Although anxiety disorders and conduct problems often co-occur in children and adolescents, literature describing the effects of such co-occurrence is mixed. There is evidence that symptoms of anxiety disorders may mitigate symptoms of conduct problems (buffering hypothesis) or may exacerbate symptoms of conduct problems (multiple problem hypothesis). A dual-pathway model has been proposed that suggests several possible etiological or risk processes that may differentiate these pathways (i.e., the buffering hypothesis or the multiple problem hypothesis) (Drabick, Ollendick, & Bubier, 2010). Executive functioning is one factor that has been identified that may differentially confer risk to the proposed pathways; however, little research has been done investigating its role. The purpose of the present study was to evaluate the dual-pathway model by determining whether executive functioning abilities contribute to differentiating those youth for whom anxiety exacerbates conduct problems from those for whom anxiety mitigates conduct problems. Specifically, the study sought to examine if executive functioning moderated the effect of anxiety symptom severity on conduct problems. Latent variable structural equation modeling (SEM) was used to analyze the data of 221 youth aged 9 to 16 in a residential treatment center who completed a full neuropsychological evaluation. Results of the study failed to support the hypothesis that executive functioning moderates the effect of anxiety on conduct problems. Furthermore, a structural equation model without an interaction between executive functioning and anxiety was found to fit the data better than a model with an interaction between those variables. Overall, the study found that executive functioning abilities could not distinguish youth for whom anxiety exacerbates conduct problems from youth for whom anxiety mitigates conduct problems. Recommendations for future research in light of the limitations of the current study, as well as remaining gaps in the literature, are discussed. / text

Ce présent mémoire a pour objectif de décrire les traits d’insensibilité émotionnelle (TIÉ) chez les enfants d’âge préscolaire (p. ex., manque d’empathie, faible sentiment de culpabilité). Parmi les études existant sur les TIÉ auprès des jeunes, la majorité porte sur les adolescents ou les enfants d’âge scolaire. Les connaissances concernant les TIÉ à l’âge préscolaire sont limitées. Afin de contrer cette limite, 15 familles ayant un enfant âgé de 4 ans (moyenne : 4,61 ans, écart-type : 0,23) ont été recrutées aux fins de la présente étude. La mise en œuvre de ce projet s’est réalisée selon une approche qualitative, plus précisément par des entretiens semi-directifs menés auprès des parents et des éducatrices des enfants en milieu de garde ainsi que par l’observation des enfants dans leur milieu familial et leur milieu de garde. Quatre groupes d’enfants ont été créés selon leur degré de troubles du comportement (TC) (p. ex., agression physique) et de TIÉ : enfants ayant un degré élevé de TIÉ seulement (TIÉ+; n = 3), enfants ayant des TC et des TIÉ élevés (TC+/TIÉ+; n = 4), enfants ayant des TC élevés seulement (TC+; n = 2) ainsi que des enfants ayant des TC et des TIÉ à un degré moindre (TC-/TIÉ-; n = 6). Les résultats ont été regroupés selon cinq thèmes : remords et culpabilité, empathie, souci à l’égard de la performance, sphère affective et gestion des émotions, découlant des critères d’une spécification du trouble des conduites, inclus dans le DSM-V (American Psychiatric Association, 2013) ainsi qu’un aspect supplémentaire, soit le comportement général de l’enfant. Nos résultats suggèrent que les enfants des groupes TIÉ+ et TC+/TIÉ+ semblent se distinguer des enfants des autres groupes sur la base de la notion de persévérance face à aux difficultés, issue du thème souci à l’égard de la performance. Un plus grand nombre de distinctions ont pu être observées chez les enfants du groupe TC+/TIÉ+, telles que des difficultés dans la sphère affective et gestion des émotions, le comportement général de l’enfant ainsi que selon le thème remords et culpabilité. De plus, ces enfants ne semblent pas modifier leurs comportements à la suite de méthodes disciplinaires à leur égard, et ce, principalement dans leur milieu familial. Les résultats d’études scientifiques et du présent projet soutiennent l’importance de renforcer les capacités parentales et du lien d’attachement ainsi que de promouvoir les habiletés sociales et les comportements prosociaux chez les enfants présentant des TIÉ. / The aim of this study is to describe callous-unemotional (CU) traits (e.g., lack of empathy or guilt) in preschool-age children. The majority of existing studies focus on teenagers and school-age children. In this study, we recruited 15 families with a four-year-old child (mean age: 4.61 years, standard deviation: 0.23) in an effort to improve knowledge on CU traits in younger children. A qualitative approach was used in implementing this project by conducting semi-structured interviews with the parents and educators of children in childcare. The children were also observed at home and in their childcare environment. The children were divided into four groups according to their levels of CU traits and conduct problems (CP) (e.g., physical aggression): children with high levels of both CP and CU traits (CP+/CU+; n = 4), children with high levels of CP only (CP+; n = 2), children with high levels of CU traits only (CU+; n = 3) and children with low levels of both CP and CU-traits (CP/CU-; n = 6). The data were analysed according to five themes, based on the DSM-V: remorse and guilt, empathy, low concern for performance, affective sphere and emotional regulation (American Psychiatric Association, 2013). The child’s general behavior was also taken into account. The results of this study suggest that children from groups CU+ and CP+/CU+ differed from the other groups on the notion of perseverance to face difficulties resulting from the area of low concern for performance. Moreover, the CP+/CU+ group showed additional difficulties in the following areas: affective sphere, emotional regulation and child’s general behavior as well as remorse and guilt. Children from this group do not easily modify their behavior following disciplinary action, regardless of the methods employed, especially within their home environment. The results from previous studies and this project support the importance of reinforcing parental skills, attachment and the development of social skills and prosocial behaviour in children who exhibit CU traits.

