The antisocial phenomenon in adolescence: What is literature telling us?

Morgado, Alice Murteira; Vale-Dias, Maria da Luz

doi:10.1016/j.avb.2013.05.004

Cited by 24 publications

(20 citation statements)

References 75 publications

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“…Our results suggested that, compared to the CA, the IA group present lower scores in the subscales of WISC/WAIS. This result is in line with previous studies, which reported low IQ levels in antisocial individuals [72–74]. When we ran correlation analyses in order to test the relationship between the scores in WISC/WAIS subscales and the ACC scores in the Director and No Director conditions, we failed to observe significant results in either of the groups.…”

Section: Discussionsupporting

confidence: 91%

Emotion Recognition and Perspective Taking: A Comparison between Typical and Incarcerated Male Adolescents

et al. 2017

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BackgroundPrevious research suggests that antisocial individuals present impairment in social cognitive processing, more specifically in emotion recognition (ER) and perspective taking (PT). The first aim of the present study was to investigate the recognition of a wide range of emotional expressions and visual PT capacities in a group of incarcerated male adolescents in comparison to a matched group of community adolescents. Secondly, we sought to explore the relationship between these two mechanisms in relation to psychopathic traits.MethodsForty-five male adolescents (22 incarcerated adolescents (Mage = 16.52, SD = 0.96) and 23 community adolescents (Mage = 16.43, SD = 1.41)) participated in the study. ER abilities were measured using a dynamic and multimodal task that requires the participants to watch short videos in which trained actors express 14 emotions. PT capacities were examined using a task recognized and proven to be sensitive to adolescent development, where participants had to follow the directions of another person whilst taking into consideration his perspective.ResultsWe found a main effect of group on emotion recognition scores. In comparison to the community adolescents, the incarcerated adolescents presented lower recognition of three emotions: interest, anxiety and amusement. Analyses also revealed significant impairments in PT capacities in incarcerated adolescents. In addition, incarcerated adolescents’ PT scores were uniquely correlated to their scores on recognition of interest.ConclusionsThe results corroborate previously reported impairments in ER and PT capacities, in the incarcerated adolescents. The study also indicates an association between impairments in the recognition of interest and impairments in PT.

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Section: Discussionsupporting

confidence: 91%

Emotion Recognition and Perspective Taking: A Comparison between Typical and Incarcerated Male Adolescents

et al. 2017

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“…Early initiation of alcohol consumption and heavy episodic drinking during adolescence have been shown to place youth at a risk of long-term alcohol abuse and dependence (Buchmann et al, 2009;Guttmannova et al, 2011;Pitkänen, Kokko, Lyyra, & Pulkkinen, 2008). Extensive research has examined factors associated with adolescents' initial engagement in underage drinking and adolescents' heavy episodic drinking, including genetic vulnerability, personality traits, and social factors (Gentle-Genitty, 2010;McAdams, Rowe, Rijsdijk, Maughan, & Eley, 2012;Morgado & Vale-Dias, 2013). Moral processes, such as moral disengagement, have also been advanced to explain why adolescents may drink underage, and engage in heavy episodic drinking despite legal restrictions and possible harmful consequences of alcohol use (Amonini & Donovan, 2006;Newton, Barrett, Swaffield, & Teesson, 2014).…”

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confidence: 97%

The Role of Moral Disengagement in Underage Drinking and Heavy Episodic Drinking

Quinn

Bussey

2015

Substance Use & Misuse

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“…O primeiro autor referido, juntamente com um colaborador (Loeber & Schmaling, 1985), havia já anteriormente abordado com profundidade a análise de padrões mais ou menos explícitos desta conduta. A definição referida deixa clara a determinação social do construto, o qual pode incluir diferentes subtipos, níveis de destruição, formas e funções (Morgado & Vale-Dias, 2013).…”

Section: Compreendendo O Bullyingunclassified

Bullying no Contexto Escolar: Entender, Intervir e Prevenir

Gomes

Vale-Dias

2017

R Est Inv Psico y Educ

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ResumoO bullying trata-se de um fenómeno que cerceia a realidade escolar de forma invisível e/ou oculta para muitos, afetando crianças e adolescentes que sofrem as consequências de processos agressivos contínuos. A escola, percebida como um espaço social privilegiado e propício ao (inter)relacionamento e desenvolvimento dos seus educandos, tem-se transformado em palco de variadas formas de violência. Estudos sobre prevenção e intervenção enfatizam a necessidade de ações conjuntas entre família, escola e os sujeitos envolvidos. Apresentamos uma proposta de ação preventiva e de intervenção, que se efetivará através de uma das mais antigas e eficazes formas de aprendizagem: o «conto de histórias». Palavras chave: Bullying, contexto escolar, família, estratégia de intervenção AbstractBullying is a phenomenon that blinds school reality in an invisible and/or hidden way for many, affecting children and adolescents who suffer the consequences of continuous aggressive processes. The school, perceived as a privileged social space and conducive to the (inter)relationship and development of its students has been transformed into a stage of various forms of violence. Studies on prevention and intervention emphasize the need for joint actions between family, school and the subjects involved. We present a proposal for preventive action and intervention, which will be carried out through one of the oldest and most effective forms of learning: the "storytelling". Keywords: Bullying, school context, family, intervention strategy. IntroduçãoA escola é um espaço social privilegiado e propício ao inter-relacionamento e desenvolvimento das crianças e dos adolescentes e com forte influência da construção das suas identidades. Nos seus registos históricos, a instituição escolar era percebida como local seguro, porém, no espaço temporal da nossa contemporaneidade, vem-se transformando em palco de conflitos e tensões, A violência escolar, não sendo um problema novo, tornou-se, nas últimas décadas do século XX e até à atualidade, objeto nuclear de investigação (Olweus, 1978; Troop-Gordon, 2017). Por se tratar de um fenómeno complexo e múltiplo, não pode ser ignorado. Compreendendo o bullying As condutas antissociaisLoeber e Hay (1994), citados por Martins (2009, p.373), definem conduta antissocial ou agressiva como "(...) aquela que inflige dano físico ou psicológico ao outro; e/ou perda ou dano de propriedade, podendo ou não constituir uma infração às leis vigentes". O primeiro autor referido, juntamente com um colaborador (Loeber & Schmaling, 1985), havia já anteriormente abordado com profundidade a análise de padrões mais ou menos explícitos desta conduta. A definição referida deixa clara a determinação social do construto, o qual pode incluir diferentes subtipos, níveis de destruição, formas e funções (Morgado & Vale-Dias, 2013). Na sua contribuição acerca desta temática, Roland e Idsoe apud Martins (2009) sugerem que se diferencie dois subtipos de violência ou agressão: a violência reativa ou expressiva e a violência instrumental ou...

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The antisocial phenomenon in adolescence: What is literature telling us?

Cited by 24 publications

References 75 publications

Emotion Recognition and Perspective Taking: A Comparison between Typical and Incarcerated Male Adolescents

Emotion Recognition and Perspective Taking: A Comparison between Typical and Incarcerated Male Adolescents

The Role of Moral Disengagement in Underage Drinking and Heavy Episodic Drinking

Bullying no Contexto Escolar: Entender, Intervir e Prevenir

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