Forskning har visat att barn som uppvisar ett normbrytande beteende i kombination med brister i empati och förståelse för ömsesidighet med andra har svårare för att bedöma rädda ansikten än andra barn med normbrytande beteenden. I en studie kopplades detta till att de inte läser av ögonen utan fokuserar mer på munnen. Föreliggande studies huvudsyfte var dels att validera ett instrument för mätning av barns ögonrörelser och relatera ögonrörelser till tolkning av känslor i ansiktsuttryck, dels att undersöka om barns empati generellt kan kopplas till skillnader i ögonrörelsemönster vid bedömning av ansiktsuttryck. En normalpopulation på 39 barn i 10-11 årsåldern bedömde ansiktsuttryck (glad, neutral, ledsen, arg och rädd). Föräldraskattningar av kognitiv och affektiv empati relaterades till deras förmåga att identifiera ansikten korrekt. Resultaten indikerar att rädda ansiktsuttryck generellt var svårare än de andra att bedöma. Det fanns också en negativ korrelation mellan affektiv empati och förmågan att bedöma rädda ansikten och ansikten i allmänhet. Resultaten diskuteras utifrån tidigare forskning och klinisk betydelse.

Individual differences, particularly callous and unemotional (C&U) traits, and parenting practices are some of the strongest predictors of externalizing behavior in adolescents. However, findings on the associations between C&U traits, parenting, and externalizing behaviors have been mixed, with studies often utilizing single scores to represent these multidimensional constructs. The current study used a developmental-contextual framework to examine how dimensions of C&U traits predict aggressive and non-aggressive rule-breaking behaviors through positive and negative parenting practices. The study used archival data from 174 pairs of adolescent males, ages 11-16 years old, and their mothers. Results showed that C&U traits influenced externalizing behaviors through parenting practices. Findings also showed specificities among these relationships. Particularly, the associations between Uncaring and aggressive, as well as non-aggressive rule-breaking, behaviors was mediated by negative parenting, whereas the association between Unemotional and rule-breaking behaviors was mediated by positive parenting practices. Research and clinical implications are discussed.

Callous-unemotional (CU) traits are associated with severe and aggressive youth antisocial behavior (ASB) and are under consideration as a potential specifier for the diagnosis of Conduct Disorder in DSM-5 (Frick & Moffitt, 2010). This proposal demands more inquiry into the impact that CU traits have on behavioral subtypes of youth ASB. Normal-range personality traits, trait levels of anxiety, and hormonal stress reactivity (i.e., changes in the stress hormone, cortisol) are all factors that have been studied extensively in relation to ASB, but these relationships have not yet been considered in combination with CU traits. The purpose of the current set of studies was to examine the extent to which CU traits moderated links between these three factors and both overall and behavioral subtypes of ASB. In the first study, data were collected on children’s personality, CU traits, and three behavioral categories of ASB (physical aggression, relational aggression and non-violent rule-breaking behavior) for community (N = 742) and clinical (N = 183) samples of children. In the community sample, CU traits moderated links between Neuroticism, Extraversion, Agreeableness, Openness to Experience and ASB overall and externalizing behaviors, between Neuroticism, Extraversion and physical aggression and between Agreeableness, Extraversion and rule-breaking behaviors. In the clinical sample, CU traits moderated the link between Agreeableness and externalizing behaviors. In the second study, data were collected on children’s trait anxiety, CU traits, and the same three behavioral categories of ASB in a follow-up adolescent community sample (N = 145). Reactivity of cortisol in response to an unanticipated social stress test was also measured. Results revealed that CU traits moderated links between trait anxiety and ASB overall, externalizing behaviors and physical aggression. In females only, CU traits also moderated links between cortisol reactivity and ASB overall and externalizing behaviors. Combined, the results of these studies support the proposal that CU traits are a clinically useful diagnostic specifier with different implications for behavioral subtypes of ASB. Further, the present findings allow recommendations to be made for future research to further our understanding of the role CU traits play in CD, and to develop targeted interventions.