The purpose of this thesis was to examine associations between parenting and child callous-unemotional (CU) behavior in a high-risk sample of children aged 2-9 years. First, a narrative review examined the construct of CU behavior, focusing specifically on definitions and measurement of the affective and interpersonal dimensions of psychopathy, and their applicability to youth. Second, a systematic review examined evidence from 30 studies that had investigated associations between dimensions of parenting and CU traits. Studies were classified as testing one of five different research questions. Third, five different empirical studies tested various research questions pertaining to associations between parenting and CU behavior. Data from mother-child dyads N = 731; 49% female) were collected from a multi-ethnic and high-risk sample, and included multi-method observed measures of parenting. Study 1 found that observed harsh and positive parenting predicted child CU behavior from ages 2-4, controlling for earlier child behavior and various demographic covariates. Study 2 employed a moderator design, and found that harsh and warm parenting were more strongly related to the conduct problems of children with high versus low levels of CU behavior. Study 3 tested cross-lagged simultaneous and reciprocal effects models, and found that parental warmth (observed and expressed by parents in speech samples) uniquely predicted child CU behavior versus conduct problems. Study 4 tested the factor structure of Inventory of Callous-Unemotional Traits (ICU; Frick, 2004), finding support for a three-Bifactor structure. Finally, Study 5 found that parent-child affective interactions at ages 2-3 predicted CU traits at age 9, over and above general behavior problems. Taken together, the results of this thesis suggest that CU features are more malleable than previously thought. In particular, aspects of parental affect and warm parenting behavior appear to be important key targets of investigation for future empirical and intervention studies.

Introduction. La fumée secondaire est considérée comme un agent neurotoxique. À ce jour, la littérature traitant des liens entre l’exposition à la fumée secondaire à l’enfance et les comportements antisociaux repose majoritairement sur des devis transversaux ou porte sur la période développementale de l’enfance. Objectif. D’une part, nous souhaitons repousser l’âge auquel les comportements antisociaux sont mesurés en le portant à la préadolescence. De plus, nous souhaitons utiliser des données autorapportées afin d’utiliser une mesure possiblement plus valide des comportements antisociaux. Finalement, nous souhaitons confirmer les résultats longitudinaux précédemment rapportés par les parents ou les enseignants à l’âge de 10 ans. Méthode. Les parents de 1035 enfants ayant participé à l’Étude longitudinale des enfants du Québec ont rapporté si au moins un individu fumait au domicile (entre l’âge d’un an et demi et sept ans). Les variables dépendantes autorévélées (mesurées à douze ans) comprenaient les problèmes de conduite, l’agressivité proactive, l’agressivité réactive, l’indiscipline scolaire et le risque de décrochage. Résultats. Après l’inclusion des variables de contrôle, nous avons observé que l’exposition à la fumée secondaire est prospectivement associée aux problèmes de conduite, l’agressivité proactive, l’agressivité réactive, l’indiscipline scolaire et le risque de décrochage autorévélés. Discussion. Les jeunes exposés à la fumée secondaire à l’enfance rapportent avoir plus de comportements antisociaux. Nos résultats corroborent les recommandations du American Surgeon’s General indiquant qu’aucune exposition à la fumée secondaire ne peut être considérée sécuritaire à l’enfance. / Introduction. Secondhand smoke is considered a developmental neurotoxicant. Up to this day, research on secondhand smoke and later antisocial behavior has remained cross-sectional or in the developmental period of childhood. Objective. We sough to extend previous research by extending to age 12 our prospective associational model. Also, we use self-reported data for validity reasons and to cross-match previous research using parent and teacher-rated data at age 10. Method. Parents reported the amount of household smoke exposure (between ages 1.5 and 7) for 1035 children from the Quebec Longitudinal Study of Child Development. Main outcome measures include self-reported conduct problems, proactive aggression, reactive aggression, dropout risk, and school indiscipline at age 12. Results. After adjusting for potential confounders, we observed that secondhand smoke is prospectively associated to conduct problems, proactive and reactive aggression, school indiscipline, and dropout risk. Discussion. Children exposed to household smoke reported increased risks of reporting antisocial behavior at age 12. Our findings corroborate the recommendation of the American Surgeon’s General that no smoke exposure can be considered safe.

