| Title |
Empathy and Bullying: Exploring the Influence of Callous-Unemotional Traits
|
|---|---|
| Published in |
Child Psychiatry & Human Development, October 2010
|
| DOI | 10.1007/s10578-010-0206-1 |
| Pubmed ID | |
| Authors |
Luna C. Muñoz, Pamela Qualter, Gemma Padgett |
| Abstract |
Although knowing and feeling the emotions of other people might result in less bullying, we argue that not caring about these feelings will also be important. That is, what good is empathy, if one does not care about the feelings or values of others? We examined self-reports of callous-unemotional traits (CU: Inventory of Callous-Unemotional Traits), bullying, and empathy in 201 children (ages 11-12 years). Results show children high on CU to be lowest in affective empathy and highest in direct bullying. While all subscales of the ICU were related to affective empathy, only the uncaring subscale was uniquely related to cognitive empathy. Empathy did not explain differences in bullying when taking into account CU traits. Therefore, failing to care about others is more important than empathy for explaining the direct and indirect bullying these children take part in. Implications for targeting different forms of empathy in treatment are considered. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 200 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Spain | 3 | 2% |
| United States | 2 | 1% |
| Netherlands | 1 | <1% |
| Brazil | 1 | <1% |
| Indonesia | 1 | <1% |
| Greece | 1 | <1% |
| Australia | 1 | <1% |
| Unknown | 190 | 95% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 30 | 15% |
| Student > Bachelor | 28 | 14% |
| Student > Master | 24 | 12% |
| Student > Doctoral Student | 19 | 10% |
| Researcher | 14 | 7% |
| Other | 37 | 19% |
| Unknown | 48 | 24% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 105 | 53% |
| Social Sciences | 22 | 11% |
| Medicine and Dentistry | 7 | 4% |
| Arts and Humanities | 2 | 1% |
| Agricultural and Biological Sciences | 2 | 1% |
| Other | 12 | 6% |
| Unknown | 50 | 25% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 30 April 2018.
All research outputs
#18,399,793
of 22,790,780 outputs
Outputs from Child Psychiatry & Human Development
#705
of 911 outputs
Outputs of similar age
#88,815
of 99,148 outputs
Outputs of similar age from Child Psychiatry & Human Development
#4
of 4 outputs
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