Adolescent resource control

2013 ◽  
Vol 37 (6) ◽  
pp. 518-529 ◽  
Author(s):  
Danielle Findley ◽  
Tiina Ojanen
Keyword(s):  
Relational Aggression ◽  
Social Adjustment ◽  
Physical Aggression ◽  
Social Withdrawal ◽  
Control Strategies ◽  
Resource Control ◽  
Prosocial Behaviors ◽  
Coercive Control ◽  
Peer Liking

This study examined adolescent coercive and prosocial resource control strategies in relation to various indices of peer-reported behaviors and peer regard ( N = 384; 12–14 years). Coercive control was uniquely positively related to physical and relational aggression and peer disliking, and negatively to prosocial behaviors when controlling for prosocial control, which, in turn, was uniquely negatively related to physical aggression and social withdrawal, and positively to prosocial behaviors, peer liking, and popularity. Findings from person-centered analyses augmented these findings, indicating that bi-strategic, coercive, prosocial, typical, and non-controllers exhibit divergent patterns of social adjustment among peers. Implications for the study of adolescent social adjustment are discussed, including increased understanding of adolescent resource control and aggression among peers at school.

Adolescents' Use of Resource Control Strategies and Bullying Behaviors

2017 ◽  
Author(s):  
Kelly N. Clark ◽  
Nicole B. Dorio ◽  
Michelle K. Demaray ◽  
Christine K. Malecki
Keyword(s):  
Control Strategies ◽  
Resource Control ◽  
Bullying Behaviors

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.

Social dominance and prosocial and coercive strategies of resource control in preschoolers

2002 ◽  
Vol 26 (2) ◽  
pp. 167-176 ◽  
Author(s):  
Patricia H. Hawley
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Social Dominance ◽  
Control Strategies ◽  
Block Design ◽  
Openness To Experience ◽  
Resource Control ◽  
Prosocial Behaviour ◽  
Evolutionary Perspective ◽  
Control Behaviour

This study was designed to investigate the predictors of social dominance, the strategies children use to control resources (prosocial and coercive), and the associations between these strategies and measures of personality, social skills, and peer regard. A total of 30 preschoolers (ages 3–6) were rated by their teachers on social dominance. Based on these ratings, dominant children were paired with multiple subordinate children (i.e., block design; Kenny, 1990) and observed in a play situation designed to elicit resource control behaviour. As hypothesised, age and the surgency facet of extraversion predicted social dominance (but openness to experience did not). Furthermore, also as expected, both prosocial behaviour and coercive behaviour were related to resource control in the play situation. Last, both resource control strategies were associated with parent-rated social competence, but only coercive control was associated with positive peer regard (i.e., Likeability). Factors of personality (e.g. agreeableness, hostility) were not associated with either of the strategies. The utility of an evolutionary perspective to resource control and social competence is discussed.

scholarly journals Hydro-hegemony – a framework for analysis of trans-boundary water conflicts

Water Policy ◽  
2006 ◽  
Vol 8 (5) ◽  
pp. 435-460 ◽  
Author(s):  
Mark Zeitoun ◽  
Jeroen Warner
Keyword(s):  
Control Strategies ◽  
Resource Control ◽  
Water Conflict ◽  
Water Conflicts ◽  
Euphrates River ◽  
Political Processes ◽  
Conventional Analysis ◽  
Power Asymmetries ◽  
Political Relations ◽  
Political Question

The increasing structural and physical scarcity of water across the globe calls for a deeper understanding of trans-boundary water conflicts. Conventional analysis tends to downplay the role that power asymmetry plays in creating and maintaining situations of water conflict that fall short of the violent form of war and to treat as unproblematic situations of cooperation occurring in an asymmetrical context. The conceptual Framework of Hydro-Hegemony presented herein attempts to give these two features – power and varying intensities of conflict – their respective place in the perennial and deeply political question: who gets how much water, how and why? Hydro-hegemony is hegemony at the river basin level, achieved through water resource control strategies such as resource capture, integration and containment. The strategies are executed through an array of tactics (e.g. coercion-pressure, treaties, knowledge construction, etc.) that are enabled by the exploitation of existing power asymmetries within a weak international institutional context. Political processes outside the water sector configure basin-wide hydro-political relations in a form ranging from the benefits derived from cooperation under hegemonic leadership to the inequitable aspects of domination. The outcome of the competition in terms of control over the resource is determined through the form of hydro-hegemony established, typically in favour of the most powerful actor. The Framework of Hydro-hegemony is applied to the Nile, Jordan and Tigris and Euphrates river basins, where it is found that current hydro-hegemonic configurations tend towards the dominative form.. There is evidence in each case of power asymmetries influencing an inequitable outcome – at the expense of lingering, low-intensity conflicts. It is proposed that the framework provides an analytical paradigm useful for examining the options of such powerful or hegemonized riparians and how they might move away from domination towards cooperation.

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.

Machiavellianism in Children in Dutch Elementary Schools and Sports Clubs: Prevalence and Stability According to Context, Sport Type, and Gender

2011 ◽  
Vol 25 (4) ◽  
pp. 444-464 ◽  
Author(s):  
Paul Baar ◽  
Theo Wubbels
Keyword(s):  
Elementary School ◽  
Martial Arts ◽  
Control Strategies ◽  
School Context ◽  
Resource Control ◽  
Peer Aggression ◽  
School Students ◽  
Sports Clubs ◽  
Sports Club ◽  
Aggressive Children

The majority of research on children’s peer aggression has focused exclusively on the school context. Very few studies have investigated peer aggression in sports clubs. The prevalence and stability of peer aggression, prosocial behavior, and resource control strategies for children participating in three types of sports (martial arts, contact, and noncontact sports) were examined in two contexts: the sports club and the elementary school. We distinguished aggressive children with (i.e., Machiavellians) and without prosocial tendencies (i.e., coercive-aggressive children). Self-reports about experiences in the two contexts where gathered from 1,425 Dutch elementary school students (717 boys and 708 girls, fourth to sixth grade, mean age 11.25 years) who were participating in a sports club. We found roles for resource control strategies to be rather stable across contexts. The findings did not provide support for the “enhancement” assumption in these contexts with regard to martial arts participants.

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.

Sign in / Sign up

Export Citation Format

Share Document