The dyadic nature of social information processing in boys' reactive and proactive aggression.

Hubbard, Julie A.; Dodge, Kenneth A.; Cillessen, Antonius H. N.; Coie, John D.; Schwartz, David A.

doi:10.1037/0022-3514.80.2.268

Cited by 224 publications

(224 citation statements)

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“…Dodge, Lochman, Harnish, Bates, and Pettit (1997) studied aggression in youth and found reactive aggressive youth to have inadequate problem-solving coping patterns. Hubbard, Dodge, Cillessen, Coie, and Schwartz (2001) also noted that social-cognitive processes in relationships were an important factor in boys' aggressive behavior. It has been noted that there is no difference in the amount of anger experienced or expressed due to gender (Yarcheski, Mahon, & Yarcheski, 2002), while others have found that females reported higher levels of internal anger expression (Lamb, Puskar, Sereika, Patterson, & Kaufmann, 2003) and males possess higher levels of anger in other areas, specifically outward anger and angry reaction (Guimaraes & Pasian, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

Anger Correlated with Psychosocial Variables in Rural Youth

Puskar

Ren

Bernardo

et al. 2008

Issues in Comprehensive Pediatric Nursing

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Uncontrolled anger is a contributing force in the three leading causes of adolescent death: homicide, suicide, and injuries. Anger may be one of the early warning signs which could lead to violent behavior. The purpose of this study was to examine the relationship between anger experience and expression with the potential correlates of life events, perceived social support, self-esteem, optimism, drug use, anxiety, and depressive symptoms in rural adolescents. The participants (n=193) were aged 14 to 17 years old in ninth through eleventh grades enrolled at three rural Western Pennsylvania public high schools. Participants completed nine questionnaires. Negative life events, anxiety, drug use, and depressive symptoms had significant positive correlations with anger. In addition, anger was found to have significant negative correlations with the adolescents' perceived family support, self-esteem, and optimism. With this knowledge, health promotion programs conducted by pediatric nurses can target anxiety, drug use, and depressive symptoms while bolstering family support, self-esteem, and optimism to promote anger management in adolescent health care. KeywordsAdolescents; Anger; Mental health; Rural Uncontrolled anger is a contributing force in the three leading causes of adolescent death: homicide, suicide, and injuries (Centers for Disease Control and Prevention [CDC], 2006). Address correspondence to Kirsti Hetager Stark, Project Director, Clinical Specialist, University of Pittsburgh School of Nursing, 415 Victoria Building, 3500 Victoria Street, Pittsburgh, PA 15261. kms87@pitt.edu. Publisher's Disclaimer: Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article maybe used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.This article is not subject to US Copyright law. Anger may be one of the early warning signs which may lead to this violent behavior. Anger that is expressed frequently and intensely in response to minor irritants may signal potential violent behavior (Dwyer et al., 1998 (USDHHS, 2007). In particular, rural adolescents face additional disparities related to the compounding stresses of geographic isolation, lack of specialized services, and poverty. Although the actions of angry youth, from school shootings to dating violence, have peppered the media in recent years, few studi...

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Section: Literature Reviewmentioning

confidence: 99%

Anger Correlated with Psychosocial Variables in Rural Youth

Puskar

Ren

Bernardo

et al. 2008

Issues in Comprehensive Pediatric Nursing

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“…The importance and specificity of the interpersonal context was examined by Hubbard, Dodge, Cillessen, Coie, and Schwartz (2001), who observed 11 groups of six boys interact with each other in contrived peer groups on a daily basis for 5 consecutive days. In between play sessions, boys responded to hypothetical provocations involving each of their peer group members.…”

Section: Social Psychology: Nonrational Attributionsmentioning

confidence: 99%

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Dodge

2006

Develop. Psychopathol.

