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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
08:09

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

Emotion recognition in girls with conduct problems.

Christina Schwenck1, Angelika Gensthaler, Marcel Romanos

  • 1Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Goethe-University, Deutschordenstraße 50, Frankfurt a.M, Germany, christina.schwenck@kgu.de.

European Child & Adolescent Psychiatry
|April 10, 2013
PubMed
Summary

Girls with conduct problems (CP) and low callous-unemotional (CU-) traits showed deficits in recognizing sadness, fear, and happiness. Girls with CP and elevated CU+ traits excelled at identifying fear.

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Area of Science:

  • Developmental Psychology
  • Clinical Psychology
  • Neuroscience

Background:

  • Deficits in emotion recognition are linked to conduct problems (CP).
  • Previous research predominantly focused on male participants, leaving a gap in understanding these deficits in females.
  • Callous-unemotional (CU) traits are associated with conduct problems and may influence emotion processing.

Purpose of the Study:

  • To investigate emotion recognition differences in girls with conduct problems (CP) and varying levels of callous-unemotional (CU) traits.
  • To compare girls with CP and elevated CU traits (CP-CU+) against those with CP and low CU traits (CP-CU-) and a healthy control group (CG).
  • To examine the impact of CP and CU traits on the recognition of various emotions presented via morphed facial stimuli.

Main Methods:

  • A comparative study involving three groups of adolescent girls: CP-CU+, CP-CU-, and a matched control group (CG).
  • Participants viewed video clips of morphed faces displaying different emotions across two assessment runs.
  • Multivariate analysis of variance (MANOVA) was used to analyze emotion recognition accuracy and response times, considering group and run effects.

Main Results:

  • Girls with CP-CU- traits demonstrated slower encoding of sad, fearful, and happy faces and were less accurate in identifying sadness compared to controls.
  • Girls with CP-CU+ traits showed superior performance in identifying fearful faces compared to both CP-CU- and CG groups.
  • While most groups showed learning effects across runs, girls with CP-CU- exhibited a decrease in fear recognition accuracy in the second run.

Conclusions:

  • Emotion recognition deficits in girls with conduct problems are nuanced and depend on the presence and level of callous-unemotional traits.
  • Specific emotion processing patterns observed in CP-CU- and CP-CU+ subgroups suggest potential for tailored interventions.
  • Further research with varied tasks is recommended to confirm these findings and inform subgroup-specific therapeutic strategies.