Outcomes, moderators, and mediators of empathic-emotion recognition training for complex conduct problems in childhood

Dadds, Mark R.; Cauchi, Avril; Wimalaweera, Subodha; Hawes, David J.; Brennan, John

doi:10.1016/j.psychres.2012.04.033

Cited by 289 publications

(226 citation statements)

References 40 publications

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“…One such issue is how to engage children/adolescents with CU traits and their families in programs, both those that involve highly controlled settings and those under more usual conditions. Individuals with these traits (e.g., both youth and adults with psychopathy) are known to "contaminate" other recipients in group settings and often actually perform worse with certain types of interventions than controls [60]. They have tendencies to be resistant, oppositional, and undeterred by threats of punishment.…”

Section: Exemplar Phenotype: Callous-unemotional Traitsmentioning

confidence: 99%

The full translational spectrum of prevention science: facilitating the transfer of knowledge to practices and policies that prevent behavioral health problems

Fishbein

Ridenour

Stahl

et al. 2016

Behav. Med. Pract. Policy Res.

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A broad-span, six-stage translational prevention model is presented, extending from the basic sciences-taking a multi-level systems approach, including the neurobiological sciences-through to globalization. The application of a very wide perspective of translation research from basic scientific discovery to international policy change promises to elicit sustainable, populationlevel reductions in behavioral health disorders. To illustrate the conceptualization and actualization of a program of translational prevention research, we walk through each stage of research to practice and policy using an exemplar, callous-unemotional (CU) traits. Basic science has identified neurobiological, psychophysiological, behavioral, contextual, and experiential differences in this subgroup, and yet, these findings have not been applied to the development of more targeted intervention. As a result, there are currently no programs considered especially effective for CU traits, likely because they do not specifically target underlying mechanisms. To prevent/reduce the prevalence of conduct disorder, it is critical that we transfer existing knowledge to subsequent translational stages, including intervention development, implementation, and scaling. And eventually, once resulting programs have been rigorously evaluated, replicated, and adapted across cultural, ethnic, and gender groups, there is potential to institutionalize them as well as call attention to the special needs of this population. In this paper, we begin to consider what resources and changes in research perspectives are needed to move along this translational spectrum. INTRODUCTIONDespite exciting advances in our knowledge of the biological, social, and environmental underpinnings of behavioral health problems, the translation of original research to routine public or mental health practice takes at least one or two decades, sometimes longer. The reasons for this protracted gap between research findings and the implementation of evidence-based strategies and practices are complex, related to difficulties in

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Section: Exemplar Phenotype: Callous-unemotional Traitsmentioning

confidence: 99%

The full translational spectrum of prevention science: facilitating the transfer of knowledge to practices and policies that prevent behavioral health problems

Fishbein

Ridenour

Stahl

et al. 2016

Behav. Med. Pract. Policy Res.

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“…In other words, training on perception and interpretation of human emotions may foster empathy skills. Indeed, when compared to treatment-as-usual, training on perception and interpretation of human emotions resulted in improvements in parent-reported affective empathy for children with CU traits [69]. Other alternative treatment for juvenile offenders aims to improve understanding of social and emotional interpersonal cues and consideration for others [70,71,72].…”

Section: Pain Recognition 17mentioning

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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“…This definition may reflect a high prevalence of CU traits; however, the solution is consistent with the definitions of other studies [44,45] and the intention of this analysis was to work with children with marked CU traits.…”

Section: Emotion In Oppositionality and Cu 18mentioning

confidence: 71%

“…In a randomised trial Dadds et al [44] reported the effectiveness of emotion recognition training for children with CU traits and recommended it as an adjunctive intervention for parent training. Among the novel interventions for treating children with CU traits, Hawes et al [49] proposed 'emotional engagement' between children and their parents through ameliorating eye contact, which is crucial to understanding the emotional state of others and gaining social competence.…”

Section: Emotion In Oppositionality and Cu 18mentioning

confidence: 99%

Attention to emotion through a go/no-go task in children with oppositionality and callous–unemotional traits

Ezpeleta

Navarro

Osa

et al. 2017

Comprehensive Psychiatry

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Outcomes, moderators, and mediators of empathic-emotion recognition training for complex conduct problems in childhood

Cited by 289 publications

References 40 publications

The full translational spectrum of prevention science: facilitating the transfer of knowledge to practices and policies that prevent behavioral health problems

The full translational spectrum of prevention science: facilitating the transfer of knowledge to practices and policies that prevent behavioral health problems

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

Attention to emotion through a go/no-go task in children with oppositionality and callous–unemotional traits

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