Heterogeneity of popular boys: antisocial and prosocial configurations

This study examined subtypes of popular 4th-6th grade boys (N = 452). Popular-prosocial (model) and popular-antisocial (tough) configurations were identified by means of teacher ratings and compared with peer and self-assessments and social centrality measures. Peers perceived model boys as cool, athletic, leaders, cooperative, studious, not shy, and nonaggressive. Peers perceived tough boys as cool, athletic, and antisocial. Model boys saw themselves as nonaggressive and academically competent. Tough boys saw themselves as popular, aggressive, and physically competent. Tough boys were disproportionately African American, particularly when African Americans were a minority in their classrooms. Model and tough boys were overrepresented at nuclear social centrality levels. These findings suggest that highly aggressive boys can be among the most popular and socially connected children in elementary classrooms.     

Neurocognitive impairments in boys on the life-course persistent antisocial path

This study addresses 5 unresolved issues in the neuropsychology of antisocial behavior using a community sample of 325 school boys in whom neurocognitive measures were assessed at age 16-17 years. Antisocial behavior measures collected from age 7-17 years were cluster analyzed and produced 4 groups: control, childhood-limited, adolescent-limited, and life-course persistent. Those on the lifecourse persistent path and also on the childhood-limited path were particularly impaired on spatial and memory functions. Impairments were independent of abuse, psychosocial adversity, head injury, and hyperactivity. Findings provide some support for the life-course persistent versus adolescent-limited theory of antisocial behavior and suggest that (a) neurocognitive impairments are profound and not artifactual and (b) childhood-limited antisocials may not be free of long-lasting functional impairment.     

Witnessed community violence and antisocial behavior in high-risk, urban boys

Examined the longitudinal relation between children's self-report of witnessing community violence, family environment, and parent report of child antisocial behavior in a sample of 6- to 10-year-old urban American boys (N = 97) at familial risk for antisocial behavior. Boys reported high rates of lifetime exposure to community violence. Boys' reports of witnessing community violence were significantly positively related to changes over 15 months in child antisocial behavior, even after controlling for the possible effects of 3 aspects of parent-child interactions shown previously to be related to problematic child behavior. Furthermore, family environment, particularly the degree to which parents engaged in conflict with their sons, moderated the effect of witnessed violence on changes in antisocial behavior. In families with low conflict, higher levels of witnessed violence predicted increases in antisocial behavior over time. In contrast, in families with relatively high levels of parent-child conflict, high-witnessed violence had no additional influence on antisocial outcome. This is the first prospective longitudinal study to document an association between witnessed community violence and changes in antisocial behavior in young, urban boys at familial risk for antisocial behavior.     

The relation of psychopathy to concurrent aggression and antisocial behavior in high-risk adolescent girls and boys

The present study examined the concurrent relationship between psychopathy characteristics as measured by the PCL:YV and aggressive and antisocial behavior in a sample of 142 high-risk adolescent girls and boys. The unique relationship between each of three PCL:YV factors (Arrogant and Deceitful Interpersonal Style, Deficient Affective Experience, and Impulsive and Irresponsible Behavioral Style) and outcomes was evaluated to determine which aspects of psychopathy are most crucially linked to aggressive and antisocial behavior in adolescents. Dependent measures were expanded to include both relational and physical forms of aggression to better capture meaningful outcomes for girls and boys. Regression analyses showed that the relationships between psychopathic features and outcomes were equivalent for boys and girls, and that deficits in affect were most consistently associated with aggression. These findings are concordant with the well established finding in developmental research showing that deficits in empathy and affect regulation are associated with aggression.     

Comparison of childhood problem behaviors in boys with subsequent schizophrenic, antisocial, and good adult outcomes

Childhood problem behaviors for 145 boys seen in child guidance clinics were used to compare four adult outcome groups: antisocial men, schizophrenic subjects with good outcomes, schizophrenic subjects with poor outcomes, and subjects with good outcomes. Delinquent and aggressive factor scale scores distinguished the antisocial outcomes from the other groups. A preschizophrenic factor along with lower IQ separated schizophrenics with poor outcome from the others. Subjects with good outcomes had lower scores on factor scales, higher IQ, and less disturbed families. Schizophrenics with good outcomes were the most difficult to identify correctly.     

Fifth grade school adjustment and later arrest rate: A longitudinal study of middle school antisocial boys

This study investigated the efficacy of three different regression models in predicting arrest rate over the fifth to seventh grade range for a sample of antisocial and at risk control middle school boys (N=76). These boys were selected from a larger sample of approximately 200 boys and their families for inclusion in a long term longitudinal study beginning in the fourth grade. Subjects in the present study were identified when they were in the fifth grade and school measures of adjustment were recorded annually for them on two occasions (fall, spring) through the ninth grade. Predictors were derived from the following variables: (a) teacher ratings of social skills; (b) direct observations of academic engagement in classroom settings; (c) direct observations of the playground social behavior of target subjects and peers; and (d) discipline contacts with the principal's office as extracted from archival school records. These predictor variables appeared to assess respectively teacher related and peer related forms of school adjustment. The regression models investigated yielded R-Squares of approximately 30 between arrest rate and two to three predictor variables in each analysis. However, following the deletion of two subject cases that represented extreme instances of underprediction (i.e., subjects who were arrested [i.e., seven arrests each] but whose fifth grade behavioral profiles suggested they would not be), the obtained R-Squares increased to approximately .55. Implications of the findings for the early screening and identification of at risk students are discussed.     

Retaliation and antisocial punishment are overlooked in many theoretical models as well as behavioral experiments

Guala argues that there is a mismatch between most laboratory experiments on costly punishment and behavior in the field. In the lab, experimental designs typically suppress retaliation. The same is true for most theoretical models of the co-evolution of costly punishment and cooperation, which a priori exclude the possibility of defectors punishing cooperators.     

