Citation for published item:weinsD vF nd gentif nti @n¡ ee wu£ nozAD vFgF nd pernyhoughD gF nd pish urnD F @PHIQA 9w tern l mindEmindedness nd hildren9s eh vior l di0 ulties X mitig ting the imp t of low so ioe onomi st tusF9D tourn l of norm l hild psy hologyFD RI @RAF ppF SRQESSQF Further information on publisher's website: httpXGGdxFdoiForgGIHFIHHUGsIHVHPEHIPEWTWWEQ Publisher's copyright statement:The original publication is available at www.springerlink.com Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. These findings are discussed with reference to possible ways in which mind-mindedness could inform interventions targeted at at-risk groups.

Citation for published item:wrseeD wFeF nd prikD FtF nd frryD gFF nd uimonisD iFF nd gentifnti @n¡ ee wu£ nozAD vFgF nd euoinD uFtF @PHIRA 9ro(les of the forms nd funtions of selfEreported ggression in three dolesent smplesF9D hevelopment nd psyhopthologyFD PT @HQAF ppF UHSEUPHF Further information on publisher's website: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. In the current study, we addressed several issues related to the forms (physical and relational) and functions (reactive and proactive) of aggression in community (n = 307),voluntary residential (n = 1,917) and involuntarily detained (n = 659) adolescents (ages 11 to 19 years). Across samples, boys self-reported more physical aggression and girls reported more relational aggression, with the exception of higher levels of both forms of aggression in detained girls. Further, few boys showed high rates of relational aggression without also showing high rates of physical aggression. In contrast, it was not uncommon for girls to show high rates of relational aggression alone and these girls tended to also have high levels of problem behavior (e.g., delinquency) and mental health problems (e.g., emotional dysregulation, callousunemotional traits). Finally, for physical aggression in both boys and girls, and for relational aggression in girls, there was a clear pattern of aggressive behavior that emerged from cluster analyses across samples. Two aggression clusters emerged with one group showing moderately high reactive aggression and a second group showing both high reactive and high proactive aggression (combined group). On measures of severity (e.g., self-reported delinquency and arrests) and etiologically important variables (e.g., emotional regulation and callous-unemotional traits), the reactive aggression group was more severe than a non-aggressive cluster but less severe than the combined aggressive cluster. Forms and Functions of Aggression 3 Profiles of the Forms and Functions of Self-Reported Aggression in Three Adolescent SamplesThe research of Nicki R. Crick has been instrumental in advancing our understanding of aggressive behavior. In particular, Crick's work has been critical for defining the various ways that aggression can be expressed in children and adolescents, especially in terms of its forms and functions. While physical aggression has long been a construct of interest in the social sciences because, by definition, it leads to physical harm to its victims (Berkowitz, 1993), Crick's work was influential in drawing attention to another form agg...

(2017) 'Proof of concept of a mind-mindedness intervention for mothers hospitalized for severe mental illness.', Development and psychopathology., 29 (2). pp. 555-564.Further information on publisher's website: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

BackgroundProblems in understanding other people's mental states may relate to distinct personality traits that are associated with early externalizing behavior. A distinction between theory of mind (ToM) and empathy has proven important in shedding light on the problems in understanding other minds encountered by children high on callous‐unemotional (CU) traits and exhibiting impulsivity. The aim of this study was to investigate whether children's early ToM and emotion understanding abilities predicted CU traits and impulsivity at age 10. A further aim was to explore whether the quality of the parent–child relationship very early in the development indirectly or directly predicted the children's CU traits and impulsivity.MethodWe examined whether ToM and empathy skills might differentially relate to personality traits associated with externalizing behaviors (i.e., impulsivity and CU traits). We examined these relations over time in a longitudinal cohort of 96 boys and girls using follow‐back analyses, incorporating measures of maternal mind‐mindedness (appropriate mind‐related talk) to examine the possible role of parent–child interaction quality.ResultsAppropriate mind‐related talk indirectly predicted CU traits (at age 10 years) via its effect on children's emotion understanding. ToM predicted impulsive/irresponsible traits, but ceased to be significant when controlling for externalizing behaviors.ConclusionThe present findings demonstrate that parents who remark appropriately on their infant's mental states may help the child to understand emotions and may mold an empathic understanding of others, thereby preventing CU traits.

