Syndromal versus contextualized personality assessment: differentiating environmental and dispositional determinants of boys' aggression

The Role of Agonistic Striving in the Association Between Cortisol and High Blood Pressure

OBJECTIVE

A social action theory of chronic stress proposes that agonistic striving (seeking to influence or control others) impairs cardiovascular health by magnifying the impact of high adversity-induced cortisol levels on blood pressure. We tested three predictions of social action theory: (1) the social action theory taxonomy of regulatory strivings characterizes young adults from high-adversity neighborhoods; (2) high cortisol levels predict high blood pressure more reliably in the subgroup with the agonistic striving profile than in subgroups with other profiles; (3) the association of higher cortisol and higher blood pressure with agonistic striving is not explained by negative affect (depressive symptoms/dysphoria, anger, hostility).

METHODS

Participants were young adults (N = 198, mean [SD] age = 32 [3.4] years); 71% female; 65% black) from disadvantaged urban neighborhoods. Motive profiles (including agonistic strivings) were assessed using the Social Competence Interview. Cortisol levels were derived from saliva samples; blood pressure level was obtained during two days of ambulatory monitoring. Psychological measures of negative affect were assessed using questionnaires.

RESULTS

The predicted taxonomy of regulatory strivings was replicated in this sample; the interaction between cortisol and motive profile was significant (F(2, 91) = 6.72, p = .002); analyses of simple effects disclosed that higher cortisol levels predicted higher ambulatory blood pressure only in individuals who exhibited agonistic striving. Depressive symptoms/dysphoria, trait anger, and hostility were not correlated with agonistic striving, cortisol, or blood pressure.

CONCLUSIONS

Agonistic striving may represent a distinctive (and novel) social-cognitive mechanism of toxic stress and cardiovascular risk.

Probing the depths of informant discrepancies: contextual influences on divergence and convergence

This study examined how a contextual approach to child assessment can clarify the meaning of informant discrepancies by focusing on children's social experiences and their if…then reactions to them. In a sample of 123 children (M(age) = 13.30) referred to a summer program for children with behavior problems, parent-teacher agreement for syndromal measures of aggression and withdrawal was modest. Agreement remained low when informants assessed children's reactions to specific peer and adult events. The similarity of these events increased consistency within informants but had no effect on agreement between parents and teachers. In contrast, similarity in the pattern of social events children encountered at home and school predicted informant agreement for syndromal aggression and for aggression to aversive events. Our results underscore the robustness of informant discrepancies and illustrate how they can be studied as part of the larger mosaic of person-environment interactions.

Integrating theoretical, measurement, and intervention models of youth social competence

Social competence is of great interest to developmental psychopathologists and is assessed frequently in both basic and applied research. A review of the literature reveals not only significant heterogeneity in definitions of this construct but an apparent disconnect between theoretical, measurement, and intervention models of competence in youth. This paper attempts to integrate these disparate enterprises by identifying four types of predictors theorists have associated with competence--child, behavior, situation, and judge--and critiquing common models in light of these dimensions. In general, assessment and intervention approaches appear less complex than theoretical conceptualizations of competence. When considering whether to incorporate additional predictors, notably situation- and judge-level factors, into these models, researchers must weigh parsimony versus the model misspecification that results from omitting important variables. Basic research that may assist in making these decisions is identified.

Gender similarities and differences in children's social behavior: finding personality in contextualized patterns of adaptation

This research examined how a contextualist approach to personality can reveal social interactional patterns that are obscured by gender comparisons of overall behavior rates. For some behaviors (verbal aggression), girls and boys differed both in their responses to social events and in how often they encountered them, yet they did not differ in overall behavior rates. For other behaviors (prosocial), gender differences in overall rates were observed, yet girls and boys differed more in their social environments than in their responses to events. The results question the assumption that meaningful personality differences must be manifested in overall act trends and illustrate how gender differences in personality can be conceptualized as patterns of social adaptation that are complex and context specific.

When syndromal similarity obscures functional dissimilarity: distinctive evoked environments of externalizing and mixed syndrome boys

This research examined how syndromal approaches to assessment can obscure differences between children in the quality of their social interactions. Mixed boys (high for externalizing and internalizing problems) showed heterogeneity in the responses they evoked from others: For one subgroup, aggression and withdrawal evoked aversive responses from others, and even prosocial behavior evoked hostile peer responses; for the other, aggression and withdrawal evoked positive peer responses. Externalizing boys also showed heterogeneity in the patterning of their evoked responses. Within-group heterogeneity was not explained by boys' syndrome scores but was linked to their reactions to specific antecedent events. The results illustrate how a contextualized analysis of behavior can reveal distinctive social interactional patterns that underlie similar overall rates of problem behaviors.