Subtypes of aggressive behaviors: A developmental perspective

Abstract

Aggressive behaviors in children and adolescents have undergone important conceptual and definitional modifications in the past two decades. In particular, subtypes of aggression have been proposed that separate the form and the function of the aggressive behaviors (i.e., social vs. physical aggression; reactive vs. proactive aggression). Moreover, new methodological tools have been developed to examine the developmental course of these subtypes, as well as their correlates. These conceptual and methodological innovations, in turn, have introduced new views of the development of aggressive behaviors. These “new views” contrast with more traditional perspectives about the evolution of aggressive behaviors from infancy to young adulthood, particularly with respect to the existence of individuals who begin to become aggressive by adolescence only. This article gives an overview of these definitional, conceptual, and methodological innovations. It also tries to reconcile different views about the development of aggressive behaviors from infancy through early adulthood. Theoretical and practical/clinical implications are also reviewed. The conclusion describes an integrative framework and identifies possible areas of research for the future.

New Directions in Measuring Reactive and Proactive Aggression: Validation of a Teacher Questionnaire

“…Theoretical insights (e.g. Dodge and Coie 1987;Dodge 1991;Vitaro et al 2006) and empirical findings form numerous studies (see Card and Little 2006, for a meta-analytical review) indicate to which distinct constructs reactive and proactive aggression should be related. Reactive aggression is an impulsive, emotional (angry) reaction to perceived threat (Dodge 1991) related to internalizing problems, peer problems, and emotional and attention problems (Card and Little 2006).…”

“…Although these behaviors can all be considered aggressive, they clearly have different manifestations (i.e., forms) and may each have different underlying motivations or reasons (i.e., functions). Research suggests that these different types of aggression have distinct causes, developmental processes, and prognoses (Vitaro et al 2006). Therefore, it seems of much importance to both researchers and clinicians to conceive of aggression as a heterogeneous construct consisting of different forms and functions.…”

Developmental Links Between Trajectories of Physical Violence, Vandalism, Theft, and Alcohol-Drug Use from Childhood to Adolescence

“…One possible explanation of these contradictory results may be a methodological artefact that we refer to as 'lumping or splitting' (see Vitaro et al 2006). Specifically, studies that supported the childhood vs. adolescent onset distinction often lumped different forms of ASB into a single score.…”

La necesidad de aceptación por los iguales como motivo subyacente del comportamiento agresivo y el acoso a los demás entre los jóvenes inmigrantes que viven en Austria y Noruega

“…Proactive aggression, on the other hand, has its roots in social cognitive learning theory. This type of aggression describes a planned behaviour which is controlled by external rewards and reinforcements (Bandura, 1973;Vitaro, Brendgen, & Barker, 2006). While anger is the central emotion for reactive aggression, pleasure through social rewards is the dominant emotion for proactive aggression.…”