Children who express externalizing behaviors in school are at greater risk of school failure and peer rejection. They are also at greater risk of developing antisocial behaviors, addiction to drugs, mental health problems and delinquency. Many teachers experience difficulties in working with pupils expressing externalizing behaviors. The aim of this thesis is to evaluate a classroom behavior management program called Comet. The main principle of Comet is to get the teacher to use effective strategies when the pupil who is targeted for intervention, and the rest of class, are behaving appropriately and inappropriately. Two versions of the program are evaluated in the thesis: Comet for teachers (Comet-T) and Comet for parents (Comet-P). Three studies are committed to evaluate Comet-T. In the first study Comet-T was compared to an active control group. 100 children (aged 8) were randomized into Comet-T or the control group. At post test and follow-up Comet-T received a better results in reducing externalizing problems, peer problems and teacher behavior management. An analysis of mediators showed that changes in teacher behaviors mediated externalizing behavior. In the second study, children (aged 6 -13) were randomized into two groups. 44 pupils received Comet-T and 42 pupils received a combined intervention consisting of Comet-T at school and Comet-P at home. At post test and follow-up the results show that the combination of Comet-T and Comet-P reduced the externalizing behaviors at home more than Comet-T (only). However, there were no significant differences between the two conditions regarding decrease in externalizing behaviors at school. In the third study Comet-T was compared to a brief version called Comet-TB. At post test Comet-TB had a greater reduction of externalizing behaviors compared to Comet-T. The studies conclude that teachers can use behavior management techniques to decrease externalizing behaviors in the classroom. Furthermore, teachers cannot rely on parent management programs in order to decrease externalizing problems in school. Instead, behavior problems in school need to be solved within school settings. Finally, even a brief program can be effective in order to decrease externalizing behaviors.

