Conduct disorder is a general psychiatric classification encompassing a variety of behavior patterns in which the individual repetitively and persistently violates the rights, privilages and privacy of others. For these children and adolescents, the authority figures like parents and teachers are assumed as intervening and punishing individuals. Some of these patients are diagnosed as having attention deficit or hyperactivity. Conduct disorder may be concomitant with one or several other disorders such as mood disorders, substance abuse, learning and emotional disorders. The probability of Conduct disorder in children with biological or non biological parents having antisocial personality,and or have siblings with behavioral and communication disorders, is more than normal people. Also for children with alcoholic, mood disorders, attention deficit hyperactivity disorder, psychosis and Conduct disorder parents, the probability of having the symptoms is higher than children with normal parents.

Objective: This study investigates the prevalence of attention deficit hyperactivity disorder (ADHD), Conduct disorder ((CD)), and oppositional defiant disorder (ODD) among elementary students in Shiraz.Method: Utilizing a random cluster sampling method, 1300 students were recruited, and evaluated with CSI-4 (parents form).Results: Data analysis revealed that %17.5 of the students have these three disorders, and the boys had a greater ratio. It included attention deficit (%6.7), hyperactivity-impulsivity (%6), Combined ADHD (%5), (CD) (%5), ODD (%3.6).Conclusion: These findings stress that prevalence of disruptive disorders are considerable in Shiraz, and need to be emphasized in the therapeutic and educational policies.

Background and Objectives: Conduct disorder ((CD)) is a psychiatric disorder in adolescents that, if left untreated, can lead to antisocial personality or antisocial behaviors. This study aimed to design and validate a spiritual therapy (SP) package based on Islamic culture and classical psychological achievements. Methods: A content analysis methodology was employed. The challenges faced by these adolescents were articulated using the diagnostic and statistical manual of mental disorders, 5th edition (DSM-5) diagnostic criteria in conjunction with contemporary empirical research outcomes. The SP elements were formulated according to the God-attachment theory proposed by Kirkpatrick. We endeavored to correlate each identified problem or challenge with a corresponding element of the SP framework. A panel of experts, consisting of 14 faculty members, evaluated the alignment between the recognized challenges and suggested intervention components. Relevant verses and narratives from the Quran and hadiths on the elements of SP were extracted through an exhaustive literature review. The expert panel appraised each item’s content validity ratio (CVR) and content validity index (CVI). A comprehensive educational package comprising 13 sessions was devised, and its efficacy was independently assessed. Results: The educational package’s CVR was calculated to be 0. 99. Each educational session’s CVI was >0. 78. Conclusion: Based on these results, the SP educational package based on Islamic culture is suitable for incorporation into counseling. Institutions and mental health providers could integrate SP into their therapeuthic/educational plans.