Abstract:Emotion recognition and empathy abilities require the integration of contextual information in real-life scenarios. Previous reports have explored these domains in adolescent offenders (AOs) but have not used tasks that replicate everyday situations. In this study we included ecological measures with different levels of contextual dependence to evaluate emotion recognition and empathy in AOs relative to non-offenders, controlling for the effect of demographic variables. We also explored the influence of fluid … Show more
“…These aspects coincide with the results obtained by González-Gadea et al (2014), which indicate that adolescent offenders display difficulties in integrating affective processes (emotion and empathy) with the contextual information from their daily life, as well as with the profile described in other studies, although there are no homogeneous data in this regard. Likewise, our results are in agreement with the work of Arce et al (2011), who reveal the relationship between social incompetence and antisocial and criminal behaviours -which seem to be involved in the escalating effect.…”
Adolescence is characterised by a higher prevalence of risk-taking and the challenging of social norms, which appears to bear a relationship to personal abilities and social-cognitive deficits. With the aim of understanding this relationship, a comparative study was undertaken with two groups of adolescents, one belonging to the standard population and one comprising young people who have been subject to correctional measures. In order to evaluate the variables involved, use was made of the Questionnaire for the Assessment of Psychopathology in Adolescence (Q-PAD). The results obtained show that both groups display significant differences in all the variables considered in the Questionnaire, with the exception of those relating to body dissatisfaction and family conflicts. Succinctly, it emerged that the juvenile offenders had emotional and interpersonal problems and were at risk of psychological disturbance. They demonstrated uncertainty about the future, liability to substance abuse, and issues of self-esteem. These results suggest the need for prevention and intervention programmes which specifically take into account these variables.
ResumenLa adolescencia constituye una etapa caracterizada por una mayor prevalencia de conductas de riesgo y antinormativas que se relacionan con competencias personales y sociocognitivas deficitarias. Al objeto de conocer dicha relación, se llevó a cabo un estudio comparativo con dos grupos de adolescentes -uno perteneciente a la población normal (n = 35) y el otro compuesto por jóvenes sujetos a medidas de reforma (n = 44) -. Para la evaluación de las variables objeto de estudio se utilizó el Cuestionario para la Evaluación de Problemas en Adolescentes (Q-PAD). Los resultados obtenidos ponen de manifiesto que ambos grupos presentan diferencias significativas en todas las variables contempladas en el instrumento a excepción de las relativas a la insatisfacción corporal y a los conflictos familiares. Sucintamente, se encontró que los menores infractores presentan problemas emocionales, interpersonales, de riesgo psicosocial, incertidumbre sobre el futuro, abuso de sustancias y de autoestima. Los resultados sugieren la necesidad de programas de prevención e intervención que contemplen dichas variables de forma específica.
“…These aspects coincide with the results obtained by González-Gadea et al (2014), which indicate that adolescent offenders display difficulties in integrating affective processes (emotion and empathy) with the contextual information from their daily life, as well as with the profile described in other studies, although there are no homogeneous data in this regard. Likewise, our results are in agreement with the work of Arce et al (2011), who reveal the relationship between social incompetence and antisocial and criminal behaviours -which seem to be involved in the escalating effect.…”
Adolescence is characterised by a higher prevalence of risk-taking and the challenging of social norms, which appears to bear a relationship to personal abilities and social-cognitive deficits. With the aim of understanding this relationship, a comparative study was undertaken with two groups of adolescents, one belonging to the standard population and one comprising young people who have been subject to correctional measures. In order to evaluate the variables involved, use was made of the Questionnaire for the Assessment of Psychopathology in Adolescence (Q-PAD). The results obtained show that both groups display significant differences in all the variables considered in the Questionnaire, with the exception of those relating to body dissatisfaction and family conflicts. Succinctly, it emerged that the juvenile offenders had emotional and interpersonal problems and were at risk of psychological disturbance. They demonstrated uncertainty about the future, liability to substance abuse, and issues of self-esteem. These results suggest the need for prevention and intervention programmes which specifically take into account these variables.
