxiety disorders that
compares a sequenced treatment programme for the anxiety disorder with usual care
should be conducted. It should examine, over a period of at least 18 months, the
medium-term outcomes for key symptoms and behaviours associated with antisocial
personality disorder (including offending behaviour, deceitfulness, irritability and
aggressiveness, and disregard for the safety of self or others), as well as drug and
alcohol misuse, and anxiety. The study should also be designed to explore the moderators and mediators of treatment effect which could help determine the role of anxiety in the course of antisocial personality disorder.
Comorbidity with Axis I disorders is common in antisocial personality disorder, and
chronic anxiety has been identified as a particular disorder that may exacerbate the
problems associated with antisocial personality disorder. There are effective treatments (psychological and pharmacological) for anxiety disorders but they are often
not offered to people with antisocial personality disorder. Current treatment guidelines set out clear pathways for the stepped or sequenced care of people with anxiety
disorders. An RCT to test the benefit of this approach in the treatment of anxiety
would potentially lead to a significant reduction in illness burden but a reduction in
antisocial behaviour would have wider societal benefits. The study should provide
important information on the challenges of delivering these interventions for a population that has typically both rejected and been refused treatment.
7.6.1.4
Using selective serotonin reuptake inhibitors to increase cooperative

behaviour in people with antisocial personality disorder in a prison
setting
Although there is evidence that selective serotonin reuptake inhibitors (SSRIs), such
as paroxetine, increase cooperative behaviour in normal people and do so independently of the level of sub-syndromal depression, this has yet to be tested in other
settings. Given that people with antisocial personality disorder are likely to have difficulties cooperating with one another (because of a host of personality traits that
include persistent rule-breaking for personal advantage, suspiciousness, grandiosity,
218

and so on), an RCT should be conducted to find out whether these reported changes
of behaviour with an SSRI in normal people generalises to clinical populations in
different settings.
There is little evidence in the literature on the pharmacotherapy of antisocial personality disorder to justify the use of any particular medication. However, multiple drugs
in various combinations are used in this group either to control aberrant behaviour or
in the hope that something might work. Current interventions lack a clear rationale.
This recommendation has the potential to advance the field in that (a) it is linked to a
clear hypothesis (that cooperative behaviour is linked to a dysregulation of the serotonin receptors for which there is substantial evidence) and (b) that it is feasible to
obtain an answer to this question, given that there are a large number of individuals
detained in prison settings who would meet antisocial personality disorder criteria.
Constructing an experimental task that requires cooperative activity would not be
difficult in such a setting, since all of those who might be willing to participate are
already detained. The successful execution of this research would be important in that
it (a) would establish the feasibility of conducting such a trial in a prison setting with
this group, and (b) provide a clear and sensible outcome measure of antisocial behaviour that might be generalised to other settings.
7.6.1.5
A therapeutic community approach for antisocial personality disorder

in a prison setting
Is a therapeutic community approach in a prison setting more clinically and cost effective in the treatment and management of antisocial personality disorder than routine
prison care? There should be a large-scale RCT comparing the clinical and cost effectiveness of the therapeutic community approach for adults with antisocial personality
disorder with routine care. It should examine the medium-term outcomes (for example,
offending behaviour, mental state and vocational outcomes) over a period of at least
18 months following release from prison. The study should also be designed to explore
the moderators and mediators of treatment effect, which could help to determine the
factors associated with benefits or harms of the therapeutic community approach.
There is evidence from RCTs that the therapeutic community approach is of value
with drug and alcohol misusers in a prison setting at reducing the incidence of offending behaviour on release. However, there are no equivalent studies of a programme in
the prison system on antisocial personality disorder populations that do not have
significant drug or alcohol problems. Data that do exist are from non-UK settings.
Answering this question is of importance because outcomes for adults with antisocial
personality disorder are poor and there are already considerable resources devoted to
a therapeutic community approach in the UK prison system (for example, HMP
Grendon Underwood). The study could inform policy and resources decisions about
the management of antisocial personality disorder in the criminal justice system.
219
Summary of recommendations
SUMMARY OF RECOMMENDATIONS
GUIDANCE
8.1
GENERAL PRINCIPLES FOR WORKING WITH PEOPLE

WITH ANTISOCIAL PERSONALITY DISORDER
8.1.1
Access and assessment
8.1.1.1
People with antisocial personality disorder should not be excluded from

any health or social care service because of their diagnosis or history of
antisocial or offending behaviour.
Seek to minimise any disruption to therapeutic interventions for people
with antisocial personality disorder by:
ensuring that in the initial planning and delivery of treatment, transfers
from institutional to community settings take into account the need to
continue treatment
avoiding unnecessary transfer of care between institutions whenever
possible during an intervention, to prevent disruption to the agreed
treatment plan. This should be considered at initial planning of
treatment.
Ensure that people with antisocial personality disorder from black and
minority ethnic groups have equal access to culturally appropriate services
based on clinical need.
When language or literacy is a barrier to accessing or engaging with services
for people with antisocial personality disorder, provide:
information in their preferred language and in an accessible format
psychological or other interventions in their preferred language
independent interpreters.
When a diagnosis of antisocial personality disorder is made, discuss the
implications of it with the person, the family or carers where appropriate,
and relevant staff, and:
acknowledge the issues around stigma and exclusion that have characterised care for people with antisocial personality disorder
emphasise that the diagnosis does not limit access to a range of appropriate treatments for comorbid mental health disorders
provide information on and clarify the respective roles of the healthcare, social care and criminal justice services.
When working with women with antisocial personality disorder take into
account the higher incidences of common comorbid mental health problems
8.1.1.2
8.1.1.3
8.1.1.4
8.1.1.5
8.1.1.6
220
8.1.1.7
and other personality disorders in such women, and:

adapt interventions in light of this (for example, extend their duration)
ensure that in inpatient and residential settings the increased vulnerability of these women is taken into account.
Staff, in particular key workers, working with people with antisocial
personality disorder should establish regular one-to-one meetings to
review progress, even when the primary mode of treatment is group
based.
8.1.2
People with disabilities and acquired cognitive impairments
8.1.2.1
When a person with learning or physical disabilities or acquired cognitive

impairments presents with symptoms and behaviour that suggest antisocial
personality disorder, staff involved in assessment and diagnosis should
consider consulting with a relevant specialist.
Staff providing interventions for people with antisocial personality disorder with learning or physical disabilities or acquired cognitive impairments
should, where possible, provide the same interventions as for other people
with antisocial personality disorder. Staff might need to adjust the method
of delivery or duration of the intervention to take account of the disability
or impairment.
8.1.2.2
8.1.3
Autonomy and choice
8.1.3.1
Work in partnership with people with antisocial personality disorder to

develop their autonomy and promote choice by:
ensuring that they remain actively involved in finding solutions to their
problems, including during crises
encouraging them to consider the different treatment options and life
choices available to them, and the consequences of the choices they
make.
8.1.4
Developing and optimistic and trusting relationship
8.1.4.1
Staff working with people with antisocial personality disorder should

recognise that a positive and rewarding approach is more likely to be successful than a punitive approach in engaging and retaining people in treatment.
Staff should:
explore treatment options in an atmosphere of hope and optimism,
explaining that recovery is possible and attainable
221
build a trusting relationship, work in an open, engaging and nonjudgemental manner, and be consistent and reliable.
8.1.5
Engagement and motivation
8.1.5.1
When providing interventions for people with antisocial personality

disorder, particularly in residential and institutional settings, pay attention
to motivating them to attend and engage with treatment. This should happen
at initial assessment and be an integral and continuing part of any intervention, as people with antisocial personality disorder are vulnerable to premature withdrawal from treatment and supportive interventions.
8.1.6
Involving families and carers
8.1.6.1
Ask directly whether the person with antisocial personality disorder wants
their family or carers to be involved in their care, and, subject to the
persons consent and rights to confidentiality:
encourage families or carers to be involved
ensure that the involvement of families or carers does not lead to a
withdrawal of, or lack of access to, services
inform families or carers about local support groups for families or
carers.
Consider the needs of families and carers of people with antisocial personality disorder and pay particular attention to the:
impact of antisocial and offending behaviours on the family
consequences of significant drug or alcohol misuse
needs of and risks to any children in the family and the safeguarding
of their interests.
8.1.6.2
8.2
PREVENTION OF ANTISOCIAL PERSONALITY

DISORDER WORKING WITH CHILDREN AND YOUNG
PEOPLE AND THEIR FAMILIES
8.2.1
General principles
8.2.1.1
Child and adolescent mental health service (CAMHS) professionals working with young people should:
balance the developing autonomy and capacity of the young person
with the responsibilities of parents and carers
be familiar with the legal framework that applies to young people,
including the Mental Capacity Act, the Children Acts and the Mental
Health Act.
222
8.2.2
Identifying children at risk of developing conduct problems
8.2.2.1
Services should establish robust methods to identify children at risk of

developing conduct problems, integrated when possible with the established
local assessment system. These should focus on identifying vulnerable
parents, where appropriate antenatally, including:
parents with other mental health problems, or with significant drug or
alcohol problems.
mothers younger than 18 years, particularly those with a history of
maltreatment in childhood
parents with a history of residential care
parents with significant previous or current contact with the criminal
justice system.
When identifying vulnerable parents, take care not to intensify any stigma
associated with the intervention or increase the childs problems by labelling
them as antisocial or problematic.
8.2.2.2
8.2.3
Early interventions for preschool children at risk of developing conduct

problems and potentially subsequent antisocial personality disorder
8.2.3.1
Early interventions aimed at reducing the risk of the development of

conduct problems, and antisocial personality disorder at a later age, may be
considered for children identified to be of high risk of developing conduct
problems. These should be targeted at the parents of children with identified
high-risk factors and include:
non-maternal care (such as well-staffed nursery care) for children
younger than 1 year
interventions to improve poor parenting skills for the parents of children
younger than 3 years.
Early interventions should usually be provided by health and social care
professionals over a period of 612 months, and should:
consist of well-structured, manualised programmes that are closely
adhered to
target multiple risk factors (such as parenting, school behaviour, and
parental health and employment).
8.2.3.2
8.2.4
Interventions for children with conduct problems younger than 12

years and their families
8.2.4.1
Group-based parent-training/education programmes are recommended in

the management of children with conduct disorders.15
15This
recommendation is from Parent-training/education programmes in the management of children

with conduct disorders (NICE technology appraisal 102) (NICE, 2006b).
223
8.2.4.2
8.2.4.3
8.2.4.4
8.2.4.5
Individual-based parent-training/education programmes are recommended in the management of children with conduct disorders only in situations where there are particular difficulties in engaging with the parents
or a familys needs are too complex to be met by group-based parenttraining/education programmes.16
Additional interventions targeted specifically at the parents of children
with conduct problems (such as interventions for parental, marital or interpersonal problems) should not be provided routinely alongside parenttraining programmes, as they are unlikely to have an impact on the childs
conduct problems.
Programme providers should also ensure that support is available to enable
the participation of parents who might otherwise find it difficult to access
these programmes.17
Support to enable the participation of parents who might otherwise find it
difficult to access these programmes might include:
individual parent-training programmes
regular reminders about meetings (for example, telephone calls)
effective treatment of comorbid disorders (in particular, attention
deficit hyperactivity disorder in line with Attention deficit hyperactivity
disorder, NICE clinical guideline 72).
8.2.5
How to deliver interventions for children with conduct

problems aged younger than 12 years and their families
8.2.5.1
It is recommended that all parent-training/education programmes, whether

group- or individual-based, should:18
be structured and have a curriculum informed by principles of sociallearning theory
include relationship-enhancing strategies
offer a sufficient number of sessions, with an optimum of 812, to
maximise the possible benefits for participants
enable parents to identify their own parenting objectives
incorporate role-play during sessions, as well as homework to be undertaken between sessions, to achieve generalisation of newly rehearsed
behaviours to the home situation
be delivered by appropriately trained and skilled facilitators who are
supervised, have access to necessary ongoing professional development,
and are able to engage in a productive therapeutic alliance with parents
adhere to the programme developers manual and employ all of the necessary materials to ensure consistent implementation of the programme.
16Ibid.
17Ibid.
18Ibid.
224
8.2.5.2
8.2.5.3
Programmes should include problem solving (both for the parent and in
helping to train their child to solve problems) and the promotion of positive
behaviour (for example, through support, use of praise and reward).
Programmes should demonstrate proven effectiveness. This should be
based on evidence from randomised controlled trials or other suitable
rigorous evaluation methods undertaken independently.19
8.2.6
Cognitive behavioural interventions for children aged 8 years and

older with conduct problems
8.2.6.1
Cognitive problem-solving skills training should be considered for children aged 8 years and older with conduct problems if:
the childs family is unwilling or unable to engage with a parenttraining programme (see Sections 8.2.4 and 8.2.5)
additional factors, such as callous and unemotional traits in the child,
may reduce the likelihood of the child benefiting from parent-training
programmes alone.
For children who have residual problems following cognitive problemsolving skills training, consider anger control or social problem-solving
skills training, depending on the nature of the residual problems.
8.2.6.2
8.2.7
How to deliver interventions for children aged 8 years

and older with conduct problems
8.2.7.1
Cognitive problem-solving skills training should be delivered individually

over a period of 1016 weeks. Training should focus typically on cognitive
generate a range of alternative solutions to interpersonal problems
analyse the intentions of others
understand the consequences of their actions
set targets for desirable behaviour.
Anger control should usually take place in groups over a period of 1016
weeks and focus typically on strategies to enable the child to:
build capacity to improve the perception and interpretation of social cues
manage anger through coping and self-talk
generate alternative non-aggressive responses to interpersonal problems.
Social problem-solving skills training should usually be conducted in
groups over a period of 1016 weeks. Training should focus typically on
modify and expand their interpersonal appraisal processes
8.2.7.2
8.2.7.3
19Ibid.
225
develop a more sophisticated understanding of beliefs and desires in

others
improve their capacity to regulate their emotional responses.
8.2.8
Interventions for young people with conduct problems aged

between 12 and 17 years and their families
8.2.8.1
For parents of young people aged between 12 and 17 years with conduct
problems, consider parent-training programmes (see Sections 8.2.4 and 8.2.5).
If the parents are unable to or choose not to engage with parent-training
programmes, or the young persons conduct problems are so severe that they
will be less likely to benefit from parent-training programmes, consider:
brief strategic family therapy for those with predominantly drugrelated problems
functional family therapy for those with predominantly a history of
offending.
For young people aged between 12 and 17 years with severe conduct problems and a history of offending and who are at risk of being placed in care
or excluded from the family, consider multisystemic therapy.
For young people aged between 12 and 17 years with conduct problems at
risk of being placed in long-term out-of-home care, consider multidimensional treatment foster care.
8.2.8.2
8.2.8.3
8.2.8.4
8.2.9
How to deliver interventions for young people with conduct problems

aged between 12 and 17 years and their families
8.2.9.1
Brief strategic family therapy should consist of at least fortnightly meetings over a period of 3 months and focus on:
engaging and supporting the family
engaging and using the support of the wider social and educational
system
identifying maladaptive family interactions (including areas of power
distribution and conflict resolution)
promoting new and more adaptive family interactions (including open
and effective communication).
Functional family therapy should be conducted over a period of 3 months
by health or social care professionals and focus on improving the interactions within the family, including:
engaging and motivating the family in treatment (enhancing perception
that change is possible, positive reframing and establishing a positive
alliance)
problem-solving and behaviour change through parent-training and
communication training
8.2.9.2
226
8.2.9.3
8.2.9.4
promoting generalisation of change in specific behaviours to broader

contexts, both within the family and the community (such as
schools).
Multisystemic therapy should be provided over a period of 36 months by
a dedicated professional with a low caseload, and should:
focus specifically on problem-solving approaches with the family
involve and use the resources of peer groups, schools and the wider
community.
Multidimensional treatment foster care should be provided over a period of
6 months by a team of health and social care professionals able to provide
case management, individual therapy and family therapy. This intervention
should include:
training foster care families in behaviour management and providing a
supportive family environment
the opportunity for the young person to earn privileges (such as time
on the computer and extra telephone time with friends) when engaging
in positive living and social skills (for example, making their bed and
being polite) and good behaviour at school
individual problem-solving skills training for the young person
family therapy for the birth parents to provide a supportive environment for the young person to return to after treatment.
8.2.10
Transition from child and adolescent services to adult services
8.2.10.1
Health and social care services should consider referring vulnerable young
people with a history of conduct disorder or contact with youth offending
schemes, or those who have been receiving interventions for conduct and
related disorders, to appropriate adult services for continuing assessment
and/or treatment.
8.3
ASSESSMENT AND RISK MANAGEMENT OF ANTISOCIAL

8.3.1
Assessment
8.3.1.1
When assessing a person with possible antisocial personality disorder,

healthcare professionals in secondary and forensic mental health services
should conduct a full assessment of:
antisocial behaviours
personality functioning, coping strategies, strengths and vulnerabilities
comorbid mental disorders (including depression and anxiety, drug or
alcohol misuse, post-traumatic stress disorder and other personality
disorders)
227
8.3.1.3
the need for psychological treatment, social care and support, and
occupational rehabilitation or development
domestic violence and abuse.
Staff involved in the assessment of antisocial personality disorder in
secondary and specialist services should use structured assessment methods whenever possible to increase the validity of the assessment. For forensic services, the use of measures such as PCL-R or PCL-SV to assess the
severity of antisocial personality disorder should be part of the routine
assessment process.
Staff working in primary and secondary care services (for example, drug
and alcohol services) and community services (for example, the probation
service) that include a high proportion of people with antisocial personality disorder should be alert to the possibility of antisocial personality disorder in service users. Where antisocial personality disorder is suspected and
the person is seeking help, consider offering a referral to an appropriate
forensic mental health service depending on the nature of the presenting
complaint. For example, for depression and anxiety this may be to general
mental health services; for problems directly relating to the personality
disorder it may be to a specialist personality disorder or forensic service.
8.3.2
8.3.1.2
Primary care services

8.3.2.1
Assessing risk of violence is not routine in primary care, but if such assessment is required consider:
the presence of comorbid mental disorders and/or substance misuse
(subject to the persons consent and right to confidentiality), because
the person with antisocial personality disorder might not always be a
8.3.2.2
Healthcare professionals in primary care should consider contact with
and/or referral to secondary or forensic services where there is current
violence or threats that suggest significant risk and/or a history of serious
violence, including predatory offending or targeting of children or other
vulnerable people.
Secondary care services
8.3.2.3
When assessing the risk of violence in secondary care mental health
services, take a detailed history of violence and consider and record:
228
8.3.2.4
8.3.2.5

person with antisocial personality disorder might not always be a
The initial risk management should be directed at crisis resolution and
ameliorating any acute aggravating factors. The history of previous
violence should be an important guide in the development of any future
violence risk management plan.
Staff in secondary care mental health services should consider a referral to
forensic services where there is:
current violence or threat that suggests immediate risk or disruption to
the operation of the service
a history of serious violence, including predatory offending or targeting
of children or other vulnerable people.
Specialist personality disorder or forensic services

8.3.2.6
When assessing the risk of violence in forensic, specialist personality
disorder or tertiary mental health services, take a detailed history of violence,
and consider and record:
current and previous violence, including severity, circumstances,
precipitants and victims
person with antisocial personality disorder might not always be a
8.3.2.7
Healthcare professionals in forensic or specialist personality disorder services
should consider, as part of a structured clinical assessment, routinely using:
a standardised measure of the severity of antisocial personality disorder
(for example, PCL-R or PCL-SV)
a formal assessment tool such as HCR-20 to develop a risk management strategy.
8.3.3
Risk management
8.3.3.1
Services should develop a comprehensive risk management plan for people

with antisocial personality disorder who are considered to be of high risk.
229
The plan should involve other agencies in health and social care services
and the criminal justice system. Probation services should take the lead
role when the person is on a community sentence or is on licence from
prison with mental health and social care services providing support and
liaison. Such cases should routinely be referred to the local Multi-Agency
Public Protection Panel.
8.4
TREATMENT AND MANAGEMENT OF ANTISOCIAL

PERSONALITY DISORDER AND RELATED AND COMORBID
DISORDERS
8.4.1
General principles
8.4.1.1
People with antisocial personality disorder should be offered treatment for

any comorbid disorders in line with recommendations in the relevant NICE
clinical guideline, where available. This should happen regardless of
whether the person is receiving treatment for antisocial personality disorder.
When providing psychological or pharmacological interventions for antisocial personality disorder, offending behaviour or comorbid disorders to
people with antisocial personality disorder, be aware of the potential for
and possible impact of:
poor concordance
high attrition
misuse of prescribed medication
drug interactions (including with alcohol and illicit drugs).
When providing psychological interventions for comorbid disorders to
people with antisocial personality disorder, consider lengthening their
duration or increasing their intensity.
8.4.1.2
8.4.1.3
8.4.2
The role of psychological interventions
8.4.2.1
For people with antisocial personality disorder, including those with

substance misuse problems, in community and mental health services,
consider offering group-based cognitive and behavioural interventions, in
order to address problems such as impulsivity, interpersonal difficulties
and antisocial behaviour.
For people with antisocial personality disorder with a history of offending
behaviour who are in community and institutional care, consider offering
group-based cognitive and behavioural interventions (for example,
programmes such as Reasoning and Rehabilitation) focused on reducing
offending and other antisocial behaviour.
For young offenders aged 17 years or younger with a history of offending
behaviour who are in institutional care, offer group-based cognitive and
8.4.2.2
8.4.2.3
230
8.4.2.4
behavioural interventions aimed at young offenders and that are focused on

reducing offending and other antisocial behaviour.
When providing cognitive and behavioural interventions:
assess the level of risk and adjust the duration and intensity of the
programme accordingly (participants at all levels of risk may benefit
from these interventions)
provide support and encouragement to help participants to attend and
complete programmes, including people who are legally mandated to
do so.
8.4.3
The role of pharmacological interventions
8.4.3.1
Pharmacological interventions should not be routinely used for the treatment

of antisocial personality disorder or associated behaviours of aggression,
anger and impulsivity.
Pharmacological interventions for comorbid mental disorders, in particular
depression and anxiety, should be in line with recommendations in the
relevant NICE clinical guideline. When starting and reviewing medication
for comorbid mental disorders, pay particular attention to issues of adherence and the risks of misuse or overdose.
8.4.3.2
8.4.4
Drug and alcohol misuse
8.4.4.1
For people with antisocial personality disorder who misuse drugs, in

particular opioids or stimulants, offer psychological interventions (in particular, contingency management programmes) in line with recommendations
in the relevant NICE clinical guideline.
For people with antisocial personality disorder who misuse or are dependent on alcohol, offer psychological and pharmacological interventions in
line with existing national guidance for the treatment and management of
alcohol disorders.
For people with antisocial personality disorder who are in institutional care
and who misuse or are dependent on drugs or alcohol, consider referral to
a specialist therapeutic community focused on the treatment of drug and
alcohol problems.
8.4.4.2
8.4.4.3
8.5
PSYCHOPATHY AND DANGEROUS AND SEVERE

8.5.1
Adapting interventions for people who meet criteria for

psychopathy or DSPD
8.5.1.1
For people in community and institutional settings who meet criteria for
psychopathy or DSPD, consider cognitive and behavioural interventions
(for example, programmes such as Reasoning and Rehabilitation) focused
231
8.5.1.2
on reducing offending and other antisocial behaviour. These interventions

should be adapted for this group by extending the nature (for example,
concurrent individual and group sessions) and duration of the intervention,
and by providing booster sessions, continued follow-up and close
monitoring.
For people who meet criteria for psychopathy or DSPD, offer treatment for
any comorbid disorders in line with existing NICE guidance. This should
happen regardless of whether the person is receiving treatment for psychopathy or DSPD because effective treatment of comorbid disorders may reduce
the risk associated with psychopathy or DSPD.
8.5.2
Intensive staff support
8.5.2.1
Staff providing interventions for people who meet criteria for psychopathy
or DSPD should receive high levels of support and close supervision, due
to increased risk of harm. This may be provided by staff outside the unit.
8.6
ORGANISATION AND PLANNING OF SERVICES
8.6.1
Multi-agency care
8.6.1.1
Provision of services for people with antisocial personality disorder often

involves significant inter-agency working. Therefore, services should ensure
that there are clear pathways for people with antisocial personality disorder so that the most effective multi-agency care is provided. These pathways
should:
specify the various interventions that are available at each point
enable effective communication among clinicians and organisations at
all points and provide the means to resolve differences and disagreements.
Clearly agreed local criteria should also be established to facilitate the
transfer of people with antisocial personality disorder between services.
As far as is possible, shared objective criteria should be developed relating to comprehensive assessment of need and risk.
Services should consider establishing antisocial personality disorder
networks, where possible linked to other personality disorder networks.
(They may be organised at the level of primary care trusts, local authorities, strategic health authorities or government offices.) These networks
should be multi-agency, should actively involve people with antisocial
personality disorder and should:
take a significant role in training staff, including those in primary care,
general, secondary and forensic mental health services, and in the
8.6.1.2
232
have resources to provide specialist support and supervision for staff

take a central role in the development of standards for and the coordination of clinical pathways
monitor the effective operation of clinical pathways.
8.6.2
Inpatient services
8.6.2.1
Healthcare professionals should normally only consider admitting people

with antisocial personality disorder to inpatient services for crisis management or for the treatment of comorbid disorders. Admission should be brief,
where possible set out in a previously agreed crisis plan and have a defined
purpose and end point.
Admission to inpatient services solely for the treatment of antisocial
personality disorder or its associated risks is likely to be a lengthy process
and should:
be under the care of forensic/specialist personality disorder services
not usually be under a hospital order under a section of the Mental
Health Act (in the rare instance that this is done, seek advice from a
forensic/specialist personality service).
8.6.2.2
8.6.3
Staff training, supervision, support
Staff competencies
8.6.3.1
be familiar with the Ten essential shared capabilities: a framework for the
whole of the mental health practice20 and have a knowledge and awareness of antisocial personality disorder that facilitates effective working
with service users, families or carers, and colleagues.
8.6.3.2
have skills appropriate to the nature and level of contact with service users.
These skills include:
for all frontline staff, knowledge about antisocial personality disorder
and understanding behaviours in context, including awareness of the
potential for therapeutic boundary violations (for example, inappropriate relations with service users)
for staff with regular and sustained contact with people with antisocial
personality disorder, the ability to respond effectively to the needs of
service users
for staff with direct therapeutic or management roles, competence in
the specific treatment interventions and management strategies used in
the service.
20Available
from www.eftacim.org/doc_pdf/10ESC.pdf
233
8.6.3.3
Services should ensure that all staff providing psychosocial or pharmacological interventions for the treatment or prevention of antisocial personality disorder are competent and properly qualified and supervised, and that
they adhere closely to the structure and duration of the interventions as set
out in the relevant treatment manuals. This should be achieved through:
use of competence frameworks based on relevant treatment manuals
routine use of sessional outcome measures
routine direct monitoring and evaluation of staff adherence, for example through the use of video and audio tapes and external audit and
scrutiny where appropriate.
Supervision and support

8.6.3.4
Services should ensure that staff supervision is built into the routine working of the service, is properly resourced within local systems and is monitored. Supervision, which may be provided by staff external to the service,
should:
make use of direct observation (for example, recordings of sessions)
and routine outcome measures
support adherence to the specific intervention
promote general therapeutic consistency and reliability
counter negative attitudes among staff.
8.6.3.5
Forensic services should ensure that systems for all staff working with
people with antisocial personality disorder are in place that provide:
comprehensive induction programmes in which the purpose of the
service is made clear
a supportive and open environment that encourages reflective practice
and honesty about individual difficulties such as the potential for therapeutic boundary violations (such as inappropriate relations with service users)
continuing staff support to review and explore the ethical and clinical
challenges involved in working in high-intensity environments,
thereby building staff capacity and resilience.
RESEARCH RECOMMENDATIONS
8.7
SEVERITY AS A POTENTIAL MODERATOR OF EFFECT

IN GROUP-BASED COGNITIVE AND BEHAVIOURAL
INTERVENTIONS
Does the pre-treatment level of the severity of disorder/problem have an impact on the
outcome of group-based cognitive and behavioural interventions for offending behaviour? A meta-analysis of individual participant data should be conducted to determine
whether the level of severity assessed at the beginning of the intervention moderates
the effect of the intervention. The study (for which there are large data sets that
234
include over 10,000 participants) could inform the design of a large-scale RCT
(including potential modifications of cognitive and behavioural interventions) to test
the impact of severity on the outcome of cognitive and behavioural interventions.
Research has established the efficacy of cognitive and behavioural interventions in
reducing re-offending. However, the effects of these interventions in a range of offending populations are modest. The impact of severity on the outcome of these interventions
has not been systematically investigated, and post hoc analyses and meta-regression of
risk as a moderating factor have been inconclusive. Expert opinion suggests that severe
or high-risk individuals may not benefit from cognitive and behavioural interventions,
but if they were to be of benefit then the cost savings could be considerable.
8.8
GROUP-BASED COGNITIVE AND BEHAVIOURAL

INTERVENTIONS FOR POPULATIONS OUTSIDE CRIMINAL
JUSTICE SETTINGS
Are group-based cognitive and behavioural interventions effective in reducing the

behaviours associated with antisocial personality disorder (such as impulsivity, rulebreaking, deceitfulness, irritability, aggressiveness and disregard for the safety of self
or others)? This should be tested in an RCT that examines medium-term outcomes
(including cost effectiveness) over a period of at least 18 months. It should pay particular attention to the modification and development of the interventions to ensure the
focus is not just on offending behaviour, but on all aspects of the challenging behaviours associated with antisocial personality disorder.
Not all people with antisocial personality disorder are offenders but they exhibit a
wide range of antisocial behaviours. However, the evidence for the treatment of these
behaviours outside the criminal justice system is extremely limited. Following publication of the Department of Healths policy guidance, Personality disorder: no longer
a diagnosis of exclusion (2003), it is likely that there will be an increased requirement in the NHS to offer treatments for antisocial personality disorder.
8.9
EFFECTIVENESS OF MULTISYSTEMIC THERAPY VERSUS

FUNCTIONAL FAMILY THERAPY
Is multisystemic therapy or functional family therapy more clinically and cost effective in the treatment of adolescents with conduct disorders? A large-scale RCT
comparing the clinical and cost effectiveness of multisystemic therapy and functional
family therapy for adolescents with conduct disorders should be conducted. It should
examine the medium-term outcomes (for example, offending behaviour, mental state,
educational and vocational outcomes and family functioning) over a period of at least
235
18 months. The study should also be designed to explore the moderators and mediators of treatment effect, which could help to determine the factors associated with
benefits or harms of either multisystemic therapy or functional family therapy.
Multisystemic therapy and functional family therapy are two interventions with a
relatively strong evidence base in the treatment of adolescents with conduct disorders,
but there have been no studies directly comparing their clinical and cost effectiveness.
Their use in health and social care services in the UK is increasing. Both interventions target the same population, but although they share some common elements
(that is, work with the family), multisystemic therapy is focused on both the family
and the wider resources of the school, community and criminal justice systems, and
through intensive individual case work seeks to change the pattern of antisocial
behaviour. In contrast, functional family therapy focuses more on the immediate
family environment and uses the resources of the family to change the pattern of
antisocial behaviour. The study should be designed to facilitate the identification of
subgroups within the conduct disorder population who may benefit from either multisystemic therapy or functional family therapy.
8.10
INTERVENTIONS FOR INFANTS AT HIGH RISK

OF DEVELOPING CONDUCT DISORDERS
Do specially designed parent-training programmes focused on sensitivity enhancement (a set of techniques designed to improve secure attachment behaviour between
parents and children) reduce the risk of behavioural disorders, including conduct
problems and delinquency, in infants at high risk of developing these problems? An
RCT comparing parent-training programmes focused on sensitivity enhancement
with usual care should be undertaken. It should examine the long-term outcomes over
a period of at least 5 years, but with consideration given to the possibility of a further
10-year follow-up. The study should also be designed to explore the moderators and
mediators of treatment effect that could help determine the factors associated with
benefits or harms of the intervention.
There is limited evidence from non-UK studies that interventions focused on developing better parentchild attachment can have benefits for infants at risk of developing conduct disorder. Determining the criteria and then identifying children at high
risk (usually via parental risk factors) is difficult and challenging. Even when these
factors are agreed, engaging parents in treatment can be difficult. It is important that
a range of effective interventions is developed to increase the treatment choice and
opportunities for high-risk groups. Several interventions, such as NurseFamily
Practitioners, are being developed and trialled in the UK. It is important for this group
of children to have an alternative, effective intervention.
236
8.11
TREATMENT OF COMORBID ANXIETY DISORDERS

IN ANTISOCIAL PERSONALITY DISORDER
Does the effective treatment of anxiety disorders in antisocial personality disorder

improve the long-term outcome for antisocial personality disorder? An RCT of
people with antisocial personality disorder and comorbid anxiety disorders that
compares a sequenced treatment programme for the anxiety disorder with usual care
should be conducted. It should examine, over a period of at least 18 months, the
medium-term outcomes for key symptoms and behaviours associated with antisocial
personality disorder (including offending behaviour, deceitfulness, irritability and
aggressiveness, and disregard for the safety of self or others), as well as drug and
alcohol misuse, and anxiety. The study should also be designed to explore the moderators and mediators of treatment effect which could help determine the role of anxiety in the course of antisocial personality disorder.
Comorbidity with Axis I disorders is common in antisocial personality disorder,
and chronic anxiety has been identified as a particular disorder that may exacerbate the problems associated with antisocial personality disorder. There are
effective treatments (psychological and pharmacological) for anxiety disorders but
they are often not offered to people with antisocial personality disorder. Current
treatment guidelines set out clear pathways for the stepped or sequenced care of
people with anxiety disorders. An RCT to test the benefit of this approach in the
treatment of anxiety would potentially lead to a significant reduction in illness
burden but a reduction in antisocial behaviour would have wider societal benefits.
The study should provide important information on the challenges of delivering
these interventions for a population that has typically both rejected and been
refused treatment.
8.12
USING SELECTIVE SEROTONIN REUPTAKE INHIBITORS

TO INCREASE COOPERATIVE BEHAVIOUR IN PEOPLE
WITH ANTISOCIAL PERSONALITY DISORDER IN A
PRISON SETTING
Although there is evidence that selective serotonin reuptake inhibitors (SSRIs), such
as paroxetine, increase cooperative behaviour in normal people and do so independently of the level of sub-syndromal depression, this has yet to be tested in other
settings. Given that people with antisocial personality disorder are likely to have
difficulties cooperating with one another (because of a host of personality traits that
include persistent rule-breaking for personal advantage, suspiciousness, grandiosity,
etc.), an RCT should be conducted to find out whether these reported changes of
behaviour with an SSRI in normal people generalises to clinical populations in
different settings.
237
There is little evidence in the literature on the pharmacotherapy of antisocial personality disorder to justify the use of any particular medication. However, multiple drugs
in various combinations are used in this group either to control aberrant behaviour or
in the hope that something might work. Current interventions lack a clear rationale.
This recommendation has the potential to advance the field in that (a) it is linked to a
clear hypothesis (that cooperative behaviour is linked to a dysregulation of the serotonin
receptors for which there is substantial evidence) and (b) that it is feasible to obtain
an answer to this question, given that there are a large number of individuals detained
in prison settings who would meet ASPD criteria. Constructing an experimental task
that requires cooperative activity would not be difficult in such a setting, since all of
those who might be willing to participate are already detained. The successful execution of this research would be important in that it (a) would establish the feasibility
of conducting such a trial in a prison setting with this group, and (b) provide a clear
and sensible outcome measure of antisocial behaviour that might be generalised to
other settings.
8.13
A THERAPEUTIC COMMUNITY APPROACH FOR

ANTISOCIAL PERSONALITY DISORDER IN A
PRISON SETTING
Is a therapeutic community approach in a prison setting more clinically and cost

effective in the treatment and management of antisocial personality disorder than
routine prison care? There should be a large-scale RCT comparing the clinical and
cost effectiveness of the therapeutic community approach for adults with antisocial
personality disorder with routine care. It should examine the medium-term outcomes
(for example, offending behaviour, mental state and vocational outcomes) over a
period of at least 18 months following release from prison. The study should also be
designed to explore the moderators and mediators of treatment effect, which could
help to determine the factors associated with benefits or harms of the therapeutic
community approach.
There is evidence from RCTs that the therapeutic community approach is of value
with drug and alcohol misusers in a prison setting at reducing the incidence of offending behaviour on release. However, there are no equivalent studies of a programme in
the prison system on antisocial personality disorder populations that do not have
significant drug or alcohol problems. Data that do exist are from non-UK settings.
Answering this question is of importance because outcomes for adults with antisocial
personality disorder are poor and there are already considerable resources devoted to
a therapeutic community approach in the UK prison system (for example, HMP
Grendon Underwood). The study could inform policy and resources decisions about
the management of antisocial personality disorder in the criminal justice system.
238
Appendices
9.
APPENDICES
Appendix 1: Scope for the development of the clinical guideline
240
Appendix 2: Declarations of interests by GDG members
249
Appendix 3: Special advisers to the Guideline Development Group
261
Appendix 4: Stakeholders who responded to early requests for evidence
262
Appendix 5: Stakeholders and experts who submitted comments in

response to the consultation draft of the guideline
263
Appendix 6: Researchers contacted to request information about

unpublished or soon-to-be published studies
264
Appendix 7: Analytic framework and clinical questions
265
Appendix 8: Search strategies for the identification of clinical studies
281
Appendix 9: Clinical study data extraction form
284
Appendix 10: Quality checklists for clinical studies and reviews
285
Appendix 11: Search strategies for the identification of health

economics evidence
299
Appendix 12: Quality checklists for economic studies
301
Appendix 13: Data extraction form for economic studies
304
Appendix 14: Evidence tables for economic studies
307
Appendix 15: Characteristics of reviewed studies
On CD
Appendix 16: Clinical evidence forest plots
On CD
Appendix 17: Characteristics of studies on risk factors for

developing antisocial personality disorder
On CD
239
Appendix 1
APPENDIX 1:
SCOPE FOR THE DEVELOPMENT OF THE
CLINICAL GUIDELINE
Final version
14 March 2007
GUIDELINE TITLE
Antisocial personality disorder: treatment, management and prevention
Short title
Antisocial personality disorder (ASPD)21
BACKGROUND
The National Institute for Health and Clinical Excellence (NICE or the Institute)
has commissioned the National Collaborating Centre for Mental Health to develop a
clinical guideline on antisocial personality disorder for use in the NHS in England and
Wales. This follows referral of the topic by the Department of Health (see Appendix
[to the Scope]). The guideline will provide recommendations for good practice that are
based on the best available evidence of clinical and cost effectiveness.
The Institutes clinical guidelines will support the implementation of National
Service Frameworks (NSFs) in those aspects of care where a Framework has been
published. The statements in each NSF reflect the evidence that was used at the time
the Framework was prepared. The clinical guidelines and technology appraisals
published by the Institute after an NSF has been issued will have the effect of updating the Framework.
NICE clinical guidelines support the role of healthcare professionals in providing
care in partnership with patients, taking account of their individual needs and preferences, and ensuring that patients (and their carers and families, where appropriate)
can make informed decisions about their care and treatment.
21There
were minor changes to the short title in the development period to Antisocial personality
disorder.
240
Appendix 1
CLINICAL NEED FOR THE GUIDELINE
Personality disorders are long-standing and maladaptive patterns of perceiving and
responding to other people and to stressful circumstances. Antisocial personality
disorder is characterised by a gross disparity between behaviour and the prevailing
social norms and a pervasive pattern of disregard for, and violation of, the rights of
others that begins in childhood or early adolescence and continues into adulthood. It
is one of the most common of the personality disorders and is strongly associated
with social impairment, offending behaviours and increased risks of both mental and
physical health problems, particularly substance misuse (including alcoholism).
General diagnostic criteria for a personality disorder must be met for a diagnosis
of antisocial personality disorder. There are two main sets of diagnostic criteria in
current use, the International Classification of Mental and Behavioural Disorders 10th
Revision (ICD-10) and the Diagnostic and Statistical Manual of Mental Disorders
fourth edition (DSM-IV). General criteria for personality disorders are similar in ICD10 and DSM-IV. Both require an individual to have an enduring pattern of inner experience and behaviour that deviates markedly from the expectations of their culture, is
pervasive and inflexible across a range of situations, leads to significant distress or
impairment, is stable and of long duration (with onset in childhood, adolescence or
early adulthood), and cannot be explained as a manifestation or consequence of other
mental disorders, substance use, or organic brain disease, injury or dysfunction.
Diagnostic criteria for antisocial personality disorder are broadly similar in both
ICD-10 and DSM-IV, although the latter has a heavy emphasis on criminality.
ICD-10 uses the term dissocial personality disorder, which is characterised by at least
three of the following features: a disregard for the feelings of others and social norms,
rules and obligations; gross and persistent irresponsibility; incapacity to maintain
relationships; a low tolerance to frustration and a low threshold for aggression and
violence; incapacity to experience guilt or learn from experience (including punishment); and a tendency to blame others or offer rational explanations for antisocial
behaviour. Additional criteria included in the DSM-IV definition of antisocial personality disorder are repeatedly performing acts that are grounds for arrest, deceitfulness,
impulsiveness, and a disregard for the safety of others. DSM-IV criteria do not
include lack of concern for the feeling of others and incapacity to maintain relationships or profit from experience.
Antisocial personality disorder can only be diagnosed in adults. In ICD-10 the
specific personality disorders come within the overall grouping of disorders of adult
personality. In DSM-IV antisocial personality disorder cannot be diagnosed in those
under 18 years of age, although a number of juvenile criteria (that is, features present
before the age of 15) are specified that must be met in addition to abnormal behaviour in adulthood.
ICD-10 notes that people with personality disorders may have other coexisting or
superimposed mental disorders, behavioural syndromes and developmental disorders.
In DSM-IV common comorbidities in people with antisocial personality disorder
include anxiety and depressive disorders, mood disorders, substance-related disorders, somatisation disorder, pathological gambling and other disorders of impulse
241
Appendix 1
control. DSM-IV also notes that while the personality disorders have overlapping
features and must be distinguished from one another by their distinguishing features,
they can (and often do) co-occur.
Antisocial, aggressive or criminal behaviour that does not meet the full criteria for
antisocial personality disorder is described as adult antisocial behaviour in DSM-IV,
with the diagnosis of antisocial personality disorder only applying to those whose
antisocial personality traits are inflexible, maladaptive and persistent, and a cause of
significant impairment or distress. Antisocial personality disorder is distinguished
from criminal behaviour for gain where the characteristic features of antisocial
personality disorder are absent.
The aetiology of antisocial personality disorder is uncertain. Antisocial personality disorder may be the consequence of the accumulation and interaction of multiple
factors through development, including temperament, childhood and adolescent experiences, and other environmental factors. The risk factor most predictive of adult antisocial personality is the severity and extent of child and adolescent conduct symptoms
and a history of childhood or adolescent conduct disorder is common in people with
antisocial personality disorder (and is one of the diagnostic criteria in DSM-IV).
Other childhood and adolescent risk factors for adult antisocial personality disorder
include other psychopathology (particularly depression, oppositional disorder, and
substance misuse) and callous temperament.
Childhood and adolescent risk factors associated with the broader category of adult
antisocial behaviour include: individual characteristics such as an undercontrolled,
impulsive, aggressive or hyperactive temperament, low IQ and poor educational
achievement; family factors such as having an antisocial parent, poor supervision,
abuse and violence between parents; and wider societal factors such as an antisocial
peer group and high levels of delinquency in school. Risk factors for antisocial behaviour are often correlated with one another. A number of childhood factors are protective against the development of later antisocial behaviour, including temperamental
characteristics such as shyness and inhibition, intelligence, a close relationship with at
least one adult, good school or sporting achievement, and non-antisocial peers.
Neurobiological mechanisms for antisocial personality disorder and antisocial behaviour have also been proposed and there is evidence that there is a genetic component in
the development of antisocial behaviour. It has been proposed that a genetic predisposition may increase the likelihood that exposures to adverse environmental influences and
life events will lead to the development of antisocial personality disorder.
The personality disorders are associated with a significant burden to the individual, those around them and society as a whole, with the impact of the disorder generally being greatest in early adulthood and diminishing with age. Their families
commonly endure episodes of explosive anger and rage, a callous and unemotional
behavioural pattern, depression, self-harm, and suicide attempts. Antisocial personality disorder is also associated with significant drug and alcohol misuse, with further
attendant costs to the individual, their family and society.
The antisocial, violent and offending behaviour associated with antisocial personality disorder has a negative impact across society and results in a range of costs to
society including those to victims of the behaviour (including physical harm and the
242
Appendix 1
impact of intimidation and fear), the costs of policing and other national and local
measures to curb antisocial behaviour, and general costs to the criminal justice system
including the costs of detention and other punitive measures.
People with personality disorders tend to make heavy but dysfunctional demands
on services, having frequent contact with mental health and social services, A&E,
GPs and the criminal justice system, and may be high-cost, persistent, and intensive
users of mental health services.
Some people with antisocial personality disorder will also be categorised as
having a dangerous and severe personality disorder (DSPD). DSPD is not a diagnostic category; rather, it is a term used to describe a category of dangerous offenders
whose offending is linked to severe personality disorder and who present a very high
risk of serious violent and/or sexual offending. People in this category will have
committed a violent and/or sexual crime and may have been detained under the criminal justice system or mental health legislation.
The prevalence of antisocial personality disorder in the general population of
Great Britain has been estimated at 0.6%, with the rate in men (1%) five times that in
women (0.2%). Surveys conducted in other countries report prevalence rates for antisocial personality disorder ranging from 0.2 to 4.1%. Higher prevalence rates for
personality disorders appear to be found in urban populations and this may account
for some of the range in reported prevalence the estimate of 0.6% for the prevalence
of antisocial personality disorder in Great Britain was based on data gathered from a
survey covering a range of locations.
Antisocial personality disorder is common among drug and alcohol misusers in
both treatment and custodial settings. The prevalence of personality disorders, and
antisocial personality disorder in particular, is particularly high in the prison population. In England and Wales 78% of male remand prisoners, 64% of male sentenced
prisoners, and 50% of female prisoners have personality disorders, with the prevalence of antisocial personality disorder being 63% among male remand prisoners (just
over half of whom have antisocial personality disorder plus another personality disorder), 49% among sentenced male prisoners (two fifths of whom have antisocial
personality disorder plus another personality disorder) and 31% among female prisoners (two thirds of whom have antisocial personality disorder plus another personality disorder).
Many clinicians are sceptical about the effectiveness of treatment interventions for
personality disorder, and hence often reluctant to accept people with a primary diagnosis of personality disorder for treatment. Established antisocial personality disorder is
difficult to treat and evidence on the effectiveness of therapeutic interventions is sparse.
The diagnosis of antisocial personality disorder requires evidence that the features
of the disorder onset in childhood or adolescence (ICD-10) or evidence of conduct
disorder with onset before age 15 years (DSM-IV) and this, combined with the difficulty of treating adult antisocial personality disorder, has led to a focus on preventative interventions with children and young people at risk of later antisocial personality
disorder. Early prevention during childhood may be desirable, but many individuals
who go on to develop adult antisocial personality disorder are not identified before
adolescence.
243
Appendix 1
It should be noted that a separate guideline on borderline personality disorder is
being developed in parallel to the development of the antisocial personality disorder
guideline. Beyond the differences in the diagnostic criteria for borderline personality
disorder and antisocial personality disorder, there are good grounds for developing
two separate guidelines for these disorders, rather than one unified guideline on
personality disorders, as there are marked differences in the populations the guidelines will address in terms of their interaction with services. People with borderline
personality disorder tend to be treatment seeking and at high risk of self-harm and
suicide, whereas people with antisocial personality disorder tend not to seek treatment, are likely to come into contact with services via the criminal justice system and
their behaviour is more likely to be a risk to others. Nevertheless, it is acknowledged
that people with either of these diagnoses may present with some symptoms and
behaviour normally associated with the other diagnosis.
THE GUIDELINE
The guideline development process is described in detail in two publications which are
available from the NICE website22 (see About NICE How we work Developing
NICE clinical guidelines Clinical guideline development methods). An overview
for stakeholders, the public and the NHS (2006 edition) describes how organisations
can become involved in the development of a guideline. The guidelines manual (2006
edition) provides advice on the technical aspects of guideline development.
This document is the scope. It defines exactly what this guideline will (and will
not) examine, and what the guideline developers will consider. The scope is based on
the referral from the Department of Health (see Appendix [to the Scope]). The areas
that will be addressed by the guideline are described in the following sections.
POPULATION
Groups that will be covered
The recommendations in this guideline will address the following:
The treatment and management of adults with a diagnosis of antisocial personality disorder in the NHS and prison system (including dangerous and severe
personality disorder).
Preventative interventions with children and adolescents at significant risk of
developing antisocial personality disorder.
The treatment and management of common comorbidities in people with antisocial personality disorder as far as these conditions affect the treatment of antisocial personality disorder.
22www.nice.org.uk
244
Appendix 1
Groups that will not be covered
The guideline will not cover:
The separate management of comorbid conditions.
The management of criminal and antisocial behaviour in the absence of a diagnosis of antisocial personality disorder.
HEALTHCARE SETTING
The guideline will cover the care provided by primary, community, secondary and
specialist healthcare services within the NHS. The guideline will include specifically:
Care in general practice and NHS community care, hospital outpatient, day and
inpatient care (including secure hospitals and tertiary settings), and the interface
between these settings.
Care in prisons and young offender institutions, and the transition from prison
health services to care in the NHS outside of prison.
This is an NHS guideline. This guideline will comment on the interface with a
range of other settings, services and agencies, such as social care services, educational services, the criminal justice system, the police, housing and residential care,
and the voluntary sector. The guideline may include recommendations relating to
these settings, services and agencies where the recommendations are relevant to the
prevention, treatment, care and management of antisocial personality disorder.
CLINICAL MANAGEMENT
Areas that will be covered by the guideline:
The assessment of people with antisocial personality disorder both before and
after diagnosis and the identification of the threshold for intervention.
Identification of risk factors for adult antisocial personality disorder in children
and young people, including the early identification of child and adolescent
behaviour disorders that are precursors or risk factors for antisocial personality
disorder.
The full range of treatment and care normally made available by the NHS, including health services in prisons and young offender institutions.
The assessment and management of the risk of self-harm and violent and offending behaviour in people with diagnosed antisocial personality disorder.
Psychological and psychosocial interventions, including type, format, frequency,
duration and intensity. Consideration will be given as to which settings are most
appropriate for which intervention. Approaches to be considered will include a
broad range of psychological and psychosocial interventions normally provided in
the NHS including therapeutic communities.
The appropriate use of pharmacological interventions, including initiation and
duration of treatment, management of side effects and discontinuation. Note that
245
Appendix 1
guideline recommendations will normally fall within licensed indications;
exceptionally, and only where clearly supported by evidence, use outside a
licensed indication may be recommended. The guideline will assume that
prescribers will use a drugs Summary of Product Characteristics to inform their
decisions for individual patients. Nevertheless, where pharmacological interventions are commonly utilised off-licence in treatment strategies for people with
antisocial personality disorder in the NHS, the evidence underpinning their usage
will be critically evaluated.
Combined pharmacological and psychological/psychosocial treatments.
The nature of the therapeutic or other environment in which any interventions
should be delivered.
Support and supervision systems to facilitate the delivery of effective interventions, including team and individual professional functioning and how they are
influenced by working with this client group.
Sensitivity to different beliefs and attitudes of different races and cultures, and
issues of social exclusion.
The role of the family or carers in the treatment and support of people with antisocial personality disorder (with consideration of choice, consent and help), and
support that may be needed by carers themselves.
Preventative/protective measures and interventions with children and young
people who are at significant risk of developing adult antisocial personality disorder, in particular those with a diagnosis of conduct disorder and young offenders
serving custodial and non-custodial sentences (including educational interventions and interventions with carers/parents).
The transition from child and adolescent services to adult services.
The guideline development group will take reasonable steps to identify ineffective
interventions and approaches to care. When robust and credible recommendations for
re-positioning the intervention for optimal use, or changing the approach to care to
make more efficient use of resources, can be made, they will be clearly stated. When
the resources released are substantial, consideration will be given to listing such
recommendations in the Key priorities for implementation section of the guideline.
AREAS THAT WILL NOT BE COVERED BY THE GUIDELINE
The guideline will not cover treatments that are not normally available within the
NHS or prison health services.
STATUS
Scope
This is the first draft of the scope, which will be reviewed by the Guidelines Review
Panel and the Institutes Guidance Executive.
246
Appendix 1
The guideline will incorporate the following relevant technology appraisal
guidance issued by the Institute in collaboration with the Social Care Institute for
Excellence: Parent-training/education programmes in the management of children
with conduct disorders NICE technology appraisal guidance 102 (Published July
2006).
The guideline will also cross refer to relevant clinical guidance23 issued by the
Institute, including:
Schizophrenia: core interventions in the treatment and management of schizophrenia in primary and secondary care (2002)
Depression: the management of depression in primary and secondary care (2004)
Anxiety: management of generalised anxiety disorder and panic disorder (2004)
Self-harm: the short-term physical and psychological management and secondary
prevention of self-harm in primary and secondary (2004)
Post-traumatic stress disorder: management of PTSD in adults in primary, secondary and community care (2005)
Obsessive-compulsive disorder: core interventions in the treatment of obsessivecompulsive disorder and body dysmorphic disorder (2005)
Violence: the short-term management of disturbed/violent behaviour in in-patient
psychiatric settings and emergency departments (2005)
Bipolar disorder: the management of bipolar disorder in adults, children and
adolescents, in primary and secondary care (2006)
Drug misuse: opioid detoxification (2007)
Drug misuse: psychosocial interventions (2007)
Attention deficit hyperactivity disorder: diagnosis and management of ADHD in
children, young people and adults (2008)
Borderline personality disorder: treatment and management (2009).
GUIDELINE
The development of the guideline recommendations will begin in March 2007.
FURTHER INFORMATION
Information on the guideline development process is provided in:
an overview for stakeholders, the public and the NHS (2006 edition)
the guidelines manual (2006 edition)
These booklets are available as PDF files from the NICE website
(http://www.nice.org.uk/page.aspx?oguidelinesmanual). Information on the progress
of the guideline will also be available from the website.
23Since
the Scope was issued some of the guideline titles had changed during development; the titles have
been corrected here to reflect those changes.
247
Appendix 1
Appendix Referral from the Department of Health
The Department of Health asked the Institute to consider preventative and treatment
interventions for antisocial personality disorder in education, in primary healthcare
and in specialist services including prisons for adults and children and adolescents
and to consider which treatment settings are most appropriate for which intervention.
248
Appendix 2
APPENDIX 2:
DECLARATIONS OF INTERESTS BY GDG MEMBERS
With a range of practical experience relevant to antisocial personality disorder in the
GDG, members were appointed because of their understanding and expertise in
healthcare for people with antisocial personality disorder and support for their families and carers, including: scientific issues; health research; the delivery and receipt
of healthcare, along with the work of the healthcare industry; and the role of professional organisations and organisations for people with antisocial personality disorder
and their families and carers.
To minimise and manage any potential conflicts of interest, and to avoid any
public concern that commercial or other financial interests have affected the work of
the GDG and influenced guidance, members of the GDG must declare as a matter of
public record any interests held by themselves or their families which fall under specified categories (see below). These categories include any relationships they have
with the healthcare industries, professional organisations and organisations for people
with antisocial personality disorder and their families and carers.
Individuals invited to join the GDG were asked to declare their interests before
being appointed. To allow the management of any potential conflicts of interest that
might arise during the development of the guideline, GDG members were also asked
to declare their interests at each GDG meeting throughout the guideline development
process. The interests of all the members of the GDG are listed below, including interests declared prior to appointment and during the guideline development process.
Categories of interest
Paid employment
Personal pecuniary interest: financial payments or other benefits from either the
manufacturer or the owner of the product or service under consideration in this
guideline, or the industry or sector from which the product or service comes. This
includes holding a directorship, or other paid position; carrying out consultancy
or fee paid work; having shareholdings or other beneficial interests; receiving
expenses and hospitality over and above what would be reasonably expected to
attend meetings and conferences.
Personal family interest: financial payments or other benefits from the healthcare industry that were received by a member of your family.
Non-personal pecuniary interest: financial payments or other benefits received
by the GDG members organisation or department, but where the GDG member
has not personally received payment, including fellowships and other support
provided by the healthcare industry. This includes a grant or fellowship or other
249
Appendix 2
payment to sponsor a post, or contribute to the running costs of the department;

commissioning of research or other work; contracts with, or grants from, NICE.
Personal non-pecuniary interest: these include, but are not limited to, clear
opinions or public statements you have made about antisocial personality disorder, holding office in a professional organisation or advocacy group with a direct
interest in antisocial personality disorder, other reputational risks relevant to antisocial personality disorder.
Declarations of interest
Professor Conor Duggan - Chair, Guideline Development Group
Employment
Professor of Forensic Mental Health, University

of Nottingham
Honorary Consultant Psychiatrist,
Nottinghamshire Healthcare Trust
Personal pecuniary interest
None
Personal family interest
None
Non-personal pecuniary
interest
Department of Health grant to Nottinghamshire

Healthcare NHS Trust to employ senior academics and research worker to further research into
personality disorder; 170,000 per annum
Research grants:
20072010 Duggan, Ferriter, Huband, Smailagic
& Dennis. Partnership bid between the Cochrane
Developmental, Psychosocial and Learning
Problems Group and Nottinghamshire
Healthcare NHS Trust. National Institute for
Health Research, 408,594.
2007 Duggan, Ferriter, Huband & Smailagic. A
review of reviews on sexual and domestic
violence. CSIP; 45,000
20042006 Systematic review into the treatment
of personality disorder. National Forensic R & D
Committee; 100,000
IMPALOX study with Peter Tyrer
Involved in translational research at
Collaboration for Leadership in Applied Health
Research and Care funded by National Institute
for Health Research
Continued
250
Appendix 2
Declarations of interest (Continued)
Personal non-pecuniary
interest
Fellow of Royal College of Psychiatrists.

Advisory member of Home Office Expert
Advisory Panel.
Dr Gwen Adshead
Employment
Consultant Forensic Psychotherapist, Broadmoor

Hospital, West London Mental Health NHS
Trust
Lecture on personality disorder at an educational

conference organised by World Forum for
Mental Health; 200
20042004 Funding from the Wellcome Trust to
study moral reasoning in men with antisocial
None
interest
None
interest
None
Professor Jeremy Coid

Employment
Professor of Forensic Psychiatry, Wolfson

Institute of Preventive Medicine, Queen Mary,
University of London
None
None
interest
Ongoing: funding from Ministry of Justice to

investigate risk
2008 National Institute for Health Research
interest
None
Mr Neil Connelly Representing the interests of service users and carers

None
None
Continued
251
Appendix 2
interest
None
interest
None
Mr Colin Dearden
Employment
Deputy Chief Probation Officer, Lancashire

Probation Service
None
None
interest
None
interest
None
Dr Brian Ferguson
Employment
Consultant Psychiatrist and Clinical Director of

Specialist Services, Lincolnshire Partnership
NHS Foundation Trust
2006 Attended European College of

Neuropsychopharmacology Congress in Paris as
a guest of Janssen-Cilag, who paid for registration, accommodation, meals and travel
None
interest
Deputy lead for East Midlands Mental Health

Research Hub, which has adopted a number of
research projects including one sponsored by
Janssen-Cilag
Involved in translational research at
Collaboration for Leadership in Applied Health
Research and Care funded by National Institute
for Health Research
interest
In discussion with Servier Research and

Development Ltd in respect of a joint pharmaceutical trial in the treatment of major depression, with the role of Deputy Head for the East
Midlands Research Hub
Continued
252
Appendix 2
Professor Peter Fonagy
Employment
Freud Memorial Professor of Psychoanalysis,

University College London
Head of Research Department of Clinical,
Educational and Health Psychology, University
College London
Chief Executive, Anna Freud Centre, London
None
None
interest
Research grants:
20082012 With Stephen Pilling. Randomised
controlled trial to evaluate multi-systemic therapy. Department of Health; 1 m
20062009 Danya Glaser, Peter Fonagy & Rob
Senior. Framework for Recognition, Assessment
and Management of Emotional Abuse
(FRAMEA). Department of Education and
Skills; 325,000
20052007 Peter Fonagy & Mary Target.
Randomised controlled trial of parent-infant
psychotherapy. Big Lottery Fund; 206,000
20052008 Peter Fonagy & Stewart Twemlow.
Building Peaceful Communities Project. FHL
Foundation, Inc.; US$10,000
20052008 Mike Crawford & Peter Fonagy.
Learning the Lessons: an evaluation of pilot
community services for adults with personality
disorder; NHS Service Delivery Organisation,
286,076
20052008 Janet Feigen-Baum & Peter Fonagy.
Mellow Parenting Programme to Support the
Parenting of Mothers with Personality Disorder.
Department for Education and Skills; 204,336
20022006 Randomised controlled trial of a
nursery-based early intervention service; Diana,
Princess of Wales Memorial Fund, 48,000
Continued
253
Appendix 2
interest
None
Dr Savas Hadjipavlou
Employment
Programme Director, The Dangerous and Severe

Personality Disorder (DSPD) Programme,
Ministry of Justice
Personal pecuniary
interest
None
None
interest
None
interest
Represented the DSPD Programme at various

conferences
Professor Eddie Kane

Employment
Director, Personality Disorder Institute,

University of Nottingham
None
None
interest
None
interest
None
Professor Anthony Maden

Employment
Professor of Forensic Psychiatry, Imperial

College; Honorary Consultant, West London
Mental Health NHS Trust
Lecture to Trent study day, sponsored by

Janssen Cilag; 1,000.
Clinical director of a service for Dangerous and
Severe Personality Disorder
None
interest
None
Continued
254
Appendix 2
interest
Have advised Janssen-Cilag on planning an

audit of Risperdal use in mental illness in high
security hospitals; no payment agreed
Have advocated mental health law reform to
remove the treatability clause from psychopathic disorder
Professor James McGuire

Employment
Professor of Forensic Clinical Psychology,

University of Liverpool
Honorary Consultant Clinical Psychologist,
Mersey Care NHS Trust
None
None
interest
20062009 With Prof. J. Hill, Dr. R. Nathan,

Prof. P. Kinderman, Dr. G. Lancaster and Prof.
M. Knapp. National R&D Programme in
Forensic Mental Health: Evaluation of a
Community Risk Assessment and Management
Service. Department of Health; 149,857
20062009 With Prof. P. Salmon, Clinical
Psychology Fellow in Addictions. Windsor
Clinic, Mersey Care NHS Trust, 160,948
20052007 With Prof. C. R. Hollin, Dr. E. J.
Palmer, R. Hatcher & C. Bilby. Northern Ireland
Office: Evaluation of Offending Behaviour
Programmes. Joint project with the University of
Leicester; 79,345
20082009 With Drs. R. Whittington, W. Barr &
M. Leitner: Update and extensions and risk
assessment and intervention systematic review.
Department of Health, National Institute for
Health Research, Research for Patient Benefit
Programme; 159,133
20082009 Evaluation of a Stepped Care
Psychology Service in HM Prison Liverpool.
Mersey Care NHS Trust; 30,000
Continued
255
Appendix 2
interest
Until May 2008 member of the Board of

Management, Resettle/CRACMS (Community
Risk Assessment and Case Management
Service), a multi-agency service being
established in North West England. Jointly
funded by the Home Office and the Department
of Health
Ms Carol Rooney
Employment
Deputy Director of Nursing, St Andrews

Healthcare
None
None
interest
None
interest
None
Dr Nat Wright
Employment
Clinical Director for Substance Misuse, HM

Prison Leeds
GP adviser Department of Health, Prison Health

Unit; funds 50% of salary
None
interest
None
interest
None

Dr Stephen Pilling Facilitator, Guideline Development Group
Employment
Joint Director, National Collaborating Centre

for Mental Health
Director, Centre for Outcomes Research and
Effectiveness, University College London
Continued
256
Appendix 2
In receipt of funding from NICE to develop

clinical guidelines
None
Non-personal pecuniary interest 20082012 Randomised controlled trial to

evaluate multi-systemic therapy. Principal
investigator: Professor Peter Fonagy.
Department of Health; 1 m
Personal non-pecuniary interest
None
Ms Amy Brown
Employment
Research Assistant (2007), National

Collaborating Centre for Mental Health
None
None
Non-personal pecuniary interest None

None
Mr Alan Duncan
Employment
Systematic Reviewer, National Collaborating

Centre for Mental Health
None
None

None
Mr Matthew Dyer
Employment
Health Economist, National Collaborating

None
None

None
Continued
257
Appendix 2
Ms Esther Flanagan
Employment
Project Manager (20082009), National

None
None

None
Mr Ryan Li
Employment
Project Manager (2008), National

None
None

None
Dr Ifigeneia Mavranezouli
Employment
Health Economist, National Collaborating

None
None

None
Dr Nick Meader
Employment
Systematic Reviewer, National Collaborating

None
None

None
Continued
258
Appendix 2
Dr Catherine Pettinari
Employment
Senior Project Centre Manager, National

None
None

None
Ms Peny Retsa
Employment
Health Economist (20072008), National

None
None

None
Ms Maria Rizzo
Employment
Research Assistant (20072008), National

None
None

None
Ms Sarah Stockton
Employment
Information Scientist, National Collaborating

None
None

None
Continued
259
Appendix 2
Dr Clare Taylor
Employment
Editor, National Collaborating Centre for

Mental Health
None
None

260
None
Appendix 3
APPENDIX 3:
SPECIAL ADVISERS TO THE GUIDELINE
DEVELOPMENT GROUP
Name
Employed by
Dennis Lines
Carer representative for people with personality disorders
John Livesley
University of British Columbia, Canada
261
Appendix 4
APPENDIX 4:
STAKEHOLDERS WHO RESPONDED TO EARLY
REQUESTS FOR EVIDENCE
None
262
Appendix 5
APPENDIX 5:
STAKEHOLDERS AND EXPERTS WHO
SUBMITTED COMMENTS IN RESPONSE TO THE
CONSULTATION DRAFT OF THE GUIDELINE
STAKEHOLDERS
Alder Hey Childrens NHS Foundation Trust
Association for Cognitive Analytic (ACAT) Therapy
British Association of Art Therapists
British Paediatric Mental Health Group
Cassel Hospital
College of Occupational Therapists
Department of Health
Greater Manchester West Mental Health NHS Foundation Trust
Hampshire Partnership NHS Trust
NHS Direct
Nottinghamshire Healthcare NHS Trust
Oxleas NHS Foundation Trust and the Douglass House Project
Partnerships in Care
Royal College of Nursing
Sainsbury Centre for Mental Health
Sussex Partnership NHS Trust
Tavistock and Portman Foundation Trust
University of Liverpool
EXPERTS
Professor Jay Belsky
Dr Mike Crawford
Professor Mark Dadds
Dr Caroline Logan
Professor Chris Patrick
263
Appendix 6
APPENDIX 6:
RESEARCHERS CONTACTED TO REQUEST
INFORMATION ABOUT UNPUBLISHED OR
SOON-TO-BE PUBLISHED STUDIES
Dr Geoffrey Baruch
Professor Charlie Brooker
Professor Avshalom Caspi
Dr Patricia Chamberlain
Professor John F. Clarkin
Professor Kate Davidson
Professor Tom Fahy
Professor John G. Gunderson, MD
Professor Scott Henggeler
Professor Jonathan Hill
Professor Sheilagh Hodgins
Professor Alan Kazdin
Dr Niklas Langstrom
Professor Terrie Moffitt
Professor Roger Mulder
Professor David Olds
Professor Paul Pilkonis
Professor Michael H. Stone
Professor Brian Thomas-Peter
Professor Peter Tyrer
Professor Richard Tremblay
Professor Christopher Webster
Professor John Weisz
Professor Stephen Wong
264
Appendix 7
APPENDIX 7:
ANALYTIC FRAMEWORK AND CLINICAL
QUESTIONS
1
Topic area
Key question(s)
Assessment and referral
1a. What is the threshold for intervening to

treat problems associated with antisocial
personality disorder?
1b. What is the threshold for intervening to
treat symptoms associated with antisocial
1c. What is the threshold for intervening to
treat antisocial personality disorder?
1d. What is the threshold at which other
treatment and care should be modified
because of antisocial personality disorder?
1e. What is the threshold for referral to
another service or setting?
1f. When is a formal diagnosis of antisocial
personality disorder needed/when does a diagnosis of antisocial personality disorder
improve outcomes?
1g. What are the harms of diagnosis?
1h. What is the threshold for risk assessment?
Interventions for adults

with antisocial
2. What interventions for people with

antisocial personality disorder improve
outcomes?
Treatment of comorbid
disorders
3. For people with antisocial personality

disorder with comorbid disorders, does
treatment of comorbid disorders improve
outcomes?
Interventions for
offending behaviour

disorder, do interventions for offending
behaviour improve outcomes?
Continued
265
Appendix 7
Topic area
Key question(s)
Structures for the delivery

of care and management
of people with antisocial
5a. What service structures for the

management of ongoing long-term care and
the delivery of interventions for people with
antisocial personality disorder deliver the
best outcomes?
5b. What organisational structures and
processes to support professionals and staff
caring for and managing people with antisocial personality disorder deliver the best
outcomes?
Risk assessment and

management for adults
with antisocial

disorder, does formal risk assessment and
management improve outcomes and reduce
harm to others?
Early intervention in
children and adolescents
to prevent antisocial
7a. Are there early interventions for young

at-risk children that are effective at preventing
antisocial personality disorder?
7b. Are interventions with children and
adolescents with conduct disorder effective at
preventing antisocial personality disorder?
CLINICAL QUESTIONS
1.1
Assessment and referral
1.1.1
What is the threshold for intervening to treat problems associated with

What is the threshold for intervening to treat symptoms associated with
What is the threshold for intervening to treat antisocial personality disorder?
What is the threshold at which other treatment and care should be modified
because of antisocial personality disorder?
What is the threshold for referral to another service or setting?
When is a formal diagnosis of antisocial personality disorder needed/when
does a diagnosis of antisocial personality disorder improve outcomes?
What are the harms of diagnosis?
What is the threshold for risk assessment?
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
1.1.8
266
Appendix 7
2.
What interventions for people with antisocial personality disorder

improve outcomes?
2.1
Interventions in primary care for problems associated with antisocial

What identifies people who have the potential to benefit from, and meet the
threshold for, primary care interventions for antisocial personality disorder
related problems?
What interventions to address problems and behaviour associated with
antisocial personality disorder, or to promote harm avoidance, improve
outcomes?
For each of these interventions, what factors favour and contraindicate referral?
What harms are associated with interventions to address problems and
behaviour associated with antisocial personality disorder?
Where people with antisocial personality disorder have problems that are
primarily social, are there non-healthcare services that improve outcomes?
What harms to people with antisocial personality disorder are associated
with their use of non-healthcare services?
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.2
2.2.1
2.2.2
2.2.3
2.2.4
2.3
2.3.1
2.3.2
2.3.3
2.3.4
2.4
2.4.1
Secondary care mental health interventions to treat symptoms of

threshold for, interventions to treat antisocial personality disorder symptoms?
What interventions are effective at treating symptoms of antisocial personality disorder?
For each of these interventions, what factors favour and contraindicate
referral?
What are the harms of interventions to treat symptoms of antisocial personality disorder?
Interventions to treat antisocial personality disorder in tertiary care /

specialist services
threshold for, interventions to treat antisocial personality disorder?
What interventions are effective at treating antisocial personality disorder?
referral?
What are the harms of interventions to treat antisocial personality disorder?
The therapeutic environment

