Early traumatic experiences are linked to hypersexual behavior and erectile dysfunction in men through the mediation of body uneasiness and general psychopathology.

BACKGROUND: Childhood traumatic experiences have been associated with hypersexuality and sexual dysfunctions. However, the mediators of the interactions between these variables should be clarified in men. AIM: This study aimed to investigate the interaction of early traumatic experiences, psychopathology, and sexuality with respect to erectile dysfunction (ED) and hypersexual behavior. The hypothesized model expected that traumatic experiences would be associated with hypersexual behavior and reduced sexual functioning through the mediation of body uneasiness and psychological distress. METHODS: The study was cross-sectional and observational. A total of 317 men were enrolled. Male patients with a primary complaint of ED and an indication for psychiatry referral represented the clinical sample (n = 116; mean ± SD age, 42.82 ± 16.89 years). Clinical classification was assessed with the Structured Interview on Erectile Dysfunction. The second sample (n = 201, 30.82 ± 11.94 years) was recruited from the general population. All participants were administered the following questionnaires: Brief Symptom Inventory, Childhood Trauma Questionnaire-Short Form, Hypersexual Behavior Inventory, Body Uneasiness Test-A, and 5-item International Index of Erectile Function. OUTCOMES: Psychopathology and sexual functioning were assessed by a dimensional approach, and a multivariate model was computed by structural equation model analysis. RESULTS: When compared with the sample from the general population, the clinical sample exhibited a higher prevalence of early traumatic experiences, as measured by scores on the Childhood Trauma Questionnaire-Short Form (45.08 ± 14.25 vs 39.03 ± 10.22, F = 17.63, P < .001), and a higher tendency to engage in hypersexual behaviors (34.63 ± 13.55 vs 30.79 ± 12.44, F = 6.97, P < .01). Structural equation model analysis showed excellent fit indices indicating that early traumatic experiences predicted hypersexual behaviors and ED through the exacerbating mediating effect of body uneasiness and psychopathology. CLINICAL IMPLICATIONS: Clinicians should not limit their attention to the behavioral level when assessing sexual dysfunction in men; rather, they should also consider the complex psychopathologic consequences of childhood trauma. Integrated treatments that address the potential presence of childhood trauma with its wider psychological correlates (eg, emotion dysregulation, body uneasiness) might improve treatment response. STRENGTHS AND LIMITATIONS: The study reports novel data on the relationship among childhood maltreatment, male sexuality, and psychopathologic mediators with a dimensional assessment. However, the assessment was cross-sectional, and causality was mainly derived from previous studies. CONCLUSION: The present study enriches the current literature, strengthening the hypothesis that childhood traumatic experiences significantly shape development and sexuality. Body uneasiness and psychopathology can both tax sexual functioning, as assessed by erectile functioning or hypersexuality.

Callous-Unemotional Traits and Emotion Perception Accuracy and Bias in Youths.

This study investigated the associations among conduct problems, callous-unemotional (CU) traits, and indices of emotion recognition accuracy and emotion recognition bias obtained from human faces. Impairments in emotion recognition were considered within broader, impaired emotional and social functioning. The sample consisted of 293 middle-school students (51.19% girls; M age = 12.97 years, SD = 0.88 years). In general, CU traits were associated with less accuracy in recognizing emotions, especially fearful and angry faces, and such deficits in emotional recognition were not associated with conduct problems independent of CU traits. These results support the importance of studying potential deficits in the recognition of emotions other than fear. Furthermore, our results support the importance of considering the role of CU traits when studying emotional correlates of conduct problems. For children scoring high on CU traits, the emotion recognition accuracy of anger was low irrespective of the level of conduct problems, whereas in children scoring low on CU traits, less accuracy in recognizing emotions was related to increases in conduct problems. Finally, our results support the need for research to not only focus on accuracy of emotional recognition but also test whether there are specific biases leading to these inaccuracies. Specifically, CU traits were associated not only with lower accuracy in recognizing fearful faces but also with a tendency to interpret fearful faces as angry. This suggests that the emotional deficit associated with CU traits is not just a deficit in empathic concern toward others distress but also includes a tendency to overinterpret emotions as potential threats to oneself.

Promoting Teachers' Social and Emotional Competence in Light of the Close Connection between Professional Role and Personal Characteristics: Preliminary Evidence of the Efficacy of the "ME4YOU" Training Program.

