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Bochaver AA. School bullying as destructive communal coping of the school community. Front Psychol 2022; 13:1021765. [PMID: 36507014 PMCID: PMC9727086 DOI: 10.3389/fpsyg.2022.1021765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Accepted: 11/08/2022] [Indexed: 11/24/2022] Open
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2
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Abrahão ALB, Elias LCDS. Students with ADHD: Social Skills, Behavioral Problems, Academic Performance, and Family Resources. PSICO-USF 2021. [DOI: 10.1590/1413-82712021260312] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract ADHD constitutes a developmental risk. The general aim was to identify social skills, behavior problems, academic performance and family resources of children with ADHD, with the specific aim being to compare students regarding indicators of ADHD and the use or not of medication. Participants were 43 Elementary Education I students (M=9.6 years, SD=1.5), 43 parents (M=39.1 years, SD=7.6) and 38 teachers (M=43.1 years, SD=8.4). The instruments used were the Inventory of Social Skills, Behavior Problems and Academic Competence (SSRS-BR), Conners’ Scale and the Inventory of Family Resources. The collection was carried out in public schools. The results showed that the students had scores higher than the reference sample in Behavior Problems and Social Skills and lower in classes of social skills and Academic Competence; the presence of family resources; and grades above 5.0 as a school mean. We concluded that there is a need for interventions with the studied population.
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Correia S, Brendgen M, Turgeon L, Vitaro F. Physical and relational aggression as predictors of children's friendship experiences: Examining the moderating role of preference norms. Aggress Behav 2021; 47:453-463. [PMID: 33870516 DOI: 10.1002/ab.21963] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Revised: 03/10/2021] [Accepted: 03/11/2021] [Indexed: 11/06/2022]
Abstract
Aggressive behavior is generally detrimental to children's friendships, both in terms of having friends and in terms of keeping friends. Despite this general tendency, many aggressive children have friends and some of these friendships are stable. We examined the moderating role of preference norms in the classroom and child's sex in the association between children's physical and relational aggression and their friendship experiences. A total of 1135 children (M = 10.24 years, SD = 1.01) in Grades 4 to 6 completed a peer nomination inventory in the Fall (T1) and Spring (T2) of the same school year. Norms were operationalized as the class- and sex-specific correlation between physical or relational aggression and social preference. Norms moderated associations between each form of aggression and number of friends. At T1, physical and relational aggression were concurrently associated with having more friends when norms favored this behavior and with fewer friends when norms were unfavorable. The latter effect was especially pronounced in girls. Over time, youth lost friends when norms favored physical aggression and gained friends when norms favored relational aggression. T1 friends' physical and relational aggression were strong predictors of new friends' aggressive behavior, suggesting that friends provide a type of norm more significant to new friend selection than norms of the peer group and individual aggressive behavior. Overall, our results suggest that physical and relational aggression are not necessarily detrimental to children's friendship experiences and may even be beneficial in specific social contexts.
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Affiliation(s)
- Stephanie Correia
- Department of Psychology University of Quebec at Montreal Montréal Quebec Canada
| | - Mara Brendgen
- Department of Psychology University of Quebec at Montreal Montréal Quebec Canada
- Ste‐Justine Hospital Research Center Montreal Quebec Canada
| | - Lyse Turgeon
- School of Psycho‐Education University of Montreal Montreal Quebec Canada
| | - Frank Vitaro
- Ste‐Justine Hospital Research Center Montreal Quebec Canada
- School of Psycho‐Education University of Montreal Montreal Quebec Canada
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Dobbelaar S, van Duijvenvoorde ACK, Achterberg M, van der Meulen M, Crone EA. A Bi-Dimensional Taxonomy of Social Responsivity in Middle Childhood: Prosociality and Reactive Aggression Predict Externalizing Behavior Over Time. Front Psychol 2021; 11:586633. [PMID: 33519603 PMCID: PMC7843792 DOI: 10.3389/fpsyg.2020.586633] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Accepted: 12/21/2020] [Indexed: 11/13/2022] Open
Abstract
Developing social skills is essential to succeed in social relations. Two important social constructs in middle childhood, prosocial behavior and reactive aggression, are often regarded as separate behaviors with opposing developmental outcomes. However, there is increasing evidence for the co-occurrence of prosociality and aggression, as both might indicate responsivity to the social environment. Here, we tested whether a bi-dimensional taxonomy of prosociality and reactive aggression could predict internalizing and externalizing problems over time. We re-analyzed data of two well-validated experimental tasks for prosociality (the Prosocial Cyberball Game) and reactive aggression (the Social Network Aggression Task) in a developmental population sample (n = 496, 7-9 years old). Results revealed no associations between prosociality and reactive aggression, confirming the independence of those constructs. Interestingly, although prosociality and reactive aggression independently did not predict problem behavior, the interaction of both was negatively predictive of changes in externalizing problems over time. Specifically, only children who scored low on both prosociality and reactive aggression showed an increase in externalizing problems 1 year later, whereas levels of externalizing problems did not change for children who scored high on both types of behavior. Thus, our results suggest that at an individual level, reactive aggression in middle childhood might not always be maladaptive when combined with prosocial behavior, thereby confirming the importance of studying social competence across multiple dimensions.
