The Proposed Specifiers for Conduct Disorder (PSCD): External Correlates and Incremental Validity over Alternate Psychopathy Measures

IF 1.7 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Child & Youth Care Forum Pub Date : 2024-06-22 DOI:10.1007/s10566-024-09811-x

Mojtaba Elhami Athar, Randall T. Salekin, Mahdi Hassanabadi, Parnian Rezaei, Golnoush Fakhr, Elham Zamani

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Abstract

Background

The Proposed Specifiers for Conduct Disorder (PSCD) assesses psychopathy components of grandiose-manipulative (GM), callous-unemotional (CU), daring-impulsive (DI), and conduct disorder (CD). Research on PSCD is still in its infancy, and further research is necessary to examine its psychometric properties.

Objective

We investigated the correlations between PSCD scores and their corresponding Antisocial Process Screening Device (APSD) and Youth Psychopathic Traits Inventory-Short Version (YPI-S) scores. We also compared their associations with external variables and explored the incremental contribution of PSCD scores over APSD and YPI-S scores. The incremental contribution of PSCD GM, CU, and DI subscales over its CD component was also examined.

Method

A total of 444 students, ranging in age from 9 to 18 years, completed measures assessing psychopathic traits and externalizing and internalizing problems.

Results

Findings indicated expected correlation coefficients between PSCD and its corresponding APSD/YPI-S scores, but APSD CU did not show hypothesized associations with PSCD/YPI-S CU. Overall, PSCD and YPI-S scores showed more expected/consistent correlations with external variables than the APSD. Furthermore, the PSCD GM/CU scores provided incremental contributions over corresponding APSD and YPI-S scores. Finally, the three psychopathic personality components of PSCD offered significant incremental contributions over the PSCD CD subscale in explaining external correlates.

Conclusion

Findings highlight the importance for clinicians and researchers to carefully select psychopathy measures, recognizing that outcomes can differ as a function of chosen measures. Furthermore, results encourage future studies to examine the utility of multiple psychopathy components as specifiers for CD. The implications for practice and avenues for future research are explored.

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行为障碍的拟议指标（PSCD）：外部相关性和相对于其他精神病态测量方法的增量有效性

背景行为失调症（PSCD）评估的是心理变态成分，包括好大喜功型（GM）、冷酷无情型（CU）、胆怯冲动型（DI）和行为失调症（CD）。我们调查了PSCD得分与相应的反社会过程筛选器（APSD）和青年变态特质量表-简易版（YPI-S）得分之间的相关性，并比较了它们与外部因素的关系。我们还比较了它们与外部变量的关联，并探讨了PSCD得分对APSD和YPI-S得分的增量贡献。方法共有444名年龄在9至18岁之间的学生完成了心理变态特质以及外化和内化问题的评估测量。结果研究结果表明，PSCD与其相应的APSD/YPI-S得分之间存在预期的相关系数，但APSD CU并未显示出与PSCD/YPI-S CU之间的假设关联。总体而言，与 APSD 相比，PSCD 和 YPI-S 分数与外部变量之间显示出更多预期/一致的相关性。此外，PSCD GM/CU 分数比相应的 APSD 和 YPI-S 分数提供了增量贡献。最后，在解释外部相关性方面，PSCD 的三个精神变态人格成分比 PSCD CD 子量表有显著的增量贡献。此外，研究结果还鼓励未来的研究将多种心理变态成分作为 CD 的特异性指标。本文还探讨了对实践的影响以及未来研究的途径。

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来源期刊

Child & Youth Care Forum PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.60

自引率

5.60%

发文量

期刊介绍： Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.