For people with antisocial personality disorder, what features of the environment in which interventions are delivered improve outcomes?
267
Appendix 7
2.4.1
For people with antisocial personality disorder, what features of the environment in which interventions are delivered cause harm?
3.
For people with antisocial personality disorder with comorbid

disorders, does treatment of comorbid disorders improve
outcomes?
3.1
Assessment for people with antisocial personality disorder and comorbid

disorders
Where people with antisocial personality disorder have multiple comorbidities, what disorders/problems should be treated first?
Should people with antisocial personality disorder who have been treated
for comorbid disorders be referred for assessment and treatment of antisocial personality disorder or antisocial personality disorder symptoms?
3.1.1
3.1.2
3.2
3.2.1
3.2.2
3.2.2a
3.2.2b
3.2.3
3.3
3.3.1
3.3.2
3.3.2a
3.3.2b
3.3.3
268
Interventions for people with antisocial personality disorder who have

comorbid alcohol problems or dependence
What identifies people with antisocial personality disorder who have the
potential to benefit from, and meet the threshold for, interventions for alcohol problems or dependence?
What interventions are effective at treating alcohol problems or dependence in people with antisocial personality disorder?
Are interventions for alcohol problems or dependence less effective for
people with antisocial personality disorder?
How should interventions for alcohol problems or dependence be adapted
for people with antisocial personality disorder?
For people with antisocial personality disorder, what are the harms of treating alcohol problems or dependence?

comorbid drug misuse or dependence
potential to benefit from, and meet the threshold for, interventions for drug
misuse or dependence?
What interventions are effective at treating drug misuse or dependence in
Are interventions for drug misuse or dependence less effective for people
with antisocial personality disorder?
How should interventions for drug misuse or dependence be adapted for
For people with antisocial personality disorder, what are the harms of treating drug misuse or dependence?
Appendix 7
3.4
3.4.1
3.4.2
3.4.3
3.5
3.5.1
3.5.2
3.5.3

comorbid depression or anxiety
potential to benefit from, and meet the threshold for, interventions for
depression or anxiety?
What interventions are effective at treating depression or anxiety in people
For people with antisocial personality disorder, what are the harms of treating depression or anxiety?

comorbid personality disorders
comorbid personality disorders?
What interventions are effective at treating comorbid personality disorders
in people with antisocial personality disorder?
For people with antisocial personality disorder, what are the harms of treating comorbid personality disorders?
4.
For people with antisocial personality disorder, do interventions for

offending behaviour improve outcomes?
4.1
Could any interventions for offending behaviour be used as interventions

to treat people with antisocial personality disorder in a healthcare setting?
What interventions are effective at reducing re-offending in the general
offender population?
What harms to offenders are associated with interventions to reduce
offending behaviour?
In offender populations, what factors can be used as proxy indicators of
antisocial personality disorder and validate extrapolation to people with
offending behaviour?
What interventions for offenders improve outcomes for people with antisocial personality disorder or offenders with proxy indicators of antisocial
For each of these interventions, does the effectiveness differ for offenders
with antisocial personality disorder compared with the general offender
population?
referral?
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
4.1.5a
4.1.5b
269
Appendix 7
4.1.6
What harms to people with antisocial personality disorder are associated

with interventions to reduce offending behaviour?
5a.
What service structures for the management of ongoing long-term

care and the delivery of interventions for people with antisocial
personality disorder deliver the best outcomes?
5.1.1
What identifies people with antisocial personality disorder who need longterm care and support through and beyond treatment interventions?
What service structures for delivering interventions and providing ongoing
long-term care and support for people with antisocial personality disorder
improve outcomes?
What harms are associated with structures for providing care for people
What are the support needs of carers/people (including children) who live
with people with antisocial personality disorder?
How can services meet the support needs of carers/people (including children) who live with people with antisocial personality disorder?
Does the delivery of care and interventions for the person with antisocial
personality disorder cause harms to carers/the people (including children)
who live with them?
Do the support needs of carers/people (including children) who live with
people with antisocial personality disorder conflict with the needs of the
person with antisocial personality disorder?
5.1.2
5.1.3
5.1.4
5.1.5
5.1.6
5.1.7
5b.
What organisational structures and processes to support

professionals and staff caring for and managing people with
antisocial personality disorder deliver the best outcomes?
5.2.1
What are the potential harms to professionals and staff from working with
Do harms to professionals and staff lead to harms to the people with antisocial
personality disorder they care for (for example by undermining treatment)?
How can services address the challenges of providing care for people with
What support for staff including training, consultation/liaison, supervision,
peer support, team-based and collective working is associated with improved
outcomes?
What leadership and management interventions (including clarity of roles
and purpose, taking responsibility, case loads) are associated with improved
outcomes?
What are the harms of measures to address the challenges of providing care
for people with antisocial personality disorder?
5.2.1a
5.2.2
5.2.2a
5.2.2b
5.2.3
270
Appendix 7
5.2.4
5.2.5
Is there a conflict between what delivers better outcomes for people with
antisocial personality disorder and what delivers better outcomes for
professionals and staff?
Is there evidence on what ethos adopted by a service is most likely to
deliver better outcomes?
6.
For people with antisocial personality disorder, does formal risk

assessment and management improve outcomes and reduce harm to
others?
6.1
6.1.1
6.1.2
6.1.3
Risk assessment
What is the threshold for formal risk assessment?
What instruments and tools predict risk in people with antisocial personality disorder?
What features of a risk assessment process make it more effective at
predicting/improving outcomes?
What are the harms of risk assessment?
6.2
6.2.1
6.2.2
6.2.2a
6.2.3
6.2.4
6.2.5
6.2.6
Risk management
What is the threshold for structured risk management?
Does structured risk management improve outcomes?
What are the essential features of an effective risk management plan?
What are the harms of structured risk management?
What is the threshold for limiting an individuals freedom because of risk?
Does limiting an individuals freedom improve outcomes?
What are the harms of limiting an individuals freedom?
7a.
Are there early interventions for young at risk children that are
effective at preventing antisocial personality disorder?
7.1
Early interventions for young children at risk of developing antisocial

personality disorder prior to the development of behavioural symptoms
What identifies children at risk of developing antisocial personality disorder before they develop behavioural disorders (with particular reference to
developmental, psychosocial and family factors)?
What are key modifiable risk factors that can be targeted by interventions?
How can children who would benefit from interventions be identified?
For children who do not have behavioural disorders, what are the harms of
early identification of risks for antisocial personality disorder (with particular consideration of harm from stigma/labelling)?
What proportion of young children with risk factors for antisocial personality disorder will go on to develop conduct disorder?
6.1.2a.
7.1.1
7.1.1a
7.1.1b
7.1.2
7.1.3
271
Appendix 7
7.1.3a
7.1.4
7.1.4a
7.1.4b
7.1.5
7.1.6
Where children have risk factors for antisocial personality disorder, what
is the likelihood that they will go on to develop antisocial personality
disorder?
What early interventions improve intermediate outcomes?
Following early intervention, what proportion of young children with risk
factors for antisocial personality disorder will go on to develop conduct
disorder and meet criteria for interventions for conduct disorder?
What early interventions prevent antisocial personality disorder?
What are the harms of early interventions (with particular consideration of
harm from stigma/labelling)?
For children with risk factors for antisocial personality disorder who
develop conduct disorder following early intervention, does early intervention make them more susceptible to interventions for conduct disorder?
7b.
Are interventions with children and adolescents with conduct

disorder effective at preventing antisocial personality disorder?
7.2
7.2.1
Interventions for children and young people with conduct disorder

What identifies young people who could benefit from interventions for
conduct disorder?
What are the harms of identification of conduct disorder (with particular
consideration of harm from stigma/labelling)?
What is the likelihood that a young person with conduct disorder will
convert to antisocial personality disorder?
What other factors are most predictive of conversion to antisocial personality disorder?
What interventions for conduct disorder improve intermediate outcomes?
What interventions for conduct disorder prevent antisocial personality
disorder?
What are the harms of treatment for conduct disorder?
For young people in contact with services because of conduct disorder,
how should the transition to adult services be managed to maintain consistency of care and interventions, promote beneficial treatment outcomes and
minimise harms?
7.2.2
7.2.3
7.2.3a
7.2.4
7.2.4a
7.2.5
7.2.6
272
People referred to
secondary
specialist mental
health services for
treatment of
comorbid disorders
whose presentation
or behaviour gives
rise to concern
about antisocial
People presenting
in primary care due
to problems,
comorbid disorders
or physical
symptoms with
behaviour and/or
problems indicative
of / raising concern
about antisocial
Direct referral into

tertiary services
from the criminal
justice system
following serious
violent offending
Tertiary 'super
specialist' services
(including forensic services,
secure settings,
DSPD services)
People in other
services with
problem
behaviours
indicative of /
raising concern
about antisocial
(aggression,
violence, offending
etc)
Other services
(including social care,
housing, drug and
alcohol services)
Offenders in the
criminal justice
system
Criminal
justice
system
Presentation in primary care or A&E of partner or child indicative of abuse (or neglect in the case of a child) or allegation of abuse/neglect raising concern
about violent behaviour / antisocial personality disorder in family member/ cohabitee of the person presenting
People presenting
in A&E (possibly
repeatedly) due to
injuries caused by
behaviour
indicative of
possible antisocial
(violence,
offending, risk
taking behaviour,
drug/alcohol use or
self-harm with
other indicators of
disorder)
Secondary specialist
mental health services
Primary care / GP
A&E
Analytic framework 1: Settings, assessment and referral
Appendix 7
273
274
Adults
with a
high PCLR score
Adults
with antisocial
personality
disorder
Clinical
population
2.3.1
2.2.1
Assessment
Assessment&
referral
2.1.1
People with antisocial

treated in tertiary /
specialist services
2.3.3
> Psychotherapy
> Pharmacotherapy
> Combined interventions
> Complex interventions
> Therapeutic communities
2.3.2
Interventions for antisocial

> Psychotherapy
> Pharmacotherapy
2.2.2
Interventions for antisocial

personality disorder 'symptoms'
> Primary care interventions

> Promoting harm avoidance
2.1.2
Harms
Harms
2.3.4
Measures of antisocial
symptoms:
? Impulsivity
? Aggression
Measures of antisocial
problems and/or
behaviour:
? Anger
? Antisocial
behaviour
Non-healthcare
needs addressed:
? Housing
? Employment
? Social care needs
2.4.1
Harms
Therapeutic environment for

the delivery of interventions
2.2.3
2.1.3
2.1.5
Harms
Harms
2.1.4
Referral / redirection to
non-NHS/non-healthcare servcies
Interventions to address problems
Problems primarily
'social' - housing etc

treated in secondary care
mental health services

treated in primary care
See detailed analytic

framework on assessement
and referral
2.
Analytic framework 2: Interventions for adults with antisocial personality disorder
2.4.2
Secondary outcomes
> Harm to self
> Mental state
(depression,
anxiety)
> Substance use
(drugs, alcohol)
Offending [any
accepted measure of
offending including:
recall and antisocial
behaviours - violence,
antisocial behaviour,
aggression, harm to
others etc]
Appendix 7
[Offenders]
Adults
with a
high score
on the PCL-R
Adults
with antisocial
personality
disorder
Clinical
population
See detailed
analytic
framework on
assessement
and referral
3.1.1
Assessment &
referral
Assessment
3.2.1
3.5.1
3.4.1
3.3.1

personality disorder who
have comorbid
personality disorders

have comorbid Axis I
disorders (depression,
anxiety, PTSD)

have comorbid alcohol
problems / dependence

have comorbid drug
misuse or dependence
Harms
Harms
3.5.2
3.5.3
3.4.3
3.3.3
3.2.3
Harms
Harms
Interventions to treat other
3.4.2
Interventions to treat
depression and anxiety, PTSD
3.3.2
Interventions to treat problem

drinking/alcohol dependence
3.2.2
Interventions to treat drug

misuse or dependence
3.
3.1.2
Treatment outcomes
for comorbid
Treatment outcomes
for Axis I disorders:
mental state,
depression, anxiety
Treatment outcomes
for alcohol problems /
dependence: alcohol
consumption /
abstinence, problem
drinking
Treatment outcomes
for drug misuse /
dependence:
abstinence
Secondary outcomes
> Harm to self
> Mental state
(depression,
anxiety)
> Substance use
(drugs, alcohol)
Offending [any
accepted measure of
aggression, harm to
others etc]
Analytic framework 3: Interventions to treat comorbid disorders in people with antisocial personality disorder
Appendix 7
275
276
[Offenders]
Adults with
a high PCL-R
score
Adults with
antisocial
personality
disorder
Clinical
population
Assessment &
referral
4.1.4
General offender
population (no antisocial
diagnosis but possible
antisocial
personality disorder)
4.1.3
Offenders with antisocial

diagnosis
See detailed analytic framework

on assessement and referral
4.
Analytic framework 4: Interventions for offending behaviour
4a.
4.1.5
4.1.1
Interventions for
offending behaviour
[Include coercive interventions]
Harms
4.1.2
Harms
4.1.6
Secondary outcomes
> Harm to self
> Mental state
(depression,
anxiety)
> Substance use
(drugs, alcohol)
Offending [any
accepted measure of
aggression, harm to
others etc]
Appendix 7
Assessment &
referral
Family and carers

of people with
disorder
Adults
with a
high PCL-R
score
Adults with
antisocial
personality
disorder
Clinical population
See separate
analytic
frameworks
5.1.1
5.1.4
People receiving
care and treatment
from services who
meet the threshold
for antisocial
personality disorder to
be considered in their
clincial management
5a.
Harms
5.1.6
5.1.5
5.1.3
Harms
> Risk assessment

and management
> Case management

> Assertive outreach
> Community outreach
> Team based /
multidisciplinary working
> Other approaches
5.1.2
Structures for the care and

management of people with
5.1.7
> Abuse / harm to family / carers

> Family / carer stress
> For children: Develomental /
psychosocial risk factors for
> Better communication / team working

> Greater staff clarity of roles and
understanding of purpose
> Appropriate relationships with service
users
Family / carer outcomes
Communication and management
> Offending (includes harm to others)

> Harm to self
Secondary staff / service outcomes
Staff outcomes
> Staff morale & anxiety
> Staff turnover & burnout
> Staff competence
Efficiency of care
> Drop out rates / retention in services /
loss of contact wiith services
> Service user engagement & satisfaction
> People with antisocial personality
disorder not excluded
> More skilled / better trained staff
> More therapeutic approach
> Risk management outcomes
Primary outcomes for the person with

Analytic framework 5: Structures for the management of care and the delivery of interventions for people with antisocial
Appendix 7
277
278
Professionals and
staff working with
people with antisocial
Population
Harms
5.2.1
Organisation /
service providing
care and/or
interventions for
people with antisocial
5.2.5
Organisational ethos
> Risk assessment and

mangement
> Support and training for staff /

professionals
> Leadership and management
5.2.2
Organisational structures and

processes to support the
delivery and management
of care for people with antisocial
5b.
Harms
5.2.3
5.2.4
Communication and management

> Better communication / team working
> Greater staff clarity of roles and
understanding of purpose
> Appropriate relationships with service
users
Efficiency of care
> Drop out rates / retention in services /
loss of contact wiith services
> Service user engagement & satisfaction
> People with antisocial personality disorder
> More skilled / better trained staff
> More therapeutic approach
> Risk management outcomes
Primary outcomes for the person with

> Offending (includes harm to others)
> Harm to self
Secondary staff / service outcomes
Staff outcomes
> Staff morale & anxiety
> Staff turnover & burnout
> Staff competence
Analytic framework 6: Organisational structures and processes to support professionals and staff caring for and managing
people with antisocial personality disorder
Appendix 7
Adults
with a
high PCL-R
score
Adults with
antisocial
personality
disorder
Clinical
population
Assessment
& referral
6.1.1
Harms of risk
assessment
Potential risk of harm

to others or self
identified.
6.1.3
4
6.2.4
Formal risk
assessment +
structured risk
assessment
instruments / tools
6.2.1
5
6.
Formal risk
management using
structured risk
Offending
management plan
Harm to others
Risk assessment
> If manged in the
identifies risk
6.2.2
6
community: harm
meeting the
to family members/
threshold for risk
6.2.3
7
carers, harm to
management.
members of the
public
> In inpatient
Harms of risk
settings: harm to
management
staff, harm to
other patients
Risk assessment
identifies high risk
6.2.5
Harm to self
and patient admitted
6.2.6
into secure setting
[or retained in
Harms
secure setting].
6.1.2
3
Analytic framework 7: Risk assessment and management for adults with antisocial personality disorder
Appendix 7
279
280
Children and
adolescents at
risk of antisocial
Clinical
population
7.2.1
7.1.1
Harms
7.2.2
7.1.4a
Harms
7.1.6
7b.
> Parental
interventions /
parent training
> Interventions
with the child
7.2.4
7.1.5b
7.1.4a
> Outcome measures

for treatment of
conduct disorder
[/other behavioural
antecedents of
disorder]
> Measures of
juvenile offending,
delinquency &
antisocial behaviour
Intermediate
outcomes:
Harms
7.2.5
7.2.3
Intermediate
outcomes:
> Development of
behaviour problems
> Antecendents of
disorder (conduct
disorder, offending,
delinquency,
antisocial behaviour
> Reduction in risk
factors for antisocial
7.1.4
Treatment of conduct
disorder
7.1.5
Early interventions
(health and social care)
Children with
conduct disorder
[/other behavioural
antecedents of
antisocial
personality disorder]
7.3.1
7.1.6
Assessment &
referral
Harms
7.1.2
Children with risk

factors for antisocial
personality disorder but
who have not
developed conduct
disorder [/other
behavioural
antecedents of
antisocial
personality disorder]
A
7a.
7.2.4a
Young
people
with
Referral to
conduct
adult
disorder
services
referred
to adult
services
7.2.6a
> antisocial
diagnosis
> Measures of adult
offending &
antisocial
behaviour
> Measures of
antisocial
personality traits
> PCL-R
Adult outcomes
indicating conversion
to antisocial
personality disorder:
Primary outcomes
Analytic framework 8: Early intervention in children and adolescents to prevent antisocial personality disorder
Appendix 7
Appendix 8
APPENDIX 8:
SEARCH STRATEGIES FOR THE IDENTIFICATION
OF CLINICAL STUDIES
1. General search strategies

a. MEDLINE, EMBASE, PsycINFO, CINAHL Ovid interface
1
2
3
4
5
6
7
8
(antisocial personality disorder$ or dissocial personality disorder or psychopathy).sh,id.

(apd$1.tw. and (asocial$ or anti social$ or antisocial$ or character$ or dissocial$
or dis social$ or person$).mp.) or aspd$1.tw.
((asocial$ or antisocial$ or anti social$ or dissocial$ or dis social$) adj3 (character$ or difficult$ or disorder$ or dysfunction$ or PD or person$)).tw. or ((asocial$
or antisocial$ or anti social$ or dissocial$ or dis social$) and personalit$).tw,hw.
neuropsychopath$ or psychopath$3 or psycho path$3 or sociopath$ or socio
path$).tw.
(DSM and (axis and II)).mp.
(multiple personality disorder$ or personality disorder$).sh,id.
(personalit$ adj2 (disorder$ or dysfunction$)).tw.
or/17
b. Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews
of Effects, Cochrane Central Register of Controlled Trials Wiley Interscience
interface
1
2
3
MeSH descriptor Antisocial Personality Disorder, this term only

(apd* and (asocial* or anti next social* or antisocial* or character* or dissocial*
or dis next social* or person*)) or aspd:ti,ab,kw
(asocial* or antisocial* or anti next social* or dissocial* or dis next social*)
near/3 (character* or difficult* or disorder* or dysfunction* or PD or
person*):ti,ab,kw or (asocial* or antisocial* or anti next social* or dissocial* or
dis next social*) and personalit*:ti,ab,kw
(neuropsychopath* or psychopath or psychopaths or psychopathia or
psychopathias or psychopathic or psychopathics or psychopathies or psychopathy):ti or (neuropsychopath* or psychopath or psychopaths or psychopathia or
psychopathias or psychopathic or psychopathics or psychopathies or psychopathy):ab
(sociopath* or socio near/1 path*):ti or (sociopath* or socio near/1 path*):ab
281
Appendix 8
6
7
8
9
(DSM and (Axis and II)):ti,ab,kw

MeSH descriptor Personality Disorders, this term only
MeSH descriptor Multiple Personality Disorder, this term only
(personalit* near/2 (disorder* or dysfunction*)):ti or (personalit* near/2 (disorder* or dysfunction*)):ab
10 #1 or #2 or #3 or #4 or #5 or #6 or #7 or #8 or #9
2. Systematic review search filters
a. MEDLINE, EMBASE, PsycINFO, CINAHL, AMED, BNI Ovid interface
1 cochrane library/ or exp literature searching/ or exp literature review/or exp
review literature/ or systematic review/ or meta analysis/ or meta-analysis as
topic/
2 ((systematic or quantitative or methodologic$) adj5 (overview$ or review$)).mp.
3 (metaanaly$ or meta analy$ or metasynthesis or meta synthesis).mp.
4 (research adj (review$ or integration)).mp.
5 reference list$.ab.
6 bibliograph$.ab.
7 published studies.ab.
8 relevant journals.ab.
9 selection criteria.ab.
10 (data adj (extraction or synthesis)).ab.
11 (handsearch$ or ((hand or manual) adj search$)).tw.
12 (mantel haenszel or peto or dersimonian or der simonian).tw.
13 (fixed effect$ or random effect$).tw.
14 ((bids or cochrane or index medicus or isi citation or psyclit or psychlit or
scisearch or science citation or (web adj2 science)) and review$).mp.
15 (systematic$ or meta$).pt. or (literature review or meta analysis or systematic
review).md.
16 (pooled or pooling).tw.
17 or/1-16
3. Randomised controlled trial search filters
a. MEDLINE, EMBASE, PsycINFO, CINAHL, AMED, BNI Ovid interface
1
2
3
282
exp clinical trials/ or exp clinical trial/ or exp controlled clinical trials/
exp crossover procedure/ or exp cross over studies/ or exp crossover design/
exp double blind procedure/ or exp double blind method/ or exp double blind
studies/ or exp single blind procedure/ or exp single blind method/ or exp single
blind studies/
exp random allocation/ or exp randomization/ or exp random assignment/ or exp
random sample/ or exp random sampling/
Appendix 8
5 exp randomized controlled trials/ or exp randomized controlled trial/or randomized controlled trials as topic/
6 (clinical adj2 trial$).tw.
7 (crossover or cross over).tw.
8 (((single$ or doubl$ or trebl$ or tripl$) adj5 (blind$ or mask$ or dummy)) or
(singleblind$ or doubleblind$ or trebleblind$)).tw.
9 (placebo$ or random$).mp.
10 (clinical trial$ or random$).pt. or treatment outcome$.md.
11 animals/ not (animals/ and human$.mp.)
12 (animal/ or animals/) not ((animal/ and human/) or (animals/ and humans/))
13 (animal not (animal and human)).po.
14 (or/1-10) not (or/1113)
Details of additional searches undertaken to support the development of this guideline, with special regard to offender, construct and conduct disorder populations, are
available on request.
283
Appendix 9
APPENDIX 9:
CLINICAL STUDY DATA EXTRACTION FORM
Screenshots of bespoke database for extraction of study characteristics.
284
Appendix 9
285
Appendix 10
APPENDIX 10:
QUALITY CHECKLISTS FOR CLINICAL STUDIES
AND REVIEWS
The methodological quality of each study was evaluated using dimensions adapted
from SIGN (SIGN, 2001). SIGN originally adapted its quality criteria from checklists
developed in Australia (Liddel et al., 1996). Both groups reportedly undertook extensive development and validation procedures when creating their quality criteria.
Quality Checklist for a Systematic Review or Meta-analysis
Study ID:
Guideline topic:
Key question no:
Checklist completed by:

SECTION 1: INTERNAL VALIDITY
In a well-conducted systematic review:
In this study this criterion is:

(Circle one option for each question)
1.1
The study addresses an appropriate

and clearly focused question.
Well covered
Adequately addressed
Poorly addressed
Not addressed
Not reported
Not applicable
1.2
A description of the methodology

used is included.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.3
The literature search is sufficiently

rigorous to identify all the relevant
studies.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.4
Study quality is assessed and taken

into account.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.5
There are enough similarities

between the studies selected to
make combining them reasonable.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
SECTION 2: OVERALL ASSESSMENT OF THE STUDY

2.1
286
How well was the study done to

minimise bias? Code ++, + or
Appendix 10
Notes on the use of the methodology checklist: systematic reviews and
meta-analyses
Section 1 identifies the study and asks a series of questions aimed at establishing the
internal validity of the study under review that is, making sure that it has been
carried out carefully and that the outcomes are likely to be attributable to the intervention being investigated. Each question covers an aspect of methodology that
research has shown makes a significant difference to the conclusions of a study.
For each question in this section, one of the following should be used to indicate
how well it has been addressed in the review:
well covered
adequately addressed
poorly addressed
not addressed (that is, not mentioned or indicates that this aspect of study design
was ignored)
not reported (that is, mentioned but insufficient detail to allow assessment to
be made)
not applicable.
1.1
The study addresses an appropriate and clearly focused question
Unless a clear and well-defined question is specified in the report of the review, it will
be difficult to assess how well it has met its objectives or how relevant it is to the
question to be answered on the basis of the conclusions.
1.2
A description of the methodology used is included
One of the key distinctions between a systematic review and a general review is the
systematic methodology used. A systematic review should include a detailed description of the methods used to identify and evaluate individual studies. If this description
is not present, it is not possible to make a thorough evaluation of the quality of the
review, and it should be rejected as a source of level-1 evidence (though it may be
useable as level-4 evidence, if no better evidence can be found).
1.3
The literature search is sufficiently rigorous to identify all the

relevant studies
A systematic review based on a limited literature search for example, one limited
to MEDLINE only is likely to be heavily biased. A well-conducted review should
as a minimum look at EMBASE and MEDLINE and, from the late 1990s onward, the
Cochrane Library. Any indication that hand searching of key journals, or follow-up of
287
Appendix 10
reference lists of included studies, were carried out in addition to electronic database
searches can normally be taken as evidence of a well-conducted review.
1.4
Study quality is assessed and taken into account
A well-conducted systematic review should have used clear criteria to assess whether
individual studies had been well conducted before deciding whether to include or
exclude them. If there is no indication of such an assessment, the review should be
rejected as a source of level-1 evidence. If details of the assessment are poor, or the
methods are considered to be inadequate, the quality of the review should be downgraded. In either case, it may be worthwhile obtaining and evaluating the individual
studies as part of the review being conducted for this guideline.
1.5
There are enough similarities between the studies selected to make

combining them reasonable
Studies covered by a systematic review should be selected using clear inclusion criteria (see question 1.4 above). These criteria should include, either implicitly or explicitly, the question of whether the selected studies can legitimately be compared. It
should be clearly ascertained, for example, that the populations covered by the studies are comparable, that the methods used in the investigations are the same, that the
outcome measures are comparable and the variability in effect sizes between studies
is not greater than would be expected by chance alone.
Section 2 relates to the overall assessment of the paper. It starts by rating the
methodological quality of the study, based on the responses in Section 1 and using the
following coding system:
++
All or most of the criteria have been fulfilled.

Where they have not been fulfilled, the conclusions of the study or
review are thought very unlikely to alter.
Some of the criteria have been fulfilled.

Those criteria that have not been fulfilled or not adequately described
are thought unlikely to alter the conclusions.
Few or no criteria fulfilled.

The conclusions of the study are thought likely or very likely to alter.
288
Appendix 10
Quality Checklist for an RCT
Study ID:
Guideline topic:
Key question no:

In a well-conducted RCT study:
In this study this criterion is:

1.1

Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.2
The assignment of subjects to

treatment groups is randomised.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.3
An adequate concealment method

is used.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.4
Subjects and investigators are kept

blind about treatment allocation.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.5
The treatment and control groups are

similar at the start of the trial.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.6
The only difference between groups

is the treatment under investigation.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.7
All relevant outcomes are measured

in a standard, valid and reliable way.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.8
What percentage of the individuals or

clusters recruited into each treatment
arm of the study dropped out before
the study was completed?
1.9
All the subjects are analysed in the

groups to which they were randomly
allocated (often referred to as
intention-to-treat analysis).
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.10 Where the study is carried out at

more than one site, results are
comparable for all sites.
Continued
289
Appendix 10
2.1

minimise bias?
Code ++ , + or
Notes on the use of the methodology checklist: RCTs

Section 1 identifies the study and asks a series of questions aimed at establishing the
internal validity of the study under review that is, making sure that it has been
carried out carefully and that the outcomes are likely to be attributable to the intervention being investigated. Each question covers an aspect of methodology that
research has shown makes a significant difference to the conclusions of a study.
well covered
poorly addressed
was ignored)
not reported (that is, mentioned but insufficient detail to allow assessment to be made)
not applicable.
1.1
Unless a clear and well-defined question is specified, it will be difficult to assess how
well the study has met its objectives or how relevant it is to the question to be
answered on the basis of its conclusions.
1.2
The assignment of subjects to treatment groups is randomised
Random allocation of patients to receive one or other of the treatments under investigation, or to receive either treatment or placebo, is fundamental to this type of study.
If there is no indication of randomisation, the study should be rejected. If the description of randomisation is poor, or the process used is not truly random (for example,
allocation by date or alternating between one group and another) or can otherwise be
seen as flawed, the study should be given a lower quality rating.
1.3
An adequate concealment method is used
Research has shown that where allocation concealment is inadequate, investigators

can overestimate the effect of interventions by up to 40%. Centralised allocation,
290
Appendix 10
computerised allocation systems or the use of coded identical containers would all be
regarded as adequate methods of concealment and may be taken as indicators of a
well-conducted study. If the method of concealment used is regarded as poor, or relatively easy to subvert, the study must be given a lower quality rating, and can be
rejected if the concealment method is seen as inadequate.
1.4
Subjects and investigators are kept blind about treatment allocation
Blinding can be carried out up to three levels. In single-blind studies, patients are
unaware of which treatment they are receiving; in double-blind studies, the doctor and
the patient are unaware of which treatment the patient is receiving; in triple-blind
studies, patients, healthcare providers and those conducting the analysis are unaware
of which patients receive which treatment. The higher the level of blinding, the lower
the risk of bias in the study.
1.5
The treatment and control groups are similar at the start of the trial
Patients selected for inclusion in a trial should be as similar as possible, in order to

eliminate any possible bias. The study should report any significant differences in the
composition of the study groups in relation to gender mix, age, stage of disease (if
appropriate), social background, ethnic origin or comorbid conditions. These factors
may be covered by inclusion and exclusion criteria, rather than being reported
directly. Failure to address this question, or the use of inappropriate groups, should
lead to the study being downgraded.
1.6
The only difference between groups is the treatment under

investigation
If some patients receive additional treatment, even if of a minor nature or consisting of advice and counselling rather than a physical intervention, this treatment is
a potential confounding factor that may invalidate the results. If groups are not
treated equally, the study should be rejected unless no other evidence is available.
If the study is used as evidence, it should be treated with caution and given a low
quality rating.
1.7
All relevant outcomes are measured in a standard, valid and

reliable way
If some significant clinical outcomes have been ignored, or not adequately taken into
account, the study should be downgraded. It should also be downgraded if the measures used are regarded as being doubtful in any way or applied inconsistently.
291
Appendix 10
1.8
What percentage of the individuals or clusters recruited into each

treatment arm of the study dropped out before the study was completed?
The number of patients that drop out of a study should give concern if the number is
very high. Conventionally, a 20% drop-out rate is regarded as acceptable, but this may
vary. Some regard should be paid to why patients drop out, as well as how many. It
should be noted that the drop-out rate may be expected to be higher in studies
conducted over a long period of time. A higher drop-out rate will normally lead to
downgrading, rather than rejection, of a study.
1.9
All the subjects are analysed in the groups to which they were
randomly allocated (often referred to as intention-to-treat analysis)
In practice, it is rarely the case that all patients allocated to the intervention group
receive the intervention throughout the trial, or that all those in the comparison group
do not. Patients may refuse treatment, or contraindications arise that lead them to be
switched to the other group. If the comparability of groups through randomisation is
to be maintained, however, patient outcomes must be analysed according to the group
to which they were originally allocated, irrespective of the treatment they actually
received. (This is known as intention-to-treat analysis.) If it is clear that analysis is
not on an intention-to-treat basis, the study may be rejected. If there is little other
evidence available, the study may be included but should be evaluated as if it were a
non-randomised cohort study.
1.10
Where the study is carried out at more than one site, results are
comparable for all sites
In multi-site studies, confidence in the results should be increased if it can be shown

that similar results have been obtained at the different participating centres.
++

Where they have not been fulfilled, the conclusions of the study or review
are thought very unlikely to alter.

Those criteria that have not been fulfilled or not adequately described are
thought unlikely to alter the conclusions.

292
Appendix 10
Quality Checklist for a Cohort Study*
Study ID:
Relevant questions:
Guideline topic:
In a well conducted cohort study:
In this study the criterion is:

1.1
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.2
The two groups being studied are

Well covered
selected from source populations that Adequately addressed
are comparable in all respects other
Poorly addressed
than the factor under investigation.
Not addressed
Not reported
Not applicable
1.3
The study indicates how many of

the people asked to take part did so,
in each of the groups being studied.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.4
The likelihood that some eligible

Well covered
subjects might have the outcome at
the time of enrolment is assessed and Poorly addressed
taken into account in the analysis.
Not addressed
Not reported
Not applicable
1.5
What percentage of individuals or

clusters recruited into each arm of
the study dropped out before the
study was completed?
1.6
Comparison is made between full

participants and those lost to
follow-up, by exposure status.

SELECTION OF SUBJECTS
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
ASSESSMENT
1.7
The outcomes are clearly defined.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.8
The assessment of outcome is made

blind to exposure status.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
Continued
293
Appendix 10
1.9
Where blinding was not possible, there Well covered

is some recognition that knowledge of Adequately addressed
exposure status could have influenced Poorly addressed
the assessment of outcome.
Not addressed
Not reported
Not applicable
1.10 The measure of assessment of

exposure is reliable.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.11 Evidence from other sources is used

to demonstrate that the method of
outcome assessment is valid
and reliable.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
1.12 Exposure level or prognostic factor

is assessed more than once.
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
Well covered
Poorly addressed
Not addressed
Not reported
Not applicable
CONFOUNDING
1.13 The main potential confounders are
identified and taken into account in
the design and analysis.
STATISTICAL ANALYSIS
1.14 Have confidence intervals been
provided?
2.1

minimise the risk of bias or
confounding, and to establish a causal
relationship between exposure
and effect?
Code ++ , + or
*A cohort study can be defined as a retrospective or prospective follow-up study. Groups of

individuals are defined on the basis of the presence or absence of exposure to a suspected
risk factor or intervention. This checklist is not appropriate for assessing uncontrolled studies
(for example, a case series where there is no comparison [control] group of patients).
Notes on the use of the methodology checklist: cohort studies

The studies covered by this checklist are designed to answer questions of the type
What are the effects of this exposure? It relates to studies that compare a group of
people with a particular exposure with another group who either have not had the
exposure or have a different level of exposure. Cohort studies may be prospective
(where the exposure is defined and subjects selected before outcomes occur) or retrospective (where exposure is assessed after the outcome is known, usually by the
294
Appendix 10
examination of medical records). Retrospective studies are generally regarded as a
weaker design, and should not receive a 2 rating.
Section 1 identifies the study and asks a series of questions aimed at establishing
the internal validity of the study under review that is, making sure that it has been
carried out carefully, and that the outcomes are likely to be attributable to the intervention being investigated. Each question covers an aspect of methodology that has
been shown to make a significant difference to the conclusions of a study.
Because of the potential complexity and subtleties of the design of this type of
study, there are comparatively few criteria that automatically rule out use of a study
as evidence. It is more a matter of increasing confidence in the likelihood of a causal
relationship existing between exposure and outcome by identifying how many aspects
of good study design are present and how well they have been tackled. A study that
fails to address or report on more than one or two of the questions considered below
should almost certainly be rejected.
well covered
poorly addressed
was ignored)
not reported (that is, mentioned but insufficient detail to allow assessment to be made)
not applicable.
1.1
Unless a clear and well-defined question is specified, it will be difficult to assess how
well the study has met its objectives or how relevant it is to the question to be
answered on the basis of its conclusions.
1.2
The two groups being studied are selected from source populations
that are comparable in all respects other than the factor under
investigation
Study participants may be selected from the target population (all individuals to
which the results of the study could be applied), the source population (a defined
subset of the target population from which participants are selected) or from a pool
of eligible subjects (a clearly defined and counted group selected from the source
population). It is important that the two groups selected for comparison are as similar as possible in all characteristics except for their exposure status or the presence of
specific prognostic factors or prognostic markers relevant to the study in question. If
the study does not include clear definitions of the source populations and eligibility
criteria for participants, it should be rejected.
295
Appendix 10
1.3
The study indicates how many of the people asked to take part did so
in each of the groups being studied
This question relates to what is known as the participation rate, defined as the
number of study participants divided by the number of eligible subjects. This should
be calculated separately for each branch of the study. A large difference in participation rate between the two arms of the study indicates that a significant degree of
selection bias may be present, and the study results should be treated with considerable caution.
1.4
The likelihood that some eligible subjects might have the outcome
at the time of enrolment is assessed and taken into account in the
analysis
If some of the eligible subjects, particularly those in the unexposed group, already
have the outcome at the start of the trial, the final result will be biased. A wellconducted study will attempt to estimate the likelihood of this occurring and take
it into account in the analysis through the use of sensitivity studies or other
methods.
1.5
What percentage of individuals or clusters recruited into each arm

of the study dropped out before the study was completed?
The number of patients that drop out of a study should give concern if the number is
very high. Conventionally, a 20% drop-out rate is regarded as acceptable, but in
observational studies conducted over a lengthy period of time a higher drop-out rate
is to be expected. A decision on whether to downgrade or reject a study because of a
high drop-out rate is a matter of judgement based on the reasons why people drop out
and whether drop-out rates are comparable in the exposed and unexposed groups.
Reporting of efforts to follow up participants that drop out may be regarded as an
indicator of a well-conducted study.
1.6
Comparison is made between full participants and those lost to

follow-up by exposure status
For valid study results, it is essential that the study participants are truly representative of the source population. It is always possible that participants who drop out of
the study will differ in some significant way from those who remain part of the study
throughout. A well-conducted study will attempt to identify any such differences
between full and partial participants in both the exposed and unexposed groups. Any
indication that differences exist should lead to the study results being treated with
caution.
296
Appendix 10
1.7
The outcomes are clearly defined
Once enrolled in the study, participants should be followed until specified end points
or outcomes are reached. In a study of the effect of exercise on the death rates from
heart disease in middle-aged men, for example, participants might be followed up until
death, reaching a predefined age or until completion of the study. If outcomes and the
criteria used for measuring them are not clearly defined, the study should be rejected.
1.8
The assessment of outcome is made blind to exposure status
If the assessor is blinded to which participants received the exposure, and which did
not, the prospects of unbiased results are significantly increased. Studies in which this
is done should be rated more highly than those where it is not done or not done
adequately.
1.9
Where blinding was not possible, there is some recognition that

knowledge of exposure status could have influenced the assessment
of outcome
Blinding is not possible in many cohort studies. In order to assess the extent of
any bias that may be present, it may be helpful to compare process measures used on
the participant groups for example, frequency of observations, who carried out the
observations and the degree of detail and completeness of observations. If these
process measures are comparable between the groups, the results may be regarded
with more confidence.
1.10
The measure of assessment of exposure is reliable
A well-conducted study should indicate how the degree of exposure or presence of

prognostic factors or markers was assessed. Whatever measures are used must be
sufficient to establish clearly that participants have or have not received the exposure
under investigation and the extent of such exposure, or that they do or do not possess
a particular prognostic marker or factor. Clearly described, reliable measures should
increase the confidence in the quality of the study.
1.11
Evidence from other sources is used to demonstrate that the method

of outcome assessment is valid and reliable
The inclusion of evidence from other sources or previous studies that demonstrate the
validity and reliability of the assessment methods used should further increase confidence in study quality.
297
Appendix 10
1.12
Exposure level or prognostic factor is assessed more than once
Confidence in data quality should be increased if exposure level or the presence of

prognostic factors is measured more than once. Independent assessment by more than
one investigator is preferable.
1.13
The main potential confounders are identified and taken into account
in the design and analysis
Confounding is the distortion of a link between exposure and outcome by another

factor that is associated with both exposure and outcome. The possible presence of
confounding factors is one of the principal reasons why observational studies are not
more highly rated as a source of evidence. The report of the study should indicate
which potential confounders have been considered and how they have been assessed
or allowed for in the analysis. Clinical judgement should be applied to consider
whether all likely confounders have been considered. If the measures used to address
confounding are considered inadequate, the study should be downgraded or rejected,
depending on how serious the risk of confounding is considered to be. A study that
does not address the possibility of confounding should be rejected.
1.14
Have confidence intervals been provided?
Confidence limits are the preferred method for indicating the precision of statistical
results and can be used to differentiate between an inconclusive study and a study that
shows no effect. Studies that report a single value with no assessment of precision
should be treated with caution.
++

Where they have not been fulfilled, the conclusions of the study or
review are thought very unlikely to alter.

Those criteria that have not been fulfilled or not adequately described
are thought unlikely to alter the conclusions.

298
Appendix 11
APPENDIX 11:
SEARCH STRATEGIES FOR THE IDENTIFICATION
OF HEALTH ECONOMICS EVIDENCE
Search strategies for the identification of health economics and quality-of-life studies.
1 General search strategies
1
2
3
4
5
6
7
8
(antisocial personality disorder$ or dissocial personality disorder or psychopathy).sh,id.

(apd$1.tw. and (asocial$ or anti social$ or antisocial$ or character$ or dissocial$
or dis social$ or person$).mp.) or aspd$1.tw.
((asocial$ or antisocial$ or anti social$ or dissocial$ or dis social$) adj3 (character$ or difficult$ or disorder$ or dysfunction$ or PD or person$)).tw. or ((asocial$
or antisocial$ or anti social$ or dissocial$ or dis social$) and personalit$).tw,hw.
neuropsychopath$ or psychopath$3 or psycho path$3 or sociopath$ or socio
path$).tw.
(DSM and (axis and II)).mp.
(multiple personality disorder$ or personality disorder$).sh,id.
(personalit$ adj2 (disorder$ or dysfunction$)).tw.
or/17
b. NHS Economic Evaluation Database, Health Technology Assessment
Database Wiley interface
1
2
3
5
6
MeSH descriptor Antisocial Personality Disorder, this term only

(apd* and (asocial* or anti next social* or antisocial* or character* or dissocial*
or dis next social* or person*)) or aspd:ti,ab,kw
(asocial* or antisocial* or anti next social* or dissocial* or dis next social*)
near/3 (character* or difficult* or disorder* or dysfunction* or PD or
person*):ti,ab,kw or (asocial* or antisocial* or anti next social* or dissocial* or
dis next social*) and personalit*:ti,ab,kw
(neuropsychopath* or psychopath or psychopaths or psychopathia or psychopathias
or psychopathic or psychopathics or psychopathies or psychopathy):ti or
(neuropsychopath* or psychopath or psychopaths or psychopathia or psychopathias
or psychopathic or psychopathics or psychopathies or psychopathy):ab
(sociopath* or socio near/1 path*):ti or (sociopath* or socio near/1 path*):ab
(DSM and (Axis and II)):ti,ab,kw
299
Appendix 11
7 MeSH descriptor Personality Disorders, this term only
8 MeSH descriptor Multiple Personality Disorder, this term only
9 (personalit* near/2 (disorder* or dysfunction*)):ti or (personalit* near/2 (disorder* or dysfunction*)):ab
10 #1 or #2 or #3 or #4 or #5 or #6 or #7 or #8 or #9
c. OHE HEED Wiley interface
1
2
ax personalit* and (disorder* or dysfunction*)

ax aspd or (apd* and (asocial* or antisocial* or anti social or anti socially
or anti sociality or dissocial* or dis social or dis sociality or person*))
(asocial* or antisocial* or anti social or anti socially or anti sociality or
dissocial* or dis social or dis sociality) and (character* or difficult* or disorder* or dysfunction* or PD or person*)
ax neuropsychopath* or psychopath or psychopaths or psychopathia or
psychopathias or psychopathic or psychopathics or psychopathies or psychopathy
ax sociopath* or socio path or socio paths or socio pathic or socio pathics
or socio pathy
ax (DSM and (Axis and II))
ax ((asocial* or antisocial* or anti social or anti socially or anti sociality
or dissocial* or dis social or dis sociality) and personalit*)
cs 1 or 2 or 3 or 4 or 5 or 6 or 7
4
5
6
7
8
2. Health economics and quality-of-life search filters

1
2
3
4
5
6
7
8
9
10
11
12
13
14
exp costs and cost analysis/ or health care costs/

exp health resource allocation/ or exp health resource utilization/
exp economics/ or exp economic aspect/ or exp health economics/
exp value of life/
(burden adj5 (disease or illness)).tw.
(cost or costs or costing or costly or economic$ or expenditure$ or price or prices
or pricing or pharmacoeconomic$).tw.
(budget$ or financ$ or fiscal or funds or funding).tw.
(resource adj5 (allocation$ or utilit$)).tw.
or/18
(value adj5 money).tw.
exp quality of life/
(qualit$3 adj5 (life or survival)).tw.
(health status or QOL or wellbeing or well being).tw.
or/913
Details of additional searches undertaken to support the development of this guideline,

with special regard to offender and construct populations, are available on request.
300
Appendix 12
APPENDIX 12:
QUALITY CHECKLIST FOR ECONOMIC STUDIES
1.1
Full economic evaluations
Author:
Date:
Title:
Study design
Yes
No
1. The research question is stated
2. The viewpoint(s) of the analysis are clearly stated
3. The alternatives being compared are relevant
4. The rationale for choosing the alternative programmes

or interventions compared is stated
5. The alternatives being compared are clearly described
6. The form of economic evaluation used is justified

in relation to the question addressed
1. The source of effectiveness data used is stated
2. Details of the design and results of the effectiveness

study are given
3. The primary outcome measure(s) for the economic

evaluation are clearly stated
4. Methods to value health states and other benefits

are stated
5. Details of the subjects from whom valuations were

obtained are given
6. Indirect costs (if included) are reported separately
7. Quantities of resources are reported separately from

their unit costs
8. Methods for the estimation of quantities and unit costs

are described
9. Currency and price data are recorded
NA
Data collection
301
Appendix 12
10. Details of currency of price adjustments for inflation
or currency conversion are given
11. Details of any models used are given
12. The choice of model used and the key parameters on

which it is based are justified
1. Time horizon of costs and benefits is stated
2. The discount rate(s) is stated
3. The choice of rate(s) is justified
4. An explanation is given if costs or benefits are

not discounted
5. Details of statistical tests and confidence intervals are

given for stochastic data
6. The approach to sensitivity analysis is given
7. The choice of variables for sensitivity analysis is given
8. The ranges over which the variables are varied are stated
10. Incremental analysis is reported
11. Major outcomes are presented in a disaggregated

as well as aggregated form
12. The answer to the study question is given
13. Conclusions follow from the data reported
14. Conclusions are accompanied by the appropriate caveats
Analysis and interpretation of results
9. Relevant alternatives are compared
302
Appendix 12
1.2
Partial economic evaluations
Author:
Date:
Title:
Study design
Yes
No
NA
1. The research question is stated
2. The viewpoint(s) of the analysis is clearly stated and

justified
1. Details of the subjects from whom valuations were

obtained are given
2. Indirect costs (if included) are reported separately
3. Quantities of resources are reported separately from

their unit costs
4. Methods for the estimation of quantities and unit

costs are described
5. Currency and price data are recorded
6. Details of currency of price adjustments for inflation

or currency conversion are given
7. Details of any model used are given
8. The choice of model used and the key parameters on

which it is based are justified
1. Time horizon of costs is stated
2. The discount rate(s) is stated
3. Details of statistical tests and confidence intervals are

given for stochastic data
4. The choice of variables for sensitivity analysis is given
5. The ranges over which the variables are varied are stated
6. Appropriate sensitivity analysis is performed
7. The answer to the study question is given
8. Conclusions follow from the data reported
9. Conclusions are accompanied by the appropriate caveats
Data collection
Analysis and interpretation of results
303
Appendix 13
APPENDIX 13:
DATA EXTRACTION FORM FOR ECONOMIC
STUDIES
Reviewer:
Date of Review:
Authors:
Publication Date:
Title:
Country:
Language:
Economic study design:
CEA
CCA
CBA
CA
CUA
CMA
Modelling:
No
Yes
Source of data for effect size measure(s):

RCT
Meta-analysis
Quasi experimental study
Cohort study
Expert opinion
Mirror image (before-after) study
Comments
Primary outcome measure(s) (please list):
Interventions compared (please describe):

Treatment:
Comparator:
304
Appendix 13
Setting (please describe):
Patient population characteristics (please describe):
Perspective of analysis:
Societal
Other: _________________________
Patient and family

Healthcare system
Healthcare provider
Third party payer
Time frame of analysis: _______________________________________________
Cost data:
Primary
Secondary
If secondary please specify: _____________________________________________

Costs included:
Direct medical
Direct non-medical
Lost productivity
direct treatment
inpatient
outpatient
day care
community healthcare
medication
social care
social benefits
travel costs
caregiver
out-of-pocket
criminal justice
training of staff
income forgone due

to illness
income forgone due to
death
income forgone by
caregiver
Or
staff
medication
consumables
overhead
capital equipment
real estate
Currency: _____________
Others: _____________________________________
Year of costing: ______________
305
Appendix 13
Was discounting used?
Yes, for benefits and costs
Yes, but only for costs
Discount rate used for costs:

Discount rate used for benefits:
Result(s):
Comments, limitations of the study:
Quality checklist score (Yes/NA/All): . . . . . . / . . . . . . /. . . . . .
306
No
Appendix 14
APPENDIX 14:
EVIDENCE TABLES FOR ECONOMIC STUDIES
See pages 308321
307
308
Barnoski,
2004
US
Comparator:
Untreated control
group
Intervention:
Functional family
therapy for juvenile
offenders
Study design:
Prospective observational study
Moderate or high-risk
juvenile offenders (age
13-17)
Source of unit cost

data: National estimates
Source of resource use

data: Self-report and
official probation office
records
Source of effectiveness
data: single study
(N = 272)
Study design: RCT

plus decision-analytic
modelling
Cost-benefit
analysis
Cost-analysis
Clients on probation
and requiring substance
misuse treatment in
Northern Virginia and
Maryland
Intervention:
Seamless combination of probation
and treatment
Alemi et al.,
2006
US
Comparator:
Traditional probation
Study type
Study population
Study design
Data source
Intervention details
Study, year
and country
Cost results:
Functional family therapy:
$2,100 per family
Costs:
Functional family therapy
treatment programme; criminal
justice costs
Cost results:
Seamless probation: $38.84
per follow-up day per client
Traditional probation: $21.60
per follow-up day per client
Costs:
Treatment; arrest and court
processing; incarceration;
homeless shelter; hospitalisation
Costs: description and

values
Outcomes: description and
values
Benefit-cost
ratio of $10.69
Perspective: US tax
payers
Seamless probation was $6,293

more expensive
than traditional
probation per
client per year
Cost year: Not

reported
Currency: US $
Perspective: societal
and criminal justice
system
Internal validity:
17/4/2
Discounting: Not
reported
Time horizon: 2.75

years
Cost year: 2004
Currency: US $
Comments Internal
validity (Yes/No/NA)
Results: cost
effectiveness
Appendix 14
Caldwell
et al., 2006
US
Comparator: Usual
juvenile corrective
service intervention
Intervention:
Intensive juvenile
corrective service
treatment
programme
Source of unit cost:

published literature
Source of resource use:

database of public
circuit court records
Source of clinical
effectiveness: single
study (N = 202)
Study design: Quasiexperimental design
Unmanageable incarcerated delinquent boys
Source of unit cost

data: NA

data: Washington State
Juvenile Court
Assessment
Programme
data: Single study
(N = 700)
Cost-benefit
analysis
Number of offences charged:

Treatment group: 1.09
Comparison group: 2.49
(p < 0.05)
Violent offence: Treatment
group: 0.25 Comparison
group: 0.85 (p < 0.001)
Felony offence: Treatment
group: 0.48 Comparison
group: 0.89 (p < 0.05)
Outcomes: All offences, felony

offences, violent offences
Comparison group cost:

$216,388/youth (P < 0.05)
Treatment group cost:

$173,012/youth
Costs: Cost of intervention,

juvenile institution care, arrest,
prosecution and defence.
Effectiveness results:
Functional family therapy:
17% recidivism rate
Control: 32% recidivism rate
$22,448 costs avoided
Outcomes:
18-month recidivism rates
Total taxpayer and crime
victim costs avoided
Cost-benefit
ratio: 1 to 7.18
Intensive juvenile treatment

dominated the
usual treatment
of juvenile
corrective service
Internal validity:
22/1/12
Discounting: not
conducted
Time horizon:
4.5 years
Cost year: 2001
Currency: US$
Perspective:
Public sector
Internal validity:
21/6/8
Discounting: Not
conducted
Time horizon: 18
months
Appendix 14
309
310
Davidson
et al., 2008
UK
Comparator:
TAU alone
Intervention:
CBT plus treatment
as usual (TAU) in a
community setting
Study design: RCT
Adult men with diagnosis of antisocial

and acts of aggression
6 months before study
Source of unit cost

data: Medicaid

data: Medicaid claims
records
data: single study
(N = 3,753)
Study design:
Retrospective longitudinal study of Kansas
Medicaid claims forms
Cost-analysis
Cost-analysis
Youths who had received

services for conduct
disorder between May
and October 1999
Interventions:
1) In-office family
therapy
2) In-home family
therapy
Crane et al.,
2005
US
Comparator:
Untreated control
group
Study type
Study population
Study design
Data source
Study, year
and country
Perspective: Health
Insurance
Both interventions resulted in

significant net
savings
(p < .0001)
Costs: Intervention treatments;

pharmacy; hospital and professional services
Cost results: CBT: 1,295 per

participant (+1,300 per participant for CBT sessions)
TAU: 1,133 per participant
Costs: Psychiatric, A&E,

primary care and social services
CBT costs more

per participant
than TAU alone
over 12 months
Discounting: No
Control: $16,260 per child
Internal validity: 9/7/7
Discounting: N/A
Time horizon: 12
months
Cost year: 2007
Currency:
Perspective: NHS
Internal validity:
8/10/5
Time horizon: 30
months
Cost year: NA
Cost results:
Interventions:
1. $11,116 per child
2. $1,622 per child
Currency: US $
Comments Internal
Results: cost
effectiveness

values
values
Appendix 14
Dembo
et al., 2000a
US
Comparator:
Extended services
intervention families receive monthly
phone contacts
Intervention: Family
empowerment intervention families
receive home-based
meetings from a
clinically trained
paraprofessional
Source of unit cost

data: Local estimates

data: Florida
Department of Juvenile
Justice
data: Single study
(N = 303)
Study design:
Prospective longitudinal study
Juvenile offenders
(1118 years) and their
families
Source of unit cost

data: National sources

data: Directly from
study case-notes
data: Single study
(N = 52)
Cost-analysis
New arrest costs:

Family empowerment intervention: $4,956,084
Extended services intervention:
$7,957,656
Cost results (based on 3,600

diversion cases):
Initial year costs:
Family empowerment intervention: $5,295,600
Extended services
intervention: $6,980,400
Costs: Interventions; recidivism

(arrests, state attorney, public
defender, judicial and department of juvenile justice costs)
Net saving of
$4,686,372 per
3,600 youths
($1,302 per case)
Internal validity:
6/10/7
Discounting: No
Time horizon: 2 years
Cost year: Not

reported
Currency: US $
Perspective: Criminal
justice system
Appendix 14
311
312
Comparator:
No treatment
Source of unit costs:

national sources

data: Expert opinion
supported by published
literature
Source of clinical
effectiveness data:
Systematic review and
meta-analysis (clinical
effectiveness between
parent-training/ education programmes);
hypothetical rates
(parent-training/ education programmes
versus no treatment)
Outcomes: 1. Child behaviourrelated measures

2. (Hypothetical) levels of
response to treatment and
improvement in childrens
HRQoL expressed in QALYs
No treatment: 0
Individual home-based parenttraining/ education

programmes: 3,839
Group clinic-based parenttraining/ education

programmes: 629 (assuming
eight families per group)
Cost results:
Cost per family: Group
community-based parent-training/ education programmes:
899 (assuming eight families
per group)
Costs:
Intervention costs: staff, supervision, travelling, crche,
course packs, room hire
Cost-minimisation analysis
(comparison
across the
three types of
parent-training/ education
programmes)
and secondary
cost-effectiveness analysis
(all parenttraining/
education
programmes
versus no
treatment)
Children with conduct

disorder aged up to 18
years
Intervention:
Three types of
parent-training/
education
programmes:
1. Group community-based
2. Group clinicbased
3. Individual homebased
Dretzke
et al., 2005
UK
Study design:
Decision-analytic
modelling

values
values
Study type
Study population
Study design
Data source
Study, year
and country
50% response
rate
Group community-based
parent-training/
education
programmes:
1,438 per
responder
ICERs of
parent-training/
education
programmes
versus no treatment assuming a
80% uptake:
Group clinicbased parenttraining/

education
programmes
dominate the
two other types
of parent-training/ education
programmes
Results: cost
effectiveness
Internal validity:
20/6/9
Discounting: N/A
Time horizon:
10 weeks
Cost year: 2003
Currency: UK
Perspective: NHS
Comments Internal
Appendix 14
Hypothetical 5%, 10% and

50% response rates; hypothetical 0.01, 0.025%, 0.1 and 0.2
improvement in QALYs
No significant differences in
outcome between the three
types of parent-training/ education programmes
Individual
home-based
parent-training/
education

education
programmes:
3,144/QALY
0.2 improvement
in QALYs
Group community-based
parent-training/
education
programmes:
4,495/QALY
Individual
home-based
parent-training/
education
programmes:
6,143 per
responder

education
programmes:
1,006 per
responder
Appendix 14
313
314
Intervention: Fasttrack multi-component intervention
Foster et al.,
2006
US
Comparator:
Untreated control
group
Study, year
and country
Source of unit cost

data: Annual budget
records

data: Annual budget
records
data: Single study
(N = 891)
Study design: Multicentre RCT
Youths screened for

classroom conduct
problems in four sites
in the US
Study population
Study design
Data source
Costeffectiveness
analysis
Study type
Effectiveness results: Not

reported
3. Interpersonal Violence scale

acts of interpersonal violence
avoided
2. Index Criminal Offences

scale index criminal offence
avoided
Outcomes:
1. Diagnosis of conduct disorder cases of conduct disorder
averted
Cost results:
Intervention: $58,283 per child
Control: $0 per child
Costs: Fast-track intervention

values
values
1) ICER of
$3,481,433 per
case of conduct
disorder averted
2) ICER of
$423,480 per
index crime
averted
3) ICER of
$736,010 per act
of interpersonal
violence averted
programmes:
19,196/QALY
Results: cost
effectiveness
Internal validity:
20/9/6
Discounting: Yes
Time horizon:
10 years
Cost year: 2004
Currency: US $
Perspective: State
department of mental
health
Comments Internal
Appendix 14
Griffith
et al., 1999
US
Comparator:
Untreated comparison group
Intervention: Inprison therapeutic

community treatment for drug
misuse
Source of unit cost

data: Published literature

data: Texas Department
of Criminal Justice
Institutional Division
database
data: Single study
(N = 394)
Study design:
Retrospective observational study
Male prisoners with

history of substance
misuse
Costeffectiveness
analysis
Low-risk aftercare completers:
78%
High-risk aftercare completers:
74%
Low-risk untreated comparison
group: 71%
High-risk untreated comparison group: 45%
Outcomes: % not reincarcerated
Cost results:
Low-risk aftercare completers:
$21,860 per patient
High-risk aftercare completers:
$22,208
High-risk untreated comparison group: $18,402 per patient
Low-risk untreated comparison
group: $17,928 per patient
Costs: In-prison therapeutic

community treatment; parole
and aftercare
High-risk
comparison:
ICER of $165
per 1% reduction in reincarceration
Low-risk
comparison:
ICER of $494
per 1% reduction in reincarceration
Internal validity:
21/6/8
Discounting: Not
conducted
Cost year: 1999
Currency: US $
Perspective: criminal
justice system
Appendix 14
315
316
McCollister
et al., 2003
US
Intervention: Work
release therapeutic
community and
aftercare
programme for
criminal offenders
(Delaware CREST
Outreach Centre)
Study design:
Randomised ITT study
Male prisoners with

misuse
Source of unit cost

data: local and national
estimates

data: Programme sponsor records and
national statistics
Study design: RCT

data: Single study
(N = 112)
15 year olds (born

between 1972 and
1977) at risk of
retarded intellectual
and social development
and followed-up at age
21
Intervention:
Provision of intensive preschool services to children in
low-income families
Masse &
Barnett,
2002
US
Comparator:
Untreated control
group
Study population
Study design
Data source
Study, year
and country
Costeffectiveness
analysis
Cost-benefit
analysis
Study type
Cost results:
Intervention: $1,937
Control: $0
Costs: Intervention costs

including work release and
aftercare programmes
Effectiveness results (discount

rate of 3%):
Total benefits: $135,546
Outcomes (programme
differentials/net benefits):
Future earnings; maternal
earnings; education costs;
healthcare costs
Cost results:
Child development centre:
$35,864
Public school: $41,916
ICER of $65 per

avoided incarceration day
Perspective: Societal
Net benefits:
Child development centre:
$99,682 per
child
Public school:
$93,630 per
child
Costs: Programme costs in

child development centre
setting and public school
setting
Time horizon:
18 months
Cost year: NA
Currency: US $
Perspective: prison
sector
Internal validity:
15/11/9
Discounting: Yes
Time horizon: 16-20

years
Cost year: 2002
Currency: US $
Comments Internal
Results: cost
effectiveness

values
values
Appendix 14
McCollister
et al.,
2003a; 2004
US
Comparator: No
treatment control
group
Intervention:
In-prison therapeutic community and
aftercare
programme (Amity
programme,
California)
Comparator: No
standard work
release group
Source of unit cost


data: Drug Abuse
Treatment Cost
Analysis Program
(DATCAP)
data: Single study
(N = 576)
Study design:
Randomised ITT study
Male prisoners with

misuse
Costeffectiveness
analysis
5-year results:
ICER of $65 per
avoided incarceration day
Cost results: 12 months

Intervention: $4,112 per
patient Control: $0 per patient
Effectiveness results: 12 months

Intervention: 91 days incarcerated
Control: 142 days incarcerated
Outcomes: Number of incarceration days avoided during

follow-up
5 years
Intervention: $7,041 per patient
Control: $1,731 per patient
12-month
results: ICER of
$80 per avoided
incarceration
day
Costs: Intervention costs;

hospital inpatient and outpatient visits; methadone/detoxification drug maintenance;
self-help/12-step programmes

data: Drug Abuse
Treatment Cost
Analysis Program
(DATCAP)
Source of unit cost
Outcomes: Number of incarceration days avoided during

follow-up
data: Single study
(N = 836)
Internal validity:
19/8/8
Discounting: Not
conducted
Time horizon: 12
months and 5 years
Cost year: 2000
Currency: US $
Perspective: health
service and prison
sector
Internal validity:
16/9/10
Discounting: Not
conducted
Appendix 14
317
318
Nores et al.,
2005
US
Comparator:
Untreated control
group
Intervention:
High/Scope Perry
preschool
programme
Study design: RCT
34 year old AfricanAmerican children

from Michigan in
1960s followed up to
age 40 years
Source of unit cost

data: Published estimates
2. $180,455 per
participant
Outcomes (programme differentials/net benefits): Child care

costs; education costs; tax
contributions; crime costs;
welfare payments (receipts)
3. $229,645 per
participant
Net benefits:
1. $49,190 per
participant
Net saving of
$1,800 per youth
receiving Backon-Track treatment
Results: cost
effectiveness
Costs: Programme costs

Cost results: Intervention:
$15,166
Intervention: 3 ($9,000)
Control: 21 ($63,000)

data: Not reported
Cost results:
Intervention: $600 per youth
Control: $600 per youth
Costs: Back-on-Track treatment; criminal offences
5 years

values
values
Outcomes: Total number of

crimes (total costs of crimes)
Cost-benefit
analysis
Cost-analysis
Study type
data: Single study
(N = 60)
Early-career juvenile
offenders (9-17 years)
Study design:
Observational casecontrol
Intervention:
Project Back-onTrack multi-component intervention
Myers et al.,
2000 US
Comparator:
Untreated community control group
Study population
Study design
Data source
Study, year
and country
Time horizon:
3637 years
Cost year: 2000
Currency: US $
Perspective:
Participants/general
public/society
Internal validity: 8/8/7
Discounting: N/A
Time horizon:
12 months
Cost year: Not

reported
Currency: US $
Perspective: Criminal
justice system
Comments Internal
Appendix 14
Reynolds
et al., 2002
US
Study design:
Longitudinal cohort
study
Comparator: TAU
comparison group
Source of unit cost

data: Local estimates

data: Chicago Public
Schools budget
data: Single study
(N = 1,539)
Low income children

(39 years) followed
up to age 20 years
Intervention:
Chicago ChildParent centres
Source of unit cost

data: Published
national estimates

data: Interviews and
official records
data: Single study
(N = 123)
Cost-benefit
analysis

rate of 3%):
1. Participant perspective:
$21,988 per child
Outcomes (programme differentials/net benefits): Child care

costs; special education costs;
child welfare savings;
abuse/neglect victim savings;
juvenile justice/crime victim
savings
Cost results: Chicago ChildParent programme: $6,692 per

child
Costs: Chicago Child-Parent

centre staff; administration;
operations and maintenance;
family and community
support; transportation and
community services; school
district services

rate of 3%):
1. Participant perspective:
$49,190 per participant
2. General public perspective:
3. Societal perspective:
Net benefits:
1. $15,296 per
child
2. $12,389 per
child
3. $34,375 per
child
Internal validity:
22/6/7
Discounting: Yes
Time horizon:
1517 years
Cost year: 1998
Currency: US $
Perspective:
Participants/taxpayer/
crime victim/society
Internal validity:
23/4/8
Discounting: Yes
Appendix 14
319
320
Intensive supervision and
monitoring : NA
CBT: $1,493
Outcomes: Expected short-run
reduction in justice system
expenditures due to intervention
monitoring : NA
CBT: $2,928
Cost/patient:
monitoring: $927 CBT:
$2927
Study design: quasiexperimental design

(N = 293)
Source of data for clinical outcomes:
Patients data
(N = 153)
data: Patient questionnaires and court records
Source of unit cost:
Not reported
Comparator:
Regular probation
Cost-benefit
analysis
Children aged 1117

years who committed
delinquent activity or
status offences
Costs: Increase in spending
(within justice system) necessary to support and maintain
the intervention programmes
2. Taxpayer/crime victim
perspective: $19,079 per child
3. Societal perspective:
$41,067 per child
Intervention:
Intensive supervision and monitoring
CBT

values
values
Robertson
et al., 2001
USA
Study type
Study population
Study design
Data source
Study, year
and country
Intensive supervision and monitoring

programme did
not result in
significant
difference in
justice system
expenditures
Cost-benefit
ratio: 1 to 1.96
CBT programme
resulted in net
reduction in
local justice
system expenditures of $1,435
per offender
Results: cost
effectiveness
Internal validity:
12/5/18
Discounting: NA
Time horizon: 18
months
Cost year: 2001
Currency: US $
Perspective: public
sector
Comments Internal
Appendix 14
Zhang et al.,
2006
US
Comparator:
Untreated control
group
Intervention:
Preventing Parolee
Crime Programme multiple communitybased services
for parolees
Source of unit cost

data: California
Department of
Corrections internal
accounting documents

data: California
Department of
Corrections database
data: Single study
(N = 239,919)
Study design:
Observational study
Californian parolees
within 12-36 months of
release
Cost-analysis
Cost results: Cost-saving

factors (incarceration costs
avoided): $66,166,198
Parole/ Preventing Parolee
Crime Programme expenditures: $45,087,182
Costs: Preventing Parolee

Crime Programme; parole
supervision; daily incarceration
costs
Cost-benefit
ratio: $1:$1.47
Net savings:
$21,079,016
Internal validity:
11/7/5
Discounting: Not
conducted
Cost year: 2000/01

and 2001/02
Currency: US $
Perspective: societal
and criminal justice
system
Appendix 14
321
References
10.
REFERENCES
Adams, J. F. (2001) Impact of parent training on family functioning. Child and

