Beliefs About Aggression as Mediators of Relations Between Community Violence Exposure and Aggressive Behavior Among Adolescents: Review and Recommendations

Pittman, Sarah K.

doi:10.1007/s10567-022-00417-0

Cited by 4 publications

(1 citation statement)

References 42 publications

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“…Finally, community violence exposure has been associated with subsequent aggressive behavior; normative beliefs supporting aggression are one potential mechanism underlying this relation (Pittman, 2023 ). According to a systematic review, findings across studies generally supported the notion that normative beliefs about aggression mediate relations between community violence exposure and aggressive behavior (Pittman, 2023 ).…”

Section: Normative Beliefs About Aggression: a Social-cognitive Persp...mentioning

confidence: 99%

Involving Parents in Cognitive Behavioral Therapy for Children and Adolescents with Conduct Problems: Goals, Outcome Expectations, and Normative Beliefs About Aggression are Targeted in Sessions with Parents and Their Child

Matthys,

Schutter

2024

Clin Child Fam Psychol Rev

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Children and adolescents with conduct problems participate in Cognitive Behavioral Therapy (CBT), either in individual or group format, in view of learning social problem-solving skills that enable them to behave in more independent and situation-appropriate ways. Parents must support their child’s learning processes in everyday life and therefore these processes need attention in CBT sessions in which parents and their child participate. The social problem-solving model of CBT previously described (Matthys & Schutter, Clin Child Fam Psychol Rev 25:552–572, 2022; Matthys & Schutter, Clin Child Fam Psychol Rev 26:401–415, 2023) consists of nine psychological skills. In this narrative review we propose that instead of addressing each skill separately in sessions with both parents and their child, therapists work on three schemas (latent mental structures): (1) goals, (2) outcome expectations, and (3) normative beliefs about aggression. Based on social-cognitive and cognitive neuroscience studies we argue that these three schemas affect five core social problem-solving skills: (1) interpretation, (2) clarification of goals, (3) generations of solutions, (4) evaluation of solutions, and (5) decision-making. In view of tailoring CBT to the individual child’s characteristic schemas and associated social problem-solving skills, we suggest that children and adolescents participate in individual sessions with their parents. The therapist uses Socratic questioning in order to find out characteristic schemas of the child, encourage reflection on these schemas, and explore alternative schemas that had previously been outside the child’s attention. The therapist functions as a model for parents to ask their child questions about the relevant schemas with a view of achieving changes in the schemas.

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Section: Normative Beliefs About Aggression: a Social-cognitive Persp...mentioning

confidence: 99%

Involving Parents in Cognitive Behavioral Therapy for Children and Adolescents with Conduct Problems: Goals, Outcome Expectations, and Normative Beliefs About Aggression are Targeted in Sessions with Parents and Their Child

Matthys,

Schutter

2024

Clin Child Fam Psychol Rev

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Dissecting the Predictors of Cyber‐Aggression Through an Explainable Machine Learning Model

Zhu,

Wang,

Liu

et al. 2024

Aggressive Behavior

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The general aggression model (GAM) suggests that cyber‐aggression stems from individual characteristics and situational contexts. Previous studies have focused on limited factors using linear models, leading to oversimplified predictions. This study used the light gradient boosting machine (LightGBM) to identify and rank the importance of various risk and protective factors in cyber‐aggression. The SHAP (SHapley Additive exPlanations) technique estimated each variable's predictive effects, and two‐dimensional partial dependence (PD) Plots examined interactions among predictors. Among 30 potential factors, the top five were attitudes toward violence, revenge motivation, anti‐bullying attitudes, moral disengagement, and anger rumination. PD analysis showed significant interactions between protective factors (anti‐bullying attitudes and moral reasoning) and risk factors (attitudes toward violence, revenge motivation, moral disengagement, and anger rumination). High scores on protective factors mitigated the impact of risk factors on cyber‐aggression. These findings support and expand GAM, offering implications for reducing cyber‐aggression among Chinese college students.

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Restorative Parental Discipline and Types of Defending Bystander Intervention in Cyberbullying: The Mediate Role of Justice Sensitivity

García-Vázquez,

Valdés-Cuervo,

León-Parada

et al. 2024

Cyberpsychology, Behavior, and Social Networking

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Beliefs About Aggression as Mediators of Relations Between Community Violence Exposure and Aggressive Behavior Among Adolescents: Review and Recommendations

Cited by 4 publications

References 42 publications

Involving Parents in Cognitive Behavioral Therapy for Children and Adolescents with Conduct Problems: Goals, Outcome Expectations, and Normative Beliefs About Aggression are Targeted in Sessions with Parents and Their Child

Involving Parents in Cognitive Behavioral Therapy for Children and Adolescents with Conduct Problems: Goals, Outcome Expectations, and Normative Beliefs About Aggression are Targeted in Sessions with Parents and Their Child

Dissecting the Predictors of Cyber‐Aggression Through an Explainable Machine Learning Model

Restorative Parental Discipline and Types of Defending Bystander Intervention in Cyberbullying: The Mediate Role of Justice Sensitivity

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