Peer rejection and aggression and early starter models of conduct disorder

Peer rejection and aggression in the early school years were examined for their relevance to early starting conduct problems. The sample of 657 boys and girls from 4 geographical locations was followed from 1st through 4th grades. Peer rejection in 1st grade added incrementally to the prediction of early starting conduct problems in 3rd and 4th grades, over and above the effects of aggression. Peer rejection and aggression in 1st grade were also associated with the impulsive and emotionally reactive behaviors found in older samples. Being rejected by peers subsequent to 1st grade marginally added to the prediction of early starting conduct problems in 3rd and 4th grades, controlling for 1st~grade ADHD symptoms and aggression. Furthermore, peer rejection partially mediated the predictive relation between early ADHD symptoms and subsequent conduct problems. These results support the hypothesis that the experience of peer rejection in the early school years adds to the risk for early starting conduct problems.     

Media violence, physical aggression, and relational aggression in school age children: a short-term longitudinal study

Many studies have shown that media violence has an effect on children's subsequent aggression. This study expands upon previous research in three directions: (1) by examining several subtypes of aggression (verbal, relational, and physical), (2) by measuring media violence exposure (MVE) across three types of media, and (3) by measuring MVE and aggressive/prosocial behaviors at two points in time during the school year. In this study, 430 3rd-5th grade children, their peers, and their teachers were surveyed. Children's consumption of media violence early in the school year predicted higher verbally aggressive behavior, higher relationally aggressive behavior, higher physically aggressive behavior, and less prosocial behavior later in the school year. Additionally, these effects were mediated by hostile attribution bias. The findings are interpreted within the theoretical framework of the General Aggression Model.     

Adding insult to injury: effects of interpersonal rejection types, rejection sensitivity, and self-regulation on obsessive relational intrusion

This study tested the I(3) model [Finkel, 2007; 2008] of intimate partner violence as applied to obsessive relational intrusion (ORI) to assess the relation among self-regulation, rejection, rejection sensitivity (RS), and stalking-related aggression. In Study 1, participants (N=221) read one of three vignettes: no relationship termination, an "internal" rejection (involves an internal attribution to the rejected as cause of relationship ending), or an "external" rejection (external attributions for relationship demise). Next, participants experienced one of two conditions manipulating self-regulation (no depletion vs. depletion). Finally, participants rated their likelihood of engaging in ORI (e.g. unwanted pursuit and/or aggression). Consistent with predictions, participants receiving an internal rejection reported higher aggression than participants experiencing an external rejection, especially when depleted of self-regulation. Study 2 extended the design of Study 1 by adding in a screening survey of RS. Internal rejections still yielded more aggression than other conditions, but this was especially so when rejection-sensitive persons were depleted of self-regulation. In addition to providing support for the I(3) model of aggression, this research shows that not all types of rejection are created equal.     

Male and Female Observers’ Evaluations of a Bullying Case as a Function of Degree of Harm,Type of Bullying,and Academic Level

Acting as disciplinary committee members, participants listened to a school bullying case that varied in terms of type (relational or verbal), degree of harm (low or high), and academic level of the victim and defendant (high school or university). Participants’ judgments (e.g., verdict, recommended sentence, seriousness, perceptions of both students) generally favored the victim when he experienced more rather than less harm, regardless of bullying type, and when the incident took place in a high school rather than a university. Additionally, women’s judgments supported the victim more than men’s. We propose that previous results suggesting that observers downgrade relational bullying occurred because no harm was specified. Moreover, we contend that observers relied on a “bullying schema” that includes the component that bullying occurs in primary and secondary schools, which led them to make less punitive judgments in the university case.     

The massacre mentality and school rampage shootings in the United States: Separating culture from psychopathology

School rampage shootings in the United States are becoming a common occurrence. The purpose of this article is place school rampage shooting in a broader cultural context. Specifically, in this article, I introduce the concept of the “massacre mentality” as a cultural manifestation of western and southern U.S. values. The massacre mentality is a state of mind in which the individual feels justified in committing indiscriminate killings in defence of honour, protection of property, assurance of absolute personal safety, or the elimination of challenges to the “natural order” from the perspective of the offender. A review of the social psychological literature will contrast the massacre mentality with related concepts of “culture of honour” and “sanctioned massacre.” The relationship between street violence, another major form of violence, and the massacre mentality is also addressed. A cultural analysis suggests that interactions between individual psychology in the form of U.S. regional values and sociocultural context of schools contribute to school rampage shootings more often than mental illness. The prevention of school rampage shootings will require the identification of students predisposed to adopt the values contributing to the massacre mentality and challenging social hierarchies by restructuring the context of schools, as well as changing cultural norms in the broader society. The ultimate goal is to create a U.S. culture where the massacre mentality is obsolete.     

