Callous-unemotional traits and fearlessness: A cardiovascular psychophysiological perspective in two adolescent samples using virtual reality / Nicholas D. THOMSON in Development and Psychopathology, 32-3 (August 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-3 (August 2020) . - p.803-815 Titre : Callous-unemotional traits and fearlessness: A cardiovascular psychophysiological perspective in two adolescent samples using virtual reality Type de document : Texte imprimé et/ou numérique Auteurs : Nicholas D. THOMSON, Auteur ; Steven M. GILLESPIE, Auteur ; Luna C. M. CENTIFANTI, Auteur Article en page(s) : p.803-815 Langues : Anglais (eng) Mots-clés : Callous-unemotional traits  fearlessness  pre-ejection period  respiratory sinus arrhythmia Index. décimale : PER Périodiques Résumé : There has been a longstanding debate about the link between callous-unemotional traits and fearlessness. However, biological evidence for a relationship in adolescents is lacking. Using two adolescent samples, we measured emotional reactivity and cardiac measures of sympathetic (pre-ejection period) and parasympathetic (respiratory sinus arrhythmia) reactivity during 3D TV and virtual reality fear induction. Study 1 included 62 community adolescents from a stratified sample. Study 2 included 60 adolescents from Emotional and Behavioral Difficulties schools. Results were consistent across both studies. Adolescents with high callous-unemotional traits showed coactivation of the sympathetic and parasympathetic nervous system. Consistent with these results, youths with callous-unemotional traits self-reported that they felt more in control after the fear induction. Thus, in both samples, youth with callous-unemotional traits displayed a physiological and emotional profile suggesting they maintained control during fear induction. Therefore, it is proposed here that a shift in thinking of youth with callous-unemotional traits as fearless to youth with callous-unemotional traits are better able to manage fearful situations, may be more appropriate. En ligne : http://dx.doi.org/10.1017/s0954579419001196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Callous-unemotional traits and fearlessness: A cardiovascular psychophysiological perspective in two adolescent samples using virtual reality [Texte imprimé et/ou numérique] / Nicholas D. THOMSON, Auteur ; Steven M. GILLESPIE, Auteur ; Luna C. M. CENTIFANTI, Auteur . - p.803-815. Langues : Anglais (eng) in Development and Psychopathology > 32-3 (August 2020) . - p.803-815 Mots-clés : Callous-unemotional traits  fearlessness  pre-ejection period  respiratory sinus arrhythmia Index. décimale : PER Périodiques Résumé : There has been a longstanding debate about the link between callous-unemotional traits and fearlessness. However, biological evidence for a relationship in adolescents is lacking. Using two adolescent samples, we measured emotional reactivity and cardiac measures of sympathetic (pre-ejection period) and parasympathetic (respiratory sinus arrhythmia) reactivity during 3D TV and virtual reality fear induction. Study 1 included 62 community adolescents from a stratified sample. Study 2 included 60 adolescents from Emotional and Behavioral Difficulties schools. Results were consistent across both studies. Adolescents with high callous-unemotional traits showed coactivation of the sympathetic and parasympathetic nervous system. Consistent with these results, youths with callous-unemotional traits self-reported that they felt more in control after the fear induction. Thus, in both samples, youth with callous-unemotional traits displayed a physiological and emotional profile suggesting they maintained control during fear induction. Therefore, it is proposed here that a shift in thinking of youth with callous-unemotional traits as fearless to youth with callous-unemotional traits are better able to manage fearful situations, may be more appropriate. En ligne : http://dx.doi.org/10.1017/s0954579419001196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Callous-unemotional traits and impulsivity: distinct longitudinal relations with mind-mindedness and understanding of others / Luna C. M. CENTIFANTI in Journal of Child Psychology and Psychiatry, 57-1 (January 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-1 (January 2016) . - p.84-92 Titre : Callous-unemotional traits and impulsivity: distinct longitudinal relations with mind-mindedness and understanding of others Type de document : Texte imprimé et/ou numérique Auteurs : Luna C. M. CENTIFANTI, Auteur ; Elizabeth MEINS, Auteur ; Charles FERNYHOUGH, Auteur Article en page(s) : p.84-92 Langues : Anglais (eng) Mots-clés : Emotion understanding  callous-unemotional traits  theory of mind  mind-mindedness  longitudinal Index. décimale : PER Périodiques Résumé : Background Problems in understanding other people's mental states may relate to distinct personality traits that are associated with early externalizing behavior. A distinction between theory of mind (ToM) and empathy has proven important in shedding