Georgette E Fleming
Biographic Data
| ID | 5705945 |
|---|---|
| NAME | Georgette E Fleming |
| GIVEN NAMES | Georgette E |
| FAMILY NAME | Fleming |
| SIGNATURE | FLEMING G E |
| AFFILIATIONS | UNSW Sydney |
| ORCID | 0000-0002-9606-066X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Parent-Child Interaction Therapy (PCIT) delivered in the school setting with teacher involvement
Affective and Behavioral Responses to Time-Out in Preschool Children With Conduct Problems and Varying Levels of Callous-Unemotional Traits
Punishment insensitivity characterizes individuals with callous-unemotional (CU) traits. This has been put forward as an explanation for their persistent conduct problems despite intervention. The purpose of the current study was to compare the emotional and behavioral responses to parent-implemented time-out within a behavioral parent training intervention between children with conduct problems who are high versus low on CU traits. Children (N =…
The Impact of Parental Cognitions on Outcomes of Behavioral Parent Training for Children With Conduct Problems
Parental cognitions predicted outcomes of Parent-Child Interaction Therapy (PCIT) • Mothers’ unhelpful cognitions predicted less improvement from baseline to follow-up. • Fathers’ unhelpful cognitions were associated with more severe baseline problems. • Fathers’ unhelpful cognitions predicted similar baseline to follow-up improvement. • Results inform treatment personalization efforts for child conduct problems. Despite decades of support for be…
The student will always be a problem”
This study investigated associations between student callous-unemotional (CU) traits and teacher attributions for misbehavior. Participants were N = 151 elementary school educators who completed a survey assessing a nominated student's psychopathology and CU traits, student-teacher relationship quality, and teacher attributions. Using multiple regression, higher CU traits were associated with lower student-teacher closeness and higher conflict. B…
Facial reactions to emotional films in young children with conduct problems and varying levels of callous‐unemotional traits
BACKGROUND: Elevated levels of callous-unemotional (CU) traits have proven useful for identifying a distinct subgroup of children whose conduct problems (CP) are early emerging, severe, persistent, and underpinned by aberrant emotional processing. The early childhood emotional experiences and expressions of CP subtypes are poorly understood, despite their importance to understanding the problematic attachments and atypical social affiliation expe…
Commentary
Callous‐unemotional (CU) traits have increasingly received attention as a potential predictor and outcome of treatment for children with conduct problems. The results of Perlstein et al. (2023) offer the first meta‐analytic evidence against the long‐held belief that CU traits confer treatment resistance. The results also suggest that children with conduct problems and CU traits require something more or different to achieve treatment outcomes com…
No prominent works on this page.
Facial reactions to emotional films in young children with conduct problems and varying levels of callous‐unemotional traits
BACKGROUND: Elevated levels of callous-unemotional (CU) traits have proven useful for identifying a distinct subgroup of children whose conduct problems (CP) are early emerging, severe, persistent, and underpinned by aberrant emotional processing. The early childhood emotional experiences and expressions of CP subtypes are poorly understood, despite their importance to understanding the problematic attachments and atypical social affiliation expe…
Commentary
Callous‐unemotional (CU) traits have increasingly received attention as a potential predictor and outcome of treatment for children with conduct problems. The results of Perlstein et al. (2023) offer the first meta‐analytic evidence against the long‐held belief that CU traits confer treatment resistance. The results also suggest that children with conduct problems and CU traits require something more or different to achieve treatment outcomes com…
The student will always be a problem”
This study investigated associations between student callous-unemotional (CU) traits and teacher attributions for misbehavior. Participants were N = 151 elementary school educators who completed a survey assessing a nominated student's psychopathology and CU traits, student-teacher relationship quality, and teacher attributions. Using multiple regression, higher CU traits were associated with lower student-teacher closeness and higher conflict. B…
Affective and Behavioral Responses to Time-Out in Preschool Children With Conduct Problems and Varying Levels of Callous-Unemotional Traits
Punishment insensitivity characterizes individuals with callous-unemotional (CU) traits. This has been put forward as an explanation for their persistent conduct problems despite intervention. The purpose of the current study was to compare the emotional and behavioral responses to parent-implemented time-out within a behavioral parent training intervention between children with conduct problems who are high versus low on CU traits. Children (N =…
The Impact of Parental Cognitions on Outcomes of Behavioral Parent Training for Children With Conduct Problems
Parental cognitions predicted outcomes of Parent-Child Interaction Therapy (PCIT) • Mothers’ unhelpful cognitions predicted less improvement from baseline to follow-up. • Fathers’ unhelpful cognitions were associated with more severe baseline problems. • Fathers’ unhelpful cognitions predicted similar baseline to follow-up improvement. • Results inform treatment personalization efforts for child conduct problems. Despite decades of support for be…
Parent-Child Interaction Therapy (PCIT) delivered in the school setting with teacher involvement
Child and Adolescent Psychosocial and Emotional Development (4 works) · Psychology (4 works) · Clinical Psychology (3 works) · Developmental psychology (3 works) · Psychopathy, Forensic Psychiatry, Sexual Offending (3 works) · Conduct disorder (2 works) · Attribution (1 works) · Autism Spectrum Disorder Research (1 works) · Bullying, Victimization, and Aggression (1 works) · Child Abuse and Trauma (1 works)