Family Behavior Therapy, 23, 2942.
Adshead, G. (2002) Three degrees of security: attachment and forensic institutions.
Criminal Behaviour and Mental Health, 12, S31S45.
AGREE Collaboration (2003) Development and validation of an international
appraisal instrument for assessing the quality of clinical practice guidelines: the
AGREE project. Quality and Safety in Health Care, 12, 1823.
Alemi, F., Taxman, F., Baghi, H., et al. (2006) Costs and benefits of combining
probation and substance abuse treatment. Journal of Mental Health Policy and
Economics, 9, 5770.
Alexander, J. F. & Parsons, B. V. (1973) Short-term behavioral intervention with
delinquent families: impact on family process and recidivism. Journal of
Abnormal Psychology, 81, 219225.
American Academy of Psychiatry and the Law (2005) Ethics Guidelines for the
Practice of Forensic Psychiatry. Available at: https://www.aapl.org/pdf/
ETHICSGDLNS.pdf [accessed June 2008]
Andrews, D. A. & Bonta, J. (1995) The Level of Service Inventory-Revised. Toronto:
Multi-Health Systems.
Anonymous (2001) On the receiving end. Human Givens: Radical Psychology Today,
8, 1721.
Aos, S., Lieb, R., Mayfield, J., et al. (2004) Benefits and Costs of Prevention and
Early Intervention Programs for Youth. Olympia: Washington State Institute for
Public Policy.
APA (1952) Diagnostic and Statistical Manual of Mental Disorders. Washington,
DC: APA.
APA (1968) Diagnostic and Statistical Manual of Mental Disorders, 2nd edition.
Washington, DC: APA.
APA (1980) Diagnostic and Statistical Manual of Mental Disorders, 3rd edition.
APA (1987) Diagnostic and Statistical Manual of Mental Disorders: DSM-III-R, 3rd
edition, Revised. Washington, DC: APA.
APA (1994) Diagnostic and Statistical Manual of Mental Disorders, 4th edition.
APA (2000) Diagnostic and Statistical Manual of Mental Disorders: Text Revision
(DSM-IV-TR). Washington, DC: APA.
Appelbaum, P. S. (1997) A theory of ethics for forensic psychiatry. Journal of the
American Academy of Psychiatry and the Law, 25, 233247.
Appleby, L., Shaw, J., Kapur, N., et al. (2006) Avoidable deaths: five year report by
the National Confidential Inquiry into Suicide and Homicide by People with
322
References
Mental Illness. Available at: http://www.medicine.manchester.ac.uk/suicide
prevention/nci/Useful/avoidable_deaths_full_report.pdf [Accessed 30 June 2008]
Armstrong, T. A. (2003) The effect of moral reconation therapy on the recidivism of
youthful offenders: a randomized experiment. Criminal Justice and Behaviour,
30, 668687.
Austin, J., Robinson, B., Elms, B., et al. (1997) The evaluation of two models of
treating sentenced federal drug offenders in the community. International Journal
of Offender Rehabilitation and Comparative Criminology, 36, 247262.
Azrin, N. H., Donohue, B., Teichner, G. A., et al. (2001) A controlled evaluation and
description of individual-cognitive problem solving and family-behavior therapies
in dually-diagnosed conduct disordered and substance-dependent youth. Journal
of Child and Adolescent Substance Abuse, 11, 143.
Babinski, L. M., Hartsough, C. S. & Lambert, N. M. (1999) Childhood conduct
problems, hyperactivity-impulsivity, and inattention as predictors of adult
criminal activity. Journal of Child Psychiatry, 40, 347355.
Baker, E. & Crichton, J. (1995) Ex parte A: psychopathy, treatability and the law.
Journal of Forensic Psychiatry, 6, 101109.
Bandura, A. (2001) Social cognitive theory: an agentic perspective. Annual Review of
Psychology, 52, 126.
Bank, L., Hicks Marlowe, J., Reid, J. B., et al. (1991) A comparative evaluation of
parent-training interventions for families of chronic delinquents. Journal of
Abnormal Child Psychology, 19, 1533.
Barkley, R. A., Shelton, T. L., Crosswait, C., et al. (2000) Multi-method
psychoeducation intervention for preschool children with disruptive behavior:
preliminary results at post-treatment. Journal of Child Psychology and Psychiatry,
41, 319332.
Barlow, J. & Stewart-Brown, S. (2000) Behavior problems and group-based parent
education programs. Journal of Developmental and Behavioral Pediatrics, 21,
356370.
Barlow, J., Parsons, J. & Stewart-Brown, S. (2005) Preventing emotional and
behavioural problems: the effectiveness of parenting programmes with children
less than 3 years of age. Child: Care, Health and Development, 31, 3342.
Barnes, J., Ball, M., Meadows, P., et al. (2008) Nurse-Family Partnership
Programme: First Year Pilot Sites Implementation in England Pregnancy and the
Post-partum Period. London: Department of Children, Schools and Families.
Barnoski, R. (2004) Outcome Evaluation of Washington States Research-based
Programs for Juvenile Offenders. Washington, WA: Washington State Institute for
Public Policy.
Barratt, E. S., Stanford, M., Felthouse, A. R., et al. (1997) The effects of phenytoin
on impulsive and premeditated aggression: a controlled study. Journal of Clinical
Psychopharmacology, 17, 341349.
Barrett, B., Byford, S., Seivewright, H., et al. (2005) Service costs for severe
personality disorder at a special hospital. Criminal Behaviour and Mental Health,
15, 184190.
323
References
Barrett, B., Byford, S., Chitsabesan, P., et al. (2006) Mental health provision for young
offenders: service use and cost. British Journal of Psychiatry, 188, 541546.
Barrett, P., Turner, C., Rombouts, S., et al. (2000) Reciprocal skills training in the
treatment of externalising behaviour disorders in childhood: a preliminary
investigation. Behaviour Change, 17, 221234.
Beck, R. & Fernandez, E. (1998) Cognitive behavioral therapy in the treatment of
anger: a meta-analysis. Cognitive Therapy and Research, 22, 6374.
Behan, J., Fitzpatrick, C., Sharry, J., et al. (2001) Evaluation of the parenting plus
programme. The Irish Journal of Psychology, 22, 238256.
Belsky, J. (2001) Development risks (still) association with early child care. Journal
of Child Psychology and Psychiatry, 42, 845859.
Belsky, J., Melhuish, E., Barnes, J., et al. (2006) Effects of Sure Start local
programmes on children and families: early findings from a quasi-experimental,
cross sectional study. British Medical Journal, 332, 1476.
Belsky, J., Vandell, D., Burchinal, M., et al. (2007) Are there long term effects of
early child care? Child Development, 78, 681701.
Benjamin, L. S. (1993) Interpersonal Diagnosis and Treatment of Personality
Disorders. New York: Guilford.
Benjamin, L. S. (1996) Interpersonal Diagnosis and Treatment of Personality
Disorders, 2nd edition. New York: Guilford.
Berlin, J. A. (2001) Does blinding of readers affect the results of meta-analyses?
Lancet, 350, 185186.
Biederman, J., Faraone, S. V., Milberger, S., et al. (1996) Is childhood oppositional
defiant disorder a precursor to adolescent conduct disorder? Findings from a fouryear follow-up study of children with ADHD. Journal of American Academy of
Child and Adolescent Psychiatry, 35, 11931204.
Black, D. W., Baumgard, C. H. & Bell, S. E. (1995) A 16 to 45 year follow-up of 71
men with antisocial personality disorder. Comprehensive Psychiatry, 36, 130140.
Black, D. W., Baumgard, C. H., Bell, S. E., et al. (1996) Death rates in 71 men with
antisocial personality disorder: a comparison with general population mortality.
Psychosomatics, 37, 131136.
Blackburn, R. (2007) Personality disorder and antisocial deviance: comments on the
debate on the structure of the Psychopathy Checklist-Revised. Journal of
Personality Disorders, 21, 142159.
Blackburn, R. & Coid, J. C. (1999) Empirical clusters of DSM-III personality
disorders in violent offenders. Journal of Personality Disorders, 13, 1834.
Blackburn, R., Logan, C., Donnelly, J., et al. (2003) Personality disorder,
psychopathy, and other mental disorders: co-morbidity among patients at English
and Scottish high security hospitals. Journal of Forensic Psychiatry and
Blair, R. J. R., Peschardt, K. S., Budhani, S., et al. (2006) The development of
psychopathy. Journal of Child Psychology and Psychiatry and Allied Disciplines,
47, 262275.
Bodenmann, G., Cina, A., Ledermann, T., et al. (2008) The efficacy of the Triple P Positive Parenting Program in improving parenting and child behavior:
324
References
a comparison with two other treatment conditions. Behaviour Research and
Therapy, 46, 411427.
Bor, W., McGee, T. R. & Fagan, A. A. (2004) Early risk factors for adolescent
antisocial behaviour: an Australian longitudinal study. Australian and New
Zealand Journal of Psychiatry, 38, 365372.
Borduin, C. & Schaeffer, C. (2001) Multisystemic treatment of juvenile sexual offenders:
a progress report. Journal of Psychology and Human Sexuality, 13, 2542.
Borduin, C. M., Mann, B. J., Cone, L. T., et al. (1995) Multisystemic treatment of
serious juvenile offenders: long term prevention of criminality and violence.
Journal of Consulting and Clinical Psychology, 63, 569578.
Bowden-Jones, O., Iqbal, M. Z., Tyrer, P., et al. (2004) Prevalence of personality
disorder in alcohol and drug services and associated comorbidity. Addictions, 99,
13061314.
Bowers, L. (2002) Dangerous and Severe Personality Disorder: Response and Role
of the Psychiatric Team. London: Routledge.
Bowers, L., Carr-Walker, P., Paton, J., et al. (2005) Changes in attitudes to personality
on a DSPD unit. Criminal Behaviour and Mental Health, 15, 171183.
Bowers, L., Carr-Walker, P., Allan, T., et al. (2006) Attitude to personality disorder
among prison officers working in a dangerous and severe personality disorder
unit. International Journal of Law and Psychiatry, 29, 333342.
Bradley, S. J., Jadaa, D-A. & Brody, J. (2003) Brief psychoeducational parenting
program: an evaluation and 1-year follow-up. Journal of the American Academy
of Child and Adolescent Psychiatry, 42, 11711178.
Brand, S. & Price, R. (2000) The Economic and Social Costs of Crime. Home Office
Research Study 217. London: Home Office, Research, Development and Statistics
Directorate.
Brooks-Gunn, J., McCarton, C. M., Casey, P. H., et al. (1994) Early intervention in
low-birth-weight premature infants. Results through age 5 years from the infant
health and development program. Journal of the American Medical Association,
272, 12571262.
Brooner, R. K., Kidorf, M. S., King, V. L., et al. (1998) Preliminary evidence of good
treatment response in antisocial drug abusers. Drug and Alcohol Dependence, 49,
249260.
Buckner, J. C., Trickett, E. J. & Corse, S. J. (1985) Primary Prevention in Mental
Health: an Annotated Bibliography. Washington, D.C.: US Government Printing
Office.
Buffington-Vollum, J., Edens, J. F., Johnson, D. W., et al. (2002) Psychopathy as a
predictor of institutional misbehaviour among sex offenders: a prospective
replication. Criminal Justice and Behavior, 29, 497511.
Cadoret, R. J., Yates, W. R., Troughton, E., et al. (1995) Genetic-environmental
interaction in the genesis of aggressivity and conduct disorders. Archives of
General Psychiatry, 52, 916924.
Caldwell, M. F., Vitacco, M. & Van-Rybroek, G. J. (2006) Are violent delinquents
worth treating? A cost-benefit analysis. Journal of Research in Crime and
Delinquency, 43,148168.
325
References
Campbell, F. A. & Ramey, C. T. (1994) Effects of early intervention on intellectual
and academic achievement: a follow-up study of children from low-income
families. Child Development, 65, 684698.
Campbell, M. A., French, S. & Gendreau, P. (2007) Assessing the Utility of Risk
Assessment Tools and Personality Measures in the Prediction of Violent
Recidivism for Adult Offenders. User Report 200704. Ottawa, Canada:
Department of Public Safety and Emergency Preparedness.
Cann, J., Falshaw, L., Nugent, F., et al. (2003) Understanding What Works:
Accredited Cognitive Skills Programmes for Adult Men and Young Offenders.
Home Office Research Findings Number 226. London: Home Office.
Carr-Walker, P., Bowers, L., Callaghan, P., et al. (2004) Attitudes towards personality
disorders: comparison between prison officers and psychiatric nurses. Legal and
Criminological Psychology, 9, 265277.
Castillo, H. (2000) Temperament or trauma? Users views on the nature and treatment
of personality disorder. Mental Health Care, 4, 5358.
Castillo, H. (2003) Personality Disorder: Temperament of Trauma? An Account of an
Emancipatory Research Study Carried Out by Service Users Diagnosed with
Personality Disorder. London and Philadelphia: Jessica Kingsley.
Castillo, H., Allen, L. & Coxhead, N. (2001) The hurtfulness of a diagnosis: user
research about personality disorder. Mental Health Practice, 4, 1619.
Cavell, T. A. & Hughes, J. N. (2000) Secondary prevention as a context for assessing
change processes in aggressive children. Journal of School Psychology, 38,
199235.
Chamberlain, P. & Reid, J. B. (1998) Comparison of two community alternatives to
incarceration for chronic juvenile offenders. Journal of Consulting and Clinical
Chamberlain, P., Leve, L. D. & DeGarmo, D. S. (2007) Multidimensional foster care
for girls in the juvenile justice system: 2 year follow up of a randomized clinical
trial. Journal of Consulting and Clinical Psychology, 75, 187193.
Chevalier, A. & Feinstein, L. (2006) Sheepskin or Prozac: the Causal Effect of
Education on Mental Health. London: Centre for the Economics of Education.
Clark, D. H. (1965) The therapeutic communityconcept, practice and future.
British Journal of Psychiatry, 111, 947954.
Clark, L. A. (2007) Assessment and diagnosis of personality disorder: perennial
issues and an emerging reconceptualization. Annual Review of Psychology, 58,
227257.
Clark, L. A., Livesley, J. W. & Money, L. (1997) Personality disorder assessment: the
challenge of construct validity. Journal of Personality Disorders, 11, 205231.
Cleckley, H. (1941) The Mask of Sanity (1st edition). St. Louis: Mosby.
Coccaro, E. F. & Kavoussi, R. J. (1997)24 Fluoxetine and impulsive aggressive
behaviour in personality-disordered subjects. Archives of General Psychiatry, 54,
10811088.
24This
326
is the reference for study ID COCCARO1997A.
References
Coccaro, E. F., Kavoussi, R. J., Sheline, Y. I., et al. (1996a) Impulsive aggression in
personality disorder correlates with tritiated paroxetine binding in the platelet.
Archives of General Psychiatry, 53, 531536.
Coccaro, E. F., Berman, M. E., Kavoussi, R. J., et al. (1996b) Relationship of
prolactin response to d-fenfluramine to behavioural and questionnaire
assessments of aggression in personality disordered men. Biological Psychiatry,
40, 157164.
Cochrane Collaboration (2008) Cochrane Handbook of Systematic Reviews. Oxford:
Cochrane Collaboration.
Cohen, M. & Miller, T. (1998) The cost of mental health care for victims of crime.
Journal of Interpersonal Violence, 13, 93110.
Cohen, P., Crawford, T. N., Johnson, J. G. et al. (2005) The children in the community
study of developmental course of personality disorders. Journal of Personality
Disorders, 19, 466486.
Coid, J. (2003) Epidemiology, public health and the problem of personality disorder.
The British Journal of Psychiatry, 182 Suppl. 44, S3S10.
Coid, J., Yang, M., Tyrer, P., et al. (2006) Prevalence and correlates of personality
disorder in Great Britain. The British Journal of Psychiatry, 188, 423431.
Coid, K., Yang, M., Ullrich, S., et al. (2007) Predicting and Understanding Risk of
Re-offending: the Prisoner Cohort Study. London: Ministry of Justice.
Compton, W. M., Conway, K. P., Stinson, F. S., et al. (2005) Prevalence, correlates and
comorbidity of DSM-IV antisocial personality syndromes and alcohol and specific
drug use disorders in the United States: results from the National Epidemiological
Survey on alcohol and related conditions. Journal of Clinical Psychiatry, 66, 677685.
Cooke, D. J. & Michie, C. (2001) Refining the construct of psychopathy: toward a
hierarchical model. Psychological Assessment, 13, 171188.
Cooke, D. J., Michie, C. & Skeem, J. (2007) Understanding the structure of the
Psychopathy Checklist - Revised. The British Journal of Psychiatry, 190, 3950.
Conduct Problems Prevention Research Group (1992) A developmental and clinical
model for the prevention of conduct disorders: the FAST Track Program.
Development and Psychopathology, 4, 509527.
Connell, S., Sanders, M. & Markie-Dadds, C. (1997) Self-directed behavioral family
intervention for parents of oppositional children in rural and remote areas.
Behavior Modification, 21, 379408.
Copas, J. & Marshall, M. (1998) The Offender Group Reconviction Scale: a statistical
reconviction score for use by probation officers. Applied Statistics, 47, 159171.
Cordess, C. & Cox, M. (1998) Forensic Psychotherapy. London: Jessica Kingsley.
Cornelius, J. R., Soloff, P. H., Perel, J. M., et al. (1990) Fluoxetine trial in borderline
personality disorder. Psychopharmacology Bulletin, 26, 151154.
Cote, S. M., Boivin, M., Nagin, D. S., et al. (2007) The role of maternal education
and nonmaternal care services in the prevention of childrens physical aggression
problems. Archive of General Psychiatry, 6, 13051312.
Cowdry, R. W. & Gardner, D. L. (1989) Pharmacotherapy of borderline personality
disorder: alprazolam, carbamazepine, trifluoperazine and tranylcypromine.
327
References
Crane, D. R., Hillin, H. H., Jakubowski, S. F. (2005) Costs of treating conduct
disordered Medicaid youth with and without family therapy. American Journal of
Family Therapy, 33, 403413.
Crawford, M. & Rutter, D. (2007) Lessons learned from an evaluation of dedicated
community-based services for people with personality disorder. Mental Health
Review Journal, 12, 5561.
Crawford, M., Rutter, D., Price, K., et al. (2007) Learning the Lessons: a MultiMethod Evaluation Of Dedicated Community-Based Services for People with
Personality Disorder. London: National Coordinating Centre for NHS Service
Delivery and Organisation.
CSIP (2006) Carers and Families of People with a Diagnosis of Personality Disorder:
What Works: What is Needed: What is the Way Forward? Available at:
http://www.personalitydisorder.org.uk/assets/Resources/155.pdf [Accessed April
2008]
Curtis, L. (2007) Unit Costs of Health and Social Care. Available at: http://www.
pssru.ac.uk/[accessed June 2008]
Dadds, M. R. & McHugh, T. A. (1992) Social support and treatment outcome in
behavioral family therapy for child conduct problems. Journal of Consulting and
Clinical Psychology, 60, 252259.
Dadds, M. R., Schwartz, S. & Sanders, M. R. (1987a) Marital discord and treatment
outcome in behavioral treatment of child conduct disorders. Journal of Consulting
and Clinical Psychology, 55, 396403.
Dadds, M., Sanders, M. & James, J. (1987b) The generalization of treatment effects
in parent training with multidistressed parents. Behavioural Psychotherapy, 15,
314318.
Dahle, K-P. (2006) Strengths and limitations of actuarial prediction of criminal
reoffence in a German prison sample: a comparative study of LSI-R, HCR-20 and
PCL-R. International Journal of Law and Psychiatry, 29, 431442.
Darke, S., Sims, J., McDonald, S., et al. (2008) Cognitive impairment among
methadone maintenance patients. Addiction, 95, 687695.
Davidson, K. M., Tyrer, P., Tata, P., et al. (2008) Cognitive behaviour therapy for
violent men with antisocial personality disorder in the community: an exploratory
randomized controlled trial. Psychological Medicine, 38, 19.
De Brito, S. & Hodgins, S. (2009) Antisocial personality disorder. In Personality,
Personality Disorder and Risk of Violence: An Evidence-Based Approach (eds
M. McMurran & R. Howard). Oxford: Wiley-Blackwell.
Deeks, J. J. (2002) Issues in the selection of a summary statistic for meta-analysis of
clinical trials with binary outcomes. Statistics in Medicine, 21, 15751600.
Deffenbacher, J. L., Lynch, R. S., Oetting, E. R., et al. (1996) Anger reduction in early
adolescents. Journal of Counseling Psychology, 43, 149157.
Del Vecchio, T. & OLeary, D. (2004) Effectiveness of anger treatments for specific
anger problems: meta-analytic review. Clinical Psychology Review, 24, 1534.
Dembo, R., Ramirez-Garnica, G., Rollie, M. W., et al. (2000a) Youth recidivism
twelve months after a family empowerment intervention: final report. Journal of
Offender Rehabilitation, 31, 2965.
328
References
Department of Health (2003) Personality Disorder: No Longer a Diagnosis of
Exclusion. Policy Implementation Guidance for the Development of Services for
People with Personality Disorder. London: Department of Health.
Department of Health (2007a) Best Practice in Managing Risk: Principles and
Evidence for Best Practice in the Assessment and Management of Risk to Self and
Others in Mental Health Services. London: Department of Health.
Department of Health (2007b) Drug Misuse and Dependence: UK Guidelines on
Clinical Management. London: Department of Health.
Department of Transport (2007) Highways Economics Note No. 1. 2005 Valuation of
the Benefits of Prevention of Road Accidents and Casualties. Available at:
http://www.dft.gov.uk [accessed October 2008]
DerSimonian, R. & Laird, N. (1986) Meta-analysis in clinical trials. Controlled
Clinical Trials, 7, 177188.
Desbiens, N. & Royer, E. (2003) Peer groups and behaviour problems: a study of
school-based intervention for children with EBD. Emotional and Behavioural
Difficulties, 8, 120139.
Dishion, T. J. & Andrews, D. W. (1995) Preventing escalation in problem behaviors
with high-risk young adolescents: immediate and 1-year outcomes. Journal of
Consulting and Clinical Psychology, 63, 538548.
Dodge, K. A. (2000) Conduct disorder. In Handbook of Developmental
Psychopathology (eds A. Sameroff, M. Lewis & S. M. Miller), pp. 447463. New
York: Guilford.
Dolan, B. & Coid, J. (1993) Psychopathic and Antisocial Personality Disorders:
Treatment and Research Issues. London: Gaskell.
Dolan, M. & Doyle, M. (2000) Violence risk prediction. The British Journal of
Psychiatry, 177, 303311.
Dolan, M., Anderson, I. M. & Deakin, J. F. (2001) Relationship between 5-HT
function and impulsivity and aggression in male offenders with personality
disorders. The British Journal of Psychiatry, 178, 352359.
Dolan, P. & Moore, S. (2007) From preferences to experiences: valuing the intangible
victim costs of crime. International Review of Victimology, 14, 265280.
Dolan, P. & Peasgood, T. (2007) Estimating the economic and social costs of the fear
of crime. British Journal of Criminology, 47, 121132.
Dolan, P., Loomes, G., Peasgood, T., et al. (2005) Estimating the intangible victim
costs of violent crime. British Journal of Criminology, 45, 958976.
Dolan, P., Netten A., P., Shapland. J., et al. (2007) Towards a preference-based
measure of the impact on well-being due to victimisation and the fear of crime.
International Review of Victimology, 14, 253264.
Dreessen, L. & Arntz, A. (1998) The impact of personality disorders on treatment
outcome of anxiety disorders: best-evidence synthesis. Behavior Research and
Therapy, 36, 483504.
Dretzke, J., Frew, E., Davenport, C., et al. (2005) The effectiveness and costeffectiveness of parent training/education programmes for the treatment of
conduct disorder, including oppositional defiant disorder, in children. Health
Technology Assessment, 9, 1233.
329
References
Drugli, M. B. & Larsson, B. (2006) Children aged 48 years treated with parent training
and child therapy because of conduct problems: generalisation effects to day-care
and school settings. European Child and Adolescent Psychiatry, 15, 392399.
Drummond, M. F. & Jefferson, T. O. (1996) Guidelines for authors and peer reviewers
of economic submissions to the BMJ. British Medical Journal, 313, 275283.
Dubourg, R. & Hamed, J. (2005) Estimates of the economic and social costs of crime
in England and Wales: costs of crime against individuals and households, 2003/04.
In The Economic and Social Costs of Crime Against Individuals and Households
2003/04.
Home
Office,
online
report
30/05.
Available
at:
http://www.homeoffice.gov.uk/rds/pdfs05/rdsolr3005.pdf [accessed October 2008]
Duff, A. (1977) Psychopathy and moral understanding. American Philosophical
Quarterly, 14, 189200.
Dugan, J. R. & Everett, R. S. (1998) An experimental test of chemical dependency
therapy for jail inmates. International Journal of Offender Therapy and
Comparative Criminology, 42, 360368.
Duggan, C. (2002) Developing services for people with personality disorder: the
training needs of staff and services. Unpublished manuscript.
Duggan, C. (2008) Why are programmes for offenders with personality disorder not
informed by the relevant scientific findings? Philosophical Transactions of the
Royal Society B: Biological Sciences, 363, 24832622.
Duggan, C., Adams, C., McCarthy, L., et al. (2007a) Systematic review of the
effectiveness of pharmacological and psychological strategies for the
management of people with personality disorder. NHS National R&D Programme
in Forensic Mental Health. Available at: http://www.nfmhp.org.uk/
MRD%2012%2033%20Final%20Report.pdf [accessed March 2008]25
Duggan, C., Huband, N., Smailagic, N., et al. (2007b) The use of psychological
treatments for people with personality disorder: a systematic review of
randomized controlled trials. Personality and Mental Health, 1, 95125.
Duggan, C., Huband, N., Smailagic, N., et al. (2008) The use of pharmacological
treatments for people with personality disorder: a systematic review of
randomized controlled trials. Personality and Mental Health, 2, 119170.
Durlak, J. A. (1997) Successful Prevention Programs for Children and Adolescents.
New York: Plenum Press.
Eccles, M., Freemantle, N. & Mason, J. (1998) North of England evidence based
guideline development project: methods of developing guidelines for efficient
drug use in primary care. British Medical Journal, 316, 12321235.
Edens, J. F., Skeem, J. L. & Douglas, K. S. (2006) Incremental validity analyses of
the violence risk appraisal guide and the Psychopathy Checklist: Screening
Version in a civil psychiatric sample. Assessment, 13, 368374.
Edmunson, C. B. & Conger, J. C. (1996) A review of treatment efficacy for
individuals with anger problems: conceptual, assessment and methodological
issues. Clinical Psychology Review, 16, 251275.
25This
330
review was updated and has been published as Duggan et al., 2007b and 2008.
References
Elias, L. C. Dos Sontoas, Marturano, E. M., De Almeida Motta, A. M., et al. (2003)
Treating boys with low school achievement and behavior problems: comparison
of two kinds of intervention. Psychological Reports, 92, 105116.
Elrod, H. P. & Minor, K. I. (1992) Second wave evaluation of a multi-faceted
intervention for juvenile court probationers. International Journal of Offender
Therapy and Comparative Criminology, 36, 247262.
ESMHCG (2005) Personality Disorder Services Framework. Available at: http://www.
personalitydisorder.org.uk/assets/Resources/96.pdf [Accessed April 2008]
ESMHCG (2006) East of England personality disorder capacity framework . . . a year
on. Unpublished manuscript.
Fallon, P., Bluglass, R. & Edwards, B. (1999) Ashworth Special Hospital: Report of
the Committee of Inquiry. Available at: http://www.archive.official-documents.
co.uk/document/cm41/4194/ash-00.htm [accessed 23 April 2008]
Faraone, S. V., Biederman, J., Jetton, J. G., et al. (1997) Attention deficit disorder and
conduct disorder: longitudinal evidence for a familial subtype. Psychological
Medicine, 27, 291300.
Farmer, T. W., Price, L. N., ONeal, K. K., et al. (2004) Exploring risk in early adolescent
African American youth. American Journal of Community Psychology, 33, 5159.
Farrington, D. P. (1989) Early predictors of adolescent aggression and adult violence.
Violence and Victims, 4, 79100.
Farrington, D. P. & Coid, J. W. (2003) Early Prevention of Adult Antisocial Behaviour.
Cambridge Studies in Criminology. Cambridge: Cambridge University Press.
Farrington, D. P. & Welsh, B. C. (2006) A half-century of randomized experiments on
crime and justice. In Crime and Justice, volume 34 (ed. M. Tonry), pp. 55132.
Chicago: University of Chicago Press.
Farrington, D. P., Ohlin, L. E. & Wilson, J. Q. (1986) Understanding and Controlling
Crime: Toward a New Research Strategy. New York: Springer-Verlag.
Faulkner, A. & Morris, B. (2002) User Involvement in Forensic Mental Health
Research and Development. Liverpool: NHS National Programme on Forensic
Mental Research and Development.
Fazel, S. & Danesh, J. (2002) Serious mental disorder in 23,000 prisoners: a
systematic review of 62 surveys. Lancet, 359, 545550.
Feindler, E. L., Marriott, S. A. & Iwata, M. (1984) Group anger control training for
junior high school delinquents. Cognitive Therapy and Research, 8, 299311.
Feinfield, K. A. & Baker, B. L. (2004) Empirical support for a treatment program for
families of young children with externalizing problems. Journal of Clinical Child
and Adolescent Psychology, 33, 182195.
Ferguson, B. & Tyrer, R. (2000) History of the concept of personality disorder. In
Personality Disorders: Diagnosis, Management and Course (ed P. Tyrer). Oxford:
Butterworth-Heinemann.
Fergusson, D. M., Horwood, J. L. & Lynskey, M. T. (1994) The childhoods of
multiple problem adolescents: a 15 year longitudinal study. Journal of Child
Psychology and Psychiatry, 32, 11231140.
Fonagy, P., Target, M., Cottrell, D., et al. (2002) What Works for Whom: A Critical
Review of Treatments for Children and Adolescents. New York: Guilford.
331
References
Foster, E. M., Jones, D. E. & the Conduct Problems Prevention Research Group
(2005) The high costs of aggression: public expenditures resulting from conduct
disorder. American Journal of Public Health, 95, 17671772.
Foster, E. M., Jones, D., Bierman, K. L., et al. (2006) Can a costly intervention be
cost-effective? An analysis of violence prevention. Archives of General
Fournier, J. C., DeRubeis, R. J., Shelton, R. C., et al. (2008) Antidepressant
medications v. cognitive therapy in people with depression with or without
personality disorder. The British Journal of Psychiatry, 192, 124129.
Fraser, M., Day, S., Galinsky, M., et al. (2004) Conduct problems and peer rejection
in childhood: a randomized trial of the Making Choices and Strong Families
programs. Research on Social Work Practice, 14, 313324.
Friendship, C., Blud, L., Erikson, M., et al. (2002) An Evaluation of Cognitive
Behavioural Treatment for Prisoners. Home Office Research Report Findings 161.
London: Home Office.
Fulford, K. W. M., Thornton, T. & Graham, G. (2006) The Oxford Textbook of
Philosophy and Psychiatry. Oxford: Oxford University Press.
Furukawa, T. A., Barbui, C., Cipriani, A., et al. (2006) Imputing missing standard
deviations in meta-analyses can provide accurate results. Journal of Clinical
Epidemiology, 59, 710.
Galen, L. W., Brower, K. J., Gillespie, B. W., et al. (2000) Sociopathy, gender, and
treatment outcome among outpatient substance abusers. Drug and Alcohol
Dependence, 61, 2333.
Gardner, F., Burton, J. & Kilimes, I. (2006) Randomised controlled trial of a
parenting intervention in the voluntary sector for reducing child conduct
problems: outcomes and mechanisms of change. Journal of Child Psychology and
Gelhorn, H. J., Sakai, J. T., Price, R. K., et al. (2007) DSM-IV conduct disorder
criteria as predictors of antisocial personality disorder. Comprehensive Psychiatry,
48, 529538.
General Medical Council (2006) Good Medical Practice. London: General Medical
Council.
Godfrey, C., Eaton, G., McDougall, C., et al. (2002) The Economic and Social Costs
of Class A Drug Use in England and Wales. Home Office Research Study 249.
London: Home Office.
Goldberg, S. C., Schulz, S. C., Schulz, P. M., et al. (1986) Borderline and schizotypal
personality disorders treated with low-dose thiothixene vs. placebo. Archives of
Goodwin, R. & Hamilton, S. P. (2003) Lifetime comorbidity of antisocial personality
disorder and anxiety disorders among adults in the community. Psychiatry
Research, 117, 159166.
Gordon, D. A., Graves, K. & Arbuthnot, J. (1995) The effect of functional family
therapy for delinquents on adult criminal behavior. Criminal Justice and
Behavior, 22, 6073.
332
References
Gordon, R. (1983) An operational classification of disease prevention. Public Health
Reports, 98, 107109.
Gordon, R. A. (1977) A critique of the evaluation of Patuxent Institution, with
particular attention to the issues of dangerousness and recidivism. Bulletin of the
American Academy of Psychiatry and the Law, 5, 210255.
Gottschalk, L. A., Covi, L. & Uliana, R. (1973) Effects of diphenylhydantoin on anxiety
and hostility in institutionalized prisoners. Comprehensive Psychiatry, 14, 503511.
GRADE Working Group (2004) Grading quality of evidence and strength of
recommendations. British Medical Journal, 328, 14901497.
Grann, M., Langstrom, N., Tengstrom, A., et al. (1999) Psychopathy (PCL-R)
predicts violent recidivism among criminal offenders with personality disorders in
Sweden. Law and Human Behavior, 23, 205217.
Grann, M., Belfrage, H. & Tengstrom, A. (2000) Actuarial assessment of risk for
violence: predictive validity of the VRAG and the historical part of the HCR-20.
Criminal Justice and Behavior, 27, 97114.
Greenwood, G. L., Woods, W. J., Guydish, J., et al. (2001) Relapse outcomes in a
randomised trial of residential and day drug abuse treatment. Journal of Substance
Abuse Treatment, 20, 1523.
Greenwood, P. W. & Turner, S. (1993) Evaluation of the Paint Creek Youth Center:
a residential program for serious delinquents. Criminology, 31, 263279.
Grilo, C. M., McGlashan, T. H., Oldham, J. M. (1998) Course and stability of
personality disorders. Journal of Practical Psychiatry and Behavioural Health,
4, 6175.
Griffith, J. D., Hiller, M. L., Knight, K., et al. (1999) A cost-effectiveness analysis of
in-prison therapeutic community treatment and risk classification. The Prison
Journal, 79, 352368.
Guerra, N. G. & Slaby, R. G. (1990) Cognitive mediators of aggression in adolescent
offenders: 2. intervention. Developmental Psychology, 26, 269277.
Gunderson, J. G., Frank, A. F., Ronningstam, E. F., et al., (1989) Early discontinuance
of borderline patients from psychotherapy. Journal of Nervous and Mental
Disease, 177, 3842.
Guze, S. (1976) Criminality and Psychiatric Disorders. New York: Oxford University
Press.
Haddock, A., Snowden, P., Dolan, M., et al. (2001) Managing dangerous people with
severe personality disorder: a survey of forensic psychiatrists opinions.
Psychiatric Bulletin, 25, 293296.
Haigh, R. (2002) Services for people with personality disorder: the thoughts of
service users. Available at: http://www.dh.gov.uk/en/Publicationsandstatistics/
Publications/PublicationsPolicyAndGuidance/DH_4009546 [accessed 10 April
2008]
Hanson, R. & Thornton, D. (1999) Static 99: Improving Actuarial Risk Assessments
for Sex Offenders. Canada: Public Works and Government Services Canada.
Hare, R. D. (1980) A research scale for the assessment of psychopathy in criminal
populations. Personality and Individual Differences, 1, 111117.
333
References
Hare, R. D. (1991) The Hare Psychopathy Checklist-Revised (PCL-R). Toronto:
Multi-Health Systems.
Hare, R. D., Hart, S. D. & Harpur, T. J. (1991) Psychopathy and the DSM-IV criteria
for antisocial personality disorder. Journal of Abnormal Psychology, 100,
391398.
Hare, R. D., Clark, D., Grann, M., et al. (2000) Psychopathy and the predictive
validity of the PCL-R: an international perspective. Behavioral Sciences and the
Law, 18, 623645.
Harris, G. T., Rice, M. E. & Cormier, C. A. (1991) Psychopathy and violent
recidivism. Law and Human Behavior, 15, 625637.
Harris, G. T., Rice, M. E, Quinsey, V. L. (2003) A multisite comparison of actuarial
risk instruments for sex offenders. Psychological Assessment, 15, 413425.
Harrison, T. (2002) Advancing on a Different Front. London: Jessica Kingsley.
Hart, S. D. (1998a) Psychopathy and risk for violence. In Psychopathy: Theory,
Research and Implications for Society (eds. D. E. Cooke, A. Forth & R. D. Hare),
pp. 355373. Dordrecht, Netherlands: Kluwer.
Hart, S. D. (1998b) The role of psychopathy in assessing risk for violence: conceptual
and methodological issues. Legal and Criminological Psychiatry, 3, 121137.
Hart, S. D. & Hare, R. D. (1989) Discriminant validity of the Psychopathy Checklist
in a forensic psychiatric population. Psychological Assessment, 1, 211218.
Hart, S. D, Cox, D. N. & Hare, R. D. (1999) The Hare Psychopathy Checklist
Screening Version (PCL:SV). Toronto, Canada: Multi-Health Systems.
Hart, S. D., Michie, C. & Cooke, D. J. (2007) Precision of actuarial risk assessment
instruments: evaluating the margins of error of group v individual predictions of
violence. British Journal of Psychiatry, 190, 6065.
Hawkins, J. D., Von Cleve, E. & Catalano, R. F. (1991) Reducing early childhood
aggression: results of a primary prevention programme. Journal of the American
Academy of Child and Adolescent Psychiatry, 30, 208217.
Hawkins, J. D., Catalano, R. F., Morrison, D. M., et al. (1992) The Seattle Social
Development Project: effects of the first four years on protective factors and
problem behaviours. In Preventing Antisocial Behaviour: Interventions from Birth
through Adolescence (eds. J. McCord & R. E. Tremblay), pp. 139161. New York:
Guilford Press.
Hawkins, J. D., Catalano, R. F. & Brewer, D. D. (1995) Preventing serious, violent,
and chronic juvenile offending: effective strategies from conception to age 6.
In Source Book on Serious Violent, and Chronic Juvenile Offenders (eds. J. C.
Howell, B. Krisberg, J. D. Hawkins et al.), pp. 4760. Thousand Oaks, CA:
Sage.
Hawkins, J. D., Catalano, R. F., Kosterman, R., et al. (1999) Preventing adolescent
health-risk behaviors by strengthening protection during childhood. Archives of
Pediatrics and Adolescent Medicine, 153, 226234.
Hawkins, J. D., Kosterman, R., Catalano, R. F., et al. (2005) Promoting positive adult
functioning through social development intervention in childhood: long-term
effects from the Seattle Social Development Project. Archives of Pediatrics and
Adolescent Medicine, 159, 2531.
334
References
Helgeland, M. I., Kjelsberg, E. & Torgersen, S. (2005) Continuities between
emotional and disruptive behavior disorders in adolescence and personality
disorders in adulthood. American Journal of Psychiatry, 10, 19411947.
Henderson, D. K. (1939) Psychopathic States. New York: Norson.
Henggeler, S. W., Melton, G. B. & Smith, L. A. (1992) Family preservation using
multisystemic therapy: an effective alternative to incarcerating serious juvenile
offenders. Journal of Consulting and Clinical Psychology, 60, 953961.
Henggeler, S. W., Melton, G. B., Brondino, M. J., et al. (1997) Multisystemic therapy
with violent and chronic juvenile offenders and their families: the role of
treatment fidelity in successful dissemination. Journal of Consulting and Clinical
Henggeler, S. W., Pickrel, S. G. & Brondino, M. J. (1999) Multisystemic treatment of
substance-abusing and -dependent delinquents: outcomes, treatment fidelity, and
transportability. Mental Health Services Research, 1, 171184.
Henggeler, S. W., Halliday-Boykins, C. A., Cunningham, P. B., et al. (2006) Juvenile
drug court: enhancing outcomes by integrating evidence-based treatments.
Henggeler, S. W., Schoenwald, S. K., Swenson, C. C., et al. (2006a) Methodological
critique and meta-analysis as Trojan horse. Children and Youth Services Review,
28, 447457.
Herrenkohl, T. I., Maguin, E., Hill, K. G., et al. (2000) Developmental risk factors for
youth violence. Journal of Adolescent Health, 26, 176186.
Hesselbrock, M. (1991) Gender comparison of antisocial personality disorder and
depression in alcoholism. Journal of Substance Abuse, 3, 205219.
Higgins, J. P. T. & Thompson, S. G. (2002) Quantifying heterogeneity in a metaanalysis. Statistics in Medicine, 21, 15391558.
Hill, J. (2003) Early identification of individuals at risk for antisocial personality
disorder. British Journal of Psychiatry, 182, S11S14.
HM Inspectorate of Prisons (2007) The Mental Health of Prisoners: a Thematic
Review of the Care and Support of Prisoners with Mental Health Needs. London:
HM Inspectorate of Prisons.
HMSO (1959) Mental Health Act 1959. London: The Stationery Office. Available at:
http://www.opsi.gov.uk/RevisedStatutes/Acts/ukpga/1959/cukpga_19590072_en_1
[Accessed October 2008]
HMSO (2003) Criminal Justice Act 2003. London: The Stationery Office. Available at:
http://www.opsi.gov.uk/acts/acts2003/ukpga_20030044_en_1 [Accessed October 2008]
HMSO (2005) The Mental Capacity Act 2005. London: The Stationery Office.
Available at: http://www.opsi.gov.uk/acts/acts2005/ukpga_20050009_en_1
HMSO (2007) The Mental Health Act 2007. London: The Stationery Office.
Available at: http://www.opsi.gov.uk/acts/acts2007/ukpga_20070012_en_1
Hollander, E., Stein, D. J., DeCaria, C. M., et al. (1994) Serotonergic sensitivity in
borderline personality disorder: preliminary findings. American Journal of
335
References
Hollander, E., Tracy, K. A., Swann, A. C., et al. (2003) Divalproex in the treatment of
impulsive aggression: efficacy in cluster B personality disorders.
Neuropsychopharmacology, 28, 11861197.
Hollin, C. R. (1999) Treatment programs for offenders. Meta-analysis, what works,
and beyond. International Journal of Law and Psychiatry, 22, 361372.
Home Office (1997) Managing dangerous people with personality disorder: proposals
for policy development. Available at: http://www.homeoffice.gov.uk/
documents/cons-1999-personality-disorder?viewBinary [Accessed July 2008]
Home Office (2005a) Dangerous and Severe Personality Disorder (DSPD) High
Secure Services For Men: Planning and Delivery Guide. Available at:
http://www.dspdprogramme.gov.uk/media/pdfs/High_Secure_Services_for_Men.
pdf [Accessed April 2008]
Home Office (2005b) Forensic Personality Disorder Medium Secure and Community
Pilot Services: Planning and Delivery Guide. Available at: http://www.
personalitydisorder.org.uk/assets/Resources/121.pdf [Accessed April 2008]
Home Office (2005c) Strengthening Multi-Agency Public Protection Arrangements
(MAPPAs). London: HMSO.
Home Office & Department of Health (2002) Managing Dangerous People with
Severe Personality Disorder: Proposals for Policy Development. London: HMSO.
Howard, R. C., Huband, N., Duggan, C., et al. (2008) Exploring the link between
personality disorder and criminality in a community sample. Journal of
Personality Disorders, 22, 589603.
Huband, N. & Duggan, C. (2007) Working with adults with personality disorder in
the community: a multi-agency interview study. Psychiatric Bulletin, 31, 133137.
Huband, N., McMurran, M., Evans, C., et al. (2007) Social problem solving plus
psychoeducation for adults with personality disorder: pragmatic randomised
controlled trial. The British Journal of Psychiatry, 190, 307313.
Hutchings, J., Gardner, F. Bywater, T., et al. (2007) Parenting intervention in Sure
Start services for children at risk of developing conduct disorder: pragmatic
randomised controlled trial. British Medical Journal, 334, 678682.
IMPALOX Group (2007) Evaluation of the assessment procedure at two pilot Sites in the
DSPD Programme (IMPALOX Study). Available at: http://www.dspdprogramme.
gov.uk/media/pdfs/2007_06_02-IMPALOX%20Study.pdf [Accessed April 2008]
Intrator, J., Hare, R., Stritzki, P., et al. (1997) A brain imaging (single photon
emission computerized tomography) study of semantic and affective processing in
psychopaths. Biological Psychiatry, 42, 96103.
Ireland, J. L., Sanders, M. R. & Markie-Dadds, C. (2003) The impact of parent
training on marital functioning: a comparison of two group versions of the Triple
P - Positive Parenting Program for parents of children with early-onset conduct
problems. Behavioural and Cognitive Psychotherapy, 31, 127142.
Irvine, A. B., Biglan, A., Smolkowski, K., et al. (1999) The effectiveness of a
parenting skills program for parents of middle school students in small
communities. Journal of Consulting and Clinical Psychology, 67, 811825.
Ison, M. S. (2001) Training in social skills: an alternative technique for handling
disruptive child behavior. Psychological Reports, 88, 903911.
336
References
Jadad, A. R., Moore, R. A., Carroll, D., et al. (1996) Assessing the quality of reports of
randomised clinical trials: is blinding necessary? Controlled Clinical Trials, 17, 112.
Johnson, G. & Hunter, R. M. (1995) Evaluation of the specialized drug offender
program. In Thinking Straight: The Reasoning and Rehabilitation Program for
Delinquency Prevention and Offender Rehabilitation (eds. R. R. Ross & R. D.
Ross), pp. 214234. Ontario, Canada: Air Training and Publications.
Jouriles, E. N., McDonald, R., Spiller, L., et al. (2001) Reducing conduct problems
among children of battered women. Journal of Consulting and Clinical
Kacir, C. D. & Gordon, D. A. (1999) Parenting adolescents wisely: the effectiveness
of an interactive videodisk parent training program in Appalachia. Child and
Family Behaviour Therapy, 21, 122.
Karoly, L. A., Kilburn, M. R. & Cannon, J. S. (2005) Early Childhood Interventions:
Proven Results, Future Promise. Santa Monica, CA: RAND Corporation.
Kazdin, A. E. (1995) Child, parent and family dysfunction as predictors of outcome
in cognitive-behavioral treatment of antisocial children. Behaviour Research and
Therapy, 33, 271281.
Kazdin, A. E. (2010) Psychosocial treatments for conduct disorder in children and
adolescents. In A Guide to Treatments that Work, 3rd edition. (eds. P. E. Nathan &
J. M. Gorman). New York: Oxford University Press, in press.
Kazdin, A. E., Esveldt-Dawson, K., French, N. H., et al. (1987) Effects of parent
management training and problem-solving skills training combined in the
treatment of antisocial child behavior. American Academy of Child and
Adolescent Psychiatry, 26, 416424.
Kazdin, A., Bass, D., Siegel, T., et al. (1989) Cognitive-behavioral therapy and
relationship therapy in the treatment of children referred for antisocial behavior.
Kazdin, A. E., Siegel, T. C. & Bass, D. (1992) Cognitive problem-solving skills
training and parent management training in the treatment of antisocial behavior in
children. Journal of Consulting and Clinical Psychology, 60, 733747.
Kavouissi, R. J., Lui, J. & Coccaro, E. F. (1994) An open trial of sertraline in
personality disordered patients with impulsive aggression. Journal of Clinical
Keenan, S. & Paget, S. (2006) Service Standards for Therapeutic Communities: 5th
Edition. London: Royal College of Psychiatrists.
Keller, M. B., McCullough, J. P., Klein, D. N., et al. (2000) A comparison of
nefazodone, the cognitive behavioral-analysis system of psychotherapy, and their
combination for the treatment of chronic depression. New England Journal of
Medicine, 342, 14621470.
Kendall, P. C., Reber, M., McLeer, S., et al. (1990) Cognitive-behavioral treatment of
conduct-disordered children. Cognitive Therapy and Research, 14, 279297.
Kernberg, O. (1984) Severe Personality DisordersPsychotherapeutic Strategies.
New Haven, CT: Yale University Press.
Kernberg, O. (1992) Aggression in Personality Disorders and Perversions. New
Haven, CT: Yale University Press.
337
References
Kinlock, T. W., OGrady, K. E. & Hanlon, T. E. (2003) The effects of drug treatment
on institution behavior. The Prison Journal, 83, 257276.
Kitzman, H., Olds, D., Henderson, C. R., Jr., et al. (1997) Effect of prenatal and
infancy home visitation by nurses on pregnancy outcomes, childhood injuries, and
repeated childbearing: a randomized controlled trial. Journal of the American
Medical Association, 278, 644652.
Kitzman, H., Olds, D. L., Sidora, K., et al. (2000) Enduring effects of nurse home
visitation on maternal life course: a 3-year follow-up of a randomized trial.
Journal of the American Medical Association, 283, 19831989.
Klein, K., Forehand, R., Armistead, L., et al. (1997) Delinquency during the transition
to early adulthood: family and parenting predictors from early adolescence.
Adolescence, 32, 6179.
Knapp, M., McCrone, P., Fombonne, E., et al. (2002) The Maudsley long-term
follow-up of child and adolescent depression: 3. Impact of comorbid conduct
disorder on service use and costs in adulthood. British Journal of Psychiatry,
180, 1923.
Koch, J. L. A. (1891) Die Psychopathischen Minderwerigkeiten. Dorn:
Ravensburg.
Koskinen, O., Sauvola, A., Valonen, P., et al. (2001) Increased risk of violent
recidivism among adult males is related to single-parent family during childhood:
the Northern Finland 1966 birth cohort study. Journal of Forensic Psychiatry, 12,
539548.
Kraepelin, E. (1905) Lectures on Clinical Psychiatry. 2nd edition. Translated by
T. Johnstone. London: Balliere Tindall.
Kratzer, L. & Hodgins, S. (1997) Adult outcomes of child conduct problems: a cohort
study. Journal of Abnormal Child Psychology, 25, 6581.
Kroner, D. G. & Loza, W. (2001) Evidence for the efficacy of self-report in predicting
non-violent and violent criminal recidivism. Journal of Interpersonal Violence,
16, 168177.
Kroner, D. G., Mills, J. F. & Reddon, J. R. (2005) A coffee can, factor analysis, and
prediction of antisocial behavior: the structure of criminal risk. International
Journal of Law and Psychiatry, 28, 360374.
Kunz, M., Yates, K. F., Czobor, P., et al. (2004) Course of patients with histories of
aggression and crime after discharge from a cognitive-behavioral program.
Psychiatric Services, 55, 654659.
Kurtz, A. (2005) The needs of staff who care for people with a diagnosis of
personality disorder who are considered a risk to others. The Journal of Forensic
Psychiatry and Psychology, 16, 399422.
Kurtz, A. & Turner, K. (2007) An exploratory study of the needs of staff who care for
offenders with a diagnosis of personality disorder. Psychology and
Psychotherapy: Theory, Research and Practice, 80, 421435.
Lally, J. R., Mangione, P. & Honig, A. S. (1988) The Syracuse University family
development research program: long-range impact of an early intervention with
low-income children and their families. In Parent Education as Early Childhood
338
References
Intervention: Emerging Directions in Theory, Research and Practice (ed
D. Powell), pp. 79104. Norwood, NJ: Ablex.
Lamb, R. H. & Goentzel, V. (1974) Elsworth House: a community alternative to jail.
American Journal of Psychiatry, 131, 6468.
Marshall, P. (1997) A Reconviction Study of HMP Grendon Therapeutic Community.
Home Office Research Findings Number 53. London: Home Office.
Landenberger, N. A. & Lipsey, M. W. (2005) The positive effects of cognitivebehavioral programs for offenders: a meta-analysis of factors associated with
effective treatment. Journal of Experimental Criminology, 1, 451476.
Leal, J., Ziedonis, D. & Kosten, T. (1994) Antisocial personality disorder as a
prognostic factor for pharmacotherapy of cocaine dependence. Drug and Alcohol
Dependence, 35, 3153.
Lee, J. H. (1999) The Treatment of Psychopathic and Antisocial Personality
Disorders: a Review. London: Risk Assessment Management and Audit Systems.
Leeman, L. W. (1993) Evaluation of a multi-component group treatment program for
juvenile delinquents. Aggressive Behavior, 19, 281292.
Lees, J., Manning, N., Menzies, D., et al. (2003) A Culture of Enquiry: Research
Evidence and the Therapeutic Community. London: Jessica Kingsley.
Lenzenweger, M. F., Lane, M. C., Loranger, A. W., et al. (2007) DSM-IV personality
disorders in the National Comorbidity Survey Replication. Biological Psychiatry,
15, 553564.
Leschied, A. W. & Cunningham, A. (2002) Seeking Effective Interventions for Young
Offenders: Interim Results of a Four-Year Randomized Study of Multisystemic
Therapy in Ontario, Canada. London, Ontario: Centre for Children and Families
in the Justice System.
Lewis, A. (1974) Psychopathic personality: a most elusive category. Psychological
Medicine, 4, 133140.
Liau, A. K., Shively, R., Horn, M., et al. (2004) Effects of psychoeducation for offenders
in a community correctional facility. Journal of Community Psychology, 32, 543558.
Liddel, J., Williamson, M. & Irwig, L. (1996) Method for Evaluating Research and
Guideline Evidence. Sydney: New South Wales Health Department.
Lilienfeld, S. O. (1998) Methodological advances and developments in the
assessment of psychopathy. Behaviour Research and Therapy, 36, 99125.
Linehan, M. M. & Dimeff, L. A. (1997) Dialectical Behavior Therapy for Substance Abuse
Treatment Manual. University of Washington, Seattle, WA, unpublished manuscript.
Links, P. (1990) Lithium therapy for borderline patients. Journal of Personality
Links, P. S., Strike, C., Ball, J. S., et al. (2007) The experience of suicidal, substanceabusing men with severe personality disorders in the emergency department.
Personality and Mental Health, 1, 5161.
Lipman, E., Boyle, M. H., Cunningham, C. et al. (2006) Testing effectiveness of a
community-based aggression management program for children 7 to 11 years old
and their families. Journal of the American Academy of Child and Adolescent
339
References
Lipsey, M. W., Chapman, G. L. & Landenberger, N. A. (2001) Cognitive-behavioral
programs for offenders. Annals of the American Academy of Political and Social
Science, 578, 144157.
Lipsey, M. W., Landenberger, N. A. & Wilson, S. J. (2007) Effects of CognitiveBehavioral Programs for Criminal Offenders. Campbell Collaboration Systematic
Review. Available at: http://www.campbellcollaboration.org/doc-pdf/lipsey_
CBT_finalreview.pdf [accessed June 2008]
Lipton, D. S., Pearson, F. S., Cleland, C. M., et al. (2002) The effectiveness of
cognitive-behavioural treatment methods on offender recidivism: meta-analytic
outcomes from the CDATE project. In Offender Rehabilitation and Treatment:
Effective Programmes and Policies to Reduce Re-Offending (ed J. McGuire),
pp. 79112. Chichester: John Wiley & Sons.
Livesley, J. W. (2007) A framework for integrating dimensional and categorical
classifications of personality disorder. Journal of Personality Disorders, 21, 199224.
Livesley, J. W., Reiffer, L. I., Sheldon, A. E. R., et al. (1987) Prototypicality ratings
of DSM-III criteria for personality disorders. Journal of Nervous and Mental
Disease, 175, 395401.
Lochman, J. E. & Wells, K. C. (2002) The coping power program at the middleschool transition: universal and indicated prevention effects. Psychology of
Addictive Behaviors, 16, S40S54.
Lochman, J. E. & Wells, K. C. (2004) The coping power program for preadolescent
aggressive boys and their parents: outcome effects at the 1-year follow-up.
Lochman, J. E., Burch, P. R., Curry, J. F., et al. (1984) Treatment and generalization
effects of cognitive-behavioral and goal-setting interventions with aggressive
boys. Journal of Consulting and Clinical Psychology, 52, 915916.
Loeber, R., Stouthamer-Loeber, M., van Kamen, W., et al. (1991) Initiation,
escalation, and desistance in juvenile offending and its correlates. Journal of
Criminal Law and Criminology, 82, 3682.
Loeber, R., Stouthamer-Loeber, M. & Green, S. M. (1995) Age at onset of problem
behaviour in boys, and later disruptive and delinquent behaviours. Criminal
Behaviour and Mental Health, 1, 289246.
Loeber, R., Burke, J. D. & Lahey, B. B. (2002) What are the adolescent antecedents
to antisocial personality disorder? Criminal Behaviour and Mental Heath, 12,
2436.
Lonczak, H. S., Abbott, R. D., Hawkins, J. D., et al. (2002) Effects of the Seattle
social development project on sexual behavior, pregnancy, birth, and sexually
transmitted disease outcomes by age 21 years. Archives of Pediatrics and
Adolescent Medicine, 156, 438447.
Loomes, G. (2007) Valuing reductions in the risks of being a victim of crime: the
willingness to pay approach to valuing the intangible consequences of crime.
International Review of Victimology, 14, 237252.
Lorber, M. F. (2004). Psychophysiology of aggression, psychopathy, and conduct
problems: a meta-analysis. Psychological Bulletin, 130, 531552.
340
References
Loza, W. & Green, K. (2003) The self-appraisal questionnaire: a self-report measure
for predicting recidivism versus clinician-administered measures: a 5-year followup study. Journal of Interpersonal Violence, 18, 781797.
Luntz, B. K. & Widom, C. S. (1994) Antisocial personality disorder in abused and
neglected children grown up. American Journal of Psychiatry, 151, 670674.
Maden, T. (2007) Treating Violence: a Guide to Risk Management in Mental Health.
Oxford: Oxford University Press.
Magen, R. H. & Rose, S. D. (1994) Parents in groups: problem solving versus
behavioral skills training. Research on Social Work Practice, 4, 172191.
Malatesti, L. (2006) Psychopathy in Psychiatry and Philosophy: an Annotated
Bibliography. Available at: http://www.hull.ac.uk/php/pislm [Accessed June 2008]
Maltman, L., Stacey, J. & Hamilton, L. (2008) Peaks and troughs: an exploration of
patient perspectives of dangerous and severe personality disorder assessment
(Peaks Unit, Rampton Hospital). Personality and Mental Health, 2, 716.
Mann, T. (1996) Clinical Guidelines: Using Clinical Guidelines to Improve Patient
Care Within the NHS. London: Department of Health NHS Executive.
Mannuzza, S., Klein, R. G., Bessler, A., et al. (1998) Adult psychiatric status of
hyperactive boys grown up. American Journal of Psychiatry, 155, 493498.
Markie-Dadds, C. & Sanders, M. R. (2006) Self-directed Triple P (Positive Parenting
Program) for mothers with children at-risk of developing conduct problems.
Behavioural and Cognitive Psychotherapy, 34, 259275.
Markovitz, P. J. (2001) Pharmacotherapy. In Handbook of Personality Disorders:
Theory, Research and Treatment (ed. W. J. Livesley). New York: Guilford Press.
Markovitz, P. J. & Wagner, S. L. (1995) Venlafaxine in the treatment of borderline
personality disorder. Psychopharmacology Bulletin, 31, 773777.
Markovitz, P. J., Calabrese, J. R., Schulz, S. C., et al. (1991) Fluoxetine in the
treatment of borderline and schizotypal personality disorders. American Journal
of Psychiatry, 148, 10641067.
Martin, A. J. & Sanders, M. R. (2003) Balancing work and family: a controlled
evaluation of the Triple P - Positive Parenting Program as a work-site intervention.
Child and Adolescent Mental Health, 4, 161169.
Martin, R. L., Cloninger, C. R., Guze, S. B. (1982) The natural history of
somatization and substance abuse in women criminals: a six year follow-up study.
Comprehensive Psychiatry, 23, 528537.
Martin, R. L., Cloninger, R., Guze, S. B., et al. (1985) Mortality in a follow-up of 500
psychiatric outpatients. Archives of General Psychiatry, 42, 4754, 5866.
Masse, L. N. & Barnett, W. S. (2002) A Benefit Cost Analysis of the Abecedarian
Early Childhood Intervention. New Brunswick: National Institute for Early
Education Research.
Massion, A. O., Dyck, I. R., Shea, M. T., et al. (2002) Personality disorders and time
to remission in generalized anxiety disorder, social phobia, and panic disorder.
Mather, D. B. (1987) The role of antisocial personality disorder in alcohol
rehabilitation treatment effectiveness. Military Medicine, 152, 516518.
341
References
Mattes, J. A. (2005) Oxcarbazepine in patients with impulsive aggression: a double-blind,
placebo-controlled trial. Journal of Clinical Psychopharmacology, 25, 575579.
Mattes, J. A. (2008) Levetiracetam in patients with impulsive aggression: a doubleblind, placebo-controlled trial. Journal of Clinical Psychiatry, 69, 311315.
Maudsley, H. (1874) Responsibility in Mental Disease. London: King.
McCabe, K. M., Lucchini, S. E., Hough, R.L., et al. (2005) The relation between
violence exposure and conduct problems among adolescents: a prospective study.
American Journal of Orthopsychiatry, 75, 575584.
McCormick, M. C., Brooks-Gunn, J., Buka, S. L., et al. (2006) Early intervention in
low birth weight premature infants: results at 18 years of age for the Infant Health
and Development Program. Pediatrics, 117, 771780.
McCord, W. & McCord, J. (1956) Psychopathy and Delinquency. New York: Grune
& Stratton.
McCollister, K. E. (2003) Is in-prison treatment enough? A cost-effectiveness
analysis of prison-based treatment and aftercare services for substance-abusing
offenders. Law and Policy, 25, 6382.
McCollister, K. E. (2003a) Post-release substance abuse treatment for criminal
offenders: a cost-effectiveness analysis. Journal of Quantitative Criminology, 19,
389407.
McCollister, K. E. (2004) Long-term cost effectiveness of addiction treatment for
criminal offenders. Justice Quarterly, 21, 659679.
McKay, J. R., Alterman, A. I., Cacciola, J. S., et al. (2000) Prognostic significance of
antisocial personality disorder in cocaine-dependent patients entering continuing
care. Journal of Nervous and Mental Disease, 188, 287296.
McGauhey, P. J., Starfield, B., Alexander, C., et al. (1991) Social environment and
vulnerability of low birth weight children: a social-epidemiological perspective.
Pediatrics, 88, 943953.
McMurran, M. & Theodosi, E. (2007) Is treatment non-completion associated with
increased reconviction over no treatment? Psychology Crime and Law, 13,
333343.
McMurran, M. & Wilmington, R. (2007) A Delphi survey of the views of adult male
patients with personality disorders on psychoeducation and social problemsolving therapy. Criminal Behaviour and Mental Health, 17, 293299.
McPherson, S. J., McDonald, L. E. & Ryer, C. W. (1983) Intensive counselling with
families of juvenile offenders. Juvenile and Family Court Journal, 28, 2733.
Melhuish, E., Belsky, J., Anning, A., et al. (2007) Variation in community
intervention programmes and consequences for children and families: the
example of Sure Start Local Programmes. The Journal of Child Psychology and
Melhuish, E., Belsky, J., Leyland, H., et al. (2008) Effects of fully-established
Sure Start Local Programmes on 3-year-old children and their families living
in England: a quasi-experimental observational study. Lancet, 372,
16101612.
Messina, N., Farabee, D. & Rawson, R. (2003) Treatment responsivity of cocainedependent patients with antisocial personality disorder to cognitive-behavioral
342
References
and contingency management interventions. Journal of Consulting and Clinical
Mercer, D., Richman, J. & Mason, T. (2000) Out of the mouths of forensic nurses:
a pathology of the monstrous revisited. Mental Health Care, 3, 197200.
Michelson, L., Mannarino, A. P., Marchione, K. E., et al. (1983) A comparative
outcome study of behavioral social skills training, interpersonal problem-solving
skills and non-directive control treatments with child psychiatric outpatients.
Behaviour Research and Therapy, 21, 545556.
Millon, T. & Davis, R. (1996) Disorders of Personality, DSM-IV and Beyond. New
York: Wiley Interscience.
Ministry of Justice (2007) DSPD: Dangerous People with Severe Personality
Disorder. Community Provision. Resettle. Available at: http://www.dspd
programme.gov.uk/pages/what_we-re_doing/what_we_do4.php [Accessed April 2008]
Ministry of Justice (2008a) Reoffending of Adults: Results from the 2006 Cohort.
England and Wales. London: Statistics Ministry of Justice, Statistics bulletin.
Ministry of Justice (2008b) Reoffending of Juveniles: Results from the 2006 Cohort.
England and Wales. London: Statistics Ministry of Justice, Statistics bulletin.
Monahan, J. (1981) The Clinical Prediction of Violent Behavior. Washington, D.C.:
United States Department of Health and Human Service.
Monahan, J., Steadman, H. J., Silver, E., et al. (2001) Rethinking Risk Assessment.
The MacArthur Study of Mental Disorder and Violence. Oxford: Oxford
University Press.
Moffitt, T. E., Caspi, A., Harrington, H., et al. (2002) Males on the life-coursepersistent and adolescence-limited antisocial pathways follow-up at 26 years.
Development and Psychopathology, 14, 179207.
Moore, C. & Freestone, M. (2006) Traumas of forming: the introduction of
community meetings in the Dangerous and Severe Personality Disorder (DSPD)
environment. Therapeutic Communities: The International Journal for
Therapeutic and Supportive Organizations, 27, 193210.
Moran, P. & Hagell, A. (2001) Intervening to Prevent Antisocial Personality
Disorder: a Scoping Review. Home Office Research Study 225. London: Home
Office. Available at: http://www.homeoffice.gov.uk/rds/pdfs/hors225.pdf
Moran, P., Jenkins, R., Tylee, A., et al. (2000) The prevalence of personality disorder
among UK primary care attenders. Acta Psychiatrica Scandinavica, 102, 5257.
Morris, A., Gibbon, S. & Duggan, C. (2007) Complex case: Sentenced to hospital
A cause for concern? Personality and Mental Health, 1, 7479.
Morrissey, C., Hogue, T., Mooney, P., et al. (2007) Predictive validity of the PCL-R in
offenders with intellectual disability in a high secure hospital setting: institutional
aggression. The Journal of Forensic Psychiatry and Psychology, 18, 115.
Mossman, D. (1994) Assessing predictions of violence: being accurate about
accuracy. Journal of Consulting and Clinical Psychology, 62, 783792.
Mrazek, P. & Haggerty, R. J. (1994) Reducing Risks for Mental Disorders. Frontiers
for Preventive Intervention Research. Washington, DC: National Academy Press.
Mulder, R. T. & Joyce, P. R. (1997) Temperament and the structure of personality
disorder symptoms. Psychological Medicine, 27, 99106.
343
References
Mulder, R. T., Joyce P. R. & Luty, S. E. (2003) The relationship of personality
disorders to treatment outcomes in depressed outpatients. Journal of Clinical
Murphy, J. (1972) Moral death: a Kantian essay on psychopathy. Ethics, 82, 284.
Myers, M. G., Stewart, D. G., Brown, S. A. (1998) Progression from conduct disorder
to antisocial personality disorder following treatment for adolescent substance
abuse. American Journal of Psychiatry, 155, 479485.
Myers, W. C., Burton, P. R., Sanders, P. D., et al. (2000) Project back-on-track at
1 year: a delinquency treatment program for early-career juvenile offenders.
Journal of the American Academy of Child and Adolescent Psychiatry, 39,
11271134.
Nathan, R. (1999) Scientific attitude to difficult patients. British Journal of
National Institute of Mental Health in England (2003) The Personality Disorder
Capabilities Framework. Available from: http://www.spn.org.uk/fileadmin/
SPN_uploads/Documents/Papers/personalitydisorders.pdf [Accessed April 2008]
National Offender Management Service (2008) Agency Framework Document.
Available
at:
http://www.justice.gov.uk/publications/docs/noms-agencyframework.pdf [accessed July 2008]
National Research Council (1999) Pathological Gambling: a Critical Review.
Washington, DC: Washington Academy Press.
NCCMH (2005a) Depression: Management of Depression in Primary and Secondary
Care. Leicester & London: The British Psychological Society and the Royal
College of Psychiatrists.
NCCMH (2005b) Post-traumatic Stress Disorder (PTSD): The Management of PTSD
in Adults and Children in Primary and Secondary Care. Leicester & London: The
British Psychological Society and the Royal College of Psychiatrists.
NCCMH (2006) Obsessive-compulsive Disorder: Core Interventions in the Treatment
of Obsessive-compulsive Disorder and Body Dysmorphic Disorder. Leicester &
London: The British Psychological Society and the Royal College of
Psychiatrists.
NCCMH (2007a) Drug Misuse: Psychosocial Interventions. Leicester & London:
The British Psychological Society and the Royal College of Psychiatrists.
NCCMH (2007b) Drug Misuse: Opioid Detoxification. Leicester & London: The
British Psychological Society and the Royal College of Psychiatrists.
NCCMH (2009a) Attention Deficit Hyperactivity Disorder: Diagnosis and
Management of ADHD in Children, Young People and Adults. Leicester & London:
The British Psychological Society and the Royal College of Psychiatrists.
NCCMH (2009b) Borderline Personality Disorder: Treatment and Management.
Leicester & London: The British Psychological Society and the Royal College of
Psychiatrists.
Nemeroff, C. B., Heim C. M., Thase, M. E., et al. (2003) Differential responses to
psychotherapy versus pharmacotherapy in patients with chronic forms of major
depression and childhood trauma. Proceeds of the National Academy of Science
United States of America, 100, 1429314296.
344
References
Neumann, C. S., Hare, R. D. & Newman, J. P. (2007) The super-ordinate nature of
the Psychopathy Checklist-Revised. Journal of Personality Disorders, 21,
102117.
Newton-Howes, G., Tyrer, P., Johnston, T. (2006) Personality disorder and the
outcome of depression: meta-analysis of published studies. British Journal of
NHS (2006) NHS Employers and Pay Circular (AforC) 1/2006. Pay and Conditions
for NHS Staff Covered by the Agenda for Change Agreement. London: NHS.
NICE (2006a) The Guidelines Manual. London: NICE. Available from:
www.nice.org.uk
NICE (2006b) Parent-training/Education Programmes in the Management of
Children with Conduct Disorders. Technology Appraisal 102. London: NICE.
NICE (2007) Drug Misuse: Psychosocial Interventions. NICE Clinical Guideline 51.
London: NICE.
NICE (2008) Attention Deficit Hyperactivity Disorder: Diagnosis and Management
of ADHD in Children, Young People and Adults. NICE Clinical Guideline 72.
London: NICE.
NICE (2009) Borderline Personality Disorder: Treatment and Management. NICE
Clinical Guideline 78. London: NICE.
NICHD Early Child Care Research Network (2003) Does amount of time spent in
child care predict socioemotional adjustment during the transition to
kindergarten? Child Development, 74, 9761005.
Nicholson, J. M. & Sanders, M. R. (1999) Randomized controlled trial of behavioural
family intervention for the treatment of child behaviour problems in stepfamilies.
Journal of Divorce and Remarriage, 30, 123.
Nickel, M. K., Krawczyk, J., Nickel, C., et al. (2005) Anger, interpersonal
relationships, and health-related quality of life in bullying boys who are treated
with outpatient family therapy: a randomized, prospective, controlled trial with
1 year of follow-up. Pediatrics, 116, 247254.
Nickel, M. K., Nickel, C., Kaplan, P., et al. (2005b) Treatment of aggression with
topiramate in male borderline patients: a double-blind, placebo-controlled study.
Biological Psychiatry, 57, 495499.
Nickel, M. K., Muehlbacher, M., Kaplan, P., et al. (2006) Influence of family therapy
on bullying behaviour, cortisol secretion, anger, and quality of life in bullying
male adolescents: a randomized, prospective, controlled study. Canadian Journal
Nickel, M., Luley, J., Krawczyk, J. (2006a) Bullying girls - changes after brief
strategic family therapy: a randomized, prospective, controlled trial with one-year
follow up. Psychotherapy Psychosomatics, 75, 4755.
Nielsen, A. L., Scarpitti, F. R. & Inciardi, J. A. (1996) Integrating the therapeutic
community and work release for drug-involved offenders: the CREST program.
Journal of Substance Abuse Treatment, 13, 349358.
Nixon, R .D. V., Erickson, D. B. & Touyz, S. W. (2003) Parent-child interaction
therapy: a comparison of standard and abbreviated treatments for oppositional
defiant preschoolers. Journal of Consulting and Clinical Psychology, 2, 251260.
345
References
Nock, M. K. & Kazdin, A. E. (2005) Randomized controlled trial of a brief
intervention for increasing participation in parent management training. Journal
of Consulting and Clinical Psychology, 73, 872879.
Nordic Cochrane Centre (2006) Review Manager (RevMan) Version 4.0.
Copenhagen: The Nordic Cochrane Centre, The Cochrane Collaboration.
[Computer programme]
Nores, M., Belfield, C., Barnett, W. S., et al. (2005) Updating the economic impacts
of the High/Scope Perry Preschool Program. Educational Evaluation and Policy
Analysis, 27, 245261.
ODonnell, J., Hawkins, J. D., Catalano, R. F., et al. (1995) Preventing school failure,
drug use, and delinquency among low-income children: long-term intervention in
elementary schools. American Journal of Orthopsychiatry, 65, 87100.
Office for National Statistics (2008) Retail Prices Index (all items). Available at:
http://www.statistics.gov.uk/downloads/theme_economy/RP02.pdf [Accessed
October 2008]
Ogden, T. & Halliday-Boykins, C. A. (2004) Multisystemic treatment of antisocial
adolescents in Norway: replication of clinical outcomes outside of the US. Child
and Adolescent Mental Health, 9, 7783.
Ogloff, J. R. P. (2006) The psychopathy/antisocial personality disorder conundrum.
Australian and New Zealand Journal of Psychiatry, 40, 519528.
Olds, D. L. (2002) Prenatal and infancy home visiting by nurses: from randomized
trials to community replication. Prevention Science, 3, 153172.
Olds, D. L., Eckenrode, J., Henderson, Jr., C. R., et al. (1997) Long-term effects of home
visitation on maternal life course and child abuse and neglect: fifteen-year follow-up
of a randomized trial. Journal of the American Medical Association, 278, 637643.
Olds, D., Henderson, C. R., Jr., Cole, R., et al. (1998) Long-term effects of nurse
home visitation on childrens criminal and antisocial behaviour: 15 year followup of a randomized controlled trial. Journal of the American Medical Association,
280, 12381244.
Olds, D. L., Robinson, J., OBrien, R., et al. (2002) Home visiting by paraprofessionals
and by nurses: a randomized, controlled trial. Pediatrics, 110, 486496.
Olds, D. L., Hill, P., OBrien, R., et al. (2003) Taking preventive intervention to scale:
the Nurse-Family Partnership. Cognitive and Behaviour Practice, 10, 278290.
Olds, D. L., Kitzman, H., Cole, R., et al. (2004) Effects of nurse home-visiting on
maternal life course and child development: age 6 follow-up results of a
randomized trial. Pediatrics, 114, 15501559.
Olds, D. L., Sadler, L. & Kitzman, H. (2007) Programs for parents of infants and
toddlers: recent evidence from randomized trials. The Journal of Child
Psychology and Psychiatry, 48, 355391.
Omizo, M. M., Hershberger, J. M. & Omizo, S. A. (1988) Teaching children to cope
with anger. Elementary School Guidance and Counseling, 22, 241245.
ORourke, M., & Hammond, S. (2000) Risk Management: Towards Safe, Sound and
Supportive Practice. Available at: http://www.ramas.co.uk/report1.pdf [Accessed
June 2008]
346
References
Ostrom, T. M., Steele, C. M. Rosenblood, L. K., et al. (1971) Modification of
delinquent behavior. Journal of Applied Social Psychology, 1, 118136.
Pakiz, B., Reinherz, H. Z. & Giaconia, R. M. (1997) Early risk factors for serious
antisocial behaviour at age 21: a longitudinal community study. American Journal
of Orthopsychiatry, 67, 92101.
Paris, J. (2003) Personality Disorders Over Time: Precursors, Course, and Outcome.
Arlington, VA: American Psychiatric Publishing.
Parsons, B., Quitkin, F. M., McGrath, P. J., et al. (1989) Phenelzine, imipramine and
placebo in borderline patients meeting criteria for atypical depression.
Psychopharmacology Bulletin, 25, 524534.
Patrick, C. J. (2008) Psychophysiological correlates of aggression and violence: an
integrative review. Philosophical Transactions of the Royal Society B: Biological
Sciences, 363, 25432555.
Patterson, G. R., Chamberlain, P. & Reid, J. B. (1982) A comparative evaluation of a
parent-training program. Behaviour Therapy, 13, 638650.
Patterson, J., Barlow, J., Mockford, C., et al. (2007) Improving mental health through
parenting programmes: block randomised controlled trial. Archives of Disease in
Childhood, 87, 472477.
Pepler, D. J., King, G., Craig, W., et al. (1995) The development and evaluation of a
multisystem social skills group training program for aggressive children. Child
and Youth Care Forum, 24, 297313.
Porporino, F. J. & Robinson, D. (1995) An evaluation of the Reasoning and
Rehabilitation programme with Canadian federal offenders. In Thinking Straight:
The Reasoning and Rehabilitation Program for Delinquency Prevention and
Offender Rehabilitation (eds. R. R. Ross & R. D. Ross), pp. 155192. Ontario,
Canada: Air Training and Publications.
Powell, B. J., Campbell, J. L., Landon, J. F., et al. (1995) A double-blind, placebocontrolled study of nortriptyline and bromocriptine in male alcoholics subtyped
by comorbid psychiatric disorders. Alcoholism: Clinical and Experimental
Research, 19, 462468.
Prichard, J. C. (1835) Treatise on Insanity. London: Sherwood Gilbert and Piper.
Pullen, S., English, K., Woodward, B., et al. (1996) Evaluation of the Reasoning and
Rehabilitation Cognitive Skills Development Program as Implemented in Juvenile
ISP in Colorado. Colorado: U.S. Department of Justice.
Quinsey, V. L. E., Harris, G. T., Rice, M. E., et al. (1998) Violent Offenders:
Appraising and Managing Risk. 1st edition. Washington: APA.
Raine, A., Brennan, P. & Mednick, S. A. (1994) Birth complications combined with
early maternal rejection at age 1 year predispose to violent crime at age 18 years.
Raine, A., Lencz, T., Bihrle, S., et al. (2000) Reduced prefrontal gray matter volume
and reduced autonomic activity in antisocial personality disorder. Archives of
Ramey, C. T. & Campbell, F. A. (1991) Poverty, early childhood education, and
academic competence: the Abecedarian experiment. In Children in Poverty: Child
347
References
Development and Public Policy (ed. A. C. Huston), pp. 190221. Cambridge, MA:
Cambridge University Press.
Rapoport, R. N. (1960) Community as Doctor: New Perspectives on a Therapeutic
Community. London: Tavistock Publications.
Rawlings, B. & Yates, R. (2001) Therapeutic Communities for the Treatment of Drug
Users. London: Jessica Kingsley.
Reich, J. H. & Vasile, R. G. (1993) Effect of personality disorders on the treatment
outcome of Axis 1 conditions: an update. Journal of Mental and Nervous
Diseases, 181, 475484.
Reynolds, A. J. (1991) Early schooling of children at risk. American Educational
Research Journal, 28, 392422.
Reynolds, A. J. (1994) Effects of a preschool plus follow-up intervention for children
at risk. Developmental Psychology, 30, 787804.
Reynolds, A. J. & Temple, J. A. (2006) Economic benefits of investments in preschool
education. In A Vision for Universal Prekindergarten (eds. E. Zigler, W. Gilliam
& S. Jones). New York: Cambridge University Press.
Reynolds, A. J., Temple, J. A., Robertson, D. L., et al. (2001) Long-term effects of an
early childhood intervention on educational achievement and juvenile arrest:
a 15-year follow-up of low-income children in public schools. Journal of the
American Medical Association, 285, 23392346.
Reynolds, A. J., Temple, J. A., Robertson, D. L., et al. (2002) Age 21 cost-benefit
analysis of the Title I Chicago Child-Parent Centers. Educational Evaluation and
Policy Analysis, 24, 267303.
Rice, M. E. & Harris, G. T. (1997) Cross validation and extension of the violence risk
appraisal guide for child molesters and rapists. Law and Human Behavior, 21, 231241.
Risk Management Authority Scotland (2006) Risk Assessment Tools Evaluation
Directory. Scotland: Risk Management Authority.
Ritter, J., Stewart, M., Bernet, C., et al. (2002) Effects of childhood exposure to
familial alcoholism and family violence on adolescent substance use, conduct
problems and self-esteem. Journal of Traumatic Stress, 15, 113122.
Robertson, A. & Gunn, J. (1987) A ten-year follow-up of men discharged from
Grendon prison. The British Journal of Psychiatry, 151, 674678.
Robertson, A., Grimes, P. & Rogers, K. (2001) A short-run cost-benefit analysis of
community-based interventions for juvenile offenders. Crime and Delinquency,
47, 265284.
Robins, L. N. (1987) The epidemiology of antisocial personality disorder. In
Psychiatry, Vol. 3 (eds R. O. Michels & J. O. Cavenar), pp. 114. Philadelphia,
PA: J. B. Lippincott.
Robins, L. N., Tipp, J. & Przybeck, T. (1991) Antisocial personality. In Psychiatric
Disorders in America (eds L. N. Robins & D. A. Regier), pp. 258290. New York:
Free Press.
Rohde, P., Jorgensen, J. S., Seeley, J. R., et al. (2004) Pilot evaluation of the coping
course: a cognitive-behavioral intervention to enhance coping skills in
incarcerated youth. Journal of the American Academy of Child and Adolescent
348
References
Rolnick, A. & Grunwald, R. (2003) Early Childhood Development: Economic
Development with High Public Return. Minneapolis, MN: Federal Reserve Bank
of Minneapolis.
Romeo, R., Knapp, M. & Scott, S. (2006) Economic cost of severe antisocial behaviour
in children - and who pays for it. British Journal of Psychiatry, 188, 547553.
Ross, R. R., Fabiano, E. A. & Ewles, C. D. (1988) Reasoning and Rehabilitation.
International Journal of Offender Therapy and Comparative Criminology, 32,
2935.
Roth, A. D. & Pilling, S. (2008) A Competence Framework for the Supervision of
Psychological Therapies. Available from: http://www.ucl.ac.uk/clinicalpsychology/CORE/Supervision_Competences/supervision_comptences_backgro
und_paper.rtf [Accessed July 2008]
Rowland, M. D, Halliday-Boykins, C. A., Henggeler, S. W., et al. (2005) A
randomized trial of multisystemic therapy with Hawaiis Felix class youths.
Journal of Emotional and Behavioral Disorders, 13, 1323.
Royal College of Psychiatrists (2008a) Court Work: Final Report of a Scoping Group
(College Report CR147). London: Royal College of Psychiatrists.
Royal College of Psychiatrists (2008b) Community of Communities: National Report
20052007. London: Royal College of Psychiatrists.
Ryan, S., Moore, E., Taylor, P., et al. (2002) The voice of detainees in a high security
setting on services for people with personality disorder. Criminal Behaviour and
Mental Health, 12, 254268.
Sacks, S., Sacks, J. Y., McKendrik, K., et al. (2004) Modified TC for MICA
offenders: crime outcomes. Behavioural Science Law, 22, 477501.
Saks, E. R. (2003) Refusing Care: Forced Treatment and the Rights of the Mentally
Ill. Chicago, IL: University of Chicago Press.
Salekin, R. T. (2002) Psychopathy and therapeutic pessimism: clinical lore or clinical
reality? Clinical Psychology Review, 22, 79112.
Salekin, R. T., Rogers, R., Ustad, K. L., et al. (1998) Psychopathy and recidivism
among female inmates. Law and Human Behavior, 22, 109128.
Sanders, M. R. (1992) Every Parent: A Positive Approach to Childrens Behaviour
Sydney: Addison-Wesley.
Sanders, M. R. (1994) Every Parents Workbook: A Practical Guide to Positive
Parenting. Queensland, Australia: Australian Academic Press.
Sanders26, M. R. & McFarland, M. (2000) Treatment of depressed mothers with
disruptive children: a controlled evaluation of cognitive behavioral family
intervention. Behavior Therapy, 31, 89112.
Sanders, M. R., Montgomery, D. T. & Brechman-Toussaint, M. L. (2000) The mass
media and the prevention of child behavior problems: the evaluation of a
television series to promote positive outcomes for parents and their children.
Journal of Child Psychology and Psychiatry, 41, 939948.
Sanders, M. R., Markie-Dadds, C., Tully, L. A., et al. (2000a) The Triple Positive
Parenting Program: a comparison of enhanced, standard, and self-directed
26This
is the full reference for Study ID SANDERS2000B.
349
References
behavioral family intervention for parents of children with early onset conduct
problems. Journal of Consulting and Clinical Psychology, 68, 624640.
Santisteban, D. A., Coatsworth, J. D., Perez-Vidal, A., et al. (2003) Efficacy of brief
strategic family therapy in modifying Hispanic adolescent behavior problems and
substance use. Journal of Family Psychology, 17, 121133.
Sarkar, S. P. & Adshead, G. (2005) Black robes and white coats: who will win the new
mental health tribunals? The British Journal of Psychiatry, 186, 9698.
Satterfield, J. H. & Schell, A. (1997) A prospective study of hyperactive boys with
conduct problems and normal boys: adolescent and adult criminality. Journal of
American Child and Adolescent Psychiatry, 36, 17261735.
Sayger, T., Horne, A., Walker, J., et al. (1988). Social learning family therapy with
aggressive children: treatment outcome and maintenance. Journal of Family
Schlichter, K. F. & Horan, J. J. (1981) Effects of stress inoculation on the anger and
aggression management skills of institutionalized juvenile delinquents. Cognitive
Therapy and Research, 5, 359365.
Schneider, K. (1923) Die Psychopathischen Personlichkeiten. Berlin: Springer.
Schuhmann, E. M., Foote, R. C., Eyberg, S. M., et al. (1998) Efficacy of parentchild
interaction therapy: interim report of a randomized trial with short-term
maintenance. Journal of Clinical Child Psychology, 27, 3445.
Schweinhart, L. J. (2007) Crime prevention by the High/Scope Perry Preschool
Program. Victims and Offenders, 2, 141160.
Schweinhart, L. J. & Weikart, D. P. (1993) Success by empowerment: the High/Scope
Perry Preschool Study through age 27. Young Children, 49, 5458.
Schweinhart, L. J., Berrueta-Clement, J. R., Barnett, W. S., et al. (1985) Effects of the
Perry Preschool Program on youths through age 19: a summary. Topics in Early
Childhood Special Education, 5, 2635.
Schweinhart, L. J., Barnes, H. & Weikart, D. P. (1993) Significant Benefits. The
High/Scope Perry School Study Through Age 27. Ypsilanti, MI: High/Scope Press.
Scott, S. (2007) Conduct disorders in children. British Medical Journal, 334, 646.
Scott, S., Spender, Q., Doolan, M., et al. (2001) Multicentre controlled trial of
parenting groups for childhood antisocial behaviour in clinical practice. British
Medical Journal, 323, 17.
Scott, S., Knapp, M., Henderson, J., et al. (2001a) Financial cost of social exclusion:
follow-up study of antisocial children into adulthood. British Medical Journal,
323, 191194.
Scott, S., OConnor, T. & Futh, A. (2006) What Makes Parenting Programmes Work
in Disadvantaged Areas? The PALS Trial. London: Joseph Rowntree Foundation.
Semmens, N. (2007) Towards an understanding of fear as an intangible cost of
crime. International Review of Victimology, 14, 219236.
Shapland, J. & Hall, M. (2007) What do we know about the effects of crime on
victims? International Review of Victimology, 14, 175217.
Sheard, M. H., Marini, J. L., Bridges, C. I., et al. (1976) The effect of lithium on impulsive
aggressive behavior in man. American Journal of Psychiatry, 133, 14091413.
350
References
Shechtman, Z. (2000) An innovative intervention for treatment of child and
adolescent aggression: an outcome study. Psychology in the Schools, 37, 157167.
Shine, J. (1997) Appraisal and coping processes used by staff, in a prison based
therapeutic community, to deal with occupational stress. Therapeutic
Communities, 18, 271283.
Shivrattan, J. L. (1988) Social interactional training and incarcerated juvenile
delinquents. Canadian Journal of Criminology/Revue Canadienne de
Criminologie, 30, 145163.
Shure, M. B. (1992) I Can Problem Solve: An Interpersonal Cognitive ProblemSolving Program. Champaign, IL: Research Press.
Simonoff, E., Elander, J., Holmshaw, J., et al. (2004) Predictors of antisocial
personality disorder. Continuities from childhood to adult life. The British Journal
Singleton, N., Melzer, H., Gatward, R., et al. (1998) Psychiatric Morbidity Among
Prisoners in England and Wales. London: The Stationary Office.
Skodol, A. E., Buckley, P. & Charles, E. (1983) Is there a characteristic pattern to the
treatment history of clinic outpatients with borderline personality? Journal of
Nervous and Mental Disease, 171, 405410.
Skodol, A. E., Gunderson, J. G., Shea, M. T., et al. (2005) The Collaborative
Longitudinal Personality Disorders Study (CLPS). Journal of Personality
Smith, L. A., Gates, S. & Foxcroft, D. (2006) Therapeutic communities for substance
related disorder. Cochrane Database of Systematic Reviews 2006, Issue 1, CD005338.
Snell, H. K. (1962) H. M. Prison, Grendon. British Medical Journal, 22, 789792.
Soloff, P. (1998) Symptom-orientated psychopharmacology for personality disorders.
Journal of Practical Psychiatry and Behavioral Health, 4, 311.
Soloff, P. H., George, A., Nathan, R. S., et al. (1986a) Progress in pharmacotherapy
of borderline disorders. Archives of General Psychiatry, 3, 691687.
Soloff, P. H., George, A., Nathan, S., et al. (1986b) Amitriptyline and haloperidol in
unstable and schizotypal borderline disorders. Psychopharmacology Bulletin, 22,
177182.
Sourander, A., Elonheimo, H., Niemela, S., et al. (2006) Childhood predictors of male
criminality: a prospective population based follow up study from age 8 to late
adolescence. Journal of the American Academy of Child and Adolescent
Spence, S. H. & Marziller, J. S. (1981) Social skills training with adolescent male
offenders - II. Short term, long term and generalized effects. Behavior Research
and Therapy, 19, 349368.
Stalker, K., Ferguson, I. & Barclay, A. (2005) It is a horrible term for someone:
service user and provider perspectives on personality disorder. Disability and
Society, 20, 359373.
Stanford, M. S., Helfritz, L. E. & Conklin, S. M. (2005) A comparison of
anticonvulsants in the treatment of impulsive aggression. Experimental and
Clinical Psychopharmacology, 13, 7277.
351
References
Stein, D. J., Simeon, D., Frenkel, M., et al. (1995) An open trial of valproate in
borderline personality disorder. Journal of Clinical Psychiatry, 56, 506510.
Steiner, H. & Dunne, J. E. (1997) Summary of the practice parameters for the
assessment and treatment of children and adolescents with conduct disorder.
14821485.
Stevenson, J. & Goodman, R. (2001) Association between behavior at age 3 years old
and adult criminality. British Journal of Psychiatry, 179, 197202.
Stewart-Brown, S., Patterson, J., Mockford, C., et al. (2007) Impact of a general
practice based group parenting programme: quantitative and qualitative results
from a controlled trial at 12 months. Archives of Disease in Childhood, 89,
519525.
Stolk, M., Mesman, J., Van Zeijl, J., et al. (2008) Early parenting intervention: family
risk and first-time parenting related to intervention effectiveness. Journal of Child
and Family Studies, 17, 5583.
Strawson, P. F. (1968) Freedom and resentment. In Studies in the Philosophy of
Thought and Action, pp. 71-96. Oxford: Oxford University Press.
Strayhorn, J. M. & Weidman, C. S. (1989) Reduction of attention deficit and
internalizing symptoms in preschooler through parent-child interaction training.
888896.
Strike, C., Rhodes, A. E., Bergmans, Y., et al. (2006) Fragmented pathways to care:
the experience of suicidal men. Crisis, 27, 3138.
Sukhodolsky, D. G., Solomon, R. M & Perine, J. (2000) Cognitive-behavioral, angercontrol intervention for elementary school children: a treatment-outcome study.
Journal of Child and Adolescent Group Therapy, 10, 159170.
Swanson, M. C., Bland, R. C. & Newman, S. C. (1994) Epidemiology of psychiatric
disorders in Edmonton. Antisocial personality disorders. Acta Psychiatrica
Scandinavica, Supplementum, 376, 6370.
Szapocznik, J., Rio, A., Murray, E., et al. (1989) Structural family versus
psychodynamic child therapy for problematic Hispanic boys. Journal of
Consulting and Clinical Psychology, 57, 571578.
T3 Associates (2003) Reasoning and Rehabilitation Revised: a Handbook for
Teaching Cognitive Skills. Ottawa, Canada: T3 Associates Inc.
Taylor, T. K., Schmidt, F. & Pepler, D. (1998) A comparison of eclectic treatment
with Webster-Strattons parents and children series in a childrens mental health
center: a randomized controlled trial. Behavior Therapy, 29, 221240.
Tennant, G., Tennant, D., Prins, H., et al. (1990) Psychopathic disorder a useful
clinical concept? Medicine, Science, and Law, 30, 3944.
Timmons-Mitchell, J., Bender, M. B., Kishna, M. A., et al. (2006) An independent
effectiveness trial of multisystemic therapy with juvenile justice youth. Journal of
Clinical Child and Adolescent Psychology, 35, 227236.
Tong, L. S. J. & Farrington, D. P. (2006) How effective is the Reasoning and
Rehabilitation programme in reducing re-offending? A meta-analysis of
evaluations in three countries. Psychology, Crime and Law, 12, 324.
352
References
Torgensen, S., Kringlen, E. & Cramer, V. (2001) The prevalence of personality
disorders in a community sample. Archives of General Psychiatry, 58, 590596.
Tremblay, R. E., Pihl, R. O., Vitaro, F., et al. (1994) Predicting early onset of male
antisocial behaviour from preschool behavior. Archives of General Psychiatry, 51,
732739.
Tremblay, R. E., Nagin, D. S., Seguin, J. R., et al. (2004) Physical aggression during
early childhood: trajectories and predictors. Pediatrics, 114, 4350.
Trickett, E. J., Dahiyal, C. & Selby, P. M. (1994) Primary Prevention in Mental
health: An Annotated Bibliography 19831991. Rockville, MD: National Institute
of Mental Health.
Tupin, J. P., Smith, D. B., Clanon, T. L., et al. (1973) Long-term use of lithium in
aggressive disorders. Comprehensive Psychiatry, 14, 311317.
Turner, K. M. T. & Sanders, M. R. (2006) Help when its needed first: a controlled
evaluation of brief, preventive behavioral family intervention in a primary care
setting. Behavior Therapy, 37, 131142.
Turner, K. M. T., Richards, M. & Sanders, M. R. (2007) Randomised clinical trials of
a group parent education programme for Australian indigenous families. Journal
of Paediatrics and Child Health, 43, 429437.
Tyrer, P., Mitchard, S., Methuen, C., et al. (2003) Treatment-rejecting and treatmentseeking personality disorders: type R and type S. Journal of Personality
Tyrer, P., Coombs, N., Ibrahimi, F., et al. (2007) Critical developments in the assessment
of personality disorder. The British Journal of Psychiatry, Suppl. 49, S5159.
Urbaniok, F., Endrass, J., Rossegger, A., et al. (2007) Violent and sexual offences: a
validation of the predictive quality of the PCL: SV in Switzerland. International
Journal of Law and Psychiatry, 30, 147152.
Van Manen, T. G., Prins, P. J. M. & Emmelkamp, P. M. G. (2004) Reducing
aggressive behavior in boys with a social cognitive group treatment: results of a
randomized controlled trial. Journal of the American Academy of Child and
Adolescent Psychiatry, 43, 14781487.
Vannoy, S. D & Hoyt, W. T. (2004) Evaluation of an anger therapy intervention for
incarcerated adult males. Journal of Offender Rehabilitation, 39, 3957.
Vanstone, M. (2000) Cognitive-behavioural work with offenders in the UK: a history
of influential endeavour. Howard Journal of Criminal Justice, 39, 171183.
Van Voorhis, P. V., Spruance, L. M., Ritchey, P. N., et al. (2004) The Georgia
cognitive skills experiment: a replication of Reasoning and Rehabilitation.
Criminal Justice and Behavior, 31, 282305.
Viding, E., Blair, R. J., Moffitt, T. E, et al. (2005) Evidence for substantial genetic risk
for psychopathy in 7-year-olds. Journal of Child Psychology and Psychiatry and
Allied Disciplines, 46, 592597.
Viding, E., Larsson, H. & Jones, A. P. (2008) Quantitative genetic studies of antisocial
behaviour. Philosophical Transactions of the Royal Society of London B:
Biological Sciences, 363, 25192527.
Walker, H. M., Stieber, S. & Bullis, M. (1997) Longitudinal correlates of arrest status
among at-risk males. Journal of Child and Family Studies, 6, 289309.
353
References
Walters, G. D. & Mandell, W. (2007) Incremental validity of the psychological
inventory of criminal thinking styles and psychopathy checklist: screening version
in predicting disciplinary outcome. Law and Human Behavior, 31, 141157.
Walters, G. D., Duncan, S. A. & Geyer, M. D. (2003) Predicting disciplinary
adjustment in inmates undergoing forensic evaluation: a direct comparison of the
PCL-R and the PAI. Journal of Forensic Psychiatry and Psychology, 14, 382393.
Warren, F., McGauley, G. Norton, K., et al. (2003) Review of Treatment for Severe
Personality Disorder. Home Office Report 30/03. London: Home Office.
Warren, J. I., South, S. C., Burnette, M. L., et al. (2005) Understanding the risk
factors for violence and criminality in women: the concurrent validity of the PCLR and HCR-20. International Journal of Law and Psychiatry, 28, 269289.
Watt, B., Hoyland, M., Best, D., et al. (2007) Treatment participation among conduct
problem children and the role of telephone reminders. Journal of Child and
Family Studies, 16, 522530.
Webster, C. D., Douglas, K. S., Eaves, D., et al. (1997) HCR-20: Assessing Risk of
Violence (version 2). Vancouver, Canada: Mental Health Law & Policy Institute,
Simon Fraser University.
Webster-Stratton, C. (1984) Randomized trial of two parent-training programs for
families with conduct-disordered children. Journal of Consulting and Clinical
Webster-Stratton, C. (1990) Enhancing the effectiveness of self-administered
videotape parent training for families with conduct-problem children. Journal of
Abnormal Psychology, 18, 479492.
Webster-Stratton, C. (1992) Individually administered videotape parent training:
who benefits? Cognitive Therapy and Research, 16, 3135.
Webster-Stratton, C. (1994) Advancing videotape parent training: a comparison
study. Journal of Consulting and Clinical Psychology, 62, 583593.
Webster-Stratton, C. & Hammond, M. (1997) Treating children with early-onset
conduct problems: a comparison of child and parent training interventions.
Webster-Stratton, C. & Hancock, L. (1998) Training for parents of young children
with conduct problems: content, method and therapeutic processes. In: Handbook
of Parent Training, 2nd edn (eds. J. M. Briemeister & C. E. Schaefer). New York:
Wiley.
Webster-Stratton, C., Kolpacoff, M. & Hollinsworth, T. (1988) Self-administered
videotape therapy for families with conduct-problem children: comparison with
two cost-effective treatments and a control group. Journal of Consulting and
Clinical Psychology, 56, 558566.
Weissman, M. M. (1993) The epidemiology of personality disorders: a 1990 update.
Journal of Personality Disorders, Spring Suppl., 4462.
Welsh, B. C., Loeber, R., Stevan, B. R., et al. (2008) Cost of juvenile crime in urban
areas: a longitudinal perspective. Youth Violence Juvenile Justice, 6, 327.
Westen, D. & Arkowitz-Westen, L. (1998) Limitations of Axis II in diagnosing
personality pathology in clinical practice. American Journal of Psychiatry, 155,
17671771.
354
References
Wexler, H. K., De Leon, G., Thomas, G., et al. (1999) The Amity prison TC
evaluation. Criminal Justice and Behavior, 26, 147167.
White, H. R., Bates, M. E. & Buyske, S. (2001) Adolescent-limited versus persistent
delinquency: extending Moffitts hypothesis into adulthood. Journal of Abnormal
WHO (1992) The ICD-10 Classification of Mental and Behavioural Disorders:
Clinical Descriptions and Diagnostic Guidelines. Geneva: WHO.
Widiger, T. A. & Corbitt, E. M. (1993) Antisocial personality disorder: proposals for
DSM-IV. Journal of Personality Disorders, 7, 6377.
Wiesner, M. & Capaldi, D. M. (2003)27 Relations of childhood and adolescent factors
to offending trajectories of young men. Journal of Research in Crime and
Delinquency, 40, 231262.
Wiesner, M. & Silbereisen, R. K. (2003)28 Trajectories of delinquent behaviour in
adolescent and their covariates: relations with initial and time-averaged factors.
Journal of Adolescence, 26, 753771.
Wilcox, J. A. (1995) Divalproex sodium as a treatment for borderline personality
disorder. Annals of Clinical Psychiatry, 7, 3337.
Wilson, D. B., Bouffard, L. A. & Mackenzie, D. L. (2005) A quantitative review of
structured, group-oriented, cognitive-behavioral programs for offenders. Criminal
Justice and Behavior, 32, 172204.
Wing, J. K. & Brown, G. W. (1970) Institutionalism and Schizophrenia. London:
Cambridge University Press.
Wlwer, W., Burtscheidt, W., Redner, C., et al. (2001) Out-patient behaviour therapy
in alcoholism: impact of personality disorders and cognitive impairments. Acta
Psychiatrica Scandinavica, 103, 3037.
Woody, G. E., Luborsky, L., McLellan, A. T., et al. (1983) Psychotherapy for opiate
addicts: does it work? Archives of General Psychiatry, 40, 639645.
Woody, G. E., McLellan, T., Luborski, L., et al. (1985) Sociopathy and psychotherapy
outcome. Archives of General Psychiatry, 42, 10811086.
Wright, K., Haigh, K. & McKeown, M. (2007) Reclaiming the humanity in personality
disorder. International Journal of Mental Health Nursing, 16, 236246.
Yang, M. & Coid, J. (2007) Gender differences in psychiatric morbidity and violent
behaviour among a household population in Great Britain. Social Psychiatry and
Psychiatric Epidemiolology, 42, 599605.
Zhang, S., Roberts, R. & Callanan, V. (2006) The cost benefits of providing
community-based correctional services: an evaluation of a statewide parole
program in California. Journal of Criminal Justice, 34, 341350.
27This
28This
is the reference for study ID WIESNER2003A.

