Role of social cognition in the journey from childhood adversity to aggression and serious harmful behaviour: a systematic review and empirical study

Abstract

BACKGROUND: The detrimental impact of adverse childhood experiences (ACEs) is increasingly recognised. Research links such experiences to poor outcomes such as aggression, violence and other serious harmful behaviour; however, the processes by which adversity has this effect are still not fully understood. Various evidence points to the potential role of social cognition in the journey from ACEs to aggression and serious harmful behaviour.

METHOD: A systematic review was conducted to identify and evaluate studies that had explored the link between ACEs and social cognition in the forensic population. A final sample of 11 studies were identified and reviewed using a quality assessment tool. An empirical study was conducted to explore the role of social cognition in the relationship between childhood adversity and aggression or violence. A total of 144 adults from the general population completed measures of ACEs, emotion recognition, empathy, attachment, aggression and violence.

RESULTS: The studies identified in the systematic review varied in the constructs explored and measures used. Overall, findings were mixed but with some evidence to suggest childhood adversity was related to changes in social cognition in forensic samples. Results from the empirical study suggested a positive association between childhood adversity and both aggression and violence. While childhood adversity, aggression and violence were associated with some specific changes in sociocognitive processes, none of these processes were found to mediate the relationship between childhood adversity and aggression or violence.

CONCLUSION: Some evidence is provided for a link between childhood adversity and deficits in social cognition, although further research is needed to clarify this link in the forensic population. While findings suggest that childhood adversity is also linked to aggression and violence, the findings suggest that deficits in social cognition do not contribute to this relationship.