Testing a Bifactor Model of Relational and Physical Aggression in Early Childhood

Different approaches have been used to classify children as relationally aggressive, physically aggressive, or both relationally and physically aggressive (co-occurring aggression). The goal of the current study (N = 164, 50.9% boys, M _age = 47.75 months, SD = 7.37) was to test a bifactor model of aggression, which allows for aggression to be assessed dimensionally, and postulates a co-occurring aggression factor as well as unique relational and physical aggression factors, during early childhood. Aggression was measured using reliable observer and teacher reports of physical and relational aggression subscales. The two-factor model was an adequate fit to the data but the bifactor model was a significant improvement in model fit compared to the two-factor model. Alternative statistics for evaluating bifactor models were used in the current study. The measurement invariance (e.g., configural invariance, metric invariance, and scalar invariance) of the bifactor model was tested across gender and results from the bifactor model using teacher report showed that the model was invariant across gender. Lastly, the criterion validity of the model was examined by evaluating the relations between the bifactor model and observations of physical and relational aggression and results generally supported the validity of the bifactor model. Overall, results suggest that a bifactor model of aggression may be a useful method for studying aggression in early childhood.     

Longitudinal Associations between Depression and Aggression in Children and Adolescents

Due to the longstanding and detrimental effects of engaging in aggressive behaviour and of experiencing symptoms of internalizing problems in children and adolescents, there is an increasing interest in identifying the temporal sequence between these 2 problems with previous research yielding inconsistent findings. Therefore, the longitudinal links between relational aggression, physical aggression, and depression were examined across 7 years in a sample of 643 children (54 % girls) aged 10 at Time 1. Three models were compared— (1) the failure model, in which aggression predicted depression, (2) the acting out model, in which depression predicted aggression, and (3) a reciprocal model, in which both aggression and depression shared a reciprocal relation over time. Cross-lagged path analyses using structural equation modeling supported the failure model (i.e., engaging in relational and physical aggression predicts subsequent depressive symptoms). Findings were similar for boys and girls. These findings add to the literature suggesting that externalizing problems precede internalizing problems.     

The Role of Placement History and Current Family Environment in Children’s Aggression in Foster Care

Predictors of the physical and relational aggressive behavior of children in foster care were examined (N?=?160, 50.9% male, M age?=?7.57, SD?=?2.39). First, predictors representative of children’s placement histories were examined in relation to the children’s aggression at T1. Next, predictors representing characteristics of the current family environment were examined in relation to the children’s aggression at T2 (4 months later). Results revealed that a greater number of prior group home placements and being in a non-kinship home were associated with higher physical aggression at T1. A greater number of prior group home placements, a fewer number of regular home placements, being in a non-kinship home, and prior removal from the home due to neglect were associated with higher relational aggression at T1. The results also revealed that higher foster sibling relational aggression at T1 predicted lower child physical aggression at T2. If foster siblings were biological children of the foster parent, higher levels of a foster sibling’s physical aggression at T1 predicted reduced child physical aggression at T2. The opposite pattern was observed if foster siblings were not biological children of the foster parent. Lastly, longer time in the current placement, more children in the home, and the presence of a sibling that was a biological child of the parent predicted higher child relational aggression at T2. These findings provide initial insights into how placement history and current family environment are associated with the physical and relational aggressive behavior of children in foster care.     

The Relationship between Anger Rumination and Aggression in Typically Developing Children and High-Risk Adolescents

This paper examines anger rumination as a risk factor of aggression in typically developing children and high-risk adolescents. Study 1 developed and evaluated the psychometric properties of a self-report measure of children’s anger rumination (Children’s Anger Rumination Scale; CARS) and its association with teacher- and peer-rated overt and relational aggression in school-aged children (n = 254, M age = 10.62). Findings offered support for the reliability and validity of the CARS as well as support for the hypothesis that children who ruminate to anger exhibit elevated levels of overt and relational aggression. Study 2 examined concurrent and prospective relationships between anger rumination and aggression and the moderating effects of trait anger in a sample of male juvenile offenders (n = 119, M age = 16.74). Latent growth curve analyses revealed that the interaction between trait anger and anger rumination predicted initial levels of aggression (i.e., intercept) and changes in aggression over time (i.e., slope). Juvenile offenders who were high in trait anger and ruminated in response to anger exhibited the highest initial levels of aggression. Contrary to our hypothesis, this group did not exhibit greater increases in aggression over time relative to others, but instead they had stably high levels of aggression at each time point. These findings suggest that cognitive-behavioral treatment strategies for aggression may be improved by educating youths about the contributory role of anger rumination in the development of aggression and providing them with adaptive alternatives to coping with feelings of anger.     