is the reference for study ID WIESNER2003B.
355
Abbreviations
11
ABBREVIATIONS
ADHD
AGREE
AMED
APA
ASPD
AUC
C2-SPECTR
CA
CAMHS
CBA
CCA
CBT
CEA
CENTRAL
CI
CINAHL
CMA
CSIP
CUA
DSM
DSPD
attention deficit hyperactivity disorder

Appraisal of Guidelines for Research and Evaluation
Instrument
Allied and Complementary Medicine Database
American Psychiatric Association
area under the curve
Campbell Collaborations Social, Psychological,
Educational, and Criminological Trials Register
cost analysis
Child and Adolescent Mental Health Services
cost-benefit analysis
cost-consequences analysis
cognitive behavioural therapy
cost-effectiveness analysis
Cochrane Central Register of Controlled Trials
confidence interval
Cumulative Index to Nursing and Allied Health
Literature
cost-minimisation analysis
Care Services Improvement Partnership
cost-utility analysis
Diagnostic and Statistical Manual of Mental Disorders
(editions I, II, II, III-R, IV)
dangerous and severe personality disorder
EMBASE
EEG
ESMHCG
Excerpta Medica database

electroencephalography
Eastern Specialised Mental Health Commissioning
Group
FEDRIP
FN
FP
Federal Research in Progress

false negative
false positive
GDG
GP
Guideline Development Group

general practitioner
356
Abbreviations
GRADE
GRP
Grade of Recommendations: Assessment, Development

and Evaluation
guideline review panel
HCR-20
HMIC
HMP
HMSO
HTA
HRQoL
Historical, Clinical, Risk Management-20

Healthcare Management Information Consortium
Her Majestys Prison
Her Majestys Stationery Office
Health Technology Assessment
health-related quality of life
IBSS
ICD (-10)
ITT
International Bibliography of the Social Sciences

International Classification of Diseases, 10th revision
intention to treat
LSI
Level of Service Inventory
M
MEDLINE
mean
A source of life sciences and biomedical bibliographic
information compiled by the US National Library of
Medicine (NLM) and published on the web by
Community of Science
n
N
NCCMH
NCJRS
NFP
NHS
NHS EED
number of participants in a group

Total number of participants
National Criminal Justice Reference Service
Nurse-Family Partnership
National Health Service
National Health Service Economic Evaluation
Database
National Institute for Health and Clinical Excellence
National Institute of Child Health and Human
Development
number needed to treat (H: harm; B: benefit)
negative predictive validity
National Service Framework
NICE
NICHD
NNT
NPV
NSF
OGRS
OHE HEED
OR
Offender Group Reconviction Scale

Office of Health Economics, Health Economics
Evaluation Database
odds ratio
p
PCIT
probability
parent-child interaction therapy
357
Abbreviations
PCL-R
PCL-SV
PICO
PILOTS
PPV
PSS
PsycINFO
PTSD
Psychopathy Checklist - Revised

Psychopathy Checklist - Screening Version
patient, intervention, comparison and outcome
Published International Literature on Traumatic Stress
positive predictive validity
personal social services
An abstract (not full text) database of psychological
literature from the 1800s to the present
post-traumatic stress disorder
QALY
quality-adjusted life year
RAMAS
RCT
RMO
ROC
RR
Risk Assessment Management and Audit systems

randomised controlled trial
responsible medical officer
receiver operator characteristic
relative risk
SIGLE
SIGN
SD
SMD
SMR
SSRI
STAXI
System for Information on Grey Literature in Europe

Scottish Intercollegiate Guidelines Network
standard deviation
standard mean differences
standardised mortality rate
selective serotonin reuptake inhibitor
Spielberger State-Trait Anger Expression Inventory
TAU
TN
TP
treatment as usual
true negative
true positive
VRAG
Violence Risk Appraisal Guide
WHO
WMD
World Health Organization

weighted mean difference
Abbreviations used in the tables and forest plots on the CD

BOSPT
Breyers Behavior Observation Schedule for Pupils and

Teachers
CBCL (-TRF, -YSR)
Child Behaviour Checklist (-Teachers Report Form, -Youth

Self-Report)
conduct disorder
contingency management
CD
CM
358
Abbreviations
CPRS
CT
Conners Parent Rating Scales

child training
DC
DPICS
DYS
drug court
Dyadic Parent-Child Interaction Coding System
Department of Youth Services
EBFI
ECBI
EQUIP
Enhanced Behavioural Family Intervention

Eyberg Child Behaviour Inventory
Education and Quality Intervention Programs
FACES-III
FFT
Family Adaptation Cohesion Scales-III

functional family therapy
GDVM
group discussion videotape modelling training
HCSBS
Home and Community Social Behavior Scales
INVOLVE-T
IVM
Involvement Questionnaire-Teacher
individually administered videotape modelling
training
individually administered videotape modelling training
plus therapist consultation
IVMC
KIDDIE-SADS
Kiddie Schedule for Affective Disorders and

Schizophrenia
LTFU
long-term follow-up
MCVSI
MESSY
MMPI-A
MST
MTFC
McArthur Community Violence Screening Inventory

Matson Evaluation of Social Skills in Youngsters
Minnesota Multiphasic Personality InventoryAdolescent
multisystemic therapy
multidimensional treatment foster care
NAS-PI
Novaco Anger Scale and Provocation Inventory
OAS
ODD
Overt Aggression Scale

oppositional defiant disorder
PACS
PBQ
PD
PDI-R
Parental Account of Child Symptoms Questionnaire

Preschool Behavior Questionnaire
Psychiatric Diagnostic Inventory-Revised
359
Abbreviations
PDR
PLB
PPS-I CARE
PSI
PSST
PT
Parent Daily Reports

placebo
Peer Problem-Solving Interaction Communication Affect
Rating Coding System
Parenting Scale
Problem-Solving Interaction Communication Affect
Rating Coding System
Parenting Stress Index
problem-solving skills training
parent training
R&R
RNA
RT
Reasoning and Rehabilitation

risk/needs assessment
relaxation training
SBFI
SCID-II
SDBFI
SDQ
SESBI
SLT
SPST-R
SSQ
standard behavioural family intervention

Structured Clinical Interview for DSM-IV Personality
Disorders-II
self directed behavioural family intervention
Strengths and Difficulties Questionnaire
Sutter-Eyberg Student Behaviour Inventory
social learning theory
Social Problem Solving Test-Revised
Social Situation Questionnaire
TC
TOCA-R
TRA
TRF
therapeutic community
Teacher Observation of Child Adaptation-Revised
Theory of Reasoned Action
Teacher Report Form
WALLY
WISC-R
WL
Wally Child Problem Solving Detective Game

Wechsler Intelligence Scale for Children - Revised
wait list
PS
PS-I CARE
360
We need to change our views about antisocial personality

disorder. From being the ultimate diagnosis of exclusion
to a condition requiring informed sympathetic management
is a great leap. This guideline is one of the first to plot
the way forward, and although we have far to go
the path ahead is clear.
Peter Tyrer, Professor of Community Psychiatry, Imperial College, London
The guideline on Antisocial Personality Disorder, commissioned by NICE and

developed by the National Collaborating Centre for Mental Health, sets out clear,
evidence- and consensus-based recommendations for staff working in health and
social care and the criminal justice system on how to treat, manage and prevent
antisocial personality disorder.
The NICE guideline takes the first comprehensive view of antisocial personality
disorder and is an invaluable resource to enable professionals to improve the
outcomes for people with the disorder, who often have significant impairments.
Being able to prevent and properly manage antisocial personality disorder will also
have considerable social implications.
This publication brings together all of the evidence that led to the recommendations
in the NICE guideline, and draws on a wide literature, including evidence for the
management of offending behaviour. It includes a review of interventions in children
and young people with conduct disorder, which may prevent the development of
antisocial personality disorder; risk assessment and management; organisation and
experience of care; and a range of interventions for adults with antisocial personality
disorder, including psychological interventions, treatment for comorbid disorders,
therapeutic communities and pharmacological interventions. The book also contains
a useful overview of antisocial personality disorder, including ethical considerations.
An accompanying CD contains further information about the evidence, including:
included and excluded studies
all meta-analytical data presented as forest plots
detailed information about how to use and interpret forest plots.
Cover photo: iStockphoto.com
Characteristics Table for The Clinical Question: What are the best interventions for children and
adolescents who have behavioural/conduct problems?
Comparisons Included in this Clinical Question
Anger control training versus control
BARKLEY2000
DEFFENBACHER1996
FEINDLER1984
LIPMAN2006
LOCHMAN1984
LOCHMAN2002
LOCHMAN2004
OMIZO1988
SHECHTMAN2000
SUKHODOLSKY2000
Family therapy versus CBT
AZRIN2001
Cognitive problem solving skills

training versus control
Family interventions versus control for

adolescents at risk of reoffending
KAZDIN1989
KENDALL1990
MICHELSON1983
VAN MANEN2004
ALEXANDER1973
BARNOSKI2004
GORDON1995
MCPHERSON1983
Multidimensional foster care versus

control
Multisystemic therapy versus control
Other multi-component intervention
BORDUIN1995
BORDUIN2001
HENGGELER1992
HENGGELER1997
HENGGELER1999
HENGGELER2006
LESCHIED2002
OGDEN2004
ROWLAND2005
TIMMONS-MITCHELL2006
BARRETT2000
CAVELL2000
FRASER2004
CHAMBERLAIN1998
CHAMBERLAIN2007
Parent training + additional child

intervention versus parent training
Parent training + additional parent

intervention versus parent training
Parent training + problem solving

versus parent training + education
BARKLEY2000
DISHION1995
DRUGLI2006
KAZDIN1992
NOCK2005
DADDS1992
IRELAND2003
SANDERS2000A
SANDERS2000B
ELIAS2003
Family interventions versus control for

children and adolescents with
behaviour problems
NICKEL2005
NICKEL2006
NICKEL2006A
SANTISTEBAN2003
SAYGER1988
SZAPOCZNIK1989
Appendix 15a
Parent training versus control
Social skills training versus control
ADAMS2001
BANK1991
BARKLEY2000
BEHAN2001
BODENMANN2008
BRADLEY2003
CONNELL1997
FEINFIELD2004
GARDNER2006
HUTCHINGS2007
IRVINE1999
JOURILES2001
KACIR1999
KAZDIN1987
LOCHMAN2004
MAGEN1994
MARKIE-DADDS2006
MARTIN2003
NICHOLSON1999
NIXON2003
PATTERSON2007
SANDERS2000
SANDERS2000A
SCOTT2001
SCOTT2006
STEWART-BROWN2007
STOLK2008
STRAYHORN1989
TAYLOR1998
TURNER2006
TURNER2007
DEFFENBACHER1996
DESBIENS2003
ISON2001
PEPLER1995
VAN MANEN2004
Characteristics of Included Studies

Methods
Participants
Outcomes
Interventions
ADAMS2001
Study Type: RCT
Type of Analysis: Completers
Blindness: Open
Duration (days): Mean 56
Setting:
Outpatient
Notes: Details on randomisation not reported;
n= 74
Age: Mean 10 Range 3-16
Sex: 46 males 28 females
Diagnosis:
Behaviour problems by Parent referred
Data Used
Family Assessment Device
Notes: TAKEN AT: pre- and post-assessment.
DROP OUTS: 22% (treatment group)
Group
Group
Exclusions: None reported.
Baseline: No significant differences on pretest dependent
N= 39
Parent Training - Systematic Training for

Effective Parenting (STEP) = 8 x 4 hour
weekly sessions. Highly structured group
therapy delivered by trained
professionals. Parent and child.
2
N= 35
Control - Routine mental health services
Notes
the comparison group was not randomly

assigned to the parenting groups.
measures.
Info on Screening Process: Details not reported.
Results from this paper:

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Not reported
1.6 Not addressed
1.7 Well covered
1.8 22% (treatment)
1.9 Not addressed
1.10 Not addressed
2.1 +
ALEXANDER1973
Study Type: RCT
Blindness: Open
Setting: US
Outpatient
Notes: Details on randomisation not reported
Info on Screening Process: 99 families referred
by the Salt Lake County Juvenille Court to the
family clinic. Follow-up records were only
available for 86 families.
n= 86
Age: Range 13-16
Data Used
Recidivism

Diagnosis:
100% Offending history
Group
N= 46
Family interventions - Short-term

behavioural family intervention
programme. Therapists were first and
second year graduate students on a
clinical psychology course.
TAU
Group
N= 19
Control - Client-centered family group

programme representative of treatment in
many juvenile centers.
Baseline: No differences were found between groups.
Group
N= 11
Parent + anger coping - Church

sponsored family counselling programme.
Average treatment is 12-15 sessions (with
considerable variation between families)

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Adequately covered
1.8
1.9 Not addressed
1.10 Not applicable
2.1 +
AZRIN2001
Study Type: RCT
Blindness: Single blind
Setting: US
Notes: RANDOMISATION: by coin toss
n= 56
Age: Mean 15
Diagnosis:
82% Conduct disorder by DSM-IV
18% Oppositional defiant disorder by DSM-IV
Exclusions: - not 12-17 years of age
Data Used
Arrests
CBCL (Parent)
Group
N= 29
Family interventions - Family Behaviour

Therapy: 15 session multicomponent
programme addressing cognitive, verbal,
social and familial factors in addition to
factors affecting antisocial behaviours and
drug use including: behavioural
contracting, communications skills.
- not living with a parent

- not living within 30 mins of clinic
- diagnosis of mental retardation or psychosis
- receiving a psychological intervention
Group
N= 27
CBT - Individual Cognitive Problem

Solving: 15 session cognitive behavioural
problem solving skills training for youths
with aggressive and defiant behaviours.
Notes: Also all participants met DSM-IV criteria for

substance abuse or dependence

1.1 Adequately adressed
1.3 Not addressed
1.5 Well covered
1.6 Well covered
1.8 32/88
1.9 Not addressed
1.10 Not applicable
2.1 +
BANK1991
Study Type: RCT
Followup: 1,2,3 years
Setting: US
Community
Notes: no further details provided on method of
randomisation
n= 60
Age: Mean 14
Sex: all males
Data Used
criminal activity
Notes: DROPOUTS: no details
Diagnosis:
Exclusions: - less than 2 offences or no serious offences
- >16 years
- living with family 20 miles from treatment centre
Group
N= 28
Parent Training - Parents trained to

identify antisocial, prosocial and at risk
behaviours (e.g. class attendance,
defiance of teachers/adults, spending
time with delinquent friends). Behaviour
contracts were made on positive and
negative consequence of actions.
Group
N= 27
Control - weekly family therapy, weekly

drug counselling (for those with drug
problems), school attendance and
performance monitored either by family
therapist or probation officer

1.2 Not reported adequately
1.3 Not addressed
1.4 Not addressed
1.7 Poorly addressed
1.8 6.7% - treatment; 10% - control
1.10 Not applicable
2.1 +
BARKLEY2000
Study Type: RCT
n= 158
Study Description: comorbidities: ADHD (66%)
Age: Mean 5
Blindness: Open
Setting: US schools
Notes: randomisation violated on 8 occasions

Diagnosis:
Data Used
CBCL (Teacher)
Self-control Rating Scale (Teacher)
Normative Adaptive Behaviour Checklist
School Situations Questionnaire (Teacher)
Home Situations Questionnaire (Parent)
CBCL (Parent)
Group
Waitlist
N= 42
substantial differences
between groups in baseline
levels of ADHD, ODD, and
CD
(2 sets of siblings had to be assigned to the

same condition, 6 participants could not be
bused in)
Group
N= 39
Parent Training - 10 weekly sessions plus

5 monthly booster sessions. Behavioural
approach: rewarding nondisruptive
behaviour, home token system, improving
parental command effectiveness,
understanding causes of disruptive
behaviours
Exclusions: - can't speak English

- CPRS hyperactive-impulsive <93rd percentile
- scores on behavioural scales not within clinical range
Group
N= 37
Special treatment classroom Classrooms containing only high risk

children and used a behavioural
intervention based on Swanson, Pfifner
and McBurnett. Includes: self-control
training and group anger control training.
Group
N= 40
Anger Control Training - Includes: selfcontrol training and group anger control
training and parent training programme.

1.1 Adequately addressed
1.3 Not addressed
1.5 Adequately adequately
1.6 Adequately adequately
1.8 0
2.1 +
BARNOSKI2004
Study Type: RCT
Blindness:
Followup: 12-month
n= 700
Age: Range 13-17
Sex:
Diagnosis:
Exclusions: - not moderate- or high-risk
- no dynamic risk factor score of at least 6/24

1.4 Not addressed
1.8 Not adequately reported
1.9 Aequately addressed
1.10 Not applicable
2.1 +
BARRETT2000
Data Used
Recidivism
Group
N= 387
Family therapy - Individual. 12 visits over

90 days. Trained therapists.
Group
N= 313
Control - TAU
Study Type: RCT

Setting: Clinic and Hospital settings, Australia
Notes: no further details on randomisation
n= 57
Data Used
CBCL (Parent)

Diagnosis:
100% Oppositional defiant disorder
Group
Group
36% ADHD
N= 22
Family interventions - Reciprocal skills

training for 10 weeks: combined elements
of family therapy, anger control, and
problem solving approaches. Hospital
setting.
N= 23
Family interventions - Reciprocal skills

training for 10 weeks: combined elements
of family therapy, anger control, and
problem solving approaches. Clinic
setting.
Exclusions: - intellectual impairments or learning disabilities

- English as a second language
- children currently on prescribed medication for behaviour
problems
Group
N= 12
Waitlist

1.3 Not addressed
1.8 15% - treatment; 0% control
1.10 Not applicable
2.1 +
BEHAN2001
Study Type: RCT
Blindness:
Setting: IRELAND, Dublin
Outpatient
n= 40
Sex:
Diagnosis:
100% Behaviour problems by Referred by other
Notes: Details on randomisation not reported.


5% ADHD
Exclusions: - If primary referral to outpatient child psychiatry
clinic was not for child misconduct which included
noncompliance, oppositional beahviours, aggression or
destructiveness.
Notes: 2/3 had DSM-IV diagnosis that included: ADHD,
ODD, CD, anxiety disorder, specific learning disability.
Baseline: Means for SDQ at pre-treatment = 22.60 (4.98)
for treatment and 19.86 (6.61) for control. Means for CBCL
= 61.61 (24.48) for treatment and 54.25 (30.29) for control.

1.2 Not reported
1.3 Not addressed
1.4 Not addressed
Data Used
Group 1 N= 26
Parenting Stress Index (PSI)
Parent Training - Parenting Plus
CBCL (Parent)
Programme. Specific to Irish context.
Group therapy. 8 weekly session, 2 hours
Strengths and Difficulties Questionnaire (SDQ)
each. Video & manual. Facilitators =
Notes: TAKEN AT: pre- and post-treatmentt,
expriences child mental health
follow-up at 5.5 months but only for treatment
professisonals.
group. DROP OUTS: 10 in total + 1 in treatment
and 1 in control at post-treatment.
Group
Waitlist
N= 14
1.7 Well covered

1.8 20% in total
1.9 Not addressed
1.10 Not applicable
2.1 +
BODENMANN2008
Study Type: RCT
Blindness: Open
Followup: 1-year
Setting: SWITZERLAND
n= 150
Sex: no information
Diagnosis:
100% Disruptiveness by Social Behavior
Questionnaire (SBQ)
Data Used
Group 1 N= 50
ECBI
Parent Training - Triple P. Group therapy
Notes: TAKEN AT: pre- and post-assessment
for couples (8-10 couples). 4 group
and 6-month and 1-year follow-up. DROP OUTS:
sessions + 4 telephone sessions over
women 2/50 (treatment) & 4/50 (control).
approx 8 weeks. In Switzerland addresses
all children not just children with
behaviour problems. Parent only.
Group
Behaviour problems by ECBI
N= 50
Control - No treatment control group; no

further information provided.
Exclusions: No formal inclusion/exclusion criteria; targeted

couples.
Notes: Children's mean score at baseline mets clinical cutoff.
Baseline: No significant differences between groups on
child behaviour.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 4% (treatment); 8% (control)
1.9 Not addressed
1.10 Not applicable
2.1 +
BORDUIN1995
Study Type: RCT
Blindness: No mention
Duration (days):
Followup: 4-, 13.5-years
Setting: US
Referred by the court
Notes: RANDOMISATION: no details on method

1.4 Not addressed
n= 176
Age: Mean 15
Diagnosis:
Exclusions: - <2 arrests
- not living with at least one parent figure
- evidence of psychosis or dementia
Data Used
peer relations
Aggression
Revised Behaviour Problem Checklist
Notes: DROPOUTS: at follow-up. MST 22/92
Standard care 28/84
Group
N= 92
Multisystemic therapy - problem focused

interventions within the family, peer group,
school and other systems of the
participants environment
Group
N= 84
Standard Continuing Care - Individual

therapy was the usual care for juvenile
offenders in that particular judicial district.
Involved electic blend of methods
including psychodynamic, client centred,
and behavioural. Focused on the
individual not on social systems

1.7 Well covered
1.8 16.3% - MST; 25% IT
1.10 Not applicable
2.1 +
BORDUIN2001
Study Type: RCT
Type of Analysis: No mention
Duration (days):
n= 48
Age:
Sex: no information
Diagnosis:
Offending history
Setting: Community
Exclusions: - no information provided.
Data Used
Arrests
Notes: TAKEN AT: 8-year follow-up for both
sexual and non-sexual offences.
Group
N= 24
Multisystemic therapy - Problem focused

participant's environment.
Group
N= 24
Standard Continuing Care - No further

information provided.

1.3 Not addressed
1.4 Not addressed
1.5 Not addressed
1.8 Not addressed
1.10 Not applicable
2.1 +
BRADLEY2003
Study Type: RCT
Type of Analysis: Completors
Blindness: Open
Setting: CANADA
Outpatient
n= 198
Age: Range 3-4
Diagnosis:
100% Behaviour problems by Parent referred
Exclusions: No exclusion or inclusion criteria.

Info on Screening Process: Details not given.

1.1 Adequatelty addressed
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8 Loss to follow-up at 1-year: 87.3% (intervention group; did not followup control)
1.9 Not addressed
Data Used
Group 1 N= 89
Brief Symptom Inventory (BSI)
Parent Training - Group therapy
Preschool Characteristics Questionnaire (PCQ)
consisting of a 2H group meeting once a
week for 3 weeks followed by a booster
Preschool Behavior Questionnaire (PBQ)
session 4 weeks after the third session.
Parenting Scale (PS)
Uses a video 1-2-3 Magic that has not
Notes: TAKEN AT: pre- and post-intervention (3been formally evaluated.
months after randomization) and 1-year follow-up.
DROP OUTS: At post-assessment: intervention Group 2 N= 109
group = 8; Control group = 16. At 1 year follow-up
Control - Waitlist condition
25/33
No inclusion/exclusion
criteria but parents who
were experiencing problems
managing the behaviour of
their 3- or 4-year-old child
who attended orientation
sessions.
1.10 Not applicable

2.1 +
CAVELL2000
Study Type: RCT
Blindness:
Followup: 1 year post-treatment
n= 62
Diagnosis:
100% Behaviour problems by Teacher referred
Setting: School, US
Exclusions: - not in 2nd or 3rd grade at school

- not rated as aggressive by teachers
Data Used
Group 1 N= 31
CBCL (Parent)
Cognitive Problem Solving Skills
Notes: CBCL - both parent and teacher outcomes
Training - Prime time intervention: 16
months duration. Included problem
solving skills training and mentoring from
undergrad student for child. Parents and
teachers also received regular visits to
provide support.
Group
N= 29
TAU - received only mentors

1.1 Well covered
1.3 Not addressed
1.4 Not addressed
1.8 0% - treatment; 6.4% - control
2.1 +
CHAMBERLAIN1998
Study Type: RCT
Duration (days):
Followup: 12 months
Setting: US
Fostercare
Notes: no further details on method of
randomisation

1.3 Not addressed
1.4 Not addressed
1.8 13.5% - treatment; 20.5% - control
1.9 Well covered
1.10 Not applicable
n= 85
Sex: all males
Diagnosis:
Exclusions: - <12 years of age and >18 years of age
- no history of serious and chronic delinquency
- living at parent's home
Data Used
Group 1 N= 40
incarceration
Multidimensional foster care - problem
criminal activity
focused interventions within the family,
peer group, school and other systems of
Notes: DROPOUTS: MTFC 11/40 Standard care
the participants environment. Included
16/45
weekly family therapy with biological
parents and weekly group meetings for
foster parents in addition to 24-hour
phone contact
Group
N= 45
Standard Continuing Care - Positive peer

culture approach used most frequently
(but other approaches were used).
Therapeutic group work seeks to
establish prosocial norms, confront each
other about negative behaviour, and take
part in discipline and decision-making
2.1 +
CHAMBERLAIN2007
Study Type: RCT
Followup: 2 years
n= 81
Sex: all females
Data Used
incarceration
criminal activity
Diagnosis:
Setting: US
Notes: RANDOMISATION: no methods reported
Exclusions: - pregnant
- not in foster care because of chronic delinquency
Group
N= 37
Multidimensional foster care - problem

focused interventions within the family,
peer group, school and other systems of
the participants environment. Included
weekly family therapy with biological
parents and weekly group meetings for
foster parents in addition to 24-hour
phone contact
Group
N= 44
Standard Continuing Care - group care

interventions either focusing on
behavioural (70%), eclectic (26%), family
(4%) approaches. On average sessions
were once weekly.

1.10 Not applicable
2.1 ++
CONNELL1997
Study Type: RCT
Blindness: Open
Followup: 3-months
Setting: AUSTRALIA, Queensland
Info on Screening Process: 42 structured intake
interviews were completed, 2 ineligible due to
absence of clinically elevated behaviour
problems on ECBI, 16 did not complete
assessment pacts.
n= 23
Age: Range 2-6
Diagnosis:
52% ADHD by DSM-IV
100% Behaviour problems by ECBI
Exclusions: Criteria:
- families had to reside in rural area
- child needed to be between 2-6, no developmental delay or
significant health impairment
- mothers had to report concern about child's behaviour +
rate behaviour within clinical range of ECBI
- mothers were asked not to access any other therapy
programme
Baseline: No significant differences were found for any of
the measures of child behaviour, parenting style, or
parental adjustment.

Data Used
Parenting Sense of Competence (PSOC)
ECBI
Parent Daily Report Checklist
Consumer Satisfaction Questionnaire
Depression-Anxiety-Stress Scales (DASS)
Notes: TAKEN AT: pre- and post-treatment.
DROP-OUTS: 8.3% (WL), 0% (Intervention)
Group
N= 12
Self-directed behavioural family

intervention - Parents were required to
read sections of 'Every Parent' (Sanders,
1992) and complete tasks in 'Every
Parent's Workbook' ( Sanders et al.,
1994) each week for 10 weeks + weekly
telephone contact initiated by client.
Group
N= 11
Control - Waitlist control condition
1.2 Not reported

1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.7 Well covered
1.8 8.3% - waitlist; 0% - intervention
1.9 Not addressed
1.10 Not applicable
2.1 +
DADDS1992
Study Type: RCT
Blindness: Open
Followup: 6-month
Info on Screening Process: Approximately 50%
of people who sought help were included;
exclusions were mainly that the child did not
meet criteria for a behavioural disorder or
parent requested alternate counsel.
n= 22
Age: Mean 5
Sex:
Diagnosis:
Oppositional defiant disorder by DSM-IIIR
Conduct disorder by DSM-IIIR
Data Used
Group 1 N= 11
Parent Daily Reports (PDR)
Family interventions - Child management
training + ally support (included 2
mothers, 2 sisters, 1 brother & 6 female
Notes: TAKEN AT: pre- and post-intervention and
friends). The role of allies was to support
6 month follow-up
the parent rather than assist. Child
management = 6 training sessions by
trainee psychologist.
Group
N= 11
Child training group - Child management

= 6 training sessions by trainee
psychologist.
Exclusions: Inclusion criteria:

- availability of a person to function as an ally throughout the
course of the treatment
- child met the DSM-III-R criteria for ODD or CD
- child's behaviour is not associated with organic pathology +
no psychiatric pathology apart from conduct problem
- no family member could be undergoing other psychological
treatment
- participants were to indicate willingness to complete self
report & home observation procedures

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well addressed
1.7 Well covered
1.8 Not reported
1.9 Not addressed
1.10 Not applicable
2.1 +
DEFFENBACHER1996
Study Type: RCT
Blindness: Open
Setting: US
Schools
Info on Screening Process: 694 participants
screened; 178 eligible; 11 moved or were
n= 120
Age: Range 12-14
Diagnosis:
100% Behaviour problems
Exclusions: - If the child did not have an upper quartile on
the Trait Anger Scale (TAS > 23)
Data Used
Trait Anger (Self)
Anger Rating Scale (Child)
Anger Situation Rating (Child)
Anger Expression Inventory (Child)
Deviant Behavior Rating (Self)
Group
N= 39
Anger Control Training - 9 x 45 min in

groups of 12-14. List anger-provoking
situations and learn cognitive & relaxation
techniques to lower arousal. Homework
assignments. Therapists = masters level
psychologist & doctoral student.
unavailable before the project started, 4 moved

or could not be assessed at follow-up, 8
requested that their child not be involved, 35
did not return consent form = 120 completed
study.
Notes: TAKEN AT: pre and 8 weeks posttreatment DROP OUTS: 4.8% (cognitiverelaxation coping skills); 2.4% (social skills
training); 2.4% (no treatment).
Group
N= 40
Social skills training - 9 x 45 min in groups

of 12-14. List major provocations and list
ways to handle the situation calmly.
Rehearsed positive behaviours both
mentally & in role plays. Homework
assignments. Therapists = masters level
psychologist & doctoral student.
Group
N= 41
No treatment

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 4.8% (cognitive-relaxation coping skills); 2.4% (social skills training); 2.4% (no treatment)
1.9 Not addressed
1.10 Not applicable
2.1 +
DESBIENS2003
Study Type: RCT
Setting: CANADA, Quebec
Schools
Info on Screening Process: 212, 158 excluded
n= 54
Age: Mean 9
Diagnosis:
Behaviour problems by Teacher referred
Data Used
Perceived Competence Scale
Notes: teacher rated outcomes
Group
Group
Exclusions: - not identified by the school as having
behaviour problems
- not identified by a teacher as having behaviour problems
N= 18
Social skills training - Social skills: 1 hour

session, once a week for a month.
Reinforcement of socially appropriate
behaviour, role playing, and problem
solving skills. Group therapy.
2
N= 19
Social skills training - Social skills +

cooperative learning: 1 hour session,
once a week for a month. Reinforcement
of socially appropriate behaviour, role
playing, and problem solving skills. Also
learned to work cooperatively with
prosocial peers. Group therapy
Group
N= 17
Control - No further details reported.

1.3 Not addressed
1.4 Not addressed
1.8 None
2.1 +
DISHION1995
Study Type: RCT

Type of Analysis: ITT
Blindness: Open
Info on Screening Process: Details not given
n= 158
Diagnosis:
Exclusions: Children had to meet 4/10 risk factors which
were: (1) closeness to parents, (2) emotional adjustment, (3)
academic engagment, (4) involvement in positive activities,
(5) experience seeking, (6) problem behaviours, (7) child's
substance use, (8) peer substance use, (9) family substance
use history and (10) stressful life events.
Data Used
Group 1 N= 26
CBCL (Parent)
Parent Training - 12 x 90min group
Notes: TAKEN AT: pre- and post-intervention at 1sessons (8 families) per week. Targets
year follow-up.
parent's family management practices &
communication skills.
Group
N= 32
Child training group - 12 x 90min group

sessons (7-8 teenagers) per week. Aims
to enhance the teenager's regulation of
their prosocial & disruptive behaviour in
parent & peer environment. Homework
assigned & group incentives.
Group
N= 31
Child + parent training group
Group
N= 29
Self-directed behavioural family

intervention - Did not involve weekly
group meetings or therapist contact but
received all the intervention materials that
accompanied the parent focus and teen
focus interventions = 6 newsletters + 5
brief videotapes.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8 Total: 16%
1.9 Not addressed
1.10 Not addressed
2.1 +
DRUGLI2006
Study Type: RCT
Blindness: Open
Duration (days): Range 70-84
Setting: NORWAY
Outpatient
n= 127
Age: Mean 7
Diagnosis:
83% Behaviour problems at school by PBQ and
TRF
Exclusions: Children with gross physical impairment,

sensory deprivation, intellectual deficit or autism.

1.1 Well covered
Data Used
Group 1 N= 47
KIDDIE-SADS
Parent Training - Basic Incredible Years
TRF
Parenting Programme. A total of 10-12
parents met in groups with 2 therapists at
Preschool Behavior Questionnaire (PBQ)
the clinic for 12-14 weekly 2 hour
WALLY
sessions.
CBCL (Parent)
Group 2 N= 52
ECBI
Child + parent training group - Parent
Social Competence and Behavior Evaluation
training plus child therapy. A total of 6
(SCBE)
children and 2 therapists met weekly in 2
INVOLVE-T
hour sessions for 18 weeks at the clinic
Student-Teacher Relationship Scale (STRS)
for the Incredible Years Dinosaur School
Programme.
Notes: TAKEN AT: pre- and post-intervention
assessment and for intervention group at 1-year
follow-up. DROP OUTS: Intervention group: 3
(2.4%)
All children received a

possible or definited
diagnosis of ODD and/or CD
according to KIDDIE-SADS.
"Possible diagnosis" refers
to those children who scored
one criterion less than the 4
required for DSM-IV ODD or
the 3 items required for CD.
1.2 Not reported

1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8 Intervention group: 2.4%
1.9 Not addressed
1.10 Not applicable
2.1 +
ELIAS2003
Study Type: RCT
Blindness: Open
Setting: BRAZIL
n= 39
Sex: all males
Diagnosis:
- child between 8 & 11 years old
- no physical impairment, intellectual deficit, history of
psychosis
- not receiving any sort of psychological or psychiatric
treatment at the time of referral
- primary referral problem was low performance at school
associated with behaviour problems
Data Used
Group 1 N= 19
Interpersonal problem solving
Problem Solving - Intervention = modified
School achievement
version of "I can Problem Solve" (Shure,
1992) + parent training. 18 x 2H group
Child Behaviour (Rutter Scale)
session (3-4 children) per week; mean no.
of sessions = 15.7. Adult guides the child
(long term follow-up is planned as well). DROP
in applying problem-solving concepts to
OUTS: Problem solving (5.3%, N = 1); language
solve a real-life problem.
workshop (15%, N = 3)
Group 2 N= 20
Language Workshop - 18 x 2 hour group

session of 3-4 children per week; mean
number of sessions = 15.2 + parent
training. Main goal is to help school-age
children improve motivation for school
learning. Children develop research +
projects on themes that meet their interest

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.7 Well covered
1.8 5.3% (Problem solving); Language workshop (15%)
1.9 Not addressed
1.10 Not applicable
2. 1 +
FEINDLER1984
Study Type: RCT
Blindness: Open
Setting: US
School
Info on Screening Process: 36/100 disruptive
students from an existing specialised
programme. 100 students chosen for the
programs as they had been suspended for
offences (other than smoking or truancy) at
least twice during the previous school year.
n= 36
Sex:
Diagnosis:
Exclusions: If the adolescent did not have the highest rate of
classroom and/or community disruption as recorded on
school records.
Baseline: Baseline data was reported; no test that
examined differences between the conditions in the
baseline data were reported.
Data Used
Self-control Rating Scale (Teacher)
Notes: TAKEN AT: pre- and 5-weeks postintervention
Group
N= 18
Anger Control Training - 10 x 50 min

biweekly training sessions over 7 week
treatment period. Trained therapist.
Behavioural and cognitive controls were
taught i.e. relaxation sequence and
problem solving. Homework assigned.
Group therapy.
Group
N= 18
Control - No treatment

1.2 Not reported
1.3 Not addressed
1.5 Not reported
1.6 Not addressed
1.8 0%
1.9 Not applicable
1.10 Not applicable
2.1 +
FEINFIELD2004
Study Type: RCT
Blindness: Open
n= 47
Sex:
Diagnosis:
Exclusions: If the child was not between the ages of 4 and 8
years of age, developmentally delayed and if the primary
referral problem was not persistent and significant disruptive
behaviour problems.
If the child did not have a significant disruptive behaviour
problems according to the primary caregiver's CBCL
externalising domain (T score of 60 or greater) or the ECBI
(problem domain score of 12 or greater).
Notes: Diagnosed with both the ECBI and CBCL.
Baseline: Waitlist condition had significantly higher TRF
aggressions-scores, higher School Situations
Questionnaire severity scores and lower Walker-McConnell
total scores than the treatment condition at the initial
assessment.

1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Poorly adressed
1.6 Not addressed
1.7 Well covered
1.8 9.6% (treatment condition); 11.5% (waitlist)
1.9 Not addressed
1.10 Not applicable
2.1 +
Data Used
Group 1 N= 24
Walker-McConnell Scale of Social
Parent Training - Parent and child
Competence
together groups for the first 30 min of
ECBI
every group meeting plus parent groups
(whilst children are in child groups) that
consisted of nine 1 hour 30min group
School Situations Questionnaire (Teacher)
sessions and three 40min individual
sessions. Minimal fee for service.
Group 2 N= 23
CBCL (Parent)
Waitlist - Involved in post-delayed
TRF
treatment.
Parent Satisfaction Questionnaire
Alabama Parenting Questionnaire (APQ)
Parent-Child Relationshop Questionnaire
(PCRQ)
Consistency question
Index of Parental Attitudes (IPA)
Behavioral Vignettes Test-Hyperactivity
Leader evaluation
Behavior Global Change Rating
(waitlist also assessed at post-delayed
intervention) and at a 5-month follow-up. DROP
OUTS: 4 (treatment condition) and 5 (waitlist); 8
waitlist declined participation in delayed-treatment
group.
FRASER2004
Study Type: RCT
Duration (days):
Setting: During school/After school, in 6 sites in
USA (3 urban, 3 town/rural)
n= 115
Diagnosis:
Exclusions: - infrequent aggressive behaviour (hitting,
arguing, defiance, anger)
- not rejected by prosocial peers (liked by or not isolated
from classmates)
Data Used
Group 1 N= 45
Carolina Child Checklist-Teacher Form
Multidimensional intervention - Families
Notes: Dropouts: Treatment 17/62 Control 12/53
received on average 26 hours of training
and children 28 hours of training. Family
intervention delivered in the home
drawing from parent training, MST etc.
Child intervention included social skills
training and interacting with prosocial
peers.
Group
N= 41
Control

1.2 Not adequately addressed
1.3 Not addressed
1.4 Not addressed
1.9 Not addressed
1.10 Not applicable
2.1 +
GARDNER2006
Study Type: RCT
Blindness: Unclear
Setting: UK
Outpatient (5 sites)
Info on Screening Process: Of the 158 referrals,
37 did not meet inclusion criteria, 24 were
unwilling to participate and 11 were assigned to
a 3rd arm of the trial that was dropped.
n= 76
Diagnosis:
- child aged 2-9
- referred for help with conduct problems
- score >10 on ECBI problem scale
- parent able to attend group and communicate in English
Exclusion criteria:
- child severely disabled
- child in temporary care
- parent drug addict
- previous attendance at Family Nurturing Network
Baseline: Significant difference between groups on the
outcome measure, observed child independent play where
the intervention group scored: M=11.3 (SD = 9.9) and
control group scored: M= 18.6 (SD + 10.9).

1.1 Well covered
1.2 Well covered
1.3 Well covered
1.4 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 Post-intervention: 11.4% (intervention) and 0% (control); at follow-up = 13.7% (intervention)
1.9 Not addressed
Data Used
Group 1 N= 44
Observation settings
Parent Training - Parent training (WebsterBeck Depression Inventory
Stratton, 1998) consisted of a 14-week
intervention delivered weekly to groups of
10-12 parents in 2 hour session. Children
did not participate but were offered
ECBI
supervised child care.
Notes: TAKEN AT: pre- and post- intervention (6Group 2 N= 32
months later) and for intervention group at 12Control - Waitlist
month follow-up. DROP OUTS: Post-intervention
= 11.4% (intervention) and 0% (control); at followup = 13.7% (intervention).
1.10 Not addressed

2.1 +
GORDON1995
Study Type: Non-Randomised Control Trial
Setting: US
n= 54
Age: Mean 15
Data Used
Recidivism

Diagnosis:
Exclusions: - not court referred juveniles
Group
N= 27
Family interventions - Functional Family

Therapy: reducing conflict and promoting
family cohesion through social learning
and behavioural techniques. Parent
training and family living skills were also
taught to families (e.g. communication
skills, problem solving etc).
Group
N= 27
TAU - Standard probation services

1.10 Not applicable
2.1+
HENGGELER1992
Study Type: RCT
Followup: 59-weeks; 2,4 years
Notes: RANDOMISATION: no information on
method of randomisation and allocation
concealment
primary outcomes on crime and recidivism were
blinded
Info on Screening Process: 96 screened, 12
excluded (2 did not have a felony arrest, 6
refused to participate or moved house, 2
randomisation was violated, 2 recidivism data
was not available)

1.7 Adequately addresssed
1.8 MST 10/43 Control 18/41
1.10 Not applicable
n= 84
Age: Mean 15
Diagnosis:
100% Conduct disorder/behaviour problems by
Juvenile offenders
Exclusions: - not a juvenile offender
- not at imminent risk for out-of-home placement because of
serious criminal activity (e.g. crimes against the person,
arson, other felonies)
- recidivism data from state computer system not available
Data Used
Recidivism
Arrests
Behaviour problems
Aggression
Notes: DROP OUTS: MST (10/43); CONTROL
(18/41)
Group
N= 43
Multisystemic therapy - Problem focused

participants environment
Group
N= 41
Standard Continuing Care - Received

court orders including one or more
stipulations (e.g. curfew, school
attendance, participation with other
agencies). Adherence was monitored by
probation officers. If stipulations not met
could be placed in a DYS institution.
include as not RCT?
2.1+
HENGGELER1997
Study Type: RCT
Followup: 1.7 years
Setting: US
Referred from Criminal Justice System
Notes: RANDOMISATION: no details on
method of randomisation
n= 155
Diagnosis:
Data Used
peer relations
criminal activity
emotional behavioural functioning
Notes: DROPOUTS: MST 7/82 Standard care
8/73
Group
N= 82

participant's environment
Group
N= 73
Standard Continuing Care - placed on

probation for 6 months. During probation,
typically seen by probation officer once a
month, school attendance monitored, and
referred to other social services agencies.
Exclusions: - <11 years and >17 years

- not committed a serious crime or <3 prior criminal offences
- not at imminent risk of being placed outside the home
because of criminal involvement
incarceration outcome blinded

1.2 Aequatley addressed
1.4 Not addressed
1.8 MST 7/82 Control 8/73
1.9 Adequatley addressed
1.10 Not applicable
2.1 +
HENGGELER1999
Study Type: RCT
Blindness: Open
Followup: 6-month
n= 118
Sex:
Diagnosis:
35% Conduct disorder by DSM-IIIR
Setting: US
Notes: RANDOMISATION: method not reported
Info on Screening Process: 423 screened
Group
Baseline: greater alcohol and drug misuse in the standard

care group
N= 58
Multisystemic therapy. Mean dose 130

days - problem focused interventions
within the family, peer group, school and
other systems of the participants
environment
Group
12% Oppositional defiant disorder by DSM-IIIR
Exclusions: - Not 12-17 years of age

- not abusing or dependent on substances
- not on probation
- not resident with at least one parent

1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.8
1.9 Not addressed
Data Used
Arrests
Self-Report Delinquency scale (SRD)
Notes: DROP OUTS: 1/58
N= 60
Standard Continuing Care - mainly 12

step groups
1.10 Not addressed

2.1 +
HENGGELER2006
Study Type: RCT
Blindness: Open
Followup: 12 months
n= 161
Diagnosis:
Setting: US
Drug courts
Notes: RANDOMISATION: no details on the

method
Data Used
Group 1 N= 38
CBCL (Parent)
Waitlist
Arrests
Drug Court - court met once a week Self-Report Delinquency scale (SRD)
provided incentives for negative urine and
Notes: DROP OUTS: MST + drug court (9/28);
sanctions for positive urine samples
MST + family court (6/43); drug court (9/38; family Group 2 N= 38
court (9/42)
participant's environment over a 4 month
period + drug court.
Exclusions: - not aged 12-17 years of age

- not abusing or dependent on psychoactive substances
- not on probation
- not resident with at least one parent
Group
N= 42
Family Court - Met on average once or

twice per year. Youths were directed to
receive group treatment for 12 weeks
including risk reduction, peer influence,
conflict resolution, and anger
management. Also concurrently received
family group therapy for 12 weeks.
Group
N= 43
Multisystemic therapy - MST + family

court + contingency management.

