Autonomic functioning in reactive versus proactive aggression: The influential role of inconsistent parenting

2018 ◽  
Vol 44 (5) ◽  
pp. 524-536 ◽  
Author(s):  
Francesca Kassing ◽  
John E. Lochman ◽  
Andrea L. Glenn
Keyword(s):  
Proactive Aggression ◽  
Inconsistent Parenting ◽  
Autonomic Functioning

Lower Levels of Classroom Aggression Predict Stronger Relations Between Peer Victimization and Reactive Versus Proactive Aggression

2021 ◽  
pp. 088626052199795
Author(s):  
Michael T. Morrow ◽  
Julie A. Hubbard ◽  
Megan K. Bookhout ◽  
Marissa A. Docimo ◽  
Lauren E. Swift ◽  
...  
Keyword(s):  
Peer Victimization ◽  
Reactive Aggression ◽  
Proactive Aggression ◽  
Self Report ◽  
Fifth Grade ◽  
Classroom Norms ◽  
Reactive And Proactive Aggression ◽  
Low Levels ◽  
Differential Relations

We examined the concurrent relations of children’s reactive and proactive aggression with their experience of peer victimization. Extending previous research, we assessed these relations at both the child and classroom levels. We predicted that reactive aggression would relate positively to peer victimization, proactive aggression would relate negatively to peer victimization, and that these relations would vary with classroom levels of aggression. Participants included 1,291 fourth- and fifth-grade children (681 girls; M age = 10.14 years) and their 72 teachers from 9 schools in one public school district in the Mid-Atlantic United States. Children completed self-report measures of peer victimization and teachers completed measures of aggression for each child in their classrooms. Via two-level regression (level 1 = child; level 2 = classroom), reactive aggression related positively to peer victimization and proactive aggression related negatively to peer victimization. The positive relation between reactive aggression and peer victimization was only significant in classrooms with low levels of reactive aggression. The negative relation between proactive aggression and peer victimization was only significant in classrooms with low levels of proactive aggression. Our hypotheses were supported and offered further evidence for differential relations of reactive and proactive aggression with peer victimization at the child level, while demonstrating the important role of classroom norms for aggression in moderating these relations.

Cognitive Schemas and Aggressive Behavior in Adolescents: The Mediating Role of Social Information Processing

2010 ◽  
Vol 13 (1) ◽  
pp. 190-201 ◽  
Author(s):  
Esther Calvete ◽  
Izaskun Orue
Keyword(s):  
Information Processing ◽  
Aggressive Behavior ◽  
Social Information Processing ◽  
Social Information ◽  
Reactive Aggression ◽  
Proactive Aggression ◽  
Cognitive Schemas ◽  
Mediating Role ◽  
Selection Of

This study assesses the association between cognitive schemas of justification of violence, grandiosity and abuse, and reactive and proactive aggressive behavior, and whether this association is mediated by social information processing (SIP). For this purpose, a sample of 1371 adolescents (638 girls and 580 boys) completed measures of cognitive schemas, SIP, and Reactive-Proactive Aggression. The results showed that the cognitive schemas of justification of violence and narcissism are more relevant for proactive aggression, whereas the abuse schema is more relevant for reactive aggression. SIP mediated particularly the association between cognitive schemas and reactive aggression. Each cognitive schema was shown to be associated with some particular SIP component: justification of violence and abuse with the component of interpretation, and narcissism with the experience of anger. Moreover, the abuse schema was negatively associated with the selection of aggressive responses. Lastly, a general model of paths between schemas, SIP, and aggression was found to be quite similar for boys and girls, although the former scored higher in proactive aggression, partly because of their higher scores in the justification of violence and narcissism schemas.

Reactive and proactive aggression in clinical adolescents with attention-deficit/hyperactivity disorder: The moderating role of gender and comorbidities

2021 ◽  
pp. 135910452110550
Author(s):  
Peter Vida ◽  
Judit Balazs ◽  
Julia Gadoros ◽  
Peter Nagy ◽  
Jozsef Halasz
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Aggressive Behavior ◽  
Attention Deficit ◽  
Proactive Aggression ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Aggression Questionnaire ◽  
Reactive And Proactive Aggression ◽  
The Difference