Adolescents’ Disclosure and Secrecy About Peer Behavior: Links with Cyber Aggression,Relational Aggression,and Overt Aggression

The current study examines links between parent–adolescent relationship characteristics, friendship risk, and adolescent aggressive behavior. Adolescents (N = 110; M age = 17.05 years) were surveyed about their aggressive behavior (including cyber, relational, and overt) and the extent to which they disclosed aspects about their social lives (online and offline) to their parents. Participants also reported on the extent to which they hid or concealed components of their online and offline social lives from their parents, and about their exposure to a risky friendship context. Results indicate that high amounts of adolescent secrecy coupled with either (1) cyber aggressive friends, or (2) high levels of unsupervised socializing, increases adolescents’ risk for cyber aggression. Interactions between the parenting and peer contexts were also found with regard to relationally aggressive behavior. Implications of these results are discussed in the context of the parent–adolescent relationship.     

The Nurturing Program: An Intervention for Parents of Children with Special Needs

Evidence-based psychosocial family interventions enhancing empathy and empowerment are particularly beneficial to families of children who have developmental disabilities. This study assessed the effectiveness of an intervention called the Nurturing Program for Parents and Their Children with Special Needs and Health Challenges (SNHC). Eighty-seven families were enrolled and randomly assigned to a control or treatment group. Forty-six families in the control group received individualized case management (CM) services and forty-one families in the treatment group were assigned to 12 sessions of the SNHC curriculum along with case management services. Before and after the intervention, participants in both conditions completed the Adult and Adolescent Parenting Index-2 assessing parents’ attitudes toward child rearing and the Family Empowerment Scale (FES) measuring family empowerment. Caregivers in the intervention condition improved in empathy towards children’s needs, F(1, 54)?=?4.52, p?=?.04; and all families, both control group and treatment group, improved their attitudes towards the use of corporal punishment by posttest, F(1, 54)?=?6.56, p?=?.013. Also, all caregivers increased in their empowerment over the course of the intervention, F(1, 50)?=?13.28, p?=?.001. Attrition, 22–26% among CM and 51–56% among SNHC+CM, limited generalizability as did participants not completing all SNHC sessions. Despite these limitations, findings suggest that early interventions catering to families of children with developmental disabilities have a positive impact on parenting. To varying degrees, both conditions provided caregivers with tools that positively affected the quality of the parent–child relationships and promoted empowerment.     

Early Feeding,Child Behaviour and Parenting as Correlates of Problem Eating

Mealtimes are a common source of stress for families. Examining factors related to problem eating may provide markers by which to identify families requiring assistance and salient targets for treatment. The current study investigated parenting practices and cognitions, generalisation of child behavioural issues, and early feeding history as they relate to problem eating in typically developing young children. We compared a community sample of 105 parents of 1.5–6-year-old children via survey and observation with 96 parents seeking treatment for their child’s problem eating. History of problems with breastfeeding, χ²(1)?=?3.88, p?=?.049, and the transition to solids, χ²(1)?=?7.27, p?=?.007, were more common among problem eaters than comparisons. Problem eaters had a greater number of problem behaviours outside of mealtimes, F(1181)?=?10.88, p?=?.001, though not more frequently than comparisons and not to clinical levels, F(1181)?=?1.81, p?=?.181. Parents of problem eaters reported more unhelpful mealtime parenting strategies, F(1155)?=?22.59, p?<?.001, yet general parenting style was similar by group, F(1187)?=?0.42, p?=?.527. Parents’ cognitions about mealtimes, F(1155)?=?119.81, p?<?.001, including mealtime-specific self-efficacy, F(1155)?=?171.30, p?<?.001, were poorer amongst problem eaters, and were the only factors to predict problem eating in the total sample. General parenting self-efficacy was poorer in parents of problem eaters (Behaviour: F(1187)?=?42.36, p?<?.001; Setting: F(1187)?=?10.64, p?=?.001). Evidence of feeding issues in infancy may support early detection of and intervention for later problem eating. The significance of broader child behaviour is less clear. Parent factors, particularly those specific to mealtimes, and cognitive in nature (including mealtime parenting self-efficacy) clearly differentiated the groups, and represent important targets for intervention.     