1.3 Not addressed
1.4 Not addressed
1.8 MST+drug court 9/28 MST+family court 6/43 drug court 9/38 family court 9/42
1.10 Not applicable
2.1+
HUGHES1988
Study Type: RCT
n= 42
Study Description: DATA NOT EXTRACTABLE
Age: Mean 12
Blindness: Open
Diagnosis:

Setting: AUSTRALIA
Info on Screening Process: Screened 61
families, 11 did not meet selection criteria and 8
did not cpmplete the full course of treatment.
Final sample = 42.

- major problems such as disobedience, temper tantrums,
irritability, fighting, destructiveness, rudeness, lying or
staying out late.
- at least 4 problems on the Conduct Problem subscale of
the Behavior Problem Checklist
- age of child between 6-15
- absence of other major disorders
- absence of acute rsk factors
child presently residing at home
- expression of willingness to co-operate on the part of the
child
- absence of major pathology or mental retardation on the
Data Used
Piers-Harris children's self-concept scale
Parent attitude survey (PAS)
Daily Report Diaries
Becker Adjective Checklist
Behaviour problem checklist
Notes: TAKEN AT: pre- and post-intervention.
DROP OUTS: 8 in total.
Did not report the number of

1 N= 0
participants in each arm of
Parent Training - 7 x weekly 1.5H
sessions conducted on an individual basis the trial.
with each family. Half had child present at
therapy (measured this effect on
outcome).
Group
Group
N= 0
Communication skills/problem-solving
training - 7 x weekly 1.5H sessions
conducted on an individual basis with
each family. Components: (1) teaching
basic communiation skills (2) training in
problem solving (3) modification of
unhelpful self-talk. Half had child present
at therapy (measured effects).
part of the parent

- parent's expressed commitment to keeping the child at
home
- fluency of parent + child in English language
Notes: No formal diagnosis or tool used; patents were
screened with a subscale of Behavior Problem Checklist
Baseline: No significant differences between groups at preassessment

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8
1.9 Not addressed
1.10 Not applicable
2.1 +
HUTCHINGS2007
Study Type: RCT
n= 153
Study Description: Pragmatic (effectiveness)

trial
Age: Range 3-4

Blindness: Open
Sex: no information
Diagnosis:

Notes: The fourth author blindly and randomly
allocated patricipants after stratification by age
and sex, using a random number generator.
Data Used
Group 1 N= 104
DPICS
Parent Training - Maximum of 12 parents
attending weely sessions which lasted 2 2.5 hours over a period of 12 weeks.
ECBI
Group 2 N= 49
DROP OUTS: 17.3% (intervention)

- Child aged between 36 and 48 months
- ECBI: Intensity score = 127; Problem score = 11
- SDQ: Hyperactivity = 7
Info on Screening Process: 153 families were

eligible and consented; 104 were allocated to
intervention and 49 to control.

1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 17.3% (intervention)
1.9 Well covered
1.10 Not addressed
2.1 +
IRELAND2003
Study Type: RCT
Blindness: Open
Followup: 3-month
n= 37
Age: Range 2-5
Diagnosis:
Data Used
Group 1 N= 19
Parent Problem Checklist (PPC)
Standard Group Triple-P - Group Triple-P:
Marital communication inventory
4 x 2 hour group sessions + 4 x 15-30 min
follow-up telephone consultations. For
ENRICH Marital Satisfaction Scale
both parents.
Abbreviated Dyadic Adjustment Scale (ADAS)
Exclusions: Inclusion criteria for two-parent couples:

- have a child between 2-5
- exhibit clinically significant levels of marital conflict
- report qualitative concerns about the management of their
child's disruptive or oppositional behaviour
- be married or in cohabiting relationship for at least 12months
- both agree to attend all group sessions

Group 2 N= 18
ECBI
Enhanced Group Triple-P - Group Triple
P + 2 Group Partner Support (GPS) 90Notes: TAKEN AT: pre- and post-intervention and
minute sessions that aimed to improve
3-month follow-up. DROP OUTS: Standard
marital communiation + offer support for
(23.8%); enhanced (30.4%).
each other's parent efforts. Telephone
consultations for one parent.
Exclusion criteria:
- both parents failed to attend at least 3/4 group sessions of
standard Triple-P or 5/6 group sessions for enhanced TripleP
Baseline: Parenting Scale (PS) a significant difference
between condition for fathers such that the total score on
this measure was significantly higher in the enhanced
Triple-P than the standard Triple P.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 Standard (23.8%); enhanced (30.4%)
1.9 Not addressed
1.10 Not applicable
2.1 +
IRVINE1999
Study Type: RCT
Followup: 3-month
Setting: US middle schools
Notes: no further details on method of
randomisation

1.3 Not addressed
1.4 Not addressed
1.10 Not applicable
2.1 +
ISON2001
n= 303
Age: Mean 12
Diagnosis:
100% Behaviour problems by Teacher Risk
Screening Instrument
Exclusions: - not exhibiting risk behaviours according to
Teacher Risk Screening Insturment
- not middle school children
Data Used
PDR
CBCL (Parent)
Notes: DROPOUTS: not reported
Group
N= 151
Parent Training - 12 weekly sessions,

group parent training, 90mins-2 hours.
Parent monitoring, positive reinforcement,
parent-child communication, problem
solving skillls. Each week expected to
practice skills and discuss with
group.Parents were given money to attend
Group
N= 152
Study Type: RCT

Blindness:
Setting: ARGENTINA
Schools
n= 164
Age: Range 8-12
Data Used
Child Behavior Report
Sex: all males

Diagnosis:
100% Conduct disorder/behaviour problems by
Child Behavior Report
Group
Group
Exclusions: - not of low socio-economic status
N= 90
Social skills training - Social skills

training: 14 sessions twice weekly. Units
included learning appropriate ways to
make a complaint, learning how to say no,
asking others to change inadequate
behaviors, empathy, listening etc.
2
N= 74
Notes: also included 151 children without conduct disorder

but analysed separately

1.8 0%
1.10 Not applicable
2.1 +
JOURILES2001
Study Type: RCT
Blindness:
Followup: 16 months
n= 36
Data Used
CBCL (Parent)

Diagnosis:
72% Oppositional defiant disorder
Setting: US, shelter for battered women

Group
Group
28% Conduct disorder
N= 18
Parent Training - Parent and child

intervention for up to 8 months: Providing
social and instrumental support for
mother and child. Additionally, training
mothers with problem solving and child
management skills.
2
N= 18
Control - Monthly telephone conversations

and visits
Exclusions: - mother not in shelter for battered women

- child did not have CD or ODD
- children not 4-9 years old

1.3 Not addressed
1.4 Not addressed
1.8 Intervention group: 15.4% Control group: 7.7%
1.10 Not applicable
2.1 +
KACIR1999
Study Type: RCT
Type of Analysis: Unclear
Blindness: Open
n= 38
Data Used
Parenting knowledge test
Parent behaviour questionnaire
Group
N= 19
Parent Training - Parenting Adolescent

Wisely (PAW) programme consisting of 9
specific problems i.e. children not
Blindness: Open
Diagnosis:
Followup: 3-5 months
Exclusions: No inclusion/exclusion criteria.
Setting: US Ohio
Notes: Random number generator: mothers
who received an even number were assigned to
the experimental group.
Info on Screening Process: Details not
reported. Note: there are no exclusion criteria
adopted in the study.
Notes: ECBI scores ranged from no problem behaviour (1

in treatment group, 1 in control) to 27 - a clinically
significant amount (M=11.68, SD= 8.1)
ECBI
Notes: TAKEN AT: Pre- and post-intervenion with
a median of a 4-month follow-up.
completing chores where the user is

asked to pick 1 of 3 solutions based on
how they would act in the situation. Parent
receives feedback on-screen.
Group
N= 19
Baseline: No significant differences between groups on the

3 outcome measures at pre-intervention.

1.1 Well covered
1.2 Well covered
1.3 Not addressed
1.4 Not addressed
1.7 Well covered
1.8 Not reported
1.9 Not reported
1.10 Not applicable
2.1 +
KAZDIN1987
Study Type: RCT
Blindness: Open
Setting:
Inpatient
n= 40
Age: Range 7-12
Diagnosis:
58% Conduct disorder by DSM-III
8% ADHD by DSM-III

10% Major depressive disorder by DSM-III

Anxiety disorder by DSM-III
Exclusions: Inclusion:
- children referred for treatment for their antisocial behavior
inluding aggressive acts, fighting, unmanageability at home
or at school, stealing, running away, truancy or related
antisocial behaviours as identified at intake assessment
- rated by their parent at the 98th percentile on either the
aggressive or delinquency scale of the CBCL
- between 7 and 13 years old
- Wechsler Intelligence Scale for Children-Revised (WISCR) IQ of 70+
- to show no evidence of neurological or organisational
impairment, seizures, psychoses or pervasive development
disorder
- to not be receiving psychotropic medication
Baseline: No significant differences.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
Data Used
Group 1 N= 24
School Behavior Checklist (SBCL-Form A2)
Parent Training - Parent management
CBCL (Parent)
training plus problem solving training (for
child). Parent training = 13 x 2 hour
Notes: TAKEN AT: pre- and post treatment and
weekly sessions. Child training = 20 x 50
at 4, 8, 12 month follow-up. DROP OUTS - at
minute sessions. Therapists =
post-treatment: 16.7% (treatment);1 2.5%
postgraduate mental health workers.
(control) - at follow-up: 17.6% (treatment); 20.6%
(control)
Group 2 N= 16
Control - Contact-control condition.
1.5 Well covered

1.7 Well covered
1.8 17.6% (treatment); 20.6% (control
1.9 Not addressed
1.10 Not applicable
2.1 +
KAZDIN1989
Study Type: RCT
Blindness: Open
Followup: 1 year
Setting: US
Inpatient/outpatient
Notes: No further details on randomisation
n= 112
Age: Range 7-13
Diagnosis:
100% Behaviour problems by CBCL
Exclusions: - not referred for treatment of antisocial
behaviour (e.g. fighting, stealing, unmanageability)
- below 90th percentile on aggression or delinquency
sucbscales of CBCL
- WISC-R IQ score <70
- receiving psychotropic medication
Baseline: No differences between groups at preintervention.
Data Used
Parent Daily Report Checklist
CBCL (Parent)
Notes: DROP OUTS: problem solving 3/37;
problem solving+ practice 6/38; relationship
therapy 6/37
Group
N= 37

Training - Problem soving skills training
for 25 sessions. Combined cognitive and
behavioural techniques to teach problem
solving skills. Individual therapy.
Group
N= 38

Training - Cognitive problem solving skills
+ in vivo practice for 25 sessions.
Standard problem solving intervention +
homework assignments. Individual
therapy.
Group
N= 37
Control - Client centred relationship

therapy for 25 sessions: developing a
close relationship with the child and
providing empathy and unconditional
positive regard. Later sessions involved
discussing interpersonal situations with
peers, teachers, parents etc.

1.1 Well covered
1.3 Not addressed
1.8 PSST - 8.1%; PSST-P - 15.8%; RT - 16.2%
1.9 Well covered
1.10 Not addressed
2.1 +
KAZDIN1992
Study Type: RCT
Blindness: Open
Followup: 1-year
n= 97
Age: Range 7-13
Diagnosis:
Setting:
Outpatient
3% ADHD by DSM-IIIR

- if they were referred to clinic for treatment for fighting,
unmanageability at home or at school, stealing, running
Data Used
Group 1 N= 29
Children's Action Tendency - Aggression Scale
CBT - Cognitive & behavioural techniques
Interview for Antisocial Behaviour
to teach problem solving skills. Child
received 25 x 50min weekly sessions +
PDR
homework + between-session phone
contacts. Parents were brought into the
CBCL (Teacher)
sessions to watch, assist + foster child's
CBCL (Parent)
new skills.
away, truancy or related antisocial behaviour

- above the 90th percentile on the aggression or delinquency
scale of the CBCL
- aged 7-13
- read above the second grade level on the Wide Range
Achievement Test
- were not receiving psychotropic medication
- both the child and parent/guardian provided consent
Notes: TAKEN AT: pre- and post-intervention and Group 2 N= 31

at 1-year follow-up. DROP OUTS: 13.8% (CBT);
PMT - Parent seen individually for 16x1.5 29.0% (PMT); 21.3% (CBT + PMT)
2 hour sessions over 6-8 months; at
different points in treatment the child was
brought into the sessions. Child's
performance at school was monitored +
teachers involved.
Group
N= 37
CBT + PMT - over 6-8 months
Baseline: No differences

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Poorly adressed
1.7 Well covered
1.8 13.8% (CBT); 29.0% (PMT); 21.3% (CBT + PMT)
1.9 Not addressed
1.10 Not applicable
2.1 +
KENDALL1990
Study Type: RCT
Setting: US
Day hospital
Notes: departure (3 participants during study)
from randomisation
n= 29
Data Used
CBCL (Teacher)

Diagnosis:
100% Conduct disorder
Group
Group
Exclusions: - not conduct disordered
N= 15

Training - CPSS: 20, 50 minute sessions
over 4 months. Intervention included
training in problem solving skills and
reinforcement of good behaviour.
Individual sessions.
2
N= 14
Control - Standard care: 20, 50 minute

session over 4 months. Either
psychodynamic or supportive counselling.
Individual sessions.

1.3 Not addressed
1.7 Well covered
1.8 10.3%
1.10 Not applicable
2.1 +
LESCHIED2002
Study Type: RCT
n= 412
Age: Mean 15
Followup: 12-, 24-, 36-months
Diagnosis:
100% Juvenile offenders
Setting: CANADA
referral from probation service
Exclusions: - risk/needs assessment indicating a high or
Data Used
Convicted (any crime)
Group
N= 210

participants environment. Small
caseloads; several vists per week; 2-15H
per week.
very high risk (mean RNA = 23.5)

- sex offenders
- psychosis
- home environment not appropriate for a family preservation
treatment model
Group
N= 202
Standard Continuing Care - Mainly case

management delivered by probation
officers.

1.4 Not addressed
2.1 +
LIPMAN2006
Study Type: RCT
Blindness:
Setting: Community-based
not eligible, 47 not interested, 84 excluded for
other reasons
n= 123
Age: Range 7-11
Sex:
Diagnosis:
Data Used
Children's Hostility Index (Parent)
Child Behaviour Questionnaire (Parent)
Children's Inventory of Anger (Child)
Notes: Dropouts: intervention = 10/62 control =
14/61
Exclusions: - not between 7-11 years old

- not identified as having problem with anger or aggression
- intellectual or developmental impairment
- severe psychiatric problems
- changeable home situation
Group
N= 62
Anger Control Training - 16 sessions:

included interventions for parents, child
group sessions, in home family practice
sessions. Cognitive and behavioural
focus on awareness of when they are
losing their temper and problem solving
approach learning alternative strategies.
Group
N= 61
Control - Standard information booklet

about other community resources.

1.4 Not addressed
1.8 Anger control 10/62 Control 14/61
1.10 Not applicable
LOCHMAN1984
Study Type: RCT
Blindness: Open
Setting: US
n= 76
Sex: all males
Diagnosis:
100% Behaviour problems by Missouri
Children's Behavior Checklist
Exclusions: The children with the highest teacher ratings of
aggression on the Missouri Children's Behavior Checklist
Data Used
Missouri Children's Behavior Checklist Aggression
BOSPT (Independent)
Notes: TAKEN AT: pre-intervention and 4-6
weeks post-intervention.
Group
N= 21
Anger Coping Plus Goal Setting - Anger

coping = 12 x 45-60 min weekly sessions.
Group therapy with 5-6 children. Cognitive
+ interpersonal problem solving. Plus 8
weeks of goal setting with contingent
reinforcement. Therapist = school
counsellor/trainee psychologist.
Group
N= 20
Anger Control Training - Anger coping =

12 x 45-60 min weekly sessions. Group
therapy with 5-6 children. Cognitive +
interpersonal problem solving.
Group
N= 18
Goal Setting - 8 weeks of goal setting

where children's weekly goals were
established, monitored by classroom
teacher and received contingent
reinforcement if appropriate goal
attainment occurred. Minimal treatment
intervention.
Group
N= 17

1.1 adequately covered
1.2 not reported
1.3 not addressed
1.4 not addressed
1.5 not addressed
1.6 not addressed
1.7 well covered
1.8 Not reported
1.9 well covered
1.10 not applicable
2.1 +
LOCHMAN2002
Study Type: RCT
Blindness: Open
Setting: US
School
Info on Screening Process: 31% (473) of the
most aggressive 10 year old children in 17
schools were eligible for randomisation; 245
consented.
n= 245
Age: Mean 11
Diagnosis:
Exclusions: - Children who were not rated by their 4th-grade
teachers as verbally aggressive, physically aggressive and
disruptive.
Baseline: Equivalent at baseline on aggressive behaviour.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.6 Not addressed
1.8 [not reported by intervention only by outcome]
1.9 Not addressed
Data Used
Group 1 N= 59
Behavioural Improvement at School (Teacher)
Anger Control Training - Coping Power
Teacher Observation of Classroom AdaptionProgramme: 16-month duration, 34 x 40Revised
50 min sessions with 5 - 8 children.
Included for example: awareness of
Proactive-Reactive Aggression Scale(Teacher
physiological arousal, relaxation, problemrated)
solving. Plus 16 sessions for parents.
Proactive-Reactive Aggression Scale (Parent
Group 2 N= 63
rated)
Notes: TAKEN AT: pre-, mid- and postControl - No treatment
intervention (secondary reference with 1-year
Group 3 N= 61
follow-up). DROP OUTS: varies by outcome
Parent + anger control + universal
213/245 (13%) Proactive-Reactive Aggressionintervention - Parent training, anger
parent rated; 187/245 (24%) Proactive-Reactive
control intervention plus children were
Aggression-Teacher Rated; 125/245 (51%)
based in a classroom receiving a
TOCA-R.
universal intervention (UI). UI included
parent meetings and teacher in-service
meetings designed to promoted homeschool involvement.
1.10 Not addressed

2.1 +
LOCHMAN2004
Study Type: RCT
Blindness: Open
Followup: 1 year
Setting: USA
Schools (N=11)
59% consent rate.
Info on Screening Process: 1578 boys were
screening. 546 passed initial Teacher Screen.
20 boys did not pass second screen using TRF
and CBCL. 15 already participating in a
prevention study. 183 consented. Grant
available to only study 180 children; no one
else contacted.
n= 183
Age: Range 10-11
Sex: all males
Diagnosis:
100% Behaviour problems by TRF
Exclusions: If participants did not pass two screening stages:
(1) a raw score of at least 7 on the teacher screen and (2)
TRF score greater than 60 and CBCL score greater than 55.
Baseline: No significant baseline differences between
conditions for dependent variables for participants with data
at 1-year follow-up.
Data Used
Group 1 N= 60
School behaviour improvement
Anger Control Training - From the Coping
Substance use (Parent)
Power intervention programme. 8 x 40-60
min intervention sessions in the 1st year,
Behavioural Improvement at School (Teacher)
25 in the 2nd year. Derived from Anger
National Youth Survey (Child)
Coping program. Groups consisted of 4-6
boys. Masters/doctoral level therapist.
1-year follow-up. DROP OUTS: Baseline
measures only delivered to 70% of the boys and Group 2 N= 60
69% of parents who were followed-up at 1-year.
Parent Training - Child training + 16
At 1-year teacher reports only availble for 73% of
parent group sessions over 15-month
sample.
intervention delivered in groups of 5-6.
Derived from social-learning-theory-based
parent training programs. Supervised
child waiting room was provided + $10 for
attending sessions.
Group
N= 63
Control - Received services as usual

within their schools.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.8 Not reported.
1.9 Not addressed
1.10 Not addressed
2.1 +
MAGEN1994
Study Type: RCT
Type of Analysis: Not reported
Blindness: Open
Followup: 3 months
Notes: Randomisation process not reported
Info on Screening Process: Not reported

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
n= 56
Age: Mean 7
Diagnosis:
Exclusions: - If the child was not between the age of 5 and 11
- If the parent or child had a developmental disability.
Data Used
Group 1 N= 19
Parent role-play test
Parent Training - Group parent training
Social Problem Solving Inventory (SPSI)
focused on behavioural skills. Once a
week for 8 weeks, 2 hours per session.
Notes: TAKEN AT:Pretest, posttest, and follow- Group 2 N= 18
up at 3 months. DROP OUTS: not reported.
Problem Solving - Group parent training
OTHER: The parent role-playing test used in the
focused on problem solving. Once a week
study was under development at the time of study.
for 8 weeks, 2 hours per session.
Group
N= 19
Control - Waitlist condition.
1.8 Not reported

1.9 Not reported
1.10 Not applicable
2.1 +
MARKIE-DADDS2006
Study Type: RCT
Blindness: Open
Followup: 6-month
Setting: Outpatient
Notes: Randomly assigned according to a table
of random numbers.
n= 63
Age: Range 2-5
Diagnosis:
Exclusions: The target child excluded if not between 2 and 5
years of age; the mother did not report that they were
concerned about their child's behaviour; the child showed
evidence of developmental disorder or significant health
impairment; the child was currently having regular contact
with another profession or agency or taking medication for
behavioural problem; and if the parents were currently
receiving therapy for psychological problems, were
intellectual impairment and could not read a newspaper
without assistance.
The child was excluded if it did not have an ECBI Intensity
Score of at least 127 or a Problem Score of at least 11.
Data Used
Client Satisfaction Questionnaire (CSQ)
Parenting Problem Checklist (PPC)
PDR
ECBI
Notes: TAKEN AT: Pre- and post-intervention
and 6-month follow-up. DROP OUTS: at postintervention assessment were 9 (intervention
group) and 7 (waitlist); at 6-month follow-up a
further 10 (intervention group).
Group
N= 32
Triple P - 10-unit self-directed programme

of Triple P teaching parents 17 core child
management strategies.
Group
N= 22

1.1 Well covered
1.2 Well covered
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.7 Well covered
1.8 Intervention group: 28% (at post-assessment); 43% (6-month follow-up). Control group: 23% (at post-assessment)
1.10 Not applicable
2.1 +
MARTIN2003
Study Type: RCT
Blindness: Open
Followup: 4-months
Setting: AUSTRALIA, Brisbane
Info on Screening Process: 68 people
responded to e-mail detailing intervention; 45
met eligibility critera and were allocated to
group; final sample = 42.
n= 42
Sex: no information
Diagnosis:
100% Behaviour problems by Strengths and
Difficulties Questionnaire
Child:
-between 2 and 9
- behavioural problems in the clinical range as measured by
SDQ
Parents:
- experiencing significant level of distress juggling demands
of work and home.
- working at least 20 hours per week
Baseline: The groups were significantly different on one pre-
Data Used
Group 1 N= 23
Work related self-efficacy
Parent Training - Work-Place Triple P
Work Commitment Questionnaire
(WPTP). Families received four group
sessions of parent training of 2 hour
Work Stress Measure
duration, plus four individual telephone
Social Support Scale (SSS)
consultations of 15-20 min duration.
Problem Setting and Behavior Checklist
Group 2 N= 11
ECBI
Participants drawn from

academic and general staff
at the University of
Queensland in order to test
a version of Triple-P
specifically desgined for the
work place.
intervention measure: ECBI problem score such that the

intervention group reported fewer disruptive behaviours (M
= 11.89, SD = 5.60; M=17.00, SD = 7.57). ECBI problem
score was used as a covariate.

for intervention group, at a 4-month follow-up.
DROP OUTS: Intervention group at postassessment (4;17%) and at 4-month follow-up
(16;30.4%). Control group (50%).

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8 Control group (50%) Intervention group (30.4%)
1.9 Not addressed
1.10 Not applicable
2.1 +
MCPHERSON1983
Study Type: Non-Randomised Control Trial
Blindness:
Followup: 0-1- and 3-4-month
Setting: US
Community (undergoing court supervision)
Notes: Every fifth assignment was assigned to
experimental group and the remaining were
control
n= 75
Sex: no information
Data Used
Recidivism
Notes: TAKEN AT: 4 and 7 months from
inception of a 3-4-month trial.
Diagnosis:
Group
N= 15
Family therapy - Family systemic therapy.

3-4 months therapy. Counsellors as
therapists. 10x2 hour sessions for parents
+ 10x1 hour sessions with child.
Group
N= 60
TAU - Regular casework=oriented

probation services.
Exclusions: - no commission of a status

/misdemeanor/felony offence
- previous supervision by the Lane County Juvenile Court
- more than 17 years and 5 months at the time assignment
- not a resident with family in the Eugene/Springfield
metropolitan area

1.1 Well covered
1.3 Not addressed
1.4 Not addressed
1.5 Poorly addressed [inclusion criteria but no baseline data]
1.6 Not addressed
1.7 Well covered
1.8 None reported
1.9 Not applicable
1.10 Not applicable
2.1 +
MICHELSON1983
Study Type: RCT
Blindness:
Followup: 1-year
n= 61
Sex: all males
Diagnosis:
Data Used
Group
N= 14

Training - Interpersonal problem solving
skills for 12 weeks. Identification of
interpersonal problems and generating
solutions to these problems. Group
Outpatient
Notes: DROP OUTS: 42/61 completed the

intervention
Exclusions: - psychosis
- organic brain syndrome
- mental retardation
- severe antisocial tendencies
- not referred by parents
therapy. 12 x 1 hour weekly sessions.

Group
N= 14

Training - Behavioural social skills training
for 12 weeks. Utilised behavioural
techniques such as modelling, feedback,
shaping, social reinforcement to teach
social skills. Group therapy. 12 x 1 hour
weekly sessions.
Group
N= 14
Control - Non directive group treatment

that was designed to help express their
feelings. 12 x 1 hour weekly
sessions.Group therapy.

1.3 Not addressed
1.8 30%
1.10 Not applicable
2.1 +
NICHOLSON1999
Study Type: RCT
Blindness:
Setting: US
Community
n= 60
Sex:
Diagnosis:
Exclusions: - not 7-12 years old
- do not have significant conduct or oppositional behaviours
(CBCL <40) for a minimum of 6 months
Data Used
CBCL (Parent)
Notes: 18/60 dropped out
Group
Group
Waitlist
2.1 +
NICKEL2005
N= 12
Family interventions - Self directed

behavioural family intervention for 10
weeks: self-directed material same as
that used in the therapist directed
intervention.
Group

1.1 Well covered
1.4 Not addressed
1.8 Intervention with therapist: 36.4%; self-directed: 42.8%; Control group: 6%
1.9 Well covered
1.10 Not addressed
N= 14
Family interventions - Behaviour family

intervention for 10 weeks: family
intervention + triple P parenting
intervention.
N= 16
Study Type: RCT

Setting: GERMANY
community
excluded (11 failed to meet inclusion criteria, 9
refused, 5 other)
n= 44
Sex: all males
Diagnosis:
- not bullying for >6months
- psychotic illness
- liability to be prosecuted
- use of psychotropic medication and/or psychotherapy
- current use of narcotics
Data Used
Group 1 N= 22
Adolescents' Risky-Behavior Scale
Family interventions - Brief Strategic
State Trait Anger Expression Inventory (Self)
Family Therapy for 6 months. Brief
Strategic Family Therapy for 12 weeks.
Notes: dropouts: family intervention 3/22 control
Focusses on the family's conflict
4/22
resolution style and on specific
interventions to help families negotiate
and resolve their differences.
Group
N= 22
Control - Attentional control: Attentional

control for 6 months. Structure session
with detailed questions about how they
felt and their daily activities.

1.7 Well covered
1.8 Treatment - 13.6%; control - 18.2%
1.9 Well covered
1.10 Not addressed
2.1 +
NICKEL2006
Study Type: RCT
Blindness:
Setting: GERMANY
Community
Notes: No further details on randomisation
excluded (5 did not meet criteria, 5 refused, 1
other)
n= 72
Sex: all males
Diagnosis:
Data Used
Notes: dropout: Family 4/36 Control 5/36
Group
N= 36
Control - Attentional control for 12 weeks.

Structure session with detailed questions
about how they felt and their daily
activities.
Group
N= 36

Family Therapy for 12 weeks. Focusses
on the family's conflict resolution style and
on specific interventions to help families
negotiate and resolve their differences.

- not bullies

1.1 Well covered
1.5 Well covered
1.8 Treatment - 11.1%; Control - 13.9%
1.9 Well covered
1.10 Not applicable
2.1 +
NICKEL2006A
Study Type: RCT
Blindness:
n= 40
Age: Mean 15
Sex: all females
Data Used
Group
N= 20

Family Therapy for 12 weeks. Focusses
on the family's conflict resolution style and
Blindness:
Followup: 1 year
Setting: Germany
Diagnosis:
Notes: Dropouts: 2/20 family, 2/20 control
on specific interventions to help families

negotiate and resolve their differences.
Group
Exclusions: - not 15 years old

- no physical or verbal bullying for at least 6 months
- psychosis
- taking psychotropic medication
- liability to prosecution
- substance use disorder
N= 20
Control - Attentional control for 12 weeks.

Structure session with detailed questions
about how they felt and their daily
activities.

1.4 Not addressed
1.8 Family intervention 2/20 Control 2/20
1.10 Not applicable
2.1+
NIXON2003
Study Type: RCT
Blindness: Open
Setting: AUSTRALIA
Outpatient
n= 54
Diagnosis:

Info on Screening Process: 71 families selfreferred to participate in the study. 54 meet
inclusion criteria.

- ECBI score > 132
- diagnosis for ODD
- primary referral problem was disruptve behaviour that was
present for at least 6 months
Exclusion criteria:
- behaviour problems because of organic pathology, trauma
or history o severe physical or mental deficits and receiving
medication to manage behavioural difficulties.
Baseline: No significant differences on parent-report and
observational data between groups.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 Standard intervention (23%); Abbreviated intervention (13%); WL (0.05%)
1.9 Not addressed
1.10 Not applicable
2.1 +
Data Used
Group 1 N= 16
Parent Locus of Control Scale
Parent-Child Interaction Therapy
DPICS
Parent Training - Parent-child interation
therapy but parenting skills are discussed
and modelled on videotape (which is
given to the families) + 5 x 30-min
telephone consultations + 1-hour booster
session (face-to-face) 1-month postCBCL (Parent)
treatment. Took 9.5 to administer.
ECBI
Group 2 N= 19
Notes: TAKEN AT: Pre- and post-treatment and
Parent Training - 12 x 1-2 hour weekly
6-month follow-up DROP OUTS: Standard
sessions for parents + 1-hour booster
intervention (23%); Abbreviated intervention
session (face-to-face) 1-month post(13%); waitlist (0.05%)
treatment. Took 15.5 hours to administer.
Therapist = master's level clinician on
doctorate course.
Group
N= 19
Control - waitlist condition
NOCK2005
Study Type: RCT
Blindness: Open
n= 76
Age: Mean 7
Sex:
Diagnosis:
Behaviour problems
Setting: US
Outpatient
Data Used
Treatment attendance
Treatment adherence
Group
Group
Info on Screening Process: 120 parents of

antisocial children contacted the clinic, met
eligibility criteria and scheduled an intake
appointment; 76 attended appointment and all
consented to participate.
N= 39
Parent training + participation

enhancement - Parent training plus
children older than 7 received cognitive
problem solving. In addition, parents
received participation enhancement
intervention. 5-25 min during 1st, 5th, 7th
sessions, therapists conducted
motivational interviews.
2
N= 37
Parent Training - TAU: parent training

plus children greater than 7 received
cognitive problem solving.
OGDEN2004
Study Type: RCT
Blindness: Open
Followup: 2 years
n= 100
Diagnosis:
Exclusions: Inclusion Criteria
- problem behaviour such as law-breaking or other antisocial
acts
- 12-17 years of age
- parents sufficiently involved/motivated for MST
Exclusion Criteria
- ongoing treatment by another agency
- substance abuse without other antisocial behaviour
- sexual offending
- autisim, acute psychosis, or imminent risk of suicide
- presence of the youth in the home posed a serious risk to
the youth or to the family
- ongoing investigation by the municipal child protective
services
Notes: No formal diagnosis or tool used.
Baseline: Significant differences in baseline demographic
measures. Pre-intervention assessments not compared
between groups.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.7 Well covered
1.8 Intervention group: 8% Control group: 7.9%
1.9 Not addressed
1.10 Not addressed
2.1 +
OMIZO1988
Data Used
Group 1 N= 62
Family Satisfaction Survey
Multisystemic therapy - MST therapists
Out-of-Home placement
had a professional education equal to a
Masters/Bachelors degree. Each therapist
FACES-III
had a low caseload of 3-6 families and
Social Competence with Peers Questionnaire
were availble 24/7. Economic rewards for
(SCPQ)
completion of assessments.
Group 2 N= 38
Social Skills Rating Scale (SSRS)
Standard Continuing Care - Usual child
CBCL (Parent)
welfare services. 14 youths received longNotes: TAKEN AT: pre- and post intervention.
term institutional placement, 5 were
DROP OUTS: Intervention group: 4 (7%) families
placed in a crisis institution for
withdrew from MST early in treatment and were
assessment and in-home follow-up, 6
replaced; 1 withdrew prior to post-assessment.
were supervised by a social worker, 7
Control group: 3 prior to post-assessment.
were given home-based treatment and 6
refused services.
Study Type: RCT

Blindness: Open
n= 24
Age: Range 10-12
Diagnosis:
Setting: School
Info on Screening Process: Of 47 nominated
children for aggressive/hostile behaviour, 24
were randomly selected and assigned to
treatment or control.
Exclusions: - Children who were not nominated by their

teachers as being aggressive or hostile and who were not
randomly selected to participate.
Data Used
Perceived Competence Scale
School Behavior Checklist (Teacher rated)
DROP OUTS: none reported
Group
N= 12
Anger Control Training - 10 x 45 - 50 min

group sessions that incorporated
cognitive behaviour techniques targeted
to assist children in controlling their anger.
Group
N= 12
Control - Group members watched films

that did not have aggressive content.
Baseline: Baseline data was reported; no test that

examined differences between the conditions in the
baseline data were reported.

1.2 Not reported
1.3 Not addressed
1.5 Not addressed
1.6 Not addressed
1.8 0%
1.9 Not appliable
1.10 Not applicable
2.1 +
PATTERSON2007
Study Type: RCT
Blindness:
Followup: 6-month
Setting: UK
Primary Care
Notes: Randomisation occurred by tossing coin
in the presence of an independent witness to
treatment or control.
n= 116
Age: Range 2-8
Sex: no information
Diagnosis:
Exclusions: Exclusions - children already receiving treatment
for behaviour problems (N=27) and those with learning
difficulties (N=78).
Notes: All children had a score above the median value on
the EBI (score = 100).
Info on Screening Process: N=1788 - all

children aged 2-8 years old registered at 3 GPs
in Oxford received postal survey.
N=1105 - questionnaires returned
N=487 - children scored above median on
ECBI + invited to participate
N=105 - excluded
N= 116 - consented

1.1 Well covered
1.2 Well covered
1.3 Inadequate
1.4 Not addressed
1.5 Not addressed
1.7 Well covered
1.8 23.4% (Intervention group); 17.9% (Control group)
1.9 Well addressed
1.10 Not addressed
Data Used
Group 1 N= 60
General Health Questionnaire (GHQ)
Parent Training - Webster-Stratton 10Strengths and Difficulties Questionnaire (SDQ)
week parenting programme (2 hour
sessions) delivered by trained health
ECBI
visitors or nursery nurse.
Group 2 N= 56
at 6-month follow-up
Control - No intervention.
2.1 +
PEPLER1995
Study Type: RCT
Blindness: Open
Info on Screening Process: Not reported.
n= 74
Diagnosis:
Data Used
CBCL (Teacher)
CBCL (Parent)
DROP OUTS: none reported.

- teachers identified them as having aggressive behaviour
problems
- their teachers rated them above the mid-point on a fivepoint scale for aggression, disruption and non compliance
- school prinicipal concurred with the referral
- parents consented
Group
N= 40
Social skills training - Focused on skills

training at school + parent groups to
facilitate child's learning/to teach effective
child management + teacher participation
where the teacher taught the skills to
entire class. Groups of 7. Therapist =
trained child care workers.
Group
N= 34

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 0%
1.9 Well covered
1.10 Not applicable
2.1 +
ROWLAND2005
Study Type: RCT
Blindness:
Duration (days):
Followup: 6-month
n= 31
Diagnosis:
Setting: US, Hawaii

Info on Screening Process: 64 met inclusion
crieria, 5 consented
Exclusions: - did not attend public school

- did not qualify to receive mental health services
- not currently at risk of a costly out-of-home fund
- not between 9 and 17
- not living at home with caregiver and/or family
- autism
- severe developmental disabilities
- sexual offending
- youths in custody without a permanent home
Baseline: Initial rates for self-reported delinquency were
higher for MST than controls.

1.3 Not addressed
Data Used
Arrests
CBCL (Child)
CBCL (Parent)
Notes: DROP OUTS: 4/26 (MST); 3/29
(CONTROL), analysis based upon 15 MST and
16 CONTROL that had received their 6-month
sevice evaluation
Group
N= 26
Multisystemic therapy - Master level

therapists. Home-based model of service
delivery. 24/7 support.
Group
N= 29
Standard Continuing Care - Could include

individual + family therapy, medication,
foster care.

1.8 42.3% - MST; 44.8% - control
1.9 Not addressed
1.10 Not addressed
2.1 +
SANDERS2000
Study Type: RCT
Type of Analysis: Not clear
Followup: 6-month
Setting: Home
n= 56
Age: Mean 5
Diagnosis:
Exclusions: - If the child had a chronic illness or disability,
was in receipt of treatment for behavioural or psychological
problems.
Data Used
Group 1 N= 28
Abbreviated Acceptability Rating Profile
Parent Training - 12 videotapes each
(AARP)
containing a different episode of the
"Famililes" television series which is a
media component of Triple P (Positive
Parenting Program) + 12 self-help
information sheet. Mothers were
instructed to watch 2 videos per week at
ECBI
home.
Notes: TAKEN AT: Pre-test and post-test and at Group 2 N= 28
6-month follow-up (experimental group only
followed up). DROP OUTS: not reported.

1.1 Adequately assessed
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 Not reported
1.9 Not reported
1.10 Not applicable
2.1 +
SANDERS2000A
Study Type: RCT
Blindness: Open
Followup: 1-year
Outpatient
Notes: Details of randomisation not reported.
Info on Screening Process: 940 families
responded to advertisement
216 met initial telephone screening but did not
return questionnaire
724 returned questionnaire of these 343
excluded
381 met all inclusion criteria
74 declined to participate
n= 305
Age: Mean 3
Sex: no information
Diagnosis:
Exclusions: Initial screening inclusion criteria:
- child aged between 36 and 48 months
- mother's concerned about child's behaviour
- child showed no evidence of developmental disorder or
significant health impairment
- child was not currently having regular contact with another
professional or taking medication for behavioural problems
- parents were not currently receiving therapy for
psychological problems or intellectually disabled and could
read a newspaper without assistance.
Inclusion criteria after initial screening:
- ECBI Intensity score > 127 or Problem score > 11
- Family was required to have at least one of the following
family adversity factors: (a) maternal depression (BDI > 20)
Data Used
Group 1 N= 76
SESBI
EBFI - Enhanced Triple P. Parents
DISC
received an intensive version of the
therapy delivered in SBFI. Parents
Abbreviated Dyadic Adjustment Scale (ADAS)
attended 12 sessions of 14 hour of
therapy in total. Therapy tailored to the
needs of the parents. Homework given.
Group 2 N= 77
SBFI - Standard Triple P. Parents
attended 10 sessions of 10 hours in total.
Parents were encouraged to bring their
child to 6/10 sessions. Therapists =
ECBI
trainee clinical psychologists, qualified
psychologists, psychiatrists.
at 1 - follow-up
Group
N= 75
SDBFI - Self Directed Behavioural Family

Intervention (Self-help Triple P). Families
received 10 sessions of self-directed
Triple P.
(b) relationship conflict (Parent Problem Checklist >5) ( c)

single parent household (d) low gross family income
(<AUS$345/week)
Group
N= 77
Control - Waitlist
Baseline: No significant differences in outcome measures

at pre-intervention.

1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.7 Well covered
1.8 6.8% (EBFI); 35.1% (SBFI); 45.3% (SDBFI).
1.9 Not addressed
1.10 Not applicable
2.1 +
SANDERS2000B
Study Type: RCT
Type of Analysis: completers
Blindness: Open
Info on Screening Process: 160 families were
initially screened; 61 were screened further to
determine diagnoses for child + mother; 47
were eligible and provided consent and began
treatment.
n= 47
Sex:
Diagnosis:
Data Used
Family Observation Schedule (FOS)
CBCL (Parent)
DROP outs: at end of treatment - 21% (parent
training), 13% (parent training + CBT for
mothers); at 6-month follow-up - 79% (in total)
provided data.
Group
N= 23
Parent training + CBT - 12 sessions (8

clinical sessions + 4 feedback sessions in
mother's home) completed over 5-month
period plus cognitive therapy for the
treatment of depression. Clinical sessions
= 1 to 1.5 hour and home visits = 40 min.
Parent + child were involved.
Group
N= 24
Parent Training - 12 sessions (8 clinical

sessions + 4 feedback session in
mother's home) completed over 5- to 5month period. Clinical sessions = 1 to 1.5
H and home visits = 40 min. Parent +
child were involved. Therapist = trainee
postgraduate clinical psychologists.

- mother met DSM-IV diagnosis for major depression with at
least 1 child meeting DSM-IV diagnosis for either conduct
dsorder or oppositional-defiant disorder
- child was 3-9 years old with no evidence of developmental
diability
Baseline: No differences between groups at preintervention.

1.1 Well covere
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8 21% (parent training), 13% (parent training + CBT for mothers); at 6-month follow-up - 79% (in total) provided data.
1.9 Not addressed
1.10 not applicable
2.1 +
SANTISTEBAN2003
Study Type: RCT
Blindness: Open
Duration (days): Mean 77 Range 28-140
Setting: US
n= 126
Sex:
Diagnosis:
100% Behaviour problems by Revised
Data Used
Structural Family Systems Rating (SFSR)
Family Environment Scale (FES)
Addiction Severity Index
Group
N= 80
Brief Strategic Family Therapy (BSFT) All family members who lived in the
household or were significantly involved in
childrearing were asked to participate in
therapy. Participants received between 4
and 20 weekly, 1 hour sessions of
Notes: Details of randomisation not reported.

Behaviour Problem Checklist (RBPC)

Exclusions: If the adolescent did not meet the inclusion
criteria of parental or school complaints of externalising
behaviour problems.
Baseline: No significant differences on pre-intervention
measures between groups.
Notes: DROP OUTS: 30% (intervention group);

37% (control group)
therapy, depending on the severity of the

condition.
Group
N= 46
Control - Group treatment control for

adolescents only. Sessions ranged
between 6 and 16 weekly 90 min
sessions in groups of 4-8.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 30% (intervention group); 37% (control group)
1.9 Not addressed
1.10 Not applicable
2.1 +
SAYGER1988
Study Type: RCT
Setting: US
Notes: Some departures from randomisation (3
families assigned to control were placed in
family intervention because of abusive
environment)
n= 43
Age: Range 8-12
Sex: all males
Diagnosis:
Exclusions: - not 8-12 years
- not high level of aggression
Data Used
Group 1 N= 22
Family Environment Scale (FES)
Group 2 N= 23
CBCL (Parent)
Family interventions - Social learning
Notes: DROPOUT: Treatment 3/23 Control 12/20
family therapy: 10 weekly sessions.
Included sessions on discipline,

reinforcement, encouragement, school
involvement, self control, setting up for
success and family communication.

1.3 Not addressed
1.4 Not addressed
1.7 Adequately reported
1.9 Not addressed
1.10 Not addressed
2.1 +
SCOTT2001
Study Type: RCT
Blindness: Open
Setting: Outpatient (four sites)
UK
Notes: Allocation was determined by date of
receipt of referral letter.
Info on Screening Process: Of 430 referrals, 67
n= 141
Diagnosis:
84% Oppositional defiant disorder by ICD-10
- children aged 3-8
- referred for antisocial behaviour
Data Used
Group 1 N= 90
CBCL (Parent)
Parent Training - Basic videotape parent
training programme (Webster-Stratton,
1998). Parents of 6-8 children were seen
Parent account of child symptoms
in groups for 2 hours each week over 1316 weeks; the children did not take part
and no other treatment given. Therapists
had regular jobs in services.
Group
N= 51
families could not be contacted, 33 said they no

longer had problems, 62 declined to take part,
124 did not fulfil eiligibility criteria, 3 dropped
out before consent or assessment.
Exclusion criteria:
- major developmental delay
- hyperkinetic syndrome, any other condition requiring
separate treatment
-parents had to be able to understand English and attend at
group times
Notes: TAKE AT: pre- and post- intervention

(approx 5-7 months after intervention). DROP
OUTS: 19% (intervention), 27% (waitlist)
Notes: The calculation of the percentage of ODD only

includes completers.
Baseline: No significant differences between groups.

1.1 Well covered
1.2 Well covered
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Well covered
1.7 Well covered
1.8 9% (intervention), 27% (waitlist)
1.9 Well covered
1.10 Not addressed
2.1 +
SCOTT2006
Study Type: RCT
Blindness: Open
Setting: UK, London (disadvantaged areas)
Notes: Randomisation at classroom level
Info on Screening Process: 665/672 had SDQs
completed by teachers, 532 by parents - 24%
had behaviour problems. 174/233 provided
consent.
n= 72
Age: Mean 6
Sex:
Diagnosis:
Behaviour problems by Strengths and Difficulties
Questionnaire
Data Used
Group 1 N= 33
Parent account of child symptoms
Parent Training - 12-week Incredible
Notes: TAKEN AT: pre-, 6-month and 1-year post
Years + 6-week readiness programme for
randomisation. DROP OUTS (for total sample
parents to use with children. Group
with and without elevated behaviour problems):
therapy. 2 1/2 hours. Parent only.
13/89 TREATMENT, 9/85 CONTROL.
Group 2 N= 39
TAU
Exclusions: - inability to understand English

- index child not free of clinically apparent marked global
developmental delay or disorder
Notes: ONLY REPORT DETAILS FOR THE 72 CHILDREN
WITH BEHAVIOUR PROBLEMS; DEMOGRAPHIC
INFORMATION NOT PROVIDED FOR THIS SUBSAMPLE

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Adequately addressed [study did not assess whether there are differences among subsample with behaviour problems in each arm)
1.6 Not addressed
1.7 Well addressed
1.8 13/89 (14.6%) TREATMENT, 9/85 (10.6%) CONTROL.
1.9 Well covered
1.10 Not addressed
2.1 +
SHECHTMAN2000
Study Type: RCT
Blindness: Open
n= 70
Age: Range 10-15
Diagnosis:
Data Used
CBCL (Teacher)
CBCL (Child)
Group
N= 33
Anger Control Training - 10 x 45 min

sessions. Students asked to identify
feelings leading to aggression in short
stories/poems, risk of aggressive
Setting: ISRAEL
School
Diagnosis:
Exclusions: - children not nominated by their teachers for
being aggressive as assessed by a 10-item questionnaire
that referred to verbal and physical aggression.
Baseline: No significant differences.
responses and to look at the connection

Notes: TAKEN AT: pre- and post-assessment.
between their own behaviour and that in
DROP OUTS: 63/70 (9%) CBCL-YSR and 68/70
the literature. Group or individual therapy.
(3%) CBCL-TRF. CBCL-TRF was rated by
teachers in the following year who were not
Group 2 N= 36
involved in the intervention.
Control - No treatment; control students
remained in their homeroom groups with
their teachers.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8 0% drop out of intervention; missing data for outcome measures
1.9 Not addressed
1.10 Not addressed
2.1 +
STEWART-BROWN2007
Study Type: RCT
Blindness: Open
Followup: 6-month and 12-month
Setting: ENGLAND, Oxford
Info on Screening Process: Numbers not
reported. All parents of 2-8 year old children
registered with three GPs in Oxford were invited
to participate in a survery to determine eligibility
to the study. Of those invited to participate in
the study 30% consented to enter the trial.
n= 116
Sex: no information
Diagnosis:
Exclusions: Parents excluded if the child was not between
the ages of 2 and 8; if at least one child in the family did not
fall above the median of ECBI or if the child was diagnosed
with a learning diffculty or had previous treatment for
behaviour problems.

1.1 Poorly covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 loss to follow-up: 23% (control group) and 28% ( intervention group).
1.9 Well covered
1.10 Well covered
2.1 +
STOLK2008
Data Used
Group 1 N= 60
Rosenberg Self Esteem Scale (RSE)
The Incredible Years Programme General Health Questionnaire (GHQ)
Videotape modelling and experiential
learning. Parents set themselves goals,
Goodman Strengths and Difficulties
undertake homework each week and
questionnaire
report back on progress. Sessions are 2
hours, weekly over 10 weeks. Delivered
ECBI
by trained health visitors and nursery
nurses.
at a 6 and 12 month follow-up. DROP OUTS: 26
Group 2 N= 56
non-attenders (intervention group); loss to followControl - Waitlist condition
up at 12-months was 13 (23%; control group) and
16 (28%; intervention group).
Just over half of the

participants were boys
however exact figures not
given on the sex of the
children.
Study Type: RCT

Blindness:
Setting: Netherlands
n= 237
Data Used
CBCL (Parent)

Diagnosis:
Group
Group
Exclusions: - children that did not have Dutch first or

surnames
- CBCL age:1 <13, age:2 <19, age:3 <20
N= 64
Parent - First-time mothers: 4 sessions

every month then 2 booster sessions.
Personal feedback on mother-baby
interaction using video cameras and
education on development of baby.
Individual therapy.
2
N= 66
Control - First time mothers: received 6

telephone calls as attentional control.
Group
N= 56
Parent - Not first time mothers:4 sessions

every month then 2 booster sessions.
Personal feedback on mother-baby
interaction using video cameras and
education on development of baby.
Group
N= 51
Control - Not first time mothers: received

6 telephone calls as attentional control.

1.3 Not addressed
1.4 Not addressed
1.7 Well covered
1.8 0%
1.10 Not applicable
2.1 +
STRAYHORN1989
Study Type: RCT
n= 98
Diagnosis:
Setting: US
Notes: Randomisation process not detailed in
this paper but reported in the secondary
reference as sequentially, by drawing a facedown card from a table-top
Exclusions: - Families whose primary language was not

English or whose children had vocabulary test standard
scores under 50 (where 100 is the population mean and 15
the SD).
- If parent or caretaker of the child did not indicate in the
screening conversation that the child had at least one
undesirable behaviour.
Data Used
Group 1 N= 50
Verbal ability measures
Parent Training - Group training involving
Frequency of behaviour for preschoolers
instruction and role-playing practice and
individual sessions. Also viewed three
Parents' ratings on ODD and ADHD from DSMvideotapes and received pamphletss
III-R
summarising the content of training.
Behar Preschool Behavior Questionnaire
Training delivered by research assistant.
(PBQ)
Financial incentives given.
Child Behavior in Play with Parent Scale
Group 2 N= 48
CBCL (Parent)
Control - Minimal treatment (most
Shipley Scale
efficacious available intervention per unit
Parent Behavior in Play with Child Scale
of staff time expenditure). Parents viewed
Commands Self-Report
two videoptapes (also shown to the
experimental group) and received a copy
Parent Practices Scale
of the "Suggestions for Parents" handout.
Beck Depression Inventory
Post intervention was taken on average 139 days
after the last group meeting; or 33 days after the
last individual session with the child.

1.1 Not addressed
1.2 Not reported

1.3 Not addressed
1.4 Not addressed
1.5 Not addressed
1.6 Not addressed
1.8 Experimental condition (5 drop outs)
1.9 Well covered
1.10 Not applicable
2.1 +
SUKHODOLSKY2000
Study Type: RCT
Blindness: Open
Setting: US
School
Notes: Details on randomisation not reported. 3
boys changed groups after randomisation due
to scheduling difficulties.
n= 33
Age: Range 9-11
Sex: all males
Diagnosis:
Exclusions: - Male students not nominated by their teachers
for having anger-related problems
- children who did not return parent consent forms
Data Used
Group 1 N= 16
Teacher Rating Scale
Anger Control Training - CBT delivered in
Pediatric Anger Expression Scale (Self-report)
groups of 4-7 for 40 min sessions with (1)
affective education; (2) techniques
Children's Inventory of Anger (Child)
dedicated to cognitive & physicological
elements of anger and; (3) rehearsal of
DROP OUTS: none reported.
anger-control skills. Groups run by
authors of study.
Group
N= 17
Control - Playing various games such as

"Jenga" and "Connect Four". These
games offer an entertaining context within
which various problematic behaviours can
be addressed.

1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 0%
1.10 Not reported
2.1 +
SZAPOCZNIK1989
Study Type: RCT
Setting: US
Notes: RANDOMISATION: method not reported
Info on Screening Process: 979 screened
n= 69
Sex: all males
Diagnosis:
16% Conduct disorder by DSM-III
Group
N= 26
Family interventions - Structured family

therapy: 60-90min session per week at
first and then less frequently. Emphasis
was on modifying maladaptive patterns of
interactions
Group
32% Oppositional defiant disorder by DSM-III
Exclusions: - not 6-12 years

- not from a 2 parent family
- lived in the US for less than 3 years
- history of mental retardation, organic dysfunction, mental
health care, psychoactive medication, or suicidal ideation

Data Used
Notes: DROPOUTS: 19/88
N= 26
Psychodynamic intervention - Individual

psychodynamic child therapy: one 50 min
session per week. Non directive
approach, the child was seen in a
playroom situation. Expression of
feelings, limit setting, transference
interpretations, and insight were
emphasised.

1.10 Not applicable
TAYLOR1998
Study Type: RCT
Blindness: Open
Setting: CANADA, Ontario
Community-based
Notes: Details of randomisation process not
reported. Urgent families could not be
randomised into waitlist control.
Info on Screening Process: Initial screening
number not reported but of those who met the
inclusion criteria for the study, 51 declined to
participate. 108 families randomised to
treatment.
n= 108
Sex: no information
Diagnosis:
Exclusions: - Child not between the ages of 3 and 8. The
primary reason for referral was not child management
problems.
Baseline: The ECBI for families assigned to waitlist control
was 16.5 and 127 in comparison to19.0 and 144.5 for
families assigned to PACS and 19.2 and 148.3 for families
assigned to eclectic treatment.
Data Used
Group 1 N= 46
Therapy Attitude Inventory
Parent Training - 7 families per group that
Brief Anger-Aggression Questionnaire (BAAQ)
met for 2 hours and 15 minutes weekly for
11 to 14 weeks. Between group meetings,
Support Scale
therapists made calls to families who
Dyadic Adjustment Scales (DAS)
missed sessions or were having
MESSY
difficulties. Monetary award if completed
Achenbach Teacher Report Form (TRF)
questionnaires.
Group 2 N= 46
PDR
Control - Treatment typically offered at the
CBCL (Parent)
centre. Therapeutic approaches or
theories included ecological, solutionECBI
focused, cognitive-behavioural, family
Notes: TAKEN AT: pretest, post-test (after 4
system. Familes met with therapist on an
months of treatment)
individual basis and negotiated frequency
and intensity.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8 PACS: 5 families TAU: 8
1.9 Well covered
1.10 Not applicable
2.1 +
TIMMONS-MITCHELL2006
Study Type: RCT
Blindness:
Duration (days): Mean 145 Range 90-150
Followup: 6-month
Notes: Randomisation was accomplished by
having the court administrator flip a coin.
Info on Screening Process: 105 participants
who met the inclusion criteria agreed to
participate in the study.
n= 93
Age: Mean 15
Diagnosis:
- felony conviction
- suspendended commitment to the Department of Youth
Services incarcerating facility
- parent's consent to participate
Baseline: No significant differences in pre-treatment
offences, misdemeanors or felonies.
Data Used
Recidivism
Notes: TAKEN AT: pre- and post-treatment and
at 6-month follow-up and 18-month recidivism
follow-up. DROP OUTS: 11% (in total)
Group
N= 48
Multisystemic therapy - MST provides

service delivery at home and in the
community 24 hours a day, 7 days a
week. Treatment ranges between 3 and 5
months (no prescribed length of service).
Master's level MST supervisor + 14
therapists.
Group
N= 45
Standard Continuing Care

1.1 Well covered
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.8 11% (in total)
1.9 Not addressed
1.10 Not applicable
2.1 +
TURNER2006
Study Type: RCT
Blindness: Open
Primary Care
n= 30
Age: Range 2-5
Sex: no information
Diagnosis:
Exclusions: - If the child was not between 2 and 5 years of
age and had started primary school.
- If the primary caregiver did not have one or more concerns
about their child's behaviour or their own parenting skills.
- If the child had received a diagnosis of developmental
delay, developmental disorder, conduct disoerder or ADHD.
- If the child was currently taking medication or in regular
contact with another professional for behavioural problems.
- If the parents were currently in therapy for psychological or
relationship problems or could not read English.
Baseline: No significant group difference on any measure at
pre-intervention assessment.
Data Used
Group 1 N= 16
Parent Training - Primary care Triple P.
Parenting Experience Survey (PES)
Three to four brief (30 minute) individual
family consultations once per week. Five
Goal Achievement Scales (GAS)
nurses delivered the intervention.
Family Observation Schedule (FOS)
Group
2 N= 12
Observation settings
Home and Community Problem Checklist
(HCPC)
ECBI
Notes: TAKEN AT: pre- and post-intevention;
experimental group followed up at 6-months.
DROP OUTS: 3 (18.75%; waitlist) and 2 (14.28%;
parent training).

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Well covered
1.7 Well covered
1.8 18.75% (waitlist) and 14.28% (parent training)
1.9 Well covered
1.10 Not applicable
2.1 +
TURNER2007
Study Type: RCT
Blindness: Open
n= 51
Age: Mean 6
Diagnosis:

Exclusions: If target child was not between 1 and 13 years of
Data Used
Group 1 N= 26
Parent Training - A culturally sensitive
adaptation of the group Triple P that takes
into consideration the tradition and needs
of the indigenous people of Australia. An
Parenting Experience Survey (PES)
8 session programme in groups of 10-12
parents.
ECBI
Outpatient
Notes: Families were randomly assigned using
a random number generator and consecutive
case allocation.
age and if the primary caregiver did not have concerns about
their child's behaviour or their own parenting skills.
If the target child had a development delay, major physical
disability or severe chronic illness; chronic illness; and
current medication or contact with another prfessional for
behavioural problems.
Notes: TAKEN AT: pre- and post-intervention and Group 2 N= 18

at a 6-month follow-up (for intervention group
only). DROP OUTS: Intervention group: 3 nonattenders and 3 non-completors. Waitlist group: 7
non-completors.
Baseline: Differences between groups of pre-intervention

measures not calculated. ECBI scores (Intensity and
Problem subscales) are higher for the intervention group
(150.05; 19.81) than the waitlist group (130.18;15.79).

1.1 Well covered
1.2 Well covered
1.3 Well covered
1.4 Not addressed
1.6 Well covered
1.7 Well covered
1.8 23% (intervention group); 28% (waitlist)
1.9 Not addressed
1.10 Not addressed
2.1 +
VAN MANEN2004
Study Type: RCT
Blindness:
Duration (days):
Followup: 1 year
Setting: Netherlands
Outpatient
Info on Screening Process: Details not reported
n= 97
Sex: all females
Diagnosis:
Conduct disorder by DSM-IV
Oppositional defiant disorder by DSM-IV
- DSM-IV criteria for CD or ODD
- WISC-R IQ score above 85
- CBCL aggressive and/or delinquent behaviour in the
clinical range and attention problems in the non-clinical range
- ODD/CD boys with a few ADHD symptoms according to
DSM-IV criteria but without an ADHD diagnosis were not
excluded
Baseline: No significant differences

1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8
1.9 Not addressed
1.10 Not applicable
2.1 +
Data Used
Group 1 N= 42
TRA
CBCL (Parent)
Training - Social cognitive intervention
programme. Group treatment (N=4). 11 x
CBCL (Teacher)
70 min weekly session. Therapist trained
in both manuals and delivered both
1-year follow-up.
treatments. Includes the training of
problem solving skills in social situations.
Group
N= 40
Social skills training - Social skills training

programme = behavioural training;
teaching children various social skills to
improve interaction with peers. Group
treatment (N=4). 11 x 70 min weekly
session.
Group
Waitlist
N= 15
Study Type: RCT
Blindness:
Setting: US
Outpatient
Notes: Randomisation occurred using a sealed
enveloped designating the assigned group to
the participant.
n= 35
Age: Mean 5
Diagnosis:
Exclusions: - Child was not between the ages of 3 and 8.
- Child had debilitating physical impairment, intellectual
deficit or history of psychosis.
- If the primary referral was not for the child's oppositional
behaviours.
Data Used
Group 1 N= 11
Parent Training - 9 weeks of one-to-one
sessions between te therapist, parent and
(PBQ)
target child. Parents role-played and
rehearsed the modeled skills with their
child while therapist watched. Therpaists
ECBI
were doctorally trained psychologists.
CBCL (Parent)
Group 2 N= 13
Notes: TAKEN AT: Pre- and post-intervention (at
Parent Training - 9 sessions of therapistbaseline and at 3-months) with 1 year follow-up.
led discussion programme where parents
DROP OUTS: 40 families entered the study, 35
in groups of 8-10 observed videotapes of
completed treatment, 31 assessed at follow-up.
modelled parenting skills. Children did not
attend the sessions. Both experimental
groups paid for therapy.
Group
N= 11

1.1 Well covered
1.2 Well covered
1.3 Well covered
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8 Full details not given
1.9 Not addressed
1.10 Not applicable
2.1 +
Study Type: RCT
Notes: A randomly selected sealed envelope
was opened that designated each family's
parent-training condition.
n= 114
Diagnosis:
100% Conduct disorder by ECBI
Exclusions: Child was not between the ages of 3 and 8.
Child had debilitating physical impairment, intellectual deficit
or history of psychosis and was receiving any form of
psychological treatment at the time of referral.
If the primary referral was not for child misconduct that had
been occuring for 6 months.
If parent did not report a clinically significant number of child
behavour problems (more than 2 SD above the mean) on
the ECBI.
Data Used
(PBQ)
DPICS
PDR
ECBI
CBCL (Parent)
(one month after treatment). DROP OUTS: not
reported but significantly nore parents dropped
out from the GD treatment compared with the
GDVM and IVM treatments.
Group
N= 48
GDVM - Group discussion videotape

modelling training (28 mothers and 20
fathers). Parents came to clinic weekly for
10-12 two-hour sessions in groups of 10 15. Parents met with therapist who
showed 10 videotape programmes.
Group
N= 49
IVM - Individually administered videotape

modelling training (29 mothers and 20
fathers). Parents came to clinic weekly for
self-administered sessions where they
viewed 1 of the 10 videotape programmes.
Group
N= 47
Group discussion training - Group

discussion training (28 mothers and 19
athers). Parents came to the clinic weekly
for 10-12 two-hour sessions in groups of
10-15. Met with a therapist who led a
group discussion of the same topics
covered in GDVM without the videotapes.
Group
N= 47
Control - Waitlist control

1.1 Well covered
1.2 Well covered
1.3 Well covered
1.4 Not addressed

1.5 Well covered
1.7 Well covered
1.8 Not reported
1.9 Not addressed
1.10 Not applicable
2.1 +
Study Type: RCT
n= 43
Diagnosis:
Behaviour problems by ECBI
behaviour problems (more than 2 SD above the mean) on
the ECBI.
Data Used
DPICS
PDR
ECBI
CBCL (Parent)
(one month after treatment). DROP OUTS: IVM
(no drop outs); IVMC (two familes dropped out,
not included in study)
Group
N= 27
IVM - Individually Administered Videotape

Modelling Treatment (17 mothers and 10
fathers). Parents came to the clinic
weekly for 10 weeks to see 10 videotape
programmes.
Group
N= 25
IVMC - Individually Administered

Videotape Training Plus Therapist
Consultation (16 mothers and 9 fathers).
Viewed the same videos as IVM plus they
were told that they could contact therapist
at any time and were scheduled for 2
individual 1-hour appointments.
Group
N= 19
Baseline: Comparisons not made between groups on preintervention data therefore level of significance is unknown.
Pre-scores do vary. ECBI intensity (mother) 164.59 for IVM
and 157.36 for control. CBCL (mother) 49.29 for IVM and
64.46 for IVMC. PSI (mother) 145.17 for IVM and 153.46 for
IVMC.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Not addressed
1.7 Well covered
1.8 2 families in IVMC
1.9 Not addressed
1.10 Not applicable
2.1 +
Study Type: RCT
Followup: 1 year
Info on Screening Process: No reported.
n= 100
Diagnosis:
Data Used
DPICS
(PBQ)
ECBI
CBCL (Parent)
Group
N= 96
IVM - Individually Administered videotape

Modeling Training (59 mothers and 37
fathers). Parents came to the clinic
weekly for 10 weeks to see 10 videotape
programs. Videotapes were accompanied
with manual. Weekly homework
assignments were included.
Group
N= 41

the ECBI.

follow-up assessment (delayed-treatment control
group families not included). DROP OUTS: 2
mothers and 3 fathers dropped out of control
group; 2 mothers and 6 fathers dropped out of
experimental group.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.7 Well covered
1.8 2 mothers and 3 fathers dropped out of control group; 2 mothers and 6 fathers dropped out of experimental group.
1.9 Not reported
1.10 Not applicable
2.1 +
Study Type: RCT
Followup: short term follow-up
n= 78
Age: Range 3-8
Sex:
Diagnosis:
Conduct disorder by DSM-IIIR
Oppositional defiant disorder by DSM-IIIR
the ECBI.
Child did not meet DSM-III-R criteria for ODD and CD.
Data Used
Group 1 N= 96
Marital Adjustment Test (MAT)
GDVM - Basic videotape parent skills
SPST-R
training programme delivered to all
parents. Consisted of weekly meetings at
DPICS
clinic for 12 to 13 weeks for 2 hour
sessions in groups of 10 to 15. Therapists
PS-I CARE
were social workers or psychologists with
ECBI
experience.
CBCL (Parent)
GDVM + ADVANCE
Group 2 N= 38
GDVM + ADVANCE - In addition to
Brief Anger-Aggression Questionnaire (BAAQ)
GDVM sessions, parents also received 14
Notes: TAKEN AT: pre- and post-GDVM and a
additional weekly 2 hour sessions.
post-ADVANCE. DROP OUTS: study only
ADVANCE trains parents to cope with
included families who had completed all stages of
interpersonal distress through improved
therapy.
communication, problem solving and selfcontrol skills.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.7 Well covered
1.8 7 familes dropped out of the study; 6 did not complete initial GDVM and 1 did not complete ADVANCE. Study only used families that completed all the phases.
1.9 Not addressed
1.10 Not applicable.
2.1 +
78 families who completed

all phases of the treatment
programme. Study parents
included 77 mothers and 58
fathers.
Study Type: RCT
n= 97
Blindness: Open
Diagnosis:

Followup: 1 year
Setting: USA
Notes: Details of randomisation process not

reported.
ADHD by DSM-IIIR
Info on Screening Process: Numbers not

reported
Exclusions: - Child was not between the ages of 4 and 7.

- Child had debilitating physical impairment, intellectual
deficit or history of psychosis and was receiving any form of
-If the primary referral was not for child misconduct that had
been occurring for 6 months.
-If parent did not report a clinically significant number of child
behaviour problems (more than 2 SD above the mean) on
the ECBI.
-Child did not meet DSM-III-R criteria for ODD and CD.

