scholarly journals Longitudinal Examination of Physical and Relational Aggression as Precursors to Later Problem Behaviors in Adolescents

2009 ◽  
Vol 24 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Todd I. Herrenkohl ◽  
Richard F. Catalano ◽  
Sheryl A. Hemphill ◽  
John W. Toumbourou
Keyword(s):  
Problem Behaviors ◽  
Relational Aggression ◽  
Psychosocial Problems ◽  
Washington State ◽  
Relationally Aggressive ◽  
Ongoing Behavior ◽  
Self Harm ◽  
Ninth Grade Students ◽  
School Commitment ◽  
Longitudinal Examination

Research has addressed the consequences of being a victim of physical and relational aggression but less so the consequences of being an aggressor during adolescence. Consequently, relatively little is known about the extent to which aggression in early adolescence increases the risk of later aggression and other psychosocial problems. This study involves a representative sample of seventh- and ninth-grade students from Washington State (N = 1,942). Students were surveyed on recruitment and then again 1 and 2 years later to learn about ongoing behavior problems, substance use, depression, and self-harm behaviors. Surveys also included measures of several hypothesized promotive factors: attachment to family, school commitment, and academic achievement. Findings suggest that being physically and/or relationally aggressive in grades 7 to 9 increases the risk of aggression and possibly other problem behaviors after accounting for age, gender, race, and a prior measure of each outcome. Independent promotive effects were observed in most analyses, although family attachment appeared a less robust predictor overall. Implications for prevention include acting on the behavior itself and enhancing promotive influences to lessen the risk of agression and other related problems.

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.

scholarly journals Relational Aggression in Preschool Students: An Exploration of the Variables of Sex, Age, and Siblings

2011 ◽  
Vol 2011 ◽  
pp. 1-6 ◽  
Author(s):  
Karen A. Morine ◽  
Laura M. Crothers ◽  
James B. Schreiber ◽  
Jered B. Kolbert ◽  
Tammy L. Hughes ◽  
...  
Keyword(s):  
Aggressive Behavior ◽  
Relational Aggression ◽  
Research Question ◽  
Teacher Assessment ◽  
Peer Ratings ◽  
Factorial Anova ◽  
Preschool Students ◽  
Relationally Aggressive ◽  
Sibling Interaction ◽  
Older Siblings

In this study, researchers wished to ascertain whether there were age (three- and four-year old), sibling (with or without older siblings), and sex (male and female) differences in the use of relational aggression in preschool students as rated by peers and teachers. In order to answer this research question, two 2 × 2 × 2 factorial ANOVA procedures with the relational aggression composite score as the dependent variable on the PSBS-P and PSBS-T were used for peer and teacher assessment, respectively, of relational aggression. Results revealed that in the peer ratings of preschool students' relationally aggressive behavior, there was an disordinal age by sibling interaction, in which four-year-old children with siblings were significantly more likely to be rated by their peers as using relational aggression than three-year-old children without siblings. In the teacher ratings of preschool students' relationally aggressive behavior, a main effect for age was observed. Teachers rated four-year old children as evidencing significantly higher levels of relational aggression as compared to three-year-olds. No sex differences were observed in the use of relational aggression either at age three or age four in this sample. Implications for these findings are presented.

scholarly journals Testing an equifinality model of nonsuicidal self-injury among early adolescent girls

2014 ◽  
Vol 26 (3) ◽  
pp. 851-862 ◽  
Author(s):  
Kate Keenan ◽  
Alison E. Hipwell ◽  
Stephanie D. Stepp ◽  
Kristen Wroblewski
Keyword(s):  
Relational Aggression ◽  
Adolescent Girls ◽  
Emotion Dysregulation ◽  
Community Sample ◽  
Environmental Stressors ◽  
Risk Scores ◽  
Self Injury ◽  
Risk Indices ◽  
Self Harm ◽  
Nonsuicidal Self Injury

AbstractNonsuicidal self-injury (NSSI) is a common behavior among females that has been shown to confer risk for continued self-injury and suicidal attempts. NSSI can be viewed conceptually as behavior that is pathognomonic with aggression and/or depression. Empirical research on concurrent correlates supports this concept: numerous and diverse factors are shown to be significantly associated with self-harm, including depression, emotion dysregulation, impulsivity, and aggression and other conduct problems, as well as environmental stressors such as bullying, harsh parenting, and negative life events. In the present study, we test hypotheses regarding developmental precursors (measured from ages 8 to 12 years) to NSSI in young adolescent girls (ages 13–14 years), specifically whether aggression, depression, and environmental stressors distinguish girls with and without self-harm, and whether there is evidence for multiple developmental pathways to NSSI. Data were derived from the longitudinal Pittsburgh Girls Study. In this community sample of girls, the prevalence of NSSI at ages 13 or 14 years of age was 6.0%. Initial levels in dimensions measured within the depression, aggression, and environmental stressor domains accounted for variance in NSSI in early adolescence. Changes over time in relational aggression and assertiveness were also significantly associated with risk for NSSI. To a large extent, adolescent NSSI was predicted by psychological deficits and stress exposure that began early in childhood. Risk indices were calculated using the 85th or 15th percentile. Close to 80% of girls who engaged in NSSI during adolescence were identified by at least one risk domain in childhood. A sizable proportion of adolescent girls who later engaged in NSSI had childhood risk scores in all three domains; the remaining girls with adolescent NSSI were relatively evenly distributed across the other risk domain profiles. The observation that multiple pathways to NSSI exist suggests that deficits underlying the behavior may vary and require different modes of prevention.

