Executive dysfunction, violence and aggression

Cruz, Ana Rita; Rodrigues, Andreia de Castro; Barbosa, Fernando

doi:10.1016/j.avb.2020.101380

Cited by 23 publications

(23 citation statements)

References 65 publications

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“…Patients with schizophrenia frequently have concomitant cognitive impairment [1,44]. Studies have shown that executive dysfunction is related to violent behavior [45,46], because of the impairment of ability to adapt to the environment. It is sometimes complicated for individuals to adapt their behavior to environmental changes and to have inadequate inhibition, resulting in maladaptive challenges in social settings and more violent responses [46].…”

Section: Discussionmentioning

confidence: 99%

“…Studies have shown that executive dysfunction is related to violent behavior [45,46], because of the impairment of ability to adapt to the environment. It is sometimes complicated for individuals to adapt their behavior to environmental changes and to have inadequate inhibition, resulting in maladaptive challenges in social settings and more violent responses [46]. Unable to deal with conflicts reasonably, the presence of psychotic symptoms such as delusions and hallucinations may simply increase the probability of a patient experiencing conflict, however, whether violent behavior will eventually occur, is associated with the patient's executive function and other cognitive abilities to assess and implement a specific conflict processing strategy.…”

Section: Discussionmentioning

confidence: 99%

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Research on interpersonal violence in schizophrenia: based on different victim types

et al. 2022

BMC Psychiatry

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Background Schizophrenia is one of the most common severe mental disorders associated with an increased risk of violence. The present study compares the demographical, clinical, and criminological characteristics of the patients with schizophrenia who committed different types of violence to relatives, acquaintances, or strangers. Method Archives of the violent offenders with schizophrenia referred to forensic psychiatric assessments from January 2015 to December 2019 in the West China Forensic Medicine Assessment Center in China were analyzed. The demographic information, mental illness history, and criminological characteristics of the offenders were collected. The clinical symptoms, previous violent behaviors, and social deficits were also evaluated. One-way ANOVA, Kruskal–Wallis test, Chi-square test, and logistic regression analysis were enrolled to do the statistical analysis. Results The study enrolled 332 cases: 165 cases (49.7%) in the acquaintance victim group (AV), 96 cases (28.9%) in the relative victim group (RV), and 71 cases (21.4%) in the stranger victim group (SV). The multinomial logistic regression analysis revealed that older patients were less likely to attack relatives (OR = 0.966, 95% CI = 0.944–0.990; p = 0.005), and strangers, (OR = 0.971, 95% CI = 0.944–0.998; p = 0.034). Patients who lived with others were more inclined to attack relatives (OR = 15.057, 95% CI = 3.508–64.628; p < 0.001). Additionally, employed patients were more likely to attack strangers (OR = 2.034, 95% CI = 1.036–3.994; p = 0.039). The regression equation did not include psychiatric symptoms. For RV and AV victims, the risk of death was higher compared to that of SV victims (OR = 13.778, p < 0.001; OR = 2.663, p = 0.014). Conclusion In the interpersonal violence cases committed by schizophrenia patients, the victim type correlates with demographic characteristics of offenders such as living situation, age, and employment status, but not with the psychiatric symptoms. The majority of victims were acquaintances and relatives, and the relative victims having more severe injuries. In order to decrease interpersonal violence, especially violent crimes, more people, especially family members and neighbors, should be educated about symptoms of schizophrenia, the ways to communicate with the patients, and the methods for crisis management.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Research on interpersonal violence in schizophrenia: based on different victim types

et al. 2022

BMC Psychiatry

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“…In contrast, AB at high levels of CU traits was associated with lower reaction time variability (suggesting better sustained attention) compared to AB without CU traits. Executive function deficits associated with broader AB may therefore contribute to impulsive and reactive aggression (Cruz et al, 2020). The distinct neurocognitive profile of lower reaction time variability associated with AB + CU traits may instead underlie strategic planning, forethought, and goal-directed behavior involved in instrumental and premeditated aggression (Frick et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Neurocognitive abilities associated with antisocial behavior with and without callous-unemotional traits in a community sample.

