Research & Impact

Impact

Visit UNSW’s Impact page for more information.

Research

“The student will always be a problem”: Callous-unemotional traits are associated with specific dimensions of teacher attributions

Fleming, G. E., Boulton, A. L., Kershaw, K. A., Prasad, A. H., & Kimonis, E. R. (2024). “The student will always be a problem”: Callous-unemotional traits are associated with specific dimensions of teacher attributions. Teaching and Teacher Education, 155, 104912. https://doi.org/10.1016/j.tate.2024.104912

Educator Knowledge of Childhood Conduct Problems and Callous Unemotional Traits

Fleming, G. E., Boulton, A. L., Prasad, A. H., Kershaw, K. A., & Kimonis, E. R. (2024). Educator Knowledge of childhood conduct problems and Callous-Unemotional traits. Research on Child and Adolescent Psychopathology, 52(11), 1693–1706. https://doi.org/10.1007/s10802-024-01230-9

Intensity of behaviour problems at home

Does PCIT delivered at school with parent and teacher involvement significantly improve student disruptive behaviour frequency?

Yes!

Intensity of behaviour problems at school

Does PCIT delivered at school with parent and teacher involvement significantly improve student disruptive behaviour at school?

Yes!

Child prosocial emotions

Does SchoolPCIT significantly improve student prosocial behaviours (i.e., empathy, caring about others/about schoolwork, trying their best, remorse for wrongdoing, taking responsibility)?

Yes!