What do others feel? Cognitive empathy deficits explain the association between callous-unemotional traits and conduct problems among preschool children

Georgiou, Giοrgos; Kimonis, Eva R.; Fanti, Kostas A.

doi:10.1080/17405629.2018.1478810

Cited by 30 publications

(18 citation statements)

References 65 publications

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“…Similarly, the distinct emotional characteristics of children with CU traits, including a lack of empathy and guilt for harm caused to others, a low fear response to punishment or social threat and disinterest in forming social bonds (e.g. Ciucci et al, 2015;Dadds et al, 2009;Georgiou et al, 2019;Waller & Wagner, 2019), are likely to influence the TSR quality. There is already considerable evidence demonstrating that youths with high CU traits have poorer relationships with peers and parents (e.g.…”

mentioning

confidence: 99%

Antisocial behaviour and teacher–student relationship quality: The role of emotion‐related abilities and callous–unemotional traits

Wilkinson

Bartoli

2020

Brit J of Edu Psychol

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Background. Childhood antisocial behaviour has been associated with poorer teacherstudent relationship (TSR) quality. It is also well-established that youth with antisocial behaviour have a range of emotion-related deficits, yet the impact of these students' emotion-related abilities on the TSR is not understood. Furthermore, the addition of the Limited Prosocial Emotions Specifier in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) indicates that understanding the role of callous-unemotional (CU) traits for youth with antisocial behaviour problems is of particular importance. Aims. The aim of this study was to investigate the association between antisocial behaviour difficulties and the TSR by examining the influence of emotion-related abilities and CU traits. Sample. Twelve teachers from 10 primary schools provided anonymized information on 108 children aged 6-11 years. Results. Antisocial behaviour was associated with higher teacher-student conflict (but not closeness) as well as higher emotion lability/negativity and lower emotion understanding/empathy.Emotionlability/negativitywasassociatedwith higherteacher-studentconflict (but not closeness), and emotion understanding/empathy was associated with lower teacher-student conflict and higher closeness. CU traits were associated with higher teacher-student conflict and lower teacher-student closeness (controlling for antisocial behaviour more broadly). We found no evidence of a moderating effect of CU traits or emotion-related abilities on the association between antisocial behaviour and TSR quality. Conclusions. Interventions for behaviour difficulties should consider teacher-student relationships in the classroom. Strategies which aim to improve teacher-student closeness as well as reduce teacher-student conflict may be of particular value to students with high CU traits. Childhood antisocial behaviour is common in the classroom and has a negative impact on students and teachers (Allen, Bird, & Chhoa, 2018; Department for Education, 2014). Childhood antisocial behaviour includes defiance, deceit, aggression and rule-violation. Children with severe and persistent forms of this behaviour may be diagnosed with

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confidence: 99%

Antisocial behaviour and teacher–student relationship quality: The role of emotion‐related abilities and callous–unemotional traits

Wilkinson

Bartoli

2020

Brit J of Edu Psychol

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“…Importantly, this solution was invariant across child sex. Thus, the LPEQ may serve as valid assessment of LPE in boys as well as girls for whom very little research has been conducted (Georgiou et al, 2019; D. J. Hawes, Kimonis, et al, 2019; Satlof-Bedrick et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Initial Investigation of the Psychometric Properties of the Limited Prosocial Emotions Questionnaire (LPEQ)

et al. 2020

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Callous–unemotional traits, which include lack of remorse or guilt, callousness/lack of empathy, unconcern about performance, and shallow/deficient affect, were included as a specifier of conduct disorder in the current (fifth) edition of the Diagnostic and Statistical Manual of Mental Disorders under the rubric Limited Prosocial Emotions (LPEs). The purpose of this study was to examine the psychometric properties of a new rating scale, the Limited Prosocial Emotions Questionnaire (LPEQ). Caregivers ( n = 1,050) of children ( Mage = 8.42, SD = 2.31) completed the LPEQ and other measures. Results provide support for a single factor model of the LPEQ, with measurement invariance supported across child and informant sex. Both the reliability and validity of the LPEQ as a measure of LPEs were also well supported. Children identified with LPE had significantly greater average impairment and need for treatment relative to children without LPE. Children with conduct problems (i.e., conduct disorder or oppositional defiant disorder), as well those without conduct problems, had significantly more impairment if they were identified as having LPE. Our findings fit with the mounting evidence of the clinical utility of assessing LPEs in children. Future research should look to replicate our findings in clinical samples of youth.

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“…Across several studies, questionnaire-based evaluations of cognitive empathy reveal that higher levels of psychopathic/CU traits relates to lower levels of cognitive empathy (56)(57)(58)(59)(60). However, a closer examination of the research suggests that a more mixed pattern emerges depending on the informant (i.e., youth themselves vs. parent vs. teacher) and how these traits are modeled.…”

Section: Cognitive Empathy In the Psychopathic Subtypementioning

confidence: 99%

Cognitive Empathy in Subtypes of Antisocial Individuals

et al. 2021

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Cognitive empathy allows individuals to recognize and infer how others think and feel in social situations and provides a foundation for the formation and maintenance of mutually constructive relationships. It may seem intuitive to assume that individuals who engage in antisocial behavior, who disregard the rights of others, might have problems with cognitive empathy. However, careful examination of the literature suggests that any dysfunction in cognitive empathy associated with antisociality varies by subtype of antisocial individual and is specific to subcomponents of cognitive empathy. In this review, we (1) briefly define subtypes of antisocial individuals (“psychopathic” vs. “antisocial-only”), (2) summarize specific components of cognitive empathy; (3) review existing literature examining cognitive empathy through questionnaires, behavioral tasks, and neuroimaging within different antisocial subtypes; and (4) discuss the limitations of the current research and potential future directions. Individuals in the psychopathic subtype fail to implicitly engage in cognitive empathy, and potentially lack insight into this issue reflected in no self-reported problems with cognitive empathy, but show an ability to engage in cognitive empathy when explicitly required. Individuals in the antisocial-only subtype appear able to engage in cognitive empathy, showing no differences on questionnaire or behavioral tasks that tap explicit cognitive empathy, but may display subtle difficulties accurately inferring (affective theory of mind) the emotions of others. We end the review by noting areas for future research, including the need to: (1) document the patterns of equifinality that exist across levels of analysis for these antisocial subtypes; (2) examine the temporality of empathy and antisociality development; (3) carefully consider and label subcomponents of cognitive empathy in research on antisocial behavior; and (4) investigate the intersection among environmental experiences, cognitive empathy, and antisocial behavior.

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What do others feel? Cognitive empathy deficits explain the association between callous-unemotional traits and conduct problems among preschool children

Cited by 30 publications

References 65 publications

Antisocial behaviour and teacher–student relationship quality: The role of emotion‐related abilities and callous–unemotional traits

Antisocial behaviour and teacher–student relationship quality: The role of emotion‐related abilities and callous–unemotional traits

Initial Investigation of the Psychometric Properties of the Limited Prosocial Emotions Questionnaire (LPEQ)

Cognitive Empathy in Subtypes of Antisocial Individuals

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