Dotterer¹,

Tomlinson²,

Burt³

et al. 2021

Neuropsychology

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Objective: Antisocial behavior (aggression, rule breaking) is associated with lower intelligence and executive function deficits. Research has not clarified whether these associations differ with the presence of callousunemotional (CU) traits, particularly within levels of antisocial behavior observed in the community. Method: We examined whether antisocial behavior and CU traits were differentially associated with intelligence and executive function metrics in 474 adolescent twins (Mean age = 14.18; SD = 2.20) sampled from birth records to represent youth in the community living in neighborhoods with above average levels of poverty. Intelligence was assessed using standardized scores from the Shipley-2. Executive function was assessed using Go/No-Go and Stop Signal tasks. Results: Neither antisocial behavior, nor CU traits alone, were associated with cognitive functioning when accounting for demographic factors. However, antisocial behavior and CU traits interacted to predict reaction time variability. At low levels of CU traits, antisocial behavior was associated with higher reaction time variability (traditionally thought to reflect worse sustained attention). At high levels of CU traits, antisocial behavior was associated with lower reaction time variability (thought to reflect better sustained attention). Conclusion: Elevated antisocial behavior and CU traits may be characterized by a distinct neurocognitive profile compared to elevated antisocial behavior in isolation. Key PointsQuestion: Is youth antisocial behavior (e.g., rule-breaking, aggression) with callous-unemotional traits (e.g., lack of remorse, lack of empathy, shallow affect) characterized by unique neurocognitive abilities, compared to youth antisocial behavior without callous-unemotional traits? Findings: Using a large population-based community sample, we found that antisocial behavior with high levels of callous-unemotional traits was associated with lower reaction time variability (i.e., better sustained attention), whereas antisocial behavior with low levels of callous-unemotional traits was associated with higher reaction time variability (i.e., worse sustained attention). Importance: These findings suggest that youth with antisocial behavior and callous-unemotional traits have unique neurocognitive profiles from youth with antisocial behavior alone, indicating the need for distinct intervention approaches for those with high versus low callous-unemotional traits. Next Steps: Future research should continue to examine differential neurocognitive abilities (beyond executive function and intelligence) associated with antisocial behavior with and without callous-unemotional traits across development to clarify targets for treatment and potential critical periods for intervention.

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“…In children, executive difficulties have been reported in neurodevelopmental disorders [ 24 ], including autism spectrum disorder [ 25 , 26 , 27 , 28 ], attention-deficit/hyperactivity disorder [ 27 , 29 , 30 ], intellectual disabilities [ 31 , 32 , 33 , 34 ], learning [ 35 , 36 , 37 , 38 ] and language disorders [ 39 , 40 ]. In addition, links have been found between deficits in EF with stress, anxiety, and depression [ 41 ]; executive difficulties have also been found in children with Gilles de LaTourette syndrome [ 42 ] and with Disruptive, Impulse-Control, and Conduct Disorders diagnosis [ 43 ], among others.…”

Section: Introductionmentioning

confidence: 99%

A Short Version of the EFECO Online Questionnaire for the Assessment of Executive Functions in School-Age Children

et al. 2021

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Executive function (EF) is a group of processes that allow individuals to be goal-oriented and to have adaptive functioning, so that adequate performance is essential for success in activities of daily living, at school and in other activities. The present study aims to create a short version of the Executive Functioning Questionnaire (EFECO) since there is a gap in the Spanish literature due to the lack of behavioural observation questionnaires at school age. A total of 3926 participants completed the online questionnaire. Subsequently, the validity and reliability of the data are analysed. The results show that the short version of the questionnaire, the EFECO-S, has a structure with five dimensions (emotional self-control, initiation, working memory, inhibition, and spatial organisation), as well as a second-order factor (global executive skill) and high reliability (ordinal Alpha = 0.68–0.88). The EFECO is composed of 67 items, while the EFECO-S has 20 items, four per factor, which turns it into a quick and easy to apply test. Therefore, it becomes an interesting alternative to be applied in screening processes with children who may be experiencing executive difficulties.

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Executive dysfunction, violence and aggression

Cited by 23 publications

References 65 publications

Research on interpersonal violence in schizophrenia: based on different victim types

Research on interpersonal violence in schizophrenia: based on different victim types

Neurocognitive abilities associated with antisocial behavior with and without callous-unemotional traits in a community sample.

A Short Version of the EFECO Online Questionnaire for the Assessment of Executive Functions in School-Age Children

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