The usefulness of self‐reported psychopathy‐like traits in the study of antisocial behaviour among non‐referred adolescents

By H. Andershed, S. Gustafson, Margaret Kerr, Håkan Stattin. 2002

151 citations recorded by the source corpus.

Subfields: Clinical Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/3f907a97d33cbb4d11cf898e6fbad2172f761cdc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Sociology and Political Science

Citations in the corpus

Factor structure of the Self-Report Psychopathy scale (SRP-II) in non-forensic samples (2004, result): “Similar correlations have been reported in other studies (e.g. Andershed et al., 2002; Williams et al., 2001) and reflect an understandable degree of overlap among the ‘‘Dark Triad’’ (Paulhus & Williams, 2002).”
Reduced amygdala response to fearful expressions in children and adolescents with callous-unemotional traits and disruptive behavior disorders. (2008, unknown): “The severity of callous-unemotional traits in children and adolescents can be measured by the Youth Psychopathic Traits Inventory, which focuses on features such as remorselessness and unemotionality (2).”
Research review: the importance of callous-unemotional traits for developmental models of aggressive and antisocial behavior. (2008, background): “(see also Andershed et al., 2002 for another more extended measure of CU traits).”
Can callous-unemotional traits enhance the understanding, diagnosis, and treatment of serious conduct problems in children and adolescents? A comprehensive review. (2014, background): “Andershed et al. (2002) N 1,077; mean age 14.41; mixed sex community sample.”
The Association between Callous-Unemotional Traits and Behavioral and Academic Adjustment in Children: Further Validation of the Inventory of Callous-Unemotional Traits (2013, unknown): “…have been assessed using several different formats, including parent and teacher rating scales (Frick et al. 2000; Lynam 1997), self-report scales (Andershed et al. 2002; Muñoz and Frick 2007), parent and youth structured interviews (Lahey et al. 2008), and clinician ratings (Forth et al. 2003).”