Within the field of research on the promotion of teachers' social and emotional competence, the present paper illustrates preliminary evidence of the efficacy of a new training program named "ME4YOU" aimed at supporting teachers' self-reflexive competences to deal with the emotional and relational dimensions of teaching, with constant and continuous attention towards underlining the close connection between the way teachers perform as professionals at work and the way they function as individuals in their personal life. A total of 109 teachers from kindergarten to primary school took part in the experimental group, while 67 teachers constituted the control group; the two groups were compared using a pre-test/post-test approach with regard to some self-reported variables related to professional and personal aspects. Teachers in the experimental group exhibited increased levels of professional self-efficacy and self-efficacy as emotional socializers toward students' emotions; moreover-although with a more limited impact-they reported benefits with regard to their personal life (i.e., reduced denial of own emotions and improved authenticity). The findings are discussed highlighting that health promotion among teachers is both of value in itself and an investment that can generate health in the whole school system.

Cybersex and Attachment Styles: Proposal of the Emotional and Relational Aspects in Cybersex Activities (ERACA) Questionnaire.

The current study presents the development and the initial validation of a new questionnaire to assess individual differences in emotional and relational aspects related to cybersex activities (i.e., the ERACA). A total of 246 adults (105 females, mean age = 31.89 years, SD = 10.03) coming from the general adult population participated in the study. The items of the ERACA were developed considering the extant literature, and an exploratory factor analysis approach indicated a three-factor structure (i.e., the gratification of the Self through the objectification of other people, the gratification of the Self through relational aspects, betrayal, and infidelity). The associations between the dimensions of the ERACA and dimensional measures of both attachment styles and online sexual behaviors indicated that different aspects related to the quality of the relationships play a different role in individual differences concerning emotional and relational aspects of cybersex activities. The discussion emphasizes the potential usefulness of the ERACA questionnaire for both research purposes and from a health-promoting point of view.

The Social Correlates to Callous-Unemotional Traits in a Sample of High School Students.

Callous-Unemotional (CU) traits are strongly related to early-onset and severe levels of conduct problems. However, much less research has focused on their association with potential problems in adolescents' social relationships. Further, it is important to determine if CU traits explain variance in important social variables, independent of conduct problems or general personality dimensions related to sociability, like agreeableness. In the current study, we examined the association of CU traits with a range of social variables in a community sample of Italian adolescents (N = 563; 460 girls; mean age = 15.80, SD = 1.50). Measures for the social variables included assessment of peer rejection, adolescents' prosocial behaviors, satisfaction in peer relationships, and feelings of connection with school and classmates. We also obtained self-report ratings of CU traits, conduct problems (CP) and agreeableness. Analyses showed that CU traits were significantly associated with all the social variables. After controlling for CP and agreeableness, CU traits were still positively associated with ratings of peer rejection and negatively associated with prosocial behavior and satisfaction in relationships with peers. However, the negative associations with feelings of connection to school and peers were no longer significant. These findings provide further support for the clinical usefulness of CU traits and further evidence for potential targets of intervention, particularly focused on the adolescent's relational skills.

Inventory of Callous-Unemotional Traits (ICU) Factor Structure and Measurement Invariance in an Adolescent Multinational Sample.

OBJECTIVE: The Inventory of Callous-Unemotional Traits (ICU) is a widely used, comprehensive measure of callous-unemotional (CU) traits. While the ICU total score is used frequently in research, the scale's factor structure remains highly debated. Inconsistencies in past factor structure research appear to be largely due to the use of small non-representative samples and failure to control for method variance (i.e., item wording direction). METHOD: The current study used a multitrait-multimethod (MTMM) confirmatory factor analysis (CFA) approach that considers both trait and method variance to test the factor structure of a 22-item version of the self-report ICU in a multinational community sample of 4,683 adolescents (ages 11-17). RESULTS: Results showed that a hierarchical four-factor model (i.e., one overarching CU factor, four latent trait factors) that controlled for method variance (i.e., by allowing residuals from positively worded items to covary) provided the best fit (χ2 = 2797.307, df = 160, RMSEA=.059, CFI=.922, TLI=.888, SRMR=.045). CONCLUSIONS: After controlling for method variance, the best-fitting factor structure is consistent with how the ICU was developed and corresponds to the four symptoms of Limited Prosocial Emotions (LPE) specifier in the DSM-5 criteria for Conduct Disorder (CD). In addition, measurement invariance of this factor structure across age (i.e., younger versus older adolescents) and sex was supported. As a result, mean differences in ICU total score across age and sex can be interpreted as reflecting true variations in these traits. Further, we documented that boys generally scored higher than girls on the ICU, and this sex difference was larger in later adolescence.

Efficacy and Safety of Edoxaban in Cancer-Associated Venous Thromboembolism: A Real World Retrospective Study.