Treatment of antisocial personality, psychopathy, and other characterologic antisocial syndromes

Treatment of antisocial personality disorder (APD) and ";core" psychopathy is usually considered a pessimistic clinical exercise. This paper reviews the importance of accurate diagnosis (including differences between APD and other antisocial syndromes), limited techniques for predicting and preventing adult antisocial syndromes, several kinds of treatment that have been attempted with varying success, management of specific antisocial behaviors, and the frustrations-even dangers-of working with severely antisocial patients.     

Consequences of prosocial and antisocial behavior for the recipient

Statement of problemAlthough studies have examined antecedents of prosocial and antisocial behaviors in sport, little is known about the potential consequences of these behaviors for the recipient. In this research, we examined: (a) whether teammate prosocial and antisocial behaviors are related to athletes’ effort, performance, enjoyment and anger during a match and the mediating role of enjoyment and anger (Studies 1 and 2); and (b) whether prosocial and antisocial behaviors are related to commitment to play for one’s team and whether enjoyment and performance mediate these relationships (Study 2).MethodRight after a game, football/soccer (N = 203; Study 1) and basketball (N = 281; Study 2) players completed a multi-section questionnaire measuring the aforementioned variables.ResultsProsocial teammate behavior was positively related to effort, performance, and enjoyment, and enjoyment mediated the relationship between prosocial teammate behavior and effort and performance; prosocial teammate behavior was also positively related to commitment directly and indirectly through enjoyment and performance. Antisocial teammate behavior was positively related to anger and negatively related to effort and performance. Anger and performance mediated the effects of antisocial teammate behavior on effort and commitment, respectively.ConclusionsOur findings demonstrate the importance of acting prosocially and not acting antisocially toward one’s teammates and have implications for enjoyment, effort, performance, and commitment in sport.     

School-based interventions for aggressive African-American boys

Four school-based interventions for aggressive African-American boys were reviewed. The interventions were respectively designed to (a) alter biased attributions to hostile intent, (b) develop more adaptive social problem solving skills, (c) enhance peer relations through pair therapy, and (d) improve self-esteem and academic achievement with instruction in all male classrooms. The strengths and limitations of each intervention were evaluated. The article concludes with recommendations for future intervention research with African-American boys labeled as aggressive.     

Psychopathy and the DSM-IV criteria for antisocial personality disorder

The Axis II Work Group of the Task Force on DSM-IV has expressed concern that antisocial personality disorder (APD) criteria are too long and cumbersome and that they focus on antisocial behaviors rather than personality traits central to traditional conceptions of psychopathy and to international criteria. We describe an alternative to the approach taken in the rev. 3rd ed. of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III-R; American Psychiatric Association, 1987), namely, the revised Psychopathy Checklist. We also discuss the multisite APD field trials designed to evaluate and compare four criteria sets: the DSM-III-R criteria, a shortened list of these criteria, the criteria for dyssocial personality disorder from the 10th ed. of the International Classification of Diseases (World Health Organization, 1990), and a 10-item criteria set for psychopathic personality disorder derived from the revised Psychopathy Checklist.     

Domestic violence and psychopathic traits: distinguishing the antisocial batterer from other antisocial offenders

The proliferation of specialized domestic batterer treatment programs suggests that batterers differ from other offenders in important ways. The psychopathic personality represents a constellation of personality traits, which may be relevant to the differentiation of batterers from other offenders. In a sample of 172 county jail inmates, we examined whether antisocial batterers can be distinguished from the larger pool of antisocial offenders on the basis of the four-facet model of psychopathy identified for the Psychopathy Checklist-Revised (PCL-R). Batterer/non-batterer status was positively related to the PCL-R affective facet and negatively related to the lifestyle facet, but there was no significant relationship between PCL-R total scores and this criterion. Results suggest that antisocial batterers are characterized by deficient affective experience and by reduced impulsivity and irresponsibility compared with other antisocial offenders. Implications are discussed in light of specialized treatments for batterers.     

The evidence for a neurobiological model of childhood antisocial behavior

Children with persistent antisocial and aggressive behavior are diagnosed as having disruptive behavior disorder. The authors review evidence that antisocial children, and especially those who persist with this behavior as they grow older, have a range of neurobiological characteristics. It is argued that serotonergic functioning and stress-regulating mechanisms are important in explaining individual differences in antisocial behavior. Moreover, low fear of punishment and physiological underactivity may predispose antisocial individuals to seek out stimulation or take risks and may help to explain poor conditioning and socialization. The authors propose a theoretical model highlighting the interplay between neurobiological deficits and cognitive and emotional functioning as mediators of the link between early adversity and antisocial behavior problems in childhood. Implications for intervention programs are discussed.     

Identifying persistently antisocial offenders using the Hare Psychopathy Checklist and DSM antisocial personality disorder criteria

Early starting, lifetime criminal persistence has been called sociopathy, antisocial personality disorder, and psychopathy. There is, however, disagreement about its core features and which measure is best for identifying such individuals. In the 1st of 2 studies of male offenders (n = 74), we found a large association between scores on the Psychopathy Checklist-Revised (PCL-R; R. D. Hare, 1991) and the Diagnostic and Statistical Manual of Mental Disorders (4th ed. [DSM-IV]; American Psychiatric Association, 1994) antisocial personality disorder criteria scored as a scale. The second study (n = 684) replicated this finding and found that, as previously shown for PCL-R scores, a discrete class (or taxon) also underlies scores on items reflecting antisocial personality disorder. The high association among these sets of items and their similarity in predicting violence suggested that the same natural class underlies each. Results indicated that life-course-persistent antisociality can be assessed well by measures of psychopathy and antisocial personality disorder.