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Sample records for aggressive behavior problems

  1. Interparental aggression, attention skills, and early childhood behavior problems

    PubMed Central

    TOWE-GOODMAN, NISSA R.; STIFTER, CYNTHIA A.; COCCIA, MICHAEL A.; COX, MARTHA J.

    2014-01-01

    The current study explored longitudinal associations between interparental aggression, the development of child attention skills, and early childhood behavior problems in a diverse sample of 636 families living in predominately low-income, nonmetropolitan communities. The results of latent-variable, cross-lagged longitudinal models revealed that maternal-reported interparental aggression in infancy predicted reduced observed attention skills in toddlerhood; no association was observed, however, between attention in infancy and interparental aggression during the toddler years. Further, reduced toddler attention and high interparental aggression were both associated with increased risk for attention-deficit/hyperactivity disorder symptoms and conduct problems at 3 years of age. Processes largely operated in similar ways regardless of child gender or low-income status, although a few differences were observed. Overall, the results suggest that interparental aggression undermines attention development, putting children’s early behavioral adjustment at risk. PMID:23786696

  2. The impact of classroom aggression on the development of aggressive behavior problems in children.

    PubMed

    Thomas, Duane E; Bierman, Karen L

    2006-01-01

    Prior research suggests that exposure to elementary classrooms characterized by high levels of student aggression may contribute to the development of child aggressive behavior problems. To explore this process in more detail, this study followed a longitudinal sample of 4,907 children and examined demographic factors associated with exposure to high-aggression classrooms, including school context factors (school size, student poverty levels, and rural vs. urban location) and child ethnicity (African American, European American). The developmental impact of different temporal patterns of exposure (e.g., primacy, recency, chronicity) to high-aggression classrooms was evaluated on child aggression. Analyses revealed that African American children attending large, urban schools that served socioeconomically disadvantaged students were more likely than other students to be exposed to high-aggressive classroom contexts. Hierarchical regressions demonstrated cumulative effects for temporal exposure, whereby children with multiple years of exposure showed higher levels of aggressive behavior after 3 years than children with primacy, less recent, and less chronic exposure, controlling for initial levels of aggression. Implications are discussed for developmental research and preventive interventions.

  3. Assessment of adolescents' victimization, aggression, and problem behaviors: Evaluation of the Problem Behavior Frequency Scale.

    PubMed

    Farrell, Albert D; Sullivan, Terri N; Goncy, Elizabeth A; Le, Anh-Thuy H

    2016-06-01

    This study evaluated the Problem Behavior Frequency Scale (PBFS), a self-report measure designed to assess adolescents' frequency of victimization, aggression, and other problem behaviors. Analyses were conducted on a sample of 5,532 adolescents from 37 schools at 4 sites. About half (49%) of participants were male; 48% self-identified as Black non-Hispanic; 21% as Hispanic, 18% as White non-Hispanic. Adolescents completed the PBFS and measures of beliefs and values related to aggression, and delinquent peer associations at the start of the 6th grade and over 2 years later. Ratings of participants' behavior were also obtained from teachers on the Behavioral Assessment System for Children. Confirmatory factor analyses supported a 7-factor model that differentiated among 3 forms of aggression (physical, verbal, and relational), 2 forms of victimization (overt and relational), drug use, and other delinquent behavior. Support was found for strong measurement invariance across gender, sites, and time. The PBFS factors generally showed the expected pattern of correlations with teacher ratings of adolescents' behavior and self-report measures of relevant constructs. (PsycINFO Database Record

  4. Aggressive Behavior

    MedlinePlus

    ... Listen Español Text Size Email Print Share Aggressive Behavior Page Content Article Body My child is sometimes very aggressive. What is the best ... once they are quiet and still reinforces this behavior, so your child learns that time out means “quiet and still.” ...