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Affiliation(s)
- Simone Dobbelaar
- Leiden Consortium on Individual Development, Leiden University, Leiden, Netherlands.,Developmental and Educational Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, Netherlands.,Leiden Institute for Brain and Cognition, Leiden, Netherlands.,Department of Psychology, Education and Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Anna C K van Duijvenvoorde
- Leiden Consortium on Individual Development, Leiden University, Leiden, Netherlands.,Developmental and Educational Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, Netherlands.,Leiden Institute for Brain and Cognition, Leiden, Netherlands
| | - Michelle Achterberg
- Leiden Consortium on Individual Development, Leiden University, Leiden, Netherlands.,Developmental and Educational Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, Netherlands.,Leiden Institute for Brain and Cognition, Leiden, Netherlands.,Department of Psychology, Education and Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Mara van der Meulen
- Leiden Consortium on Individual Development, Leiden University, Leiden, Netherlands.,Developmental and Educational Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, Netherlands.,Leiden Institute for Brain and Cognition, Leiden, Netherlands
| | - Eveline A Crone
- Leiden Consortium on Individual Development, Leiden University, Leiden, Netherlands.,Developmental and Educational Psychology, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, Netherlands.,Leiden Institute for Brain and Cognition, Leiden, Netherlands.,Department of Psychology, Education and Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
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Chiebuka P, Ndukuba A, Abasiubong F. Aggressive behaviour among in-school adolescents in a developing country: patterns and associated factors. Int J Adolesc Med Health 2020; 34:171-177. [PMID: 32853164 DOI: 10.1515/ijamh-2020-0027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Accepted: 04/21/2020] [Indexed: 11/15/2022]
Abstract
Objectives This study aimed to determine the pattern of aggression among senior secondary school students in Calabar and the psychosocial factors that are associated with it. Methods A descriptive cross-sectional study of 453 randomly selected senior secondary school students utilizing a self-administered Socio-demographic questionnaire obtain data regarding age, gender etc. and a brief interview using the Modified Overt Aggression Scale (MOAS) to determine aggression. Results The mean weighted MOAS score was 26.94 ± 0.02. Males had significantly higher weighted MOAS total score than females (t=6.466, p<0.001). There was no gender difference in their aggression against objects but the older adolescents scored higher than the younger ones (t=2.029, p=0.043). Males scored higher in verbal aggression (t=3.064, p=0.002) and physical aggression (t=7.002, p<0.001). In the aggression against self-domain, females scored higher than males (t=1.961, p=0.050). All the domains of aggression correlated positively with the total weighted MOAS score, the strongest being with physical aggression (r=0.908, p=0.000). Conclusions Gender appears to play a significant role in aggression among the participants. That females scored higher in aggression to self may have implications for prevention of suicide among youths.
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Affiliation(s)
- Peter Chiebuka
- Federal Neuro Psychiatric Hospital Calabar, Calabar, Nigeria
| | - Appolos Ndukuba
- Department of Psychological Medicine, University of Nigeria, University of Nigeria Enugu Campus, Nsukka, Nigeria
| | - Festus Abasiubong
- Department of Psychiatry, University of Uyo, Akwa Ibom State, Uyo, Nigeria
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6
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Khan S, Down J, Aouira N, Bor W, Haywood A, Littlewood R, Heussler H, McDermott B. Current pharmacotherapy options for conduct disorders in adolescents and children. Expert Opin Pharmacother 2019; 20:571-583. [PMID: 30702354 DOI: 10.1080/14656566.2018.1561862] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
INTRODUCTION Conduct disorder (CD) is a common mental health disorder of childhood and adolescence. CD's complexity, with its heterogenous clinical manifestations and overlapping comorbidities makes the application of evidence-based management approaches challenging. This article aims to combine a systematic review of the available literature, with a consensus opinion from both child and adolescent psychiatrists and developmental pediatricians on the clinical and pharmacological management of children and adolescents with conduct disorder (CD). AREAS COVERED The authors review the CD population and provide a systematic review and meta-analysis of the effectiveness and safety of pharmacotherapies using preferred reporting items for systematic review and meta-analysis (PRISMA) and strength of evidence recommendation taxonomy (SORT) guidelines. The authors then provide an expert clinical opinion for the use of different pharmacotherapies to address aggressive and disruptive behavior in children. EXPERT OPINION Atypical antipsychotics (e.g. risperidone) demonstrate evidence for efficacy in CD. Other pharmacotherapies (e.g. mood stabilizers, anticonvulsants, psychostimulants and selective norepinephrine reuptake inhibitors) have a low level of evidence for CD alone, however, can sometimes be effective in managing the symptoms of CD when other psychiatric disorders are also present.
