Temperament and Developmental Pathways to Conduct Problems

By P. J. Frick, Amanda Sheffield Morris. Journal of Clinical Child & Adolescent Psychology, 2004

776 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/224b25a7c8c981303cc127a833aff470f92ce040

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Citations in the corpus

The Role of the Family Context in the Development of Emotion Regulation. (2007, background): “Failure to provide structure and adequate supervision during adolescence, specifically, may affect ER such that increases in behavior problems due to lack of supervision are linked to emotion dysregulation, particularly problems in anger regulation (Frick & Morris, 2004).”
Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment (2010, methodology): “In contrast to children prone to emotionally driven externalizing problems, Frick & Morris (2004) argued that children prone to proactive aggression, including those with callousunemotional (psychopathic) traits, are low in their fearful inhibition, which undermines the development of conscience,…”
Nature and Nurturing: Parenting in the Context of Child Temperament (2011, background): “…and O’Connor 2004; Eisenberg et al. 2001; Lengua 2003; Putnam and Stifter 2005), whereas irritability appears to be related to both internalizing and externalizing problems and lower social competence (e.g., Eisenberg et al. 2001; Frick and Morris 2004; Lengua 2003, 2006; Rothbart et al. 1994).”
The Relationship Between Emotion Knowledge, Emotion Regulation and Adjustment in Preschoolers: A Mediation Model (2016, neutral): “…with regard to the relationship between emotion regulation and maladjustment, there is strong evidence that individual differences in emotion regulation are negatively associated with externalizing and internalizing problems (Eisenberg et al. 2010a, b; Frick and Morris 2004; Sirotkin et al. 2013).”
Perceived Maternal Autonomy Support and Early Adolescent Emotion Regulation: A Longitudinal Study (2015, neutral): “For example, maternal lack of sensitivity (Allhusen et al., 2004) or failure to provide structure and adequate supervision (Frick & Morris, 2004; Morris et al., 2007) predict children’s and adolescents’ emotional dysregulation.”
Research review: the importance of callous-unemotional traits for developmental models of aggressive and antisocial behavior. (2008, methodology): “Second, these findings can be used to link developmental theories of temperament and conscience development with etiological theories of antisocial and aggressive behaviors (Dadds & Salmon, 2003; Frick & Morris, 2004).”
Exploring Narcissism, Psychopathy, and Machiavellianism in Youth: Examination of Associations with Antisocial Behavior and Aggression (2013, background): “6 do and do not exhibit conduct problems, youth high in CU traits typically show more violence, aggression, impulsivity, and criminal behavior (Christian et al., 1997; Essau et al., 2006; Frick & Marsee, 2006; Frick & Morris, 2004).”
Proactive and Reactive Aggression (2016, background): “2013; White and Turner 2014), specifically strong reactions to angry and hostile emotions (Frick and Morris 2004; Hubbard et al. 2004; Marsee and Frick 2007).”
Triarchic conceptualization of psychopathy: Developmental origins of disinhibition, boldness, and meanness (2009, background): “Frick and Morris (2004) provide a comprehensive review of these literatures, and the current summary is adapted from their review unless otherwise noted.”
Developmental pathways to conduct disorder: Implications for serving youth who show severe aggressive and antisocial behavior (2004, background): “…that these children have a temperament that can affect the normal development of conscience placing them at risk for an especially severe and aggressive pattern of antisocial behavior (see Frick, 1998; Frick & Morris, 2004 for a more extended discussion of this proposed developmental pathway).”
Stability of Psychopathic Characteristics in Childhood (2008, neutral): “…Mitchell, & Pine, 2006; Viding, Blair, Moffitt, & Plomin, 2005), emotional and temperamental variables (e.g., anxiety, fearfulness; Frick, Lilienfeld, Ellis, Loney, & Silverthorn, 1999; Frick & Morris, 2004), and environmental and parenting variables (e.g., Pardini, Lochman, & Powell, 2007).”