Do Early Difficult Temperament and Harsh Parenting Differentially Predict Reactive and Proactive Aggression?

The goal of this study was to examine the links between difficult temperament (i.e., negative emotionality) and harsh parental discipline during toddlerhood, and reactive and proactive aggression in kindergarten. These links were assessed on a longitudinal population-based study of 1516 boys and girls followed longitudinally from the age of 17 months through the age of 72 months. Two possible models were tested to examine the interplay between negative emotionality and harsh parenting in predicting later reactive aggression compared to proactive aggression. The first was an additive model where both aspects make unique contributions in predicting later reactive aggression. The second model was an interactive model where harsh parenting exacerbates the link between negative emotionality and reactive aggression. Results showed a specific contribution of negative emotionality to reactive aggression. The results relative to harsh parenting are more mixed but nonetheless in line with developmental models stressing different pathways to reactive and proactive aggression.     

Does Maladaptive Coping Mediate the Relationship Between Borderline Personality Traits and Reactive and Proactive Aggression?

The aim of this study was to identify associations between borderline personality (BP) traits and reactive and proactive aggression, and to compare the meditational effects of maladaptive coping in samples of older adolescents (n = 133) and young adults (n = 93), which has not hitherto been explored. This was a cross‐sectional study that used self‐report measures to assess BP traits on a continuum, trait‐based reactive and proactive aggression, and coping strategies. In adults, maladaptive emotional coping significantly mediated the relationship between BP and reactive aggression, and maladaptive avoidant coping mediated the relationship between BP and proactive aggression; no significant mediational effects were found for adolescents. These findings highlight potential explanations for associations between BP traits and reactive and proactive aggression in young adults, and indicate that reactive aggression in adult BPs could be decreased by reducing emotional coping, and proactive aggression by reducing avoidant coping. Aggr. Behav. 38:403‐413, 2012. © 2012 Wiley Periodicals, Inc.     

Do Friends’ Characteristics Moderate the Prospective Links between Peer Victimization and Reactive and Proactive Aggression?

This study examined (a) the predictive link between peer victimization and children’s reactive and proactive aggression, and (b) the potential moderating effect of reciprocal friends’ reactive and proactive aggression in this context. The study also examined whether these potential moderating effects of friends’ characteristics were stronger with respect to more recent friends compared to previous friends. Based on a convenience sample of 658 twin children (326 boys and 332 girls) assessed in kindergarten and first grade, the results showed that peer victimization uniquely predicted an increase in children’s teacher-rated reactive aggression, but not teacher-rated proactive aggression. The relation of peer victimization to increased reactive aggression was, however, moderated by recent ˉ not previous ˉ reciprocal friends’ similarly aggressive characteristics. These findings, however, tended to be mostly true for boys, but not for girls. The findings are discussed in terms of their theoretical and practical implications for victimized children’s risk of displaying reactive and proactive aggressive behaviors. This research was made possible by grants from the Social Sciences and Humanities Research Council of Canada, the Fonds Concerté pour l’Aide à la Recherche, the Fonds Québécois de la Recherche sur la Société et la Culture, the Canadian Institutes of Health Research, and the Fonds de Recherche en Santé du Québec.     

Cross-Cultural Generalizability of the Reactive–Proactive Aggression Questionnaire (RPQ)

In this study, we assessed the cross-cultural generalizability of the Reactive–Proactive Aggression Questionnaire (RPQ) and tested the hypotheses that boys show higher levels of proactive aggression with increasing age and that a two-factor (reactive–proactive) structure will be observed in an East Asian population. We administered the RPQ to 5,615 male and female 11- to 15-year-old schoolchildren. CFA demonstrated a good fit of the two-factor reactive–proactive model. Proactive aggression increased significantly with age in boys but not girls, whereas reactive aggression showed no gender difference and only a minimal age increase. Results suggest the presence of meaningful differences between these aggression subtypes and the generalizability of the RPQ in an East Asian population.     

Aggression in Children With Reactive Attachment Disorder: A Sign of Deficits in Emotional Regulatory Processes?

