Reactively and proactively aggressive children: antecedent and subsequent characteristics

Abstract

We conclude that children characterized by reactive or proactive aggression differ on several dimensions of personal functioning, and that reactive and proactive aggression are distinct forms of aggression, although both co-occur in a large proportion of aggressive children.

Characterizing aggressive behavior with the Impulsive/Premeditated Aggression Scale among adolescents with conduct disorder

“…The two independent scales of the IPAS allow for characterization of aggression along both of these dimensions. Construct validity of these two scales is typically tested by relating scores on the IA and PM factor scores with other measures of personality and impaired functioning that have previously been shown to be related to impulsive or premeditated aggression (Vitaro et al, 2002;Stanford et al, 2003a). Consistent with the previous adult validation study of the IPAS (Stanford et al, 2003a), both the IA and PM factors were associated with higher scores on the measure of impulsivity (BIS-11), the PM factor was significantly related to Physical and Verbal Aggression (BPAQ), and the IM factor was related to Anger.…”

“…The findings support the interpretation of two subtypes of aggression (i.e., impulsive and premeditated) among adolescents with Conduct Disorder. The dichotomy of the impulsive and premeditated subtypes of the IPAS may prove to be useful clinically since the type of aggression has differential implications for determining the etiology and treatment of aggressive disorders (Coccaro et al, 1991;Yoshikawa, 1994;Crick and Dodge, 1996;Barratt et al, 1997a;Brown and Partsons, 1998;Stanford et al, 2001;Vitaro et al, 2002). Rather than treating adolescents with Conduct Disorder as a homogeneous sample, distinctions between predominantly impulsive and premeditated aggressive groups may allow for more focused basic research, as well as more informed treatment decisions.…”

“…While identifying and targeting specific antecedents to antisocial behaviors is undoubtedly important to treatment outcomes, defining and characterizing subtypes of aggressive behavior has a clear influence on research outcomes (Barratt et al, 2000) and implications for determining etiology of, and treatment strategies for, aggressive disorders (Coccaro et al, 1991;Yoshikawa, 1994;Crick and Dodge, 1996;Barratt et al, 1997a;Brown and Partsons, 1998;Vitaro et al, 2002). For these reasons, identifying a valid method for classification of aggression has important clinical as well as research relevance, particularly in light of the growing movement to target pharmacological and non-pharmacological interventions for aggressive behaviors (e.g., Steiner et al, 2003;National Institutes of Health, 2004).…”

“…Important distinctions among aggressive subtypes include: level of planning, appreciation for consequences, and affective intensity associated with the aggressive acts. Based on these distinctions, researchers investigating aggressive subtypes in human adults and young children have commonly concluded that there is a dichotomy of aggressive subtypes that have variously been described as: [a] impulsive, reactive, affective, or non-planned;and [b] premeditated, proactive, instrumental, predatory, or controlled (e.g., Heilbrun et al, 1978;Coccaro, 1989;Barratt et al, 1997a;Vitaro et al, 2002;McEllistrem, 2004). For the purpose of this investigation, the terms impulsive aggression and premeditated aggression are used to facilitate comparison to similar adult literature (Stanford et al, 2003a;Kockler et al, 2006).…”

Interactive Links Between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression

“…Low theory of mind skills should thus be a risk factor of reactive aggression particularly in children who are exposed to negative experiences with the social environment, such as a negative treatment from parents or peers. Some evidence in support of this notion comes from studies showing that harsh treatment from parents interacts with theory of mind to predict regulatory behavior problems such as temper tantrums, hyperactivity and defiant behavior -behaviors that are closely related to reactive aggression (Vitaro et al 2002;Waschbusch et al 1998). Specifically, children with lower theory of mind skills and who experience harsh parenting are more susceptible to displaying regulatory problem behaviors than those with higher theory of mind skills Ensor 2006, 2007).…”