Heightened emotional sensitivity intensifies associations between relational aggression and victimization among girls but not boys: A longitudinal study

2014 ◽  
Vol 26 (3) ◽  
pp. 661-673 ◽  
Author(s):  
Melanie J. Zimmer-Gembeck ◽  
Amanda L. Duffy
Keyword(s):  
Relational Aggression ◽  
Process Model ◽  
Rejection Sensitivity ◽  
Early Adolescents ◽  
Relational Victimization ◽  
Negative Evaluation ◽  
Self Report ◽  
Emotional Sensitivity ◽  
Increased Risk ◽  
And Gender

AbstractFounded in the social process model, the aim of this study was to identify whether the associations of relational aggression with concurrent and subsequent relational victimization differed depending on early adolescents' personal vulnerabilities and gender. The vulnerabilities of interest were social-information processing variables that convey greater emotional sensitivity, including rejection sensitivity, fear of negative evaluation, and avoidance of intimacy. Participants were 358 early adolescents (176 boys, 178 girls) aged 9 to 13 years. Relational aggression and victimization were assessed via peer nominations, whereas the three indicators of emotional sensitivity were assessed via self-report. Overall, results revealed greater relational aggression at Time 1 to be associated with greater relational victimization at both Time 1 and Time 2. However, this finding was qualified by both emotional sensitivity and gender. When considered separately, girls who were relationally aggressive and emotionally sensitive were at increased risk of victimization at both assessment points. In contrast, no link was found between relational aggression and victimization for boys, although relational vulnerabilities did have unique associations with boys' relational victimization. These findings have implications for our understanding of relational aggression and victimization, as well as for the development of interventions aimed at reducing these problems.

Children's treatment by peers: Victims of relational and overt aggression

1996 ◽  
Vol 8 (2) ◽  
pp. 367-380 ◽  
Author(s):  
Nicki R. Crick ◽  
Jennifer K. Grotpeter
Keyword(s):  
Relational Aggression ◽  
Psychological Adjustment ◽  
Past Research ◽  
Sixth Grade ◽  
Relational Victimization ◽  
Self Report ◽  
Overt Aggression ◽  
Social Psychological ◽  
Adjustment Difficulties ◽  
Relational Form

AbstractPast research on peer victimization has focused on maltreatment through overtly aggressive behaviors. Although a relational form of aggression has been identified in recent research, studies of the victims of relational aggression have not yet been conducted. The present research was designed as a first attempt to address this issue. Four goals were pursued (n = 474; third- through sixth-grade children): (a) development of a self-report measure of victimization through relational and overt aggression; (b) assessment of the relation between overt victimization and relational victimization; (c) assessment of gender, grade, and sociometric status group differences in victimization; and (d) evaluation of the relation between victimization and social-psychological adjustment. Results showed that the newly developed victimization measure had favorable psychometric properties and that most of the identified victims were the targets of cither relational or overt aggression, but not both. Further, rejected children were more relationally and overtly victimized than their better accepted peers, and boys were more overtly victimized than girls. Finally, relational victimization, overt victimization, and the lack of prosocial treatment by peers were all significantly related to social-psychological adjustment difficulties (e.g., depression, loneliness).

scholarly journals Adolescents’ Cyber Victimization: The Influence of Technologies, Gender, and Gender Stereotype Traits

2020 ◽  
Vol 17 (4) ◽  
pp. 1293
Author(s):  
Michelle F. Wright ◽  
Sebastian Wachs
Keyword(s):  
Social Networking ◽  
Relational Aggression ◽  
Mobile Phones ◽  
Social Networking Sites ◽  
The United States ◽  
Gender Stereotype ◽  
Relational Victimization ◽  
The Other ◽  
Cyber Victimization ◽  
And Gender

The purpose of the present study was to investigate the role of gender and gender stereotype traits (masculinity, femininity) in cyber victimization behaviors (cyber relational victimization, cyber verbal victimization, hacking) through different technologies (mobile phones, gaming consoles, social networking sites). There were 456 8th graders (226 females; M age = 13.66, SD = 0.41) from two midwestern middle schools in the United States included in this study. They completed questionnaires on their endorsement of masculine and feminine traits, and self-reported cyber victimization through different technologies. The findings revealed main effects of types of cyber victimization for boys and of technology for girls. In particular, boys with feminine traits experienced the most victimization by cyber verbal aggression, cyber relational aggression, and hacking when compared to the other groups of boys. Girls with feminine traits experienced the most cyber victimization through social networking sites, gaming consoles, and mobile phones in comparison to the other groups of girls. For girls with feminine traits, they reported more cyber relational victimization and cyber verbal victimization through mobile phones and social networking sites, as well as more hacking via social networking sites. Such findings underscore the importance of considering gender stereotype traits, types of victimization, and technologies when examining cyber victimization.

