scholarly journals Development of aggressive-victims from childhood through adolescence: Associations with emotion dysregulation, withdrawn behaviors, moral disengagement, peer rejection, and friendships

2019 ◽  
Vol 32 (1) ◽  
pp. 271-291 ◽  
Author(s):  
Idean Ettekal ◽  
Gary W. Ladd

AbstractAt multiple developmental periods spanning from middle childhood through adolescence, we investigated the development of aggressive-victims. Multiple-informant data collected across four grade levels (1, 5, 8, and 11; N = 482; 50% females) was used to perform person-centered analyses including latent profile and latent transition analyses in order to examine the co-occurring development of multiple forms (i.e., physical, verbal, and relational) of aggression and peer victimization. Results indicated that there were two distinct subgroups of aggressive-victims, one of which was more relational in form (i.e., relational aggressive-victims), and children in these two subgroups were distinguishable with respect to their individual characteristics (emotion dysregulation, withdrawn behaviors, and moral disengagement) and relational experiences (peer rejection and friendships). Furthermore, the findings elucidated the mechanisms by which developmental continuity and change (i.e., transitions) among the subgroups occurred across childhood and adolescence.

2016 ◽  
Vol 42 (2) ◽  
pp. 155-166 ◽  
Author(s):  
Lauren M Fussner ◽  
Aaron M Luebbe ◽  
Kathryn J Mancini ◽  
Stephen P Becker

The goal of the current investigation was to test emotion dysregulation as a mechanism explaining the longitudinal association between peer rejection and depressive symptoms across 1 school year in middle childhood and to determine whether this process differed based on gender and grade. Youth in Grades 3 through 6 ( N = 131; 71 girls) and their primary school teachers ( n = 8) were recruited from a Midwestern elementary school. Youth reported on their emotion dysregulation and depressive symptoms at two time points (T1 and T2), approximately 6 months apart. Teachers completed ratings of peer rejection at T1. Peer rejection at T1 predicted youth-report of depressive symptoms at T2, even after controlling for depression at T1. Moderated mediation suggested that change in emotion dysregulation mediated the relation of peer rejection to depressive symptoms over time, but only for older boys. Results underscore the importance of considering gender-specific processes within interpersonal risk models of depression, and provide support for peer rejection as a critical social process shaping emotion regulation in middle childhood.


Human Nature ◽  
2021 ◽  
Author(s):  
Alyssa N. Crittenden ◽  
Alan Farahani ◽  
Kristen N. Herlosky ◽  
Trevor R. Pollom ◽  
Ibrahim A. Mabulla ◽  
...  

Human Nature ◽  
2021 ◽  
Author(s):  
Alyssa N. Crittenden ◽  
Alan Farahani ◽  
Kristen N. Herlosky ◽  
Trevor R. Pollom ◽  
Ibrahim A. Mabulla ◽  
...  

1998 ◽  
Vol 3 (4) ◽  
pp. 176-182 ◽  
Author(s):  
Debra J. Pepler ◽  
Wendy M. Craig

Peers have both positive and negative influences on children; therefore, considerable attention has focused on assessing peer relationships and friendships through childhood and adolescence. The present article provides an overview of the main methods of assessing peer relationships. The adaptive nature of children's peer relations has been assessed through four main methodologies: (1) asking the children themselves about elements of peer relations and friendships; (2) asking children about their perceptions of others within the peer group; (3) asking adults (i.e. parents and teachers) about the peer relations skills of children in their care; and (4) directly observing children during interactions with peers. Each of these approaches is described, with attention to relative strengths and weaknesses and their suitability for assessing peer relations in early childhood, middle childhood, and adolescence.


Author(s):  
Wendy S. Grolnick ◽  
Suzanne T. Gurland ◽  
Karen F. Jacob ◽  
Wendy Decourcey

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