Emotion Regulation in Families of Children with Behavior Problems and Nonclinical Comparisons

The current study compared parents’ emotion regulation (ER) in clinical (those with a child with externalizing behavioral problems) and low-risk comparison families. Additionally, mediation models were explored with parent ER predicting child behavior problems through child ER. Participants were 60 families with children (71.7% boys; 73% Caucasian) ages 2 through 8 years (M?=?4.62; SD?=?1.69) from a rural population in the United States: 34 clinical families referred for parent training and 26 nonclinical families. A blocking design was used to balance the two groups on key demographic characteristics. Parents’ and children’s ER was assessed using parent-report surveys and structured behavioral observations. Analyses indicated higher rates of parental emotion dysregulation (specifically, more difficulty when upset with achieving goal-directed behaviors, p?=?.01, d?=?0.67; controlling impulses, p?=?.01, d?=?0.64; limited use of ER strategies, p?=?.02, d?=?0.62; and more negative verbalizations to their child during the observed task, p?<?.01, d?=?0.73) and child emotion dysregulation (specifically, more difficulty as reported by parents, p?<?.01, d?=??2.42) in the clinical group. Mediational analyses indicated there were indirect paths from parental ER to children’s behavioral problems through child ER. Findings from this research suggest a need to measure and target ER in both parents and their children when working with families who are referred for treatment of child behavior problems.     

Child and Parent Perceptions of Relational Aggression Within Urban Predominantly African American Children’s Friendships: Examining Patterns of Concordance

Increasing research documents the negative short- and long-term effects of relational aggression on children’s behavior and social–emotional functioning. Although parents likely play an important role in the way children learn to cope with and attempt to resolve relational aggression, there is little research on this issue. The present study explored children and parents’ beliefs concerning relational aggression and the children’s use of coping strategies when experiencing relational aggression in close friendships. Fifty-four low-income, urban, predominantly African American children and a parent/guardian participated in the current study. Findings suggest that the children and their parents were largely discordant in their perceptions of relational aggression and the way the children cope with being a victim of relational aggression. Although the vast majority of parents perceived that their children would come to them for support when experiencing relational aggression, the girls were most likely to report going to teachers, whereas boys were most likely to go to another adult. These results enhance our understanding of how parents and children view relationally aggressive behaviors and may inform the development of strategies to help children cope with relational aggression.     

Pilot Mindfulness Intervention for Children Born with Esophageal Atresia and Their Parents

A pilot mindfulness home intervention was conducted for 6 weeks among 8–12-year-old children born with esophageal atresia and their parents. Participants were randomly assigned to a waiting list control (WLC) group (n?=?8) and an experimental group (n?=?12). When all participants had completed the mindfulness-based program, data were pooled and treated for the entire sample (n?=?19). Self-assessment measures included the Mindful Attention Awareness Scale for Adolescents (MAAS-A), the Child and Adolescent Mindfulness Measure (CAMM), the modified Spielberger State-Trait Anxiety Inventory—Child (STAI-C), the Children’s Depression Inventory (CDI), and the Cognitive Emotion Regulation Questionnaire Kids version (CERQ-k). Parental assessment measures included the modified STAI-C. The results underlined the program’s feasibility and acceptability. Clinical effects of the mindfulness-based program were observed. Self-assessed data for children who had practiced mindfulness compared to the WLC group showed increased mindfulness and decreased depression. Reduced anxiety was found in all groups. Positive affect tended to improve from pre-test to post-test in children who had practiced mindfulness compared to the WLC group. Parental assessments showed significant improvement in positive affect and decreases in anxiety and negative affect in the intervention group compared to the WLC group. Cognitive emotion regulation strategies were also affected by the mindfulness-based program. Rumination scores significantly decreased from pre-test to post-test in the intervention group. This preliminary study suggests that regular mindfulness practice presents a promising approach to reducing the burden of this neonatal malformation.     