light on the problems in understanding other minds encountered by children high on callous-unemotional (CU) traits and exhibiting impulsivity. The aim of this study was to investigate whether children's early ToM and emotion understanding abilities predicted CU traits and impulsivity at age 10. A further aim was to explore whether the quality of the parent–child relationship very early in the development indirectly or directly predicted the children's CU traits and impulsivity. Method We examined whether ToM and empathy skills might differentially relate to personality traits associated with externalizing behaviors (i.e., impulsivity and CU traits). We examined these relations over time in a longitudinal cohort of 96 boys and girls using follow-back analyses, incorporating measures of maternal mind-mindedness (appropriate mind-related talk) to examine the possible role of parent–child interaction quality. Results Appropriate mind-related talk indirectly predicted CU traits (at age 10 years) via its effect on children's emotion understanding. ToM predicted impulsive/irresponsible traits, but ceased to be significant when controlling for externalizing behaviors. Conclusion The present findings demonstrate that parents who remark appropriately on their infant's mental states may help the child to understand emotions and may mold an empathic understanding of others, thereby preventing CU traits. En ligne : http://dx.doi.org/10.1111/jcpp.12445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 [article] Callous-unemotional traits and impulsivity: distinct longitudinal relations with mind-mindedness and understanding of others [Texte imprimé et/ou numérique] / Luna C. M. CENTIFANTI, Auteur ; Elizabeth MEINS, Auteur ; Charles FERNYHOUGH, Auteur . - p.84-92. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-1 (January 2016) . - p.84-92 Mots-clés : Emotion understanding  callous-unemotional traits  theory of mind  mind-mindedness  longitudinal Index. décimale : PER Périodiques Résumé : Background Problems in understanding other people's mental states may relate to distinct personality traits that are associated with early externalizing behavior. A distinction between theory of mind (ToM) and empathy has proven important in shedding light on the problems in understanding other minds encountered by children high on callous-unemotional (CU) traits and exhibiting impulsivity. The aim of this study was to investigate whether children's early ToM and emotion understanding abilities predicted CU traits and impulsivity at age 10. A further aim was to explore whether the quality of the parent–child relationship very early in the development indirectly or directly predicted the children's CU traits and impulsivity. Method We examined whether ToM and empathy skills might differentially relate to personality traits associated with externalizing behaviors (i.e., impulsivity and CU traits). We examined these relations over time in a longitudinal cohort of 96 boys and girls using follow-back analyses, incorporating measures of maternal mind-mindedness (appropriate mind-related talk) to examine the possible role of parent–child interaction quality. Results Appropriate mind-related talk indirectly predicted CU traits (at age 10 years) via its effect on children's emotion understanding. ToM predicted impulsive/irresponsible traits, but ceased to be significant when controlling for externalizing behaviors. Conclusion The present findings demonstrate that parents who remark appropriately on their infant's mental states may help the child to understand emotions and may mold an empathic understanding of others, thereby preventing CU traits. En ligne : http://dx.doi.org/10.1111/jcpp.12445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273

How does restricted and repetitive behavior relate to language and cognition in typical development? / Fionnuala LARKIN in Development and Psychopathology, 29-3 (August 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-3 (August 2017) . - p.863-874 Titre : How does restricted and repetitive behavior relate to language and cognition in typical development? Type de document : Texte imprimé et/ou numérique Auteurs : Fionnuala LARKIN, Auteur ; Elizabeth MEINS, Auteur ; Luna C. M. CENTIFANTI, Auteur ; Charles FERNYHOUGH, Auteur ; Susan R. LEEKAM, Auteur Article en page(s) : p.863-874 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Relations between restricted and repetitive behavior at age 26 months and children's concurrent (N = 203) and later (n = 161) social cognition and language development were investigated. Restricted and repetitive behavior was assessed using two scales: sensory and motor repetitive behaviors and rigidity/routines/restricted interests. Language was assessed at ages 26 and 51 months; social cognition was assessed at ages 26 (symbolic play) and 51 and 61 months (theory of mind). Sensory and motor repetitive behavior was negatively related to children's (a) language performance at 26 and 51 months, (b) instructed symbolic play at 26 months, and (c) theory