Parenting and Relational Aggression

2018 ◽  
Author(s):  
David A. Nelson ◽  
Craig H. Hart
Keyword(s):  
Social Cognition ◽  
Individual Differences ◽  
Relational Aggression ◽  
Home Environment ◽  
Social Learning Theory ◽  
Physical Aggression ◽  
Indirect Effects ◽  
Empirical Inquiry ◽  
Parenting Influences ◽  
Alternative Theories

Many studies have considered whether parents play a role in either promoting or moderating their children’s engagement in relational aggression (also known as indirect or social aggression). This is not surprising, given the consistent parenting correlates of physical aggression in prior research. There is evidence of fairly regular correspondence between children’s relational aggression and their parenting and home environment. We comprehensively consider the range of existing studies that have considered parenting correlates, and we group similar studies together. While most studies have utilized social learning theory as the foundation for empirical inquiry, there are researchers who consider alternative theories (attachment, social cognition) and emphases (e.g., direct vs. indirect effects of parenting) in their consideration of individual differences for relational aggression. Parenting influences are also qualified by children’s differential susceptibilities (e.g., biological or temperamental variations). In considering all of these issues, the contrast with physical aggression is carefully observed.

Associations between multisystem stress reactivity and peer nominated aggression in early childhood vary by sex

2020 ◽  
Vol 32 (5) ◽  
pp. 1888-1898
Author(s):  
Melissa J. Hagan ◽  
Danielle S. Roubinov ◽  
W. Thomas Boyce ◽  
Nicole R. Bush
Keyword(s):  
Early Childhood ◽  
Relational Aggression ◽  
Stress Responses ◽  
Physical Aggression ◽  
Stress Reactivity ◽  
Physiological Stress ◽  
Kindergarten Children ◽  
Peer Ratings ◽  
Cortisol Reactivity ◽  
Physiological Stress Response

AbstractThere is emerging evidence that the development of problematic aggression in childhood may be associated with specific physiological stress response patterns, with both biological overactivation and underactivation implicated. This study tested associations between sex-specific patterns of stress responses across the sympathetic nervous system (SNS) and hypothalamic–pituitary–adrenal (HPA) axis and peer nominations of aggression among 271 kindergarten children (Mean age = 5.32 years; 52% Female; 44% White). Upon entry to kindergarten, children participated in a multidomain standardized stress paradigm. Changes in pre-ejection period (PEP) and salivary cortisol were assessed. On a separate day, children provided peer ratings of physical and relational aggression in a standardized interview. As expected, there was a significant three-way interaction between PEP, cortisol reactivity, and sex, but only for physical aggression. Among boys, cortisol reactivity was positively associated with physical aggression only for those with higher SNS reactivity. Findings suggest that for boys, asymmetrical and symmetrical HPA/SNS reactivity may be associated with lower and higher risk for peer-directed physical aggression, respectively. Understanding the complex associations between multisystem physiology, child sex and peer-directed aggression in early childhood may offer insight into individual differences underlying the emergence of behavioral dysregulation in early peer contexts.

scholarly journals Profiles of the forms and functions of self-reported aggression in three adolescent samples

2014 ◽  
Vol 26 (3) ◽  
pp. 705-720 ◽  
Author(s):  
Monica A. Marsee ◽  
Paul J. Frick ◽  
Christopher T. Barry ◽  
Eva R. Kimonis ◽  
Luna C. Muñoz Centifanti ◽  
...  
Keyword(s):  
Relational Aggression ◽  
Physical Aggression ◽  
Emotional Regulation ◽  
Mental Health Problems ◽  
Reactive Aggression ◽  
Emotional Dysregulation ◽  
Clear Pattern ◽  
Callous Unemotional ◽  
Callous Unemotional Traits ◽  
Unemotional Traits

