Callous-Unemotional (CU) Traits in Adolescent Boys and Response to Teacher Reward and Discipline Strategies

Autor/inn/en	Allen, Jennifer L.; Morris, Amy; Chhoa, Celine Y.
Titel	Callous-Unemotional (CU) Traits in Adolescent Boys and Response to Teacher Reward and Discipline Strategies
Quelle	In: Emotional & Behavioural Difficulties, 21 (2016) 3, S.329-342 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2016.1165968
Schlagwörter	Emotional Response; Personality Traits; Rewards; Discipline; Males; Mixed Methods Research; Early Adolescents; Symptoms (Individual Disorders); Behavior Problems; Autism; Hyperactivity; Teacher Attitudes; Positive Reinforcement; Teacher Student Relationship; Foreign Countries; Questionnaires; Surveys; Likert Scales; Child Behavior; Screening Tests; Student Characteristics; Semi Structured Interviews; United Kingdom (London); Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Reward; Belohnung; Disziplin; Male; Männliches Geschlecht; Psychiatrische Symptomatik; Autismus; Hyperaktivität; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Fragebogen; Survey; Umfrage; Befragung; Likert-Skala; Screening-Verfahren
Abstract	The aim of this study was to investigate the relationship between callous-unemotional (CU) traits and response to rewards and discipline in adolescent boys using a mixed-methods approach. Participants comprised 39 boys aged between 12 and 13 years and 8 teachers. Quantitative findings showed that CU traits were significantly related to punishment insensitivity, controlling for conduct problems, autism symptoms and hyperactivity. In contrast, there was no significant association between CU traits and reward sensitivity. Qualitative analysis indicated that teachers view children high in CU traits as responsive to fewer reward and discipline strategies, and strategies need to be implemented and monitored with care to avoid unintended, undesirable outcomes. However, time out, praise, support from other staff and maintaining a positive teacher-child relationship were identified as effective strategies. Findings emphasise the need to carefully select, modify and implement existing evidence-based classroom behaviour-management strategies with high-CU children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01