of mind performance at 51 and 61 months. Path analyses showed that children's sensory and motor repetitive behavior at age 26 months was related to lower receptive verbal ability and theory of mind at 51 months, which led to lower theory of mind at 61 months. Rigidity/routines/restricted interests at 26 months were unrelated to concurrent and later social cognition and language. These results are discussed in terms of the pathways via which sensory and motor repetitive behavior might impact negatively on development. En ligne : http://dx.doi.org/10.1017/s0954579416000535 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311 [article] How does restricted and repetitive behavior relate to language and cognition in typical development? [Texte imprimé et/ou numérique] / Fionnuala LARKIN, Auteur ; Elizabeth MEINS, Auteur ; Luna C. M. CENTIFANTI, Auteur ; Charles FERNYHOUGH, Auteur ; Susan R. LEEKAM, Auteur . - p.863-874. Langues : Anglais (eng) in Development and Psychopathology > 29-3 (August 2017) . - p.863-874 Index. décimale : PER Périodiques Résumé : Abstract Relations between restricted and repetitive behavior at age 26 months and children's concurrent (N = 203) and later (n = 161) social cognition and language development were investigated. Restricted and repetitive behavior was assessed using two scales: sensory and motor repetitive behaviors and rigidity/routines/restricted interests. Language was assessed at ages 26 and 51 months; social cognition was assessed at ages 26 (symbolic play) and 51 and 61 months (theory of mind). Sensory and motor repetitive behavior was negatively related to children's (a) language performance at 26 and 51 months, (b) instructed symbolic play at 26 months, and (c) theory of mind performance at 51 and 61 months. Path analyses showed that children's sensory and motor repetitive behavior at age 26 months was related to lower receptive verbal ability and theory of mind at 51 months, which led to lower theory of mind at 61 months. Rigidity/routines/restricted interests at 26 months were unrelated to concurrent and later social cognition and language. These results are discussed in terms of the pathways via which sensory and motor repetitive behavior might impact negatively on development. En ligne : http://dx.doi.org/10.1017/s0954579416000535 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311

Origins of mother–child reminiscing style / Elaine REESE in Development and Psychopathology, 31-2 (May 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-2 (May 2019) . - p.631-642 Titre : Origins of mother–child reminiscing style Type de document : Texte imprimé et/ou numérique Auteurs : Elaine REESE, Auteur ; Elizabeth MEINS, Auteur ; Charles FERNYHOUGH, Auteur ; Luna C. M. CENTIFANTI, Auteur Article en page(s) : p.631-642 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Maternal elaborative reminiscing supports preschool children's autobiographical memory, self-concept, and emotion understanding. What are the factors contributing to mothers' elaborative style of reminiscing? In a longitudinal community sample (n = 170 at the final data point), this study explored the role of maternal depression (8–44 months), maternal sensitivity and maternal mind-mindedness (8 months), as well as child factors of joint attention (15 months), attachment security (15 months), and language (26 months) for mother–child reminiscing about a positive (happy) and a negative (scared) event at 44 months. Mothers could be classed into two groups of low versus increasing depression from 8 to 44 months, yet maternal depression did not uniquely predict mother–child reminiscing after accounting for maternal sensitivity and other factors. Instead, maternal sensitivity, children's joint attention, and language uniquely predicted children's elaborations about the scared event at 44 months, and maternal sensitivity uniquely predicted mothers' elaborations about the scared event at 44 months. Mothers who are more sensitive in early interactions may later be better at engaging their children when reminiscing about negative emotions. These findings have implications for the design of interventions targeted at supporting mothers to engage in elaborative reminiscing with their preschool children. En ligne : http://dx.doi.org/10.1017/S0954579418000172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 [article] Origins of mother–child reminiscing style [Texte imprimé et/ou numérique] / Elaine REESE, Auteur ; Elizabeth MEINS, Auteur ; Charles FERNYHOUGH, Auteur ; Luna C. M. CENTIFANTI, Auteur . - p.631-642. Langues : Anglais (eng) in Development and Psychopathology > 31-2 (May 2019) . - p.631-642 Index. décimale : PER Périodiques Résumé : Maternal elaborative reminiscing supports preschool children's autobiographical memory, self-concept, and emotion understanding. What are the factors contributing to mothers' elaborative style of reminiscing? In a longitudinal community sample (n = 170 at the final data point), this study explored the role of maternal depression (8–44 months), maternal