Psychosocial Influences on Acquired Immunodeficiency Syndrome-Risk Behaviors Among High School Students

PEDIATRICS ◽  
1991 ◽  
Vol 88 (4) ◽  
pp. 846-852
Author(s):  
Heather J. Walter ◽  
Roger D. Vaughan ◽  
Alwyn T. Cohall
Keyword(s):  
High School Students ◽  
Problem Behaviors ◽  
Risk Behaviors ◽  
Acquired Immunodeficiency Syndrome ◽  
Parental Support ◽  
Psychosocial Problems ◽  
School Students ◽  
Behavioral Counseling ◽  
Acquired Immunodeficiency ◽  
Immunodeficiency Syndrome

A survey measuring acquired immunodeficiency syndrome (AIDS)-related behaviors and selected psychosocial factors was administered to 1091 tenth grade students residing in or near an AIDS epicenter. The purpose of the survey was to identify salient risk factors that could be targeted in AIDS prevention programs. By 15 years of age, one quarter of students reported engaging in behaviors that placed them at higher risk for acquiring infection with human immunodeficiency virus, and 3% of students reported engaging in very high-risk behaviors. Students exposed to certain psychosocial stressors (ie, adverse life circumstances and poor parental support), who engaged in other problem behaviors (ie, substance use and academic problems) and who had higher self-esteem, were more likely to engage in higher risk behaviors. Pediatricians and other clinicians, particularly those working in or near AIDS epicenters, who encounter adolescents with multiple psychosocial problems, should be alert to the possibility that these youths also are engaging in behaviors that place them at risk for AIDS. Comprehensive care for these teenagers must include an assessment of involvement in AIDS-risk behaviors and appropriate behavioral counseling.

The Peer Nature of Relational Aggression

2018 ◽  
Author(s):  
Marlene J. Sandstrom
Keyword(s):  
Relational Aggression ◽  
Costs And Benefits ◽  
Social Constructs ◽  
Peer Experiences ◽  
Relationally Aggressive ◽  
Peer Dynamics ◽  
Core Questions ◽  
Aggressive Children ◽  
Peer Liking ◽  
Group Acceptance

Relational aggression (RA), which involves the manipulation of a target’s relationships, peer status, or reputation, is an inherently interpersonal weapon. This chapter focuses on the peer context of RA, and addresses core questions about the association between RA and social constructs such as group acceptance, rejection, popularity, and friendship. What are the interpersonal costs and benefits of RA? What factors might explain why some relationally aggressive children are able to achieve and maintain popularity and social centrality despite being disliked? How does RA play out within mutual friendships? And how do the peer dynamics surrounding RA shift across development? The chapter begins with a discussion of RA in relation to group-level peer experiences (i.e., peer liking/acceptance; disliking/rejection; perceived popularity) and then turns to an exploration of RA within the context of friendships. It concludes with a discussion of selection and influence effects in regard to relationally aggressive behavior.

Cultural Contexts of Relational Aggression

2018 ◽  
Author(s):  
Yoshito Kawabata
Keyword(s):  
Relational Aggression ◽  
Peer Relationships ◽  
Social Cognitive ◽  
Cultural Influences ◽  
Future Research ◽  
International Studies ◽  
Cultural Contexts ◽  
Peer Socialization ◽  
Relationally Aggressive ◽  
Aggressive Children

Theories and models suggest cultural influences on children’s family and peer socialization. It is conceivable, therefore, that the development of relational aggression, which is a part of developmentally salient social experiences, may appear differently, depending on cultural contexts. The goal of this chapter is to summarize cross-cultural, international studies that have examined the development of relational aggression in various cultural contexts. Specifically, studies are reviewed that have evaluated psychometric properties of measures and have explored social-cognitive processes, peer relationships, victimization experiences, and psychopathology among relationally aggressive children and adolescents across cultures. Finally, developmental and clinical implications and directions for future research are discussed.

Borderline personality features as a predictor of forms and functions of aggression during middle childhood: Examining the roles of gender and physiological reactivity

2014 ◽  
Vol 26 (3) ◽  
pp. 789-804 ◽  
Author(s):  
Adrienne M. Banny ◽  
Wan-Ling Tseng ◽  
Dianna Murray-Close ◽  
Clio E. Pitula ◽  
Nicki R. Crick
Keyword(s):  
Blood Pressure ◽  
Relational Aggression ◽  
Middle Childhood ◽  
Borderline Personality ◽  
Emotional Dysregulation ◽  
Self Report ◽  
Physiological Reactivity ◽  
Relationally Aggressive ◽  
Personality Features ◽  
Borderline Personality Features

AbstractThe present longitudinal investigation examined borderline personality features as a predictor of aggression 1 year later. Moderation by physiological reactivity and gender was also explored. One hundred ninety-six children (M = 10.11 years, SD = 0.64) participated in a laboratory stress protocol in which their systolic blood pressure, diastolic blood pressure, and skin conductance reactivity to recounting a relational stressor (e.g., threats to relationships or exclusion) were assessed. Teachers provided reports on subtypes of aggressive behavior (i.e., reactive relational, proactive relational, reactive physical, and proactive physical), and children completed a self-report measure of borderline personality features. Path analyses indicated that borderline personality features predicted increases in reactive relational aggression and proactive relational aggression among girls who evinced heightened physiological reactivity to interpersonal stress. In contrast, borderline personality features predicted decreases in proactive physical aggression in girls. Findings suggest that borderline personality features promote engagement in relationally aggressive behaviors among girls, particularly in the context of emotional dysregulation.

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