1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Not addressed
1.7 Well covered
1.8 Unclear
1.9 Not reported
1.10 Not applicable
2.1 +
Characteristics of Excluded Studies

Reference ID
ABELL2001
ADAMS1992
ANTSHEL2003
ARBUTHNOT1986
ARMSTRONG1994
BARTON1985
BERNAL1980
BIENERT1995
BIERMAN1987
BIERNERT1995
BLUE1981
BORDUIN1990
Reason for Exclusion

Design: non-RCT
Outcome: not validated
Population: ADHD
Intervention not relevant
Design: non-RCT
Design: non-RCT
Data not extractable
Data: not extractable
Method: less than 10 in each group
Method: less than 10 in each group
Data Used
Group 1 N= 26
WALLY
Parent Training - 26 mothers and 17
fathers divided into groups of 10-12, met
weekly with therapist at clinic over course
PDR
of 22-24 weeks for 2 hour sessions.
ECBI
Therapists had Masters or Doctoral level
CBCL (Parent)
of education with 5-20 years of
PS-I CARE
experience.
Group 2 N= 22
(PBQ)
Child + parent training group - 20
mothers, 16 fathers and 22 children came
PPS-I CARE
to clinic weekly for 22 to 24 sessions for
parent training and child training.
DPICS-R
Group 3 N= 27
Notes: TAKEN AT: pre-treatment, post-treatment
Child training group - 20 boys and 7 girls
(2 months and 1 year)
divided into groups of 5 or 6 met at the
DROP OUTS: CT-PT (no drop outs)
clinic weekly for 22 sessions with two
therapists for 2 hour sessions.
Group
N= 22
BOSWORTH2000
BRESTAN1997
BROTMAN2007
BRUNK1987
CAMP1977
CHUNG1994
CIRILLO1998
COATS1979
CULLEN1996
CUNNINGHAM1995
DADDS1987
DEAN2007
DEROSIER2007
DOZIER2006
DUBOW1987
DUPPER1993
EMSHOFF1983
FENNELL1998
FERGUSSON2006
FESHBACH1979
FISHER1999
FISHER1999A
FORMAN1980
FORREST1984
FRANKEL1997
FUNG2006
GANT1981
GARDNER2007
GARRISON1983
GREENE2004
GRIZENKO1994
GRIZENKO1997
GROSS1995
HARRINGTON2000
HENGGELER1991
HENGGELER1999A
HENRY2004
HINSHAW2000
HOATH2002
HOBBS1984
HUDLEY1993
HUEY1984
HUGHES1988
IALONGO1993
No validated outcome measure; insufficient follow-up

Outcome: not relevant
Aim: focus on child maltreatment
No relevant outcomes
Method: less than 10 per group
Outcomes not relevant
Comparisons: not relevant
Design: non-RCT
Method: less than 10 participants in one group
Insufficient follow-up
No extractable data
No extractable data
Design: not an intervention study
Method: less than 10 participants per group
6 participants per group
No control group
Design: non-RCT
Method: N<10
Study compared different treatment setting rather than different
interventions
Outcomes
Population/comparison not relevant
Method: not an intervention paper
Population: main focus on ADHD
Method: less than 10 people in each group
Outcomes: not validated
Main focus on ADHD
KAMON2005
KANNAPPAN1993
KAZDIN2003
KAZDIN2003A
KELLNER1999
KNAPP1989
LANE1999
LARKIN1999
LEE1979
LEIBER1995
LESURE-LESTER2002
LEWIS1986
LOCHMAN1993
LOCHMAN2003A
LONG1993
LOVERING2006
LUK1998
MACDONALD2005
MAGER2005
MARTSCH2005
MCMAHON1981
MULTISITE2004
MUNTZ2004
MURIS2005
MYERS2000
NILES1986
NILSEN2007
ONIEL2002
PAINTER1999
PATTERSON1982
PATTERSON1990
PEVSNER1992
PFIFFNER1990
PFIFFNER1997
PISTERMAN1989
PISTERMAN1992
POWERS1995
PRENTICE1972
PRINZ1994
PRINZ2000
RAUE1985
REARDON1977
REID2004
REYNOLDS1997
Design: not an RCT

Method: not sufficient details on participants/intervention
Outcome: used an unvalidated composite measure
Design: not an intervention paper
Less than 10 participants in each arm.
Outcomes: not relevant
No validated outcome measures
Design: non-RCT
Method: n<10
Population not relevant - general adjustment difficulties
Method: of the children who are aggressive and rejected, there are less
than 10 in the treatment and control group.
Method: n<10 in each group
Aim: main focus on ADHD
Method: not an RCT
Less than 8 people in the family therapy arm
No useable data
Comparison: not relevant
The study is not looking at individual outcomes but group outcomes
Control group is less than 10
Design: non-RCT
Design: non-RCT
Outcomes: none relevant
Method: not randomised
Method: n<10 in each group
Outcome: not validated
Less than 10 persons per group
Method: less than 10 participants in each group; irrelevant outcomes
Method: less than 10 persons in each group
Method: less than 10 people in each arm
Aim: main focus on ADHD
Aim: focus on ADHD
Method: less than 10 persons per group
Method: less than 10 in each arm
Outcomes: none relevant
Method: 4 participants in total in the study; no control group
RICKEL1983
RIMM1974
ROBINSON2001
ROHDE2004A
SANDERS1985
SANDERS2001
SANDERS2004
SCHUHMANN1998
SCHULTZ1980
SCHWITZGEBEL1964
SHAW2006
SHECHTMAN2006
SHECHTMAN2006A
SHORE1977
SIEGERT1980
SMITH2004
SNYDER1999
SPOTH2007
STANTON2004
STERN1999
STRAND2002
SUKHODOLSKY2005
SUTTON1995
TANNER1988
TEGLASI2001
TWEMLOW2003
VAN DE WIEL2007
WILLIFORD2008
WILMSHURST2002
WINSBERG1980
WOLCHIK1993
ZANGWILL1983

Method: less than 10 participants in each arm.
Intervention: not relevant
Aim: focus on depression
Method: less than 10 persons per group
Aim: focus on child maltreatment
Method: dropout > 50% in waitlist
Design: non-RCT
Outcome: modified validated outcome
Outcome: modified validated outcome
Method: less than 10 participants in each arm.
Method: non-RCT
Population not primarily behaviour problems
Research question/outcome: study does not focus on the effectiveness of
interventions for behaviour problems
Method: less than 10 participants per group
Method: n<10 per group
Majority did not have conduct problems
Design: quasi-randomised
Setting's paper
Method: N<10
References of Included Studies

ADAMS2001
(Published Data Only)

Adams, J.F. (2001) Impact of parent training on family functioning. Child and Family Behavior Therapy, 23, 29-42.
ALEXANDER1973

Alexander, J.F. & parsons, B.V. (1973) Short-term behavioral intervention with delinquent families: impact on family process and recidivism. Journal of Abnormal Psychology, 81, 219-225.
AZRIN2001

Azrin, N.H., Donohue, B., Teichner, G.A. et al (2001) A controlled evaluation and description of of individual-cognitive problem solving and family-behavior therapies in dually-diagnosed conductdisordered and substance-dependent youth. Journal of Child and Adolescent Substance Abuse, 11, 1-43.
BANK1991

Bank, L., Marlowe, J.H., Reid, J.B.et al. (1991) A comparative evaluation of parent-training interventions for families of chronic delinquents. Journal of Abnormal Child Psychology, 19, 15-33.
BARKLEY2000

Barkley, R.A., Shelton, T.L., Crosswait, C., et al. (2000) Multi-method psychoeducation intervention for preschool chidren eith disruptive behavior: preliminary results at post-treatment. Journal of
Child Psychology and Psychiatry, 41, 319-332.
BARNOSKI2004
(Unpublished Data Only)

Barnoski, R. (2004) Outcome Evaluation of Washington's State's Research-Based Programs for Juvenile Offenders. Washington, WA: Washington State Institute for Public Policy.
BARRETT2000

Barrett, P., Turner, C., Rombouts, S. et al (2000) Reciprocal skills training in the treatment of externalising behaviour disorders in childhood: a preliminary investigation. Behaviour Change, 17, 221234.
BEHAN2001

Behan, J., Fitzpatrick, C., Sharry, J., et al. (2001) Evaluation of the parenting plus programme. The Irish Journal of Psychology, 22, 238-256.
BODENMANN2008

Bodenmann, G., Cina, A. Ledermann, T., et al. (2008) The efficacy of the Triple P-Positive Parenting Program in improving parenting and child behavior: a comparison with two other treatment
conditions. Behaviour Research and Therapy, 46, 411-427.
BORDUIN1995

Borduin, C.M., Mann, B.J., Cone, L.T. Et al. (1995) Multisystemic threatment of serious juvenile offenders: long term prevention of criminality and violence. Journal of Consulting and Clinical
Psychology, 63, 569-578.
BORDUIN2001

Borduin, C. & Schaeffer, C. (2001) Multisystemic treatment of juvenile sexual offenders: a progress report. Journal of Psychology and Human Sexuality, 13, 2S-42.
BRADLEY2003

Bradley, S.J., Jadaa, D-A. & Brody, J. (2003) Brief psychoeducational parenting program: an evaluation and 1-year follow-up. Journal of the American Academy of Child and Adolescent Psychiatry,
42, 1171-1178.
CAVELL2000

Cavell, T.A. & Hughes, J.N. (2000) Secondary prevention as a context for assessing change processes in aggressive children. Journal of School Psychology, 38, 199-235.
CHAMBERLAIN1998

Eddy, J.M. & Chamberlain, P. (2000) Family management and deviant peer assoication as mediators of the impact of treatment conidition on youth antisocial beahvior. Journalf of Consulting and
Clinical Psychology, 68, 857-863.
Eddy, J.M., Whaley, R.B. & Chamberlain, P. (2004) The prevention of violent behavior by chronic and serious male juvenile offenders: a 2-year follow-up of a randomized clinical trial. Journal of
Emotional and Behavioral Disorders, 12, 2-8.
Eddy, J.M. & Chamberlain, P. (2000) Family management and deviant peer association as mediators of the impact of treatment condition on youth antisocial behavior. Journal of Consulting and
*Chamberlain P & Reid JB (1998) Comparison of two community alternatives to incarceration for chronic juvenile offenders. Journal of Consulting and Clinical Psychology, 66, 624-633.
CHAMBERLAIN2007

Chamberlain, P., Leve, L.D. & DeGarmo, D.S. (2007) Multidimensional foster care for girls in the juvenile justice system: 2 year follow up of a randomized clincial trial. Journal of Consulting and
CONNELL1997

Connell, S., Sanders, M & Markie-Dadds, C. (1997) Self-directed behavioral family intervention for parents of oppositional children in rural and remote areas. Behavior Modification, 21, 379-408.
DADDS1992

Dadds, M. R. & McHugh, T. A. (1992) Social support and treatment outcome in behavioral family therapy for child conduct problems. Journal of Consulting and Clinical Psychology, 60, 252-259.
DEFFENBACHER1996

Deffenbacher, J.L., Lynch, R.S., Oetting, E.R., & Kemper, C.C. (1996) Anger reduction in early adolescents. Journal of Counseling Psychology, 43, 149-157.
DESBIENS2003

Desbiens, N. & Royer, E. (2003) Peer groups and behaviour problems: a study of school-based intervention for children with EBD. Emotional and Behavioural Difficulties, 8, 120-139.
DISHION1995

Dishion, T.J. & Andrews, D.W. (1995) Preventing escalation in problem behaviors with high-risk young adolescents: immediate and 1-year outcomes. Journal of Consulting and Clinical Psychology,
63, 538-548.
DRUGLI2006

Drugli, M. B. & Larsson, B. (2006) Children aged 4-8 years treated with parent training and child therapy because of conduct problem: generalisation effects to day-care and school settings. European
Child and Adolescent Psychiatry, 15, 392-399.
ELIAS2003

Elias, L.C., Marturano, E.M., De Almeida Motta, A.M., et al. (2003) Treating boys with low school achievement and behavior problems: comparison of two kinds of intervention. Psychological
Reports, 92, 105-116.
FEINDLER1984

Feindler, E.L., Marriott, S.A. & Iwata, M. (1984) Group anger control training for junior high school delinquents. Cognitive Therapy and Research, 8, 299-311.
FEINFIELD2004

Feinfield, K.A. & Baker, B.L. (2004) Empirical support for a treatment program for families of young children with externalizing problems. Journal of Clinical Child and Adolescent Psychology, 33,
182-195.
FRASER2004

Fraser, M., Day, S., Galinsky, M., et al. (2004) Conduct problems and peer rejection in childhood: a randomized trial of the Making Choices and Strong Families Programs. Research on Social Work
Practice, 14, 313-324.
GARDNER2006

Gardner, F., Burton, J. & Kilimes, I. (2006) Randomised controlled trial of a parenting intervention in the voluntary sector for reducing child conduct problems: outcomes and mechanisms of change.
Journal of Child Psychology and Psychiatry, 47, 1123-1132.
GORDON1995

Gordon, D.A., Graves, K. & Arbuthnot, J. (1995) The effect of functional family therapy for delinquents on adult criminal behavior. Criminal Justice and Behavior, 22, 60-73.
HENGGELER1992

Henggeler, S.W., Melton, G.B. & Smith, L.A. (1992) Family preservation using multisystemic therapy: an effective alternative to incarcerating serious juvenile offenders. Journal of Consulting and
HENGGELER1997

Henggeler, S.W., Melton, G.B., Brondino, M.J., et al. (1997) Multisystemic therapy with violent and chronic juvenile offenders and their families: the role of treatment fidelity in successful
dissemination. Journal of Consulting and Clinical Psychology, 65, 821-833.
HENGGELER1999
Henggeler, S.W., Pickrel, S.G. & Brondino, M.J. (1999) Multisystemic treatment of substance-abusing and -dependent delinquents: outcomes, treatment fidelity, and transportability. Mental Health
Services Research, 1, 171-184.
HENGGELER2006

Henggeler, S.W., Halliday-Boykins, C.A., Cunningham, P.B., et al. (2006) Juvenile drug court: enhancing outcomes by integrating evidence-based treatments. Journal of Consulting and Clinical
HUGHES1988

Hughes, R.C. & Wilson, P.H. (1988) Behavioral parent training: contingency management versus communication skills training with or without the participation of the child. Child and Family
Behavior Therapy, 10, 11-22.
HUTCHINGS2007

Jones, K., Daley, D., Hutchings, T., et al. (2007) Efficacy of the Incredibles Years basic parent training programme as an early intervention for children with conduct problems and ADHD. Child: care,
health and development, 33, 749-756.
*Hutchings, J., Gardner, F. Bywater, T., et al. (2007) Parenting intervention in Sure Start services for children at risk of developing conduct disorder: pragmatic randomised controlled trial. British
Medical Journal, 334, 678-682.
IRELAND2003

Ireland, J.L, Sanders, M.R. & Markie-Dadds, C. (2003) The impact of parent training on marital functioning: a comparison of two group versions of the Triple P-Positive Parenting Program for
parents of children with early-onset conduct problems. Behavioural and Cognitive Psychotherapy, 31, 127-142.
IRVINE1999

Irvine, A.B., Biglan, A., Smolkowski, K., et al. (1999) The effectiveness of a parenting skills program for parents of middle school students in small communities. Journal of Consulting and Clinical
ISON2001

Ison, M.S. (2001) Training in social skills: an alternative technique for handling disruptive child behavior. Psychological Reports, 88, 903-911.
JOURILES2001

McDonald, R., Jourilles, E.N. & Skopp, N.A. (2006) Reducing conduct problems among children brought to women's shelters: Intervention effects 24 months following termination of services.
Journal of Family Psychology, 20, 127-136.
*Jouriles, E.N., McDonald, R., Spiller, L. et al (2001) Reducing conduct problems among children of battered women. Journal of Consulting and Clinical Psychology, 69, 774-785.
KACIR1999

Kacir, C.D. & Gordon, D.A. (1999) Parenting adolescents wisely: the effectiveness of an interactive videodisk parent training program in Appalachia. Child and Family Behaviour Therapy, 21, 1-22.
KAZDIN1987

Kazdin, A.E., Esveldt-Dawson, K., French, N.H., et al., (1987) Effects of parent management training and problem-solving skills training combined in the treatment of antisocial child behavior.
American Academy of Child and Adolescent Psychiatry, 26, 416-424.
KAZDIN1989

Kazdin, A., Bass, D., Siegel, T., et al (1989) Cognitive-behavioral therapy and relationship therapy in the treatment of children referred for antisocial behavior. Journal of Consulting and Clinical
KAZDIN1992

Kazdin, A.E. (1995) Child, parent and family dysfunction as predictors of outcome in cognitive-behavioral treatment of antisocial children. Behaviour Research and Therapy, Volume 33, 271-281.
*Kazdin, A.E., Siegel, T.C. & Bass, D. (1992) Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children. Journal of Consulting and
KENDALL1990

Kendall, P. C., Reber, M., McLeer, S., et al. (1990) Cognitive-behavioral treatment of conduct-disordered children. Cognitive Therapy and Research, 14, 279-297.
LESCHIED2002

Leschied A.W. & Cunningham A. (2002) Seeking effective interventions for young offenders: interim results of a four-year randomized study of multisystemic therapy in Ontario, Canada. London,
Ontario: Centre for Children and Families in the Justice System.
LIPMAN2006

Lipman, E., Boyle, M.H., Cunningham, C., et al. (2006) Testing effectiveness of a community-based aggression management program for children 7 to 11 years old and their families. Journal of the
LOCHMAN1984

Lochman, J.E. Effects of different treatment lengths in cognitive behavioral interventions with aggressive boys. Child Psychiatry and Human Development, 16, 45-56.
*Lochman, J.E., Burch, P.R., Curry, J.F., et al. (1984) Treatment and generalization effects of cognitive-behavioral and goal-setting interventions with aggressive boys. Journal of Consulting and
LOCHMAN2002

Lochman, J.E. & Wells, K.C. (2002) The Coping Power program at the middle-school transition: universal and indicated prevention effects. Psychology of Addictive Behaviors, 16, S40 - S54.
LOCHMAN2004

Lochman, J.E. & Wells, K.C. (2004) The Coping Power program for preadolescent aggressive boys and their parents: outcome effects at the 1-year follow-up. Journal of Consulting and Clinical
MAGEN1994

Magen, R. H. & Rose, S. D. (1994) Parents in groups: problem solving versus behavioral skills training. Research on Social Work Practice, 4, 172-191
MARKIE-DADDS2006

Markie-Dadds, C. & Sanders, M.R. (2006) Self-directed Triple P (Positive Parenting Program) for mothers with children at-risk of developing conduct problems. Behavioural and Cognitive
Psychotherapy, 34, 259-275.
MARTIN2003

Martin, A. J. & Sanders, M. R. (2003) Balancing work and family: a controlled evaluation of the Triple P- Positive Parenting Program as a work-site intervention. Child and Adolescent Mental Health,
4, 161-169
MCPHERSON1983

McPherson, S.J., McDonald, L.E. & Ryer, C.W. (1983) Intensive counselling with families of juvenile offenders. Juvenile and Family Court Journal, 28, 27-33.
MICHELSON1983

Michelson, L., Mannarino, A.P., Marchione, K.E., et al (1983) A comparative outcome study of behavioral social skills training, interpersonal problem-solving skills and non-directive control
treatments with child psychiatric outpatients. Behaviour Research and Therapy, 21, 545-556.
NICHOLSON1999

Nicholson, J. M. & Sanders, M.R. (1999) Randomized controlled trial of behavioural family intervention for the treatment of child behaviour problems in stepfamilies. Journal of Divorce and
Remarriage, 30, 1-23
NICKEL2005

Nickel, M.K., Krawczyk, J., Nickel, C., et al. (2005) Anger, interpersonal relationships, and health-related quality of life in bullying boys who are treated with outpatient family therapy: a randomized,
prospective, controlled trial with 1 year of follow-up. Pediatrics, 116, 247-254.
NICKEL2006

Nickel, M.K., Muehlbacher, M., Kaplan, P., et al (2006) Influence of family therapy on bullying behaviour, cortisol secretion, anger, and quality of life in bullying male adolescents: a randomized,
prospective, controlled study. Canadian Journal of Psychiatry, 51, 355-362.
NICKEL2006A

Nickel, M., Luley, J., Krawczyk J. (2006) Bullying girls - changes after brief strategic family therapy: a randomized, prospective, controlled trial with one-year follow up. Psychothery Psychosomatics,
75, 47-55.
NIXON2003

Nixon, R.D.V., Erickson, D.B. & Touyz, S.W. (2003) Parent-child interaction therapy: a comparison of standard and abbreviated treatments for oppositional defiant preschoolers. Journal of
Consulting and Clinical Psychology, 2, 251-260.
NOCK2005

Nock, M.K. & Kazdin, A.E. (2005) Randomized controlled trial of a brief intervention for increasing participation in parent management training. Journal of Consulting and Clinical Psychology, 73,
872-879.
OGDEN2004
Ogden, T. & Hagen, K. A. (2006) Multisystemic treatment of serious behaviour problems in youth: substainability of effectiveness two years after intake. Child and Adolescent Mental Health, 11, 142149.
*Ogden, T. & Halliday-Boykins, C.A. (2004) Multisystemic treatment of antisocial adolescents in Norway: replication of clinical outcomes outside of the US. Child and Adolescent Mental Health, 9,
77-83.
OMIZO1988

Omizo, M.M., Hershberger, J.M. & Omizo, S.A. (1988) Teaching children to cope with anger. Elementary School Guidance and Counseling, 22, 241-245.
PATTERSON2007

Patterson, J., Barlow, J, Mockford, C., et al. (2007) Improving mental health through parenting programmes: block randomised controlled trial. Archives of Disease in Childhood, 87, 472-477.
PEPLER1995

Pepler, D.J., King, G., Craig, W., et al. (1995) The development and evaluation of a multisystem social skills group training program for aggressive children. Child and Youth Care Forum, 24, 297313.
ROWLAND2005

Rowland, M.D, Halliday-Boykins, C.A., Henggeler, S.W., et al. (2005) A randomized trial of multisystemic therapy with Hawaii's Felix class youths. Journal of Emotional and Behavioral Disorders,
13, 13-23.
SANDERS2000

Sanders, M.R., Montgomery, D.T. & Brechman-Toussaint, M.L (2000) The mass media and the prevention of child behavior problems: the evaluation of a television series to promote positive
outcomes for parents and their children. Journal of Child Psychology and Psychiatry, 41, 939-948.
SANDERS2000A

*Sanders, M. R., Markie-Dadds, C., Tully, L.A., et al. (2000) The Triple Positive Parenting Program: a comparison of enhanced, standard, and self-directed behavioral family intervention for parents
of children with early onset conduct problems. Journal of Consulting and Clinical Psychology, 68, 624-640.
Bor, W., Sanders, M. R. & Markie-Dadds, C. (2000A) The effects of the Triple P-Positive Parenting Program on preschool children with co-occurring disruptive behavior and attentional/hyperactive
difficulties. Journal of Abnormal Child Psychology, 30, 571-587.
SANDERS2000B
Sanders, M.R. & McFarland, M. (2000) Treatment of depressed mothers with disruptive children: a controlled evaluation of cognitive behavioral family intervention. Behavior Therapy, 31, 89-112.
SANTISTEBAN2003

Santisteban, D.A., Coatsworth, J.D., Perez-Vidal, A., et al. (2003) Efficacy of brief strategic family therapy in modifying Hispanic adolescent behavior problems and substance use. Journal of Family
SAYGER1988

Sayger, T., Horne, A., Walker, J., et al. (1988) Social learning family therapy with aggressive children: treatment outcome and maintenance. Journal of Family Psychology, 1, 261-285.
SCOTT2001

Scott, S. (2005) Do parenting programmes for severe child antisocial behaviour work over the longer term, and for whom? One year follow-up of a multi-centre controlled trial. Behavioural and
Cognitive Psychotherapy, 33, 403-421.
*Scott, S., Spender, Q., Doolan, M., et al. (2001) Multicentre controlled trial of parenting groups for childhood antisocial behaviour in clinical practice. British Medical Journal, 323, 1-7.
SCOTT2006

Scott, S., O'Connor, T. & Futh, A. (2006) What makes parenting programmes work in disadvantaged areas? The PALS trial. London: Joseph Rowntree Foundation.
SHECHTMAN2000

Shechtman, Z. (2000) An innovative intervention for treatment of child and adolescent aggression: an outcome study. Psychology in the Schools, 37, 157-167.
STEWART-BROWN2007

Stewart-Brown, S., Patterson, J., Mockford, C., et al. (2007) Impact of a general practice based group parenting programme: quantitative and qualitative results from a controlled trial at 12 months.
Archives of Disease in Childhood, 89, 519-525.
STOLK2008

Stolk, M., Mesman, J., van Zeijl, J., et al. (2008) Early parenting intervention: family risk and first-time parenting related to intervention effectiveness. Journal of Child and Family Studies, 17, 55-83.
STRAYHORN1989

Strayhorn, J.M. & Weidman, C.S. (1991) Follow-up one year after parent child interaction training: effects on behavior of preschool children. Journal of the American Academy of Child and
Adolescent Psychiatry, 30, 138-143.
*Strayhorn, J.M. & Weidman, C.S. (1989) Reduction of attention deficit and internalizing symptoms in preschooler through parent-child interaction training. Journal of the American Academy of
Child and Adolescent Psychiatry, 28, 888-896.
SUKHODOLSKY2000

Sukhodolsky, D.G., Solomon, R.M & Perine, J. (2000) Cognitive-behavioral, anger-control intervention for elementary school children: a treatment-outcome study. Journal of Child and Adolescent
Group Therapy, 10, 159-170.
SZAPOCZNIK1989

Szapocznik, J., Rio, A., Murray, E., et al. (1989) Structural family versus psychodynamic child therapy for problematic hispanic boys. Journal of Consulting and Clinical Psychology, 57, 571-578.
TAYLOR1998

Taylor, T.K., Schmidt, F., Pepler, D. (1998) A comparison of eclectic treatment with Webster-Stratton's parents and children series in a children's mental health center: a randomized controlled trial.
TIMMONS-MITCHELL2006 (Published Data Only)
Timmons-Mitchell, J., Bender, M.B., Kishna, M.A., et al. (2006) An independent effectiveness trial of multisystemic therapy with juvenile justice youth. Journal of Clinical Child and Adolescent
TURNER2006

Turner, K.M.T. & Sanders, M.R. (2006) Help when it's needed first: a controlled evaluation of brief, preventive behavioral family intervention in a primary care setting. Behavior Therapy, 37, 131-142.
TURNER2007

Turner, K. M. T., Richards, M. & Sanders, M. R. (2007) Randomised clinical trials of a group parent education programme for Australian indigenous families. Journal of Paediatrics and Child Health,
43, 429-437.
VAN MANEN2004

Van Manen, T.G., Prins, P.J.M. & Emmelkamp, P.M.G. (2004) Reducing aggressive behavior in boys with a social cognitive group treatment: results of a randomized controlled trial. Journal of the
American Academy of Child and Adolescent Psychiatry, 43, 1478 - 1487.
WEBSTERSTRATTON1984
Webster-Stratton (1984) Randomized trial of two parent-training programs for families with conduct-disordered children. Journal of Consulting and Clinical Psychology, 52, 666-678.
WEBSTERSTRATTON1988
Webster-Stratton, C., Kolpacoff, M. & Hollinsworth, T. (1988) Self-administered videotape therapy for families with conduct-problem children: comparison with two cost-effective treatments and a
control group. Journal of Consulting and Clinical Psychology, 56, 558-566.
WEBSTER(Published Data Only)
STRATTON1990
Webster-Stratton, C. (1990) Enhancing the effectivess of self-administered videotape parent training for families with conduct-problem children. Journal of Abnormal Psychology, 18, 479-492.
WEBSTERSTRATTON1992
Webster-Stratton, C. (1992) Individually administered videotape parent training: "who benefits?" Cognitive Therapy and Research, 16, 31-35.
STRATTON1994
Webster-Stratton, C. (1994) Advancing videotape parent training: a comparison study. Journal of Consulting and Clinical Psychology, 62, 583-593.
STRATTON1997
Hartman, R.R., Stage, S.A. & Webster-Stratton, C. (2003) A growth curve analysis of parent training outcomes: examining the influence of child risk factors (inattention, impulsivity, and hyperactivity
problems), parental and family risk factors. Journal of Child Psychology and Psychiatry, 44, 388-398.
Webster-Stratton, C., Reid, J. & Hammond, M. (2001) Social skills and problem-solving training for children with early onset conduct problems who benefits? Journal of Child Psychology and
Psychiatry, 42, 943-952.
*Webster-Stratton C., Hammond, M. (1997) Treating children with early-onset conduct problems: a comparison of child and parent training interventions. Journal of Consulting and Clinical
References of Excluded Studies

ABELL2001

Abell, M.L., Fraser, M.W. & Galinsky, M.J. (2001) Early intervention for aggressive behavior in childhood: a pilot study of a multi-component intervention with elementary school children and their
families. Journal of Family Social work, 6, 19-37.
ADAMS1992

Adams, C.D. & Kelley, M.L. (1992) Managing sibling aggression: over correction as an alternative to time-out. Behavior Therapy, 23, 707-717.
ANTSHEL2003

Antshel, K.M. & Remer, R. (2003) Social skills training in children with attention deficit hyperactivity disorder: a randomized-controlled clinical trial. Journal of Clinical Child and Adolescent
ARBUTHNOT1986

Arbuthnot, J., & Gordon, D.A. (1986) Behavioral and cognitive effects of a moral resoning development intervention for high risk behavior disordered adolescents. Journal of Consulting and Clinical
ARMSTRONG1994

Armstrong, H., Wilks, C., McEvoy, L., et al. (1994) Group therapy for parents of youths with a conduct disorder. Canadian Medical Association Journal, 151, 939-961.
BARTON1985

Barton C., Alexander, J.F., Waldron, H., et al. (1985) Generalizing treatment effects on functional family therapy: three replications. American Journal of Family Therapy, 13, 16-26.
BERNAL1980

Bernal, M.E., Klinnert, M.D. & Schultz, L.A. (1980) Outcome evaluation of behavioral parent training and client-centered parent counseling for children with conduct problems. Journal of Applied
Behavior Analysis, 13, 677-691.
BIENERT1995

Bienert, H. & Schneider, B.H. (1995) Deficit-specific social skills training with peer-nominated aggressive-disruptive and sensitive-isolated preadolescents. Journal of Clinical Child Psychology, 24,
287-299.
BIERMAN1987

Bierman, K.L., Miller, C.L. & Stabb, S.D. (1987) Improving the social behavior and peer acceptance of rejected boys: effects of social skills training with instructions and prohibitions, Journal of
BIERNERT1995

Biernert, H. & Schneider, B.H. (1995) Deficit-specific social skills training with peer-nominated aggressive-disruptive and sensitive-isolated preadolescents. Journal of Clinical Child Psychology, 24,
287-299.
BLUE1981

Blue, S.W., Madsen, C.H. & Heimberg, R.G. (1981) Increasing coping behavior in children with aggressive behavior: evaluation of the relative efficacy of the components of a treatment package.
BORDUIN1990

Borduin, C.M., Henggeler, S.W., Blaske, D.M., et al. (1990) Multisystemic treatment of adolescent sexual offenders. International Journal of Offender Therapy and Comparative Criminology, 34, 105113.
BOSWORTH2000

Bosworth, K., Espelage, D., Dubay, T., et al. (2000) Preliminary evaluation of a multimedia violence prevention program for adolescents. American Journal of Health Behavior, 24, 268-280.
BRESTAN1997

Brestan, E.V., Eyberg, S., Boggs, S.R., et al. (1997) Parent-child interaction therapy: parents' perceptions of untreated siblings. Child and Family Behavior Therapy, 19, 13-28.
BROTMAN2007

Brotman, L.M., Gouley, K.K., Huang, K-Y., et al. (2007) Effects of a psychosocial family-based preventive intervention on cortisol response to a social challenge in preschoolers at high risk for
antisocial behavior. Archives of General Psychiatry, 64, 1172-1179.
BRUNK1987
Brunk, M., Henggeler, S.W. & Whelan, J.P. (1987) Comparison of multisystemic therapy and parent training in the brief treatment of child abuse and neglect. Journal of Consulting and Clinical
CAMP1977

Camp, B. W., Blom, G.E., Hebert, F., et al. (1977) 'Think Aloud': a program for developing self-control in young aggressive boys. Journal of Abnormal Child Psychology, 5, 157-169.
CHUNG1994

Chung, M.L.F. (1994) Can reality therapy help juvenile delinquents in Hong Kong? Journal of Reality Therapy, 14, 68-80.
CIRILLO1998

Cirillo, K.J., Pruitt, B.E., Colwell, B., et al. (1998) School violence: prevalence and intervention strategies for at-risk adolescent. Adolescence, 33, 319-330.
COATS1979

Coats, K.I. (1979) Cognitive self-instructional training approach for reducing disruptive behavior of young children. Psychological Reports, 44, 127-134.
CULLEN1996

Cullen, K.J. & Cullen, A.M. (1996) Long-term follow-up of the Busselton six-year controlled trial of prevention of children's behavior disorders. The Journal of Pediatrics, 129, 136 - 139.
CUNNINGHAM1995

Cunningham, C.E., Bremner, R. & Boyle, M. (1995) Large group community-based parenting programs for families of preschoolers at risk for disruptive behaviour disorders: utilixation, cost
effectiveness and outcome. Journal of Child Psychology and Psychiatry, 36, 1141-1159.
DADDS1987

Dadds, M.R., Schwartz, S. & Sanders, M.R. (1987) Marital discord and treatment outcome in behavioral treatment of child conduct disorders. Journal of Consulting and Clinical Psychology, 55, 396403.
DEAN2007

Dean, A. J., Duke, S. G., George, M., & Scott, J. (2007) Behavioral management leads to reduction in aggression in a child and adolescent psychiatric inpatient unit. Journal of the American Academy
of Child & Adolescent Psychiatry, 46, 711-720.
DEROSIER2007

DeRosier, M. & Gilliom, M. (2007) Effectiveness of a parent training program for improving children's social behavior. Journal of Child and Family Studies, 16, 660-670.
DOZIER2006

Dozier, M., Peloso, E., Lindhiem, O., et al. (2006) Developing evidence-based interventions for foster children: an example of a randomized clinical trial with infants and toddlers. Journal of Social
Issues, 62, 767-785.
DUBOW1987

Dubow, E. F., Huesmann, L. R. & Eron, L. D. (1987) Mitigating aggression and promoting prosocial behavior in aggressive elementary schoolboys. Behaviour Research & Therapy, 25, 527-531.
DUPPER1993

Dupper, D. & Krishef, C. (1993) School-based social-cognitive skills training for middle school students with school behavior problems. Children and Youth Services Review, 15, 131-142.
EMSHOFF1983
Emshoff, J.G & Blakely, C.H. (1983) The diversion of delinquent youth: family-focused intervention. Child and Youth Services Review, 5, 343-356.
FENNELL1998
Fennell, D.C. & Fishel, A.H. (1998) Parent education: an evaluation of STEP on abusive parents' perception and abuse potential. Journal of Child Adolescent Psychiatric Nursing, 11, 107-125.
FERGUSSON2006

Fergusson, D.M., Grant, H., Horwood J., et al. (2006) Randomized trial of the early start program of home visitation: parent and family outcomes. Pediatrics, 117, 781-786.
FESHBACH1979

Feschbach (1979) Empathy training: a field study in affective education. Aggression and behavior change: biological and social processes (eds. S. Feschbach & A. Fraczeck), pp. 234-249. New York:
Praeger.
FISHER1999

Fisher, P. & Kim, H.K. (1999) Intervention effects on foster preschoolers' attachment-related behaviors from a randomized trial. Prevention Science, 8, 161-170.
FISHER1999A

Fisher, P., Ellis, H. & Chamberlain, P. (1999) Early intervention foster care: a model for preventing risk in young children who have been maltreated. Children's Services: Social Policy, Research and
Practice, 2, 159-182.
FORMAN1980

Forman, S. G. (1980) A comparison of cognitive training and response cost procedures in modifying aggressive behavior of elementary school children. Behavior Therapy, 11, 594-600.
FORREST1984

Forrest, P., Holland, C., Daly, R., et al. (1984) When parents become therapists: their attitudes toward parenting three years later. Canadian Journal of Community Mental Health, 3, 49-54.
FRANKEL1997

Frankel, F., Myattm R., Cantwell, D.P., et al. (1997) Parent-assisted transfer of children's social skills training: effects on children with and without attention-deficit hyperactivity disorder. Journal of
the American Academy of Child and Adolescent Psychiatry, 36, 1056-1064.
FUNG2006

Fung, A. & Tsang, S. H. K M. (2006) Parent-child parallel-group intervention for childhood aggression in Hong Kong. Emotional and Behavioural Difficulties, 11, 31-48.
GANT1981

Gant, B.L., Barnard, J.D., Kuehn, F.E., et al. (1981) A behaviorally based approach for improving intrafamilial communication patterns. Journal of Clinical Child Psychology, 10, 102-106.
GARDNER2007

Gardner, F., Shaw, D. S., Dishion, T. J., et al. (2007) Randomized prevention trial for early conduct problems: effects on proactive parenting and links to toddler disruptive behavior. Journal of Family
GARRISON1983

Garrison, S.R. & Stolberg, A.L. (1983) Modification of anger in children by affective imagery training. Journal of Abnormal Child Psychology, 11, 115-130.
GREENE2004

Greene, R.W., Ablon, S., Goring, J.C. et al. (2004) Effectiveness of collaborative problem solving in affectively dysregulated children with oppositional-defiant disorder: initial findings. Journal of
GRIZENKO1994

Grizenko, N., Sayegh, L. & Papineau, D. (1994) Predicting outcome in a multimodal day treatment program for children with severe behaviour problems. Canadian Journal of Psychiatry, 39, 557-562.
GRIZENKO1997

Grikzenko, N. (1997) Outcome of multimodal day treatment for children with severe behavior problems: a five-year follow-up. Journal of American Academy of Child and Adolescent Psychiatry, 36,
989-997.
GROSS1995

Gross, D., Fogg, L. & Tucker, S. (1995) The efficacy of parent training for promoting positive parent-toddler relationships. Research in Nursing and Health, 18, 489-499.
HARRINGTON2000

Harringon, R., Peters, S., Green J., et al. (2000) Randomised comparison of the effectiveness and costs of community and hospital based mental health services for children with behavioural disorders.
British Medical Journal, 321, 1-5.
HENGGELER1991

Henggeler, S.W., Borduin, C.M. & Melton, G.B. (1991) Effects of multisystemic therapy on drug use and abuse in serious juvenile offenders: a progress report from two outcome studies. Family
Dynamics of Addiction Quarterly, 1, 40-51.
HENGGELER1999A
Henggeler S.W., Rowland, M.D., Randall, J., et al. (1999) Home-based multisystemtic therapy as an alternative to the hospitalization of youths in psychiatric crisis: clinical outcomes. Journal of
HENRY2004

Henry, D.B., Farrell, A.D. & The Multisite Violence Prevention Project (2004) The study designed by a committee: design of the multisite violence prevention project. American Journal of Preventive
Medicine, 26, 12-19.
HINSHAW2000

Hinshaw, S.P., Owens, E.B., Wells, K.C., et al. (2000) Family processes and treatment outcome in the MTA: negative/ineffective parenting practices in relation to multimodal treatment. Journal of
Abnormal Child Psychology, 28, 555-568.
HOATH2002

Hoath, F.E. & Sanders, M.R. (2002) A feasibility study of Enhanced Group Triple P - Positive parenting program for parents of children with attention-deficit/hyperactivity disorder. Behaviour
Change, 19, 191-206.
HOBBS1984
Hobbs, S.A., Walle, D.L. & Caldwell, S.H. (1984) Maternal evaluation of social reinforcement and time-out: effects of brief parent training. Journal of Consulting and Clinical Psychology, 52, 135136.
HUDLEY1993

Hudley, C. & Graham, S. (1993) An attributional intervention to reduce peer-directed aggression among African-American boys. Child Development, 74, 124-138.
HUEY1984

Huey, W.C. & Rank, R.C. (1984) Effects of counselor and peer-led group assertive training on black adolescent aggression, Journal of Counseling Psychology, 31, 95-98.
HUGHES1988

Hughes, R.C. & Wilson, P.H. (1988) Behavioral parent training: contingency management versus communication skills training with or without the participation of the child. Child and Family
IALONGO1993

Ialongo, N.S., Horn, W.F., Pascoe, J.M., et al. (1993) The effects of a multimodal intervention with attention-deficit hyperactivity disorder children: a 9-month follow-up. Journal of the American
Academy of Child and Adolescent Psychiatry, 32, 182-189.
KAMON2005

Kamon, J., Budney, Al. & Stanger, C. (2005) A contingency management intervention for adolescent marijuana abuse and conduct problems. Journal of the American Academy of Child and
Adolescent Psychiatry, 44, 513-521.
KANNAPPAN1993
Kannappan, R. (1993) Control intervention for behavioural deviance in adolescent deviant boys. Indian Journal of Criminology, 21, 95-97.
KAZDIN2003

Kazdin, A.E. & Whitley, M.K. (2003) Treatment of parental stress to enhance therapeutic change among children referred for aggressive and antisocial behaviour. Journal of Consulting and Clinical
KAZDIN2003A

Kazdin, A. & Whitley, M. (2003) Helping parents solve stressful life problems enhances the effectiveness of interventions for child aggression and antisocial behaviour. Evidence Based Mental
Health, 6, 120-121.
KELLNER1999

Kellner, M.H. & Bry, B.H. (1999) The effects of anger management groups in a day school for emotionally disturbed adolescents. Adolescence, 34, 645-650.
KNAPP1989

Knapp, P.A. & Deluty, R.H. (1989) Relative effectiveness of two behavioral parent training programs. Journal of Clinical Child Psychology, 18, 314-322.
LANE1999

Lane, L.K. (1999) Young students at risk for antisocial behavior: the utility of academic and social skills interventions. Journal of Emotional and Behavioral Disorders, 7, 211-223.
LARKIN1999

Larkin, R. & Thyer, B. A. (1999) Evaluating cognitive-behavioral group counseling to improve elementary school students' self-esteem, self-control, and classroom behavior. Behavioral Interventions,
14, 147.
LEE1979

Lee, D.Y., Hallberg, E.T. & Hassard, H. (1979) Effects of assesrtion training on aggressive behavior of adolescents. Journal of Counseling Psychology, 26, 459-461.
LEIBER1995

Leiber, M.J. & Mawhorr, T.L. (1995) Evaluating the use of social skills training and employment with delinquent youth. Journal of Criminal Justice, 23, 127-141.
LESURE-LESTER2002
LeSure-Lester, G.E. (2002) An application of cognitive-behavior principles in the reduction of aggression among abused African American adolescents. Journal of Interpersonal Violence, 17, 394-402.
LEWIS1986

Lewis, W. M. (1986) Group training for parents of children with behavior problems. Journal for Specialists in Group Work, 11, 194 - 199
LOCHMAN1993

Lochman, J.E., Coie, J.D., Underwood, M.K., et al. (1993) Effectiveness of a social relations intervention program for aggressive and nonaggressive, rejected children. Journal of Consulting and
LOCHMAN2003A

Lochman, J.E, Coie, J.D., Underwood, M.K., et al. (1993) Effectiveness of a social relations intervention program for aggressive and nonaggressive, rejected children. Journal of Consulting and
LONG1993

Long, N., Rickert, V. I. & Ashcraft, E. W. (1993) Bibliotherapy as an adjunct to stimulant mediction in the treatment of attention-deficit hyperactivity disorder. Journal of Pediatric Health Care, 7. 8288.
LOVERING2006

Lovering, K., Frampton, I., Crowe, B. (2006) Community-based early intervention for children with behavioural, emotional and social problems: evaluation of the Scallywags Scheme. Emotional and
Behavioural Difficulties, 11, 83-104.
LUK1998

Luk, E.S.L., Staiger, P., Mathai, J., et al. (1998) Comparison of treatment of persistent conduct problems in primary school children: a preliminary evaluation of a modified cognitive-behavioural
approach. Australian and New Zealand Journal of Psychiatry, 32, 379-386.
MACDONALD2005

Macdonald, G. & Turner, W. (2005) An experiment in helping foster-carers manage challenging behaviour. British Journal of Social Work, 35, 1265-1282.
MAGER2005
Mager, W., Milich, R., Harris, M.J., et al. (2005) Intervention groups for adolescents with conduct problems: is aggregation harmful or helpful? Journal of Abnormal Child Psychology, 33, 349-362.
MARTSCH2005

Martsch, M.D. (2005) A comparison of two group interventions for adolescent aggression: high process versus low process. Research on Social Work Practice, 15, 8-18.
MCMAHON1981

McMahon, R.J., Forehand, R. & Griest, D.L. (1981) Effects of knowledge of social learning principles on enhancing treatment outcome and generalization in a parent training program. Journal of
MULTISITE2004

Multisite Violence Prevention Project (2004) The Multisite Violence Prevention project: background and overview. American Journal of Preventive Medicine, 26, 3-10.
MUNTZ2004

Muntz, R., Hutchngs, J., Edwards, R-T, Hounsome, B. et al. (2004) Economic evaluation of treatments for children with severe behavioural problems. The Journal of Mental Health Policy and
Economics, 7, 177-189.
MURIS2005

Muris, P., Meesters, C., Vincken, M., et al., (2005) Reducing children's aggressive and oppositional behaviors in the schools: preliminary results on the effectiveness of a social-cognitive group
intervention program. Child and Family Behavior Therapy, 27, 17-32
MYERS2000

Myers, W.C., Burton, P.R.S. & Sanders, P.D. (2000) Project back-on track at 1 year: a delinquency treatment program for early-career juvenile offenders. Journal of the American Academy of Child
and Adolescent Psychiatry, 39, 1127-1134.
NILES1986

Niles, W.J. (1986) Effects of a moral development discussion group on delinquent and predelinquent boys. Journal of Consulting and Clinical Psychology, 33, 45-51.
NILSEN2007

Nilsen, W. (2007) Fostering futures: a preventive intervention program for school-age children in foster care. Clinical Child Psychology and Psychiatry, 12, 45-63.
ONIEL2002

O'Neill, H. & Woodward, R. (2002) Evaluation of the Parenting Wisely CD-ROM Parent-Training Programme: an Irish replication. Irish Journal of Psychology, 23, 62-72
PAINTER1999
Painter, L.T., Cook, W.J. & Silverman, P.S. (1999) The effects of therapeutic storytelling and behavioral parent training on noncompliant behavior in young boys. Child and Family Behavior Therapy,
21, 47-66.
PATTERSON1982
Patterson, G.R., Chamberlain, P. & Reid, J.B. (1982) A comparative evaluation of a parent-training program. Behavior Therapy, 13, 638-650.
PATTERSON1990

Patterson, G.R. & Narrett, C.M. (1990) The development of a reliable and valid treatment program for aggressive young children. International Journal of Mental Health, 19, 19-26.
PEVSNER1992

Pevsner, R. (1992) Group parent training versus individual family therapy: an outcome study. Journal of Behaviour Therapy and Experimental Psychiatry, 13, 119-122.
PFIFFNER1990

Pfiffner, L.J., Jouriles, E.N., Brown, M.M., et al. (1990) Effects of problem-solving therapy on outcomes of parent training on single-parent families. Child and Family Behavior Therapy, 12, 1-11.
PFIFFNER1997

Pfiffner, L.J. & McBurnett, K. (1997) Social skills training with parent generalization: treatment effects for children with attention deficit disorder. Journal of Consulting and Clinical Psychology, 65,
749-757.
PISTERMAN1989

Pisterman, S., McGarth, P., Firestone, P., et al. (1989) Outcome of parent-mediated treatment of preschoolers with attention deficit disorder with hyperactivity. Journal of Consulting and Clinical
PISTERMAN1992

Pisterman, S., Firestone, P., McGarth, P., et al. (1992) The role of parent training in treatment of preschoolers with ADHD. American Journal of Orthopsychiatry, 62, 397-408.
POWERS1995

Powers, S.W & Roberts, M.W. (1995) Simulation training with parents of oppositional children: preliminary findings. Journal of Clinical Child Psychology, 24, 89-97.
PRENTICE1972

Prentice, N.M. (1972) The influence of live and symbolic modeling on promoting oral judgement of adolescent delinquents. Journal of Abnormal Psychology, 80, 157-161.
PRINZ1994

Prinz, R.J. & Miller, G.E. (1994) Family-based treatment for childhood antisocial behavior: experimental influences on dropout and engagement. Journal of Consulting and Clinical Psychology, 62,
645-650.
PRINZ2000

Prinz, R.J., Dumas, J.E. & Smith, E.P. (2000) The early alliance prevention trial: a dual design to test reduction of risk for conduct problems, substance abuse, and school failure in childhood.
Controlled Clinical Trials, 21, 286-302.
RAUE1985

Raue, J. & Spence, S.H. (1985) Group versus individual applications of reciprocity training for parent-youth confflict. Behaviour Research Therapy, 23, 177-186.
REARDON1977

Reardon, J.P. & Tosi, D.J. (1977) The effects of rational stage directed imagery on self-concept and reduction of psychological stress in adolescent delinquent females. Journal of Clinical Psychology,
33, 1084-1092.
REID2004

Reid, J.M., Webster-Stratton, C. & Baydar, N. (2004) Halting the development of conduct problems in head start children: the effects of parent training. Journal of Clinical Child and Adolescent
REYNOLDS1997

Reynolds L.K. & Kelley, M.L. (1997) The efficacy of a response cost-based treatment package for managing aggressive behavior in preschoolers. Behavior Modification, 21, 216-230.
RICKEL1983

Rickel, A. U., Eshelman, A. K. & Loigman, G. A. (1983) Social problem solving training: a follow-up study of cognitive and behavioral effects. Journal of Abnormal Child Psychology, 11, 15-28.
RIMM1974

Rimm, D.C., Hill, G.A., Brown, N.N., et al. (1974) Group-assertive training in treatment of expression of inappropriate anger. Psychological Reports, 34, 791-798.
ROBINSON2001

Robinson, T.N., Wilde, M.L., Narvacruz, L.C., et al. (2001) Effects of reducing children's television and video game use on aggressive behavior. Archives of Prediatric Adolescent Medicine, 155, 1723.
ROHDE2004A

Rohde, P., Clarke, G.N., Mace, D.E., et al. (2004A) An efficacy/effectiveness study of cognitive-behavioral treatment for adolescents with comorbid major depression and conduct disorder. Journal of
American Child and Adolescent Psychiatry, 43, 660-676.
SANDERS1985

Sanders, M.R. & Christensen, A.P. (1985) A comparison of the effects of child management and planned activities training in five parenting environments. Journal of Abnormal Child Psychology, 13,
101-117.
SANDERS2001

Sanders, M.R., Markie-Dadds, C., Tully, L.A., et al. (2001) Behavioural family therapy reduced disruptive behaviour in children at risk for developing conduct problems. Evidence-Based Mental
Health, 4, 20.
SANDERS2004

Sanders, M.R., Pidgeon, A.M., Gravestock, F. (2004) Does parental attributional retraining and anger management enhance the effects of the Triple-P-Positive Parenting Program with parents at risk
of child maltreatment. Behavior Therapy, 35, 513-535.
SCHUHMANN1998
Schuhman, E.M., Foote, R.C., Eyberg, S.M., et al. (1998) Efficacy of parent-child interaction therapy: an interim report of a randomized trial with short-term maintenance. Journal of Consulting and
SCHULTZ1980
Schultz, C.L., Nystul, M.S. & Law, H.G. (1980) Attitudinal outcomes of theoretical models of parent group education. Journal of Individual Psychology, 36, 16-28.
SCHWITZGEBEL1964

Schwitzgebel, R. & Kolb, D.A. (1964) Inducing behaviour change in adolescent delinquents. Behaviour Research and Therapy, 1, 297-304.
SHAW2006

Shaw, D.S., Supplee, L., Dishion, T.K., et al. (2006) Randomized trial of a family-centered approach to the prevention of early conduct problems: 2-year effects of the family check-up in early
childhood. Journal of Consulting and Clinical Psychology, 74, 1-9.
SHECHTMAN2006

Schechtman, Z. & Birani-Nasaraladin, D. (2006) Treating mothers of aggressive children: a research study. International Journal of Group Psychotherapy, 56, 93-111.
SHECHTMAN2006A

Schechtman, Z. (2006) The contribution of bibliotherapy to the counselling of aggressive boys. Psychotherapy Research, 16, 645-651.
SHORE1977

Shore, M.F. (1977) Evaluation of a community-based clinical program for antisocial youth. Evaluation: The Internation Journal of Theory, Research and Practice, 477, 104-107.
SIEGERT1980

Siegert, F.E. & Yates, B.T. (1980) Behavioral child management cost-effectivemess: a comparison of individual in-office, individual in-home, and group delivery systems. Evaluation and the Health
Professions, 3, 123-152.
SMITH2004

Smith, C.A. & Farrington, D.P. (2004) Continuities in antisocial behavior and parenting across three generations. Journal of Child Psychology and Psychiatry, 45, 230-257.
SNYDER1999

Snyder, K., Kymissis, P. & Kessler, K. (1999) Anger management for adolescents: efficacy of brief group therapy. Journal of the American Academy for Child and Adolescent Psychiatry, 38, 1409 1416.
SPOTH2007

Spoth, R., Clair, S., Greenberg, M., et al. (2007) Toward dissemination of evidence-based family interventions: maintenance of community-based partnerships recruitment results and associated
factors. Journal of Family Psychology, 21, 137-146.
STANTON2004

Stanton, B., Cole, M., Galbraith, J., et al. (2004) Randomized trial of a parent intervention. Archive of Pediatric Adolescent Medicine, 158, 947-955.
STERN1999

Stern, S. (1999) Anger management in parent-adolescent conflict. American Journal of Family Therapy, 27, 181-193.
STRAND2002

Strand, P.S. (2002) Coordination of maternal directives with preschoolers' behavior: influence of maternal coordination training on dyadic activity and child compliance. Journal of Clinical Child and
Adolescent Psychology, 31, 6-15.
SUKHODOLSKY2005

Sukhodolsky, D.G., Golub, A., Stone, E.C. (2005) Dismantling anger control training for children: a randomized pilot study of social problem-solving versus social skills training components.
SUTTON1995

Sutton, C. (1995) Parent training by telephone: a partial replication. Behavioural and Cognitive Psychotherapy, 23, 1-24.
TANNER1988

Tanner, V.I. & Holliman, W.B. (1988) Effectiveness of assertiveness training in modifying aggressive behaviors of young children. Psychological Reports, 62, 39-46.
TEGLASI2001

Teglasi, H. & Rothman, L. (2001) STORIES: a classroom-based program to reduce aggressive behavior. Journal of School Psychology, 39, 71-94.
TWEMLOW2003

Twemlow, S.W., Fonagy, P. & Sacco, F.C. (2003) Modifying social aggression in schools. Journal of Applied Psychoanalytic Studies, 5, 211-220.
VAN DE WIEL2007

Van de Wiel, N.M.H., Matthys, W., Cohen-Kettensi, P.T., et al. (2007) The effectiveness of an experimental treatment when compared to care as usual depends on the type of care as usual. Behavior
Modification, 31, 298-312.
WILLIFORD2008

Williford, A.P. & Shelton, T.L. (2008) Using mental health consultation to decrease disruptive behaviors in preschoolers: adapting an empirically-supported intervention. The Journal of Child
Psychology and Psychiatry, 49, 191-200.
WILMSHURST2002

Wilmshurst, L.A. (2002) Treatment programs for youth with emotional and behavioral disorders: an outcome study of two alternate approaches. Mental Health Services Research, 4, 85-96.
WINSBERG1980

Winsberg, B.G., Bialer, I., Kupietz, S., et al. (1980) Home vs hospital care of children with behavior disorders: a controlled investigation. Archives of General Psychiatry, 37, 413-418.
WOLCHIK1993

Wolchik, S.A., West, S.G., Westover, S., et al. (1993) The children of divorce parenting intervention: outcome evaluation of an empirically based program. American Journal of Community
ZANGWILL1983
Zangwill, W.M. (1983) An evaluation of a parent training program. Child and Family Behavior Therapy, 5, 1-16.
NCCMH. All rights reserved.
Characteristics Table for The Clinical Question: What are the best interventions for young offenders?
Appendix15b

Group based cognitive and behavioural
intervention versus control
Multi-component intervention versus

control
GUERRA1990
LEEMAN1993
OSTROM1971
PULLEN1996
ROHDE2004
SCHLICHTER1981
SHIVRATTAN1988
SPENCE1981
DEMBO2000
ELROD1992
GREENWOOD1993

Methods
Participants
Outcomes
Interventions
DEMBO2000
Study Type: RCT
Blindness: Open
Followup: 12-month
Setting: US, Florida
Community
n= 303
Diagnosis:
100% Offending history by Court referred
Exclusions: - youths not processed at the Hillsborough
County Juvenile Assessment Center arrested on
misdemeanor or felony charges
Data Used
Arrest, any (12 months)
Group
N= 149
Multidimensional intervention - Family

empowerment intervention. 3 x 1 hour
family meetings per week for 10 weeks.
24 hour/7 days a week access to youth
support staff. Field consultants not trained
therapists.
Group
N= 154
Control - Extended services. 24 hour/7

days a week access to youth support staff.

1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Not reported
1.6 Not addressed
1.8
1.9 Not addressed
1.10 Not addressed
2.1 +
ELROD1992
Study Type: RCT
Blindness:
Followup: 24-month
Setting:
Probation
Info on Screening Process: Subjects had been
placed on probation for committing a variety of
delinquent and/or status offences (i.e. running
n= 43
Diagnosis:
Exclusions: - none reported
Baseline: No statistical test performed however before
intervention, treatment group committed 74 criminal
offences and 88 status offences versus the control group
who comimitted 98 criminal offenses and 56 status offences.
Data Used
Group 1 N= 22
Offences, status (up to 24 months)
Multidimensional intervention Offences, criminal (up to 24 months)
Components: wilderness, social skills
training and parent skills training.
Notes: TAKEN: during intervention (up to 3
Delivered by probation staff.
months) and after intervention (up to 24 months).
Group 2 N= 21
TAU - Standard probation.
Notes
away from home).

1.1. Poorly addressed
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 None reported
1.9 Not addressed
1.10 Not applicable
2.1 +
GREENWOOD1993
Study Type: RCT
Type of Analysis: All with data; sub-analysis of
completers
Blindness: Open
Followup: 12-month
Setting: US
Residential
Info on Screening Process: Details not provided.
n= 150
Age: Mean 17
Sex: all males
Diagnosis:
Exclusions: - female
- < 15 years old
- not committed to the Ohio Department of Youth Services
(DYS) for a class 1 or 2 felony from 1 of 17 counties in the
southwest part of the state
- not certified as eligible for assignment to the Paint Creek
Youth Center
Data Used
Group 1 N= 75
Incarceration, any (12 months)
Multi-modal residential intervention - 30Arrest, any (12 months)
35 youths; close supervision; no locked
facilities; clear incentives for positive
Notes: TAKEN AT: pre-, post and 12-month post
behaviour - punishment of negative
release. DROP OUTS: 2 (1 was still on
behaviour; CBT; daily group sessions;
placement and 1 absent without leave). 12-month
family group therapy (x2 monthly);
official arrest records collected for 148/150
intensive community reintegration +
participants.
aftercare.
Group
N= 74
TAU - Two residential facilities in the

same state; heavy emphasis on education
+ vocational training. Group and
individiual counselling provided at staff's
discretion.
Notes: Youths in the study were about twice as likely to be

convicted of a violent offfence as a general DYS population
i.e. more serious class of offender than general juvenile
population.
Baseline: Not statistically significant however a higher
percentage of treatment youths were on probation at the
time of their most recent arrests (42.7% vs. 31.3%) and
averaged more prior convictions (3.1 vs 2.6) and
placements (1.0 vs 0.6) than youths receiving TAU.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not reported
1.7 Well covered
1.8 1.3% in total
1.9 Not addressed
1.10 Not applicable
2.1 +
GUERRA1990
Study Type: RCT
Type of Analysis: Completers*
Blindness: Open
n= 120
Data Used
Parole violations (up to 24 months)
Group
N= 40
Cognitive mediation training - 12 weekly 1

hour sessions. Group therapy (10-14
youths). Delivered by graduate students.
Content: social solving problem skills,
cognitive self-control and modification of
Followup: 24-month
Setting: US,
Residential
Notes: Details onr randomisation not reported.
Info on Screening Process: 196 juveniles met
criteria; 171 willing to participate; 165
participated in pretest sessions = randomised;
*126/165 completed both intervention + followup. 6/165 randomly deselected to avoid
oversized groups.
Diagnosis:
Exclusions: - not between the ages of 15 - 18
- reading level of grade 6 or lower
- learning disability
- a parole date of less than 6 months
- no previous offence for antisocial aggression
beliefs that support aggression.

24-month follow-up. DROP OUTS: recidivism
Group 2 N= 40
data available for 81/120 as 39 still in institution
Control - Attention control. 12 weekly 1
or could not be located.RECIDIVISM: only
hour sessions. Group therapy. Content:
reported parole violations.
exercise of basic skills i.e. reading or
maths and application of these skills to
career preparation.
Group
N= 40
No treatment - Only participated in preand post-testing.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8 Not reported
1.9 Not addressed
1.10 Not applicable
2.1 +
LEEMAN1993
Study Type: RCT
Blindness:
Followup: 12-month
Setting: US
Institution (Prison)
n= 57
Sex: all males
Diagnosis:
Exclusions: Newly admitted youths who were committed on
a 90-day parole-revocation basis
Data Used
Group 1 N= 18
Institutional misconduct - self report
Multi-component - Youth-run small group
Institutional misconduct - incident reports
treatment where individuals help others
and themselves. Groups of 8-10 that meet
Recidivism
for 1 - 1 1/2 hour, 5 days a week. Social
skills training, anger management training
after completion of the programme and before
and moral education.
release and recidivism taken at post-release, 12
Group 2 N= 36
months in the community.
Control - Received different instructions
during or following pre-test. Simple
controls were told that the tests were for
the purpose of research on deliquency;
motivational controls received a 5 min
motivational induction before pre-test.
Baseline: No between group differences on behaviouraloutcome variables

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8
1.9 Not addressed
1.10 Not applicable
2.1 +
OSTROM1971
Study Type: RCT
Blindness:
Followup: 8-month
n= 38
Age:
Sex: all males
Diagnosis:
Data Used
Arrests
Group
N= 19
Behaviour Therapy - Monetary

reinforcement for attendance and group
participation. Role playing (RP) taking role
of others i.e. parents/victims/police. Goal
Setting: US
Community (Probation)
Notes: Matched (length probation, age, race,
probation officer) 1:1& randomly assigned to
treatment/control. No further details provided.
Diagnosis:
Notes: TAKEN AT: 10-month period since trial

inception. DROP OUTS: 1 died in treatment arm
Exclusions: - not on probation within the previous 12 months

- not having their probation scheduled to continue through
the duration of the study
- not arrested for felonious crimes other than sex, violent
assault and drug offences
of RP is to increase resistance to engage

in delinquent behavior through moral
dilemna. 7x2 hour sessions/2-months.
Group
N= 19
TAU - Regular probations services.

1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Adequately addressed [inclusion criteria & then matched but do not provide baseline data on characteristics]
1.6 Not addressed
1.7 Adequately addressed [query where also consider misbehaviour at school as bad outcome]
1.8 0%
1.9 Not applicable
1.10 Not applicable
2.1 +
PULLEN1996
Study Type: RCT
Blindness: Open
Duration (days):
Setting: US, Colorado
Probation (four sites)
Notes: Every other juvenile sentenced to ISP
was assigned to treatment. 3 cases bypassed
randomisation because of their need for
treatment.
n= 40
Age: Mean 16
Sex: all males
Diagnosis:
Exclusions: - if juveniles were not considered appropriate for
placement in the programme as assessed when sentenced
to the Colorado Intensive Supervision Program (ISP).
Data Used
Group 1 N= 20
Recidivism (up to 10 months)
Reasoning and Rehabilitation - Delivered
Technical violation (up to 10 months)
by probation officers.35, 90-120 min
session. Group therapy. Ideally a
New crime (up to 10 months)
minimum of 2 sessions per week.
Notes: TAKEN AT: recidivism measured before,
during and 12 months after randomisation. DROP Group 2 N= 20
OUTS: 1 treatment group cancelled due to
TAU - Intensive Supervision Program but
attrition (data not included). RECIDIVISM: new
without the cognitive intervention.
crime or technical violation.
Baseline: In the control group 40% vs 20% were more likely

to be committed for a violent offence.

1.1 Well covered
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 None reported
1.9 Not applicable
1.10 Not addressed
2.1 +
ROHDE2004
Study Type: RCT
Blindness: Open
n= 76
Sex: all males
Diagnosis:
Data Used
Youth Self-report
Group
N= 46

Training - Coping Course for 8 weeks.
Skills training in a number of areas: social
skills, relaxation, cognitive restructuring,
problem solving. In addition, incentives
Funded by the National

Institute of Justice, US
Department of Justice.
Setting: US
Juvenile Institution
Notes: random number table used to assign
participants to groups
Exclusions: - scheduled for release before end of programme

- extreme concentration or behavioural problems
were provided for appropriate in-session

behaviour and completion of homework.
Group therapy.
Group
N= 30
Control - Usual care treatment i.e.

drug/alcohol, sex offender groups.

1.4 Not addressed
1.5 Not addressed
1.8 Not reported
1.10 Not applicable
SCHLICHTER1981
Study Type: RCT
Blindness:
Setting: 40 most difficult youth invited; 38
agreed; 11 dropouts (28.9%)
n= 27
Age: Range 13-18
Data Used
Sex: all males

Diagnosis:
Juvenile offenders
Group
N= 10
Anger management - Education,

analyzing anger episodes, seldmonitoring, coping skills, self-instructions,
relaxation, assertive responding.
Group
N= 8
Control - Relaxation only; no modeling of

coping skills or alternative responses took
place.
Exclusions: - not committed for an indefinite term to a

correctional facility in the northeaster US
- did not have preinstitutional histories of verbal and/or
physical aggression
- not nominated by 2 independent youth workers as
exhibiting significant anger-control problems within the
institution
Group
N= 9
No treatment

1.2 Not reported
1.3 Not addressed
1.5 Adeqautely addressed
1.6 Not addressed
1.7 Well covered
1.8 Total: 28.9%
1.9 Not addressed
1.10 Not applicable
2.1 +
SHIVRATTAN1988
Study Type: RCT
Blindness: Open
Duration (days):
n= 45
Age: Range 15-17
Sex: all males
Followup: 12 -15 months
Diagnosis:

Juvenile residential facility for incarcerated
youths
Exclusions: - if the youth was unable to remain in the facilites

for the duration of the experiment.
Data Used
Recidivism (12-15 months)
Group
N= 14
Social Interaction Skills Program - 8 x 1

hour sessions. Individual therapy.
Students asked to recall past
experiences, identify the aversive social
stimulus and follow systematic
desensitisation using imagery techniques
& cognitive reappraisal.
Baseline: No significant test calculated.
Notes: TAKEN AT: recidivism investigated

Group 2 N= 14
during 12-15 months post-release from institution.
Stress Management - 8 x 1H sessions.
DROP OUTS: 1/15 (social interaction skills
Individual therapy. Teaches progressive
programme); 1/15 (stress management); 0/15
relaxation as a means of reducing stress.
(TAU). RECIDIVISM: sentenced + engaged in
Group 3 N= 15
criminal activity+ waiting apprehension.
No treatment - Did not receive either
interventions.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 6.6% (social interaction skills program); 6.6% (stress management); 0% (TAU)
1.9 Not addressed
1.10 Not applicable
2.1 +
SPENCE1981
Study Type: RCT
Blindness:
Setting: UK
Juvenile Institution
n= 76
Age: Range 10-16
Sex: all males
Diagnosis:
Exclusions: - not offenders
Data Used
Recidivism
Group
N= 32
Social skills training - Social skills training

for 6 weeks. Use of instructions,
modelling, discussion in order to teach
various social skills e.g. eye contact,
listening skills, accepting criticism, dealing
with the police.
Group
N= 20
Control - Attention control

Group
N= 24
No treatment

1.4 Not addressed
1.10 Not applicable
2.1+

Reference ID
BARTON1990
BERGER1978
BOTTCHER2005
BURNETTE1997

Intervention: not relevant [intensive supervision]
Intervention: not relevant [volunteer programme]
Paper is a highly abbreviated extract from a master's thesis
CALDWELL2005
CHANDLER1973
COOK1992
DAVIDSON1987
FAGAN1990
FOSTER2004
FRIEDMAN2002
GARRIDO1991
GLICK1987
GOLDSTEIN1989
GOLDSTEIN2007
HAWKINS1991
JOHNSON1983
LAWRENCE1999
LEE1978
LITTLE2004
NUGENT1997
OLLENDICK1979
PATRICK2004
PIERCY1976
ROSENKOETTER1980
ROSS1976
SALAZAR2006
SCHNEIDER1986
SPENCE1980
STRONG1988
Design: non-RCT
Design: non-RCT
Design: non-RCT
Intervention: not relevant [court diversion]
Data
Design: non-RCT
Method: does not report data for control group.
Method: does not report whether it is an RCT
Method: 5/12 participated in post-treatment assessment
Quality: insufficient information to allow for an adequate quality
assessment
Intervention: not relevant [intensive supervision + volunteer services]
Design: non-RCT
Quality: insufficient reporting of information; N is less than 10
Intervention: not relevant [court diversion]
Design: non-RCT
Design: non-RCT
Intervention: not relevant [restitution]
Outcomes: not relevant; intervention: not relevant

DEMBO2000

Dembo, R., Ramirez-Garnica, G., Rollie, M.W., et al. (2000) Impact of a family empowerment intervention on youth recidivism. Journal of Offender Rehabilitation, 30, 59-98.
*Dembo, R., Ramirez-Garnica, G., Rollie, M., et al. (2000) Youth recidivism twelve months after a family empowerment intervention: final report. Journal of Offender Rehabilitation, 31, 29-65.
ELROD1992

Elrod, H.P. & Minor, K.I. (1992) Second wave evaluation of a multi-faceted intervention for juvenile court probationers. International Journal of Offender Therapy and Comparative Criminology, 36,
247-262.
GREENWOOD1993

Greenwood, P.W. & Turner, S. (1993) Evaluation of the Paint Creek Youth Center: a residential program for serious delinquents. Criminology, 31, 263-279.
GUERRA1990

Guerra, N.G. & Slaby, R.G. (1990) Cognitive mediators of aggression in adolescent offenders: 2. intervention. Developmental Psychology, 26, 269-277.
LEEMAN1993

Leeman, L.W. (1993) Evaluation of a multi-component group treatment program for juvenile delinquents. Aggressive Behavior, 19, 281-292.
OSTROM1971

Ostrom, T.M., Steele, C.M. Rosenblood, L.K., et al. (1971) Modification of delinquent behavior. Journal of Applied Social Psychology, 1, 118-136.
PULLEN1996

Pullen, S., English, K., Woodward, B., et al. (1996) Evaluation of the Reasoning and Rehabilitation Cognitive Skills Development Program as Implemented in Juvenile ISP in Colorado. Colorado:
U.S. Department of Justice.
ROHDE2004

Rohde, P., Jorgensen, J.S., Seeley, J.R., et al. (2004) Pilot evaluation of the coping course: a cognitive-behavioral intervention to enhance coping skills in incarcerated youth. Journal of the American
SCHLICHTER1981
Schlichter, K.F. & Horan, J.J. (1981) Effects of stress inoculation on the anger and aggression management skills of institutionalized juvenile delinquents. Cognitive Therapy and Research, 5, 359-365.
SHIVRATTAN1988

Shivrattan, J.L. (1988) Social interactional training and incarcerated juvenile delinquents. Canadian Journal of Criminology/Revue Canadienne de Criminologie, 30, 145-163.
SPENCE1981

Spence, S.H. & Marziller, J.S. (1981) Social skills training with adolescent male offenders - II. Short term, long term and generalized effects. Behavior Research and Therapy, 19, 349-368.

