Interventions aimed at improving emotion recognition in youth with disruptive behavior and aggression: A Systematic Review

Maathuis, T.C. (2024) Interventions aimed at improving emotion recognition in youth with disruptive behavior and aggression: A Systematic Review. Master thesis, Psychology.

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Abstract

Objective: This systematic review reviews the effectiveness of interventions aimed at improving emotion recognition to reduce disruptive behavior and aggression in youth, with a focus on the whether callous-unemotional traits moderate treatment outcomes. Methods: We conducted a comprehensive literature search in SmartCat, PsycINFO, Web of Science and PubMed up to June 2024, adhering to PRISMA guidelines. Inclusion criteria encompassed studies evaluating emotion recognition interventions in children under 19 years with disruptive behavior, published in English. We excluded case studies, systematic reviews, meta-analyses, and studies without emotion recognition interventions. Results: Eleven studies involving 1678 participant met the inclusion criteria. The interventions included Emotion Recognition Training (ERT) and Bias Modification Training (BMT). ERT showed significant improvements in emotion recognition and reductions in disruptive behavior, especially among youth with high callous-unemotional traits. BMT was effective in reducing reactive aggression but less so for proactive aggression. The results highlight the importance of customized interventions to address specific emotional and behavioral deficits. Limitations: The evidence is limited by the heterogeneity of study designs, small sample sizes, and short follow-up periods. Additionally, the majority of the participants were male, limiting generalizability. Conclusions: Interventions aimed at improving emotion recognition are effective in reducing disruptive behavior and aggression in youth, especially those with high callous-unemotional traits. Future research should focus on the long-term effectiveness and generalizability of these interventions across different populations.

Item Type:	Thesis (Master)
Supervisor name:	Kleine Deters, R.
Degree programme:	Psychology
Differentiation route:	Clinical Psychology (CP) [Master Psychology]
Date Deposited:	10 Sep 2024 09:16
Last Modified:	10 Sep 2024 09:16
URI:	http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4367

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