Linking Callous-Unemotional Traits to Instrumental and Non-Instrumental Forms of Aggression

Fanti, Kostas A.; Frick, Paul J.; Γεωργίου, Στέλιος Ν.

doi:10.1007/s10862-008-9111-3

Cited by 324 publications

(384 citation statements)

References 49 publications

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“…In the same way that the value of social intelligence is lost on peaceful resolutions once empathy is controlled, what use is sharing and understanding others' emotions, when one does not care about others' emotions? In a study of adolescent students (ages 12 to 18), the subscales of the Inventory of CallousUnemotional Traits [33] that deal with a lack of remorse and a lack of caring for the feelings or values of others (i.e., callous and uncaring) were more related to bullying than the subscale related to lack of emotional expressiveness [31]. Interestingly, the uncaring subscale has also been found to be related to general empathy deficits and low levels of arousal when receiving taunts from an 'opponent' [34].…”

Section: Empathy Bullying and Cu Traitsmentioning

confidence: 99%

“…These deficits in empathy in children with CU traits may explain increases in the use of bullying behaviours [6,31]. In a sample of 11-13 year old children, Viding et al [6] found that CU traits statistically predicted direct forms of bullying and explained 3% of the variance beyond the presence of conduct problems.…”

Section: Empathy Bullying and Cu Traitsmentioning

confidence: 99%

“…Fanti et al [31] argued that the affective deficits that underlie uncaring and callous traits are responsible for bullying and aggression. However, without research into the type of empathy deficits that underlie a lack of caring for the values of other people, targeting empathy in interventions may be unwarranted.…”

Section: Empathy Bullying and Cu Traitsmentioning

confidence: 99%

“…First, we have included both indirect and direct forms of bullying in the present study. While Fanti et al [31] examined antisocial behaviour with respect to callous-unemotional traits, they only used a Empathy, Bullying and CU Traits 7 general measure of bullying and could not test whether uncaring and callous traits were differentially related to direct and indirect bullying. Indeed, the two facets have been shown to relate to aggression differently in girls and boys [34].…”

Section: Empathy Bullying and Cu Traitsmentioning

confidence: 99%

See 3 more Smart Citations

Empathy and Bullying: Exploring the Influence of Callous-Unemotional Traits

Muñoz

Qualter

Padgett

2010

Child Psychiatry Hum Dev

139

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Citation for published item:gentifnti @n¡ ee wu£ nozAD vFgF nd ulterD F nd dgettD qF @PHIIA 9impthy nd ullying X exploring the in)uene of llousEunemotionl tritsF9D ghild psyhitry nd humn developmentFD RP @PAF ppF IVQEIWTF Further information on publisher's website: httpXGGdxFdoiForgGIHFIHHUGsIHSUVEHIHEHPHTEI 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-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.

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Section: Empathy Bullying and Cu Traitsmentioning

confidence: 99%

Section: Empathy Bullying and Cu Traitsmentioning

confidence: 99%

Section: Empathy Bullying and Cu Traitsmentioning

confidence: 99%

Section: Empathy Bullying and Cu Traitsmentioning

confidence: 99%

See 2 more Smart Citations

Empathy and Bullying: Exploring the Influence of Callous-Unemotional Traits

Muñoz

Qualter

Padgett

2010

Child Psychiatry Hum Dev

139

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“…When examining parents actions against their child, we would detect their intent to harm their child extremely rarely. Here aggression that in psychology is called instrumental is usually found (Fanti, Frick, Georgiou, 2009;Ollendick et al, 2009), which manifests itself not in a malignant intention to harm or protective reaction towards danger, but is applied as a remedy to reach a goal, when the aim is neutral or even positive: aggression is used in order to educate the child.…”

Section: Legal Prerequisites For Prevention Of Aggressive Parental Bementioning

confidence: 99%

Prerequisites for prevention of aggressive parental behaviour with their children

Kairienė

2014

SHS Web of Conferences

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Abstract. Aggressive behaviour of parents with children remains an urgent problem despite the changing attitude towards the child in the family and society. It is a complex legal, educational, medical, psychological, and social problem that requires systematic interdisciplinary outlook when seeking preventive possibilities to solve the problem. Legal, educational and psychosocial insights of the phenomenon are examined in the article. Legal prerequisites are linked to establishment of aggressive behaviour criteria -purposefulness and harm which determine child victim status and at the same time possibilities to help him. Educational prerequisites are based on the interaction of the parent and the child that is always educational, hence they have to be based on the equivalence of the interaction of the participants and respect for person's dignity. Psychosocial prerequisites are linked to child empowerment, and that is possible at all levels of prevention in order to use possibilities of the child to actively participate while implementing and defending his own rights and interests.

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Internet-Assisted Parent Training Intervention for Disruptive Behavior in 4-Year-Old Children

et al. 2016

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IMPORTANCE There is a large gap worldwide in the provision of evidence-based early treatment of children with disruptive behavioral problems. OBJECTIVE To determine whether an Internet-assisted intervention using whole-population screening that targets the most symptomatic 4-year-old children is effective at 6 and 12 months after the start of treatment. DESIGN, SETTING, AND PARTICIPANTS This 2-parallel-group randomized clinical trial was performed from October 1, 2011, through November 30, 2013, at a primary health care clinic in Southwest Finland. Data analysis was performed from August 6, 2015, to December 11, 2015. Of a screened population of 4656 children, 730 met the screening criteria indicating a high level of disruptive behavioral problems. A total of 464 parents of 4-year-old children were randomized into the Strongest Families Smart Website (SFSW) intervention group (n = 232) or an education control (EC) group (n = 232). INTERVENTIONS The SFSW intervention, an 11-session Internet-assisted parent training program that included weekly telephone coaching. MAIN OUTCOMES AND MEASURES Child Behavior Checklist version for preschool children (CBCL/1.5-5) externalizing scale (primary outcome), other CBCL/1.5-5 scales and subscores, Parenting Scale, Inventory of Callous-Unemotional Traits, and the 21-item Depression, Anxiety, and Stress Scale. All data were analyzed by intention to treat and per protocol. The assessments were made before randomization and 6 and 12 months after randomization. RESULTS Of the children randomized, 287 (61.9%) were male and 79 (17.1%) lived in other than a family with 2 biological parents. At 12-month follow-up, improvement in the SFSW intervention group was significantly greater compared with the control group on the following measures: CBCL/1.

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Linking Callous-Unemotional Traits to Instrumental and Non-Instrumental Forms of Aggression

Cited by 324 publications

References 49 publications

Empathy and Bullying: Exploring the Influence of Callous-Unemotional Traits

Empathy and Bullying: Exploring the Influence of Callous-Unemotional Traits

Prerequisites for prevention of aggressive parental behaviour with their children

Internet-Assisted Parent Training Intervention for Disruptive Behavior in 4-Year-Old Children

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