Aggression,violence, and the death of a Dutch soccer hooligan: A reversal theory explanation

In March 1997, an aggressive and violent confrontation took place between more than 3000 rival soccer hooligans in the small town of Beverwijk in the Netherlands. In the prearranged and well‐organized confrontation, a 35 year‐old man was beaten and stabbed to death and others were seriously wounded. In this paper, the details of what happened at Beverwijk and the response of the Dutch authorities, including the subsequent arrest and conviction of the main perpetrators, are reviewed. In addition, the psychological approach of reversal theory [Apter MJ. 1992. The Dangerous Edge. New York: The Free Press] is used to answer several unresolved questions about the motivation of the Dutch soccer hooligans involved in the aggressive behavior and violent fighting at Beverwijk. Aggr. Behav. 28:1–10, 2002. © 2002 Wiley‐Liss, Inc.     

Reactive and proactive aggression: predictions to physical violence in different contexts and moderating effects of parental monitoring and caregiving behavior

This study aimed at (a) comparing the links of proactive and reactive aggression at 13 years of age to delinquency-related violence and dating violence at ages 16 and 17, and (b) examining the moderating effects of parental supervision, and mother's and father's warmth and caregiving behaviors on these links. Based on a sample of 525 Caucasian boys, the results showed that proactive aggression uniquely predicted delinquency-related violence, whereas reactive aggression uniquely predicted later dating violence. The relation between proactive aggression and delinquency-related violence, however, was moderated by parental supervision. The relation between reactive aggression and dating violence was moderated by mother's warmth and caregiving behavior. The implications of the findings for the theoretical and practical distinction between proactive and reactive aggression are discussed.     

Layoffs and violence revisited

Extension of frustration‐aggression theory suggests both the “provocation hypothesis” (laid‐off workers are at elevated risk of psychogenic violence) and the “inhibition hypothesis” (workers who fear job loss will be at reduced risk of such violence). Previous research found that both hypotheses were supported with data indexing layoffs and the incidence of civil commitment for danger to others in San Francisco County, California, for the 52 weeks beginning August 1, 1993. Whether those results generalize to other times and places has not been determined. We elaborated the theory and replicated the test in San Francisco for the 149 weeks beginning August 1, 1994, and ending June 7, 1997. We also replicated the test using data from Allegheny County, Pennsylvania, for the 111 weeks beginning January 1, 1996, and ending February 28, 1998. The original results from San Francisco County are replicated for men in both communities. The results for women are replicated for the new and more extended period in San Francisco County but not in Allegheny County. Scientific and social policy reasons for continued study of economic conditions on aggressive behavior are discussed.Aggr. Behav. 28:233–247, 2002. © 2002 Wiley‐Liss, Inc.     

Relations among personality scales of aggression,violence, and empathy: Validational evidence bearing on the risk of eruptive violence scale

This study was designed to explore relations of emotional empathy (two scales) with aggression and violence (three scales). An initial study investigated validity of one of the violence scales, the Risk of Eruptive Violence Scale (REV), by comparing individual REV scores with individual histories of criminal violence for a sample of incarcerated juveniles. Validity of the REV was supported by a very strong correlation of .71 between REV scores and the amount of criminal violence in this homogeneous sample. The second study yielded positive intercorrelations among measures of aggression and violence, positive intercorrelations among measures of emotional empathy, and negative correlations (ranging from –.22 to –.50, P < .05) of measures of aggression and violence with measures of emotional empathy. Analyses of the five scales in terms of the Pleasure-Arousability-Dominance (PAD) Temperament Model helped explain similarities of the emotional empathy scales with other individual difference measures of prosocial orientation (e.g., affiliation). PAD analyses also explained some paradoxical effects of experimental "empathy arousal" on aggression toward victims. Aggr. Behav. 23:433–445, 1997. © 1997 Wiley-Liss, Inc.     