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Affiliation(s)
- Sohil Khan
- a School of Pharmacy and Pharmacology, Quality Use of Medicines Network, Menzies Health Institute , Griffith University , Gold Coast , Australia.,b Mater Research Institute , The University of Queensland , South Brisbane , Australia.,c Manipal College of Pharmaceutical Sciences , Manipal University , Manipal , India
| | - John Down
- d Children's Health Queensland Hospital and Health Service , Lady Cilento Children's Hospital , South Brisbane , Australia
| | - Nisreen Aouira
- a School of Pharmacy and Pharmacology, Quality Use of Medicines Network, Menzies Health Institute , Griffith University , Gold Coast , Australia
| | - William Bor
- b Mater Research Institute , The University of Queensland , South Brisbane , Australia.,e Child and Youth Mental Health Service , Children's Health Queensland Hospital and Health Service , South Brisbane , Australia.,f Centre for Children's Health Research , Children's Health Queensland Hospital and Health Services , South Brisbane , Australia
| | - Alison Haywood
- a School of Pharmacy and Pharmacology, Quality Use of Medicines Network, Menzies Health Institute , Griffith University , Gold Coast , Australia.,b Mater Research Institute , The University of Queensland , South Brisbane , Australia
| | - Robyn Littlewood
- e Child and Youth Mental Health Service , Children's Health Queensland Hospital and Health Service , South Brisbane , Australia.,f Centre for Children's Health Research , Children's Health Queensland Hospital and Health Services , South Brisbane , Australia.,g School of Human Movement and Nutrition Sciences , The University of Queensland , South Brisbane , Australia
| | - Helen Heussler
- b Mater Research Institute , The University of Queensland , South Brisbane , Australia.,d Children's Health Queensland Hospital and Health Service , Lady Cilento Children's Hospital , South Brisbane , Australia.,f Centre for Children's Health Research , Children's Health Queensland Hospital and Health Services , South Brisbane , Australia
| | - Brett McDermott
- h Townsville Clinical School, College of Medicine and Dentistry , James Cook University , Townsville , Australia
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7
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Silva JLD, Oliveira WAD, Carlos DM, Lizzi EADS, Rosário R, Silva MAI. Intervention in social skills and bullying. Rev Bras Enferm 2018; 71:1085-1091. [PMID: 29924179 DOI: 10.1590/0034-7167-2017-0151] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2017] [Accepted: 06/07/2017] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE to verify if the improvement of social and emotional skills reduces bullying victimization in 6th grade students 12 months after the end of the intervention. METHOD Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. RESULTS Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. CONCLUSION Social skills are important in anti-bullying interventions and can be the basis for intersectoral interventions in the health area, aimed at favoring the empowerment of victims by improving their social interactions and quality of life in school.
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Affiliation(s)
| | | | - Diene Monique Carlos
- Ribeirão Preto College of Nursing, Universidade de São Paulo, Ribeirão Preto, São Paulo, Brazil
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Tolmatcheff C, Galand B, Roskama I. Diversit� des caract�ristiques des harceleurs et�implications pour l�intervention en milieu scolaire. ENFANCE 2018. [DOI: 10.3917/enf2.183.0471] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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9
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Rivizzigno AS, Brendgen M, Vitaro F, Dionne G, Boivin M. Links between friends’ behaviors and the emergence of leadership in childhood: A genetically informed study of twins. SOCIAL DEVELOPMENT 2017. [DOI: 10.1111/sode.12266] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
| | - Mara Brendgen
- University of Quebec at Montreal
- Ste-Justine Hospital Research Center
| | - Frank Vitaro
- Ste-Justine Hospital Research Center
- University of Montreal
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Shoaa Kazemi M, Shahabinezhad Z. Comparison of the Amount of Time Spent on Computer Games and Aggressive Behavior in Male Middle School Students of Tehran. JOURNAL OF EDUCATION AND COMMUNITY HEALTH 2017. [DOI: 10.21859/jech-03034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
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11
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Dawes M, Chen CC, Zumbrunn SK, Mehtaji M, Farmer TW, Hamm JV. Teacher attunement to peer-nominated aggressors. Aggress Behav 2017; 43:263-272. [PMID: 27779315 DOI: 10.1002/ab.21686] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2015] [Revised: 08/12/2016] [Accepted: 09/22/2016] [Indexed: 11/06/2022]
Abstract
This study examined the associations between teacher attunement to aggressive students and students' characteristics in a sample (n = 278) of youth in 5th-grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers' attunement to aggressive students. Teacher attunement was measured as the agreement between teacher- and peer-nominations for students who start fights. Teachers rated their students on the following characteristics: academic competence, affiliation, popularity, internalizing behavior, and Olympian qualities. Higher affiliation, popularity, and internalizing behavior were associated with decreased odds for teacher attunement to aggressive youth. Higher Olympian qualities were associated with increased odds for teacher attunement to aggressive youth. Implications for interventions are discussed. Aggr. Behav. 43:263-272, 2017. © 2016 Wiley Periodicals, Inc.