sensitivity and maternal mind-mindedness (8 months), as well as child factors of joint attention (15 months), attachment security (15 months), and language (26 months) for mother–child reminiscing about a positive (happy) and a negative (scared) event at 44 months. Mothers could be classed into two groups of low versus increasing depression from 8 to 44 months, yet maternal depression did not uniquely predict mother–child reminiscing after accounting for maternal sensitivity and other factors. Instead, maternal sensitivity, children's joint attention, and language uniquely predicted children's elaborations about the scared event at 44 months, and maternal sensitivity uniquely predicted mothers' elaborations about the scared event at 44 months. Mothers who are more sensitive in early interactions may later be better at engaging their children when reminiscing about negative emotions. These findings have implications for the design of interventions targeted at supporting mothers to engage in elaborative reminiscing with their preschool children. En ligne : http://dx.doi.org/10.1017/S0954579418000172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393

Proof of concept of a mind–mindedness intervention for mothers hospitalized for severe mental illness / Robin SCHACHT in Development and Psychopathology, 29-2 (May 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-2 (May 2017) . - p.555-564 Titre : Proof of concept of a mind–mindedness intervention for mothers hospitalized for severe mental illness Type de document : Texte imprimé et/ou numérique Auteurs : Robin SCHACHT, Auteur ; Elizabeth MEINS, Auteur ; Charles FERNYHOUGH, Auteur ; Luna C. M. CENTIFANTI, Auteur ; Jean-François BUREAU, Auteur ; Susan PAWLBY, Auteur Article en page(s) : p.555-564 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Studies 1 and 2 investigated how maternal severe mental illness (SMI) related to mothers’ mind–mindedness (appropriate and nonattuned mind-related comments). Study 1 showed that mothers with SMI (n = 50) scored lower than psychologically well mothers for both appropriate and nonattuned comments, whereas mothers with SMI in Study 2 (n = 22) had elevated levels of nonattuned comments. Study 2 also tested the efficacy of a single-session video-feedback intervention to facilitate mind–mindedness in mothers with SMI. The intervention was associated with a decrease in nonattuned comments, such that on discharge, mothers did not differ from psychologically well controls. Study 3 assessed infant–mother attachment security in a small subset of intervention-group mothers from Study 2 (n = 9) and a separate group of standard care mothers (n = 30) at infant mean age 17.1 months (SD = 2.1). Infants whose mothers completed the intervention were more likely to be securely attached and less likely to be classified as insecure–disorganized than those of mothers who received standard care. We conclude that a single session of video-feedback to facilitate mind–mindedness in mothers with SMI may have benefits for mother–infant interaction into the second year of life. En ligne : http://dx.doi.org/10.1017/s0954579417000177 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Proof of concept of a mind–mindedness intervention for mothers hospitalized for severe mental illness [Texte imprimé et/ou numérique] / Robin SCHACHT, Auteur ; Elizabeth MEINS, Auteur ; Charles FERNYHOUGH, Auteur ; Luna C. M. CENTIFANTI, Auteur ; Jean-François BUREAU, Auteur ; Susan PAWLBY, Auteur . - p.555-564. Langues : Anglais (eng) in Development and Psychopathology > 29-2 (May 2017) . - p.555-564 Index. décimale : PER Périodiques Résumé : Studies 1 and 2 investigated how maternal severe mental illness (SMI) related to mothers’ mind–mindedness (appropriate and nonattuned mind-related comments). Study 1 showed that mothers with SMI (n = 50) scored lower than psychologically well mothers for both appropriate and nonattuned comments, whereas mothers with SMI in Study 2 (n = 22) had elevated levels of nonattuned comments. Study 2 also tested the efficacy of a single-session video-feedback intervention to facilitate mind–mindedness in mothers with SMI. The intervention was associated with a decrease in nonattuned comments, such that on discharge, mothers did not differ from psychologically well controls. Study 3 assessed infant–mother attachment security in a small subset of intervention-group mothers from Study 2 (n = 9) and a separate group of standard care mothers (n = 30) at infant mean age 17.1 months (SD = 2.1). Infants whose mothers completed the intervention were more likely to be securely attached and less likely to be classified as insecure–disorganized than those of mothers who received standard care. We conclude that a single session of video-feedback to facilitate mind–mindedness in mothers with SMI may have benefits for mother–infant interaction into the second year of life. En ligne : http://dx.doi.org/10.1017/s0954579417000177 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

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