Testosterone and attention deficits as possible mechanisms underlying impaired emotion recognition in intimate partner violence perpetrators

Several studies have reported impairments in decoding emotional facial expressions in intimate partner violence (IPV) perpetrators. However, the mechanisms that underlie these impaired skills are not well known. Given this gap in the literature, we aimed to establish whether IPV perpetrators (n = 18) differ in their emotion decoding process, attentional skills, and testosterone (T), cortisol (C) levels and T/C ratio in comparison with controls (n = 20), and also to examine the moderating role of the group and hormonal parameters in the relationship between attention skills and the emotion decoding process. Our results demonstrated that IPV perpetrators showed poorer emotion recognition and higher attention switching costs than controls. Nonetheless, they did not differ in attention to detail and hormonal parameters. Finally, the slope predicting emotion recognition from deficits in attention switching became steeper as T levels increased, especially in IPV perpetrators, although the basal C and T/C ratios were unrelated to emotion recognition and attention deficits for both groups. These findings contribute to a better understanding of the mechanisms underlying emotion recognition deficits. These factors therefore constitute the target for future interventions.

Living Adolescence in Family" parenting program: adaptation and implementation in social and school contexts

Adolescence is a developmental period that implies a series of rapid changes that might complicate the role of parents. This study evaluates changes in parental monitoring and the strategies to solve family conflicts reported by parents who participated in the "Living Adolescence in Family" program in local social services and school centers. In addition, the study analyses the moderating role of family and facilitator variables that may affect the final results. The participants were 697 parents attending the social services (438 in the intervention group and 259 in the control group) and 1283 parents from school centers (880 in the intervention group and 403 in the control group). The results showed that families from local social services decreased the amount of control and improved monitoring in education and leisure spheres as well as self-disclosure whereas the families coming from school centers improved supervision in leisure and in self-disclosure. In addition, both groups of families improved their strategies for solving family conflicts, increasing the use of integrative strategies and decreasing the use of dominant strategies. There were differences across contexts: the results of the program in the social services context differed according to the participant and professional profiles whereas program results were more homogeneous in the school context. In sum, the program appears to be an efficient work tool, both for the professionals who work with at-risk families with adolescents and for the teachers who make use of the program for families with children at risk of early school dropout.