Developmental differences in indirect aggression amongst students in South Australian schools

Gender difference and developmental trends in aggressive behaviour: an edited interview with Kaj Bjorkqvist: Interviewer: Kate Prescott

Journal of Psychologists and Counsellors in Schools ◽

10.1017/s1037291100003289 ◽

1996 ◽

Vol 6 (S1) ◽

pp. 89-94

Keyword(s):

Gender Difference ◽

School Children ◽

Aggressive Behaviour ◽

Research Team ◽

Developmental Psychology ◽

Adolescent Females ◽

Developmental Differences ◽

Indirect Aggression ◽

Major Research ◽

Developmental Trends

Dr Kaj Bjorkqvist, his wife and research colleague Dr Karin Osterman, and their research team have conducted the major research into gender and developmental differences in aggression in school children. In particular, Dr Bjorkqvist and his colleagues are responsible for pioneering the measurement of indirect aggression, particularly in adolescent females. Dr Bjorkqvist is Professor of Developmental Psychology at Abo Akademi University in Vasa, Finland.

Download Full-text

Recent Developments in the Assessment and Diagnosis of Child Psychopathology

European Journal of Psychological Assessment ◽

10.1027/1015-5759.11.3.203 ◽

1995 ◽

Vol 11 (3) ◽

pp. 203-212 ◽

Cited By ~ 3

Author(s):

Frank C. Verhulst

Keyword(s):

Problem Behaviors ◽

Child Psychopathology ◽

Developmental Differences ◽

Multiple Informants ◽

Cultural Research ◽

Assessment Approach ◽

Multicultural Knowledge ◽

Recent Developments ◽

Basic Characteristics ◽

Assessment And Diagnosis

In this article, recent developments in the assessment and diagnosis of child psychopathology are discussed with an emphasis on standardized methodologies that provide data that can be scored on empirically derived groupings of problems that tend to co-occur. Assessment methodologies are highlighted that especially take account of the following three basic characteristics of child psychopathology: (1) the quantitative nature of child psychopathology; (2) the role of developmental differences in the occurrence of problem behaviors, and (3) the need for multiple informants. Cross-cultural research is needed to test the applicability of assessment procedures across different settings as well as the generalizability of taxonomic constructs. Assessments of children in different cultures can be compared or pooled to arrive at a multicultural knowledge base which may be much stronger than knowledge based on only one culture. It is essential to avoid assuming that data from any single source reveal the significance of particular problems. Instead, comprehensive assessment of psychopathology requires coordination of multisource data using a multiaxial assessment approach.

Download Full-text