Relational aggression in sibling and peer relationships during early childhood

2006 ◽  
Vol 27 (3) ◽  
pp. 241-253 ◽  
Author(s):  
Jamie M. Ostrov ◽  
Nicki R. Crick ◽  
Kirstin Stauffacher
Keyword(s):  
Early Childhood ◽  
Relational Aggression ◽  
Peer Relationships

Unpacking the misfit effect: Exploring the influence of gender and social norms on the association between aggression and peer victimization

2021 ◽  
pp. 016502542199286
Author(s):  
Ellyn Charlotte Bass ◽  
Lina Maria Saldarriaga ◽  
Ana Maria Velasquez ◽  
Jonathan B. Santo ◽  
William M. Bukowski
Keyword(s):  
Social Norms ◽  
Peer Victimization ◽  
Relational Aggression ◽  
Peer Relationships ◽  
Peer Group ◽  
Peer Groups ◽  
Well Being ◽  
Self Report ◽  
Social Regulation ◽  
Adolescent Peer Groups

Social norms are vital for the functioning of adolescent peer groups; they can protect the well-being of groups and individual members, often by deterring harmful behaviors, such as aggression, through enforcement mechanisms like peer victimization; in adolescent peer groups, those who violate aggression norms are often subject to victimization. However, adolescents are nested within several levels of peer group contexts, ranging from small proximal groups, to larger distal groups, and social norms operate within each. This study assessed whether there are differences in the enforcement of aggression norms at different levels. Self-report and peer-nomination data were collected four times over the course of a school year from 1,454 early adolescents ( M age = 10.27; 53.9% boys) from Bogota, Colombia. Multilevel modeling provided support for social regulation of both physical aggression and relational aggression via peer victimization, as a function of gender, grade-level, proximal (friend) or distal (class) injunctive norms of aggression (perceptions of group-level attitudes), and descriptive norms of aggression. Overall, violation of proximal norms appears to be more powerfully enforced by adolescent peer groups. The findings are framed within an ecological systems theory of adolescent peer relationships.

Associations between multisystem stress reactivity and peer nominated aggression in early childhood vary by sex

2020 ◽  
Vol 32 (5) ◽  
pp. 1888-1898
Author(s):  
Melissa J. Hagan ◽  
Danielle S. Roubinov ◽  
W. Thomas Boyce ◽  
Nicole R. Bush
Keyword(s):  
Early Childhood ◽  
Relational Aggression ◽  
Stress Responses ◽  
Physical Aggression ◽  
Stress Reactivity ◽  
Physiological Stress ◽  
Kindergarten Children ◽  
Peer Ratings ◽  
Cortisol Reactivity ◽  
Physiological Stress Response

AbstractThere is emerging evidence that the development of problematic aggression in childhood may be associated with specific physiological stress response patterns, with both biological overactivation and underactivation implicated. This study tested associations between sex-specific patterns of stress responses across the sympathetic nervous system (SNS) and hypothalamic–pituitary–adrenal (HPA) axis and peer nominations of aggression among 271 kindergarten children (Mean age = 5.32 years; 52% Female; 44% White). Upon entry to kindergarten, children participated in a multidomain standardized stress paradigm. Changes in pre-ejection period (PEP) and salivary cortisol were assessed. On a separate day, children provided peer ratings of physical and relational aggression in a standardized interview. As expected, there was a significant three-way interaction between PEP, cortisol reactivity, and sex, but only for physical aggression. Among boys, cortisol reactivity was positively associated with physical aggression only for those with higher SNS reactivity. Findings suggest that for boys, asymmetrical and symmetrical HPA/SNS reactivity may be associated with lower and higher risk for peer-directed physical aggression, respectively. Understanding the complex associations between multisystem physiology, child sex and peer-directed aggression in early childhood may offer insight into individual differences underlying the emergence of behavioral dysregulation in early peer contexts.

scholarly journals Mindful awareness in early childhood education

2016 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Suvi H. Nieminen ◽  
Nina Sajaniemi
Keyword(s):  
Early Childhood ◽  
Peer Relationships ◽  
Self Regulation ◽  
Evidence Base ◽  
Stress Regulation ◽  
Mindful Awareness ◽  
Childhood Education ◽  
The Third ◽  
Everyday Activities ◽  
Excessive Stress

<p>This study is a literature review, drawing mainly on the nine significant and good quality studies (i.e. published in peer-reviewed journals) that make up the evidence base for mindful awareness practices in early childhood. Mindful awareness practices in this context means an individual’s awareness of her own body and her inner emotions or tensions. Increased awareness can decrease if individuals tend to impulsiveness or excessive stress. Self-regulation and mindful awareness skills are associated not only with stress regulation but also peer relationships and social skills. This systematic review attempts to look at the research of mindful awareness activities, programmes or interventions used as routine everyday activities. The second aim of this review is to examine the research design that has been used. The third aim of this study is to analyse the main themes and methods of these pieces of research.</p>

Assessing Children's Peer Relationships

1998 ◽  
Vol 3 (4) ◽  
pp. 176-182 ◽  
Author(s):  
Debra J. Pepler ◽  
Wendy M. Craig
Keyword(s):  
Early Childhood ◽  
Present Article ◽  
Peer Relationships ◽  
Peer Relations ◽  
Middle Childhood ◽  
Peer Group ◽  
Childhood And Adolescence ◽  
Group 3 ◽  
Adaptive Nature ◽  
Interactions With Peers

Peers have both positive and negative influences on children; therefore, considerable attention has focused on assessing peer relationships and friendships through childhood and adolescence. The present article provides an overview of the main methods of assessing peer relationships. The adaptive nature of children's peer relations has been assessed through four main methodologies: (1) asking the children themselves about elements of peer relations and friendships; (2) asking children about their perceptions of others within the peer group; (3) asking adults (i.e. parents and teachers) about the peer relations skills of children in their care; and (4) directly observing children during interactions with peers. Each of these approaches is described, with attention to relative strengths and weaknesses and their suitability for assessing peer relations in early childhood, middle childhood, and adolescence.

Parent–child interactions and relational aggression in peer relationships

2008 ◽  
Vol 28 (4) ◽  
pp. 522-540 ◽  
Author(s):  
D MICHIELS ◽  
H GRIETENS ◽  
P ONGHENA ◽  
S KUPPENS
Keyword(s):  
Relational Aggression ◽  
Peer Relationships ◽  
Parent Child Interactions ◽  
Parent Child

Understanding relational aggression during early childhood: An examination of the association with language and other social and cognitive skills

2017 ◽  
Vol 40 ◽  
pp. 204-214 ◽  
Author(s):  
Ameneh Shahaeian ◽  
Maryam Razmjoee ◽  
Cen Wang ◽  
Stephen N. Elliott ◽  
Claire Hughes
Keyword(s):  
Early Childhood ◽  
Relational Aggression ◽  
Cognitive Skills

Relational Aggression and Friendship During Early Childhood: "I Won't Be Your Friend!"

2005 ◽  
Vol 16 (2) ◽  
pp. 161-184 ◽  
Author(s):  
Jean E. Burr ◽  
Jamie M. Ostrov ◽  
Elizabeth A. Jansen ◽  
Crystal Cullerton-Sen ◽  
Nicki R. Crick
Keyword(s):  
Early Childhood ◽  
Relational Aggression
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