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Affiliation(s)
- Molly Dawes
- School of Education; College of William and Mary; Williamsburg Virginia
| | - Chin-Chih Chen
- School of Education; Virginia Commonwealth University; Richmond Virginia
| | - Sharon K. Zumbrunn
- School of Education; Virginia Commonwealth University; Richmond Virginia
| | - Meera Mehtaji
- School of Education; Virginia Commonwealth University; Richmond Virginia
| | - Thomas W. Farmer
- School of Education; College of William and Mary; Williamsburg Virginia
| | - Jill V. Hamm
- School of Education; University of North Carolina; Chapel Hill North Carolina
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12
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A Longitudinal Rejection Sensitivity Model of Depression and Aggression: Unique Roles of Anxiety, Anger, Blame, Withdrawal and Retribution. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 44:1291-307. [PMID: 26816212 DOI: 10.1007/s10802-016-0127-y] [Citation(s) in RCA: 55] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
In this longitudinal study, attributional and social processes involved in symptoms of mental health problems (depressive symptoms and aggressive behavior) were identified by investigating anxious and angry rejection sensitivity (RS), causal attributions of self-blame and peer-blame, and responses to rejection threat of withdrawal and retribution. Young adolescents (N = 713, grades 5-7) completed questionnaires three times in their regular classrooms over 14 months. Participants who reported more self-blame for rejection were more likely to withdraw in response to rejection threat, and withdrawal and anxious RS were associated with increased depressive symptoms at T3 relative to T1. In contrast, adolescents higher in the angry form of RS and who reported more peer-blame for rejection were more likely to seek retribution, which in turn was associated with more overt/relational aggressive behavior at T3 relative to T1. Depressive symptom level measured at T1 also was associated with later RS and coping with withdrawal, and aggressive behavior at T1 was associated with later retribution. Sex of the participants did not moderate any longitudinal associations, and only one prospective path, from T1 depressive symptoms to T2 RS anxious, was moderated by age.
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Peer victimization in adolescence: The nature, progression, and consequences of being bullied within a developmental context. J Adolesc 2017; 55:116-128. [PMID: 28081521 DOI: 10.1016/j.adolescence.2016.12.012] [Citation(s) in RCA: 102] [Impact Index Per Article: 14.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2016] [Revised: 12/17/2016] [Accepted: 12/30/2016] [Indexed: 02/03/2023]
Abstract
Since Dan Olweus's seminal work on bullying in the 1970's (Olweus, 1978), there has been a concerted effort by investigators to identify the confluence of factors that contribute to peer victimization and its role in psychosocial development. Although the cause and consequences of peer victimization may include underlying, age-invariant processes, the manifestation of these factors is, in part, driven by the developmental stage being studied. Thus, a comprehensive understanding of peer victimization requires an explicit developmental perspective. This paper examines how peer victimization in adolescence is unique from other developmental periods. Changes in the nature of peer victimization, associated risk factors, the contexts in which victimization is experienced, and the psychosocial outcomes affected are addressed. A primary focus is how maturational processes and interpersonal contexts characteristic of adolescence contribute to changes in victimization, with the objective of informing future research directions and the development of effective interventions.
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The Effects of a Skill-Based Intervention for Victims of Bullying in Brazil. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2016; 13:ijerph13111042. [PMID: 27792206 PMCID: PMC5129252 DOI: 10.3390/ijerph13111042] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/28/2016] [Revised: 09/26/2016] [Accepted: 10/19/2016] [Indexed: 11/25/2022]
Abstract
This study’s objective was to verify whether improved social and emotional skills would reduce victimization among Brazilian 6th grade student victims of bullying. The targets of this intervention were victimized students; a total of 78 victims participated. A cognitive-behavioral intervention based on social and emotional skills was held in eight weekly sessions. The sessions focused on civility, the ability to make friends, self-control, emotional expressiveness, empathy, assertiveness, and interpersonal problem-solving capacity. Data were analyzed through Poisson regression models with random effects. Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying. No significant improvement was found in regard to difficulties in practicing social skills. Victimization reduction cannot be attributed to the program. This study contributes to the incipient literature addressing anti-bullying interventions conducted in developing countries and highlights the need for approaches that do not exclusively focus on the students’ individual aspects.
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Abstract
Peer contexts play an important role in the behavioral health of early adolescents in schools. Behavioral health involves the observable academic and social behaviors that relate to and influence youths' subsequent health and development. Setting-level research on peer networks and social norms indicates these aspects of peer contexts vary by peer group, classroom, and school and dynamically relate to individual students' academic and social behaviors. Yet, although peer contexts are both influential and potentially malleable, little research examines the effects of school and classroom interventions on the development and maintenance of positive and productive peer contexts in schools. The current article identifies school structures and classroom processes theorized to directly or indirectly shift peer networks and social norms-and thereby increase the behavioral health of early adolescents in schools. We discuss the need for more rigorous and relevant research to better understand the role of schools and classrooms in strengthening these peer contexts and promoting behavioral health in early adolescence.