Introduction Few data exist on the use of edoxaban in cancer-associated venous thromboembolism (VTE) outside of clinical trials. Aim of this study was to evaluate the characteristics and outcomes of these patients in a real world clinical setting. Methods We retrospectively analyzed the characteristics of patients with cancer-associated VTE who were prescribed edoxaban. Follow-up at 3, 6, and 12 months was performed: VTE recurrences, bleedings, mortality, cancer progression and treatment, edoxaban interruption and its reason were assessed. Results Fifty-four patients, 38 females (70.4%), mean age 71 ± 14 years, were enrolled. In 38 patients (70.4%), the episode of VTE was the first one, in 28 (51.8%) it was an isolated deep vein thrombosis (DVT), in 13 (24.1%) a pulmonary embolism (PE) associated with DVT, in 13 (24.1%) an isolated PE. Median time between cancer and VTE diagnosis was 6 (interquartile range [IQR] 2-47) months. Median time between VTE diagnosis and edoxaban prescription was 36 (IQR 7-117) days. At 3, 6, and 12 months the incidence of all-cause mortality was 16.6, 22.2, and 38.8%, that of VTE recurrence 1.8, 1.8, and 3.7%, and that of major bleeding 7.4, 9.2, and 12.9%, respectively. No bleeding was fatal. Of the 33 patients alive at 12 months, 32 (96.9%) were still on edoxaban therapy, in seven (21.2%) cancer was in progression. Conclusion Our study, conducted on a real world population of patients with cancer-associated VTE, confirms the results of randomized controlled clinical trials, and supports the use of edoxaban as effective and safe treatment in this context.

Facing the pandemic lockdown questionnaire - FPLQ: A brief tool to assess individual differences in front of pandemic experience.

This paper presents the development and the initial validation of a self-report questionnaire (the Facing the Pandemic Lockdown Questionnaire - FPLQ) focused on the way in which people faced the impact of the lockdown related to the Coronavirus Disease 19. 504 adults (81.55% females; M age = 32.71 years, SD = 11.19) took part to the study. Exploratory and confirmatory factor analyses revealed a 15-item 4-factor structure, invariant for gender and age: two dimensions related to maladaptive processes (i.e., "Perception of low social connectedness and lack of routines" and "Health worry") and two dimensions related to adaptive processes (i.e., "Positive re-thinking" and "Perception of online social connectedness"). Further, we investigated the associations between these dimensions and measures pertaining cognitive (i.e., internal and external health locus of control), emotional (i.e., positive and negative affect), and relational (i.e., attitude and behaviors toward civic engagement) processes, also testing the moderating role of gender and age. Finally, the potential usefulness of this new tool for both extant and future psychological research was highlighted.

Triarchic Model Traits as Predictors of Bullying and Cyberbullying in Adolescence.

The triarchic model of psychopathy includes a disinhibition dimension related to externalizing outcomes, a meanness dimension pertaining to callous-unemotional traits, and a boldness dimension referring to emotional stability and high confidence in peer relationships. Some dimensions of psychopathy have been extensively investigated in samples of children and adolescents; in particular, the callous-unemotional (meanness) dimension has been associated with aggression and bullying in numerous studies. However, the other dimensions of the triarchic model have been relatively unexplored in samples of adolescents. Thus, we tested for associations between the triarchic dimensions and bullying and cyberbullying behaviors (i.e., proactive, goal-directed, and repetitive aggressive behaviors) in a sample of 580 high school students aged 14 to 19 years. Logistic regression analyses showed that (a) meanness and disinhibition scores were uniquely associated with traditional bullying, whereas only meanness was uniquely associated with cyberbullying; (b) boldness scores moderated the relationship between disinhibition and cyberbullying, such that disinhibition was related to cyberbullying only at low levels of boldness; and (c) these patterns were maintained when accounting for overall levels of conduct problems and were not moderated by the experience of victimization. Our findings suggest that the triarchic model of psychopathy can contribute to an understanding of youth engagement in bullying and cyberbullying.

The Impact of the COVID-19 Pandemic on Affect, Fear, and Personality of Primary School Children Measured During the Second Wave of Infections in 2020.

