1. Using a Novel Emotional Skills Module to Enhance Empathic Responding for a Child With Conduct Disorder With Limited Prosocial Emotions
- Author
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Eva R. Kimonis, Amy Datyner, Elizabeth Hunt, and Kathleen Armstrong
- Subjects
Psychotherapist ,media_common.quotation_subject ,05 social sciences ,Psychopathy ,Psychological intervention ,Empathy ,medicine.disease ,03 medical and health sciences ,Psychiatry and Mental health ,Clinical Psychology ,0302 clinical medicine ,Prosocial behavior ,Conduct disorder ,Intervention (counseling) ,Adjunctive treatment ,medicine ,0501 psychology and cognitive sciences ,Emotion recognition ,Psychology ,030217 neurology & neurosurgery ,050104 developmental & child psychology ,media_common ,Clinical psychology - Abstract
Children with conduct problems benefit less from empirically supported interventions for disruptive behaviors when callous-unemotional (CU) traits (i.e., lack of empathy/guilt) are also present. Traditional “gold-standard” interventions for disruptive behavior disorders that focus primarily on improving parenting skills fail to address the core deficits in emotional processing and empathic responding unique to children with co-occurring conduct problems and CU traits (CP + CU). This case study presents a follow-up of the treatment of a young boy with severe disruptive behavior and pronounced CU traits using a novel, brief adjunctive treatment called Coaching and Rewarding Emotional Skills (CARES). Findings (a) indicate short-term improvements in empathic responding and emotion recognition with CARES and (b) provide preliminary support for supplementing parent training with a brief adjunctive intervention to improve socio-emotional behavior and CU traits. Novel targeted interventions for children with CP + CU are critically needed given their poor prognosis and long-term impairment.
- Published
- 2015
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