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

Muñoz, Luna C.; Qualter, Pamela; Padgett, Gemma

doi:10.1007/s10578-010-0206-1

Cited by 141 publications

(108 citation statements)

References 40 publications

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“…Our findings highlight the importance of the affective and cognitive empathy distinction, and support previous work showing gender differences in empathy (Manson & Winterbottom, 2012;Muñoz, Qualter, & Padgett, 2011). Also, gender disparities in subject majors matched that of the current data, finding that men are largely more representative in physical sciences than women; whilst women were substantially more represented in life sciences.…”

Section: Discussionsupporting

confidence: 90%

Empathy or science? Empathy explains physical science enrollment for men and women

Thomson

Wurtzburg

Centifanti

2015

Learning and Individual Differences

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Citation for published item:homsonD xFhF nd urtzurgD F nd gentifnti @n¡ ee wu£ nozAD vFgF @PHISA 9impthy or sienec impthy explins physil siene enrollment for men nd womenF9D verning nd individul di'erenesFD RH F ppF IISEIPHF Further information on publisher's website: httpXGGdxFdoiForgGIHFIHITGjFlindifFPHISFHRFHHQ Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Learning and Individual Dierences. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reected in this document. Changes may have been made to this work since it was submitted for publication. A denitive version was subsequently published in Learning and Individual Dierences, 40, May 2015, 10.1016/j.lindif.2015.003. 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. Those in the physical sciences work to understand relationships among non-social entities and this may come at a cost to their understanding of social relationships. Alternatively, it could be that those in the physical sciences differ in how comfortable they feel in social situations. Prior research had been confined to looking at differences between particular subject majors (e.g., humanities) and physical sciences, leaving open the possibility that people choosing subjects like psychology or biology might differ on empathy. University students (N=404) majoring in humanities, social science, life science, or physical science completed the Empathy Quotient (EQ). Confirmatory factor analysis showed threefactors of the EQ, and these were used in multinomial logistic regression. Empathy differences made a unique contribution to explaining subject major choice. We found that greater levels of empathy predicted membership in social and life sciences, while lower levels of empathy predicted physical sciences enrollment.

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Section: Discussionsupporting

confidence: 90%

Empathy or science? Empathy explains physical science enrollment for men and women

Thomson

Wurtzburg

Centifanti

2015

Learning and Individual Differences

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“…Further studies measuring external validity would allow us to confirm previous findings whereby empathy is positively related to prosocial behaviors (e.g., Schonert-Reichl et al, 2012) and moral reasoning (e.g., Decety & Michalska, 2010;Humphries et al, 2000), and negatively related to antisocial behaviors (e.g., Garaigordobil, 2009;Munoz et al, 2011;Qualter & Padget, 2011;Yeo et al, 2011). Third, the fact that empathy is related to sympathy (e.g., Decety & Michalska, 2010) and that both are linked to behavioral helping (e.g., suggests that future research should be broadened to study the link between the two concepts.…”

Section: Discussionsupporting

confidence: 63%

The Basic Empathy Scale adapted to French middle childhood: Structure and development of empathy

et al. 2015

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We adapted the adult French version of the Basic Empathy Scale to French children aged 6-11 years, in order to probe the factorial structure underlying empathy. A total of 410 children (189 girls and 221 boys) were instructed to fill out the resulting Basic Empathy Scale in Children (BES-C). Results showed that, as in adulthood, the three-factor model of empathy (i.e., emotional contagion, cognitive empathy, and emotional disconnection) was more relevant than the oneand two-factor ones. This means that as early as 6 years of age, children's responses should reflect the same organization of the three components of empathy as those of adults. In line with the literature, cognitive empathy increased and emotional disconnection decreased in middle childhood, while emotional contagion remained stable. Moreover, girls exhibited greater emotional contagion than boys, with the reverse pattern being observed for emotional disconnection. No sex difference was found regarding cognitive empathy.

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“…In the present study, pain was often misidentified as disgust. Thus, youths high on CU traits may perceive rejection when others are actually in pain, which may account for their aggressive and bullying behaviour [34].…”

Section: Discussionmentioning

confidence: 99%

“…The YPI CU was created based on reports of real-life empathy; indeed, it correlates significantly with affective empathy [33]. Additionally, the ICU subscales have been found to correlate with affective empathy, which refers to feeling or sharing in other people's emotions rather than just knowing about other people's emotions (i.e., cognitive empathy) [34]. Violent delinquency was used as a covariate, since conduct problem behaviour has been found to relate to emotional processing and may act as a suppressor variable in some cases of emotional expressions [7].…”

mentioning

confidence: 99%

Recognition of Pain as Another Deficit in Young Males with High Callous-Unemotional Traits

Wolf

Centifanti

2013

Child Psychiatry Hum Dev

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The nal publication is available at Springer via http://dx.doi.org/10.1007/s10578-013-0412-8. 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-pro t 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. Method ParticipantsBoys attending alternative short stay schools in Lancashire were recruited for participation in this study. Such alternative schooling was provided for youth who were permanently or temporarily expelled from their main stream school because of continuous disruptive behaviour. Three schools were contacted about this study for purpose of recruitment and all three agreed to take part. Head teachers of all three short stay schools gave their consent in loco parentis as target age range of youth was 11 to 16 years of age. In addition, and because most participants were still under the age of 16, information on the study was sent to the parents who then had a period of two weeks when they could opt out of the study. None of the parents objected, so each boy within the age range was approached individually by school staff to ask for their assent. In total, 52 boys were asked to participate across the three schools and 50 boys (98%) between the age of 11 to 16 (mean age=14.3; SD=1.2) agreed to participate. . In all samples, a similar factor-structure emerged with three factors (e.g., Uncaring, Callousness, Unemotional) loading on a higher-order CU dimension. Importantly, the total scores proved to be internally consistent in these samples (coefficient alpha .77 to .89) and they were related to antisocial behaviour, aggression, delinquency, various personality dimensions, and psychophysiological measures of emotional reactivity in ways consistent with past research on CU traits. The items were summed, excluding items 2 and 10. Total scores on the ICU could range between 0 and 66 with higher scores reflecting greater levels of CU traits. Self-report of Violent Delinquency. Participants reported on their violentdelinquency using eight items from the Self-Report of Delinquency Scale (SRD) [42].Participants were required to answer 'yes' (1) or 'no' (0) on whether they have engaged in violent behaviour against others (teachers, students or others) in the past (e.g. "Have you ever hit (or threatened to hit) a teacher or other adult at school?"). Specifically, items also asked about whether they were violent with the intent to harming others (e.g., " Have you ever attacked someone with the idea of seriously hurting or killing him or her?") or obtaining things (e.g., "Have you ever used force (strong-arm method) to get money or things from other students?")...

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

Cited by 141 publications

References 40 publications

Empathy or science? Empathy explains physical science enrollment for men and women

Empathy or science? Empathy explains physical science enrollment for men and women

The Basic Empathy Scale adapted to French middle childhood: Structure and development of empathy

Recognition of Pain as Another Deficit in Young Males with High Callous-Unemotional Traits

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