In relation to the COVID-19 pandemic outbreak, a large body of research has identified a negative impact on individuals' affectivity, frequently documented by increased prevalence of anxiety and depression symptoms. For children, this research was less extensive, was mainly based on caregivers' reports and neglected personality assessment. In order to measure the impact of the pandemic, and the fears it caused, on primary school children's affect and personality, 323 (180 boys and 143 girls) Italian third, fourth and fifth graders were assessed between October and November 2020, namely during the second wave of COVID-19 infections in Italy, with validated self-reports of affect (Positive and Negative Affect Scale for Children, PANAS-C), fear of COVID-19 (Fear of COVID-19 Scale, FCV-19S) and personality (junior Temperament and Character Inventory, jTCI). In comparison with PANAS-C and jTCI normative scores collected prior to the pandemic, data obtained from children in 2020 showed unchanged affect scores in the overall sample, a decrease of Positive Affect in girls, and a decrease in the Harm Avoidance and an increase in the Self-Transcendence scales of personality. Fear of COVID-19 scores were positively correlated with Negative Affect scores and negatively predicted by children's personality profile of resilience (calculated using scores on the Harm Avoidance and the Self-Directedness scales of personality). These results suggested that Italian primary school children, especially boys, maintained their pre-pandemic levels of affect (or restored them after the first COVID-19 wave) and partially diverged from the typical development of personality in an apparently positive sense, namely toward more courageous/optimistic and spiritual profiles. This sort of children's post-traumatic growth might also be attributed to children's family and education systems, which should continue to be supported to promote and maintain community mental health.

Not Just for Adults: Using the Triarchic Model of Psychopathy to Inform Developmental Models of Conduct Problems in Adolescence.

The triarchic model of psychopathy was advanced to reconcile differing historic conceptions of this condition and alternative approaches for assessing it. The current study was undertaken to expand the empirical evidence base for the triarchic model by examining its correlates in adolescents, with measures of particular relevance to developmental theories of antisocial behavior. Self-report scales assessing the triarchic constructs were administered along with measures of conduct problems, callous-unemotional traits, attachment style dimensions, negative emotionality, and hyperactivity/inattention to 608 Italian adolescents (272 girls; M age = 16.70 years). The disinhibition dimension of the triarchic model was related most highly to general externalizing outcomes, such as conduct problems and hyperactivity-inattention, in this adolescent sample. The meanness dimension was selectively related to callous-unemotional traits and other measures of limited prosocial emotions and to affiliation motives that emphasize social gain. Triarchic boldness was associated with greater emotional stability and greater confidence in peer relationships. Of interest, an interaction between meanness and boldness was evident in predicting a lower need to understand one's own and others' emotions. These results provide a valuable illustration of the potential of the triarchic model to help advance developmental models of antisocial behavior in youth. Public Significance Statement This study examined how dimensions of psychopathy described by the triarchic model relate to measures of problem behaviors and affective-interpersonal style in an adolescent sample. Scores on the three triarchic dimensions-disinhibition, meanness, and boldness-showed meaningful contrasting relations with conduct problems, hyperactivity/inattention, callous-unemotional traits, emotional proclivities, and attachment style dimensions. This work illustrates how the triarchic model conceptualization can help advance developmental models of the emergence of antisocial behavior.

Bidirectional Effects Between Callous-Unemotional Traits and Student-Teacher Relationship Quality Among Middle School Students.

The present study investigated the bidirectional effects between callous-unemotional (i.e., CU) traits, student-teacher relationship quality, and bonds with school. A sample of 301 middle school students (156 girls; M age = 12.96 years, SD = 0.94) completed the Inventory of Callous-Unemotional Traits and the Student-Teacher Relationship Questionnaire, along with measures of both externalizing and internalizing problems, both in the first and second part of the school year (i.e., a time frame of 6 months). They also completed a peer-nominated measure of social preference within their peer group at the beginning of the school year. Results from a cross-lagged panel model suggested that, controlling for measures of both externalizing and internalizing problems, levels of affiliation with teachers were negatively related to levels of CU traits in students with low levels of social preference among peers. Moreover, a synergistic effect of high levels of both bonds with school and social preference emerged in predicting lower levels of CU traits. Similar results emerged with regard to externalizing problems, over and above the role of CU traits and internalizing problems. No effects of CU traits predicting student-teacher relationship quality emerged. Overall, the findings highlighted the teachers' role as emotion socializers and role models for the students who can promote students' emotional and relational prosperity over the development of maladaptive outcomes, including CU traits. They also stressed the importance of considering multiple environmental determinants in examining the pathways to CU traits, suggesting the need to integrate and expand previous research on parenting.

Attentional Orienting to Emotional Faces Moderates the Association Between Callous-Unemotional Traits and Peer-Nominated Aggression in Young Adolescent School Children.