BARTON1990

Barton, W.H. & Butts, J.A. (1990) Viable options: intensive supervision programs for juvenile delinquents. Crime and Delinquency, 36, 238-256.
BERGER1978

Berger, R.J. (1978) An evaluation of a juvenile court volunteer program. Journal of Community Psychology, 6, 328-333.
BOTTCHER2005

Bottcher, J. & Ezell, M.E. (2005) Examining the effectiveness of boot camps: a randomized experiment with a long-term follow-up. Journal of Research in Crime and Delinquency, 42, 309-332.
BURNETTE1997
Burnett, W.L. (1997) Treating post-incarcerated offenders with moral reconation therapy: A one-year recidivism study. Cogntiive-Behavioral Treatment Review, 6, 2.
CALDWELL2005

Caldwell, M.F & Van Rybroek, G.J. (2005) Reducing violence in serious juvenile offenders using intensive treatment. International Journal of Law and Psychiatry, 28, 622-636.
CHANDLER1973
Chandler, M.J. (1973) Egocentrism and antisocial behavior: the assessment and training of social persepctive-taking skills. Developmental Psychology, 3, 326-322.
COOK1992

Cook, D.D. & Spirrison, C.L. (1992) Effects of a prisoner-operated delinquency deterrence program: Mississippi's project aware. Journal of Offender Rehabilitation, 17, 89-99.
DAVIDSON1987

Davidson, W.S., Redner, R., Blakely, C.H. (1987) Diversion of juvenile offenders: an experimental comparison. Journal of Consulting and Clinical Psychology, 55, 68-75.
FAGAN1990

Fagan, J.A (1990) Treatment and reintergration of violent juvenile offenders: experimental results. Justice Quarterly, 7, 233-263.
FOSTER2004

Foster, M.E., Qaseem, A. & Connor, T. (2004) Can better mental health services reduce the risk of juvenile justice system involvement? American Journalf of Public Health, 94, 859-865.
FRIEDMAN2002

Friedman, A.S., Terras, A., Glassman, K. (2002) Multimodal substance use intervention program for male delinquents. Journal of Child and Adolescent Substance Abuse, 11, 43-66.
GARRIDO1991

Garrido, V. & Sanchis, J.R. (1991) The cognitive model in the treatment of Spanish offenders: Theory and practice. Journalof Correctional Education, 42, 111-118.
GLICK1987

Glick, B. & Goldstein, A.P. (1987) Aggression replacement training. Journal of Counseling and Development, 65, 356-362.
GOLDSTEIN1989

Goldstein, A.P., Glick, B., Irwin, M.J., et al. (1989) Reducing Delinquency: Intervention in the Community. New York: Pergamon Press, Inc.
GOLDSTEIN2007

Goldstein, N.E.S., Dovidio, A., Kalbeitzer, R., et al. (2007) Anger management for female juvenile offenders: Results of a pilot study. Journal of Forensic Psychology Practice, 7, 1-28.
HAWKINS1991

Hawkins, J.D., Jenson, J.M., Catalano, R.F., et al. (1991) Effects of a skills training intervention with juvenile delinquents. Research on Social Work Practice, 1, 107-121.
JOHNSON1983

Johnson, B.D. & Goldber R.T. (1983) Vocational and social rehabilitation of delinquents: a study of experimentals and controls. Journal of Offender Counseling, Services, and Rehabilitation, 6, 43-60.
LAWRENCE1999

Lawrence, J.S.St., Crosby, R.A., Belcher, L., et al. (1999) Sexual risk reduction and anger management interventions for incarcerated male adolescents: a randomized controlled trial of two
interventions. Journal of Sex Education and Therapy, 24, 9-17.
LEE1978

Lee, R. & Haynes, N.M-G. (1978) Counseling juvenile offenders: an experimental evaluation of project crest. Community Mental Health Journal, 14, 267-271.
LITTLE2004

Little, M., Kogan, J., Bullock, R. (2004) An experiment in mulsti-systemic responses to persistent young offenders known to children's services. Nritish Journal of Criminology, 44, 225-240.
NUGENT1997

Nugent, W.R., Champlin, D. & Wiinimaki, L. (1997) The effects of anger control training on adolescent antisocial beahvior. Research on Social Work Practice, 6, 446-462.
OLLENDICK1979

Ollendick, T.H. & Hersesn, M. (1979) Social skills training for juvenile delinquents. Behaviour Research and Therapy, 17, 547-554.
PATRICK2004

Patrick, S. & Marsh, R. (2005) Juvenile diversion: results of a 3-year experimental study. Criminal Justice Policy Review, 16, 59-73.
*Patrick, S., Marsh, R., Bundy, W., et al. (2004) Control group study of juvenile diversion programs: an experiment in juvenile diversion - the comparison of three methods and a control group. The
Social Science Journal, 41, 129-135.
PIERCY1976
Piercy, F& Lee, R. (1976) Effects of dual treatment approach on the rehabilitation of habitual juvenile delinquents. Rehabilitation Counseling Bulletin, 19, 482-490.
ROSENKOETTER1980

Rosenkoetter, L., Landman, S., Mazak, S.G. (1980) Use of moral discussion as an intervention with delinquents. Psychological Reports, 46, 91-94.
ROSS1976

Ross, R.R. & Palmer, W.R.T. (1976) Modification of emotional expressiveness in adolescent offenders. Crime and/et Justice, 1, 125-133.
SALAZAR2006

Salazar, L.F. & Cook, S.L. (2006) Preliminary findings from an outcome evaluation of an intimate partner violence prevention program for adjudicated, African American, adolecent males. Youth
Violence and Juvenile Justice, 4, 368-385.
SCHNEIDER1986

Schneider, A.L. (1986) Restitution and recidivism rates of juvenile offenders: results from four expermental studies. Criminology, 24, 533-552.
SPENCE1980

Spence, A. J. & Spence, S.H. (1980) Cognitive changes associated with social skills training. Behaviour Research and Therapy, 18, 265-272.
STRONG1988

Strong, W.B., Stanitsky, C.L., Smith, R.E., et al. (1988) Physical and psychological effects of aerobic exercise in delinquent adolescent males. Sports Medicine, 142, 1361-1366.
Appendix 15c
Characteristics Table for The Clinical Question: What are the best interventions for adult offenders
and/or individuals who have elevated levels of the ASPD construct?
Anger management vs control
Anticonvulsants vs placebo
Antidepressants vs placebo
VANNOY2004
GOTTSCHALK1973
HOLLANDER2003
MATTES2005
MATTES2008
NICKEL2005B
STANFORD2005
COCCARO1997A
Group based cognitive and behavioural

intervention vs control
Any intervention including SLT

components [Drug / alcohol users and
primary focus]
JOHNSON1995
Lithium vs placebo
SHEARD1976
ARMSTRONG2003
LIAU2004
PORPORINO1995
ROSS1988
VAN VOORHIS2004

Methods
Participants
Outcomes
Interventions
Notes
ARMSTRONG2003
Study Type: RCT
n= 212
Study Description: Offender RCT
Sex: all males
Blindness: Open
Diagnosis:
Duration (days):
Setting: US
Instiution (Prison)
Info on Screening Process: 129 randomised
into the treatment arm and 127 into the control
arm. In the treatment arm, 4 could not speak
English, 4 refused treatment and 11 were
released prior to transfer.In the control arm, 25
were exposed to treatment.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.8 15% (intervention); 20% (control)
1.10 Not applicable
2.1 +
Exclusions: If the offender was not (a) between the ages of

15 and 22 (b) a resident of the jail and (c) if they could not
speak English.
Data Used
Group 1 N= 110
Length of time until recidivism
Moral reconation therapy - 3 sessions per
Number of recidivists (any time period)
week, approximately 1 to 1 1/2 hours
duration. Delivered by correctional
Notes: TIME PERIOD: from first release until the
counselors and officers. Targeted at
end of data collection. DROP OUTS: 15%
moral development, self-control and
(intervention); 20% (control); only report means
reducing association with delinquent
for the 65/110 who received > 30 days of
peers. Group therapy.
treatment.
Group 2 N= 102
Baseline: Significant group differences were found for the

percentages of African Americans and Caucasians
No treatment - Participants resided in the

general population as opposed to the
institutional facilities.
21% (N=54) had four or

more prior arrests. Of these,
43% (N=110) for violence,
48% (N=123) for a property
offence and 32% (N=82) for
a drug offence.
COCCARO1997A
Study Type: RCT
Blindness: Double blind
n= 40
Age: Mean 38
Diagnosis:
100% Personality disorder by DSM-IIIR
Setting: Outpatient
Info on Screening Process: 64 entered 2-week,
placebo lead-in phase; 40/64 (63%) met OASM criteria and were randomized.
Data Used
Group 1 N= 20
OAS-Modified (observer rated)
Fluoxetine - Initial dose of fluoxetine Notes: TAKEN AT: baseline and weekly. DROP
20mg/day up to first 4-weeks. Could be
OUTS: TREATMENT - 48%; PLACEBO - 31%.
raised to 40 mg if score on OAS-M did not
decrease by 25%. Maximum dose of 60
mg/day.
Group
100% Impulsive aggressive by OAS-M
N= 20
Placebo
10% ASPD by DSM-IIIR

Exclusions: - no DSM-III-R diagnosis of PD
- life history of mania, hypomania, schizophrenia, delusional
disorder
- current major depression
- dependent on alcohol or other drugs
- did not score sufficiently high on at least 1 anger, 1
agression subscales of the self report Anger, Irritability and
Aggression Questionnaire (AIAQ)
- scored < 15 on OAS-M and < 6 on OAS-M Irritability
subscale score during 2-week single-blind, placebo lead-in
phase
Baseline: No significant differences at baseline.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Well covered
1.5 Well covered
1.6 Not addressed
1.7 Well covered
1.8 TREATMENT - 48%; PLACEBO - 31%
1.9 Well covered
1.10 Not applicable
2.1 +
GOTTSCHALK1973
Study Type: RCT
Setting: US, Maryland
Institution (prison)
n= 42
Age: Mean 25
Sex: all males
Diagnosis:
100% Offenders
Exclusions: - inmates who had not reported violations of
disciple rules in the previous 6 months
Notes: OFFENDERS AND ASPD CONSTRUCT (rule
breaking)
Baseline: Statistical test at baseline not conducted but
groups had similair hostility scores at baseline.

1.2 Not reported
1.3 Not addressed
1.4 Well covered
Data Used
Group 1 N= 24
Hostility outward scale (from speech sample)
Diphenylhydantoin. Mean dose 300mg Notes: TAKEN AT: baseline and 1-,2-,3-,4-,5-,6(DPH) Daily by mouth for a 6-month
months.
period.
Group
N= 18
Placebo - 24mg of DPH daily to avoid

informing participants that a placebo was
given. Uniform in taste and appearance,
individually coded at a hospital pharmacy.
1.6 Not addressed

1.8 [None reported]
1.9 Not addressed
1.10 Not applicable
2.1 +
HOLLANDER2003
Study Type: RCT
Type of Analysis: not-ITT
Setting:
Outpatient (19 sites)
n= 233
Diagnosis:
100% Impulsive aggressive by OAS-M
41% Personality disorder by DSM-IV
4% ASPD
Exclusions: - not 18-65
- no DSM-IV diagnosis of PD, intermittent explosive disorder
or PTSD
- does not have (on average) 2 physical/verbal aggressive
outbursts per week for last month
- aggressive behaviour is premeditated or for tangible
objective
- < 15 on OAS-M aggressive subscale
- receiving psychotherapy but without a stable psychotherapy
schedule for last 3-months
- bipolar disorder
- major depressive disorder
- history of schizophrenia/psychotic disorder
- symptoms of dementia
- homicidal/suicidal
- impulsive aggression from head trauma or other medical
condition
- pregnant or lactating females
- unstable medical conditions
Notes: Baseline severity of OAS-M (Agression):
TREATMENT - 43.7 (66.7); CONTROL - 33.7 (66.5)
Baseline: No significant differences between groups at
baseline on the OAS-M Aggression score.

1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Well covered
1.7 Well covered
1.8 Total = 5.6%
1.9 Not addressed
1.10 Not addressed
2.1 +
JOHNSON1995
Data Used
Notes: TAKEN AT: baseline, weekly, telephone
visits at weeks 5 and 7. DROP OUTS: total =
5.3%
Group
N= 116
Divalporex - Inititated at 500 mg/day,

twice daily, increased by 250mg every 3-7
days during the first 3 weeks of treatment.
Group
Placebo
N= 117
Study Type: RCT

Blindness: Open
Duration (days):
Followup: 4-month
Setting: Probation
n= 134
Age:
Sex: all males
Diagnosis:
Exclusions: Those not referred after intial drug screening for
Addiction Severity Index diagnosis whose drug problem
score was not 5+
Data Used
Group 1 N= 47
Revocations/absconsions
Cognitive skills - Specialised Drug
Notes: TAKEN AT: 8-months, average (includes
Offender Programme = drug offenders
intervention time i.e. since intake into
probation programme with max caseload
programme).
of 50 + cognitive model (group therapy,
35 sessions x 2 hour).
Group
N= 51
Specialized drug offender program - drug

offenders probation programme with max
caseload of 50. No additional training.
Group
N= 36
TAU - Regular probation services;

caseload of 160.

1.1 Well covered
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.8 [Not reported]
1.9 Not addressed
1.10 Not applicable
2.1 +
LIAU2004
Study Type: RCT
n= 316
Study Description: [Offender search]
Blindness: Open
Diagnosis:
100% Offenders
Followup: 6-month
Setting: US
Halfway house
Info on Screening Process: 43/359 (12%)
referred clients declined participation resulting
in 316 offenders.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Well covered
1.8 12% (treatment); 14% (control)
1.9 Not addressed
1.10 Not applicable
2.1 +
MATTES2005
Baseline: There were no significant differences between the

treatment and comparison groups on any of the pretest
measures.
Data Used
Group 1 N= 163
Recidivism (6 months)
Psychoeducational - EQUIP:
Data Not Used
psychoeducational group therapy
Young Adult Self-Report Form - only 67/276
including sessions on thinking errors,
collected at post-assessment
anger management + social skills.
Homework. 1 x 1 hour sessions/week
Institutional misconduct - incident reports - do
(approx for 2-months).
not report SD
Group 2 N= 153
and recidivism at 6-months post-release. DROP
Control - Received all programming
OUTS: 19/163 (12%, treatment); 132/153 (14%,
available at the facility except for the
control); recidivism data for 250/276 completers.
EQUIP psycho-educational i.e.
employment services, substance-absuse
education, academic skills development,
case management and life skills
education.
The community correctional

facility does not accept
sexual offenders, arsonists
or any offender who has
committed a violent offence
in the past 3 years; 48%
drug offences, 33% property
offences, 4% public offences
and 2% family offences.
Study Type: RCT
n= 45
Study Description: Last observation carried

forward for all participants who had baseline
scores; 2 participants did not have baseline
scores.
Age: Mean 42
Type of Analysis: non-ITT

Setting: Outpatient
Notes: Details on randomisation procedure not
reported
Info on Screening Process: 376 - 214 decided
not to participate, 94 did not meet inclusion
criteria. 48 randomised; 45 had had an
adequate trial.

Diagnosis:
33% ADHD by DSM-IV
Data Used
Group 1 N= 21
Oxcarbazepine - Initial dose = 150mg/day,
Notes: DROP OUTS: 24/ 48 completed study (14
increased by 150-300 mg/d after 2-4 days
TREATMENT; 10 PLACEBO); 45/48 completed 4
to at least 1200 mg/day (if tolerated) with
weeks of treatment (analysis on these
a maximum of 2400 mg/day.
participants)
Group 2 N= 24
Placebo
22% Intermittent Explosive Disorder by DSM-IV

Exclusions: - schizophrenia, bipolar, epilepsy, dementia,
mental retardation, substance abuse (prior 6 months)
- need for treatment with antipsychotics, anticonvusants or
psychotropic medication
- antidepressants other than anxiolytics, stimulants or
hypnotics
- significant risk of severely injuring others/self
- current psychiatric or neurological conditions which
required specific treatment and clinically stable unless
current clinical symptom = impulsive agression
Baseline: Differences between groups on verbal aggression
at baseline where the placebo group scored higher.

1.2 Not reported
1.3 Not addressed
1.4 Well covered
1.7 Well covered
1.8 TOTAL: 53.3%
1.9 Not addressed
1.10 Not applicable
2.1 +
MATTES2008
Study Type: RCT
n= 40
Study Description: Last observation carried

forward for all participants who had baseline
scores; 2 participants did not have baseline
scores.
Type of Analysis: non-ITT

Setting: Outpatient
Sex: 35 males
Diagnosis:
32% ADHD by DSM-IV
Data Used
Notes: DROP OUTS: 34/40 completed fourweeks of tiral; 19/40 completed full trial.
Group
Group
100% Impulsive aggressive
Exclusions: - no recurrent incidents of aggression
- aggressiveness is not grossly out of proportion to the
provocation or precipitating psychosocial stressors
- aggressiveness is premeditated or for tangible objective
- causes neither marked distress in the individual nor
impairment in occupational/interpersonal functionning
- aggressiveness is accounted for by another mental
disorder, medical condition or direct physiologic effects of a
substance
- not 18-65
- women of childbearing potential who do not practice
effective contraception
- lifetime history of schizophrenia, bipolar, epilepsy,
dementia, mental retardation, autism, substance abuse in
prior 6 months
- need for treatment with antipsychotics, anticonvulsants,
N= 20
Levetiracetam. Mean dose 1738mg Initial dose: 250 mg/day, increased by 250
mg/day after 1-week to at least 1000
mg/day, with a maximum of 3000 mg/day
by week 6.
Placebo
N= 20
mood stabilisers or a recent change in psychotropic

medication
- patients on antidepressants other than anxiolytics,
stimulants or hypnotics
- current psychiatric or neurologic conditions that required
specific treatment unless adequately treated and with
clinically stable symptoms unless unstable symptom is
impulsive aggression
Notes: ASPD CONSTRUCT: impulsive aggression
Baseline: No significant differences between groups on
aggression ratings

1.2 Not reported
1.3 Not addressed
1.4 Well covered
1.5 Well covered
1.7 Well covered
1.8 TOTAL: 47.5%
1.9 Not addressed
1.10 Not applicable
2.1 +
NICKEL2005B
Study Type: RCT
n= 42
Age: Mean 29
Sex: all males
Diagnosis:
100% Borderline Personality Disorder by DSM-IV
Setting: GERMANY
Outpatient
100% Anger problems
Notes: Randmomisation procedure not detailed

Exclusions: - less than 18 years old

- not perceived excessive burdens caused by their life
situations that produced feelings of constantly increasing
anger
- acute psychosis
- severe major depression
- bipolar
- current use of topiramate or other psychotropic medication
- participation in psychotherapy
- somatically ill
- suicidal
- addictive illness
Notes: ASPD CONSTRUCT: anger
Baseline: No significant differences

1.2 Not reported
1.3 Not addressed
1.4 Well covered
1.5 Well covered
1.8 TREATMENT - 0; PLACEBO -2/24 (8.3%)
1.9 Not addressed
Data Used
Group 1 N= 22
Topiramate - Beginning - 50 mg/day; 6th
Notes: TAKEN AT: baseline and weekly. DROP
week - titrated to 250mg/day and then
OUTS: TREATMENT - 0; PLACEBO -2/24
stayed constant.
(8.3%).
Group 2 N= 22
Placebo - Identical capsules
Not funded.
1.10 Not addressed

2.1 +
PORPORINO1995
Study Type: RCT
n= 757
Study Description: Those who could be tracked

at follow-up; includes non-completers
Age: Mean 31
Type of Analysis: Completers*

Blindness:
Sex:
Diagnosis:
100% Offenders
Data Used
Group 1 N= 550
Readmission to prison
Reasoning and Rehabilitation - Up to 8
Notes: DROP OUTS: 446/757 completed
per group.
treatment (19% dropout). FOLLOW-UP: 6-months
Group 2 N= 207
Waitlist
Duration (days):
Followup: 6-month
Setting: Institution (Prison)
Exclusions: - not randomised to treatment/WLC

- not released under community supervision of at least 6months had elapsed
Baseline: Significant difference such that more time passed
for those cases actually assigned to treatment as compared
to control.

1.1 Adequately addresseed
1.4 Not addressed
1.6 Poorly addresed
1.8 446/757
1.10 Not applicable
ROSS1988
Study Type: RCT
Blindness: Open
Duration (days):
Followup: 5-month
Notes: Randomisation process not reported.
Info on Screening Process: Details not repoted.

1.1 Not addressed
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 [Details not provided]
1.9 Not addressed
1.10 Not addressed
2.1 +
n= 62
Age:
Sex: all males
Diagnosis:
100% Offenders
Exclusions: - if probationers did not have a Level of
Supervision Inventory (LSI) classification as a high-risk
offender.
Notes: High-risk probationers
Baseline: Cognitive group had a slightly lower LSI score
than other and a higher number of pervious convictions.
Data Used
Group 1 N= 22
Recidivism
Cognitive skills - R&R. Group therapy. 80
Notes: TAKEN AT: 9 months (since admission to
hours. Run by probation officers.
treatment i.e. during intervention) RECIDIVISM:
Group 2 N= 17
that resulted in conviction.
Life Skills Training - 80 hours. Training in
areas such as money management,
leisure activities, family and criminal law,
employment-seeking skills, alcohol & drug
education. Run by probation officers.
Group
N= 23
TAU - Regular probation services without

extra interventions.
SHEARD1976
Study Type: RCT
Setting: Institution (Prison)
Info on Screening Process: 159 referrals, 101
suitable, 80 remained in study long enough to
receive medication, 14 dropped out; final
sample = 66.
n= 66
Age: Mean 19
Sex: all males
Diagnosis:
100% Offenders
Exclusions: - not convicted for serious aggressive crime
- no history of chronic assaultive behaviour and/or chronic
impulsive antisocial behaviour
- poor physical health with renal, cardiac or organic brain
disease
- inability to comprehend the written material
- sentence insufficient to complete trial
- no termination of psychoactive medication
Data Used
Minor institutional infractions
Major institutional infractions
Notes: DROP OUTS: TOTAL = 16/80 (20%)
Group
N= 34
Lithium - Goal to maintain 24-hour serum

lithium levels in the range: 0.6-1.0
mEq/liter. 5 capsules/day with carrying
doses.
Group
N= 32
Placebo
Notes: OFFENDERS AND ASPD CONSTRUCT: offending

history is assaultive and antisocial in nature.
Baseline: Baseline statsitcs are not examined.

1.2 Not reported
1.3 Not addressed
1.4 Well covered
1.6 Not addressed
1.8 TOTAL = 16/80 (20%)
1.9 Not addressed
1.10 Not applicable
2.1 +
STANFORD2005
Study Type: RCT
n= 29
Study Description: *Blind was broken at final

visit to discuss effectiveness of drug.
Age: Mean 33

Blindness: Double blind*
Setting: US
Notes: Randomly assigned using a random
number table.
Info on Screening Process: 43/183 met
inclusion criteria; 57 refused to participate; 29
completed full trial.
Sex: all males

Diagnosis:
100% Impulsive aggressive by BDHI
Data Used
Group 1 N= 7
Overt Aggression Scale (OAS; observer-rated)
Phenytoin. Mean dose 300mg
Notes: TAKEN AT: 2-,4-,6-weeks. DROP OUTS:
Group 2 N= 7
3/11 PLACEBO; 2/9 Phenytoin; 2/9
Carbamazepine. Mean dose 450mg Carbamazepine; 2/9 Valproate.
(CBZ)
Group
59% ASPD
Group
Exclusions: - women
- in the past 6 months, did not fail to resist aggressive
impulses that resulted in serious assaultive acts or
destruction of property
- the degree of assaultiveness was not grossly out of
proportion to precipitating psychosocial stressors
- 2 such episodes occurred during the month prior to
entering the study
- did not score 8+ on the Irritability subscale of the BussDurkee Hostility Inventory (BDHI)
- verbal IQ < 80
- diagnosis of bipolar or thought disorder
- use of psychoactive medication
- history of medical/neurologic problems
- non-native English speaker
- liver enzymes not within normal limits
Notes: ASPD CONSTRUCT: impulsive aggression
Baseline: No differences at baseline on aggression
N= 7
Valproate - (VPA)
4
N= 8
Placebo - Dextrose. Adnministered in

identical, unamrked capsules obtrained
from a local pharmacy.
measures

1.1 Well covered
1.3 Not addressed
1.5 Well covered
1.7 Well covered
1.8 3/11 (27.3%) PLACEBO; 2/9 (22.2%) Phenytoin; 2/9 (22.2%) Carbamazepine; 2/9 (22.2%) Valproate.
1.9 Not addressed
1.10 Not applicable
2.1 +
VAN VOORHIS2004
Study Type: RCT
Type of Analysis: Completers and drop out
Blindness: Open
n= 468
Sex: all males
Diagnosis:
Followup: 9-month
Exclusions: -Parolees with IQ scores lower than 80 and with

a history of sex offences or severe substance abuse. Note:
despite screening, 27 parolees (6%) had an IQ below 80
Setting: US, Georgia

Baseline: There was no significant differences between the

groups on level or risk of reoffending, number of prior
incarcerations, prior felony convictions or prior violent
offences.
Data Used
Group 1 N= 232
Technical violations at 9 months
Reasoning and Rehabilitation - R&R
consists of 35 lessons that cover: problem
solving, creative thinking, social skills,
management of emotions, negotiation
Re-arrest/revocation at 9 months
skills, values enhancement and critical
Notes: TAKEN AT: 3, 6 and 9 months after
reasoning. Manual with detailed lesson
intervention. DROP OUTS: 60% completed R&R;
plans. Group therapy.
recidivism data on 100% of sample.
Group 2 N= 236
TAU - No further details on control group;
regular probation services`. All
participants could engage in other
psychosocial programmes in both groups;
no significant differences in groups on
additional programme attendance.
All participants had at least

one prior felony on record
with: (a) at least one violent
offence (51%) and (b) at
least one prior prison
sentence (46%).
Classification of risk: 47
(10%) at high risk; 365
(78%) at medium risk; and
56 (12%) as low risk

1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Well covered
1.6 Well covered
1.7 Well covered
1.8 40% in treatment arm did not complete treatment; data for 100% of sample
1.9 Not addressed
1.10 Not applicable
2.1 +
VANNOY2004
Study Type: RCT
Blindness: Open
Setting: US
n= 29
Sex: all males
Diagnosis:
100% Offenders
Notes: Low security prison
Baseline: None reported.
Data Used
Group 1 N= 15
Anger Control Training - 12 weekly group
meetings, 1.5 hours per week.
DROP OUTS: 5/15 (treatment arm) Report only
Completion of treatment was considered
state-anger and trait anger; report the mean
as attending 9/12 sessions. Therapy
difference for pre- and post-test-scores and the
based on Buddhist principles.
standard deviation of means differences for each
Group 2 N= 14
group (Table 1).
Waitlist
No details on prior offences

reported.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.5 Not addressed
1.6 Not addressed
1.8 33% (treatment arm)
1.9 Not addressed
1.10 Not applicable
2.1 +

Reference ID
ANDERSON2002
BARKWELL1976
BARO1999
BELLUS1999
BONTA2000
BRICK1962
BUCKLEY2007
BURKE2003
BURNETTE2003
BURNETTE2004
BURNETTE2004A
BURNETTE2005
CAHILL2003
CANN2003
CANN2006
CHEREK2002
COOPER2006
CORTONI2006
CRAFT1987
DAVIS1976
DEMARET1991
DOWDEN1999
FALSHAW2003
FINN1998
FLECK2001
FOSTER1989
FRIENDSHIP2002
FRIENDSHIP2003
FRIENDSHIP2003A
GERRA2006

Design: non-RCT
Intervention/comparisons: not relevant [matching versus not matching
offender to probation officer]; data: not extractable
Design: non-RCT
Design: non-RCT
Design: non-RCT
Population: bipolar disorder
Method: drop out > 50% in treatment group
Design: no comparison group
Design: non-RCT
Population: Not elevated levels of anger
Design: non-RCT
Design: non-RCT
Design: not a clinical trial
Intervention/comparison: not relevant
Design: non-RCT
Population: learning diability (<70)
Design: non-RCT
Method: looks at implementation but not the effects of implementation
Data: number of non-completers unclear so cannot do ITT analysis
Design: non-RCT
Data: none reported
Data: none on post-intervention
Population: frontal lobe dysfunction; design: non-RCT
Design: non-RCT
Population: Sex offenders
Population = sex offenders
Design: non-RCT
HAGILIASSIS2005
HALL2004
HARENKO1992
HEDDERMAN1996
HENNING1996
HOLLIN1986
HOLLIS2007
HOMANTB1976
HUGHEY1996
JOHNSON2001
KOWNACKI1995
LAMBIE2003
LARSON1989
LION1979
LITTLE1993
MANN2004
MARQUES2005
MARQUIS1996
MARTIN1995A
MATTES1990
MAYFIELD2008
MONNELLY2003
MONTGOMERY
MOTUIK1996
PALAMARA1986
PELISSIER2001
PHIPPS2003
POLASCHEK2005
PORPORINO1991
PORPORINO2002
PUGH1993
RATEY1992
RAYNOR1995
REIST2003
SHEARD1971
SOHANPAL2007
SONG1994
SORGI1992
STANFORD2001
STERMAC1986
TENNANT1998
Population: has significant physical impariment

Design: non-RCT
Population: Alzheimer's disease
Design: non-RCT; comparison: no attempt to match for risk
Design: non-RCT
Method: N is equal or less than 10 in group
Comparison: no useable group
Method: number of participants in intervention and/or control = 10 or
less
Population: not all offenders
Method: N<10
Data: none reproted
Design: non-RCT
Comparison: not untreated
Population: Sex offenders
Data: not reported for intervention/comparison
less
Data: reported for both randomised and non-randomised patients
Intervention: unclear; population: unclear (may be SMI).
Data: not extracatable
Quality: no information on comparison group
less
Design: non-RCT
Outcome: data reported as estimates and no details are given on how
they were derived.
Comparison: none
Data: non-RCT
Design: non-RCT
Design: non-RCT
Outcomes: not relevant; data: not extractable
Population: includes schizophrenia
Design: non-RCT
Design: non-RCT
Data: missing
Population: learning disability (<70)
Data: only estimated not observed
Population: chronic psychotics; outcomes: not relevant
Data: does not report pre-crossover data
Comparison group: none
VOLAVKA1990
WALTERS1999
WATT1998
WHITE1985
WORMITH1984
ZARCONE2001
ZISOOK1978
Population: includes schizophrenia

Non-RCT
Population: <18 years old; learning disability ranging from moderate to
predominant
Population: mixed child and adult population; learning disabilitily (<70)
Population: does not have elevated ASPD construct

ARMSTRONG2003

Armstrong, T.A. (2003) The effect of moral reconation therapy on the recidivism of youthful offenders: a randomized experiment. Criminal Justice and Behaviour, 30, 668-687.
COCCARO1997A

Coccaro, E.F. & Kavoussi, R.J. (1997) Fluoxetine and impulsive aggressive behavior in personality-disordered subjects. Archives of General Psychiatry, 54, 1081-1088.
GOTTSCHALK1973

Gottschalk, L.A., Covi, L. & Uliana, R. (1973) Effects of diphenylhydantoin on anxiety and hostility in institutionalized prisoners. Comprehensive Psychiatry, 14, 503-511.
HOLLANDER2003

Hollander, E., Tracy, K.A., Swann, A.C., et al. (2003) Divalproex in the treatment of impulsive aggression: efficacy in cluster B personality disorders. Neuropsychopharmacology, 28, 1186-1197.
JOHNSON1995

Johnson, G. & Hunter, R.M. (1995) Evaluation of the specialized drug offender program. In Thinking Straight: The Reasoning and Rehabilitation Program for Delinquency Prevention and Offender
Rehabilitation (eds. R.R. Ross & R.D. Ross), pp. 214-234. Ontario: Air Training and Publications.
LIAU2004

Liau, A.K., Shively, R., Horn, M., et al. (2004) Effects of psychoeducation for offenders in a community correctional facility. Journal of Community Psychology, 32, 543-558.
MATTES2005

Mattes, J.A. (2005) Oxcarbazepine in patients with impulsive aggression: a double-blind, placebo-controlled trial. Journal of Clinical Psychopharmacology, 25, 575-579.
MATTES2008

Mattes, J.A. (2008) Levetiracetam in patients with impulsive aggression: a double-blind, placebo-controlled trial. Journal of Clinical Psychiatry, 69, 311-315.
NICKEL2005B

Nickel, M.K., Nickel, C., Kaplan, P., et al. (2005B) Treatment of aggression with topiramate in male borderline patients: a double-blind, placebo-controlled study. Biological Psychiatry, 57, 495-499.
PORPORINO1995
Robinson, D. (1995) The Impact of Cognitive Skills Training on Post-Release Recidivism Among Canadian Federal Offenders. Ottawa: Correctional Service Canada.
*Porporino, F.J. & Robinson, D. (1995) An evaluation of the Reasoning and Rehabilitation programme with Canadian federal offenders. In Thinking Straight: The Reasoning and Rehabilitation
Program for Delinquency Prevention and Offender Rehabilitation (eds. R. R. Ross & R. D. Ross), pp. 155-193. Ontario: Air Training and Publications.
ROSS1988

Ross, R.R., Fabiano, E.A. & Ewles, C.D. (1988) Reasoning and Rehabilitation. International Journal of Offender Therapy and Comparative Criminology, 32, 29-35.
SHEARD1976

Sheard, M.H., Marini, J.L., Bridges, C.I., et al. (1976) The effect of lithium on impulsive aggressive behavior in man. American Journal of Psychiatry, 133, 1409-1413.
STANFORD2005

Stanford, M.S., Helfritz, L.E. & Conklin, S.M. (2005) A comparison of anticonvulsants in the treatment of impulsive aggression. Experimental and Clinical Psychopharmacology, 13, 72-77.
VAN VOORHIS2004
(Unpublished and Published Data)

Van Voorhis, P.V., Spruance, L.M., Ritchey, P.N., et al. (2004) The Georgia cognitive skills experiment: a replication of Reasoning and Rehabilitation. Criminal Justice and Behavior, 31, 282-305.
VANNOY2004

Vannoy, S.D & Hoyt, W.T. (2002) Evaluation of an anger therapy intervention for incarcerated adult males. Journal of Offender Rehabilitation, 39, 39-57.
ANDERSON2002

Anderson, J.L. (2003) Overview of the Illinois DOC high-risk parolee re-entry program and 3-year recidivism outcomes of program participants. Cognitive-Behavioral Treatment Review, 11, 4-6.
BARKWELL1976

Barkwell, L.J. (1976) Differential treatment of juveniles on probation: an evaluative study. Canadian Journal of Criminology and Corrections, 18, 363-378.
BARO1999

Baro, A.L. (1999) Effects of a cognitive restructuring program on inmate institutional behavior. Criminal Justice and Behavior, 26, 466-484.
BELLUS1999
Bellus, S.B., Vergo, J.G. Kost, P.P., et al. (1999) Behavioral rehabilitation and the reduction of aggressive and self-injurious behaviors with cognitively imparired, chronic psychiatric inpatients.
Psychiatric Quarterly, 70, 27-37.
BONTA2000

Bonta, J., Wallace-Capretta, S. & Rooney, J. (2000) A quasi-experimental evaluation of an intensive rehabilitation supervision program. Criminal Justice and Behavior, 27, 312-329.
BRICK1962

Brick, H., Doub, W.H. & Perdue, W.C. (1966) Effects of amitriptyline on depressive and anxiety states in penitentiary inmates. Diseases of the Nervous System, 23, 572-578.
BUCKLEY2007

Buckley, P.F., Paulsson, B. & Brecher, M. (2007) Treatment of agitation and aggression in bipolar mania: efficacy of quetiapine. Journal of Affective Disorder, 100, S33-S43.
BURKE2003

Burke, C., Keaton, S. & Pennell, S. (2003) Addressing the Gender-Specific Needs of Girls: an Evaluation of San Diego's WINGS Program. San Diego: San Diego's Regional Planning Agency.
BURNETTE2003

Burnette, K.D., Swan, S., Robinson, K.D., et al. (2003) Effects of MRT on male juvenile offenders participanting in a therapeutic community. Cognitive-Behavioral Treatment Review, 12, 2-5.
BURNETTE2004

Burnette, K.D., Swan, E.S., Robinson, K.D., et al. (2004) Treating youthful offenders with moral reconation therapy: a recidivism and pre-posttest analysis. Cognitive Behavioral Treatment Review,
3/4, 14-15.
BURNETTE2004A

Burnette, K.D., Leonard, A., Robinson, K.D., et al. (2004) Outcome study on the Tennessee Prison for Women Therapeutic Community Program utilizing moral reconation therapy . CognitiveBehavioral Treatment Review, 13, 1-5.
BURNETTE2005

Burnette, K.D., Prachniak, K.J., Leonard, A., et al. (2005) Effects of moral reconation therapy on female felony offenders in a prison-based therapeutic community. Cognitive-Behavioral Treatment
Review, 14, 1-4.
CAHILL2003
Cahill, S.P., Rauch, S.A., Hembree, E.A., et al. (2003) Effect of cognitive-behavioral treatment for PTSD on anger. Journal of Cognitive Psychotherapy: An International Quarterly, 17, 113-129.
CANN2003

Cann, J., Falshaw, L., Nugent, F., et al. (2003) Understanding What Works: Accredited Cognitive Skills Programmes for Adult Men and Young Offenders. Home Office Research Findings Number
226. London: Home Office.
CANN2006

Cann, J. (2006) Cognitive Skills Programmes: Impact on Reducing Reconviction Among a Sample of Female Prisoners. Home Office Researh Findings 276. London: Home Office.
CHEREK2002

Cherek, D.R., Lane, S.D., Pietras, C.J. (2002) Effects of chronic paroxetine administration on measures of aggressive and impulsive responses of adult males with a history of conduct disorder.
Psychopharmacology, 159, 266-274.
COOPER2006

Cooper, C., Eslinger, D.M. & Stolley, P.D. (2006) Hospital-based violence intervention programs work. The Journal of Trauma, 61, 534-539.
CORTONI2006

Cortoni, F. Nunes, K. & Latendresse, M. (2006) An Examination of the Effectiveness of the Violence Prevention Program. Canada: Correctional Service of Canada.
CRAFT1987

Craft, M., Ismail, I. A., Krishnamurti, D., et al. (1987) Lithium in the treatment of aggression in mentally handicapped patients: a double-blind trial. British Journal of Psychiatry, 150, 685-689.
DAVIS1976

Davis, E.D., Sturgis, D.K. & Braswell, M.C. (1976) Effects of systematic human relations training on inmate participants. Rehabilitation Counseling Bulletin, 20, 105-109.
DEMARET1991

De Maret, W.F.N. (1991) Time to think: social/cognitive skills programming in transition in New Mexico. Journal of Correctional Education, 42, 107 -110.
DOWDEN1999

Dowden, C. & Serin, R. (2001) Anger Management Programming for Offenders: the Impact of Program Performance measures. Canada: Correctional Service Canada.
*Dowden, C., Blanchette, K. & Serin, R. (1999) Anger management programming for federal male inmates: an effective itnervention. Canada: Correctional Service Canada.
FALSHAW2003

Falshaw, L., Friendship, C., Travers, R., et al. (2003) Searching for 'What Works': An Evaluation of Cognitive Skills Programmes. Home Office Research Findings No. 206. London: Home Office.
FINN1998

Finn, P. (1998) The Delaware Department of Correction Life Skills Program. National Institute of Justice.
FLECK2001

Fleck, D., Thompson, C.L. & Narroway, L. (2001) Implementation of the problem solving skills training programme in a medium secure unit. Criminal Behaviour and Mental Health, 11, 262-272.
FOSTER1989

Foster, H.G., Hillbrand, M. & Chi, C.C. (1989) Efficacy of carbamazepine in assaultive patient with frontal lobe dysfunction. Progress in Neuro-Osychopharmacology and Biological Psychiatry, 13,
865-874,
FRIENDSHIP2002

Friendship, C., Blud, L., Erikson, M., et al. (2003) Cognitive-behavioral treatment for imprisoned offenders: an evaluation of HM Prison Service's cognitive skills programmes. Legal and
Criminological Psychology, 8, 103-114.
*Friendship, C., Blud, L., Erikson, M & Travers, R., et al. (2002) An Evaluation of Cognitive Behavioural Treatment for Prisoners. Home Office Research Report Findings 161. London: Home Office.
FRIENDSHIP2003

Friendship, C., Mann, R. & Beech, A. (2003) The Prison-Based Sex Offender Treatment Programme - An Evaluation. Home Office Research Findings 205. London: Home Office.
FRIENDSHIP2003A

Friendship (2003A) The Prison-Based Sex Offender Treatment Programme - An Evaluation. Home Office Research Findings Number 205. London: Home Office.
GERRA2006

Gerra, G., Petta, Di G., D'Amore, A., et al. (2006) Effects of olanzapine on aggressiveness in heroin dependent patients. Progress in Neuro-Psychopharmacology & Biological Psychiatry, 30, 12911298.
HAGILIASSIS2005
Hagiliassis, N., Gulbenkoglu, H., Young, S., et al. (2005) The anger management project: a group intervention for anger in people with physical and multiple disabilities. Journal of Intellectual and
Development Disability, 30, 86-96.
HALL2004

Hall, E.A., Prendergast, M.L., Wellisch, J. (2004) Treating drug-abusing women prisoners: an outcomes evaluation of the Forever Free Program. The Prison Journal, 84, 81-105.
HARENKO1992

Harenko, A., Elovaara, S., Hagert, G.U., et al. (1992) Zuclopenthixol and thioridazine in the treatment of aggressive, elderly patients: a double-blind, controlled, multicentre study. International
Journal of Geriatric Psychiatry, 7, 369-375.
HEDDERMAN1996

Hedderman, C. & Sugg, D. (1996) Does Teating Sex Offenders Reduce Reoffending? Home Office Research Findings Number 45. London: Home Office.
HENNING1996

Bush, J. (1995) Teaching self-risk management to violent offenders. In What Works: Reducing Reoffending (ed. J McGuire), pp. 139-154. Chichester, UK: John Wiley & Sons.
*Henning, K. & Frueh, B.C. (1996) Cognitive-behavioral treatment of icnarcerated offenders: An evaluation of the Vermont Department of Corrections' cognitive self-change program. Criminal
Justice and Behavior, 23, 523-541.
HOLLIN1986

Hollin, C.R., Huff, G.J.H., Clarkson, R., et al. (1986) Social skills training with young offenders in a borstal: an evaluative study. Journal of Community Psychology, 14, 289-299.
HOLLIS2007

Hollis, V. (2007) Reconviction Analysis of Programme Data Using Interim Accredited Programmes Software (IAPS). RDS NOMS Research and Evaluation. London: National Probation Service.
HOMANTB1976

Homant, R.J. (1976) Therapy effectiveness in a correctional institution. Offender Rehabilitation, 1, 101-113.
HUGHEY1996

Hughey, R. & Klemke, L.W. (1996) Evaluation of a jail-based substance abuse treatment program. Federal Probation, 60, 40-44.
JOHNSON2001
Johnson, S.L., Van de Ven, J.T.C. & Grant, B.A. (2001) Institutional Methadone Maintenance Treatment: Impact on Release Outcome and Institutional Behaviour. Addictions Research Centre.
Research Branch Correctional Service Canada.
KOWNACKI1995

Kownacki, R.J. (1995) The effectiveness of a brief cognitive-behavioral program on the reduction of antisocial behaviour in high-risk adult probationers in a Texas community. In Thinking Straight:
The Reasoning and Rehabilitation Program for Delinquency Prevention and Offender Rehabilitation (eds. R. Ross & R. Ross), pp. 249-257. Ontario: Air Training and Publications.
LAMBIE2003

Lambie, I.D. & Stewart, M.W. (2003) Community Solutions for the Community's Problem: an Outcome Evaluation of Three New Zealand Community Child Sex Offender Treatment Programmes.
Wellington, New Zealand: Department of Corrections.
LARSON1989

Larson, K.A. (1989) Problem-solving training and parole adjustment in high-risk young adult offenders. The Yearbook of Correctional Education, 279-299.
LION1979

Lion, J.R. (1979) Benzodiazepines in the treatment of aggressive patients. Journal of Clinical Psychiatry, 40, 70-71.
LITTLE1993

Little, G.L. Robinson, K.D. & Burnette, K.D. (1993) Cognitive behavioral treatment of felony drug offenders: a five-year recidivism report. Psychological Reports, 73, 1089-1090.
MANN2004

Mann, R.E., Webster, S.D., Schofield, C., et al. (2004) Approach versus avoidance goals in relapse prevention with sexual offenders. Sexual Abuse: a Journal of Research and Treatment, 16, 65-75.
MARQUES2005

Marques, J.K., Wiederanders, M., Day, D.M., et al. (2005) Effects of a relapse prevention program on sexual recidivism: final results from California's sex offender treatment and evaluation project
(SOTEP). Sexual abuse: a Journal of Research and Treatment, 17, 79-107.
MARQUIS1996

Marquis, H.A., Bourgon, G.A., Armstrong, B., et al. (1996) Reducing recidivism through institutional treatment programs. Forum on Corrections Research, 8, 3-5.
MARTIN1995A

Martin, A. & Hernandez, B. (1995) PEIRS: the efficacy of a multifaceted cognitive program for prison inmates. In Thinking Straight: The Reasoning and Rehabilitation Program for Delinquency
Prevention and Offender Rehabilitation (eds. R. Ross & R. Ross), pp. 289-409. Ontario: Air Training and Publications.
MATTES1990

Mattes, J.A. (1988) Carbamazepine vs. propranolol for rage outbursts. Psychopharmacology Bulletin, 24, 179-182.
Mattes, J.A. (1990) Comparative effectiveness of carbamazepine and propranolol for rage outbursts. Journal of Neuropsychiatry, 2, 159-164.
MAYFIELD2008

Mayfield, J. & Lovell, D. (2008) The dangerous mentally ill offender program: three-year felony recidivism and cost effectiveness. Oylmpia: Washington State Institute for Public Policy.
MONNELLY2003

Monnelly, E.P., Ciraulo, D.A., Knapp, C. (2003) Low-dose risperidone as adjunctive therapy for irritable aggression in posttraumatic stress disorder. Journal of Clinical Psychopharmacology, 23, 193196.
MONTGOMERY

Montgomery House. Montgomery House Violence Prevention Programme: Referral Package . Hamilton, New Zealand: Montgomery House.
MOTUIK1996

Motuik, L., Smiley, C. & Blanchette, K. (1996) Intensive programming for violent offenders: a comparative investigation. Forum on Corrections Research, 8, 10-12.
PALAMARA1986
Palamara, F., Cullen, F.T. & Gersten, J.C. (1986) The effect of police and mental health intervention on juvenile deviance: specifying contingencies in the impact of formal reaction. Journal of Health
and Social Behavior, 27, 90-105.
PELISSIER2001

Pelissier, B., Rhodes, W., Saylor, W., et al. (2001) TRIAD drug treatment evaluation project. Federal Probation, 65, 3-7.
PHIPPS2003

Phipps, P. & Gagliardi, G.J. (2003) Washington's Dangerous Mentally Ill Offender Law: Program Selection and Services. Washington: Washington State Institute for Public Policy.
POLASCHEK2005

Polaschek, D.L.L., Wilson, N.J., Townsend, M.R., et al. (2005) Cognitive-behavioral rehabilitation for high-risk violent offenders: an outcome evaluation of the violence prevention unit. Journal of
Interpersonal Violence, 20, 1611-1627.
PORPORINO1991

In Thinking Straight: The reasoning and rehabilitation program for delinquency prevention and offender rehabilitation. (eds. R. Ross & R. Ross), pp. 261-286. Ontario: Air Training and Publications.
Porporino, F.J., Fabiano, E.A. & Robinson, D. (1991) Focusing on Successful Reintegration: Cognitive Skills Training for Offenders. In Thinking Straight: The Reasoning and Rehabilitation Program
for Delinquency Prevention and Offender Rehabilitation (eds R. Ross & R. Ross), pp. 261-286. Research and Statistics Branch: The Correctional Serivce Canada.
PORPORINO2002

Porporino, F.J., Robinson, D., Millson, B. et al. (2002) Treatment of substance users in controlled environments: an outcome of prison-based treatment programming for substance users. Substance
Use and Misuse, 37, 1047-1077.
PUGH1993

Pugh, D.N. (1993) The effects of problem-solving ability and locus of control on prisoner adjustment. International Journal of Offender Therapy and Comparative Criminology, 37, 163-176.
RATEY1992

Rately, J.J., Sorgi, P., O'Driscoll, G.A., et al. (1992) Nadolol to treat aggression and psychiatric symptomatology in chronic psychiatric inpatients: a double-blind, placebo-controlled study. Journal of
Clinical Psychiatry, 53, 41-46.
RAYNOR1995

Knott, C. (1995) The STOP programme: Reasoning and Rehabilitation in a British setting. In What Works: Reducing Reoffending (ed. J. McGuire), pp. 115-126. Chichester, UK: John Wiley & Sons.
*Raynor, P., Sutton, D. & Vanstone, M.(1995) The STOP program. In Thinking Straight: The Reasoning and Rehabilitation Program for Delinquency Prevention and Offender Rehabilitation (eds. R.
Ross & R. Ross), pp. 261-286. Ontario: Air Training and Publications.
REIST2003

Reist, C., Nakamura, K., Sagart, E., et al. (2003) Impulsive aggressive behavior: open-label treatment with citalopram. Journal of Clinical Psychiatry, 64, 81-85.
SHEARD1971

Sheard, M.H. (1971) Effect of lithium on human aggression. Nature, 230, 113-114.
SOHANPAL2007

Sohanpal, S.K., Thomas, C., Soni, R. (2007) The effectiveness of antidepressant medication in the management of behavior problems in adults with intellectual disabilities: a systematic review.
Journal of Intellectual Disability Research, 51, 750-765.
SONG1994

Song, L. & Lieb, R. (1994) Preliminary Recidivism Rates: the Twin Rivers Sex Offender Treatment Program (Revised). Washington: Washingon State Institute for Public Policy.
SORGI1992

Sorgi, P., Ratey, J., Knoedler, D., et al. (1992) Depression during treatment with beta-blockers: results from a double-blind placebo-controlled study. Journal of Neuropsychiatry, 4, 187-189.
STANFORD2001

Houston, R.J. & Stanford, M.S. (2006) Characterization of aggressive behavior and phenytoin response. Aggressive Behavior, 32, 38-43.
*Stanford, M.S., Houston, R.J., Mathias, C.W., et al. (2001) A double-blind placebo-controlled crossover study of phenytoin in individuals with impulsive aggression. Psychiatry Research, 103, 193203.
STERMAC1986

Stermac, L.E. (1986) Anger control treatments for forensic patients. Journal of Interpersonal Violence, 1, 446-457.
TENNANT1998

Tennant, A. & Hughes, G. (1998) 'Men talking' about dysfunctional masculinity: an innovative approach to working with aggressive, personality disordered offender patients. Psychiatric Care, 5, 9299.
VOLAVKA1990

Volavka, J., Crowner, M., Brizer, D. (1990) Tryptophan treatment of aggressive psychiatric inpatients. Society of Biological Psychiatry, 28, 728-732.
WALTERS1999

Walters, G.D. (1999) Short-term outcome of inmates participating in the lifestyle change program. Criminal Justice and Behavior, 26, 322-337.
WATT1998

Watt, B.D. & Howells, K. (1998) Skills training for aggression control: evaluation of an anger management programme for violent offenders. Legal and Criminological Psychology, 4, 285-300.
WHITE1985

White, T.J.R. & Aman, M.G. (1985) Pimozide treatment in disruptive severely retarded patients. Australian and New Zealand Journal of Psychiatry, 19, 92-94.
WORMITH1984

Wormith, J.S. (1984) Attitude and behavior change of correctional clientele. Criminology, 22, 595-618.
ZARCONE2001

Zarcone, J.R., Hellings, J.A., Crandall, K., et al. (2001) Effects of risperidone on aberrant behavior of persons with developmental disabilities: I. a double-blind crossover study using multiple
measures. American Journal on Mental Retardation, 106, 525-538.
ZISOOK1978
Zisook, S., Rogers, P.J., Faschingbauer, T.R., et al. (1978) Absence of hostility in outpatients after administration of halazepan - a new benzodiazepine. The Journal of Clinical Psychiatry, 75, 683-686.
Characteristics Table for The Clinical Question: What are the best interventions for offenders with
substance misuse problems?
Appendix 15d

Cognitive behavioural intervention
versus control
AUSTIN1997
DUGAN1998
JOHNSON1995
KINLOCK2003

Methods
Participants
Outcomes
Interventions
AUSTIN1997
Study Type: RCT
Blindness: Open
Followup: 1-year
Setting: US, San Francisco, San Jose,
Oakland, Santa Rosa
n= 135
Age: Mean 36
Sex: all males
Diagnosis:
100% Offenders
Data Used
Recidivism (12 months)
Notes: TAKEN AT: recidivism data collected 1year termination from both programmes.
RECIDIVISM: number of arrests.
Group
N= 70
Reasoning and Rehabilitation - Bi-weekly

session for 20 weeks. Delivered by
probation. Group therapy.
Group
N= 65
Drug treatment programme - 3 phases

each with a 4 month duration. Random
urine tests. Weekly substance abuse
counselling meetings. Individualised
treatment plan.
Exclusions: - Male offenders who were neither sentenced to

probation or released from prison with the mandatory
condition that they participate in drug treatment.
Notes: Drug offenders; 41% for treatment and 44% for
control had offences for drug-related crimes with robbery as
the second most common offence. Participants were
mandated for drug treatment through testing rather than
specific drug related offences.
Baseline: No significance test reported; participants similar
at pre-assessment.

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.7 Well covered
1.8 Not applicable
2.1 +
DUGAN1998
Study Type: RCT
Blindness: Open
Setting: US
Prison (maximum security)
Info on Screening Process: Details not reported
n= 117
Age: Mean 30
Diagnosis:
100% Offenders
Exclusions: Inmates who did not indicate alcohol drug
dependency
Baseline: Data on afe, education, primary drug use was
Data Used
Offences, mean number
Notes: TAKEN AT: pre- and 2 year follow-up.
DROP OUTS: none reported
Group
N= 61
Cognitive and behavioural - Cognitive

based therapy based on therapeutic
communities and cognitive skills training
within rational emotive therapy. Group
therapy. Deconditioning, cognitive
restructuring, alternating behaviours.
Group
N= 56
TAU - Treatment as usual in prison

services.
Notes
only available for treatment group.

1.4 Not addressed
1.8 Not reported
1.10 Not applicable
JOHNSON1995
Study Type: RCT
Blindness: Open
Duration (days):
Followup: 4-month
Setting: Probation
n= 134
Age:
Sex: all males
Diagnosis:
Data Used
Group 1 N= 47
Revocations/absconsions
Cognitive skills - Specialised Drug
Notes: TAKEN AT: 8-months, average (includes
Offender Programme = drug offenders
intervention time i.e. since intake into
probation programme with max caseload
programme).
of 50 + cognitive model (group therapy,
35 sessions x 2 hour).
Exclusions: Those not referred after intial drug screening for

Addiction Severity Index diagnosis whose drug problem
score was not 5+
Group
N= 51
Specialized drug offender program - drug

offenders probation programme with max
caseload of 50. No additional training.
Group
N= 36
TAU - Regular probation services;

caseload of 160.

1.1 Well covered
1.3 Not addressed
1.4 Not addressed
1.6 Not addressed
1.8 [Not reported]
1.9 Not addressed
1.10 Not applicable
2.1 +
KINLOCK2003
Study Type: RCT
Blindness: Open
Duration (days):
Setting: US
Prison
Info on Screening Process: 188 entered the
study, 96% of eligible participants provided
consent
n= 170
Age:
Diagnosis:
100% Offenders
Exclusions: - did not have a history of drug abuse
- pre-release status not between 6 to 9 months to serve
before parole
- did not have at least 1 year parole supervision following
release
- not a resident in Baltimore City following release
Baseline: No significant differences at baseline

Data Used
Group
N= 88
Cognitive and behavioural - Individual

therapy. Target irrational beliefs and
maladaptive behaviour. Skills training. 6
months weekly interventions, 60 minutes.
Group
N= 82
Control - Attention control - brief

counselling sessions, monthly, 30 minute
sessions. Passive therapist.

1.4 Not addressed
1.5 Not addressed
1.8 Not reported
1.10 Not applicable

Reference ID
EASTON2007

Domestic violence.

AUSTIN1997

Austin, J., Robinson, B., Elms, B., et al. (1997) The evaluation of two models of treating sentenced federal drug offenders in the community. International Journal of Offender Rehabilitation and
Comparative Criminology, 36, 247-262.
DUGAN1998

Dugan, J.R. & Everett, RS. (1998) An experimental test of chemical dependency therapy for jail inmates. International Journal of Offender Therapy and Comparative Criminology, 42, 360-368.
JOHNSON1995

Johnson, G. & Hunter, R.M. (1995) Evaluation of the specialized drug offender program. In Thinking Straight: The Reasoning and Rehabilitation Program for Delinquency Prevention and Offender
Rehabilitation (eds. R.R. Ross & R.D. Ross), pp. 214-234. Ontario: Air Training and Publications.
KINLOCK2003

Kinlock T.W., O'Grady, K.E. & Hanlon, T.E. (2003) The effects of drug treatment on institution behavior. The Prison Journal, 83, 257-276.

EASTON2007

Easton, C., Mandel, D., Babuscio, T. (2007B) Differences in treatment outcome between male alcohol dependent offenders of domestic violence with and without positive drug screens. Addictive
Behaviors, 32, 2151-2163.
*Easton, C.J., Mandel, D.L., Hunkele, K.A., et al. (2007) A cognitive behavioral therapy for alcohol-dependent domestic violence offenders: an integrated substance abuse-domestic violence treatment
approach (SADV). The American Journal on Addictions, 16, 24-31.
Characteristics Table for The Clinical Question: Are therapeutic communities (TCs) more effective than
control in the treatment of antisocial personality disorder?
Appendix 15e

Therapeutic communities versus control
NIELSEN1996
SACKS2004
WEXLER2004

Methods
Participants
Outcomes
Interventions
NIELSEN1996
Study Type: RCT
Type of Analysis: Did not included LTF
Blindness: Open
Followup: 12 months
Setting: US
n= 689
Age:
Data Used
incarceration

Diagnosis:
92% Substance Abuse
Group
Group
Exclusions: - not in prison or eligible for release

- no history of drug use
N= 248
Therapeutic Communities - CREST 1

month orientation; 2 months treatment
(individual and group counselling); 3
months work release. Continual group
meetings.
2
N= 441
Control - Standard care with outpatient

conventional work release programme

1.4 Not addressed
1.5 Not addressed
1.8 Not reported
1.10 Not applicable
Study Quality: +
SACKS2004
Study Type: RCT
Duration (days):
Setting: US
n= 139
Age: Mean 34
Sex:
Diagnosis:
100% Substance misuse by DSM-III-R
37% ASPD

Info on Screening Process: 236 male inmates
randomly assigned to modified TC or mental
health treatment; 51 crossover cases excluded
from analysis.

Exclusions: - Not an inmate with a dual diagnosis

- Inmates who presented a clear danger to themselves or
others
Notes: non-alcohol substance misuse
Data Used
incarceration
Group
N= 92
Therapeutic Communities - psychoeducation, cognitive behavioural,

medication. 12 months, 5 days per week,
4-5 hours per day. Plus aftercare: 3-7
days per week, 305 hours per day over 6months. Bi-weekly supervision.
Group
N= 93
Control - Standard care: medication,

individual therapy and counselling,
substance misuse services.
Notes
1.4 Not addressed

1.5 Not addressed
1.8 Not reported
1.10 Not applicable
Study Quality: +
WEXLER2004
Study Type: RCT
n= 715
Sex: all males
Diagnosis:
95% Substance Abuse by DSM-IIIR
Duration (days):
Followup: 12 months
Data Used
Incarceration, any (12 months)
Group
Group
Setting: US
Info on Screening Process: 715 male inmate

volunteers
N= 425
Therapeutic Communities - 3-phases: 1.

orientation, planning, treatment goals; 2.
counselling; 3. strengthening plan for
return to community. Plus after-care +
provided services for wives and children.
N= 290
Control - Waitlist
Exclusions: Inmates convicted of arson or sexual crimes

involving minors

1.4 Not addressed
1.5 Not addressed
1.8 Not reported
1.10 Not applicable
Study Quality: +

Reference ID
GRANT2003
LAMB1974
MARCUS2001
MARSHALL1997
MARTIN1999
ORTMAN2000
RICE1992

Design: non-RCT
Design: non-RCT (participants given choice after randomisation)
Design: non-RCT; comparison: not relevant
Design: non-RCT
Design: non-RCT
Design: non-RCT
Design: non-RCT; Participants: includes schizophrenia

NIELSEN1996

Nielsen, A.L., Scarpitti, F.R. & Inciardi, J.A. (1996) Integrating the therapeutic community and work release for drug-involved offenders: the CREST program. Journal of Substance Abuse Treatment,
13, 349-358.
SACKS2004

Sacks, S., Sacks, J.Y., McKendrik, K. et al. (2004) Modified TC for MICA offenders: crime outcomes. Behavioural Science Law, 22, 477-501.
WEXLER2004

Wexler, H., DeLeon, G., Thomas, G., et al. (2004) The Amity prison TC evaluation: reincarceration outcomes. Criminal Justice and Behaviour, 26, 147-167.

GRANT2003
(Unpublished and Published Data)

Grant, B.A., Kunic, D., MacPherson, P., et al. (2003) The high intensity substance abuse program (HISAP): Results from the Pilot Programs.
LAMB1974
Lamb, R.H. & Goentzel, V. (1974) Elsworth house: a community alternative to jail. American Journal of Psychiatry, 131, 64-68.
MARCUS2001
Marcus, M.T., Fine, M. & Kouzekanani, K. (2001) Mindfulness-based meditation in a therapeutic community. Journal of Substance Misuse, 5, 305-311.
MARSHALL1997
Marshall, P. (1997) A Reconviction Study of HMP Grendon Therapeutic Community. Home Office Research Findings number 53. London: Home Office.
MARTIN1999
Martin, S.S., Butzin, C. & Saum, C.A. (1999) Three-year outcomes of therapeutic community treatment for drug involved offenders in Delaware: from prison to work release. The Prison Journal, 79,
294-320.
ORTMAN2000
Ortman, R. (2000) The effectiveness of social therapy in prison: a randomized experiment. Crime and Delinquency, 46, 214-232.
RICE1992
Rice, M.E., Harris, G.T. & Cormier, C.A. (1992) An evaluation of a maximum security therapeutic community for psychopaths and other mentally disordered offenders. Law and Human Behavior, 16,
399-412.
Characteristics Table for The Clinical Question: What pharmacological interventions are effective for
people with antisocial personality disorder and comorbid substance misuse?
Appendix 15f

Antidepressants versus placebo
Dopaminergic versus placebo
LEAL1994
POWELL1995
LEAL1994
POWELL1995

Methods
Participants
Outcomes
Interventions
Notes
LEAL1994
Study Type: RCT
n= 94
Study Description: No details on blinding

provided
Age: Mean 32

Setting: US
Outpatients
Info on Screening Process: No details provided

Diagnosis:
100% Opioid Dependence by DSM-III-R
100% Cocaine Dependence by DSM-III-R
Exclusions: -Zidovudine treatment for acquired
immunodeficiency syndrome.
-Medical contraindications (incl. asthma, renal dysfunction,
high blood pressure, diabetes).
-Current alcoholism
-Refusal to use adequate birth control
Funding: Supported by NIDA

Data Used
Group 1 N= 33
grants
Urine Toxicology Screens-Cocaine (%
Amantadine - ASPD=8; Non-ASPD=25.
negative)wk5&6
300mg once daily. Medication compliance
Urine Toxicology -Cocaine (% negative) wk10
was assured by patients taking their study
& 12
medication & daily dose methadone under
nursing supervision. Patients who missed
Completors
their study medications for 3 consecutive
Money ($) for cocaine wk 12
days were removed from study
Group 2 N= 30
Client-centered counselling - ASPD=7;
Data Not Used
Non-ASPD=23. 150mg once daily.
Urine Toxicology Screens-Cocaine (%
Medication compliance was assured by
negative) wk2
patients taking their study medication &
Notes: Treatment is for cocaine dependency
daily dose methadone under nursing
TAKEN AT: Urines= 1st 2wks, wk5 & 6, last
supervision. Patients who missed their
2wks; Money=wk1, wk6, wk12
study medications for 3 consecutive days
DROP OUTS: 42% (62.5% in amantadine gp;
were removed from study
29% in desipramine gp; 25 % in Placebo)
Group 3 N= 31
Notes: 4 patients who met criteria for ASPD plus dysthymia

were included in the non-ASPD group (diagnosis of
depression has been reported to favourably affect the
treatment outcomes of patients with ASPD).
Placebo - ASPD=4; Non-ASPD=27.

Medication compliance was assured by
patients taking their study medication &
daily dose methadone under nursing
supervision. Patients who missed their
study medications for 3 consecutive days
were removed from study
Subgroup analysis for ASPD & non-ASPD participants

Baseline: ASPD and non-ASPD participants did not differ
significantly in demographics, treatment characteristics or
drug use at baseline.

1.1 Well covered
1.2 Not reported
1.3 Not reported
1.4 Well covered
1.5 Well covered
1.7 Well covered
1.8 42% (62.5% in amantadine gp; 29% in desipramine gp; 25 % in PLB)
1.9 Not reported
1.10 Not applicable
2.10 +
POWELL1995
Study Type: RCT
n= 99
Study Description: *DATA NOT EXTRACTABLE
Age: Mean 41
Sex: all males
Diagnosis:
Data Used
Problem Behaviour CL (from PDI-R)
Symptom CL-90 (general severity index)
Symptom CL-90 (anxiety)
Symptom CL-90 (depression)
Funding: supported by a
1 N= 34
grant from the National
Bromocriptine (dopamine receptor
Institute of Alcohol Abuse
agonist) - The first 21 days were
inpatients, hospitalisation: educational & and Alcoholism.
remotivational treatment programme. The
Group

Setting: US
Inpatient (21 days) & outpatient
Notes: Details of randomisation not reported
Info on Screening Process: 216 were recruited
but info only provided on the 99 completers
Diagnosis:
30% Alcoholics without other Axis I disorder or
ASPD by DSM-IIIR
40% Alcoholics with axis I disorder without

ASPD by DSM-IIIR
30% Alcoholics with ASPD OR without axis I
disorder by DSM-IIIR
Exclusions: -Presence of a medical condition contraindicting
the use of tricyclic antidepressant drugs or bromocriptine.
-Receiving other psychotropic medications.
-Lived >150 miles from the medical centre.
Notes: Participants were analysed according to their
diagnosis.
rest of the treatment was outpatients.

Beck Anxiety Inventory
2.5mg x 3 p/day. Dosage increased to
5mg from months 4-6.
Global Assessment Scale
Group
2 N= 34
Severity of Alcohol Dependence Questionnaire
Nortriptyline (tricylic antidepressant) - The
Clinical Rating of Drinking
first 21 days were inpatients,
Patient Rating of Drinking
hospitalisation: educational &
Alcohol Severity Scale
remotivational treatment programme.
Notes: TAKEN AT: Posttreatment & follow-up (6
Then outpatients. 25-75mg at bedtime.
months). At wks 2, 4, 6 and months 2, 3, 4 & 5
Blood levels obatained monthly: dosages
follow up vists took place where: blood samples,
were adjusted to therapeutic levels (50pill counts, medication side effects, & other
150mg/ml plasma).
medical info obtained.
Group 3 N= 31
DROP OUTS: 54% of original sample of 216.
Placebo
Sub-group analysis for ASPD

Baseline: No significant differences were found between
medication groups on any of the demographic, alcohol, or
psychiatric variables.