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Neal JW, Neal ZP, Cappella E. Seeing and Being Seen: Predictors of Accurate Perceptions about Classmates' Relationships. SOCIAL NETWORKS 2016; 44:1-8. [PMID: 26347582 PMCID: PMC4559855 DOI: 10.1016/j.socnet.2015.07.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
This study examines predictors of observer accuracy (i.e. seeing) and target accuracy (i.e. being seen) in perceptions of classmates' relationships in a predominantly African American sample of 420 second through fourth graders (ages 7 - 11). Girls, children in higher grades, and children in smaller classrooms were more accurate observers. Targets (i.e. pairs of children) were more accurately observed when they occurred in smaller classrooms of higher grades and involved same-sex, high-popularity, and similar-popularity children. Moreover, relationships between pairs of girls were more accurately observed than relationships between pairs of boys. As a set, these findings suggest the importance of both observer and target characteristics for children's accurate perceptions of classroom relationships. Moreover, the substantial variation in observer accuracy and target accuracy has methodological implications for both peer-reported assessments of classroom relationships and the use of stochastic actor-based models to understand peer selection and socialization processes.
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Jackson DR, Cappella E, Neal JW. Aggression Norms in the Classroom Social Network: Contexts of Aggressive Behavior and Social Preference in Middle Childhood. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2015; 56:293-306. [PMID: 26415598 DOI: 10.1007/s10464-015-9757-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
In a cross-sectional sample of African-American 2nd-4th grade students (N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers' social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children's direct and indirect connections in the classroom. Results of multilevel models indicate that network-based classroom aggression norms moderated relations between children's aggressive behavior and their social preference. Specifically, children benefited socially when their form of aggressive behavior fit with what was normative in the classroom social context. The moderating effect of classroom aggression norms was stronger for the association between overt aggression and social preference than relational aggression and social preference. Relationally aggressive youth were socially preferred by peers regardless of the classroom norm, although this positive association was magnified in classrooms with higher levels of relational aggression. Future research focused on aggression norms within classroom social networks are discussed and implications for school prevention efforts are considered.
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Affiliation(s)
- Daisy R Jackson
- The Reeds Center for the Treatment of Anxiety, OCD, and Related Disorders, New York, NY, USA
| | - Elise Cappella
- Department of Applied Psychology, New York University, 246 Greene Street, 8th Floor, New York, NY, 10003, USA.
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Mundt MP, Zakletskaia LI. That's what friends are for: adolescent peer social status, health-related quality of life and healthcare costs. APPLIED HEALTH ECONOMICS AND HEALTH POLICY 2014; 12:191-201. [PMID: 24531987 PMCID: PMC3972808 DOI: 10.1007/s40258-014-0084-y] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
BACKGROUND Social connections at all stages of life are essential for physical and mental well-being. Of particular importance are social relationships during adolescence that shape adult health behaviors and health outcomes. OBJECTIVE The aim of this study was to estimate the association between adolescent peer status in school and later-life quality-adjusted life-years (QALYs) and healthcare costs. METHODS This study used social network and health outcomes data from Wave I (ages 12-18 years) and Wave III (ages 18-24 years) of the US National Longitudinal Study of Adolescent Health (n = 10,578) to compare QALYs and healthcare costs (in 2012 US$) by adolescent peer status in US schools. Generalized linear models controlled for school fixed effects, individual and family characteristics, and US census block neighborhood effects. Non-parametric bootstrapping accounted for residual skewness in QALYs and healthcare costs. Net monetary benefit (NMB) was calculated by converting adjusted 5-year QALYs into US$ values and subtracting 5-year healthcare costs. NMB was then compared across quintiles of adolescent peer status in school at Wave I. RESULTS Results obtained from non-parametric bootstrapping indicate that adolescents with higher peer status in school experience significantly better health and lower healthcare costs over the next 5 years. At US$50,000 per QALY, adolescents with 8 or more friends achieved NMB of US$214,300 (95 % CI 212,800-215,800) over a 5-year span, in comparison to adolescents with 0-1 friends, who attained US$209,900 (95 % CI 207,900-211,700) NMB. This difference translates into approximately US$4,440 (95 % CI 2,036-6,825) per socially disengaged adolescent in additional health costs and/or reduced QALYs over 5 years. CONCLUSION The study calls for randomized controlled trials targeting adolescent peer group structures in schools as a means to promote better health and lower healthcare costs in adulthood.
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Affiliation(s)
- Marlon P Mundt
- Department of Family Medicine, University of Wisconsin School of Medicine and Public Health, 1100 Delaplaine Ct., Madison, WI, 53715, USA,
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Neal JW, Cappella E. The bright side of positive perceptual bias: children's estimations of network centrality and aggression. Aggress Behav 2014; 40:140-51. [PMID: 24273013 DOI: 10.1002/ab.21511] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2013] [Accepted: 10/16/2013] [Indexed: 11/08/2022]
Abstract
This study explores whether findings linking positive perceptual bias to childhood aggression extend to perceptual bias in network centrality. We present data from nested regression models that examine associations between perceptual bias in network centrality and aggressive behavior in a sample of 421 urban African American second through fourth grade students. Children who overestimated their network centrality compared to peer-reports were less likely to be nominated by peers as overtly or relationally aggressive. Results run counter to threatened egotism theory, and instead support a resource control theory explanation of perceptual bias and aggression. Specifically, aggressive children may strategically limit the number of peers they report "hanging out with" to maintain social status within their peer group. Findings imply that not all forms of positive perceptual bias have a "dark side."
