Callous-Unemotional (CU) Traits: What types of Intervention are Effective and is there a Link between CU and Executive Functioning?

Callous-unemotional (CU) traits are commonly associated with antisocial behaviour and a wide range of negative outcomes. So far, research has identified a number of cognitive and neuropsychological characteristics associated with higher levels of CU traits, with the aim of identifying pathways for intervention.

This thesis explores two gaps in the literature, firstly in a systematic review of intervention effectiveness for children with higher CU traits and secondly in an empirical study examining the relationship between CU traits and Executive Functioning (EF).

The systematic review of intervention studies which included children with higher CU traits identified that CU traits impact on intervention response for some outcomes and types of intervention. Interventions based on emotion recognition training or family therapy seem to have a positive impact for these children, whereas behaviourally-based interventions are less effective.

Previous research has found that children with higher CU traits have atypical cognitive functioning in the prefrontal cortex and amygdala, which are involved in EF performance. CU traits have also been linked with higher levels of conduct problems (CP), which themselves (along with hyperactivity and cognitive ability; CA) have been linked to poorer performance in EF.

The empirical study therefore aimed to establish whether CU traits account for any variance in EF task performance.

The study employs a quantitative methodology. Sixty two adolescent boys completed a standardised measure of EF and a computerised task in order to assess EF in the absence or presence of emotional stimuli (Cool and Hot EF).

Participants and their parents also completed questionnaires measuring CU traits, CP and Hyperactivity. CA data were collected.

Results from regression analyses were non-significant, showing that CU traits do not predict any variance in EF performance that is important for intervention.

his suggests there is unlikely to be a relationship between CU and EF in a population of secondary-aged boys from mainstream schools and special provision for children with social, emotional and behavioural difficulties.