The relationship between three types of aggression and peer relations in elementary school children

Previous studies have repeatedly found that aggression causes various internalizing and externalizing problems. Despite the robust relationship, exactly how aggression causes these problems remains unclear, although it is plausible to postulate that this occurs both directly and indirectly (via other behavioural factors). One possible indirect factor might be the aggravation of peer relations. The poor peer relations of aggressive children could make them isolated psychologically or physically from peers, which in turn might result in depressive or disruptive problems. This study examined the relationships between three types of aggression and peer relations in Japanese elementary school children. The three aggression types comprised reactive-expressive (i.e., verbal and physical aggression), reactive-inexpressive (e.g., hostility), and proactive-relational aggression (i.e., aggression that can break human relationships, for instance, by circulating malicious rumours). Participants were 1581 children in grades 4 to 6 (752 boys and 829 girls), all of whom completed the Proactive-Reactive Aggression Questionnaire for Children to measure three types of aggression and the Peer Relation Questionnaire to measure peer relations (mutual understanding, self-disclosure, and similarity of taste) and number of friends. Hierarchical regression analyses of the data showed that higher scores of relational aggression were significantly associated with higher scores of all of the peer relations and the number of friends, and that higher scores of inexpressive aggression were significantly associated with lower scores of all except for self-disclosure in the peer relations. These findings suggest that among the three types of aggression, relational aggression leads to the best friendship in both dyadic relations and the number of friends, whereas inexpressive aggression to the poorest friendship. The implications of these findings with respect to internalizing and externalizing problem behaviours for aggressive children are discussed.     

Exposure to maternal vs. paternal partner violence,PTSD, and aggression in adolescent girls and boys

Adolescents who witness interparental violence (IPV) are at increased risk for perpetrating aggressive acts. They are also at risk for post‐traumatic stress disorder (PTSD). In this study, we examined the relation between exposure to maternal vs. paternal physical IPV and adolescent girls' and boys' aggressive behavior toward mothers, fathers, friends, and romantic partners. We also assessed the influence of PTSD (as assessed by the Diagnostic Interview for Children and Adolescents‐IV (DICA‐IV)) on the relation between exposure to IPV and aggressive behavior. Participants were 63 girls and 49 boys, ages 13–18, consecutively admitted to a youth correctional facility or assessment facility designated to serve aggressive and delinquent youth. Structural equation modeling was used to estimate unique relations between exposure to maternal vs. paternal IPV and youth aggression in relationships. Girls who observed their mothers' aggressive behavior toward partners were significantly more aggressive toward friends. Similarly, boys who witnessed their fathers' aggression were significantly more aggressive toward friends. Adolescent girls and boys who observed aggression by mothers toward partners reported significantly higher levels of aggression toward their romantic partners. Approximately one third of our sample met PTSD criteria; the relation between exposure to parental IPV and aggression was stronger for individuals who met criteria for PTSD. The implications of understanding the relations between parents' and their daughters' and sons' use of aggression are discussed within the context of providing support for families in breaking intergenerational patterns of violence and aggression. Aggr. Behav. 32:385–395, 2006. © 2006 Wiley‐Liss, Inc.     

Intimate partner violence in the military: Treatment considerations

While considerable research has examined the prevalence of IPV in civilian couples, much less information is available on married or cohabitating couples in which one or both parents are active duty soldiers or veterans of foreign wars. In this review, we explore various aspects of the partner violence phenomena among military personnel (i.e., active duty and veterans) and their implications for intervention. We highlight (a) the scope of the problem, (b) discuss domestic violence as defined by the Department of Defense (DoD), (c) list prevalence rates of IPV among military families, (d) identify correlates of IPV, and (e) discuss treatment options for providers working with these couples. We also discuss the barriers to intervention and their implications for victims, perpetrators, and providers. Conclusions and recommendations for future research directions are also briefly discussed.     

Physical,verbal, and relational forms of bullying among German students: age trends,gender differences,and correlates

A revised version of the Bully/Victim Questionnaire [Olweus, 1991] was given to 2,086 fifth–tenth grader students from schools in two German federal states. The results were analysed in terms of frequencies of self‐reports of different forms of bullying (physical, verbal, relational/indirect; for bullies and for victims), gender and grade differences. Overall, 12.1% of the students reported bullying others and 11.1% reported being bullied (victimisation). We classified 2.3% of the students as bully/victims due to their self‐report. Significantly more boys reported bullying others, regardless of bullying form, and significantly more boys than girls were classified as bully/victims. Although there was no gender difference for victimisation at all, boys reported significantly more often than girls being bullied physically. Besides, self‐reports of pure and overlapping forms of bullying behaviour (relational, verbal, physical) were analysed. With regard to age trends, students from middle grades reported the highest rates of bullying. Self‐reported rates of victimisation were higher for younger students, regardless of form of victimisation. Furthermore, class size was not linked to reports of bullying and victimisation. Results from logistic regression analyses emphasised that the variables “gender” and “grade” add significantly to the prediction of self‐reported bullying; “grade” and variables measuring impaired psychosocial “well‐being” of students at school (e.g., feeling of not being popular, negative attitude towards breaks) add significantly to the prediction of self‐reported victimisation. The results are discussed against the background of other study findings, accentuating the significance of gender‐ and age‐specific forms of bullying/victimisation. Aggr. Behav. 32:1–15, 2006. © 2006 Wiley‐Liss, Inc.     