Callous-unemotional (CU) traits are associated with severe and aggressive youth antisocial behavior (ASB) and are under consideration as a potential specifier for the diagnosis of Conduct Disorder in DSM-5 (Frick & Moffitt, 2010). This proposal demands more inquiry into the impact that CU traits have on behavioral subtypes of youth ASB. Normal-range personality traits, trait levels of anxiety, and hormonal stress reactivity (i.e., changes in the stress hormone, cortisol) are all factors that have been studied extensively in relation to ASB, but these relationships have not yet been considered in combination with CU traits. The purpose of the current set of studies was to examine the extent to which CU traits moderated links between these three factors and both overall and behavioral subtypes of ASB. In the first study, data were collected on children’s personality, CU traits, and three behavioral categories of ASB (physical aggression, relational aggression and non-violent rule-breaking behavior) for community (N = 742) and clinical (N = 183) samples of children. In the community sample, CU traits moderated links between Neuroticism, Extraversion, Agreeableness, Openness to Experience and ASB overall and externalizing behaviors, between Neuroticism, Extraversion and physical aggression and between Agreeableness, Extraversion and rule-breaking behaviors. In the clinical sample, CU traits moderated the link between Agreeableness and externalizing behaviors. In the second study, data were collected on children’s trait anxiety, CU traits, and the same three behavioral categories of ASB in a follow-up adolescent community sample (N = 145). Reactivity of cortisol in response to an unanticipated social stress test was also measured. Results revealed that CU traits moderated links between trait anxiety and ASB overall, externalizing behaviors and physical aggression. In females only, CU traits also moderated links between cortisol reactivity and ASB overall and externalizing behaviors. Combined, the results of these studies support the proposal that CU traits are a clinically useful diagnostic specifier with different implications for behavioral subtypes of ASB. Further, the present findings allow recommendations to be made for future research to further our understanding of the role CU traits play in CD, and to develop targeted interventions.

Although research has demonstrated that some adults with psychopathic traits show better executive functioning and higher intelligence that make them “successful”, there has been very minimal research testing whether similar distinctions can be made in samples of youth with elevated CU traits. Utilizing a sample of 1216 male adolescent first-time offenders, the current study examined whether executive functioning, intelligence and/or impulse control would moderate the relationship between CU traits and antisocial outcomes. The current study also examined whether CU traits were more strongly associated with a number of positive adjustment indicators at higher levels of the moderators. Results did not support successful psychopathy conceptualizations for youth with CU traits. Unlike findings in adult psychopathy research, adolescents high on CU traits who were also of higher intelligence engaged in more aggressive acts. The current findings also indicated that none of the proposed moderators influenced the relationship between CU traits and the positive adjustment indicators.

This research study compared perceptions of family functioning among preadolescent children with behavior difficulties and their primary caregivers. Participants consisted of 29 caregiver-child dyads as well as each child's classroom teacher. Eligibility for the study was based on the child's placement within a self-contained Emotionally Handicapped (EH) or Severely Emotionally Disturbed (SED) classroom in one of three elementary schools within two west coast Florida counties. Data collection included teacher rating scales pertaining to the severity of each child's behavior and the presence of Callus Unemotional (CU) traits in addition to caregiver and child interviews tapping perceptions of family functioning. Results indicated that caregivers consistently viewed their families as more adaptive and cohesive than did children with a disruptive behavior disorder. These findings are consistent with previous research showing a similar pattern among older adolescents with a disruptive behavior disorder. No relationship was not found between the child's perception of family functioning and CU traits, although it was noted that there was considerable restriction of range on CU traits. Overall, the results of this study contributes to the existing literature by demonstrating that preadolescents, like their older counterparts, also view their families as less adaptive and cohesive than do their caregivers. Limitations and directions for future research are discussed.