Sex-Specific Effect of Recalled Parenting on Affective and Cognitive Empathy in Adulthood

Previous research has demonstrated the influence of parenting on the development of children’s empathy. However, few studies have considered the impact of parents on empathy in adulthood, specific components of empathy, or the importance of parent and child biological sex. In the present study, 226 participants (71 men) completed online versions of the Parental Bonding Instrument (Parker et al. British Journal of Medical Psychology, 52, 1–10 1979), Empathy Quotient (Baron-Cohen and Wheelwright Journal of Autism and Developmental Disorders, 34, 163–175 2004), and Interpersonal Reactivity Index (Davis JSAS Catalog of Selected Documents in Psychology, 10, 85 1980). Paternal care and overprotection influenced affective empathy in men, whilst maternal overprotection predicted affective empathy in women. Further, maternal care related to cognitive empathy in men, whilst none of the parental care variables related to cognitive empathy in women. Findings are discussed in relation to sex differences in childhood parenting experiences on adult cognitive and affective empathy.     

Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood

Callous unemotional (CU) behaviors are linked to aggression, behavior problems, and difficulties in peer relationships in children and adolescents. However, few studies have examined whether early childhood CU behaviors predict aggression or peer-rejection during late-childhood or potential moderation of this relationship by executive function. The current study examined whether the interaction of CU behaviors and executive function in early childhood predicted different forms of aggression in late-childhood, including proactive, reactive, and relational aggression, as well as how much children were liked by their peers. Data from cross-informant reports and multiple observational tasks were collected from a high-risk sample (N = 240; female = 118) at ages 3 and 10 years old. Parent reports of CU behaviors at age 3 predicted teacher reports of reactive, proactive, and relational aggression, as well as lower peer-liking at age 10. Moderation analysis showed that specifically at high levels of CU behaviors and low levels of observed executive function, children were reported by teachers as showing greater reactive and proactive aggression, and were less-liked by peers. Findings demonstrate that early childhood CU behaviors and executive function have unique main and interactive effects on both later aggression and lower peer-liking even when taking into account stability in behavior problems over time. By elucidating how CU behaviors and deficits in executive function potentiate each other during early childhood, we can better characterize the emergence of severe and persistent behavior and interpersonal difficulties across development.     

Family Exploration: The Contribution of Stability and Change Processes

Building upon the redefinition of exploration as a family process, this study analyses how the processes of family stability and change may favour exploration by members of multiple family relational contexts. Sixty non-clinical family triads (mother, father, child) participated in an experimental observational study and were video-recorded while playing in different interactive configurations. The children (37 females and 23 males) were 4–5 years old (M?=?55 months). The mothers’ ages ranged from 29 to 45 (M?=?38) and the fathers’ ages ranged from 29 to 46 (M?=?39). All the parents were employed and were living together. All participants were Caucasians of Italian nationality. Using the Triadic Interactions Analytical Procedure (TIAP), the family morphostatic processes and the family morphogenetic processes were analysed in relation to the family members’ exploration. Data analyses showed that family stability continual construction (morphostasis) and family change (morphogenesis) involve different interactive and relational dynamics (χ²(8)?=?13.84, p?>?.05; CFI?=?.97, TLI?=?.94, SRMR?=?.06), even if they are intertwined processes (p?<?.001). Both morphostatic and morphogenetic processes were correlated to the level of exploration showed by family members (respectively r?=?.32, p?<?.05, and r?=?.59, p?<?.001), even if the morphogenetic processes had a stronger relation with family exploration (z?=?1.85, p _one-tailed ?<?.05).     