Physiological stress reactivity and physical and relational aggression: The moderating roles of victimization, type of stressor, and child gender

2014 ◽  
Vol 26 (3) ◽  
pp. 589-603 ◽  
Author(s):  
Dianna Murray-Close ◽  
Nicki R. Crick ◽  
Wan-Ling Tseng ◽  
Nicole Lafko ◽  
Casey Burrows ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Relational Aggression ◽  
Stress Reactivity ◽  
Physiological Stress ◽  
Well Being ◽  
Relational Victimization ◽  
Physiological Reactivity ◽  
Child Gender ◽  
And Gender ◽  
Laboratory Stress

AbstractThe purpose of the present investigation was to examine the association between physiological reactivity to peer stressors and physical and relational aggression. Potential moderation by actual experiences of peer maltreatment (i.e., physical and relational victimization) and gender were also explored. One hundred ninety-six children (M = 10.11 years, SD = 0.64) participated in a laboratory stress protocol during which their systolic blood pressure, diastolic blood pressure, and skin conductance reactivity to recounting a relational stressor (e.g., threats to relationships) and an instrumental stressor (e.g., threats to physical well-being, dominance, or property) were assessed. Teachers provided reports of aggression and victimization. In both boys and girls, physical aggression was associated with blunted physiological reactivity to relational stress and heightened physiological reactivity to instrumental stress, particularly among youth higher in victimization. In girls, relational aggression was most robustly associated with blunted physiological reactivity to relational stressors, particularly among girls exhibiting higher levels of relational victimization. In boys, relational aggression was associated with heightened physiological reactivity to both types of stressors at higher levels of peer victimization and blunted physiological reactivity to both types of stressors at lower levels of victimization. Results underscore the shared and distinct emotional processes underlying physical and relational aggression in boys and girls.

Relational aggression, victimization, and adjustment during middle childhood

2013 ◽  
Vol 25 (3) ◽  
pp. 801-815 ◽  
Author(s):  
Jamie M. Ostrov ◽  
Stephanie A. Godleski
Keyword(s):  
Relational Aggression ◽  
Youth Development ◽  
Middle Childhood ◽  
Process Model ◽  
Sixth Grade ◽  
Relational Victimization ◽  
Multiple Informants ◽  
Third Grade ◽  
Reverse Direction ◽  
Analysis Model

AbstractA secondary analysis of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development was conducted to test the mechanisms by which relational aggression in third grade was associated both directly and indirectly with relational victimization in sixth grade. A large sample (N = 1,035; 522 girls; M = 8.3 years old; SD = 0.23) and multiple informants (teacher, child, and parent report) and methods were used to test several theoretically driven hypotheses. Our path analysis model suggested evidence for both direct and indirect pathways consistent with the sequential social process model of peer harassment. Relational aggression was significantly associated with future relational victimization even after controlling for physical aggression and gender. Loneliness mediated the direct association between relational aggression and peer victimization. A second model testing the reverse direction of effect revealed that relational victimization in third grade predicted relational aggression in sixth grade and was associated with loneliness and depressive symptoms in fifth grade, but there was no evidence for any of the indirect pathways.

A Longitudinal Study of Relational Aggression and Victimisation in Early Adolescence: Gender Differences in the Moderating Effects of Social Status

2016 ◽  
Vol 7 ◽  
Author(s):  
Samantha Ferguson ◽  
Melanie J. Zimmer-Gembeck ◽  
Amanda L. Duffy
Keyword(s):  
Social Status ◽  
Relational Aggression ◽  
Process Model ◽  
Social Preference ◽  
Social Process ◽  
Theoretical Perspectives ◽  
The Social ◽  
And Gender ◽  
Bidirectional Associations