Callous-unemotional (CU) traits are associated with aggressive behavior but preliminary research suggests this relationship is modified by patterns of emotional processing. This study examined whether attentional orienting to emotional faces moderated the association between CU traits and peer-nominated aggression in 251 middle school students (53% females, mean age = 13.24 years, SD = 0.73). Attentional orienting was assessed using an emotional faces (i.e., angry, fearful, happy, sad, and neutral) variant of the dot-probe task. Students also completed a self-report measure of CU traits and their classmates made peer nominations of aggression. Logistic regression analyses showed that peer-nominated aggression was positively related to CU traits at low levels of attentional orienting to angry faces, whereas aggression was unrelated to CU traits at high levels of attentional orienting to angry faces. That is, peer-nominated aggression was greatest for youth high on CU traits who were not engaged by angry faces. These findings support the importance of considering different patterns of emotional responding when studying the association between CU traits and aggressive behavior in youth.

Emotional Arousal and Regulation: Further Evidence of the Validity of the "How I Feel" Questionnaire for Use With School-Age Children.

BACKGROUND: The ability to understand and manage emotional experience is critical to children's health. This study confirmed the validity of the How I Feel (HIF) Questionnaire, a measure of children's emotional arousal and regulation, exploring its associations with measures of emotional and social functioning. METHODS: The sample was comprised of 1379 Italian students (aged 8 to 12 years) who attended schools interested in the study aims. Participants completed the 30-item HIF scale, and measures of emotional self-efficacy and social desirability (SD). Factor structures were assessed using confirmatory factor analysis. Invariance by age and gender, internal consistency, temporal stability, and concurrent validity were also tested. RESULTS: A 3-factor model was identified: frequency and intensity of (1) positive emotion--PE (8 items, α = .82), (2) negative emotion--NE (12 items, α = .86), and (3) positive and negative emotion control--EC (10 items, α = .77). This factor structure was invariant across age and gender groups. The HIF displayed moderate longitudinal stability over a 15-month period and a low social desirability effect. Positive emotion was positively associated with social acceptance and visibility, and negatively with social withdrawal. CONCLUSIONS: The HIF is a reliable and valid measure for research and school intervention promoting students' emotional and mental health.

Emotion perception accuracy and bias in face-to-face versus cyberbullying.

The authors investigated the association of traditional and cyber forms of bullying and victimization with emotion perception accuracy and emotion perception bias. Four basic emotions were considered (i.e., happiness, sadness, anger, and fear); 526 middle school students (280 females; M age = 12.58 years, SD = 1.16 years) were recruited, and emotionality was controlled. Results indicated no significant findings for girls. Boys with higher levels of traditional bullying did not show any deficit in perception accuracy of emotions, but they were prone to identify happiness and fear in faces when a different emotion was expressed; in addition, male cyberbullying was related to greater accuracy in recognizing fear. In terms of the victims, cyber victims had a global problem in recognizing emotions and a specific problem in processing anger and fear. It was concluded that emotion perception accuracy and bias were associated with bullying and victimization for boys not only in traditional settings but also in the electronic ones. Implications of these findings for possible intervention are discussed.

Unique effects of different components of trait emotional intelligence in traditional bullying and cyberbullying.

This study investigated whether different components of trait emotional intelligence (or trait emotional self-efficacy) were uniquely related to traditional bullying and cyberbullying in a sample of 529 preadolescents (mean age of 12 years and 7 months), while controlling for the other forms of bullying/victimization. Binary logistic regressions showed that the dimension of emotional intelligence concerning the regulation and use of emotions was negatively related both to traditional bullying and cyberbullying; however, this association did not emerge when traditional bullying was controlled for cyberbullying, whilst it still emerged when cyberbullying was controlled for traditional bullying and both forms of victimization. Differently, the dimensions concerning appraisal of own and others' emotions were not deficient in children performing bullying and/or cyberbullying behaviors. Despite high co-occurrence between traditional and electronic bullying, our results suggested that these two forms are distinct phenomena, involving different personality traits. Implications for interventions are discussed.

Emotion-related personality traits and peer social standing: unique and interactive effects in cyberbullying behaviors.

This study investigated the unique and interactive effects of emotion-related personality traits (i.e., callousness and uncaring traits) and peer social standing (i.e., social preference and perceived popularity) on cyberbullying behaviors in preadolescents. A total of 529 preadolescents (247 boys, 46.69%) were recruited from an Italian middle school (Mage=12 years and 7 months; SD=1 year and 2 months). The participants primarily consisted of Italian children (91.12%). A series of binary logistic regression analyses parted by gender were conducted to examine the main and interactive effects of self-reported emotion-related variables and peer-reported social standing in the prediction of self-reported cyberbullying behaviors, while controlling for cyber victimization and grade effects. In girls, an uncaring disposition was directly associated with cyberbullying behaviors, whereas in boys this association only emerged for those with low perceived popularity. Our results indicated that, in developing anti(cyber)bullying programs, school researchers and practitioners should jointly consider individual and contextual factors.