Dr. Nathalie Fontaine is a licensed Psycho-educator and a Full Professor in the School of Criminology at the Université de Montréal (Québec, Canada). Her research focuses on the development of antisocial behavior in youth (early childhood to early adulthood), risk and protective factors (e.g., psychopathic and callous-unemotional traits) and associated coping problems, including mental health problems (e.g., depression, anxiety). Through her work, she aims to further the understanding of the factors associated with positive and negative adaptation among youth. She also aims to put forward the practical applications of her findings to foster prevention and intervention strategies that promote mental health and well-being in youth. She also volunteers at the Aftermath Foundation.
1. How did you get involved in psychopathy research?
I started focusing on the study of psychopathic/callous-unemotional traits in 2007 when I began my postdoctoral work. During this period, I teamed up with Professor Essi Viding at University College London (United Kingdom). We used information from a study called the Twins Early Development Study (TEDS) to examine how these traits develop in children. We observed that most children (around 70%) consistently showed low levels of these traits throughout their primary school years. However, for many children with prominent callous-unemotional traits, we noticed that the magnitude of these traits could fluctuate, meaning their levels could go up or down as the children moved through primary school.
A small group of children (about 3%) consistently showed high levels of these traits. These findings showed that, even though these traits can be stable over time for some children, they can also change, indicating that there might be opportunities to help these children through specific interventions.
2. Can positive relationships between child and parents, and child and teachers prevent or reduce the effects of psychopathic traits?
Indeed, they can. Research from colleagues like Rebecca Waller and Luke Hyde has shown that parental warmth—expressing affection, being attentive, and responsive—can lead to a reduction in callous-unemotional traits. Additionally, Vincent Bégin, a colleague of mine, and I have found evidence emphasizing the importance of nurturing positive relationships between children who exhibit psychopathic traits and their parents and teachers early on. These positive connections with parents and teachers seem to reduce the severity of mental health symptoms in adolescence, such as depression and delinquency. Nonetheless, these beneficial relationships do not eliminate all of the heightened risks associated with psychopathic traits. Professionals working with these young people should not anticipate that positive relationships with parents and teachers alone will completely negate the adverse effects associated with psychopathic traits.
3. Are children with psychopathic traits more likely to be victimized by their peers?
Possibly, yes, but nuances are needed. While psychopathic/callous-unemotional traits seem to be more strongly connected to bullying behavior than to experiencing peer victimization, studies indicate that these traits are weakly to moderately associated with peer victimization in young people. However, there are also some conflicting research findings suggesting that these traits may not be linked to peer victimization, or could even be associated with experiencing reduced peer victimization.
From one perspective, youth with psychopathic/callous-unemotional traits might be less susceptible to peer victimization. They could signal to others that they are not to be underestimated, given their tendency towards aggression and their reduced capacity for guilt and empathy when they hurt someone. As a result, psychopathic traits could serve as a warning sign to potential bullies. At the same time, it is also plausible that some young people displaying high levels of psychopathic/callous-unemotional traits might exhibit behaviors that are overtly aggressive towards their peers. This can lead to them becoming targets of peer victimization themselves, as others may retaliate against their aggressive actions.
4. Considering research is generally ahead of application in the field, what is one improvement in the field of psychopathy that you hope to see take place over the next five to ten years?
I hope to see advancements in developing interventions for young people with psychopathic/callous-unemotional traits, as well as support for their parents, teachers, and professionals who work with them. When developing these interventions, it is important to recognize the diversity among youths with these traits. Two types have been suggested: the primary type is thought to be mainly linked with genetic risk factors (although environmental risk factors should not be overlooked), while the secondary type might arise as a response to negative environmental influences, such as childhood abuse, family conflicts, and rejection, and may serve as a way to cope. The presence of significant anxiety symptoms, often viewed as a response to trauma, has been utilized in several studies to differentiate between these two types. Our understanding of how to assist young individuals with psychopathic/callous-unemotional traits is currently limited, particularly considering their diverse characteristics.
Young people with secondary psychopathic/callous-unemotional traits might especially benefit from trauma-informed interventions. These interventions could be supplemented by close adult supervision or peer mentoring programs aimed at discouraging antisocial behavior, along with implementing a system that rewards prosocial conduct. Such approaches may also prove effective for young people with primary psychopathic/callous-unemotional traits.
Developing interventions to support parents, who in some instances may also exhibit psychopathic/callous-unemotional traits, also emerges as a promising approach. The efforts by Eva Kimonis and Georgette Fleming to adapt the Parent-Child Interaction Therapy for children with callous-unemotional traits are particularly promising. In their approach, therapists provide instruction and coach parents or other caregivers on interacting with their child.
Some parents, teachers, or practitioners working with these young people may feel overwhelmed when faced with a child who does not respond to emotional cues or does not react to behavioral management strategies in the same way as others (i.e., as it would typically be expected). I hope that we will find more effective ways to support them. One approach could be to enhance the knowledge of frontline practitioners, like pediatricians, on identifying and supporting young people with psychopathic/callous-unemotional traits, along with offering guidance to their parents.
5. What would you want victims or survivors know about your research?
I want persons who have encountered individuals with psychopathic/callous-unemotional traits—whether they consider themselves victims, survivors, or in another capacity—to know that they are thought of in my research endeavors. By gaining a deeper understanding of the development of psychopathic/callous-unemotional traits, I aim to enhance our understanding of ways to effectively prevent these individuals, who are at heightened risk, from participating in antisocial behavior and to try to deter them from causing harm to others. In addition, together with my team, we are currently working on a project aimed at gaining a better understanding of the factors related to the social and personal functioning of persons who have experienced victimization. From a practical standpoint, I aim to find strategies to enhance the positive functioning of persons who have faced adversity.