Children diagnosed with reactive attachment disorder (RAD) have been reported to exhibit a multitude of symptoms and behaviors that are not captured by the Diagnostic and Statistical Manual of Mental Disorders criteria. One behavior in particular that has been the source of much argument and controversy is aggression. Although limited research on this topic does support an association between aggression and RAD behaviors, the exact nature of this link remains unclear. This study aims to fill this gap by reporting data from a study that examined the behavioral processes that occur in adopted children with RAD. Guided by the principles of grounded theory, this study employed a multi-stage semi-structured interview design. The sample consisted of 5 adoptive families, and included both adult and child participants, including the adopted children with RAD. The findings revealed 5 prominent themes: The adopted children are reported to engage in extreme and prolonged tantrums, known as rages; children were often inconsolable during these rages; these rages are perceived as uncontrollable by children with RAD; these rages are directed toward a discriminate caregiver; and the impetus for these rages appears to be associated with difficulties in adapting to environmental demands. An in-depth discussion that draws a theoretical connection between these rages and possible deficits in brain-based processes responsible for emotional regulation is presented.     

Parent–Child Aggression Risk in Expectant Mothers and Fathers: A Multimethod Theoretical Approach

The current investigation evaluated whether cognitive processes characteristic of the Social Information Processing model predicted parent–child aggression (PCA) risk independent of personal vulnerabilities and resiliencies. This study utilized a multimethod approach, including analog tasks, with a diverse sample of 203 primiparous expectant mothers and 151 of their partners. Factors considered in this study included PCA approval attitudes, empathy, reactivity, negative child attributions, compliance expectations, and knowledge of non-physical discipline alternatives; additionally, vulnerabilities included psychopathology symptoms, domestic violence victimization, and substance use, whereas resiliencies included perceived social support, partner relationship satisfaction, and coping efficacy. For both mothers and fathers, findings supported the role of greater approval of PCA attitudes, lower empathy, more overreactivity, more negative attributions, and higher compliance expectations in relation to elevated risk of PCA. Moreover, personal vulnerabilities and resiliencies related to PCA risk for mothers; however, fathers and mothers differed on the nature of these relationships with respect to vulnerabilities as well as aspects of empathy and PCA approval attitudes. Findings provide evidence for commonalities in many of the factors investigated between mothers and fathers with some notable distinctions. Results are discussed in terms of how findings could inform prevention programs.     

Nonpathological and Pathological Narcissism: Which Self-Reported Characteristics Are Most Problematic in Adolescents?

Prior research indicates that dimensions of adolescent narcissism differ in their associations with indicators of positive and negative psychological functioning (e.g., Barry, Frick, Adler, &; Grafeman, 2007 Barry, C. T., Frick, P. J., Adler, K. K. and Grafeman, S. J. 2007. The predictive utility of narcissism among children and adolescents: Evidence for a distinction between adaptive and maladaptive narcissism. Journal of Child and Family Studies, 16: 508–521. [Crossref] , [Google Scholar]; Barry &; Wallace, 2010 Barry, C. T. and Wallace, M. T. 2010. Current considerations in the assessment of youth narcissism: Indicators of pathological and normative development. Journal of Psychopathology and Behavioral Assessment, 32: 479–489. [Crossref], [Web of Science ®] , [Google Scholar]). This study investigated correlates of 2 empirically derived factors of adolescent narcissism (i.e., pathological and nonpathological narcissism) from 2 measures thought to differ based on their inclusion of pathological versus nonpathological content. In a sample of 188 at-risk adolescents ages 16 to 18, pathological narcissism was associated with various indicators of maladjustment, including aggression, low self-esteem, internalizing problems, and poor perceived interpersonal relationships. On the other hand, nonpathological narcissism was positively associated with self-esteem and aggression but negatively associated with internalizing problems. The implications for the conceptualization of adolescent narcissism are discussed.     

A Cross-Cultural Examination of the Aggression Questionnaire–Short Form Among Egyptian and Omani Adolescents

The psychometric properties of an Arabic version of the Aggression Questionnaire–Short Form (AQ–SF) were examined in 2 samples of Egyptian and Omani adolescents. Confirmatory factor analysis (CFA) revealed that the 4-factor model had adequate fit to the data of both samples, whereas the unidimensional and hierarchical models did not. Multigroup CFAs revealed culture invariance for the AQ–SF 4-factor model when the 2 samples were compared for each gender. The analysis also revealed gender invariance for the AQ–SF 4-factor model within the Omani sample. However, the analysis showed partial gender invariance for the AQ–SF 4-factor model within the Egyptian sample. A latent mean analysis showed consistent gender differences on Physical Aggression in the male direction when males and females were compared across and within both samples. The AQ–SF correlated positively and significantly with peer nominations but did not correlate with a measure of social desirability.     