  5. Effects of caregiver-implemented aggression reduction procedure on problem behavior of dogs.

    PubMed

    Echterling-Savage, Kristyn; DiGennaro Reed, Florence D; Miller, L Keith; Savage, Sean

    2015-01-01

    Problem behavior of companion animals poses a threat to caregivers, other targets of problem behavior (e.g., strangers, other nonhuman animals), and those animals engaging in problem behavior. This study examined the effects of an aggression reduction procedure (ARP) on dog problem behavior. After a baseline condition showing caregivers were unsuccessful in reducing dog aggression and the behaviors preceding aggression, caregivers were trained to implement a procedure to address dog problem behavior in relatively simple contexts. Generalization programming then was used to target caregiver plan implementation and dog problem behavior in more complex contexts. The ARP effectively reduced dog aggression for all dogs. A slight reduction and increased variability in dog precursor behavior was observed when the ARP was implemented. In addition, caregivers and experts rated the goals, procedures, and effects as acceptable. Implications of these findings are discussed.

  6. Peer Ratings of Aggression: Relation to Social Skills, Behavior Problems, and Friendships.

    ERIC Educational Resources Information Center

    McIntosh, Ruth; Vaughn, Sharon

    This study examined the aggressive behaviors of children through peer ratings to teacher ratings of problem behaviors and social skills and peer ratings of friendship. Peer data are valid measures and may be more accurate than teacher or self measures because peers are more likely to be present when aggression occurs. This study examines a peer…

  7. Parenting stress and children's problem behavior in China: the mediating role of parental psychological aggression.

    PubMed

    Liu, Li; Wang, Meifang

    2015-02-01

    This study examined the mediating effect of parents' psychological aggression in the relationship between parenting stress and children's internalizing (anxiety/depression, withdrawal) and externalizing (aggression, delinquency) problem behaviors 1 year later. Using a sample of 311 intact 2-parent Chinese families with preschoolers, findings revealed that maternal parenting stress had direct effects on children's internalizing and externalizing problem behavior and indirect effects through maternal psychological aggression. However, neither direct nor indirect effects of fathers' parenting stress on children's internalizing and externalizing problem behavior were found. The findings highlight the importance of simultaneously studying the effects of both mothers' and fathers' parenting on their children within a family systems framework.

  8. Dimensions of Peer Influences and Their Relationship to Adolescents' Aggression, Other Problem Behaviors and Prosocial Behavior.

    PubMed

    Farrell, Albert D; Thompson, Erin L; Mehari, Krista R

    2016-11-03

    Although peers are a major influence during adolescence, the relative importance of specific mechanisms of peer influence on the development of problem behavior is not well understood. This study investigated five domains of peer influence and their relationships to adolescents' problem and prosocial behaviors. Self-report and teacher ratings were obtained for 1787 (53 % female) urban middle school students. Peer pressure for fighting and friends' delinquent behavior were uniquely associated with aggression, drug use and delinquent behavior. Friends' prosocial behavior was uniquely associated with prosocial behavior. Friends' support for fighting and friends' support for nonviolence were not as clearly related to behavior. Findings were generally consistent across gender. This study highlights the importance of studying multiple aspects of peer influences on adolescents' behavior.

  9. Prospective Associations among Borderline Personality Disorder Symptoms, Interpersonal Problems, and Aggressive Behaviors

    ERIC Educational Resources Information Center

    Stepp, Stephanie D.; Smith, Tiffany D.; Morse, Jennifer Q.; Hallquist, Michael N.; Pilkonis, Paul A.

    2012-01-01

    This study examined the prospective relationships among borderline personality disorder (BPD) symptoms, interpersonal problems, and types of aggressive behaviors (i.e., experiencing psychological and physical victimization and perpetrating psychological and physical aggression) in a psychiatric sample (N = 139) over the course of 2 years. We…

  10. Aggression and Rule-breaking: Heritability and stability of antisocial behavior problems in childhood and adolescence

    PubMed Central

    Niv, Sharon; Tuvblad, Catherine; Raine, Adrian; Baker, Laura A.