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Affiliation(s)
| | - Elise Cappella
- Department of Applied Psychology; New York University; New York New York
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Farmer TW, Hamm JV, Lane KL, Lee D, Sutherland KS, Hall CM, Murray RA. Conceptual Foundations and Components of a Contextual Intervention to Promote Student Engagement During Early Adolescence: The Supporting Early Adolescent Learning and Social Success (SEALS) Model. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2013. [DOI: 10.1080/10474412.2013.785181] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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21
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Leff SS, Waasdorp TE. Effect of aggression and bullying on children and adolescents: implications for prevention and intervention. Curr Psychiatry Rep 2013; 15:343. [PMID: 23389773 DOI: 10.1007/s11920-012-0343-2] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Peer aggression and bullying is of considerable importance given the large number of youth involved with or witnesses to this behavior and the association with maladjustment and other negative outcomes. This article reviews current literature on aggression and bullying among school-age youth, including subtypes and differentiating between aggression and bullying. We then highlight important considerations for intervening and preventing these behaviors. Finally, implications for psychiatrists, other mental health professionals, and providers are discussed in an effort to provide specific strategies to help youth, families, and schools more successfully navigate the challenges that aggression and bullying often cause.
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Affiliation(s)
- Stephen S Leff
- Department of Pediatrics, The Children's Hospital of Philadelphia, 3535 Market Street, Philadelphia, PA 19104, USA.
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22
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Waasdorp TE, Baker CN, Paskewich BS, Leff SS. The association between forms of aggression, leadership, and social status among urban youth. J Youth Adolesc 2013; 42:263-74. [PMID: 23086015 PMCID: PMC4107631 DOI: 10.1007/s10964-012-9837-9] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2012] [Accepted: 10/05/2012] [Indexed: 10/27/2022]
Abstract
While much prior research has documented the negative associations between aggression, peer relationships, and social skills, other research has begun to examine whether forms of aggression also may be associated with prosocial skills and increased social status. However, few studies have examined these associations within diverse samples of elementary aged youth. The current study examined the associations between aggression, popularity, social preference, and leadership among 227 urban, ethnic minority (74 % African American, 9 % bi-racial including African American, 12 % other ethnic minorities, and 5 % European American) elementary school youth (average age 9.5 years, 48.5 % female). Results indicated that in an urban, high risk environment, displaying aggressive behaviors was associated with increased perceived popularity, decreased social preference, and, in some cases, increased perceived leadership. The results also suggested gender differences in the association between the forms of aggression (i.e. relational and overt) and popularity. The current study underscores the importance of examining youth leadership along with forms of aggression and social status among urban minority youth. Implications for future research and aggression prevention programming are highlighted.
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Affiliation(s)
- Tracy Evian Waasdorp
- Department of Pediatric Psychology, The Children’s Hospital of Philadelphia, 3535 Market Street, Philadelphia, PA 19104, USA
| | | | - Brooke S. Paskewich
- Department of Pediatric Psychology, The Children’s Hospital of Philadelphia, 3535 Market Street, Philadelphia, PA 19104, USA
| | - Stephen S. Leff
- Department of Pediatric Psychology, The Children’s Hospital of Philadelphia, 3535 Market Street, Philadelphia, PA 19104, USA. University of Pennsylvania School of Medicine, Philadelphia, PA, USA. The Philadelphia Collaborative Violence Prevention Center, Philadelphia, PA, USA
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23
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Neal JW, Cappella E. An examination of network position and childhood relational aggression: integrating resource control and social exchange theories. Aggress Behav 2012; 38:126-40. [PMID: 25363638 DOI: 10.1002/ab.21414] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2011] [Accepted: 11/09/2011] [Indexed: 11/09/2022]
Abstract
Applying resource control theory and social exchange theory, we examined the social network conditions under which elementary age children were likely to engage in relational aggression. Data on classroom peer networks and peer-nominated behaviors were collected on 671 second- through fourth-grade children in 34 urban, low-income classrooms. Nested regression models with robust cluster standard errors demonstrated that the association between children's number of relationships and their levels of relational aggression was moderated by the number of relationships that their affiliates had. Children with more peer relationships (i.e., higher network centrality) exhibited higher levels of relational aggression, but only when these relationships were with peers who had fewer connections themselves (i.e., poorly connected peers). This finding remained significant even when controlling for common predictors of relational aggression including gender, overt aggression, prosocial behavior, victimization, social preference, and perceived popularity. Results are discussed in terms of their implications for advancing the literature on childhood relational aggression and their practical applications for identifying children at risk for these behaviors.