LGBTQ and Heterosexual Adolescents’ Use of Indirect Forms of Aggression

In this study, researchers investigated whether lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents use indirect aggression and exhibit prosocial behavior in their relationships at rates comparable to their heterosexual peers. In a sample of 666 college students (median age = 19.5 years), LGBTQ adolescents (N = 22) used relationally and socially aggressive behaviors at a level consistent with their heterosexual peers. This suggests that sexual orientation identification does not appear to differentially affect the use of indirectly aggressive behaviors during social interactions. There were also no differences in self-reported interpersonally mature behaviors (e.g., use of prosocial skills) exhibited by heterosexual and LGBTQ adolescents in this sample, which indicates that sexual and gender identity were also unrelated to the use of prosocial behaviors.     

Global or Domain Specific Self-Esteem: Can it Predict Aggression Among Children and Adolescents?

The study examined whether self-esteem predicted aggression among children and adolescents. Through a multistage method of sampling, the study utilized 170 (N = 170) participants from primary (elementary) and secondary (high) schools across Trinidad. Participants completed a demographic questionnaire, The Culture Free Self Esteem Inventory (CFSEI), and the Direct and Indirect Aggression Scale (DIAS). Using hierarchical regression analyses, both global and domain specific measures of self-esteem were used as predictors of the three types of aggression: direct physical, direct verbal and indirect aggression. The results revealed that global self-esteem was a stronger predictor of aggression for children than domain specific self-esteem. However, domain specific self-esteem was a stronger predictor of aggression among adolescents. As it relates to aggression, the pathways to global self-esteem differed from domain specific self-esteem. Implications for the comparative use of multidimensional and global self-esteem were discussed, and recommendations for future research have been proposed.     

Further Distinctions between Coping and Defense Mechanisms?

In the current literature there is a great confusion between coping and defense mechanisms. As Cramer (1998) points out, a distinction between them is both possible and worthwhile in that they possess different cognitive features. Cramer proposes two basic criteria: the conscious/unconscious and the intentional/unintentional nature of the processes. We focus on a further criterion, the manipulation versus revision of one's mental attitudes, which so far has been neglected in the relevant literature. We suggest that responses to adversity implying manipulation are typical of defense mechanisms, while those implying the revision of one's mental attitudes characterize coping strategies. Finally, we address emotion-focused coping as the area where coping and defense meet, and we suggest that responses displaying defensive features should be excluded from the category of coping in accordance with the distinctions identified.     

Depressed Adolescents and Comorbid Psychiatric Disorders: Are There Differences in the Presentation of Depression?

Patterns and correlates of comorbidity, as well as differences in manifest depressive profiles were investigated in a sample of depressed adolescents. A sub-sample of the youth were characterized as belonging to either a Pure depression group, an Internalizing group (depression and co-occurring internalizing disorders), or an Externalizing group (depression and co-occurring externalizing disorders). Item response theory (IRT) and differential item functioning (DIF) were used to assess whether the depressed adolescents from the different comorbidity groups presented with different depressive symptoms. Results indicated that the comorbidity groups were meaningfully distinct in terms of psychosocial correlates as well as showed differences in depressive symptom profiles as informed by DIF analyses. In particular, the comorbidity groups differed in terms of presentation of psychomotor changes and cognitive impairments. Implications for assessment are discussed.

Are Learning Strategies Linked to Academic Performance Among Adolescents in Two States in India? A Tobit Regression Analysis

