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- Psychometric properties of the Portuguese teacher-version of the Inventory of Callous-Unemotional Traits in PreschoolersPublication . Figueiredo, Patrícia; Ramião, Eduarda; Moreira, Diana; Barroso, Ricardo; Barbosa, FernandoAbstract: Several authors suggest that Callous-Unemotional (CU) traits may be useful in identifying adolescents who exhibit initial, severe, chronic, and aggressive conduct problems. The Inventory of Callous-Unemotional Traits (ICU) was developed to assess these traits, later associated with psychopathy, in children and adolescents. This study aims to analyze the psychometric properties of the Portuguese version of the teacher-report ICU for preschool-age children. The sample was collected in public schools and comprised the responses of 46 preschool teachers concerning 131 children (62 girls) between 3 and 6 years of age. Results indicate that a two-factor model revealed the best fit to our data, including a Callous and an Uncaring factor, resorting to 12 of the original 24 items. Additionally, the results of this study also provide evidence of measurement invariance across sex for the ICU, allowing us to compare mean levels of CU traits between boys and girls. The results of the present study showed that the Portuguese version of the ICU scale (teacher’s version) seems reliable and valid for evaluating CU traits in preschool children.
- Psychometric properties of the Child Problematic Traits Inventory in Portuguese childrenPublication . Barroso, Ricardo; Azevedo, Rita; Costa, RaquelAbstract: The Child Problematic Traits Inventory (CPTI) is a teacher-reported instrument to assess psychopathic personality traits in 3 to 6-year-old children (M=4.78, SD=.60). This is the first study to test the reliability and validity of this instrument within a Portuguese sample of 264 children aged between 3 to 6 years (43.2% female). Cronbach alpha values greater than .80 were observed for all CPTI scale scores. Regarding the criterion validity, CPTI total and its three dimensions were significantly correlated with an alternative measure of impulsiveness. The CPTI items loaded differently on the three theoretically proposed factors: (1) Interpersonal/Grandiose-Deceitful, (2) Affective/Callous-Unemotional, and (3) Behavioral/Impulsive-Need for Stimulation. The Total CPTI and the three dimensions of CPTI were significantly correlated with the alternative measure of Impulsiveness – CBQ Impulsivity subscale (r=.37Total; .29Interpersonal; .26Affective; .45Behavioral). In conclusion, our findings suggest that the CPTI is a psychometrically sound measure to assess psychopathic personality traits in a sample of community-residing Portuguese children.
- Routes for specialization in psychology throughout EuropePublication . Dias Neto, David; Figueiredo, Sónia; Biscaia, Constança; Barros, Maria João; Barroso, Ricardo; Fernandes, FilipaThe specialization of psychology helps to delineate fields in the practice of psychology. When establishing professional qualification criteria, associations seek to promote, in their members, scientific skills and knowledge considered fundamental for the practice of psychology in a given area. The present study reports on a survey of the member associations of the European Federation of Psychologists Associations (EFPA). The survey inquired about: (a) the initial requisites for entering the profession and (b) additional requisites for specialization. Of the 37 associations contacted, 14 replied and we retrieved the information of 12 associations from their official websites. The results indicate that specialization is widespread throughout Europe and is independent of the regulation of the profession. In almost half of the countries considered, the specialization process is completed in universities-it is frequently associated with the postgraduate level of the EuroPsy-and relies on conventional learning methods. The number of existing specialties in psychology is very high, but the traditional areas (clinical and health, education, and social/organizational) are more prevalent. The results are discussed in light of the advantages, but also the challenges posed by the specialization in psychology. A continuous model of the specialization of psychology is proposed with two stages: broad and advanced psychology areas.