A Longitudinal Study of Relational Aggression, Physical Aggression, and Children's Social–Psychological Adjustment

Although great strides have recently been made in our understanding of relational aggression and its consequences, one significant limitation has been the lack of prospective studies. The present research addressed this issue by identifying and assessing groups of relationally aggressive, physically aggressive, relationally plus physically aggressive (co-morbid), and nonaggressive children during their third grade year in elementary school and then reassessing them a year later, during fourth-grade (N = 224, 113 girls). Two aspects of social–psychological adjustment were assessed during both assessment periods including internalizing difficulties (i.e., withdrawal, depression/anxiety, and somatic complaints) and externalizing problems (i.e., aggressive behavior, delinquency). It was revealed that the strongest predictor of future social–psychological adjustment problems and increases in these problems from third to fourth was the combination of relational and physical aggression. Relational aggression also contributed unique information, relative to physical aggression, in the prediction of future maladjustment. Implications of these findings for future research and prevention efforts, particularly for aggressive girls, are discussed.

Executive Functioning and Engagement in Physical and Relational Aggression among Children with ADHD

Although evidence suggests that executive functioning (EF) impairments are implicated in physically aggressive behavior (e.g., hitting) these cognitive impairments have rarely been examined with regard to relational aggression (e.g., gossip, systematic exclusion). Studies also have not examined if EF impairments underlie the expression of aggression in children with attention-deficit/hyperactivity disorder (ADHD) and if child gender moderates risk. Children with and without clinical elevations in ADHD symptoms (N = 124; ages 8–12 years; 48 % male) completed a battery of EF tests. Parent and teacher report of ADHD and oppositional defiant disorder (ODD) symptoms and teacher report of engagement in physical and relational aggression were collected. Models tested the unique association of EF abilities with physical and relational aggression and the indirect effect through the expression of ADHD or ODD behaviors; child gender was also tested as a moderator. EF impairment was uniquely associated with physical aggression, but better EF ability was associated with relational aggression. For boys, poor EF also was indirectly associated with greater physical aggression through the expression of ADHD behaviors. However, ADHD symptoms were unrelated to relational aggression. ODD symptoms also predicted physical aggression for boys but relational aggression for girls. Results suggest that there are multiple and distinct factors associated with engagement in physical and relational aggression and that better EF may actually promote relational aggression. Established models of physical aggression should not be assumed to map on to explanations of relational aggression.     

The Influences of Parent and Peer Attachment on Bullying

Individuals with secure attachments to parents and peers are less likely to be bullies and victims of bullying. The current study examined the interplay between gender, parent attachment, and peer attachment as factors related to roles (bullying involvement, defending a victim, and outsider) during bullying. One-hundred forty-eight adolescents (M age?=?15.68) completed surveys about parent and peer attachment and roles during bullying. Findings indicated that females were less likely than males to be involved in bullying and were more likely than males to defend a victim or be an outsider (ps?<?.05). Greater attachment security to parents and peers was associated with less involvement in bullying and greater defending of victims (ps?<?.05). Additionally, a significant three-way interaction demonstrated that greater peer attachment security predicted less bullying involvement for those with lower parent attachment security (p?<?.05), but not for those with higher parent attachment security (p?>?.05). However, this was only true for males (p?<?.01). These results indicate that having a secure attachment to peers may be a potential protective factor against bullying involvement for males with insecure attachments to parents. Future research should examine the possible mechanisms involved in the association between attachment and bullying, such as empathy, aggression, or social information processing.     