    2013-01-01

    Purpose This twin study examined the structure of genetic and environmental influences on aggression and rule-breaking in order to examine change and stability across the span of childhood to mid-adolescence. Methods Behavioral assessments were conducted at two time points: age 9–10 years and 14–15 years. Using behavioral genetics biometric modeling, the longitudinal structure of influences was investigated. Results Aggression and rule-breaking were found to be influenced by a latent common factor of antisocial behavior (ASB) within each wave of data collection. The childhood-age common factor of ASB was influenced by 41% genetics, 40% shared environment and 19% nonshared environment. In adolescence, 41% of influences on the common factor were novel and entirely genetic, while the remainder of influences were stable across time. Additionally, both aggression and rule-breaking within each wave were found to have unique influences not common across subscales or across waves, highlighting specificity of influences on different problem behaviors at both ages. Conclusions This research sheds light on the commonality of influences on etiology of different forms of antisocial behavior, and suggests future directions for research into intervention for antisocial behavior problems in youth, such as investigation of adolescence-specific environmental influences on the development of antisocial behavior problems. PMID:24347737

  11. Family Violence and Children's Behavior Problems: Independent Contributions of Intimate Partner and Child-Directed Physical Aggression.

    PubMed

    Gustafsson, Hanna C; Barnett, Melissa A; Towe-Goodman, Nissa R; Mills-Koonce, W Roger; Cox, Martha J

    2014-10-01

    Using data from a diverse sample of 581 families living in predominantly low-income, rural communities, the current study sought to investigate the longitudinal associations among father-perpetrated intimate partner violence (IPV) and child-directed physical aggression perpetrated by the mother. The unique contributions of each of these types of family violence on children's behavioral problems at school entry were also examined. Results confirm bidirectional associations between father-perpetrated IPV and maternal physical aggression directed toward the child, and indicate that both types of physical aggression contribute to child behavior problems at school entry.

  12. Family Violence and Children’s Behavior Problems: Independent Contributions of Intimate Partner and Child-Directed Physical Aggression

    PubMed Central

    Gustafsson, Hanna C.; Barnett, Melissa A.; Towe-Goodman, Nissa R.; Mills-Koonce, W. Roger; Cox, Martha J.

    2014-01-01

    Using data from a diverse sample of 581 families living in predominantly low-income, rural communities, the current study sought to investigate the longitudinal associations among father-perpetrated intimate partner violence (IPV) and child-directed physical aggression perpetrated by the mother. The unique contributions of each of these types of family violence on children’s behavioral problems at school entry were also examined. Results confirm bidirectional associations between father-perpetrated IPV and maternal physical aggression directed toward the child, and indicate that both types of physical aggression contribute to child behavior problems at school entry. PMID:25431522

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

    PubMed Central

    Dodge, Kenneth A.

    2009-01-01

    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. PMID:17152401

  14. Marital and severe parent-to-adolescent physical aggression in clinic-referred families: mother and adolescent reports on co-occurrence and links to child behavior problems.

    PubMed

    Mahoney, Annette; Donnelly, William O; Boxer, Paul; Lewis, Terri

    2003-03-01

    This study examined the interplay of marital and severe parental physical aggression, and their links to child behavior problems, in 232 families of clinic-referred adolescents. Combined reports from mothers and adolescents indicated that two thirds of adolescents exposed to marital aggression in the past year had also experienced parental aggression. Mothers and fathers who used and/or were victims of marital aggression were both more likely to direct aggression toward their adolescent. Mother and youth reports of marital aggression were tied to each party's report of greater externalizing problems and to youth reports of greater internalizing problems. Severe parental aggression uniquely predicted maternal reports of both behavior problems, after controlling for marital aggression; the reverse was not true. Also, adolescents exposed to both types of family aggression did not display greater maladjustment than those subjected to only one type of family aggression.

  15. Developmental Trajectories of Aggression, Prosocial Behavior, and Social-Cognitive Problem Solving in Emerging Adolescents with Clinically Elevated ADHD Symptoms

    PubMed Central

    Kofler, Michael J.; Larsen, Ross; Sarver, Dustin E.; Tolan, Patrick H.