1.1 Well covered
1.2 Not reported
1.3 Not reported
1.4 Well covered
1.5 Well covered
1.7 Well covered
1.8 54% of original sample of 216
1.10 Not applicable
2.1 +

LEAL1994

Leal, J. Ziedonis, D., & Kosten, T. (1994) Antisocial personality disorder as a prognostic factor for pharmacotherapy of cocaine dependence. Drug and Alcohol Dependence, 35, 31-53.
POWELL1995

*Powell, B. J., Campbell, J. L., Landon, J. F., et al. (1995) A double-blind, placebo-controlled study of nortriptyline and bromocriptine in male alcoholics subtyped by comorbid psychiatric disorders.
Alcoholism: Clinical and Experimental Research, 19, 462-468.
Characteristics Table for The Clinical Question: What are the best interventions for antisocial personality disorder?
Appendix 15g

Anticonvulsant versus placebo
CBT versus treatment as usual
BARRATT1997
DAVIDSON2008

Methods
Participants
Outcomes
Interventions
BARRATT1997
Study Type: Randomised cross-over trial
n= 126
Study Description: 6-weeks in duration with a 1week washout period between weeks.
Age:

Setting: US,
Texas Prison
Info on Screening Process: Screened 613
potential inmates for aggression, 348 excluded,
172 interviewed, 150 consented, 126
completed study
Sex: all males
Data Used
Diagnosis:
Group
N= 63
Phenytoin. Mean dose 300 anticonvulsant. 200 mg a.m. and 100 mg

p.m.
Group
N= 63
Placebo
100% Offenders
Exclusions: Did not commit aggressive acts in prison: a) less
than 80 on Wechsler Adult Intelligence Scale, b) DSM-III-R
axis I disorder c) taking medication, d) neurological or other
serious medical disorder
Notes: 55% had a lifetime but not a current substance
misuse problem
Baseline: Paper does not report baseline data for treatment
versus placebo; reports only change scores

1.1 Well covered
1.2 Not reported
1.3 Not addressed
1.4 Well covered
1.5 Not reported
1.8 16%
1.9 Not addressed
1.10 Not applicable
2.1+
DAVIDSON2008
Study Type: RCT
Type of Analysis: Intention to treat
n= 52
Age: Mean 38
Sex: all males
Diagnosis:
100% ASPD by ICD-10
Setting: UK, Glasgow & London

Notes: Randomisation conducted using a webbased system. Allocation concealment not
addressed.
Info on Screening Process: 77 assessed, 25
excluded, 52 randomised.
Exclusions: - female
- did not meet critria for ASPD
- not living in the community
- negative endorsement of all items on the MacArthur
Community Violence Screening Instrument
- receiving inpatient psychiatric treatment
- receiving a systematic psychological therapy
Baseline: No significant differences at baseline
Data Used
MacArthur Community violence Screening
Instrument
NAS-PI
Group
N= 25
CBT - Cognitive formulation of their

problems. Focuses on beliefs about
self/others and behaviours that impair
social functioning. Compared 15 sessions
over 6 months with 30 sessions over 12
months. 1 hour sessions. Experienced
CBT therapists.
Notes

1.1 Well covered
1.3 Not addressed
1.5 Well covered
1.8 14.8% TAU; 20% treatment
1.10 Not addressed
2.1 +

BARRATT1997

Barratt, E.S., Stanford, M.S., Felthous, A.R., et al. (1997) The effects of phenytoin on impulsive and premeditated aggression: a controlled study. Journal of Clinical Psychopharmacology, 17, 341-349.
DAVIDSON2008

Davidson, K.M., Tyrer, P., Tata, P. et al. (2008) Cognitive behaviour therapy for violent men with antisocial personality disorder in the community: an exploratory randomized controlled trial.
Psychological Medicine, 38, 1-9.
Appendix 16: Clinical evidence forest plots

Child interventions.2
Parent interventions...5
Family interventions.12
Multi-component interventions15
Psychosocial interventions for antisocial personality disorder..20
Psychosocial interventions for symptoms and behaviours associated with antisocial personality disorder22
Adult offenders with substance misuse problems...23
Adult offenders.25
Young offenders...26
Therapeutic communities28
Pharmacological interventions for antisocial personality disorder...29
Pharmacological interventions for antisocial personality disorder comorbid with substance misuse.30
Pharmacological interventions for symptoms and behaviours associated with antisocial personality disorder.34
Antisocial personality disorder: Appendix 16
Child interventions
Figure 1: Cognitive problem-solving skills training (CPSS) versus control
Review:
Comparison:
Outcome:
ASPD: Cognitive Problem Solving Skills Training

01 CPSS vs Control
01 Behaviour (end of treament)
Study
or sub-category
Kazdin 1989
Kendall 1990:teacher
Michelson 1983
Van Manen 2004
Webster-Stratton1997
N
32
15
14
42
49
CPSS
Mean (SD)
64.20(10.80)
64.80(10.90)
19.00(11.30)
63.31(10.75)
63.69(8.67)
152
Total (95% CI)
Test for heterogeneity: Chi = 1.87, df = 4 (P = 0.76), I = 0%
Control
Mean (SD)
31
14
14
15
48
69.80(8.00)
68.60(11.30)
23.00(12.30)
63.71(7.06)
66.67(7.76)
SMD (fixed)
95% CI
Weight
%
23.55
11.14
10.77
17.27
37.27
122
100.00
-4
-2
Favours CPSS
SMD (fixed)
95% CI
-0.58
-0.33
-0.33
-0.04
-0.36
[-1.09,
[-1.07,
[-1.08,
[-0.63,
[-0.76,
-0.08]
0.40]
0.42]
0.55]
0.04]
-0.35 [-0.59, -0.10]
Favours control
Figure 2: Anger control training versus control

Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Anger Control Training

01 Anger control training vs control
01 Total behaviour problems
Anger control
Mean (SD)
01 anger control training

37
58.20(7.40)
Barkley 2000
39
8.36(2.85)
Deffenbacher 1996
18
-152.89(37.70)
Feindler 1984
20
6.50(6.50)
Lochman 1984
12
52.50(17.60)
Omizo 1988
34
0.49(0.28)
Shechtman 2000
16
1.83(0.37)
Sukhodolsky 2000
176
Subtotal (95% CI)
03 anger control training + parent
40
59.50(9.90)
Barkley 2000
48
65.60(9.00)
Lipman 2006
59
2.43(1.05)
Lochman 2002
60
-2.76(1.50)
Lochman2004
207
Subtotal (95% CI)
04 anger control training + parent (1-year follow-up)
59
4.62(2.75)
Lochman 2002
59
Subtotal (95% CI)
Test for heterogeneity: not applicable
Control
Mean (SD)
42
41
18
17
12
34
17
181
SMD (fixed)
95% CI
Weight
%
59.20(8.30)
9.93(3.12)
-135.33(34.60)
7.60(7.10)
65.60(18.60)
0.57(0.39)
2.33(0.76)
SMD (fixed)
95% CI
22.61
22.23
10.05
10.55
6.44
19.44
8.69
100.00
-0.13
-0.52
-0.47
-0.16
-0.70
-0.23
-0.81
-0.37
[-0.57,
[-0.97,
[-1.14,
[-0.81,
[-1.53,
[-0.71,
[-1.52,
[-0.58,
0.32]
-0.07]
0.19]
0.49]
0.13]
0.24]
-0.09]
-0.16]
[-0.40,
[-0.53,
[-0.15,
[-0.70,
[-0.25,
0.47]
0.27]
0.56]
0.01]
0.13]
42
48
63
63
216
59.20(8.30)
66.80(9.60)
2.22(0.97)
-2.26(1.41)
19.51
22.81
28.85
28.83
100.00
0.03
-0.13
0.21
-0.34
-0.06
63
63
4.97(2.15)
100.00
100.00
-0.14 [-0.50, 0.21]

-0.14 [-0.50, 0.21]
-4
-2
Favours AC
Favours control
Figure 3: Social skills training versus control

Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Social Skills

01 Social skills training vs Control
01 Total behaviour problems
Social skills
Mean (SD)
01 School population
40
9.33(2.90)
Deffenbacher 1996
18
-4.00(1.50)
Desbiens 2003
90
12.92(5.82)
Ison 2001
39
67.10(7.30)
Pepler 1995
187
Subtotal (95% CI)
02 Outpatient population
40
Van Manen 2004
40
Subtotal (95% CI)
66.76(9.21)
227
Total (95% CI)
Control
Mean (SD)
SMD (random)
95% CI
Weight
%
SMD (random)
95% CI
41
17
74
33
165
9.93(3.12)
-4.15(1.41)
18.01(5.21)
69.70(7.90)
21.53
15.75
24.65
20.69
82.62
-0.20
0.10
-0.91
-0.34
-0.38
15
15
68.00(1.00)
17.38
17.38
-0.15 [-0.75, 0.44]

-0.15 [-0.75, 0.44]
100.00
-0.35 [-0.73, 0.03]
180
-4
-2
Favours social skill
[-0.63,
[-0.56,
[-1.24,
[-0.81,
[-0.83,
0.24]
0.76]
-0.59]
0.13]
0.06]
Order
0
0
0
0
Favours no treatment
Parent interventions
Figure 4: Parent training programmes versus control
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Parent training

01 Parent training vs Waitlist Control
01 Total behaviour problems (end of treatment)
Parent training
Mean (SD)
01 parent
28
1.43(1.91)
Bank 1991
26
12.85(26.84)
Behan 2001
81
19.43(15.76)
Bradley 2003
12
8.33(5.84)
Connell 1997
37
12.40(7.80)
Gardner 2006
104
10.60(7.90)
Hutchings 2007
88
55.39(10.62)
Irvine 1999
19
7.11(5.29)
Kacir 1999
18
16.70(8.80)
Magen 1994: Problem
21
7.95(6.27)
Markie-Dadds 2006
16
5.69(6.71)
Martin 2003
26
61.60(11.46)
Nicholson 1999
46
113.30(23.50)
Patterson 2007
28
98.74(28.04)
Sanders 2000
65
108.38(25.59)
Sanders 2000A
73
1.16(1.25)
Scott 2001
38
0.90(0.46)
Scott 2004
46
1.90(1.50)
Stewart-Brown 2007
56
13.38(5.28)
Stolk 2008
50
2.62(2.25)
Strayhorn 1989
15
115.20(27.30)
Taylor 1998
13
6.92(4.93)
Turner 2006
20
14.49(8.60)
Turner 2007
27
31.07(18.80)
17
37.59(18.40)
59
12.34(6.41)
1029
Subtotal (95% CI)
Test for heterogeneity: Chi = 74.22, df = 25 (P < 0.00001), I = 66.3%
02 parent and child
39
1.73(0.44)
Adams 2001
40
62.10(10.00)
Barkley 2002
24
123.50(23.30)
Feinfield 2004
18
57.00(11.10)
Jouriles 2001
20
66.40(7.40)
Kazdin 1987
60
0.57(0.46)
Lochman 2004
17
125.54(21.67)
Nixon 2003
11
41.50(16.20)
20
57.05(7.66)
249
Subtotal (95% CI)
1278
Total (95% CI)
Control
Mean (SD)
SMD (random)
95% CI
Weight
%
SMD (random)
95% CI
Order
27
14
93
11
30
49
112
19
19
22
11
16
50
28
71
37
32
45
51
45
17
12
18
27
12
41
909
2.89(2.19)
4.94(31.45)
18.27(16.70)
17.73(5.20)
16.30(8.60)
14.30(8.60)
57.09(10.18)
9.11(8.18)
15.60(6.90)
14.55(7.00)
12.91(5.49)
65.00(8.30)
117.90(21.80)
108.59(33.36)
136.79(28.42)
1.87(1.25)
0.69(0.41)
2.40(1.60)
14.42(6.34)
2.36(2.37)
132.40(20.20)
8.17(4.97)
12.80(8.89)
46.48(24.60)
39.73(14.20)
17.75(6.97)
2.84
2.40
4.03
1.49
3.10
3.81
4.12
2.45
2.43
2.46
1.82
2.50
3.52
2.92
3.73
3.51
3.15
3.46
3.63
3.51
2.17
1.94
2.45
2.82
2.09
3.45
75.79
-0.70
0.27
0.07
-1.63
-0.47
-0.45
-0.16
-0.28
0.14
-0.97
-1.12
-0.32
-0.20
-0.32
-1.04
-0.56
0.47
-0.32
-0.18
0.11
-0.71
-0.24
0.19
-0.69
-0.12
-0.81
-0.36
[-1.25, -0.16]
[-0.38, 0.92]
[-0.23, 0.37]
[-2.60, -0.67]
[-0.96, 0.02]
[-0.80, -0.11]
[-0.44, 0.12]
[-0.92, 0.36]
[-0.51, 0.78]
[-1.61, -0.34]
[-1.95, -0.29]
[-0.95, 0.31]
[-0.60, 0.20]
[-0.84, 0.21]
[-1.40, -0.68]
[-0.97, -0.16]
[0.00, 0.95]
[-0.73, 0.09]
[-0.56, 0.20]
[-0.29, 0.51]
[-1.42, 0.01]
[-1.03, 0.54]
[-0.45, 0.83]
[-1.24, -0.14]
[-0.86, 0.62]
[-1.22, -0.39]
[-0.52, -0.19]
5
31
0
9
19
20
11
12
7
17
15
0
23
13
14
0
0
21
0
3
10
18
22
1
4
6
35
42
23
18
20
63
17
11
22
251
1.95(0.48)
61.80(8.50)
135.80(34.80)
60.11(10.80)
73.10(7.00)
0.56(0.51)
126.60(18.39)
60.70(33.60)
66.41(7.21)
3.22
3.36
2.70
2.38
2.39
3.76
2.33
1.73
2.35
24.21
-0.47
0.03
-0.41
-0.28
-0.91
0.02
-0.05
-0.70
-1.24
-0.39
[-0.94,
[-0.40,
[-0.99,
[-0.93,
[-1.57,
[-0.33,
[-0.72,
[-1.57,
[-1.90,
[-0.68,
4
6
8
5
2
16
7
1
3
100.00
1160
-4
-2
Favours parent
-0.01]
0.47]
0.17]
0.38]
-0.26]
0.37]
0.62]
0.17]
-0.57]
-0.11]
-0.36 [-0.51, -0.22]
Favours control
Review:
Comparison:
Outcome:

03 Behaviour (follow up)
Study
or sub-category
Bank 1991
Bodenmann 2008
Gross 1995
Irvine 1999
Jouriles 2001
Kacir 1999
Kazdin 1987
Magen 1994: Problem
Stewart-Brown 2007
N
28
48
11
104
13
19
20
18
38
Parent training
Mean (SD)
1.64(2.16)
6.70(6.50)
6.30(4.20)
0.13(0.09)
48.77(7.68)
5.79(5.85)
68.40(8.70)
13.60(8.70)
6.20(6.30)
299
Total (95% CI)
Control
Mean (SD)
26
46
6
128
17
19
20
19
41
1.56(1.65)
10.80(7.90)
4.20(3.10)
0.12(0.24)
54.38(60.94)
9.53(8.49)
78.80(6.40)
14.90(8.20)
8.80(6.50)
SMD (random)
95% CI
Weight
%
11.79
14.05
5.78
16.97
8.85
9.93
9.27
9.95
13.41
100.00
322
-4
-2
Favours parent
SMD (random)
95% CI
0.04
-0.56
0.52
0.05
-0.12
-0.50
-1.33
-0.15
-0.40
[-0.49,
[-0.98,
[-0.50,
[-0.21,
[-0.84,
[-1.15,
[-2.03,
[-0.80,
[-0.85,
0.57]
-0.15]
1.53]
0.31]
0.61]
0.14]
-0.64]
0.50]
0.04]
-0.29 [-0.58, 0.00]
Favours control
Review:
Comparison:
Outcome:
Study
or sub-category

02 Conduct/ODD specific behaviour (end of treatment)
Parent training
Mean (SD)
01 parent
28
1.43(1.91)
Bank 1991
11
3.20(0.40)
Gross 1995
104
4.10(2.30)
Hutchings 2007
118
0.16(0.11)
Irvine 1999
60
0.57(0.46)
Lochman 2004
18
16.70(8.80)
Magen 1994: Problem
46
2.00(1.50)
Patterson 2007
65
3.71(2.52)
Sanders 2000A
73
1.16(1.25)
Scott 2001
46
1.90(1.50)
Stewart-Brown 2007
56
13.38(5.28)
Stolk 2008
50
2.62(2.25)
Strayhorn 1989
675
Subtotal (95% CI)
02 parent and child
39
64.90(12.90)
Barkley 2002
24
59.90(9.70)
Feinfield 2004
63
Subtotal (95% CI)
738
Total (95% CI)
27
6
49
137
63
19
50
71
37
45
51
45
600
42
23
65
Control
Mean (SD)
SMD (random)
95% CI
Weight
%
SMD (random)
95% CI
2.89(2.19)
3.50(0.20)
4.70(2.10)
0.12(0.26)
0.56(0.51)
15.60(6.90)
2.50(1.60)
8.18(5.12)
1.87(1.25)
2.40(1.60)
14.42(6.34)
2.36(2.37)
6.33
3.17
8.21
9.03
8.10
5.51
7.63
8.03
7.64
7.54
7.85
7.63
86.66
-0.70
-0.82
-0.27
0.19
0.02
0.14
-0.32
-1.09
-0.56
-0.32
-0.18
0.11
-0.29
61.80(8.50)
65.20(12.30)
7.31
6.03
13.34
0.28 [-0.15, 0.72]

-0.47 [-1.05, 0.11]
-0.07 [-0.81, 0.67]
100.00
-0.26 [-0.48, -0.03]
665
-4
-2
Favours parent
[-1.25,
[-1.87,
[-0.61,
[-0.05,
[-0.33,
[-0.51,
[-0.72,
[-1.45,
[-0.97,
[-0.73,
[-0.56,
[-0.29,
[-0.53,
-0.16]
0.22]
0.07]
0.44]
0.37]
0.78]
0.08]
-0.73]
-0.16]
0.09]
0.20]
0.51]
-0.05]
Favours control
Review:
Comparison:
Outcome:
Study
or sub-category

08 Total behaviour problems (subgroup analysis by age)
Parent training
Mean (SD)
01 children (3-11)
48
7.90(5.10)
Bodenmann 2008
12
8.33(5.84)
Connell 1997
37
12.40(7.80)
Gardner 2006
11
6.30(4.20)
Gross 1995
104
10.60(7.90)
Hutchings 2007
21
7.95(6.27)
Markie-Dadds 2006
16
5.69(6.71)
Martin 2003
46
113.30(23.50)
Patterson 2007
28
98.74(28.04)
Sanders 2000
65
108.38(25.59)
Sanders 2000A
15
115.20(27.30)
Taylor 1998
13
6.92(4.93)
Turner 2006
20
14.49(8.60)
Turner 2007
27
31.07(18.80)
17
37.59(18.40)
59
12.34(6.41)
539
Subtotal (95% CI)
02 adolescents (12+)
28
1.43(1.91)
Bank 1991
88
55.39(10.62)
Irvine 1999
19
7.11(5.29)
Kacir 1999
135
Subtotal (95% CI)
674
Total (95% CI)
Control
Mean (SD)
SMD (random)
95% CI
Weight
%
SMD (random)
95% CI
46
11
30
6
49
22
11
50
28
71
17
12
18
27
12
41
451
12.20(5.50)
17.73(5.20)
16.30(8.60)
6.20(8.10)
14.30(8.60)
14.55(7.00)
12.91(5.49)
117.90(21.80)
108.59(33.36)
136.79(28.42)
132.40(20.20)
8.17(4.97)
12.80(8.89)
46.48(24.60)
39.73(14.20)
17.75(6.97)
6.76
2.60
5.99
2.50
7.73
4.58
3.24
7.00
5.58
7.53
3.95
3.50
4.56
5.35
3.80
6.84
81.51
-0.80
-1.63
-0.47
0.02
-0.45
-0.97
-1.12
-0.20
-0.32
-1.04
-0.71
-0.24
0.19
-0.69
-0.12
-0.81
-0.58
[-1.23,
[-2.60,
[-0.96,
[-0.98,
[-0.80,
[-1.61,
[-1.95,
[-0.60,
[-0.84,
[-1.40,
[-1.42,
[-1.03,
[-0.45,
[-1.24,
[-0.86,
[-1.22,
[-0.78,
-0.38]
-0.67]
0.02]
1.01]
-0.11]
-0.34]
-0.29]
0.20]
0.21]
-0.68]
0.01]
0.54]
0.83]
-0.14]
0.62]
-0.39]
-0.39]
27
112
19
158
2.89(2.19)
57.09(10.18)
9.11(8.18)
5.39
8.54
4.55
18.49
-0.70
-0.16
-0.28
-0.32
[-1.25,
[-0.44,
[-0.92,
[-0.64,
-0.16]
0.12]
0.36]
0.00]
100.00
609
-4
-2
Favours parent
-0.54 [-0.72, -0.36]
Favours control
Review:
Comparison:
Outcome:
Study
or sub-category

10 Total behaviour problems (subgroup analysis: level of risk)
Treatment
Mean (SD)
01 higher risk
26
61.60(11.40)
Nicholson 1999
73
1.16(1.25)
Scott 2001
38
0.90(0.46)
Scott 2004
20
66.40(7.40)
Kazdin 1987
50
2.62(2.25)
Strayhorn 1989
28
1.43(1.91)
Bank 1991
18
57.00(11.10)
Jouriles 2001
40
62.10(10.00)
Barkley 2002
17
125.24(21.67)
Nixon 2003
88
55.39(10.62)
Irvine 1999
37
12.40(7.80)
Gardner 2006
104
10.60(7.90)
Hutchings 2007
20
14.49(8.60)
Turner 2007
559
Subtotal (95% CI)
02 lower risk
48
7.90(5.10)
Bodenmann 2008
81
19.43(15.76)
Bradley 2003
56
13.38(5.28)
Stolk 2008
11
41.50(16.20)
27
12.77(8.40)
20
57.05(7.66)
39
1.73(0.44)
Adams 2001
17
37.59(18.40)
59
12.34(6.41)
18
16.70(8.80)
Magen 1994: Problem
24
123.50(23.30)
Feinfield 2004
12
8.33(5.84)
Connell 1997
15
115.20(27.30)
Taylor 1998
19
7.11(5.29)
Kacir 1999
28
98.74(28.04)
Sanders 2000
65
108.38(25.59)
Sanders 2000A
16
5.69(6.71)
Martin 2003
60
0.57(0.46)
Lochman 2004
21
7.95(6.27)
Markie-Dadds 2006
13
6.92(4.93)
Turner 2006
46
1.90(1.50)
Stewart-Brown 2007
46
113.30(23.50)
Patterson 2007
741
Subtotal (95% CI)
1300
Total (95% CI)
Control
Mean (SD)
SMD (fixed)
95% CI
Weight
%
SMD (fixed)
95% CI
16
37
32
20
45
27
18
42
17
112
30
49
18
463
65.00(8.50)
1.57(1.25)
0.69(0.41)
73.10(7.00)
2.36(2.37)
2.89(2.19)
60.11(10.80)
61.80(8.50)
126.60(18.39)
57.09(10.18)
16.30(8.60)
14.30(8.60)
12.80(8.89)
1.66
4.11
2.86
1.52
4.01
2.19
1.51
3.47
1.44
8.33
2.73
5.52
1.60
40.93
-0.32
-0.33
0.47
-0.91
0.11
-0.70
-0.28
0.03
-0.07
-0.16
-0.47
-0.45
0.19
-0.20
[-0.95, 0.31]
[-0.72, 0.07]
[0.00, 0.95]
[-1.57, -0.26]
[-0.29, 0.51]
[-1.25, -0.16]
[-0.93, 0.38]
[-0.40, 0.47]
[-0.74, 0.61]
[-0.44, 0.12]
[-0.96, 0.02]
[-0.80, -0.11]
[-0.45, 0.83]
[-0.33, -0.07]
46
93
51
11
27
22
35
12
41
19
23
11
17
19
28
71
11
63
22
12
45
50
729
12.20(5.50)
18.27(16.70)
14.42(6.34)
60.70(33.60)
19.14(7.50)
66.41(7.21)
1.95(0.48)
39.73(14.20)
17.75(6.97)
15.60(6.90)
135.80(34.80)
17.73(5.20)
132.40(20.20)
9.11(8.18)
108.59(33.36)
136.79(28.42)
12.91(5.49)
0.56(0.51)
14.55(7.00)
8.17(4.97)
2.40(1.60)
117.90(21.80)
3.67
7.33
4.51
0.87
2.11
1.47
3.04
1.19
3.79
1.56
1.95
0.69
1.26
1.59
2.34
5.05
0.94
5.21
1.61
1.05
3.80
4.04
59.07
-0.80
0.07
-0.18
-0.70
-0.79
-1.24
-0.47
-0.12
-0.81
0.14
-0.41
-1.63
-0.71
-0.28
-0.32
-1.04
-1.12
0.02
-0.97
-0.24
-0.32
-0.20
-0.44
[-1.23,
[-0.23,
[-0.56,
[-1.57,
[-1.34,
[-1.90,
[-0.94,
[-0.86,
[-1.22,
[-0.51,
[-0.99,
[-2.60,
[-1.42,
[-0.92,
[-0.84,
[-1.40,
[-1.95,
[-0.33,
[-1.61,
[-1.03,
[-0.73,
[-0.60,
[-0.54,
1192
100.00
-10
-5
Favours treatment
-0.38]
0.37]
0.20]
0.17]
-0.23]
-0.57]
-0.01]
0.62]
-0.39]
0.78]
0.17]
-0.67]
0.01]
0.36]
0.21]
-0.68]
-0.29]
0.37]
-0.34]
0.54]
0.09]
0.20]
-0.33]
-0.34 [-0.42, -0.26]
10
Favours control
Figure 5: Parent training programmes with additional intervention versus parent training programmes alone
Review:
Comparison:
Outcome:

02 Components of parent training
01 parent training + parent intervention vs parent training
Study
or sub-category
Dadds 1992
Ireland 2003
Sanders 2000A
Sanders 2000B
N
11
16
54
23
38
Treatment
Mean (SD)
15.00(6.10)
7.93(4.93)
109.15(28.80)
60.21(12.70)
57.82(9.60)
142
Total (95% CI)
Control
Mean (SD)
11
16
58
24
39
16.50(9.70)
7.50(7.00)
108.26(26.19)
67.63(10.63)
58.85(10.12)
SMD (fixed)
95% CI
Weight
%
7.62
11.13
38.94
15.53
26.77
100.00
148
-10
-5
Favours treatment
SMD (fixed)
95% CI
-0.18
0.07
0.03
-0.62
-0.10
[-1.02,
[-0.62,
[-0.34,
[-1.21,
[-0.55,
0.66]
0.76]
0.40]
-0.04]
0.34]
-0.12 [-0.35, 0.11]
10
Favours control
10
Review:
Comparison:
Outcome:

02 parent training + child intervention vs parent training
Study
or sub-category
Treatment
Mean (SD)
01 anger control
40
Barkley 2002
40
Subtotal (95% CI)
62.10(10.00)
02 cognitive problem solving skills

23
8.30(8.79)
Dishion 1995
52
1.80(1.50)
Drugli 2006
37
60.20(10.70)
Kazdin 1992
22
57.05(7.66)
134
Subtotal (95% CI)
174
Total (95% CI)
Control
Mean (SD)
SMD (fixed)
95% CI
64.90(12.90)
23.16
23.16
-0.24 [-0.68, 0.20]

-0.24 [-0.68, 0.20]
29
47
31
26
133
12.17(11.95)
2.50(1.40)
64.20(9.90)
56.00(8.93)
14.90
28.33
19.56
14.05
76.84
-0.36
-0.48
-0.38
0.12
-0.32
172
100.00
-5
Favours treatment
Study
or sub-category
SMD (fixed)
95% CI
39
39
-10
Review:
Comparison:
Outcome:
Weight
%
[-0.91,
[-0.88,
[-0.86,
[-0.45,
[-0.56,
0.19]
-0.08]
0.10]
0.69]
-0.08]
-0.30 [-0.51, -0.09]
10
Favours control

03 Enhanced parent training (attrition)
04 no. of sessions attended

39
Nock 2005
39
Subtotal (95% CI)
Treatment
Mean (SD)
-6.40(3.20)
37
37
Control
Mean (SD)
SMD (random)
95% CI
Weight
%
100.00
100.00
-5.20(3.00)
-4
-2
Favours treatment
SMD (random)
95% CI
-0.38 [-0.84, 0.07]

-0.38 [-0.84, 0.07]
Favours control
11
Figure 6: Family interventions versus control
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Family Interventions

01 Family intervention vs Control
01 Family interventions: Behaviour scales (end of treatment)
Treatment
Mean (SD)
01 behaviour problems
56
19.00(11.10)
Santisteban 2003
20
60.90(12.09)
Sayger 1988
26
56.04(11.21)
Szapocznik 1989
36
19.40(1.90)
Nickel 2006
138
Subtotal (95% CI)
02 drug use
22
0.90(1.10)
Nickel 2005
20
0.30(0.50)
Nickel 2006A
42
Subtotal (95% CI)
180
Total (95% CI)
Control
Mean (SD)
SMD (random)
95% CI
Weight
%
SMD (random)
95% CI
29
17
17
36
99
21.80(10.60)
68.36(8.24)
57.93(11.85)
20.70(2.30)
19.16
15.51
16.42
18.78
69.88
-0.25
-0.69
-0.16
-0.61
-0.42
22
20
42
2.20(0.90)
1.60(0.90)
15.75
14.37
30.12
-1.27 [-1.92, -0.62]

-1.75 [-2.49, -1.01]
-1.48 [-1.97, -0.99]
100.00
-0.75 [-1.19, -0.30]
141
-4
-2
Favours treatment
[-0.70,
[-1.36,
[-0.77,
[-1.08,
[-0.68,
0.20]
-0.03]
0.45]
-0.14]
-0.15]
Favours control
12
Review:
Comparison:
Outcome:
Study
or sub-category

02 FFT: Risk of re-arrest (offender population)
Family intervention
n/N
Control
n/N
RR (random)
95% CI
Weight
%
02 18 month follow up
12/46
9/19
Alexander 1973
94/387
85/313
Barnoski 2004
433
332
Subtotal (95% CI)
Total events: 106 (Family intervention), 94 (Control)
04 5 year follow up
6/27
Gordon 1995:quasi
27
Subtotal (95% CI)
460
Total (95% CI)
26.50
51.53
78.03
0.55 [0.28, 1.09]

0.89 [0.69, 1.15]
0.78 [0.51, 1.20]
21.97
21.97
0.43 [0.19, 0.95]

0.43 [0.19, 0.95]
100.00
0.67 [0.42, 1.07]
14/27
27
359
0.1
0.2
0.5
Favours FI
RR (random)
95% CI
10
Favours control
13
Review:
Comparison:
Outcome:
Study
or sub-category

03 FFT: Risk of re-arrest (comparing competent and noncompetent)
Treatment
n/N
01 Barnoski competent
12/46
Alexander 1973
30/181
Barnoski 2004
6/27
Gordon 1995:quasi
254
Subtotal (95% CI)
Total events: 48 (Treatment), 108 (Control)
Control
n/N
RR (random)
95% CI
Weight
%
9/19
85/313
14/27
359
02 Barnoski non-competent
12/46
9/19
Alexander 1973
65/206
85/313
Barnoski 2004
6/27
14/27
Gordon 1995:quasi
279
359
Subtotal (95% CI)
0.1
0.2
0.5
Favours treatment
RR (random)
95% CI
30.26
43.68
26.06
100.00
0.55
0.61
0.43
0.57
[0.28,
[0.42,
[0.19,
[0.42,
1.09]
0.89]
0.95]
0.77]
28.99
46.05
24.96
100.00
0.55
1.16
0.43
0.70
[0.28,
[0.89,
[0.19,
[0.36,
1.09]
1.52]
0.95]
1.38]
10
Favours control
14
Multi-component interventions
Figure 7: Multisystemic therapy (MST) versus control
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: MST
01 Multisystemic therapy vs Standard care
01 incarceration/conviction
MST
n/N
Control
n/N
RR (random)
95% CI
Weight
%
01 end of treatment
9/43
28/41
Henggeler 1992
6/82
13/73
Henggeler 1997
52/210
53/202
Leschied2002
335
316
Subtotal (95% CI)
Total events: 67 (MST), 94 (Control)
02 follow up (1.7 year)
31/82
Henggeler 1997
82
Subtotal (95% CI)
37/73
73
0.1
0.2
0.5
Favours MST
RR (random)
95% CI
32.71
22.56
44.74
100.00
0.31
0.41
0.94
0.51
[0.17,
[0.16,
[0.68,
[0.23,
0.57]
1.03]
1.31]
1.16]
100.00
100.00
0.75 [0.52, 1.07]

0.75 [0.52, 1.07]
10
Favours control
15
Review:
Comparison:
Outcome:
ASPD: MST
02 rearrested
Study
or sub-category
MST
n/N
Control
n/N
RR (random)
95% CI
Weight
%
01 short term follow up (12-18 month follow up)

24/92
60/84
Borduin 1995
18/43
25/41
Henggeler 1992
100/210
84/202
Leschied2002
32/48
39/45
Timmons-Mitchell2006
393
372
Subtotal (95% CI)
17.46
16.33
20.08
19.87
73.72
0.37
0.69
1.15
0.77
0.70
19.94
6.33
26.28
0.60 [0.48, 0.75]

0.30 [0.09, 0.96]
0.53 [0.31, 0.90]
100.00
0.64 [0.45, 0.91]
04 long term follow up (8-14 year follow up)

46/92
68/81
Borduin 1995
3/24
10/24
Borduin 2001
116
105
Subtotal (95% CI)
509
477
Total (95% CI)
0.1
0.2
0.5
Favours MST
Review:
Comparison:
Outcome:
RR (random)
95% CI
[0.25,
[0.45,
[0.92,
[0.61,
[0.45,
0.53]
1.05]
1.42]
0.97]
1.09]
10
Favours control
ASPD: MST
03 incarceration (days/weeks)
Study
or sub-category
Henggeler 1992
Henggeler 1997
Leschied2002
N
43
82
210
MST
Mean (SD)
5.80(13.90)
33.20(62.80)
42.78(117.98)
335
Total (95% CI)
Control
Mean (SD)
N
41
73
202
SMD (random)
95% CI
Weight
%
28.26
33.38
38.35
16.20(19.10)
70.40(103.50)
40.27(91.68)
100.00
316
-4
-2
Favours MST
SMD (random)
95% CI
-0.62 [-1.06, -0.18]
-0.44 [-0.76, -0.12]
0.02 [-0.17, 0.22]
-0.31 [-0.72, 0.10]
Favours control
16
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: MST
04 number of arrests
MST
Mean (SD)
01 short term follow up

70
1.71(1.04)
Borduin 1995
33
0.87(1.34)
Henggeler 1992
82
0.89(1.39)
Henggeler 1997
58
0.40(0.61)
Henggeler 1999
38
1.40(1.52)
Henggeler 2006
25
0.14(0.19)
Rowland 2005
48
1.44(1.50)
Timmons-Mitchell2006
354
Subtotal (95% CI)
02 4 year follow up
43
Henggeler 1999
43
Subtotal (95% CI)
0.15(0.43)
Control
Mean (SD)
SMD (random)
95% CI
Weight
%
SMD (random)
95% CI
56
23
73
60
38
26
45
321
5.43(3.62)
1.52(1.55)
1.20(3.11)
0.53(0.67)
1.45(1.35)
0.22(0.41)
2.29(1.50)
14.81
12.80
15.87
15.27
14.06
12.63
14.55
100.00
-1.46
-0.45
-0.13
-0.20
-0.03
-0.24
-0.56
-0.44
37
37
0.57(1.80)
100.00
100.00
-0.33 [-0.77, 0.11]

-0.33 [-0.77, 0.11]
-4
-2
Favours MST
[-1.86,
[-0.99,
[-0.45,
[-0.56,
[-0.48,
[-0.80,
[-0.98,
[-0.82,
-1.06]
0.09]
0.19]
0.16]
0.42]
0.31]
-0.15]
-0.06]
Favours control
17
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: MST
05 Self reported delinquency
MST
Mean (SD)
01 end of treatment
33
2.90(5.10)
Henggeler 1992
82
0.58(0.57)
Henggeler 1997
58
40.00(39.00)
Henggeler 1999
29
3.50(4.70)
Henggeler 2006
25
3.20(11.57)
Rowland 2005
227
Subtotal (95% CI)
02 6 month follow up
58
Henggeler 1999
58
Subtotal (95% CI)
04 2 year follow up
43
Ogden 2004
43
Subtotal (95% CI)
05 4 year follow up
43
Henggeler 1999
43
Subtotal (95% CI)
Control
Mean (SD)
SMD (random)
95% CI
Weight
%
SMD (random)
95% CI
23
73
60
32
26
214
8.60(16.50)
0.75(0.62)
39.00(36.00)
6.90(11.00)
1.00(2.17)
13.28
32.48
26.54
14.88
12.82
100.00
32.00(38.00)
60
60
30.00(36.00)
100.00
100.00
0.05 [-0.31, 0.41]

0.05 [-0.31, 0.41]
30.57(54.06)
26
26
44.92(56.44)
100.00
100.00
-0.26 [-0.75, 0.23]

-0.26 [-0.75, 0.23]
0.15(0.43)
37
37
0.57(1.80)
100.00
100.00
-0.33 [-0.77, 0.11]

-0.33 [-0.77, 0.11]
-4
-2
Favours MST
-0.50
-0.28
0.03
-0.39
0.26
-0.18
[-1.04,
[-0.60,
[-0.33,
[-0.90,
[-0.29,
[-0.42,
0.04]
0.03]
0.39]
0.12]
0.81]
0.07]
Favours control
18
Figure 8: Multidimensional treatment foster care (MTFC) versus control

Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Multi-dimensional interventions

02 Multidimensional foster care vs Standard care
01 Recidivism
MTFC
N
Control
N
01 1 year follow up
37
44
Chamberlain 2007
45
40
Chamberlain1998
82
84
Subtotal (95% CI)
02 2 year follow up
37
44
Chamberlain 2007
45
40
Chamberlain1998
82
84
Subtotal (95% CI)
SMD (fixed)
95% CI
log[SMD] (SE)
Weight
%
SMD (fixed)
95% CI
-0.4400 (0.2280)
-1.1690 (0.6800)
89.89
10.11
100.00
0.64 [0.41, 1.01]

0.31 [0.08, 1.18]
0.60 [0.39, 0.91]
-0.5300 (0.2280)
-0.9450 (0.4850)
81.90
18.10
100.00
0.59 [0.38, 0.92]

0.39 [0.15, 1.01]
0.55 [0.36, 0.82]
0.2
0.5
Favours treatment
Favours control
19
Psychosocial interventions for antisocial personality disorder

Figure 9: CBT versus treatment as usual (TAU)
Review:
Comparison:
Outcome:
ASPD: Psych interventions for ASPD

01 CBT vs TAU
01 Novaco Anger Scale
Study
or sub-category
Treatment
Mean (SD)
01 Total
19
DAVIDSON2008
19
Subtotal (95% CI)
02 Provocation Inventory (subscale)
19
DAVIDSON2008
19
Subtotal (95% CI)
Control
Mean (SD)
SMD (fixed)
95% CI
SMD (fixed)
95% CI
107.80(20.70)
20
20
109.10(19.60)
100.00
100.00
-0.06 [-0.69, 0.56]

-0.06 [-0.69, 0.56]
69.80(13.96)
20
20
72.40(14.50)
100.00
100.00
-0.18 [-0.81, 0.45]

-0.18 [-0.81, 0.45]
-4
-2
Favours treatment
Review:
Comparison:
Outcome:
Weight
%
Favours control

01 CBT vs TAU
02 Social Functioning Questionnaire
Study
or sub-category
DAVIDSON2008
N
19
19
Total (95% CI)
Treatment
Mean (SD)
11.60(5.80)
N
20
Control
Mean (SD)
SMD (fixed)
95% CI
Weight
%
13.20(5.70)
20
-4
-2
Favours treatment
SMD (fixed)
95% CI
100.00
-0.27 [-0.90, 0.36]
100.00
-0.27 [-0.90, 0.36]
Favours control
20
Review:
Comparison:
Outcome:
Study
or sub-category

01 CBT vs TAU
03 Aggression (ITT)
Treatment
n/N
01 Verbal aggression
20/25
DAVIDSON2008
25
Subtotal (95% CI)
02 Physical aggression
10/25
DAVIDSON2008
25
Subtotal (95% CI)
Control
n/N
RR (fixed)
95% CI
Weight
%
RR (fixed)
95% CI
23/27
27
100.00
100.00
0.94 [0.73, 1.21]

0.94 [0.73, 1.21]
14/27
27
100.00
100.00
0.77 [0.42, 1.41]

0.77 [0.42, 1.41]
0.1
0.2
0.5
Favours treatment
10
Favours control
21
Psychosocial interventions for symptoms and behaviours associated with antisocial personality disorder
Figure 10: Anger management versus control
Review:
Comparison:
Outcome:
Study
or sub-category
Vannoy 2002
ASPD Offender/Construct - Social learning theory based interventions [RCT data] (24/07/08)
02 Anger management vs waitlist
02 Trait anger (STAXI) - change scores
N
16
16
Total (95% CI)
Anger management
Mean (SD)
-2.75(6.18)
N
15
Waitlist
Mean (SD)
SMD (fixed)
95% CI
Weight
%
1.20(5.85)
15
-4
-2
Favours treatment
SMD (fixed)
95% CI
100.00
-0.64 [-1.36, 0.09]
100.00
-0.64 [-1.36, 0.09]
Favours control
22
Adult offenders with substance misuse problems

Figure 11: Group-based cognitive and behavioural interventions versus control for offending behaviour
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Substance misuse offender

01 Cognitive and behavioural interventions versus control
01 Any bad ASPD outcome [dichotomous]
Treatment
n/N
01 Re-offending
18/71
Austin 1997 [GB]
12/47
Johnson 1995 [GB]
26/84
Kinlock 2003 [GB]
202
Subtotal (95% CI)
02 Major Infractions
26/84
Kinlock 2003 [GB]
84
Subtotal (95% CI)
286
Total (95% CI)
Control
n/N
RR (fixed)
95% CI
Weight
%
RR (fixed)
95% CI
21/65
15/51
32/76
192
21.18
13.90
32.46
67.54
0.78
0.87
0.74
0.78
32/76
76
32.46
32.46
0.74 [0.49, 1.11]

0.74 [0.49, 1.11]
100.00
0.76 [0.60, 0.97]
268
0.1
0.2
0.5
Favours treatment
[0.46,
[0.45,
[0.49,
[0.58,
1.34]
1.66]
1.11]
1.04]
10
Favours control
23
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Substance misuse offender

01 Cognitive and behavioural interventions versus control
03 Mean number of offences
Treatment
Mean (SD)
01 Individual based cognitive and behavioural intervention

61
4.50(6.30)
Dugan 1998 [IB]
61
Subtotal (95% CI)
61
Total (95% CI)
56
56
Control
Mean (SD)
SMD (fixed)
95% CI
Weight
%
3.40(5.20)
56
-4
-2
Favours treatment
SMD (fixed)
95% CI
100.00
100.00
0.19 [-0.18, 0.55]

0.19 [-0.18, 0.55]
100.00
0.19 [-0.18, 0.55]
Favours control
24
Adult offenders
Figure 12: Group-based cognitive and behavioural interventions versus control for offending behaviour
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Offender/Construct
01 Group based cognitive and behavioural skills intervention vs. control
01 Re-offending - inclusive measures [RCT data; male & mixed/undefined offender populations]
Treatment
n/N
Control
n/N
RR (random)
95% CI
Weight
%
01 ITT
176/550
77/207
Porporino 1995
4/22
16/23
Ross 1988
88/232
99/236
Van Voorhis 2004
804
466
Subtotal (95% CI)
804
Total (95% CI)
466
0.1
0.2
0.5
Favours treatment
Review:
Comparison:
Outcome:
RR (random)
95% CI
45.03
10.56
44.41
100.00
0.86
0.26
0.90
0.78
[0.69,
[0.10,
[0.72,
[0.55,
1.07]
0.66]
1.13]
1.08]
100.00
0.78 [0.55, 1.08]
10
Favours control
ASPD: Offender/Construct
01 Group based cognitive and behavioural skills intervention vs. control
03 Recidivisim [RCT data; male young offender populations]
Study
or sub-category
Treatment
n/N
Armstrong 2003
71/110
Control
n/N
RR (random)
95% CI
Weight
%
100.00
66/102
0.1
0.2
0.5
Favours treatment
RR (random)
95% CI
1.00 [0.82, 1.22]
10
Favours control
25
Young offenders
Figure 13: Cognitive and behavioural interventions versus control for offending behaviours in adolescents
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Young offenders

01 Cognitive and behavioural skills intervention vs. control
01 Re-offending
Treatment
n/N
01 Completers
10/29
Guerra 1990
3/20
Leeman 1993
5/18
Ostrom 1971
4/20
Pullen 1996
5/13
Shivrattan 1988
5/32
Spence 1981
132
Subtotal (95% CI)
02 ITT
3/20
Leeman 1993
6/19
Ostrom 1971
7/15
Shivrattan 1988
5/32
Spence 1981
86
Subtotal (95% CI)
Control
n/N
RR (fixed)
95% CI
Weight
%
RR (fixed)
95% CI
12/28
15/37
9/18
5/20
9/15
3/19
137
24.99
21.54
18.42
10.23
17.10
7.71
100.00
0.80
0.37
0.56
0.80
0.64
0.99
0.65
[0.42,
[0.12,
[0.23,
[0.25,
[0.29,
[0.27,
[0.45,
1.56]
1.13]
1.33]
2.55]
1.43]
3.68]
0.95]
15/37
9/19
9/15
4/20
91
31.47
26.91
26.91
14.72
100.00
0.37
0.67
0.78
0.78
0.62
[0.12,
[0.30,
[0.39,
[0.24,
[0.39,
1.13]
1.50]
1.54]
2.57]
0.98]
0.1
0.2
0.5
Favours treatment
10
Favours control
26
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Young offenders less than 18 years (ITT)

01 Cognitive and behavioural intervention vs. control
03 Recidivism
01 Externalizing behaviour (CBCL)

46
Rohde 2004
46
Subtotal (95% CI)
Treatment
Mean (SD)
22.50(11.30)
02 Institutional behaviour (physical aggression)

10
-22.00(8.60)
Schlichter 1981
10
Subtotal (95% CI)
56
Total (95% CI)
30
30
8
8
Control
Mean (SD)
SMD (fixed)
95% CI
Weight
%
23.00(10.60)
-18.75(7.63)
38
-4
-2
Favours treatment
SMD (fixed)
95% CI
80.68
80.68
-0.04 [-0.50, 0.42]

-0.04 [-0.50, 0.42]
19.32
19.32
-0.38 [-1.32, 0.56]

-0.38 [-1.32, 0.56]
100.00
-0.11 [-0.52, 0.30]
Favours control
27
Figure 14: Multi-component interventions versus control for offending behaviours in adolescents
Review:
Comparison:
Outcome:
ASPD Adolescent offenders

02 Multi-component interventions vs control
01 Re-offending
Study
or sub-category
Treatment
n/N
Dembo 2000
Elrod 1992
Greenwood 1993
25/130
15/22
19/75
227
Total (95% CI)
Control
n/N
RR (fixed)
95% CI
Weight
%
25/103
14/21
22/75
199
0.1
0.2
0.5
Favours treatment
RR (fixed)
95% CI
43.44
22.31
34.26
0.79 [0.49, 1.29]

1.02 [0.67, 1.55]
0.86 [0.51, 1.46]
100.00
0.87 [0.65, 1.16]
10
Favours control
Therapeutic communities
Figure 15: Therapeutic communities (TC) versus control
Review:
Comparison:
Outcome:
Study
or sub-category
Nielsen1996
Sacks2004
Wexler1999
DMP:Settings
13 Prison TC vs Prison Control
01 Re-offending: (12 month follow up)
TC
n/N
85/247
7/75
144/425
747
Total (95% CI)
Total events: 236 (TC), 400 (Control)
Control
n/N
RR (random)
95% CI
Weight
%
44.95
7.61
47.43
0.65 [0.53, 0.78]

0.28 [0.13, 0.63]
0.68 [0.57, 0.81]
100.00
0.62 [0.49, 0.78]
235/441
21/64
144/290
795
0.1
0.2
0.5
Favours TC
RR (random)
95% CI
10
Favours control
28
Pharmacological interventions for antisocial personality disorder

Figure 16: Anticonvulsants versus placebo
Review:
Comparison:
Outcome:
Study
or sub-category
Barratt 1997
ASPD: Pharm intervention for ASPD

01 Anticonvulsants vs placebo
01 OAS-M
N
63
63
Total (95% CI)
Treatment
Mean (SD)
2.72(4.30)
Control
Mean (SD)
N
63
SMD (fixed)
95% CI
Weight
%
3.83(4.30)
63
-4
-2
Favours treatment
SMD (fixed)
95% CI
100.00
-0.26 [-0.61, 0.09]
100.00
-0.26 [-0.61, 0.09]
Favours control
29
Pharmacological interventions for antisocial personality disorder comorbid with substance misuse
Figure 17: Antidepressants versus placebo
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Pharm
01 Antidepressants versus Placebo
01 Leaving study early
Antidepressants
n/N
01 desipramine
2/7
Leal 1994
7
Subtotal (95% CI)
Total events: 2 (Antidepressants), 1 (Placebo)
02 nortriptyline
11/22
Powell 1995
22
Subtotal (95% CI)
29
Total (95% CI)
Placebo
n/N
RR (fixed)
95% CI
Weight
%
RR (fixed)
95% CI
1/4
4
9.39
9.39
1.14 [0.15, 8.99]

1.14 [0.15, 8.99]
12/21
21
90.61
90.61
0.88 [0.50, 1.53]

0.88 [0.50, 1.53]
25
100.00
0.90 [0.52, 1.55]
0.1
0.2
0.5
Favours treatment
10
Favours control
30
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Pharm
01 Antidepressants versus Placebo
02 Substance use
Treatment
n/N
01 nortriptyline
15/22
Powell 1995
22
Subtotal (95% CI)
Total (95% CI)
22
Control
n/N
RR (fixed)
95% CI
Weight
%
RR (fixed)
95% CI
20/21
21
100.00
100.00
0.72 [0.53, 0.97]

0.72 [0.53, 0.97]
21
100.00
0.72 [0.53, 0.97]
0.1
0.2
0.5
Favours treatment
10
Favours control
31
Figure 18: Dopaminergic drugs versus placebo

Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Pharm
02 Dopaminergic drugs versus placebo
Antidepressants
n/N
01 amantadine
5/8
Leal 1994
8
Subtotal (95% CI)
02 bromocriptine
13/22
Powell 1995
22
Subtotal (95% CI)
30
Total (95% CI)
Placebo
n/N
RR (fixed)
95% CI
Weight
%
RR (fixed)
95% CI
1/4
4
9.79
9.79
12/21
21
90.21
90.21
1.03 [0.62, 1.72]

1.03 [0.62, 1.72]
25
100.00
1.18 [0.72, 1.94]
0.1
0.2
0.5
Favours treatment
2.50 [0.42, 14.83]

2.50 [0.42, 14.83]
10
Favours control
32
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD: Pharm
02 Dopaminergic drugs versus placebo
02 Substance use
Treatment
n/N
01 bromocriptine
19/22
Powell 1995
22
Subtotal (95% CI)
Total (95% CI)
22
Control
n/N
RR (fixed)
95% CI
Weight
%
RR (fixed)
95% CI
20/21
21
100.00
100.00
0.91 [0.75, 1.10]

0.91 [0.75, 1.10]
21
100.00
0.91 [0.75, 1.10]
0.1
0.2
0.5
Favours treatment
10
Favours control
33
Pharmacological interventions for symptoms and behaviours associated with antisocial personality disorder
Figure 19: Anticonvulsants versus placebo
Review:
Comparison:
Outcome:
Study
or sub-category
ASPD Construct - Pharm interventions for aggression & ASPD construct (Version 01)
01 Anticonvulsant vs placebo
08 Aggression at end of experimental intervention - post treatment scores [most relevant reported outcome] - 3
01 OAS-AS
7
STANFORD2005c
7
Subtotal (95% CI)
Treatment
Mean (SD)
0.65(2.76)
07 STAXI Trait Anger

22
NICKEL2005
22
Subtotal (95% CI)
Control
Mean (SD)
SMD (fixed)
95% CI
Weight
%
SMD (fixed)
95% CI
8
8
5.41(2.77)
3.20
3.20
18
18
1.58(0.63)
12.62
12.62
-0.22 [-0.83, 0.39]

-0.22 [-0.83, 0.39]
34.50(71.30)
117
117
32.10(57.20)
71.95
71.95
0.04 [-0.22, 0.29]

0.04 [-0.22, 0.29]
26.00(2.60)
20
20
27.60(2.20)
12.23
12.23
-0.65 [-1.27, -0.03]

-0.65 [-1.27, -0.03]
03 Hostility out score (analysis of speech sample)

24
1.41(0.84)
GOTTSCHALK1973
24
Subtotal (95% CI)
04 OAS-M AS
116
HOLLANDER2003
116
Subtotal (95% CI)
169
Total (95% CI)
100.00
163
-10
-5
Favours treatment
-1.62 [-2.84, -0.40]

-1.62 [-2.84, -0.40]
-0.13 [-0.35, 0.09]
10
Favours control
34
Review:
Comparison:
Outcome:
ASPD: Pharm interventions for construct

03 Aggression change score (end of treatment)
Study
or sub-category
Treatment
Mean (SD)
01 OAS-M Total Aggression at end of experimental intervention (change)

21
-5.93(4.81)
24
MATTES2005
19
-4.68(5.54)
20
MATTES2008
40
44
Subtotal (95% CI)
Control
Mean (SD)
SMD (fixed)
95% CI
53.22
46.78
100.00
-4.08(7.65)
-4.88(4.70)
-10
-5
Favours treatment
Review:
Comparison:
Outcome:
Weight
%
SMD (fixed)
95% CI
-0.28 [-0.87, 0.31]

0.04 [-0.59, 0.67]
-0.13 [-0.56, 0.30]
10
Favours control
ASPD Construct - Pharm interventions for aggression & ASPD construct

12 Leaving the study early due to adverse events- GRADE
Study
or sub-category
Treatment
n/N
HOLLANDER2003
MATTES2005
MATTES2008
STANFORD2005a
21/124
6/24
5/20
1/9
177
Total (95% CI)
Control
n/N
RR (fixed)
95% CI
Weight
%
4/122
3/24
1/20
0/11
47.51
35.35
11.78
5.36
100.00
177
0.1
0.2
0.5
Favours treatment
RR (fixed)
95% CI
5.17
2.00
5.00
3.60
[1.83,
[0.56,
[0.64,
[0.16,
14.61]
7.09]
39.06]
79.01]
3.94 [1.92, 8.11]
10
Favours control
35
Figure 20: Antidepressants (SSRIs) versus placebo

Review:
Comparison:
Outcome:
17 SSRIs antidepressants vs placebo
02 Aggression at end of experimental intervention
Study
or sub-category
01 OAS-M Aggression
27
COCCARO1997A
27
Subtotal (95% CI)
02 OAS-M Irritability
27
COCCARO1997A
27
Subtotal (95% CI)
Treatment
Mean (SD)
Control
Mean (SD)
SMD (fixed)
95% CI
13
13
35.30(49.49)
100.00
100.00
-0.73 [-1.41, -0.04]

-0.73 [-1.41, -0.04]
3.10(1.63)
13
13
5.00(2.26)
100.00
100.00
-1.01 [-1.71, -0.30]

-1.01 [-1.71, -0.30]
-2
Favours treatment
Study
or sub-category
SMD (fixed)
95% CI
12.70(15.28)
-4
Review:
Comparison:
Outcome:
Weight
%
Favours control
ASPD: Pharm interventions for construct

17 SSRIs antidepressants vs placebo
Treatment
n/N
01 Leaving study early for any reason (up to 12 weeks)

13/27
COCCARO1997A
27
Subtotal (95% CI)
02 Leaving study early due to adverse effects
1/27
COCCARO1997A
27
Subtotal (95% CI)
Control
n/N
OR (fixed)
95% CI
Weight
%
OR (fixed)
95% CI
4/13
13
100.00
100.00
2.09 [0.52, 8.46]

2.09 [0.52, 8.46]
0/13
13
100.00
100.00
1.53 [0.06, 40.09]

1.53 [0.06, 40.09]
0.1
0.2
0.5
Favours treatment
10
Favours control
36
Figure 21: Lithium versus placebo

Review:
Comparison:
Outcome:
20 Lithium vs placebo
03 Aggression at end of experimental intervention
Study
or sub-category
Treatment
Mean (SD)
Control
Mean (SD)
SMD (fixed)
95% CI
Weight
%
03 Major / aggressive Infractions - average per month during 3rd month of treatment
20
0.00(0.01)
21
0.32(0.73)
SHEARD1976
20
21
Subtotal (95% CI)
100.00
100.00
-10
-5
Favours treatment
Review:
Comparison:
Outcome:
SMD (fixed)
95% CI
-0.60 [-1.23, 0.03]

-0.60 [-1.23, 0.03]
10
Favours control
ASPD Construct - Pharm interventions for aggression & ASPD construct

20 Lithium vs placebo
06 Leaving study early - GRADE
Study
or sub-category
Treatment
n/N
SHEARD1976
14/34
Total (95% CI)

34
Control
n/N
RR (fixed)
95% CI
Weight
%
11/32
32
0.1
0.2
0.5
Favours treatment
RR (fixed)
95% CI
100.00
1.20 [0.64, 2.24]
100.00
1.20 [0.64, 2.24]
10
Favours control
37
Appendix 17: Study characteristics on risk factors for developing antisocial personality disorder
Study ID
Country
Population
BABINSKI1999
US, San Francisco
N = 360; male and

female
Quality assessed: +
BIEDERMAN1996
Quality assessed: +
BOR2004
(The Mater
University Study of
Pregnancy)
US
Australia,
Brisbane
Selection criteria:
All the public and
private schools were
listed, 40 schools each
were randomly
selected, one sample
for each grade level
up to grade 5 was
selected
N = 260; male
Age of
recruitment to
follow-up
9 26 years
Recruited from
ages 6 17 years
Selection criteria:
Children with and
without ADHD
(DSM-III-R)
Followed up
between ages 16
and 27 years
N = 5278; male and

female
Prenatal to 14
years
Selection criteria:
Women in 1981 who
gave birth to a live,
singleton baby and
completed postnatal
surveys 3 to 5 days
after the birth
Risk factors
Outcome
Child factors:
- Conduct problems
- Hyperactive-impulsive
behaviour
- Conduct problems +
hyperactive-impulsive
behaviour
Offending
behaviour:
- Official records
- Self-report
Child factors:
- ADHD
- Oppositional defiant
disorder
- Conduct disorder
Diagnosis (DSMIV):
- ADHD
- Oppositional
defiant disorder
- Conduct
disorder
Behaviour
problems:
- Parent-rated
(CBCL)
Child factors at 5 years:

- Behaviour problems (parentrated/CBCL)
- Academic (Peabody Picture
Vocabulary Test-Revised)
Family factors from prenatal to
5 years:
- Harsh discipline
1
Quality assessed: +
FARAONE1997
Quality assessed: +
FARMER2004
Quality assessed: +
FARRINGTON1989
(Cambridge Study in
Delinquent
Development)
US
N = 260; female
US, North
Carolina
Selection criteria:
Psychiatrically
referred females from
lists of consecutive
ADHD patients from
paediatric
psychopharmacology
clinics. Controls from
lists of outpatient at
paediatric medical
clinics
N = 475; male and
female
UK, London
Selection criteria:
Participants in 7th
grade from three
schools in North
Carolina
N = 411; males
Selection criteria:
Living in a working
class area of London,
8 years of age and on
the registers of six
state primary schools
within a one-mile
Age at
recruitment: 6 17
years
Age at follow-up:
10 and 21 years
Social factors from prenatal to 5

years:
- Family income
- Perinatal factors
Family factors:
- Parents who had
disorder
- Parents who had conduct
disorder
- Parent who had/have
ADHD
Diagnosis:
- ADHD + conduct
disorder
- ADHD +
oppositional
defiant disorder
- ADHD only
13 24 years
Child factors:
- Aggression
Offending
behaviour:
- Official arrests
8 32 years
Child factors:
- Impulsivity: at ages 8-10
- IQ: at ages 8-10
Behaviour
problems:
- Teacher reports
- Self-report
Social factors:
- Family income: at age 8
- Social class: ages 8-10
Offending
behaviour
- Official offences/
- convictions
2
radius of the research

office
Quality assessed: +
FERGUSSON1994
New Zealand,
Christchurch
N = 1265
Birth to 16 years
Selection criteria:
Birth cohort
(Christchurch
Multidisciplinary
Health and
Development Study)
Family factors:
- Harsh discipline: at age 8
- Parental disagreement: at age
8
- Divorce: by age 10
Child factors (between 7 and 9
years):
- Behaviour problems
(parent- and teacher-rated)
- Reading ability: at age 8
- Academic ability
Social factors (between 7 and 9
years):
- Family and childhood
adversity
Quality assessed: +
HELGELAND2005
Quality assessed: +
Norway, Oslo
N = 148; males and

females
Selection criteria:
Consecutive
admissions of
patients to the
adolescent unit of the
National Centre for
Child and Adolescent
Psychiatry
15 43 years
Family factors:
- Parental separation: between
the ages of 0 5; 5 10; 10
15 years
Child factors:
- Any personality disorder
- Any cluster A
- Any cluster B
- Any cluster C
Diagnosis:
- Antisocial
personality
disorder
Behaviour
problems:
- Self-report
- Parent-report
(Revised
Behaviour
Problem
Checklist)
- Teacher-report
- Self-report
Diagnosis:
- Conduct
disorder (DSMIII-R)
Diagnosis (DSMIV):
- Any personality
disorder
- Any cluster A
- Any cluster B
- Any cluster C
3
HERRENKOHL2000
US, Seattle
(Seattle Social
Development Project)
Quality assessed: +
KLEIN1997
Quality assessed: +
N = 808; male and

female
10 18 years
Selection criteria:
5th graders from 18
Seattle public
elementary schools
serving high crime
areas
US
N = 132; male and

female
Selection criteria:
Local newspapers
and advertisement
requesting mothers
and adolescents to
participate in parentadolescent interaction
study
Child factors:
- Hyperactivity (parent- and
teacher-rated): at age 10, 14
and 16 years
(teacher-rated): at age 10, 14
and 16 years
Behaviour
problems:
- Self-report
(violence)
Social factors:
- Peer delinquency: at age 10,
14 and 16 years
- Socioeconomic status
(community): at age 10, 14
and 16 years
14 20 years
Family factors:
- Parent conflict: at age 10, 14
and 16 years
- Parent criminality: at age 10,
14 and 16 years
Family factors:
- Single parents
- Parent conflict
Behaviour
problems:
- Self-report
(National
Youth Survey)
Offending
Behaviour:
- Self report
(arrests/
convictions)
4
KOSKINEN2001
Finland
N = 5589; male
Prenatal to 14
years
Selection criteria:
Birth cohort of 1966
Quality assessed: +
KRATZER1997
Sweden,
Stockholm
N = 12, 717; male and

female
Prenatal to 30
years
Selection criteria:
Unselected birth
cohort
Quality assessed: +
LOEBER1991
US
N = 205 males
Selection criteria:
4th, 7th and 10th
graders from 21
schools
(Pittsburgh Youth
Study)
Age at
recruitment: 10
16 years
Age at follow-up:
15 21 years
Family factors:
- Single parent: throughout
- Single parent: at birth but
remarried
- Divorced/separated: at any
point between birth and 14
years
Child factors:
- Conduct problems at school:
ages 12 13 and 15 16 years
and/or in the community:
before age 15
Social factors:
- Social class
Child factors:
- Behaviour problems (parentrated/retrospective):
between ages 1 5 years
- Behaviour problems (parentrated): between ages 10 and
16 years
- Aggression/hyperactivity
Social factors:
- Deviant peers
Quality assessed: +
LOEBER1995
US
N=96; all male

Selection criteria:
Disruptive behavior
disorder
Age at
recruitment:
Mean of 10 years
(range: 7 12
years)
Family factors:
- Discipline (inconsistent)
Child factors:
- Behavioural problems
- ADHD
- oppositional defiant
disorder
Offending
behaviour:
- Official
offences
Offending
behaviour:
- Official records
Behaviour
problems:
Aggression
(self-report)
Offending
behaviour:
- Official arrests
- any
- Self-report theft
Behaviour
problems:
Conduct disorder
5
Age at follow up:

16 years
Quality assessed: +
LUNTZ1994
Quality assessed: +
MANNUZZA1998
Quality assessed: +
MCCABE2005
(Patterns of Youth
Mental Health Care
in Public Service
Systems Study)
US
US
US, California
N = 699; male and

female
Selection criteria:
Abused and/or
neglected children
and a comparison
group
N = 158; males
Selection criteria:
ADHD participant
recruited from
psychiatric research
clinic and a
comparison group
recruited from a nonpsychiatric outpatient
clinic
N = 423; male and
female
Selection criteria:
Sub-sample from
Patterns of Care
study of participants
20 years after their

childhood
victimisation
Family factors:
- Parent with antisocial
- Parental substance
misuse
- Poor communication
- Poor marital relations
Family and/or social factors:
- Physical /sexual abuse
- Neglect from parents
Diagnosis:
- Antisocial
personality
disorder
Age at follow-up:
ages 18 35 years
7 24 years
Child factors:
- ADHD
- Conduct disorder
- Oppositional defiant
disorder
Diagnosis:
- Antisocial
personality
disorder (DSMIII-R)
- Conduct disorder
12 17 years
Child factors:
- Behaviour problems (CBCL)
- Conduct disorder (DSM-IV)
Behaviour
problems:
- Parent-report
(CBCL)
Diagnosis:
- Conduct
disorder (DSM-
Social factors:
- Income
6
Quality assessed: +
MOFFITT2002
New Zealand,
Dunedin
(Dunedin
Multidisciplinary
Health and
Development Study)
Quality assessed: +
PAKIZ1997
US
who were 12 or older

at baseline and 17 or
younger at follow-up
N = 1037; male and
female
Selection criteria:
Dunedin birth cohort
of all births between 1
April 1972 and 31
March 1973
N = 375; male and
female
IV)
3 32 years
Child factors (between ages 7

and 9 years):
- Behaviour problems (Rutter)
- Reading ability (Burt
Reading Test)
5 21 years
Child factors:
(teacher- report/
- Kindergarten Behaviour
Questionnaire): at age 5
years
(teacher-report/ Child and
Adolescent Adjustment
Profile): at age 9 years
- Behaviour problems (selfreport/CBCL-YSR): at ages
15 and 18 years
Social factors:
- Peer rejection: at age 1 year
- Birth complications
Selection criteria: in
public kindergarten
in the north-eastern
US in 1977
Quality assessed: +
RAINE1994
Quality assessed: +
RITTER2002
Denmark,
Copenhagen
US
N = 4269; males
Selection criteria:
All male consecutive
births in a state
university hospital
between 1959 and
1961
N = 109; 48 males; 61
females (results
Prenatal to 17 19
years
15 21 years
Child factors:
- Conduct disorder (DSM-II-
Behaviour
problems:
- Self-report
- Parent-report
(Revised
Behaviour
Problem
Checklist)
Diagnosis:
- Antisocial
personality
disorder
(DSM-III-R)
Offending
behaviour:
- Official violent
offences
Behaviour
problems:
7
analysed separately
by gender)
Quality assessed: +
SATTERFIELD1997
Quality assessed: +
SOURANDER2006
US, California
Selection criteria:
Participant not
exposed to familial
alcoholism and those
who are exposed
N = 254; males only
Finland
Selection criteria:
Consecutive referrals
of hyperactive boys
to psychiatric
outpatient clinics and
boys from public
schools matched to
the at-risk group
N = 2713; male
Family factors:
- Conflict
- Conduct
disorder (DSMII-R/DSM-IV)
7 37 years
Child factors:
- ADHD (DSM-III)
Offending
behaviour:
- Official arrests
- Official
incarcerations
8 years to late
adolescence
Child factors:
- Behaviour problems: parentand teacher-report (Rutter
Scale)
Offending
behaviour
- Official offences
Selection criteria:
Finnish birth cohort
born during 1981
(Epidemiological
Multicentre Child
Psychiatry study in
Finland)
Quality assessed: +
STEVENSON2001
R/DSM-IV)
Family factors:
- Single family
UK, London
N = 828; male and

female
3 23/24 years
Child factors:
Offending
behaviour:
- Official offences
Selection criteria:
One-in-four random
sample of cohort of
children born in 1969
1970 living in
8
Quality assessed: +
TREMBLAY1994
Canada, Quebec
(Montreal
Longitudinal Study)
Quality assessed:+
WALKER1997
6 17 years
Selection criteria:
Schools with the
lowest socioeconomic
index, both biological
parents were born in
Canada and their
mother tongue was
French
US
N = 80
US
Selection criteria:
Sub-sample of
antisocial adults and
control group from
the Oregon Youth
study
(WIESNER2003A)
N=698; all male
(Oregon Youth
Study)
Quality assessed: +
WHITE2001
borough of London
N = 957 males; 645
females
Selection criteria:
Representative
sample of New Jersey
adolescents
Child factors:
- Impulsivity: at age 6 years
- Behaviour problems: at age 6
years
- IQ (verbal): at age 13 years
Social factors:
- Family income: 10 to 16 years
10 17 years
Family factors:
- Divorce: between 6 and 11
years and 12 and 15 years
Child factors:
- Antisocial personality
disorder construct
- Delinquency
- Academic skills
Behaviour
problems:
- Self-report
Diagnosis (DSM-IIIR):
- Conduct
disorder
Offending
behaviour:
- Official arrests
Social factors:
- Deviant peers
Age at
recruitment:
12 18 years
Age at follow up:
25 31 years
Child factors:
- Neuropsychological
risk (low birth weight,
premature birth)
- Verbal
ability/executive
functioning
- Impulsivity
Offending
behaviour:
- Self-report
Family factors:
- Single parent
- Parent hostility
9
Quality assessed: +
WIESNER2003A
US
Quality assessed: +
9 /10 to 23 /24
years
Selection criteria:
Two successive grade
4 (age 910 years)
recruited from 1983
to 1985 from schools
in the higher crime
areas of a mediumsized metropolitan
region
(Oregon Youth
Study)
Quality assessed: +
WIESNER2003B
N = 206; males
Germany
N = 318; male and

female
Selection criteria:
Representative
sample of East and
West German
children
Social factors
- Socioeconomic status
Child factors:
(combined parent-, teacherand self-report)
Family factors:
- Harsh/inconsistent
discipline
- Parents offending behaviour
- Single parent
Age at
recruitment: 10
13 years (mean =
11)
Age at follow-up:
13 17 years
(mean = 15)
Social factors:
- Deviant peers
Child factors:
- Behaviour problems (selfreport)
Offending
behaviour:
- Self-report of
arrests (Elliot
Delinquency
Scale)
- Official arrests
Offending
behaviour:
- Self-report
Social/family factors:
- Early adversities
10
References of included studies

BABINSKI1999
Babinski, L. M., Hartsough, C. S. & Lambert, N. M. (1999) Childhood conduct problems, hyperactivity-impulsivity, and
inattention as predictors of adult criminal activity. Journal of Child Psychiatry, 40, 347-355.
BIEDERMAN1996
Biederman, J., Faraone, S. V. Milberger, S., et al. (1996) Is childhood oppositional defiant disorder a precursor to
adolescent conduct disorder? Findings from a four-year follow-up study of children with ADHD. Journal of American
BOR2004
Bor, W., McGee, T. R. & Fagan, A. A. (2004) Early risk factors for adolescent antisocial behaviour: an Australian
longitudinal study. Australian and New Zealand Journal of Psychiatry, 38, 365-372.
FARAONE1997
Faraone, S. V., Biederman, J., Jetton, J. G., et al. (1997) Attention deficit disorder and conduct disorder: longitudinal
evidence for a familial subtype. Psychological Medicine, 27, 291-300.
FARMER2004
Farmer, T. W., Price, L. N., ONeal, K. K., et al. (2004) Exploring risk in early adolescent African American youth. American
Journal of Community Psychology, 33, 51-59.
FARRINGTON1989
Farrington, D. P. (1989) Early predictors of adolescent aggression and adult violence. Violence and Victims, 4, 79-100.
FERGUSSON1994
Fergusson, D. M., Horwood, J. L. & Lynskey, M. T. (1994) The childhoods of multiple problem adolescents: a 15 year
longitudinal study. Journal of Child Psychology and Psychiatry, 32, 1123-1140.
11
HELGELAND2005
Helgeland, M. I., Kjelsberg, E. & Torgersen, S. (2005) Continuities between emotional and disruptive behavior disorders in
adolescence and personality disorders in adulthood. American Journal of Psychiatry, 10, 1941-1947.
HERRENKOHL2000
Herrenkohl, T. I., Maguin, E., Hill, K. G., et al. (2000) Developmental risk factors for youth violence. Journal of Adolescent
Health, 26, 176-186.
KLEIN1997
Klein, K., Forehand, R., Armistead, L., et al. (1997) Delinquency during the transition to early adulthood: family and
parenting predictors from early adolescence. Adolescence, 32, 61-79.
KOSKINEN2001
Koskinen, O., Sauvola, A., Valonen, P., et al. (2001) Increased risk of violent recidivism among adult males is related to
single-parent family during childhood: the Northern Finland 1966 birth cohort study. Journal of Forensic Psychiatry, 12, 539548.
KRATZER1997
Kratzer, L. & Hodgins, S. (1997) Adult outcomes of child conduct problems: a cohort study. Journal of Abnormal Child
LOEBER1991
Loeber, R., Stouthamer-Loeber, M., van Kamen, W., et al. (1991) Initiation, escalation, and desistance in juvenile offending
and its correlates. Journal of Criminal Law and Criminology, 82, 36-82.
LOEBER1995
Loeber, R., Stouthamer-Loeber, M. & Green, S. M. (1995) Age at onset of problem behaviour in boys, and later disruptive
and delinquent behaviours. Criminal Behaviour and Mental Health, 1, 289-246.
12
LUNTZ1994
Luntz, B. K. & Widom, C. S. (1994) Antisocial personality disorder in abused and neglected children grown up. American
Journal of Psychiatry, 151, 670-674.
MANNUZZA1998
Mannuzza, S., Klein, R. G., Bessler, A., et al. (1998) Adult psychiatric status of hyperactive boys grown up. American
Journal of Psychiatry, 155, 493-498.
MCCABE2005
McCabe, K. M., Lucchini, S. E., Hough, R.L., et al. (2005) The relation between violence exposure and conduct problems
among adolescents: a prospective study. American Journal of Orthopsychiatry, 75, 575-584.
MOFFITT2002
Moffitt, T. E., Capsi, A., Harrington, H., et al. (2002) Males on life-course-persistent and adolescence-limited antisocial
pathways: follow-up at age 26 years. Development and Psychopathology, 14, 179-207.
Moffitt, T. E., Capsi, A., Dickson, N., et al. (1996) Childhood-onset antisocial conduct problems in males: natural history
from ages 3 to 18 years. Development and Psychopathology, 8, 399-424.
PAKIZ1997
Pakiz, B., Reinherz, H. Z. & Giaconia, R. M. (1997) Early risk factors for serious antisocial behaviour at age 21: a
longitudinal community study. American Journal of Orthopsychiatry, 67, 92-101.
RAINE1994
Raine, A., Brennan, P. & Mednick, S. A. (1994) Birth complications combined with early maternal rejection at age 1 year
predispose to violent crime at age 18 years. Archives of General Psychiatry, 51, 984-988.
13
RITTER2002
Ritter, J., Stewart, M., Bernet, C., et al. (2002) Effects of childhood exposure to familial alcoholism and family violence on
adolescent substance use, conduct problems and self-esteem. Journal of Traumatic Stress, 15, 113-122.
SATTERFIELD1997
Satterfield, J. H. & Schell, A. (1997) A prospective study of hyperactive boys with conduct problems and normal boys:
adolescent and adult criminality. Journal of American Child and Adolescent Psychiatry, 36, 1726-1735.
SOURANDER2006
Sourander, A., Elonheimo, H., Niemela, S., et al. (2006) Childhood predictors of male criminality: a prospective population
based follow up study from age 8 to late adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 45,
578-586.
STEVENSON2001
Stevenson, J. & Goodman, R. (2001) Association between behavior at age 3 years old and adult criminality. British Journal
of Psychiatry, 179, 197-202.
TREMBLAY1994
Tremblay, R. E., Pihl, R. O., Vitaro, F., et al. (1994) Predicting early onset of male antisocial behaviour from preschool
behavior. Archives of General Psychiatry, 51, 732-739.
WALKER1997
Walker, H. M., Stieber, S. & Bullis, M. (1997) Longitudinal correlates of arrest status among at-risk males. Journal of Child
and Family Studies, 6, 289-309.
WHITE2001
White, H. R., Bates, M. E. & Buyske, S. (2001) Adolescent-limited versus persistent delinquency: extending Moffitts
hypothesis into adulthood. Journal of Abnormal Psychology, 110, 600-609.
14
WIESNER2003A
Wiesner, M. & Silbereisen, R. K. (2003) Trajectories of delinquent behaviour in adolescent and their covariates: relations
with initial and time-averaged factors. Journal of Adolescence, 26, 753-771.
WIESNER2003B
Wiesner, M. & Capaldi, D. M. (2003) Relations of childhood and adolescent factors to offending trajectories of young men.
Journal of Research in Crime and Delinquency, 40, 231-262.
15

PubMedHealth PMH0015242 PDF

Uploaded by

Copyright:

Available Formats

PubMedHealth PMH0015242 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

PubMedHealth PMH0015242 PDF

Uploaded by

Copyright:

Available Formats

What is the guideline about?

What is the guideline about?

What topics are covered in the guideline?

What topics are covered in the guideline?

Antisocial

The British Psychological Society

British Library Cataloguing-in-Publication Data

National Collaborating Centre for Mental Health

National Institute for Health and Clinical Excellence

2 ANTISOCIAL PERSONALITY DISORDER

3 METHODS USED TO DEVELOP THIS GUIDELINE

4 ORGANISATION AND EXPERIENCE OF CARE

5 INTERVENTIONS IN CHILDREN AND ADOLESCENTS

6 RISK ASSESSMENT AND MANAGEMENT

A therapeutic community approach for antisocial

Guideline development group members

GUIDELINE DEVELOPMENT GROUP MEMBERS

Guideline development group members

Guideline development group members

What are clinical practice guidelines?

Clinical practice guidelines are systematically developed statements that assist

Uses and limitations of clinical guidelines

Why develop national guidelines?

The National Collaborating Centre for Mental Health

From national guidelines to local protocols

Auditing the implementation of guidelines

THE NATIONAL ANTISOCIAL PERSONALITY

Who has developed this guideline?

For whom is this guideline intended?

Specific aims of this guideline

How this guideline is organised

Antisocial personality disorder

ANTISOCIAL PERSONALITY DISORDER

Antisocial personality disorder

Antisocial personality disorder

Antisocial personality disorder

Symptoms, presentation and pattern of disorder

Antisocial personality disorder

Antisocial personality disorder

Antisocial personality disorder

Course and prognosis

Antisocial personality disorder

Prevalence of antisocial personality disorder and related conditions

The prevalence of antisocial personality disorder in the general population varies

Antisocial personality disorder

As with most psychiatric conditions, antisocial personality disorder is construed as

Antisocial personality disorder

Biological markers for aggressive behaviour

Antisocial personality disorder

PRESENTATION IN HEALTHCARE AND OTHER SETTINGS

Because people with antisocial personality disorder externalise their difficulties, it is

Dropping out of treatment is a particular problem in the treatment of personality

Antisocial personality disorder

USE OF HEALTH SERVICE RESOURCES AND OTHER COSTS

It is important to recognise that while antisocial personality disorder is associated

Antisocial personality disorder

Antisocial personality disorder

TREATMENT AND MANAGEMENT IN THE NHS

Antisocial personality disorder