Importation and deprivation factors influencing teacher-targeted aggression among secondary school students in Germany: A multilevel analysis

Relying on an importation and deprivation framework, the study assessed a variety of risk factors associated with self-reported teacher-targeted aggression among ninth grade students (n = 5,673). Using a cross-sectional school survey conducted in one German federal state, two forms of teacher-targeted aggression were assessed: verbal (insulting, threatening, and mocking) and physical (beating and pushing) aggression. Every ninth student reported verbal aggression, while 0.5% of students reported physical aggression against teachers. Multilevel probability models showed that individual importation factors (low self-control, male gender, and exposure to severe parental violence), together with individual deprivation factors (repeated victimization by teachers and low school achievement) play a role in explaining teacher-targeted aggression. The school-level deprivation factor of negative teacher–student relationships was also relevant, whereas low teacher control and attending lower-level schools were unrelated to the perpetration of teacher-targeted aggression. The present study stresses the need to acknowledge the multilevel etiology of teacher-targeted aggression.     

Psychological Dating Violence Perpetration and Victimization: Trajectories From Middle to High School

Despite evidence documenting the negative consequences, psychological dating violence occurs frequently in adolescent dating relationships. No information exists on the trajectories that adolescents follow and their association to nonphysical peer violence. The sample comprised 624 randomly selected 6th graders. In yearly surveys from 6th through 12th grade, 550 of the 624 students reported dating at least twice during the 3 months prior to completing the survey. These students responded to questions about frequency of engagement in psychological dating violence perpetration and victimization. We used Proc TRAJ to identify developmental trajectories of behavior over time and generalized estimating equation models to examine the associations of the trajectories and peer aggression. Adolescents followed three distinct developmental trajectories related to psychological dating violence victimization and perpetration: low, increasing, and high. Based on the joint probabilities of victimization and perpetration, we identified four predominant groups: low victimization/low perpetration (LVLP; 36%), increasing victimization/increasing perpetration (40%), high victimization/high perpetration (HVHP; 15%), and increasing victimization/low perpetration (IVLP; 7%). The LVLP had significantly more boys and White students; the HVHP group had an even gender distribution and more African‐American students. For all groups, peer aggression decreased from Grade 6 to 12; students in the HVHP group reported the highest peer aggression, and students in the LVLP reported the lowest peer aggression. Findings suggest a strong, reciprocal relationship in the developmental trajectories of adolescents who experience and perpetrate psychological dating violence. Those highly engaged in these behaviors were also more likely to be violent toward peers. Aggr. Behav. 38:510‐520, 2012. © 2012 Wiley Periodicals, Inc.     

Peer and cyber aggression in secondary school students: the role of moral disengagement,hostile attribution bias,and outcome expectancies

This study investigated the relationship between cognitive mechanisms, applied by people to rationalize and justify harmful acts, and engagement in traditional peer and cyber aggression among school children. We examined the contribution of moral disengagement (MD), hostile attribution bias, and outcome expectancies, and we further explored the individual contribution of each MD mechanism. Our aim was to identify shared and unique cognitive factors of the two forms of aggression. Three hundred and thirty‐nine secondary school children completed self‐report measures that assessed MD, hostile attribution bias, outcome expectancies, and their roles and involvement in traditional and cyber aggression. We found that the MD total score positively related to both forms of peer‐directed aggression. Furthermore, traditional peer aggression positively related to children's moral justification, euphemistic language, displacement of responsibility and outcome expectancies, and negatively associated with hostile attribution bias. Moral justification also related positively to cyber aggression. Cyber aggression and cyber victimization were associated with high levels of traditional peer aggression and victimization, respectively. The results suggest that MD is a common feature of both traditional and cyber peer aggression, but it seems that traditional forms of aggression demand a higher level of rationalization or justification. Moreover, the data suggest that the expectation of positive outcomes from harmful behavior facilitates engagement in traditional peer aggression. The differential contribution of specific cognitive mechanisms indicates the need for future research to elaborate on the current findings, in order to advance theory and inform existing and future school interventions tackling aggression and bullying. Aggr. Behav. 36:81–94, 2010. © 2009 Wiley‐Liss, Inc.