Empathy versus Offending, Aggression, and Bullying: Advancing Knowledge using the Basic Empathy Sca

I. The Basic Empathy Scale and parentingMeasuring empathy using the Basic Empathy ScaleIntroductionEmpathy and antisocial behaviourThis bookReferencesThe Basic Empathy Scale: psychometric properties and contributions to the understanding of antisocial behaviourIntroductionDevelopment of the basic empathy scaleThe basic empathy scale: scientific impactWorldwide dissemination of the Basic Empathy ScaleCross-cultural analysis of the psychometric properties of the basic empathy scaleFactorial validityConvergent, discriminant, and known-group validityReliability: internal consistency and test-retest reliabilityEmpathy and antisocial outcomesFinal considerationsReferencesParents’ empathy and child attachment security: a brief reviewMethodSelection of studiesStudy coding procedureStatistical analysesResultsDescription of the studiesAssociation between parental empathy and child attachment securityDiscussionLimitationsConclusionReferencesParenting style and empathy in youth: a three-level meta-analysisIntroductionMethodStudy selectionStudy coding proceduresMeasures of empathy in the selected studiesStatistical analysesResultsDescriptive statisticsOverall effect sizeModerator analysesAssessment of biasDiscussionLimitationsConclusionsReferencesII. Empathy and offendingContextual correlates of empathyIntroductionOrigins of aggression and empathy: the biopsychosociai modelBiological causesPsychological causesSocial causesA developmental perspective on empathy deficienciesCognitive development and empathySocial-emotional empathy developmentCognitive and affective empathy in personality developmentSituational triggersOther features of the Tessera model in building personality and empathyConclusion: developing empathy for practitionersPostscriptReferencesEmpathy, convictions, and self-reported offending of males and females in the Cambridge study in delinquent developmentIntroductionMethodThe CSDDInterviewsCriminal record searches of the G3 childrenSelf-reported offending of the G3 childrenResultsEmpathy versus convictionsSelf-reported offendingConclusionsNote 1AcknowledgementsReferencesEmpathy and reoffending in a UK probation sampleIntroductionThe current studyAnalytic approachEmpathy and demographic and criminal historyReoffendingDiscussionLimitations and directions for future researchConclusionsNotesReferencesEmpathy and psychopathy: how are they related in men and women?IntroductionEmpathy and psychopathyEmpathy and measures of psychopathy in community populationsThe current studyMethodologyDesign and sampleMeasuresAnalysesResultsDescriptive statisticsCorrelationsOdds ratiosDiscussionThe relationship between psychopathy and empathyMeasurementFuture researchAcknowledgementsReferencesCorrelates of affective and cognitive empathy among incarcerated male and female youth offendersIntroductionMethodProcedureParticipantsMeasuresResultsDiscussionConclusionsAcknowledgementsReferencesThe relationship between empathy, clinical problems, and reoffending in a sample of Canadian male offendersIntroductionThe Ontario Correctional Institute (OCI)Study aimsMethodSampling frameStandardised measuresHistorical criminal offending, two-year recidivism, and criminal risk informationStudy participantsResultsThe relationship between empathy and current and childhood problemsThe relationship between empathy, current psychological problems, and criminal riskChanges in empathy from pre- to post-treatmentChange in empathy as a predictor of two-year recidivism statusDiscussionConclusionsAcknowledgementsReferencesEnhancing empathy amongst mentally disordered offenders with music therapyIntroductionMusic therapyCognitive analytic music therapyMusic therapy and the development of empathyMusic therapy and engagementThe current studySample at baselineDelivery of G-CAMTMindfulness (sessions 1-4)Emotional regulation (sessions 5-8)Distress Tolerance (sessions 9-12)Interpersonal effectiveness (sessions 13-16)Standard multi-disciplinary careResultsConclusionNotesReferencesIII. Aggression and bullyingCognitive empathy as a moderator in the relation between negative emotionality traits and schoolchildren’s aggressive behavioursIntroductionNegative emotionality and aggressive behavioursEmpathy and aggressive behavioursNegative emotionality, empathy, and aggressive behavioursMethodParticipantsMeasuresProcedureStatistical analyses and data transformationResultsPotential sex differences between the variables under studyNegative emotionality traits and cognitive empathy in predicting aggressive behaviours at schoolNegative emotionality traits and affective empathy in predicting aggressive behaviours at schoolDiscussionAcknowledgementsReferencesLow cognitive empathy and its relationship to relational, online, and physical aggression in young adults in AustraliaIntroductionMethodsMeasuresAggressionIndependent variablesLow empathyLow self-controlLow social intelligenceResultsDiscussionLimitationsReferencesEmpathy in Polish and Spanish children and adolescents: validation of the Basic Empathy Scale and its relation to bullying, cyberbullying, and other antisocial behavioursIntroductionThe factor structure of the BESEmpathy and antisocial behavioursMethodParticipantsInstrumentsDesign and procedureResultsThe positive worded item versionEmpathy and antisocial behaviours in Polish and Spanish participantsConclusionsReferencesRisk factors for cyberbullying: the mediating role of empathy in adolescents in Italy in a one-year follow-up studyIntroductionMethodParticipantsProcedureMeasuresResultsIndividual risk factors for cyberbullyingMediational model of cognitive and affective empathy and cyberbullyingDiscussionReferencesA retrospective examination of bullying victimisation during high school: exploring narcissism deficits and empathyIntroductionLiterature reviewBullyingNarcissismEmpathyMethodologyBullyingEmpathyNarcissismAnalysis planResultsMultinomial logistic regressionDiscussionReferencesThe relationship between empathy and prison bullying in a sample of Croatian prisonersIntroductionEmpathy and antisocial behaviour, offending, and bullyingAims of the studyMethodParticipantsMeasuresThe Direct and Indirect Prisoner Behaviour Checklist-Revised (DIPC-R Olreland, 2002)The basic empathy scale (Jolliffe & Farrington, 2006b)ProcedureResultsPreliminary analysesWas there a relationship between empathy and overall and type-specific bullying?Does empathy independently predict overall and type-specific bullying by males?Additional exploratory analysesDiscussionConclusionsNotesReferencesEmpathy and offending, aggression, and bullying: taking stock and moving forwardIntroductionAssessing the BESEmpathy and antisocial behaviour - taking stockConsistent definition of empathyTemporal orderingEmpathy and other factors associated with antisocial behaviourStudying empathy as a cause of antisocial behaviourImplications for interventionsConclusionsNoteReferences
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