Abstract
Background: Youth with conduct disorder (CD) and high callous-unemotional (CU) traits are not a homogenous group and can be disaggregated into primary and secondary subgroups. However, there are inconsistencies in defining primary and secondary subgroups, with some studies using anxiety, others using maltreatment and still others using both features to identify subgroups. There is a paucity of work comparing primary and secondary subgroups with typically developing (TD) youth on experiences of maltreatment and parenting as well as a lack of studies investigating sex differences. Methods: In a large sample of TD youth (n = 946, 66% female) and youth with CD (n = 885, 60% female), we used latent profile analysis in youth with CD aged between 9 and 18 years to address four aims: (i) to demonstrate how primary and secondary subgroup membership differs when anxiety, maltreatment, or both are used as continuous indicators, (ii) to compare primary and secondary subgroups with TD youth on abuse and neglect measures, and (iii) to compare primary and secondary subgroups with TD youth on parenting experiences, and (iv) to examine whether the results were consistent across sexes. Results: Anxiety without maltreatment yielded the best fitting and most theoretically interpretable classification of primary and secondary subgroups across both sexes (Bayesian information criterion = 17832.33, Entropy = 0.75, Lo-Mendell-Rubin: p < 0.01). Compared with TD youth, youth with primary and secondary CU traits experienced greater levels of abuse and neglect (p < 0.001, η2p = 0.04−0.16) and maladaptive parenting practices (p < 0.001, η2p = 0.04−0.13). Youth with primary and secondary CU traits were equally high on levels of abuse, neglect, and maladaptive parenting (all p values >0.05). Conclusions: We provide evidence that anxiety and maltreatment cannot be used interchangeably to identify youth with primary versus secondary CU traits. Anxiey yielded the best fitting and most theoretically interpretable classifications across both sexes. Our results signify the need for researchers and clinicians to adopt a unified approach to defining primary and secondary subgroups of CU traits using anxiety in both sexes.
Original language | English |
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Article number | e12266 |
Journal | JCPP Advances |
Volume | 5 |
Issue number | 2 |
Early online date | 11 Jun 2025 |
DOIs | |
Publication status | Published - 30 Jun 2025 |
Data Availability Statement
The data presented in this article is not openly available but are available on reasonable request in line with the consortiums' data sharing policy. Requests to access the data should be directed to Stephane De Brito: [email protected]Acknowledgements
The authors thank all members of the FemNAT-CD consortium for their contributions to the project. We would also like to thank our participants, their families, and the teachers, clinicians, social workers, foster carers, and other professionals who generously gave their time to assist with recruitment and to participate in the study.Funding
The present study is part of the FemNAT-CD consortium study was funded by the European Commission's Seventh Framework Programme (FP7/2007–2013) under Grant Agreement no. 602407 (FemNAT-CD coordinator: Christine M. Freitag, University Hospital, Goethe University Frankfurt). Nora M. Raschle receives funding by the Hochschulmedizin Zurich (HMZ, STRESS) and the University of Zurich Research Priority Program 'Adaptive Brain Circuits in Development and Learning (URPP AdaBD). JRD is holder of a postdoctoral fellowship from the Canadian Institutes of Health Research (MFE-181885). During the writing of this manuscript, SADB was supported by a grant from the Economic and Social Research Council (grant ES/V003526/1).
Funders | Funder number |
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Economic and Social Research Council | ES/V003526/1 |
Keywords
- anxiety
- callous-unemotional traits
- conduct disorder
- FemNAT-CD
- maltreatment
- parenting
- primary and secondary CU traits
ASJC Scopus subject areas
- Psychology (miscellaneous)
- Psychiatry and Mental health
- Developmental and Educational Psychology