Psychopathic and antisocial, but not emotionally intelligent

Visser, Beth A.; Bay, Darlene; Cook, Gail Lynn; Myburgh, J.E.

doi:10.1016/j.paid.2010.01.003

Cited by 55 publications

(35 citation statements)

References 37 publications

(48 reference statements)

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“…Specifically, CU traits, but not school behavior problems, were associated with self-reported problems in the recognition of emotion in others, as well as selfreported problems in the recognition and regulation of one's own emotions. These findings are consistent with research on adults with psychopathic traits that has reported that psychopathic traits are negatively related to measures of emotional intelligence (Malterer et al 2008;Visser et al 2010). As a result, treatment strategies designed for children with CU traits could benefit from the child's awareness about his or her own emotional functioning because, knowledge about one's own emotional functioning is a critical component required for motivation to change (Zimmerman 2001).…”

Section: Discussionsupporting

confidence: 87%

“…However, this research has typically used performance measures (e.g., rating the emotionality of faces) to demonstrate these problems in emotional recognition. Unfortunately, although there is evidence that adults with psychopathic traits self-report problems in emotional ability on measures of emotional intelligence (Malterer et al 2008;Visser et al 2010), little is known about the self-awareness of the emotional functioning in children with elevated levels of CU traits. Determining whether or not children with CU traits have self-awareness of their own deficits could have important implications for treatment strategies, since awareness and knowledge of one's own functioning is a critical component required for motivation to change (Zimmerman 2001).…”

Section: Introductionmentioning

confidence: 99%

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The Emotional Correlates to Callous–Unemotional Traits in Children

et al. 2014

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The aim of this study was to investigate several emotional characteristics and their associations with callousunemotional (CU) traits in a large non-referred sample of Italian middle school children in 6th and 8th grades (n = 540; M = 12 years and 7 months, SD = 1 year and 3 months). These associations were tested controlling for school behavior problems and testing for the potential moderating role of sex and grade level. The results indicated that CU traits, but not school behavior problems, were negatively associated with problems in both emotional and cognitive empathy. Further, peer ratings of emotionality indicated that, contrary to findings from past research using a child's self-report of emotions, peers perceive lower levels of fear in students with higher levels of behavior problems but not in those with higher levels of CU traits. Peer ratings of anger were associated with both CU traits and school behavior problems. Further, students with higher levels of CU traits self-reported poorer skills in recognizing their own and others emotions and poorer skills in regulating their emotions. However, in this sample of middle school students, CU traits were not strongly related to problems in accurate identification of facial emotions and the few associations that were found (i.e., reduced accuracy in identifying happy and fear faces) were only found for children in the 6th grade. These findings have important implications for understanding how children with scholastic behavior problems may be different in their emotional deficits depending on the presence of elevated levels of CU traits.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

The Emotional Correlates to Callous–Unemotional Traits in Children

et al. 2014

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“…2017; 4(4):e12918. skills, are related to antisocial behaviors (18)(19)(20)(21). Besides, findings reveal that those individuals who gained higher scores in sociopathy, gained lower scores in emotional intelligence (5).…”

Section: Discussionmentioning

confidence: 94%

Relationship between Parenting Styles, Self-compassion and Emotional Intelligence and Antisocial Behaviors in Students

Zareian¹,

Tajikzadeh²,

Sarafraz³

2017

Int J School Health

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Background: According to the observations, antisocial behaviors are among major behaviors among male and female students. People with antisocial behaviors suffer from problems with respect to the quality of life. Objectives: The present study aimed to determine the relationship between parenting styles, self-compassion, and emotional intelligence with antisocial behaviors in students. Methods:The population included all students in Shiraz, Iran in the academic year of 2016. The sample was comprised of 148 students (74 male and 74 female) who were selected randomly through multi-stage sampling method. The instruments used in the study were parenting style questionnaire, self-compassionate scale (SCS), trait meta mood scale (TMMS), and Levenson antisocial behavior scale. Extracted data were analyzed using descriptive and inferential statistics such as Pearson correlation coefficient and multiple regression statistics in SPSS version 21. Results: Authoritarian parenting style (t = 2.08, B = 0.17, P =0.03), permissive parenting style (t = 2.16, B = 0.16, P= 0.01), selfcompassion (t = -4.08, B = -0.31, P= 0.00), and emotional intelligence (t = -2.93, B = -0.28, P = 0.01) are predictors of antisocial behaviors. According to multiple regression analysis, authoritarian parenting style, permissive parenting style, self-compassion, and emotional intelligence were significant predictors of antisocial behavior. Moreover, authoritative parenting style was not included in the analysis. Conclusions: Authoritarian parenting style, permissive parenting style, self-compassion, and emotional intelligence should be highly regarded as they highly predict antisocial behavior.

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“…Specifically, several studies using samples of undergraduates have found that ability EI, as measured by the MSCEIT, demonstrates small to moderate yet significant negative associations ( r’s ranging from = −.21 to −.40) with self-report psychopathic traits [37–39]. Ermer and colleagues examined the association between psychopathic traits and ability EI in a large sample ( n = 374) of incarcerated adults [40].…”

Section: Callous-unemotional Traits and Eimentioning

confidence: 99%

Emotional Intelligence and Callous–Unemotional Traits in Incarcerated Adolescents

Kahn

Ermer

Salovey

et al. 2016

Child Psychiatry Hum Dev

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Emotional intelligence (EI) is the ability to perceive, manage, and reason about emotions and to use this information to guide thinking and behavior adaptively. Youth with callous-unemotional (CU) traits demonstrate a variety of affective deficits, including impairment in recognition of emotion and reduced emotional responsiveness to distress or pain in others. We examined the association between ability EI and CU traits in a sample of incarcerated adolescents (n = 141) using an expert-rater device (Psychopathy Checklist Youth Version (PCL-YV; 1) and self-report assessments of CU traits. EI was assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Version, Research Version (MSCEIT-YV-R; 2). Similar to findings in adult forensic populations, high levels of CU traits in high risk youth were associated with lower EI, particularly higher order EI skills. Identifying impairment on EI abilities may have important implications for emerging treatment and intervention developments for youth with high levels of CU traits.

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Psychopathic and antisocial, but not emotionally intelligent

Cited by 55 publications

References 37 publications

The Emotional Correlates to Callous–Unemotional Traits in Children

The Emotional Correlates to Callous–Unemotional Traits in Children

Relationship between Parenting Styles, Self-compassion and Emotional Intelligence and Antisocial Behaviors in Students

Emotional Intelligence and Callous–Unemotional Traits in Incarcerated Adolescents

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