Differentiating Preschool Children with Conduct Problems and Callous-Unemotional Behaviors through Emotion Regulation and Executive Functioning

Graziano, Paulo A.; Landis, Taylor D.; Maharaj, A.; Ros-Demarize, Rosmary; Hart, Katie; Garcia, Alexis

doi:10.1080/15374416.2019.1666399

Cited by 21 publications

(19 citation statements)

References 75 publications

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“…The Emotion Regulation subscale (8 items; α = 0.66) was used to assess children’s emotion regulation skills (e.g., “Is empathetic towards others;” “Can say when she/he is feeling sad, angry or mad, fearful or afraid”). The ERC is a widely used and validated measure of emotion regulation and has been used extensively in previous research with samples of young children [ 54 , 55 , 56 ].…”

Section: Methodsmentioning

confidence: 99%

Emotional Eating in Adolescence: Effects of Emotion Regulation, Weight Status and Negative Body Image

et al. 2020

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Emotional eating is associated with an increased risk of binge eating, eating in the absence of hunger and obesity risk. While previous studies with children and adolescents suggest that emotion regulation may be a key predictor of this dysregulated eating behavior, little is known about what other factors may be influencing the link between emotional regulation and emotional eating in adolescence. This multi-method longitudinal study (n = 138) utilized linear regression models to examine associations between childhood emotion regulation, adolescent weight status and negative body image, and emotional eating at age 17. Emotion regulation predicted adolescent emotional eating and this link was moderated by weight status (β = 1.19, p < 0.01) and negative body image (β = −0.34, p < 0.01). Higher engagement in emotional eating was predicted by lower emotional regulation scores among normal-weight teens (β = −0.46, p < 0.001) but not among overweight/obese teens (β = 0.32, p > 0.10). Higher scores on emotion regulation were significantly associated with lower emotional eating at high (β = −1.59, p < 0.001) and low (β = −1.00, p < 0.01) levels of negative body image. Engagement in emotional eating was predicted by higher negative body image among overweight/obese teens only (β = 0.70, p < 0.001). Our findings show that while better childhood emotion regulation skills are associated with lower emotional eating, weight status and negative body image influence this link and should be considered as important foci in future interventions that aim to reduce emotional eating in adolescence.

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Section: Methodsmentioning

confidence: 99%

Emotional Eating in Adolescence: Effects of Emotion Regulation, Weight Status and Negative Body Image

et al. 2020

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“…Results indicate four important outcomes: (1) all studies that have measured relationships between CU traits and externalized disorders found significant links, especially with ODD, CD, e.g., [ 105 , 106 ], and with ADHD or ASD [ 75 ]. As compared with children with only ODD or CD, children with ODD or CD and high CU traits exhibit antisocial behavior more severe, stable, and varied in nature [ 107 ]; (2) comorbidities with internalized disorders and anxiety disorders were also found in most studies, e.g., [ 41 , 108 ]; only two did not find a significant relationship with high CU traits [ 4 , 69 ]; (3) out of the 18 studies that investigated emotional features associated with high CU traits, 15 highlighted difficulties in emotional regulation, e.g., [ 101 , 109 ] while only three studies found no link [ 72 , 107 , 110 ]. Research points out the problems of emotional regulation experienced by children with high CU traits, particularly in terms of anger, sadness, and lack of empathy, and emotional overmodulation [ 111 ].…”

Section: Resultsmentioning

confidence: 99%

“…Results indicate five important outcomes: (1) he most consistent findings are that two cognitive processes, independent but complementary, are associated with CU traits in children and adolescents: on the one hand, deficits of executive functions, on the other hand, negative school performances: (1) all the studies (12/19) measuring the EF found that children with high levels of CU traits have significantly poorer executive functions [ 104 ]. These deficits significantly impact their emotional recognition, their emotional regulation, and self-regulation compared to groups without CU traits [ 41 , 78 ]; (2) the authors underline that these features have severe consequences on their understanding and interpretation of cognitive or social situations [ 123 ], their ability to inhibit automatic responses, to adopt reflective skills before acting, to find adjusted solutions to their social context; (3) as mentioned by Aghajani et al [ 69 ], results of fRMI show disturbance in neural correlate that perturb attention-emotion-interactions in children and adolescents with CU traits and impact salience processing and associative learning. Authors underline the over effortful control in these children, which is a self-regulatory capacity to inhibit a dominant response and/or to activate a subdominant response [ 106 ].…”

