Role of Callous and Unemotional (CU) Traits on the Development of Youth with Behavioral Disorders: A Systematic Review

Squillaci, Myriam; Benoit, Valérie

doi:10.3390/ijerph18094712

Cited by 14 publications

(11 citation statements)

References 145 publications

(440 reference statements)

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“…Individuals in this latter subgroup, which tend to overlap with the DMS-5 label “conduct disorder with limited prosocial emotions,” may demonstrate low empathy and callous behavior toward others. They seem to share a pool of substantially heritable traits ( 26 ), and seem to have more severe and persistent antisocial outcomes than the first sub-group ( 27 , 28 ).…”

Section: A Brief Overview Of Conduct Disordermentioning

confidence: 99%

Epistemic Trust and the Emergence of Conduct Problems: Aggression in the Service of Communication

et al. 2021

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Fonagy and colleagues have recently proposed that deficits in the capacity for epistemic trust (i. e., the expectation that interpersonal communication is relevant to the addressee) are fundamental to psychopathology. In this paper, we consider the implications of this hypothesis for understanding the role of aggression in conduct disorder and conduct problems more generally. Our main proposal is to view conduct problems not only as reflecting dysregulation, but as an adaptation that allows communication with others who are (or are perceived to be) unreliable. Our formulation hinges on two propositions. The first one is to view aggression as a modality of communication adapted to scenarios in which the communicator expects the audience to have low epistemic trust in the communicator. The second idea is to conceptualize the failed “unlearning of aggression” as reflecting a lack of interest in maintaining one's reputation as a communicator, which in turn stems from a lack of epistemic trust in other communicators. In this paper, we discuss these ideas and examine how they may account for the developmental pathways that lead young people to develop conduct problems.

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Section: A Brief Overview Of Conduct Disordermentioning

confidence: 99%

Epistemic Trust and the Emergence of Conduct Problems: Aggression in the Service of Communication

et al. 2021

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“…The role of early inhibition problems is especially important, as CU traits together with low executive function work as comorbid risk markers for poor psychosocial adjustment, more peer rejection and more aggressive behavior than children with CU traits, but intact executive functioning (Waller et al, 2016). Previous research has observed that increasing CU traits are associated with ADHD, suggesting that early childhood CU traits in combination with executive function deficits could describe a distinct developmental pattern (Byrd et al, 2016; Squillaci & Benoit, 2021). Our study would support this finding, as the CU+/SLE- trajectory has a higher presence of psychopathology in comparison to the reference group regarding all domains (emotional, behavioral, hyperactivity, social) reported by teachers at the age of 10.…”

Section: Discussionmentioning

confidence: 99%

Describing Callous Unemotional Traits and Stressful Life Event Trajectories: Differences on Risk Factors and Mental Health Outcomes from the Age of 3 to 10

et al. 2022

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Callous Unemotional (CU) traits are associated with different environmental risk factors, such as negative stressful life events (SLE). The most common studied SLE associated with CU trait has been childhood maltreatment, but less is known about how other SLE impact the development of CU traits. Therefore, this work examines risk factors, personal factors (executive functioning), and mental health outcomes associated with the trajectories of Callous Unemotional (CU) traits and Stressful Life Events (SLE) in a community sample of children. A cohort of 377 preschoolers were followed up between ages 3 and 10. Several risk factors and outcomes for three trajectory groups (high CU/SLE; high CU/low SLE; and the reference group with low CU/SLE) were analyzed by using multiple post-hoc comparisons. We hypothesized that children with high CU/SLE would face more contextual risk factors, more executive functioning difficulties and more mental health problems than children with high CU/low SLE or the reference group. At the age of 3, children who showed high CU/SLE faced more early contextual adversity, including socioeconomic difficulties and maternal antisocial behavior than the other groups of children. At the age of 10, children with high CU/SLE presented more peer problems and higher psychopathology symptoms than the reference group, but no differences on mental health outcomes in comparison to the high CU/low SLE group. These results have potential implications for clinical practice and studies attempting to identify different CU subtypes in children.

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“…Therefore, CU traits are an important risk factor for children’s development [ 9 ]. However, previous research has mostly sampled school-age children and adolescents [ 10 ]. This is unfortunate because CU traits are already present in preschool [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship

Zhu

Xia

et al. 2023

IJERPH

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Callous-unemotional (CU) traits are associated with social adjustment difficulties, but few studies have examined the underlying mechanisms in Chinese preschoolers. This study examined the relationship between CU traits and social adjustment among Chinese preschoolers as well as the moderating role of the teacher-child relationship in the association. Participants were 484 preschool children aged 3–6 years old from Shanghai, China (Mage = 5.56 years, SD = 0.96 years). Parents reported children’s CU traits and teachers reported their relationship with children and rated children’s social adjustment as well. The results revealed that (1) children with higher CU traits positively related to aggressive and asocial behavior with peers, but negatively related to prosocial behavior; (2) the teacher-child relationship moderated the relationship between CU traits and social adjustment in children. Specifically, teacher-child conflict exacerbated the aggressive and asocial behavior of children with CU traits and reduced the prosocial behavior of children with CU traits. These findings extended the current research on CU traits and had important implications for early interventions targeted at children with CU traits.

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Role of Callous and Unemotional (CU) Traits on the Development of Youth with Behavioral Disorders: A Systematic Review

Cited by 14 publications

References 145 publications

Epistemic Trust and the Emergence of Conduct Problems: Aggression in the Service of Communication

Epistemic Trust and the Emergence of Conduct Problems: Aggression in the Service of Communication

Describing Callous Unemotional Traits and Stressful Life Event Trajectories: Differences on Risk Factors and Mental Health Outcomes from the Age of 3 to 10

Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship

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