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Affiliation(s)
| | - Elise Cappella
- Department of Applied Psychology; New York University; New York, New York
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25
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Zimmer-Gembeck MJ, Pronk RE. Relation of depression and anxiety to self- and peer-reported relational aggression. Aggress Behav 2012; 38:16-30. [PMID: 22028205 DOI: 10.1002/ab.20416] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2011] [Revised: 09/05/2011] [Accepted: 09/06/2011] [Indexed: 11/09/2022]
Abstract
The primary purpose of this multimethod and multimeasure study was to identify how the peer relationships of Australian adolescents (ages 9-15 years; N = 335) at school, including relational aggression and victimization, correlated with their symptoms of depression and anxiety. Moreover, relational aggression and victimization were measured via both self- and peer report, and discrepancies between reports were considered as correlates of symptoms and peer relationship status. Adolescents who reported more symptoms of depression and anxiety also self-reported more relational victimization and reported their peers as less trustworthy. Adolescents who overreported their own relational victimization and aggression compared with peer report had more symptoms compared with those who agreed with their peers or underreported their aggression and victimization. Adolescents who underreported their own aggression were not only more socially prominent but were also more disliked by their peers. When considered independent of self-reports, no measure of peer-reported peer status, aggression, or victimization was associated with depressive symptoms; but adolescents reported as more accepted by their peers had fewer anxiety symptoms. Longitudinal research should be conducted to examine adolescents' increasing socioemotional problems as correlates of discrepancies between self- and peer reports of relational aggression and victimization.
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Affiliation(s)
- Melanie J. Zimmer-Gembeck
- School of Applied Psychology and Griffith Health Institute; Griffith University; Gold Coast Queensland Australia
| | - Rhiarne E. Pronk
- School of Applied Psychology and Griffith Health Institute; Griffith University; Gold Coast Queensland Australia
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26
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Burns S, Cross D, Alfonso H, Maycock B. Predictors of Bullying among 10 to 11 Year Old School Students in Australia. ACTA ACUST UNITED AC 2011. [DOI: 10.1080/1754730x.2008.9715728] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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27
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Smith-Schrandt HL, Ojanen T, Gesten E, Feldman MA, Calhoun CD. Beyond situational ambiguity in peer conflict: unique and combined effects of cues from an antagonist and a best friend. Child Dev 2011; 82:1921-37. [PMID: 22023144 DOI: 10.1111/j.1467-8624.2011.01664.x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
In accord with increasing recognition of the situation specificity of childhood social behaviors, individual and contextual differences in children's responses to potential peer conflict were examined (hostile attribution, behavioral strategies, and affective reactions; N = 367, 9-12 years, 197 girls). Situational cues from 2 sources, the antagonist and a witnessing best friend, were designed to suggest the antagonist's intentions. Multilevel modeling indicated that children's responses generally varied more according to cues from the antagonist than friend, but the latter also affected responses, especially when conflicting with other situational information. Cognitive and affective responses were also influenced by gender, social goals, friendship quality, and self-efficacy for peer interaction. Findings provide theoretical insight on the context of peer conflict.
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Schonert-Reichl KA, Smith V, Zaidman-Zait A, Hertzman C. Promoting Children’s Prosocial Behaviors in School: Impact of the “Roots of Empathy” Program on the Social and Emotional Competence of School-Aged Children. SCHOOL MENTAL HEALTH 2011. [DOI: 10.1007/s12310-011-9064-7] [Citation(s) in RCA: 64] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Farmer TW, McAuliffe Lines M, Hamm JV. Revealing the invisible hand: The role of teachers in children's peer experiences. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2011. [DOI: 10.1016/j.appdev.2011.04.006] [Citation(s) in RCA: 184] [Impact Index Per Article: 14.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Neal JW, Cappella E, Wagner C, Atkins MS. Seeing Eye to Eye: Predicting Teacher-Student Agreement on Classroom Social Networks. SOCIAL DEVELOPMENT 2011; 20:376-393. [PMID: 21666768 PMCID: PMC3110712 DOI: 10.1111/j.1467-9507.2010.00582.x] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students' classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of students' peer networks can be explained, in part, by developmental factors and classroom characteristics. Developmental increases in network density partially mediated the positive relationship between grade level and teacher-student agreement. Larger class sizes and higher levels of normative aggressive behavior resulted in lower levels of teacher-student agreement. Teachers' levels of classroom organization had mixed influences, with behavior management negatively predicting agreement, and productivity positively predicting agreement. These results underscore the importance of the classroom context in shaping teacher and student perceptions of peer networks.
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31
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Blake P, Louw J. Exploring high school learners’ perceptions of bullying. J Child Adolesc Ment Health 2010; 22:111-8. [DOI: 10.2989/17280583.2010.536657] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Atkins MS, Hoagwood KE, Kutash K, Seidman E. Toward the integration of education and mental health in schools. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2010; 37:40-7. [PMID: 20309623 DOI: 10.1007/s10488-010-0299-7] [Citation(s) in RCA: 224] [Impact Index Per Article: 16.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
Education and mental health integration will be advanced when the goal of mental health includes effective schooling and the goal of effective schools includes the healthy functioning of students. To build a solid foundation for this reciprocal agenda, especially within the zeitgeist of recent educational reforms, a change in the fundamental framework within which school mental health is conceptualized is needed. This change involves acknowledging a new set of priorities, which include: the use of naturalistic resources within schools to implement and sustain effective supports for students' learning and emotional/behavioral health; inclusion of integrated models to enhance learning and promote health; attention to improving outcomes for all students, including those with serious emotional/behavioral needs; and strengthening the active involvement of parents. A strong research agenda to support these new priorities is essential.
