Examining Student–Teacher Relationship and Callous–Unemotional Traits in Children with Adverse Childhood Experiences

Stoppelbein, Laura; McRae, Elizabeth; Smith, Shana

doi:10.1007/s12310-020-09397-4

Cited by 13 publications

(5 citation statements)

References 103 publications

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“…Despite being considered a limitation, this method is common. Several other studies resort to this method, in which teachers assessed multiple students on various variables (e.g., Farrell et al, 2018;Lopez-Romero et al, 2019;Sointu et al, 2012;Stoppelbein et al, 2020;Wang et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Psychometric properties of the Portuguese teacher-version of the Inventory of Callous-Unemotional Traits in Preschoolers

Figueiredo

Ramião

Moreira

et al. 2023

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Several authors suggest that Callous-Unemotional (CU) traits may be useful in identifying adolescents who exhibit initial, severe, chronic, and aggressive conduct problems. The Inventory of Callous-Unemotional Traits (ICU) was developed to assess these traits, later associated with psychopathy, in children and adolescents. This study aims to analyze the psychometric properties of the Portuguese version of the teacher-report ICU for preschool-age children. The sample was collected in public schools and comprised the responses of 46 preschool teachers concerning 131 children (62 girls) between 3 and 6 years of age. Results indicate that a two-factor model revealed the best fit to our data, including a Callous and an Uncaring factor, resorting to 12 of the original 24 items. Additionally, the results of this study also provide evidence of measurement invariance across sex for the ICU, allowing us to compare mean levels of CU traits between boys and girls. The results of the present study showed that the Portuguese version of the ICU scale (teacher’s version) seems reliable and valid for evaluating CU traits in preschool children.

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Section: Discussionmentioning

confidence: 99%

Psychometric properties of the Portuguese teacher-version of the Inventory of Callous-Unemotional Traits in Preschoolers

Figueiredo

Ramião

Moreira

et al. 2023

View full text Add to dashboard Cite

show abstract

“…In addition, despite being considered a limitation, this method is not uncommon. Several other studies resort to this method, in which teacher assessed multiple students on various variables (e.g., Farrell et al, 2018; Liu et al, 2010; López-Romero et al, 2019; Sointu et al, 2011; Stoppelbein et al, 2020; Wang et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Psychometric properties of the Portuguese teacher-version of the Inventory of Callous-Unemotional Traits

Figueiredo

Moreira

Ramião

et al. 2022

Clin Child Psychol Psychiatry

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Callous unemotional (CU) traits refer to specific deficits in affective experience and interpersonal style, characterized by absence of guilt, constrictive display of emotion and failure to show empathy, callous use of others for one’s own gain. The Inventory of Callous-Unemotional Traits (ICU) was developed to measure CU traits in children and adolescents. The aim of this study was to analyze the factorial structure of the Portuguese version of teacher-report ICU for children in school age and examine psychometric properties such as internal consistency and convergent validity in a community sample. Thirty-six teachers provided behavioral ratings of 100 and 78 children of elementary school, 88 boys and 90 girls, aged between 6 and 10 years old. Confirmatory factor analyses provided further support to a 2-factor structure, comprising the following dimensions: callous and uncaring. This study showed that the ICU seems a reliable an accessible tool that can be used in the Portuguese educational context to evaluate CU traits with low time consumption.

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“…These traumatic issues could lead to behavioral problems in the classroom. Similarly, if agricultural educators can employ strategies from the WSCC and/or TIC models, improved teacher-student relationships could develop, which, subsequently, could lead to better behaviors in the classroom and a higher willingness to participate in instructional activities (Forster et al, 2017;Keane & Evans, 2022;Stoppelbein et al, 2021).…”

Section: Recommendations and Implications For Future Practicementioning

confidence: 99%

“…The TIC model provides educators with a student-centered avenue to build relationships with students to modify behavioral issues (Cavanaugh, 2016;Perry & Daniels, 2016;Pickens & Tschopp, 2017). When the WSCC and TIC models are leveraged, the teacher-student relationship can be a powerful motivator to alter poor behavior, build motivation to succeed, and ultimately improve the outcome of students (Forster et al, 2017;Keane & Evans, 2022;Stoppelbein et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The emotional duties of an agricultural educator: Evaluating the confidence levels of agricultural educators to support students with adverse childhood experiences

Norris,

Norris-Parish

2024

JAE

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Agricultural educators can have a profound impact on student’s lives and are often aware of their students' life experiences outside of the classroom. Students often treat their agricultural educator as a mentor, which increases their likeliness of confiding in them when facing hardships, such as Adverse Childhood Experiences (ACEs). An ACE is defined as a traumatic experience or set of experiences that occur during childhood (ages 0–17). This study aimed to evaluate agricultural educators’ personal experiences with ACEs and gauge their confidence levels when emotionally supporting students struggling with ACEs. Using a descriptive, correlational research design, we surveyed 1,075 agricultural educators in four states—[State A], [State B], [State C], and [State D]—and achieved an 11.91% response rate. The first research objective suggested that agricultural educators had the most experience with physical abuse (Question # 1) and parental mental illness (Question # 9). Furthermore, nearly half (50.2%) of respondents had at least one ACE, and 10.2% had at least four. The second research objective found that agricultural educators were the least confident in emotionally supporting students with issues related to physical or sexual abuse. In addition, they reported the most confidence in supporting students struggling with mental health or parental divorce. This study reinforces the drastic need for agricultural education to increase programmatic development to support students facing emotional trauma and ACEs. Based on the findings of this study, we recommend investigating the benefits of career and technical education, both academically and emotionally, for students with high ACE scores.

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Examining Student–Teacher Relationship and Callous–Unemotional Traits in Children with Adverse Childhood Experiences

Cited by 13 publications

References 103 publications

Psychometric properties of the Portuguese teacher-version of the Inventory of Callous-Unemotional Traits in Preschoolers

Psychometric properties of the Portuguese teacher-version of the Inventory of Callous-Unemotional Traits in Preschoolers

Psychometric properties of the Portuguese teacher-version of the Inventory of Callous-Unemotional Traits

The emotional duties of an agricultural educator: Evaluating the confidence levels of agricultural educators to support students with adverse childhood experiences

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