Citation for published item:gentifnti @n¡ ee wu£ nozAD vFgF nd uimonisD iFF nd prikD FtF nd euoinD uFtF @PHIQA 9imotionl retivity nd the ssoition etween psyhopthyElinked nrissism nd ggression in detined dolesent oysF9D hevelopment nd psyhopthologyFD PS @PAF ppF RUQERVSF Further information on publisher's website: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. In press. This paper has been accepted for publication in 'Development and Psychopathology'and will appear in a revised form, subsequent to editorial input by Cambridge University Press.© Cambridge University Press. EMOTIONAL REACTIVITY IN NARCISSISM 2Abstract Different patterns of emotional reactivity characterize proactive and reactive functions of aggressive behavior, and theory also suggests a link of both types with narcissism. Importantly, how people with narcissistic traits respond emotionally to competitive scenarios could influence their aggressiveness.Participants were 85 adolescent boys from a detention center. Several indices of emotional functioning were assessed including attentional bias to negative emotional stimuli and psychophysiological responding. In addition, we included self-report and laboratory measures of aggression and measures of psychopathy-linked narcissism, callous-unemotional traits, and impulsivity. Psychopathy-linked narcissism was uniquely related to unprovoked aggression (i.e., proactive aggression) and to heightened attention to pictures depicting others' distress. Compared with those scoring low on narcissism, those high on narcissism who were the least physiologically reactive group evinced greater proactive aggression, whereas those showing a pattern of coactivation (i.e., sympathetic and parasympathetic autonomic reactivity) evinced greater reactive aggression.Results are consistent with descriptions of narcissistic individuals as being hypervigilant to negative cues and exhibiting poor emotion regulation. These characteristics may lead to aggressive and violent behavior aimed at maintaining dominance over others.

This study aimed to assess whether groups of aggressive children differed on psychopathic traits, and neuropsychological and neurobiological measures of prefrontal functioning consistent with the objectives of their aggression—reactive or proactive. Including 110 typically developing children (9–11 years), a latent class analysis identified a low aggression group, a high reactive aggression group, and a mixed (high reactive and proactive) aggression group. Results show high callous–unemotional traits and low resting respiratory sinus arrhythmia increased the likelihood of children being in the mixed aggression group, when compared to the reactive and low aggression groups. However, deficits in planning and inhibitory control increased the likelihood of children being in the reactive aggression group, when compared to the mixed and low aggression groups. Executive functioning deficits did not differentiate the mixed group from the low aggression group. These findings highlight psychobiological and executive functioning differences that may explain heterogeneity in childhood aggression.

Both passive and active social influences may affect adolescents' dangerous driving. In this study, we used an experimental paradigm to delineate these two influences with actual peers. Adolescents completed a simulated driving task, and we measured risk preferences of each member of the peer group. We used hierarchical linear modeling to partition variance in risky decisions. Adolescents experienced many more crashes when they had “passengers” present who reported a strong preference for risk taking and who actively provided decision‐making guidance. Although youth in the passive peer condition were also influenced by the riskiness of their peers, this relation was less strong relative to the active condition. We discuss the need for interventions focussing on active and passive peer influence.

Citation for published item:vrkinD pF nd weinsD iF nd gentifntiD vun gF wu£ noz nd pernyhoughD gF nd veekmD F @PHIUA 9row does restrited nd repetitive ehvior relte to lnguge nd ognition in typil developmentc9D hevelopment nd psyhopthologyFD PW @QAF ppF VTQEVURF Further information on publisher's website: Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Please note: Changes made as a result of publishing processes such as copy-editing, formatting and page numbers may not be reflected in this version. For the definitive version of this publication, please refer to the published source. You are advised to consult the publisher's version if you wish to cite this paper.This version is being made available in accordance with publisher policies. See http://orca.cf.ac.uk/policies.html for usage policies. Copyright and moral rights for publications made available in ORCA are retained by the copyright holders. AbstractRelations between restricted and repetitive behavior (RRB) at age 26 months and children's concurrent (N=203) and later (n=161) social cognition and language development were investigated. RRB was assessed using two scales: sensory and motor repetitive behaviors and rigidity/routines/restricted interests. Language was assessed at ages 26 and 51 months; social cognition was assessed at ages 26 (symbolic play) and 51 and 61 months (theory of mind).Sensory and motor repetitive behavior was negatively related to children's (a) language performance at 26 and 51 months, (b) instructed symbolic play at 26 months, and (c) theory of mind performance at 51 and 61 months. Path analyses showed that children's sensory and motor repetitive behavior at age 26 months was related to lower receptive verbal ability and theory of mind at 51 months, which led to lower ToM at 61 months. Rigidity/routines/restricted interests at 26 months were unrelated to concurrent and later social cognition and language. These results are discussed in terms of the pathways via which sensory and motor repetitive behavior might impact negatively on development. The term restricted and repetitive behavior (RRB) refers to a wide range of movements and behaviors that are frequently seen in atypical development, but which also feature in typical development (Leekam et al., 2007;Leekam, Prior, & Uljarevic, 2011). Although studies on RRB generally include typically-developing children as a comparison group for children at risk for developmental disorder or delay, recent research has begun to chart the developmental course of RRB in typical ...