Aggression is well-known problem in adolescent with Attention-Deficit/Hyperactivity Disorder (ADHD), but the precise relation of reactive and proactive aggression by gender and comorbidities has not been characterized in this population. The aim of this study was to assess the level of reactive and proactive aggression in adolescents with ADHD and in matched non-ADHD clinical controls. The level of aggression was assessed by the Reactive and Proactive Aggression Questionnaire in 391 adolescents with ADHD and in 391 matched non-ADHD clinical controls. The selection of adolescents with ADHD was representative for a three-year–long period in Vadaskert Child Psychiatry Hospital. General Linear Model was used to assess the difference by ADHD, gender, and comorbidities on the level of reactive and proactive aggression. The presence of ADHD was associated with higher levels of reactive and proactive aggression. In girls, the effect of ADHD on reactive aggression was more profound. The presence of oppositional defiant disorder or conduct disorder in both groups resulted in higher levels of aggression. Our data suggest that adolescents with ADHD have higher level of aggressive behavior, and girls are especially vulnerable in terms of reactive aggressive behavior.

scholarly journals The role of self-serving cognitive distortions in reactive and proactive aggression

2017 ◽  
Vol 27 (5) ◽  
pp. 395-408 ◽  
Author(s):  
Sanne Oostermeijer ◽  
Kirsten C. Smeets ◽  
Lucres M. C. Jansen ◽  
Tijs Jambroes ◽  
Nanda N. J. Rommelse ◽  
...  
Keyword(s):  
Cognitive Distortions ◽  
Proactive Aggression ◽  
Reactive And Proactive Aggression

The role of delinquency, proactive aggression, psychopathy and behavioral school engagement in reported youth gang membership

2015 ◽  
Vol 41 ◽  
pp. 148-156 ◽  
Author(s):  
Rebecca P. Ang ◽  
Vivien S. Huan ◽  
Wei Teng Chan ◽  
Siew Ann Cheong ◽  
Jia Ning Leaw
Keyword(s):  
School Engagement ◽  
Proactive Aggression ◽  
Gang Membership ◽  
Youth Gang

Functions of Aggression and Delinquency: The Moderating Role of Parent Criminality and Friends’ Gang Membership

2016 ◽  
Vol 33 (22) ◽  
pp. 3531-3550 ◽  
Author(s):  
Rebecca P. Ang ◽  
Vivien S. Huan ◽  
Xiang Li ◽  
Wei Teng Chan
Keyword(s):  
Peer Relations ◽  
Reactive Aggression ◽  
Proactive Aggression ◽  
Gang Membership ◽  
Moderating Effects ◽  
Adolescent Aggression ◽  
Moderator Effects ◽  
The Relationship ◽  
Moderating Role

This study examined the relationships between two functions of aggression (i.e., reactive and proactive) and delinquency, including the moderating effects of parent criminality and friends’ gang membership, in a sample of 1,027 Singaporean adolescents from Grade 7 to Grade 9, with age ranging from 12 to 19 years ( M = 14.10, SD = 1.15). Findings suggested that both reactive aggression and proactive aggression significantly and positively predicted delinquency (after controlling for proactive aggression and reactive aggression, respectively), with proactive aggression being a stronger predictor. Friends’ gang membership was found to moderate the relationship between reactive aggression and delinquency, and proactive aggression and delinquency, with stronger moderator effects for the latter. Those who were aggressive proactively and who had friends in a gang appear to be impacted most negatively with respect to delinquency. Parent criminality did not moderate these relationships. These findings highlight the need to effectively address the issues of child and adolescent aggression. Also, developing positive peer relations early is crucial for delinquency prevention.

Shaping practice: prescribing assessment

2019 ◽  
pp. 45-62
Author(s):  
Sue White ◽  
Matthew Gibson ◽  
David Wastell ◽  
Patricia Walsh
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Workers ◽  
Attachment Theory ◽  
Social Acceptance ◽  
Work Practice ◽  
Social Work Practice ◽  
Inconsistent Parenting ◽  
The Uk

This chapter reviews the use of attachment theory in practice guidance and child welfare policy, focusing on social work in England. In refashioning the role of social workers, the increasing social acceptance of attachment theory, and its concomitant discourse, influenced and guided the UK government's attempt to define and restructure what social work practice was. The attachment story in use offered explanations for how children become harmed by insensitive, unresponsive, and inconsistent parenting. Such ideas fed into the government's agenda for social work practice: namely to assess (needs) and refer (to services) or remove (to prevent harm). Social workers were, therefore, directed to assess parents' capacity to meet the needs of their children from the perspective of attachment theory. Ultimately, attachment theory has become institutionalised into the profession.

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