Profiles of conduct problems and callous-unemotional traits in children: hot versus cold variants

Abstract

Este estudio tuvo como objetivo identificar perfiles diferenciados de problemas de conducta y rasgos de insensibilidad emocional (CU) en una población infantil no clínica mediante un enfoque centrado en la persona. Participaron 462 niños (42% niñas; edad media = 4,73 ± 2,84 años), evaluados a través de informes parentales. Se utilizaron instrumentos estandarizados para medir rasgos CU, dificultades conductuales, temperamento y estrés parental. El análisis de clases latentes identificó tres perfiles: un perfil normal con pocas dificultades y elevada conducta prosocial; un perfil de problemas de conducta “calientes”, caracterizado por alta reactividad emocional y dificultades de regulación; y un perfil de problemas de conducta “fríos”, asociado a elevados rasgos CU y baja conducta prosocial. Los resultados destacan la importancia de la detección temprana de diferentes trayectorias de problemas conductuales y de sus correlatos familiares y contextuales.

This study aimed to identify distinct profiles of conduct problems and callous-unemotional (CU) traits in a non-clinical child population using a person-centered approach. A total of 462 children (42% girls; mean age = 4.73 ± 2.84 years) were assessed through parent reports. Standardized instruments included the Inventory of Callous–Unemotional Traits, the Strengths and Difficulties Questionnaire, the Emotionality, Activity, and Sociability Temperament Survey, and the Parental Stress Scale. Latent class analysis revealed three profiles: a normal profile with low difficulties and high prosocial behavior; a hot conduct problems profile characterized by elevated emotional symptoms and emotional dysregulation; and a cold conduct problems profile marked by high CU traits and low prosocial behavior. Predictive analyses identified different family and contextual correlates for each profile, highlighting the importance of early identification of distinct developmental pathways to conduct problems.