Les traits d’insensibilité émotionnelle, tels le manque d’empathie, le manque de remords et l’affect superficiel, sont corrélés avec les troubles de comportement chez les jeunes. La recherche suggère que les traits d’insensibilité émotionnelle et les troubles de comportement sont influencés par des facteurs génétiques communs, et pourraient aussi être influencés, du moins en partie, par des facteurs environnementaux communs. Bien que travaux antérieurs suggèrent que les traits d’insensibilité émotionnelle soient positivement (p. ex., hyperactivité) ou négativement (p. ex., anxiété) associés à d’autres symptômes de psychopathologie, les études portant sur les facteurs étiologiques communs aux traits d’insensibilité émotionnelle et ces autres symptômes de psychopathologie sont plus limitées. Objectifs. Nous proposons d’examiner les associations étiologiques entre les traits d’insensibilité émotionnelle et 1) les troubles de comportement, 2) l’hyperactivité, et 3) l’anxiété, à l’aide d’un échantillon de jumeaux. Méthode. Les participants sont 204 paires complètes et 18 paires incomplètes de jumeaux de même sexe (n = 426; 42% filles; 43% MZ; âge = 15 ans) issus du Child and Adolescents Twin Study in Sweden, une étude longitudinale composée de jumeaux suédois. Des mesures auto-révélées ont été utilisées pour évaluer les traits d’insensibilité émotionnelle, les troubles de comportement, l’hyperactivité et l’anxiété. Des modèles d’équations structurelles ont été estimés afin d’évaluer les contributions génétiques et environnementales des traits d’insensibilité émotionnelle ainsi que leur chevauchement étiologique avec les troubles de comportement, l’hyperactivité et l’anxiété. Résultats. Nous avons trouvé une corrélation génétique forte et positive entre les traits d’insensibilité émotionnelle et les troubles de comportement, mais aucune corrélation significative sur le plan des facteurs environnementaux. Nous avons trouvé une corrélation génétique modérée entre les traits d’insensibilité émotionnelle et l’hyperactivité. Nous avons également trouvé une corrélation génétique modeste et négative entre les traits d’insensibilité émotionnelle et l’anxiété. Conclusion. Ces résultats suggèrent l’existence de facteurs génétiques communs expliquant les traits d’insensibilité émotionnelle et les troubles de comportement, plus particulièrement, et dans une moindre mesure les traits d’insensibilité émotionnelle et l’hyperactivité. En outre, les résultats suggèrent que des facteurs génétiques contribuant à la présence de traits d’insensibilité émotionnelle contribueraient aussi à la diminution des symptômes d’anxiété. / Callous-unemotional (CU) traits, such as lack of empathy, lack of guilt and shallow affect, are associated with conduct problems in youth. Research suggests that CU traits and conduct problems share common genetic factors and, possibly environmental factors. Despite evidence for a behavioural association between CU traits and hyperactivity and between CU traits and low anxiety, the etiological associations between these pairs have been considerably less explored. Objectives. Using a twin model-fitting approach, we investigated the etiological associations between CU traits and 1) conduct problems, 2) hyperactivity and 3) anxiety. Method. Participants were 204 complete pairs and 18 incomplete pairs of same-sex twins (n = 426; 42% female; 43% MZ; age = 15) drawn from the Child and Adolescents Twin Study in Sweden, a longitudinal study of twins born in Sweden. CU traits, conduct problems, hyperactivity and anxiety were assessed through self-reports. Structural equation modeling was used to conduct model-fitting analyses. Results. We found a strong positive genetic correlation between CU traits and conduct problems but no significant environmental correlations. We found a moderate genetic correlation between CU traits and hyperactivity. We also found a modest but significant negative genetic correlation between CU traits and anxiety. Conclusion. These findings suggest that common genetic factors explain CU traits and conduct problems, more particularly, and to a lesser extent CU traits and hyperactivity. In addition, these findings suggest that some of the genetic factors contributing to CU traits may also contribute to decreasing levels of anxiety.

Denna studie syftade till att undersöka grad av alla tre dimensioner sammanslagna och respektive dimension av psykopati bland unga och hur det relaterade till antisocialt beteende samt om relationerna kvarstod oberoende av ungas sociala förmåga och föräldrars SES. Urvalet bestod av 1731 unga varav 912 pojkar och 819 flickor i åldern 11-13 år med medelålder 12,2. Psykopatiska personlighetsdrag definierades med tre dimensioner som var grandiositet - manipulation, brist i empati - flackt känsloliv och impulsivitet - behov av omväxling. Resultaten visade att pojkar uppvisade högre grad av psykopatiska personlighetsdrag jämfört med flickor. Psykopatiska personlighetsdrag och antisocialt beteende korrelerade i hög utsträckning med varandra. Majoriteten av korrelationerna var högre bland pojkar än flickor separat. Sambanden kvarstod mellan psykopatiska personlighetsdrag och antisocialt beteende vid kontroll för ungas sociala förmåga respektive föräldrars SES för totala urvalet samt separat för pojkar respektive flickor. Slutsatsen som drogs var att psykopatiska personlighetsdrag och antisocialt beteende var relaterade till varandra. Denna relation var oberoende av ungas sociala förmåga och föräldrars SES. Diskussioner om praktiska implikationer förs och direktiv för framtida forskning ges. / The main purpose of this study was to investigate the extent of psychopathic personality traits among youths and how it related to antisocial behaviour and whether the relationships remained independent of youth’s social skills and parental SES. The study consisted of 1731 participant, where 912 of them were boys, and 819 were girls at age 11-13 with mean age 12,2. The psychopathic personality traits consist of three different dimensions; Grandiose-Deceitful, Callous-Unemotional, and Impulsivity-Need for Stimulation. The results showed that the psychopathic dimensions were significantly higher among boys than girls. We also examined the relationship between the psychopathic dimensions and conduct problems for the total sample, which showed a high positive significant correlation. These correlations were tested for both genders separately, which showed indications of boys having a higher correlation than girls. Furthermore, the result indicated that the relationship remained between psychopathic dimensions and conduct problems in controlling for social skills respective socioeconomic status for the total sample and separately for boys and girls. The conclusion drawn that psychopathic personality traits and conduct problem were related to each other. This relationship was independent of young’s level of social skills and parental level of SES. Discussions of practical implications and directives for future research are provided.

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