ResumenLa adolescencia constituye una etapa caracterizada por una mayor prevalencia de conductas de riesgo y antinormativas que se relacionan con competencias personales y sociocognitivas deficitarias. Al objeto de conocer dicha relación, se llevó a cabo un estudio comparativo con dos grupos de adolescentes -uno perteneciente a la población normal (n = 35) y el otro compuesto por jóvenes sujetos a medidas de reforma (n = 44) -. Para la evaluación de las variables objeto de estudio se utilizó el Cuestionario para la Evaluación de Problemas en Adolescentes (Q-PAD). Los resultados obtenidos ponen de manifiesto que ambos grupos presentan diferencias significativas en todas las variables contempladas en el instrumento a excepción de las relativas a la insatisfacción corporal y a los conflictos familiares. Sucintamente, se encontró que los menores infractores presentan problemas emocionales, interpersonales, de riesgo psicosocial, incertidumbre sobre el futuro, abuso de sustancias y de autoestima. Los resultados sugieren la necesidad de programas de prevención e intervención que contemplen dichas variables de forma específica.
“…It is possible that one recognises facial expressions, but struggles with these additional elements required for cognitive empathy [41]. Research shows that antisocial individuals are impaired in vocal [42] and postural emotion recognition [43] and struggle to integrate multiple sources of emotional information [44].…”
Childhood disruptive behaviour has been linked to later antisocial and criminal behaviour. Emotion recognition and empathy impairments, thought to be caused by inattention to the eye region, are hypothesised to contribute to antisocial and criminal behaviour. This is the first study to simultaneously examine emotion recognition and empathy impairments, their relationship, and the mechanism behind these impairments, in children with disruptive behaviour. We hypothesised that children with disruptive behaviour would exhibit negative emotion recognition and cognitive and affective empathy impairments, but that these impairments would not be due to reduced attention to the eye region. We expected these emotion impairments to be driven by disruptive behaviour. We also expected a relationship between emotion recognition and cognitive empathy only. Ninety-two children with disruptive behaviour, who were participating in a police crime prevention programme and rated by their schoolteacher using the Strengths and Difficulties Questionnaire (DB; mean age 8.8 years, 80% male), took part. There was a comparison group of 58 typically developing children (TD; mean age 9.7 years, 78% male). All children completed emotion recognition and empathy tasks, both with concurrent eye tracking to assess social attention. Not only were DB children significantly impaired in negative emotion and neutral emotion recognition, and in cognitive and affective empathy compared to the TD children, but severity of disruptive behaviour also predicted intensity of emotion impairments. There were no differences in social attention to the eye region. Negative emotion recognition and empathy impairments are already present in an identifiable group of children displaying disruptive behaviour. These findings provide evidence to encourage the use of targeted interventions.
“…Los estudios muestran que sujetos con DC presentan alteraciones cerebrales vinculadas con la cognición social (Blair, Colledge, Murray y Mitchell, 2001;De Wied, Van Boxtel, Matthys y Meeus, 2012;Fairchild et al, 2013;Guyer et al, 2007;Nawara, Kronbichler y Thun-Hohenstein, 2012;Woodworth y Waschbusch, 2008). Particularmente, la investigación en las últimas décadas se ha focalizado en el estudio del procesamiento de las emociones y la empatía (Gonzalez-Gadea et al, 2014;Holz et al, 2017;Martin-Key, Brown y Fairchild, 2017;Michalska, Zeffiro y Decety, 2016), empleando principalmente mediciones basadas en modelos clásicos del reconocimiento de rostros como el de Ekman y Friesen (1975). Por ejemplo, estudios comportamentales sobre el procesamiento de emociones en niñas con DC han mostrado que los estímulos basados en las tareas de Ekman y Friesen son sensibles a la medición del reconocimiento de rostros que expresan miedo (Pajer, Leininger y Gardner, 2010) e ira y asco (Fairchild, Stobbe, Van Goozen, Calder y Goodyer, 2010).…”
Section: Eduar Herreraunclassified
“…Un estudio similar que utilizó el IRI como medida de empatía en adolescentes con DC evidenció que el nivel de empatía cognitiva y afectiva se reduce en la dimensión de toma perspectiva y preocupación empática (Kostić y Nešić, 2015). También en la literatura se describen estudios que no encontraron diferencias significativas entre adolescentes infractores de la ley vs. controles para la escala total del IRI como para las subescalas que lo componen (Gonzalez-Gadea et al, 2014).…”
Section: Interpersonal Reactivity Index (Iri)unclassified
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