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Affiliation(s)
- Marc S Atkins
- Institute for Juvenile Research, University of Illinois at Chicago, 1747 W. Roosevelt Rd., Chicago, IL 60608, USA.
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Robertson DL, Farmer TW, Fraser MW, Day SH, Duncan T, Crowther A, Dadisman KA. Interpersonal competence configurations and peer relations in early elementary classrooms: Perceived popular and unpopular aggressive subtypes. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2009. [DOI: 10.1177/0165025409345074] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Social relations of second grade students (247 boys, 290 girls) were examined in rural elementary classrooms. Cluster analysis of teacher ratings was used to identify interpersonal competence configurations including perceived unpopular-aggressive (i.e., Troubled ) and perceived popular-aggressive (i.e., Tough) subtypes for both boys and girls. Troubled children tended to have rejected status and were more likely to be either socially isolated or members of peer groups that did not contain popular classmates. Tough children were perceived by peers as being socially prominent (i.e., popular, cool, leaders) and they tended to associate with perceived popular peers. Tough boys had elevated levels of rejected or controversial sociometric status while Tough girls were distributed at expected levels across sociometric status classifications. The implications for intervention are discussed.
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Mercer SH, McMillen JS, DeRosier ME. Predicting change in children's aggression and victimization using classroom-level descriptive norms of aggression and pro-social behavior. J Sch Psychol 2009; 47:267-89. [PMID: 19480888 DOI: 10.1016/j.jsp.2009.04.001] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2008] [Revised: 02/19/2009] [Accepted: 04/06/2009] [Indexed: 11/15/2022]
Abstract
This study examined aggressive and pro-social classroom descriptive norms as predictors of change in aggression and victimization during middle childhood. Participants included 948 children in third through fifth grade. Measures of teacher-reported aggressive and peer-reported pro-social descriptive norms were completed at the onset of the study. Children completed self-report measures of aggression and victimization on three occasions during one academic year. Multilevel growth models were analyzed to determine the amount of student-reported change in aggression and victimization attributable to the classroom norm variables. Results indicated that students in classrooms with higher initial mean levels of aggression reported larger increases in aggression and victimization over the school year. In contrast, boys with higher initial levels of aggression reported smaller increases in aggression than boys with lower initial levels of aggression, and both boys and girls with higher initial aggression reported declining victimization over the school year. Pro-social classroom norms were unrelated to change in aggression and victimization. The implications of the findings for future studies on the influence of classroom social norms as well as interventions for aggression and victimization are discussed.
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35
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Farmer TW, Leung MC, Keagy K, Boudah DJ, Akos P, McDonough E, Hall CM. Social preference choices in late elementary school: Within and across group nominations. PSYCHOLOGY IN THE SCHOOLS 2009. [DOI: 10.1002/pits.20381] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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36
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Yu YZ, Shi JX. Relationship between levels of testosterone and cortisol in saliva and aggressive behaviors of adolescents. BIOMEDICAL AND ENVIRONMENTAL SCIENCES : BES 2009; 22:44-49. [PMID: 19462687 DOI: 10.1016/s0895-3988(09)60021-0] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
OBJECTIVE To explore the endocrinal factors which influence the aggressive behavior of adolescents. METHODS The levels of cortisol (CORT), testosterone (T), prolactin (PRL), and growth hormone (GH) in saliva from 20 aggressive students and 20 non-aggressive control students were measured by radioimmunoassay (RIA). The students were matched for their gender, age, grade, stage of pubertal development, and economic status of their families. RESULTS The salivary T levels were 22.20 +/- 14.50 pg/mL and 19.54 +/- 12.52 pg/mL in aggressive male and female students, 13.20 +/- 6.85 pg/mL and 5.24 +/- 3.03 pg/mL in non-aggressive male and female students (P < 0.05). The male aggressive students had a lower level of CORT in saliva than non-aggressive male students (P < 0.05). There were no significant differences in the salivary levels of PRL or GH between the aggressive and non-aggressive groups. Correlation analysis revealed a negative relationship in male students between the salivary CORT levels and the aggression factor scores of the child behavior checklist (CBCL). In addition, the data also showed a positive relationship between the salivary T levels and the aggression factor scores of CBCL in female students. Multiple linear regression analysis showed that the salivary CORT level was an independent predictive factor for aggressive behaviors in adolescent boys. The higher the CORT level, the less aggressive the boys were. CONCLUSION CORT and T levels may play a certain role in adolescent aggressive behaviors.
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Affiliation(s)
- Yi-Zhen Yu
- Department of Child and Adolescent Health and Maternal Care, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology Wuhan 430030, Hubei, China.
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