Longitudinal relations between trauma‐related psychological distress and physical aggression among urban early adolescents

Abstract

There is convincing evidence that trauma‐related psychological distress and aggressive behavior are highly related among adolescents. The evidence is less clear regarding the direction of this relation. Objective: The purpose of this study was to examine reciprocal longitudinal relations between trauma‐related distress and physical aggression. Method: A predominantly African American sample of early adolescents (N = 2,271; mean age = 12.9) living in an urban, under‐resourced community participated in this investigation. The current study used autoregressive cross‐lagged models to examine changes across four waves of data within each grade of middle school. Results: Support was found for trauma‐related distress uniquely predicting increased levels of physical aggression. This effect was consistent across gender and within and across middle school grades. Conversely, physical aggression did not predict changes in trauma‐related distress. Conclusions: Violence prevention efforts should routinely screen for trauma‐related distress.

“Hurt people hurt people”: Relations between adverse experiences and patterns of cyber and in‐person aggression and victimization among urban adolescents

“…Second, given the cross‐sectional design of this study, we are not able to determine the direction of effects among the observed relations. Prior studies have found evidence of bidirectional associations among constructs examined in this study (e.g., trauma and physical aggression; Thompson & Farrell, 2019). More research is needed to determine whether adolescents' pattern of involvement in cyber and in‐person aggression and victimization changes over time as a function of their exposure to adversity and trauma.…”

“…Positive relations between peer aggression and victimization and exposure to community violence, ACEs, and trauma symptoms have been found among adolescents (Duke et al, 2010; Thompson & Farrell, 2019). However, most studies have used a variable‐centered approach, which does not account for the distinct patterns of peer aggression and victimization supported in the adolescent literature.…”

“…Living in areas of concentrated poverty has been identified as a key risk factor for higher rates of violence exposure among African American versus European American youth (Zimmerman & Messner, 2013). Although empirical evidence consistently supports relations between peer aggression and exposure to community violence, trauma symptoms, and adverse experiences (Duke et al, 2010; Thompson & Farrell, 2019), most studies to date have overlooked empirical research and theory highlighting distinct patterns of aggression and/or victimization among adolescents. The current study identified patterns of peer aggression and victimization (including both in‐person and cyber forms) among a predominantly African American sample of adolescents living in urban communities that are experiencing a high‐burden from violence and determined whether the identified groups differed in their exposure to community violence, trauma symptoms, and adverse childhood experiences (ACEs).…”

Coping with the Impact of Systemic Racism, Inequity, School and Community Violence Among High School Students Who are Suspended or Expelled

“…The findings illustrate the significant impact of expanded forms of adversity and polyvictimization on student development, coping and academic outcomes as evidenced by statements about depression, arguing with teachers, non-attendance and feeling the need to carrying weapons. Expanded forms of adversity, or silent trauma, have received insufficient attention, and the role of trauma or adversity in school discipline has been under examined (Alvarez et al, 2016; Cronholm et al, 2015; Crosby et al, 2018; Kimber & Ferdossifard, 2020; Mallett, 2017; Sanders et al, 2021; Thompson & Farrell, 2019; Turner et al, 2020; Voisin, 2019). The emergent exploratory theory proposes that students who have been suspended or expelled experience multiple and diverse forms of adversity which have influenced coping strategies for this group of students.…”

“…Expressions of the impact of adversity, therefore, may not be easily recognizable or fit the expectations of educators. Certain students may not be viewed as traumatized by their experiences, aligning with biased perspectives of these students as perpetrators of adversity rather than experiencing adversity (Thompson & Farrell, 2019; Sanders et al, 2021).…”