AbstractIn the current study, we addressed several issues related to the forms (physical and relational) and functions (reactive and proactive) of aggression in community (n = 307), voluntary residential (n = 1,917), and involuntarily detained (n = 659) adolescents (ages 11–19 years). Across samples, boys self-reported more physical aggression and girls reported more relational aggression, with the exception of higher levels of both forms of aggression in detained girls. Further, few boys showed high rates of relational aggression without also showing high rates of physical aggression. In contrast, it was not uncommon for girls to show high rates of relational aggression alone, and these girls tended to also have high levels of problem behavior (e.g., delinquency) and mental health problems (e.g., emotional dysregulation and callous–unemotional traits). Finally, for physical aggression in both boys and girls, and for relational aggression in girls, there was a clear pattern of aggressive behavior that emerged from cluster analyses across samples. Two aggression clusters emerged, with one group showing moderately high reactive aggression and a second group showing both high reactive and high proactive aggression (combined group). On measures of severity (e.g., self-reported delinquency and arrests) and etiologically important variables (e.g., emotional regulation and callous–unemotional traits), the reactive aggression group was more severe than a nonaggressive cluster but less severe than the combined aggressive cluster.

Relationships between neurocognition, social cognition and functional outcome in schizophrenia

2016 ◽  
Vol 33 (S1) ◽  
pp. S67-S67 ◽  
Author(s):  
A. Mucci ◽  
S. Galderisi ◽  
A. Rossi ◽  
P. Rocca ◽  
A. Bertolino ◽  
...  
Keyword(s):  
Social Cognition ◽  
Functional Outcome ◽  
Functional Capacity ◽  
Indirect Effects ◽  
Structural Equation ◽  
Real Life ◽  
Equation Model ◽  
Direct And Indirect Effects ◽  
Neurocognitive Deficits ◽  
Life Functioning

IntroductionThe inter-relationships of neurocognition, social cognition, residual psychopathology and real-life functioning are poorly understood. A large multicenter study was carried out by the Italian Network for Research on Psychoses to model relationships between neurocognitive deficits, psychopathology and real-life functioning, taking into account the role of functional capacity and social cognition.MethodsA structural equation model was used to investigate direct and indirect effects of neurocognition and psychopathology on real-life functioning. Social cognition and functional capacity were modeled as mediators.ResultsIn 921 patients with schizophrenia, neurocognition had both direct and indirect effects, through functional capacity and social cognition, on real-life functioning. Neurocognition predicted to a large extent social cognition on which depression and disorganization had a modest effect. Social cognition showed a significant direct impact on real-life functioning.ConclusionOur results support a strong link between neurocognition and functional outcome, independent of psychopathology. Social cognition accounted for unique incremental variance in real-life functioning.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Relational Aggression in Sibling Relationships

2018 ◽  
Author(s):  
Nicole Campione-Barr ◽  
Sonia E. Giron ◽  
Christopher Odudu
Keyword(s):  
Relational Aggression ◽  
Physical Aggression ◽  
Sibling Relationships ◽  
Sibling Relationship ◽  
Future Research ◽  
Research Directions ◽  
Relationally Aggressive ◽  
Future Research Directions ◽  
Developmental Course

Given the uniqueness of siblings, it is important to consider the presence and role of relational aggression within the sibling relationship. Due to the time spent together and the information disclosed between siblings, during conflict, such information could be used in threatening or relationally aggressive ways. Relationally aggressive actions do not pose a threat to end the sibling relationship, making it a safe relationship to practice such strategies. While parents are likely to be aware of physical aggression between siblings, and attempt to stop it, relational aggression may be difficult for parents to catch and address, reinforcing its effectiveness as a strategy of control. This chapter describes the developmental course of relational aggression within the sibling relationship, as well as associations between relational aggression in the sibling relationship and relationships with others. Finally, we highlight the conclusions and limitations of this research and offer ideas for future research directions.