Relational aggression is defined as behaviours intended to harm others by damaging their relationships. Drawing from two theoretical perspectives, the social process model and the peer socialisation model, we tested how relational aggression and victimisation could influence each other over time, and examined peer status and gender as moderators of these bidirectional associations. We hypothesised that aggression would lead to increasing victimisation and victimisation to increasing aggression, and that the association from aggression to later victimisation would be weaker for more popular and preferred youth, especially girls. Participants were 328 Australian early adolescents (172 boys, 156 girls) in Grades 5, 6 or 7, who nominated classmates who were aggressive, victimised, popular, and preferred. Results showed support for the role of status and gender in the bidirectional associations between aggression and victimisation. Relational aggression was associated with more T2 relational victimisation only among adolescents who were low in popularity and among girls with low social preference. Victimisation was associated with T2 aggressive behaviour among more popular girls. Relational victimisation was also associated with less T2 aggression among popular boys. Findings highlight the complexities introduced by gender and social status for the unfolding of early adolescent relational aggression and victimisation.

Sedentary Behavior in People Living With HIV: A Systematic Review and Meta-Analysis

2017 ◽  
Vol 14 (7) ◽  
pp. 571-577 ◽  
Author(s):  
Davy Vancampfort ◽  
James Mugisha ◽  
Marc De Hert ◽  
Michel Probst ◽  
Brendon Stubbs
Keyword(s):  
Sedentary Behavior ◽  
Meta Analysis ◽  
Premature Mortality ◽  
Poor Mental Health ◽  
Self Report ◽  
People Living With Hiv ◽  
Cross Sectional ◽  
Increased Risk ◽  
And Gender ◽  
Living With Hiv

Background:Sedentary behavior is independently associated with an increased risk of poor mental health, developing cardiovascular disease (CVD) and premature mortality. Despite the knowledge that CVD is one of the leading causes of non-AIDS related premature mortality in people living with HIV (PLWH), relatively little attention has been attributed to sedentary behavior in this population. The aims of this meta-analysis were to (a) establish the pooled mean time spent sedentary, (b) investigate predictors of sedentary levels, and (c) explore differences with age- and gender-matched healthy controls.Methods:Two independent authors searched major databases until August 2016. A random effects meta-analysis was performed.Results:Across 6 unique cross-sectional studies, including 9 sedentary levels, there were 523 (292 men) PLWH (age range = 37 to 58 years). PLWH spent 533 min/day (95% CI = 466 to 599) engaging in sedentary behavior. There was a trend (P = .07) for higher levels of sedentary behavior in self-report measures (551 min, 95% CI = 543 to 560, N = 4) than in objective sedentary behavior time (505 min, 95% CI = 498 to 512, N = 3). The time PLWH spend engaging in sedentary behavior is among the highest levels reported in the literature.Conclusions:Given that sedentary behavior is an independent predictor of CVD, future lifestyle interventions specifically targeting the prevention of sedentary behavior in PLWH are warranted.

Ethical Issues Relevant to the Assessment of Suicide Risk in Nonclinical Research Settings

Crisis ◽  
2012 ◽  
Vol 33 (1) ◽  
pp. 54-59 ◽  
Author(s):  
Carolyn M. Wilson ◽  
Bruce K. Christensen
Keyword(s):  
Undergraduate Students ◽  
Suicide Risk ◽  
Ethical Issues ◽  
Current Paper ◽  
Self Report ◽  
Ethical Guidelines ◽  
Schizotypal Personality ◽  
Increased Risk ◽  
Genetic Features ◽  
Conducting Research

Background: Our laboratory recently confronted this issue while conducting research with undergraduate students at the University of Waterloo (UW). Although our main objective was to examine cognitive and genetic features of individuals with schizotypal personality disorder (SPD), the study protocol also entailed the completion of various self-report measures to identify participants deemed at increased risk for suicide. Aims and Methods: This paper seeks to review and discuss the relevant ethical guidelines and legislation that bear upon a psychologist’s obligation to further assess and intervene when research participants reveal that they are at increased risk for suicide. Results and Conclusions: In the current paper we argue that psychologists are ethically impelled to assess and appropriately intervene in cases of suicide risk, even when such risk is revealed within a research context. We also discuss how any such obligation may potentially be modulated by the research participant’s expectations of the role of a psychologist, within such a context. Although the focus of the current paper is on the ethical obligations of psychologists, specifically those practicing within Canada, the relevance of this paper extends to all regulated health professionals conducting research in nonclinical settings.

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