Section: Resultsmentioning

confidence: 99%

“…Although parenting is thus likely to be a direct, non-hereditary influence on the development of CU behavior, it interacts with aspects of children’s temperament to exacerbate or buffer the risk of CU behavior [ 29 ] (p. 123). A better understanding of the causal patterns of these children and adolescents allows for more targeted prevention [ 28 ] in order to develop certain social skills, such as empathy or emotional regulation [ 40 ], if possible, before serious disruptive behavioral problems emerge [ 24 , 41 ].…”

Section: Introductionmentioning

confidence: 99%

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

Squillaci

Benoit

2021

IJERPH

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Numerous studies have shown that youth with behavioral disorders (BD) present an increased risk for developing severe and persistent antisocial behaviors in adulthood. Retrospective research notes that not all children and adolescents follow a negative trajectory and explains this heterogeneity in particular by the severity of CU traits. Our study examines how these traits affect the functioning of children and adolescents with BD. Method: A systematic literature review conducted through various databases and using different keywords made it possible to analyze 52 studies published from 2015 to 2020 that measured the bidirectional effects of CU traits on the functioning of young. Results: Out of the 52 studies, 47 analyzed links between CU traits and neurobiological or mental health, 20 examined family and school contexts, eight focused on social adjustment, 10 on social interactions and 19 measured links with cognitive functioning, especially executive functions. Conclusion: Consistent with previous recommendations in the field, our findings emphasize the importance of assessing the presence of UC traits in early childhood to prevent the emergence of comorbid disorders and to target multimodal (early) interventions to influence the life trajectories of youth with high CU traits.

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“…variance not shared with ODD or ADHD at 5 years). However, ODD and CU behaviors are closely associated in preschool-age [ 49 ]. Moreover, in the present study, 5-years ODD and ADHD scores significantly correlated with 8-years CU symptoms (0.34, p < 0.001, and 0.23, p = 0.013 respectively).…”

Section: Resultsmentioning

confidence: 99%

Parental positive regard and expressed emotion—prediction of developing attention deficit, oppositional and callous unemotional problems between preschool and school age

Pauli‐Pott

Bauer

Becker

et al. 2020

Eur Child Adolesc Psychiatry

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Parental expressed emotion and positive reinforcement are assumed to affect the development of oppositional and callousunemotional behaviors in children at risk of attention deficit hyperactivity disorder (ADHD). As longitudinal research on this issue is scarce, we analyzed the respective links between preschool and school age. 138 five-year-old (m = 58.2, s = 6.2 months) children (59% boys) with elevated ADHD symptoms (according to screening) were assessed at the ages of five and eight years. At 5 years, maternal expressed emotion (using the Five Minute Speech Sample) and positive regard of child (using a standardized at-home observation procedure) were assessed. At 5 and 8 years, symptoms of ADHD, oppositional defiant disorder (ODD), and callous-unemotional (CU) behaviors were measured using a multi-informant approach. Multiple linear regression analyses revealed that positive regard specifically predicted a decrease in ODD symptoms between preschool and school age. The expression of high negative emotion specifically predicted an increase in CU behaviors. The development of ADHD symptoms was not predicted by parenting. Knowledge on these specific links can help to elaborate diagnostic and counseling processes in preschoolers with high ADHD symptoms. Underlying mechanisms and the role of neurocognitive deficits of the preschool child should be further analyzed.

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Differentiating Preschool Children with Conduct Problems and Callous-Unemotional Behaviors through Emotion Regulation and Executive Functioning

Cited by 21 publications

References 75 publications

Emotional Eating in Adolescence: Effects of Emotion Regulation, Weight Status and Negative Body Image

Emotional Eating in Adolescence: Effects of Emotion Regulation, Weight Status and Negative Body Image

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

Parental positive regard and expressed emotion—prediction of developing attention deficit, oppositional and callous unemotional problems between preschool and school age

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