    2015-01-01

    Middle school is a critical yet understudied period of social behavioral risks and opportunities that may be particularly difficult for emerging adolescents with ADHD given their childhood social difficulties. Although childhood ADHD has been associated with increased aggression and peer relational difficulties, relatively few ADHD studies have examined social behavior beyond the elementary years, or examined aspects of positive (prosocial) behavior. In addition, social-cognitive problem solving has been implicated in ADHD; however, its longitudinal impact on prosocial and aggressive behavior is unclear. The current study examined how middle school students with clinically elevated ADHD symptoms differ from their non-ADHD peers on baseline (sixth grade) and age-related changes in prosocial and aggressive behavior, and the extent to which social-cognitive problem solving strategies mediate these relations. Emerging adolescents with (n = 178) and without (n = 3,806) clinically elevated, teacher-reported ADHD inattentive and hyperactive/impulsive symptoms were compared longitudinally across sixth through eighth grades using parallel process latent growth curve modeling, accounting for student demographic characteristics, ODD symptoms, deviant peer association, school climate, and parental monitoring. Sixth graders with elevated ADHD symptoms engaged in somewhat fewer prosocial behaviors (d= −0.44) and more aggressive behavior (d= 0.20) relative to their peers. These small social behavioral deficits decreased but were not normalized across the middle school years. Contrary to hypotheses, social-cognitive problem solving was not impaired in the ADHD group, and did not mediate the association between ADHD and social behavior during the middle school years. ADHD and social-cognitive problem solving contributed independently to social behavior, both in sixth grade and across the middle school years; the influence of social-cognitive problem solving on social behavior was

  16. Attention Problems Mediate the Association between Severity of Physical Abuse and Aggressive Behavior in a Sample of Maltreated Early Adolescents

    ERIC Educational Resources Information Center

    Garrido, Edward F.; Taussig, Heather N.; Culhane, Sara E.; Raviv, Tali

    2011-01-01

    Empirical evidence has accumulated documenting an association between childhood physical abuse and aggressive behavior. Relatively fewer studies have explored possible mediating mechanisms that may explain this association. The purpose of the current study was to examine whether caregiver- and youth-reported attention problems mediate the…

  17. Aggressive Behavior Problems in Children with Autism Spectrum Disorders: Prevalence and Correlates in a Large Clinical Sample

    PubMed Central

    Hill, Alison Presmanes; Zuckerman, Katharine E.; Hagen, Arlene D.; Kriz, Daniel J.; Duvall, Susanne W.; van Santen, Jan; Nigg, Joel; Fair, Damien; Fombonne, Eric

    2014-01-01

    Aggressive behavior problems (ABP) are frequent yet poorly understood in children with Autism Spectrum Disorders (ASD) and are likely to co-vary significantly with comorbid problems. We examined the prevalence and sociodemographic correlates of ABP in a clinical sample of children with ASD (N = 400; 2–16.9 years). We also investigated whether children with ABP experience more intensive medical interventions, greater impairments in behavioral functioning, and more severe comorbid problems than children with ASD who do not have ABP. One in four children with ASD had Child Behavior Checklist scores on the Aggressive Behavior scale in the clinical range (T-scores ≥ 70). Sociodemographic factors (age, gender, parent education, race, ethnicity) were unrelated to ABP status. The presence of ABP was significantly associated with increased use of psychotropic drugs and melatonin, lower cognitive functioning, lower ASD severity, and greater comorbid sleep, internalizing, and attention problems. In multivariate models, sleep, internalizing, and attention problems were most strongly associated with ABP. These comorbid problems may hold promise as targets for treatment to decrease aggressive behavior and proactively identify high-risk profiles for prevention. PMID:25221619

  18. Aggressive Behavior between Siblings and the Development of Externalizing Problems: Evidence from a Genetically Sensitive Study

    ERIC Educational Resources Information Center

    Natsuaki, Misaki N.; Ge, Xiaojia; Reiss, David; Neiderhiser, Jenae M.

