Peer Victimization and Callous-Unemotional Traits: The Impact of Parents and Teachers
Author:
Funder
Texas Tech University
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10802-024-01213-w.pdf
Reference109 articles.
1. Allen, J. L., Morris, A., & Chhoa, C. Y. (2016). Callous–unemotional (CU) traits in adolescent boys and response to teacher reward and discipline strategies. Emotional and Behavioural Difficulties, 21(3), 329–342. https://doi.org/10.1080/13632752.2016.1165968.
2. Allen, J. L., Bird, E., & Chhoa, C. Y. (2018). Bad boys and mean girls: Callous-unemotional traits, management of disruptive behavior in school, the teacher-student relationship and academic motivation. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00108.
3. Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3–15. https://doi.org/10.1037/1045-3830.23.1.3.
4. Barker, E. D., & Salekin, R. T. (2012). Irritable oppositional defiance and callous unemotional traits: Is the association partially explained by peer victimization? Journal of Child Psychology and Psychiatry, 53(11), 1167–1175. https://doi.org/10.1111/j.1469-7610.2012.02579.x.
5. Barker, E. D., Boivin, M., Brendgen, M., Fontaine, N., Arseneault, L., Vitaro, F., Bissonnette, C., & Tremblay, R. E. (2008). Predictive validity and early predictors of peer-victimization trajectories in preschool. Archives of General Psychiatry, 65(10), 1185. https://doi.org/10.1001/archpsyc.65.10.1185.
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