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Previous research identified emotion processing (i.e., emotion recognition and gaze pattern towards emotional stimuli) deficits in youths with callous-unemotional (CU) traits, though mixed results have emerged. CU traits frequently co-occur with high levels of the other psychopathy dimensions, namely narcissism and impulsivity, and overall, psychopathic traits in youths might be better understood from a multidimensional perspective. However, little is known about the contribution of narcissism and impulsivity. Participants included a clinical sample of 116 boys (aged 7-12) with Oppositional Defiant Disorder and Conduct Disorder based on the DSM-IV criteria. Psychopathic traits were assessed with the Antisocial Process Screening Device. Gaze pattern was recorded with an eye-tracker while participants completed a computerized emotion recognition task. Partial correlations showed negative associations between CU traits and sadness recognition and between narcissism and disgust recognition. Also, CU traits were associated with reduced attention to the mouth of angry faces and the eyes of sad and disgusted faces. Impulsivity was associated with greater attention to the eyes of angry and fearful faces. Narcissism was negatively associated with disgust recognition and the number of fixation to the eyes of angry faces, and positively associated with fixation count and duration to the mouth of angry faces. Findings support the association between CU traits and emotion processing deficits even after controlling for the effects of the other psychopathy dimensions. Our results also preliminary suggested emotional processing impairments associated with narcissism and impulsivity. A better understanding of emotional processing impairments associated with youths' psychopathy dimensions would provide a new key to interpret extant literature and, more importantly, constitute a first step towards developing early tailored interventions., Author(s): Valentina Levantini [sup.1] [sup.2] , Pietro Muratori [sup.1] , Sara Calderoni [sup.1] , Emanuela Inguaggiato [sup.1] , Gabriele Masi [sup.1] , Annarita Milone [sup.1] , Alessandro Tonacci [sup.3] , [...]

Objective: Evidence on the efficacy of social skills training for adolescents with Level 1 Autism Spectrum Disorder (ASD) is unclear. Method: We searched Pubmed, Scopus, and Web of Science until July 27th, 2023, for randomized controlled trials (RCTs) of social skills training for pre-adolescents and adolescents (aged 9-18) with Level 1 ASD. We then pooled data on efficacy from individual RCTs by conducting multivariate mixed-effects meta-analyses in R. We estimated possible bias in the retained RCTs using the RoB2 tool. Results: We retained 36 RCTs (encompassing 2796 participants), including 18 RCTs comparing an experimental treatment to a waiting list, and 18 RCTs comparing it to standard care/control treatment. Meta-analyses showed that experimental treatments were significantly more efficacious than waiting list or standard care/ control treatments in improving social skills (SMD = 0.3745; 95%CI = [0.2396; 0.5093]), as well as reducing behavioral symptoms (0.3154;0.1783, 0.4525) and anxious/depressive symptoms (0.2780; 0.0432, 0.5128). However, for some outcomes there was significant heterogeneity across studies and evidence of publication bias. Subgroup analyses and meta-regressions did not identify any specific clinical or demographic factors as significant predictors of outcome. The most common risk of bias across studies was related to deviations from intended interventions and measurement of the outcomes. Conclusions: At the group level, social skills training for adolescents with Level 1 ASD is efficacious, with small-to-moderate effect size. Future research should focus on personalized medicine approaches, aimed at tailoring interventions to specific characteristics of adolescents with Level 1 ASD. [ABSTRACT FROM AUTHOR]

Research has shown that both parenting and emotional dysregulation are associated with mental health outcomes in youth. This cross-sectional research was developed to replicate these noted findings and explore the mediating role of emotional dysregulation to explain the relationship between parenting and emotional and behavioral difficulties (internalizing and externalizing problems) in adolescents. A total of 104 adolescents (61.5% females; M = 15.62 yrs., SD = 1.38) participated in the study. Participants completed the Parental Bonding Instrument (measuring care, promotion of autonomy, and overprotection) referring to both the mother and father, the Difficulties in Emotion Regulation Scale, and the Youth Self-Report. The results showed that difficulties in emotion regulation fully mediated the relationship between overprotection (in both parents) and low maternal care with internalizing problems, on the one hand, and the relationship between maternal overprotection and low care (in both parents) with externalizing problems, on the other hand. Furthermore, emotional dysregulation partially mediated the effect of paternal care on internalizing problems. These findings help to clarify one of the mechanisms through which parenting can affect mental health in youth. Theoretical and clinical implications are discussed. [ABSTRACT FROM AUTHOR]

Conduct disorder (CD) is characterized by repetitive and persistent antisocial behaviors, being among the most frequently reported reasons of referral in youth. CD is a highly heterogeneous disorder, with possible specifiers defined according to age at onset, Limited Prosocial Emotions (LPE) otherwise known as Callous-Unemotional (CU) traits, Emotional Dysregulation (ED), and patterns of comorbidity, each with its own specific developmental trajectories. The authors review the evidence from published literature on the clinical presentations, diagnostic procedures, psychotherapeutic and psychoeducational approaches, and pharmacological interventions from RCT and naturalistic studies in youth. Evidence from studies including youths with LPE/CU traits, ED and aggression are also reviewed, as response moderators. Due to its clinical heterogeneity, relevant subtypes of CD should be carefully characterized to gain reliable information on prognosis and treatments. Thus, disentangling this broad category in subtypes is crucial as a first step in diagnosis. Psychosocial interventions are the first option, possibly improving LPE/CU traits and ED, especially if implemented early during development. Instead, limited information, based on low-quality studies, supports pharmacological options. Second-generation antipsychotics, mood stabilizers, and stimulants are first-line medications, according to different target symptoms, such as aggression and emotional reactivity. Developmental pathways including ADHD suggest a specific role of psychostimulants. [ABSTRACT FROM AUTHOR]