The results of the fourth cycle of the Program for International Student Assessment (PISA) revealed that an unacceptably large number of adolescent students in two states in India—Himachal Pradesh and Tamil Nadu—have failed to acquire basic skills in reading, mathematics, and science (Walker, 2011). Drawing on data from the PISA 2009 database and employing multivariate left-censored tobit regression as a data analytic strategy, the present study, therefore, examined whether or not the learning strategies—memorization, elaboration, and control strategies—of adolescent students in Himachal Pradesh (N = 1,616; Mean age = 15.81 years) and Tamil Nadu (N = 3,210; Mean age = 15.64 years) were linked to their performance on the PISA 2009 reading, mathematics, and science assessments. Tobit regression analyses, after accounting for student demographic characteristics, revealed that the self-reported use of control strategies was significantly positively associated with reading, mathematical, and scientific literacy of adolescents in Himachal Pradesh and Tamil Nadu. While the self-reported use of elaboration strategies was not significantly associated with reading literacy among adolescents in Himachal Pradesh and Tamil Nadu, it was significantly positively associated with mathematical literacy among adolescents in Himachal Pradesh and Tamil Nadu. Moreover, the self-reported use of elaboration strategies was significantly and positively linked to scientific literacy among adolescents in Himachal Pradesh alone. The self-reported use of memorization strategies was significantly negatively associated with reading, mathematical, and scientific literacy in Tamil Nadu, while it was significantly negatively associated with mathematical and scientific literacy alone in Himachal Pradesh. Implications of these findings are discussed.     

Are Children's Concerns About Punishment Related to Their Aggression?

Although moral reasoning is recognized as an influence on students' behavior, it is often overlooked in policies and interventions developed to change their behavior. Relations between specific types of moral reasoning (i.e., imminent, probable, physical, and psychological) and teacher-reported overt aggression were examined in 203 first and second graders. Regression analyses indicated that psychological reasoning explained a significant amount of the variance in overt aggression. Follow-up analyses indicated that overtly aggressive boys demonstrated more concern for the imminent consequences of their behavior on themselves (e.g., punishment) and less concern for the psychological consequences of their actions on others (e.g., hurting others' feelings) than nonaggressive boys. Implications for the prevention and treatment of aggressive behavior are discussed.     

Are Science and Religion in Conflict?

The widely held legend of historical conflict between science and religion cannot be sustained on the basis of research. Different sciences show different relationships to religion; the physical sciences show rapprochement, whereas the human sciences often are antagonistic to religion. Reconciling science and religion by regarding each as applicable to a different domain is rejected in favor of seeing them as complementary perspectives on the same phenomena. The science and theology of human nature represents a fruitful arena for the development of this approach. A key general requirement is the epistemological reconciliation of science and religion.     

Are You Looking at Me,or Am I? Anger,Aggression, Shame and Self-worth in Violent Individuals

Conclusions about the relationship between anger and violence have been drawn from research that largely uses non-clinically angry, non-violent participants. The present study assessed cognitive correlates of anger by comparing mentally disordered violent offenders (n = 22) and violent prisoners (n = 22) in their irrational beliefs, self-esteem, internalised shame, and the experience and expression of anger. Findings showed there to be no significant difference between the two groups on all of the scales used. Low self-worth, high shame and self-downing irrational beliefs were found across the whole population. Cluster analysis revealed two distinct clusters with anger as the main factor separating them. One cluster could be categorised as anger disordered and had significantly higher shame, lower self-worth and more self- and other-downing irrational beliefs than the second cluster where levels of unhealthy anger were lower. It was concluded that high levels of unhealthy anger may serve as an attempt to protect against shame and low self-worth.     

Can a Laboratory Measure of Emotional Processing Enhance the Statistical Prediction of Aggression and Delinquency in Detained Adolescents with Callous-unemotional Traits?

In this cross-sectional study, we investigated whether the combination of the presence of callous-unemotional (CU) traits and emotional deficits to distressing stimuli, assessed by a computerized dot-probe task, enhanced the statistical prediction of aggression and delinquency in a sample of 88 detained and predominantly African-American (68%) adolescents (M age = 15.57; SD = 1.28). Overall, self-reported CU traits were associated with self-report measures of aggression and delinquency, but not with official records of arrests. However, there was an interaction between CU traits and emotional deficits for predicting self-reported aggression, self-reported violent delinquency, and a record of violent arrests. Youth high on CU traits and who showed a deficit in their responses to visual depictions of distress showed the highest levels of aggression and violent delinquency.     

A French Approach to Minority Islam? A Study in Normative Confusion

In this paper, the author argues (1) that the normative model of the “Republican school” the school agents adhere to is not opposed to the expression of social or religious memberships: rather, it ignores them. (2) That this model of school is currently being deeply undermined by the visibility of the “second generation” of postcolonial immigrants. (3) That this generates various kinds of reactions in the school space: first, reactions from Muslim students themselves and secondly, erratic reactions from teachers and other school personal who try to manage issues they feel important, without having been trained at all to do so.