Parents’ Planning for Physical Activity for their Pre-School Aged Children: The Role of Psycho-Social Mediators and Moderators

Despite the childhood benefits gained from engaging in adequate physical activity, Australian preschool-aged children are reported to spend little time being physically active. Parental planning is important to engaging preschool-aged children in physical activity. Behavioral barriers, normative support, and self-efficacy have been identified as key determinants of parental decision making. However, the interplay among these factors is not well understood. The aim of this study was to examine the role of these psycho-social variables on parents’ planning and behavior for their preschool-aged children’s physical activity. A survey at two points in time was conducted in 208 Australian parents (n?=?139 mothers, M _age?=?36.43 years, SD?=?5.04; n?=?69 fathers, M _age?=?36.33 years, SD?=?6.5) of children aged between 2 and 5 years. A conditional process analysis was conducted that integrates mediation and moderation analyses. The results showed that planning and behavioral barriers predicted behavior, with a moderation effect also identified; more planning helped compensate for barriers. Normative support predicted both planning and behavior. In addition, an interaction between normative support and self-efficacy emerged. Parents with high self-efficacy engaged in high levels of planning, independent of normative support. Low self-efficacy with low normative support resulted in the lowest amount of planning; however, in the absence of normative support a high level of self-efficacy could compensate for it. Current findings provide avenues for future research to develop interventions to test the efficacy of these mechanisms in promoting parents’ ability to ensure preschool-aged children are active.     

Mindfulness Among Genetic Counselors Is Associated with Increased Empathy and Work Engagement and Decreased Burnout and Compassion Fatigue

Genetic counselors experience high rates of compassion fatigue and an elevated risk for burnout, both of which can negatively impact patient care and retention in the profession. In other healthcare professions, mindfulness training has been successfully used to address similar negative psychological sequelae and to bolster empathy, which is the foundation of our counseling work. We aimed to assess associations between mindfulness and key professional variables, including burnout, compassion fatigue, work engagement, and empathy. Data were collected via an anonymous, online survey that included validated measures of mindfulness and these key professional variables. The survey was completed by 441 genetic counselors involved in direct patient care. Half of the respondents (50.1%) reported engaging in yoga, meditation, and/or breathing exercises. Mindfulness was positively correlated with work engagement (r?=?0.24, p?<?0.001) and empathy (as measured through four subscales: perspective taking (r?=?0.15, p?=?0.002), empathic concern (r?=?0.11, p?=?0.03), fantasy (r?=???0.11, p?=?0.03) and personal distress (r?=???0.15, p?=?0.001)). Mindfulness was negatively correlated with compassion fatigue (r?=???0.48, p?<?0.001) and burnout (r?=???0.50, p?<?0.001). Given these findings, mindfulness training may be a valuable addition to graduate and continuing education for genetic counselors. The integration of mindfulness into the genetic counseling field will likely improve professional morale and well-being, while promoting workforce retention and bolstering the relational and counseling aspects of our clinical work.     

Maltreated Children in Out-of-Home Care: The Relation between Attachment Quality and Internalizing Symptoms

Maltreated children in out-of-home care are at high risk for poor relationships with caregivers (i.e., biological parents and substitute caregivers) and high levels of internalizing symptoms. It is unclear if these poor relationships are related to, and account for a large portion of the variance in maltreated children’s internalizing symptoms, above and beyond maltreatment type and out-of-home care factors. This study examined the relation between attachment quality with both biological parents and substitute caregivers and children’s internalizing symptoms within a sample of 493 maltreated children (aged 9–11; 51.0?% male) recently placed in out-of-home care. A series of hierarchical regression models indicated that greater child-reported attachment quality with both biological parents and substitute caregivers was associated with fewer child-reported anxiety (β?=??.15, p?<?.01; β?=??.29, p?<?.001, respectively) and depression symptoms (β?=??.14, p?<?.01; β?=??.28, p?<?.001, respectively) as well as fewer child internalizing symptoms (β?=??.12, p?<?.05; β?=??.14, p?<?.01, respectively). Attachment quality with the biological parent and substitute caregiver each explained a significant proportion of the variance in children’s internalizing symptoms, above and beyond child demographics, maltreatment type, and out-of-home care variables. The study also examined whether children’s attachment with substitute caregivers moderated the relationship between children’s attachment with biological parents and children’s internalizing symptoms. No statistically significant moderation effects were found. Future clinical work should focus on enhancing attachment quality between children and both biological parents and substitute caregivers, as these relationships appear to individually relate to the children’s internalizing symptomology.