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493

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A model of the development of hostile attributional style and its role in children's aggressive behavior is proposed, based on the translation of basic science in ethology, neuroscience, social psychology, personality psychology, and developmental psychology. Theory and findings from these domains are reviewed and synthesized in the proposed model, which posits that (a) aggressive behavior and hostile attributions are universal human characteristics, (b) socialization leads to the development of benign attributions, (c) individual differences in attributional style account for differences in aggressive behavior, and (d) interventions to change attributions have the potential to alter antisocial development. Challenges for future research are described.The problem of antisocial crime has been estimated to cost American society over one trillion dollars per year (Anderson, 1999). Chronically antisocial individuals cost society between 1.6 and 2.2 million dollars each over the life span (Cohen, 1998). As youth, they are called seriously emotionally disturbed in the education system, juvenile delinquents in the justice system, and conduct disordered in the mental health system. About 7% of males qualify as conduct disordered in psychiatric nosology (Dodge, Coie, & Lynam, 2006). Their antisocial behavior is regarded as highly stable across long periods of life, and they are notoriously difficult to treat effectively. In the search for solutions regarding an understanding of etiology of chronic antisocial behavior and novel methods for intervention and prevention, the practice field has turned to the basic sciences, including ethology, neuroscience, social psychology, personality, and developmental psychology. The translation of these sciences to the treatment of these children is captured in the tenets of developmental psychopathology.This article concerns one concept that has grown out of translational science: hostile attributional bias. Consider the hypothetical 12-year-old boy walking down the middle-school hallway. A peer runs down the hallway, knocking him over and spilling his books on the floor. Peers laugh. How does the boy respond? Does he interpret the incident as disrespect and a threat to his reputation for strength and toughness and respond aggressively, or does he interpret the act benignly and walk away? Every child has this kind of experience, and the child's attribution and response are crucial to his or her well-being, self-respect, and reputation for strength. As Nisbett and Cohen (1996, p. xv) noted, "In many of the world's cultures, social status, economic well-being, and life itself are linked to such a reputation." A central thesis of this article is that individual differences in aggressive behavior occur as a function of characteristic styles of attributing hostile intent (or not) to others' provocative behavior.Over the past 25 years, over 100 studies have identified reliable correlations between the attribution that a peer provocateur has acted with hostile intent and a behavioral...

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“…Although studies usually report a high correlation between reactive and proactive aggression (mean r=0.68; Card and Little 2006), factor analyses and meta-analyses provide clear evidence for the validity of the distinction between the two functions of aggression (Card and Little 2006;Crick and Dodge 1996;McAuliffe et al 2007;Poulin and Boivin 2000;Vitaro et al 1998). As will be discussed in more detail below, evidence also suggests that these two functions of aggressive behavior are differentially related to social cognitive skills, particularly with respect to the decoding of social stimuli (Crick and Dodge 1996;Dodge et al 1997;Dodge and Coie 1987;Hubbard et al 2001;Schippel et al 2003). The present study examines a specific and as yet unstudied aspect of decoding-related social cognitive skills, namely theory of mind, in relation to proactive and reactive aggression.…”

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confidence: 99%

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

Renouf

Brendgen

Séguin

et al. 2010

J Abnorm Child Psychol

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This study investigated the relation between theory of mind and reactive and proactive aggression, respectively, as well as the moderating role of peer victimization in this context. The 574 participants were drawn from a longitudinal study of twins. Theory of mind was assessed before school entry, when participants were 5 years old. Reactive and proactive aggression as well as peer victimization were assessed a year later in kindergarten. Results from multilevel regression CIHR Author Manuscript CIHR Author Manuscript CIHR Author Manuscriptanalyses revealed that low theory of mind was related to a high level of reactive aggression, but only in children who experienced average to high levels of peer victimization. In contrast, a high theory of mind was related to a high level of proactive aggression. Again, this relation was especially pronounced in children who experienced high levels of peer victimization. These findings challenge the social skills deficit view of aggression and provide support for a multidimensional perspective of aggressive behavior. KeywordsTheory of mind; Reactive and proactive aggression; Peer victimizationIn the study of aggressive behavior a fundamental distinction is made between reactive aggression and proactive aggression, which refer to two different underlying functions of aggression (Day, Bream and Paul 1992;Dodge and Coie 1987;Schwartz et al. 1998).Reactive aggression is defined as a retaliatory response to a real or perceived threat or provocation. It is associated with the frustration theory of aggression (Berkowitz 1989) and is accompanied by an activation of the autonomous system (Hubbard et al. 2002). In contrast, proactive aggression is considered a non-provoked behavior that is motivated by the desire for personal gains or the domination of others (Vitaro and Brendgen 2005). As an organized and planned behavior, proactive aggression is related to the anticipation of a positive outcome of the aggressive behavior (Dodge et al. 1997). Although studies usually report a high correlation between reactive and proactive aggression (mean r=0.68; Card and Little 2006), factor analyses and meta-analyses provide clear evidence for the validity of the distinction between the two functions of aggression (Card and Little 2006;Crick and Dodge 1996;McAuliffe et al. 2007;Poulin and Boivin 2000;Vitaro et al. 1998). As will be discussed in more detail below, evidence also suggests that these two functions of aggressive behavior are differentially related to social cognitive skills, particularly with respect to the decoding of social stimuli (Crick and Dodge 1996;Dodge et al. 1997;Dodge and Coie 1987;Hubbard et al. 2001;Schippel et al. 2003). The present study examines a specific and as yet unstudied aspect of decoding-related social cognitive skills, namely theory of mind, in relation to proactive and reactive aggression. The Role of Theory of Mind in Social BehaviorTheory of mind implies the capacity to attribute mental states to the self and to others in order to explain and predic...

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The dyadic nature of social information processing in boys' reactive and proactive aggression.

Cited by 224 publications

References 37 publications

Anger Correlated with Psychosocial Variables in Rural Youth

Anger Correlated with Psychosocial Variables in Rural Youth

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

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

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