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Callous-unemotional (CU) traits, an affective component of psychopathy, are associated with problematic outcomes in social relationships in adolescents. However, their association with problematic romantic relationships in young adults has not been the focus of research. In a community sample of 216 college students (167 females) between the ages of 18 to 50, the current study examined the association between CU traits and several important romantic relationship outcomes. Results indicated that CU traits showed positive associations with dominance and partner’s perceived submissiveness, but negative associations with relationship satisfaction, even after controlling for impulsivity and antisocial behavior. On the other hand, antisocial behavior showed unique positive associations with short-term mating, psychological aggression towards partner, and partner’s perceived CU traits, even after controlling for CU traits. Further, results indicated that CU traits, impulsivity, and antisocial behavior showed positive associations with physical aggression towards partner. However, once these variables were entered in a multiple regression model simultaneously, none of these associations remained significant, suggesting it is the shared variance across these three variables that accounts for physical aggression. Implications for research and treatment are discussed.

Conduct problems describe behaviors that violate either age-appropriate societal norms or the rights of others. They include: physical or verbal aggression, theft, lying, arguing with authority, defiance, violation of rules, property destruction, fire setting, and truancy. Among youth with conduct problems, a subset display features known as callous-unemotional (CU) traits. CU traits, or interpersonal callousness, are exemplified in behaviors such as: (a) absence of remorse or guilt, (b) lack of empathy and, (c) callous use of others for personal gain (Frick & White, 2008). This study aims to fill the gap of examining these students in schools and which practices are currently being used to manage these students’ behaviors. Because students with callous unemotional traits are typically the students exhibiting the most extreme and aggressive forms of conduct problems, there is a need to discover effective ways to manage their behavior in order to maintain a safe and effective learning environment for all students. In this study, vignettes were used to make comparisons between youth with and without CU traits in the following areas: (RQ1) teachers’ attributive perceptions of conduct problems (i.e., Why do they think the child behaves this way?), (RQ2) teachers’ self-efficacy in addressing conduct problems in the classroom, (RQ3) the most appropriate educational setting for students with conduct problems, (RQ4) the type of behavior management strategies believed to be most effective, and (RQ5) the expected trajectory of the student. Teachers were most likely to attribute problem behavior of all students to home and within child factors but they were somewhat more likely to attribute home factors to the students with CU traits. Teachers additionally feel overall less efficacious in working with students with CU traits, had lower expectations of success, and were more likely to recommend ongoing home-school collaboration. Participants in this study showed overwhelming support for the fact that reinforcing interventions are more effective than punitive interventions and knowledge of a wide range of interventions. The discussion describes suggestions for future training to increase teacher competency in working with students with conduct problems in the general education setting.

Title from PDF of title page. / Document formatted into pages; contains 124 pages. / Thesis (Ed.S.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: This research study compared perceptions of family functioning among preadolescent children with behavior difficulties and their primary caregivers. Participants consisted of 29 caregiver-child dyads as well as each child's classroom teacher. Eligibility for the study was based on the child's placement within a self-contained Emotionally Handicapped (EH) or Severely Emotionally Disturbed (SED) classroom in one of three elementary schools within two west coast Florida counties. Data collection included teacher rating scales pertaining to the severity of each child's behavior and the presence of Callus Unemotional (CU) traits in addition to caregiver and child interviews tapping perceptions of family functioning. Results indicated that caregivers consistently viewed their families as more adaptive and cohesive than did children with a disruptive behavior disorder. / ABSTRACT: These findings are consistent with previous research showing a similar pattern among older adolescents with a disruptive behavior disorder. No relationship was not found between the child's perception of family functioning and CU traits, although it was noted that there was considerable restriction of range on CU traits. Overall, the results of this study contributes to the existing literature by demonstrating that preadolescents, like their older counterparts, also view their families as less adaptive and cohesive than do their caregivers. Limitations and directions for future research are discussed. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.