An Experimental, Observational Investigation of Children's Responses to Peer Provocation: Developmental and Gender Differences in Middle Childhood

Underwood, Marion K.; Hurley, Jennifer C.; Johanson, Chantrelle A.; Mosley, Jennifer E.

doi:10.1111/1467-8624.00104

Cited by 70 publications

(77 citation statements)

References 46 publications

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“…One of the goals of the current study was to examine the potential for conscious emotion processes to account for the association between victimization by peers and aggressive responses to provocation. Children typically aim for and are successful at controlling their anger displays with peers [23,43,55]. In the laboratory setting there might be a much lower level of arousal experienced due to children's conscious efforts to cope with being observed.…”

Section: Discussionmentioning

confidence: 99%

Individual Differences in Responses to Provocation and Frequent Victimization by Peers

Champion

Clay

2006

Child Psychiatry Hum Dev

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This study examined associations between victimization by peers and intention to respond to provocative events as a function of anger arousal and motivation to improve the situation in a cross-sectional sample of school-age children (N = 506, 260 males, 246 females). Results demonstrated that more intense anger and more retaliatory motivation were positively associated with intentions to aggress and with frequency of victimization. The association between aggressive intentions to respond to anger provocation and victimization could be accounted for by subjective feelings of anger and motivation to retaliate. The contribution of emotion processes was stronger for boys than for girls. A post hoc examination of non-bullying participants revealed that motivation accounted for aggressive intentions among the non-bullies. Results support including anger management programs in prevention efforts that target the school climate and victims' risk for psychopathology.

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Section: Discussionmentioning

confidence: 99%

Individual Differences in Responses to Provocation and Frequent Victimization by Peers

Champion

Clay

2006

Child Psychiatry Hum Dev

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“…Rejected and accepted children ' s emotional profi les do, however, differ (Underwood, Hurley, Johanson, & Mosley, 1999 ). Older children also prefer to befriend peers who are " fun, " ostensibly those who express positive emotions (Parker & Seal, 1996 ).…”

Section: Emotional D Evelopment In I Nteraction With P Eersmentioning

confidence: 99%

Emotions and Social Development in Childhood

Denham

Warren

Salisch

et al. 2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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Gary and Ron are practicing soccer moves on the playground. They have all their equipment -goal, shinpads, and regulation ball -and they ' re having fun together. Ron shows Gary how to head the ball into the goal, both shouting, " Hurray! " But then things get complicated, changing fast, as interaction often does. Ron, thinking twice about sharing his best technique, kicks the ball away from Gary on the next play. Then Huynh, who had been watching from the sidelines, asks Gary if he can join them. Simultaneously, Gary trips over a swiftly kicked ball and slumps to the ground. And just then, Jack, the class bully, approaches, laughing at Gary ' s discomfort, then angrily demanding they leave so that he and his buddies can use the fi eld. Somehow, Gary deals with all of this. He hands the ball to Huynh, extends a hand to Ron, and calmly tells Jack, " It ' s our turn now. "What do emotions have to do with social development? Our example abounds with instances where emotions help determine the fl ow and outcome of interaction. First, behaviors of others in one ' s social group often constitute antecedent conditions for children ' s emotions. When Ron became angry, it was because his goal of being the " best " was threatened. Huynh approached diffi dently because he often had been " left out " from play. Second, when children exhibit emotion within dyads or groups, this emotional expressiveness also is important information for others involved. When Gary experienced delight at making a goal, he wanted to keep playing; others, like Huynh, wanted to join him. Jack is irritable and easily provoked by those he perceives to be " in his way. " His

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“…Underwood, Hurley, Johanson, and Mosley (1999) observed facial and verbal expressions among 8-12-year-old predominantly Caucasian boys and girls who participated in play sessions with confederate peers. Although girls reported being bothered more than boys by the confederate's provocation, boys were more likely to express anger during the peer interaction.…”

Section: Sex Differences In Emotion Regulationmentioning

confidence: 99%

Preadolescent Clues to Understanding Depression in Girls

Keenan

Hipwell

2005

Clin Child Fam Psychol Rev

103

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Between the ages of 10 and 15, increases in depression among girls result in a rate that is twice as high as the rate of depression in boys. This sex difference remains throughout early and middle adulthood. Prior to early adolescence, there is essentially no sex difference in the rate of depression. The aim of the present review is to examine whether the preadolescent period is a time during which precursors to depression in girls can be identified. First, existing areas of research on explaining sex differences in depression, including cognitive and affiliative style and the socialization of emotion, are reviewed. Second, the hypothesis that for some girls, preadolescent precursors to depression take the form of excessive empathy, compliance and regulation of negative emotions is articulated. Third, ways of building on existing models by including the proposed preadolescent precursors are proposed. Finally, approaches to testing the hypotheses that individual differences in these domains during preadolescence may explain later individual differences in adolescent onset depression are explored.

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An Experimental, Observational Investigation of Children's Responses to Peer Provocation: Developmental and Gender Differences in Middle Childhood

Cited by 70 publications

References 46 publications

Individual Differences in Responses to Provocation and Frequent Victimization by Peers

Individual Differences in Responses to Provocation and Frequent Victimization by Peers

Emotions and Social Development in Childhood

Preadolescent Clues to Understanding Depression in Girls

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