Developmental Trajectories of Relational Aggression

2018 ◽  
Author(s):  
Paula J. Fite ◽  
Casey A. Pederson
Keyword(s):  
Relational Aggression ◽  
Physical Aggression ◽  
Developmental Trajectories ◽  
The State ◽  
Future Directions ◽  
Developmental Trends ◽  
Social Forms ◽  
State Of The Field

This chapter reviews the literature pertaining to change in relational and other forms of nonphysical aggression across the lifespan. We attempt to summarize the state of the field by examining developmental trends, stabilities of behavior, and developmental trajectories of behavior. Note that given the strong conceptual overlap in relational, indirect, and social forms of aggression, we include studies that focus on any of these three forms of aggression. As the number of studies actually examining the developmental trajectories in these behaviors remains sparse, particularly when compared to what is known about physical aggression, we outline the limitations in the research and make suggestions for future directions of inquiry.

The Development of Relational Aggression

2018 ◽  
Author(s):  
Sarah M. Coyne ◽  
Jamie M. Ostrov
Keyword(s):  
Substance Use ◽  
Relational Aggression ◽  
Physical Aggression ◽  
Self Esteem ◽  
Social Aggression ◽  
Eating Pathology ◽  
Depression And Anxiety ◽  
Developmental Context

This chapter provides an overview to The Development of Relational Aggression. It focusses on one type of nonphysical aggression—namely, relational aggression. Relational aggression is defined as behavior that is intended to harm another’s relationships or feelings of inclusion in a group. Unlike physical aggression, the scars of relational aggression are more difficult to see. However, victims (and aggressors) may experience strong and long-lasting consequences, including reduced self-esteem, loneliness, substance use, eating pathology, depression, and anxiety. The field of relational, indirect, and social aggression is introduced in this chapter and the need for research on these topics is delineated. Each chapter in the volume is briefly described and the major points summarized. Additionally, this chapter synthesizes the book as a whole and describes the need to examine these behaviors in a developmental context.

Developmental trajectory and gender differences in Chinese adolescents' physical and relational aggression: an analysis using the latent class growth model

2014 ◽  
Vol 6 (1) ◽  
pp. 44-55 ◽  
Author(s):  
Chunyong Yuan ◽  
Aihui Shao ◽  
Xinyin Chen ◽  
Tao Xin ◽  
Li Wang ◽  
...  
Keyword(s):  
Gender Differences ◽  
Relational Aggression ◽  
Physical Aggression ◽  
Latent Class ◽  
Initial Level ◽  
Interpersonal Relationship ◽  
Developmental Trajectory ◽  
Content Type ◽  
Group A ◽  
Class Play

Purpose – The purpose of this paper is to investigate the developmental trajectory and patterns of physical aggression and relational aggression over time, and also to examine the gender differences of the three-year developmental process as well as the impact of the developmental trajectory on mental health. Design/methodology/approach – Participants: the participants of this study were newly enrolled junior school students. The study spanned three years with continuous tracking performed once every other year. Measures: class play questionnaire. Aggressive behaviors were measured by an adaptive Chinese version of the revised class play assessment. Statistical analysis: to address the questions of the present study, the latent class growth model (LCGM) was used to analyze the three-year longitudinal data by Mplus 6.1. Findings – The initial level of physical aggression in boys was higher than that in girls. There were three types of developmental trajectory for boys, corresponding to a lower initial level-increasing group, a middle initial level-increasing group and a higher initial level-stable group. However, girls demonstrated different patterns, corresponding to a lower initial level-increasing group, a middle initial level-increasing group and a higher initial level-decreasing group. In contrast to the physical aggression, the initial level of relational aggression in boys was lower than that in girls. There were four types of developmental trajectory for boys, corresponding to a lower initial level-increasing group, a middle initial level-increasing group, a middle initial level-declining group and a higher initial level-declining group. Girls illustrated different patterns, corresponding to a lower initial level-stable group, a middle initial level-increasing group and a higher initial level-declining group. Different developmental trajectory of physical and relational aggression would influence the interpersonal relationship. Originality/value – This paper used a person-centered latent variable approach instead of the variable-centered approach to investigate the developmental trajectory and patterns of physical aggression and relational aggression over three year by employing the LCGM. The initial level of physical aggression in boys was higher than that in girls. In contrast, the initial level of relational aggression in boys was lower than that in girls. There were gender differences in the pattern of physical and relational aggression development trajectory. Different developmental trajectory of physical and relational aggression would influence the interpersonal relationship.

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