    2009-01-01

    This study investigated the prospective links between sibling aggression and the development of externalizing problems using a multilevel modeling approach with a genetically sensitive design. The sample consisted of 780 adolescents (390 sibling pairs) who participated in 2 waves of the Nonshared Environment in Adolescent Development project.…

  19. Stability of Aggressive Behavior.

    ERIC Educational Resources Information Center

    Eron, Leonard D.; Huesmann, L. Rowell

    As indicated by multiple measures (including overt criminal behavior), stability of aggressive behavior was investigated across 22 years for males and females in a variety of situations. Originally, subjects included the entire population enrolled in the third grade in a semi-rural county in New York State. The sample included approximately 870…

  20. Longitudinal relations between parental media monitoring and adolescent aggression, prosocial behavior, and externalizing problems.

    PubMed

    Padilla-Walker, Laura M; Coyne, Sarah M; Collier, Kevin M

    2016-01-01

    The current study examined longitudinal relations between parental media monitoring and adolescent behavior, and explored indirect effects via sympathy and self-regulation. A sample of adolescents and their mothers from Northwestern and Mountain West cities in the USA participated in a study at three time points, approximately one year apart (N = 681; M age of child at Time 3 = 13.33, SD = 1.06; 51% female; 73% European American, 9% African American, 17% Multi-ethnic). Though findings varied by reporter, results suggested that restrictive and active media monitoring were indirectly associated with adolescents' prosocial behavior, aggression, and externalizing behavior, with restrictive monitoring being somewhat maladaptive and active monitoring adaptive. The discussion focuses on the need to examine multiple aspects of media monitoring, and highlights implications of findings for parents.

  1. Corporal punishment and long-term behavior problems: the moderating role of positive parenting and psychological aggression.

    PubMed

    Gámez-Guadix, Manuel; Straus, Murray A; Carrobles, José Antonio; Muñoz-Rivas, Marina J; Almendros, Carmen

    2010-11-01

    The aims of this study were: (a) to examine the prevalence of corporal punishment (CP) of children in Spain; (b) to analyze the extent to which CP is used in combination with psychological aggression and positive parenting among Spanish parents; and (c) to investigate whether the relation between CP and behavior problems is moderated by a positive parenting context in which CP may be used, and by the co-occurrence of psychological aggression. The sample comprised 1,071 Spanish university students (74.8% female; 25.2% male). Findings indicate a high prevalence of CP of Spanish students, revealing that significantly more mothers than fathers used CP. Furthermore, more CP is related to more use of psychological aggression and less of positive parenting. Regression analyses revealed that CP was associated with an increased probability of antisocial traits and behaviors regardless of whether there was positive parenting and psychological aggression. These results highlight that, though many Spanish parents use CP as a disciplinary strategy, it appears to be related to negative outcomes for children regardless the parental context in which it is used.

  2. The role of grandparents in preventing aggressive and other externalizing behavior problems in children from rural, methamphetamine-involved families

    PubMed Central

    Sheridan, Kathryn; Haight, Wendy L.; Cleeland, Leah

    2011-01-01

    Preventive interventions are urgently needed for children from rural, methamphetamine-involved families, who are at risk for the development of aggressive and other externalizing behavioral problems. This mixed method study explored naturally occurring sources of protection and considers the implications for targeted interventions. Participants were 41 children aged six to 14 years from rural families involved with methamphetamine and the public child welfare system, their primary caregivers, and 19 parents recovering from methamphetamine addiction. When invited during semi-structured interviews to talk about their families, 48% of children spontaneously described socially and emotionally supportive relationships with healthy grandparents. Children’s reports of support from grandparents were associated with lower scores on CBCL Social Problems, [t(37)= 2.23, p<.05 ]; externalizing behaviors, [t(37)= 2.07, p<.05]; and aggressive behaviors, [t(37)= 2.75, p<.01]. When asked to talk about their families, 58% of parents spontaneously described the support their children received from grandparents, and 26% also described the support that they had received from their own grandparents. Children’s and parents’ descriptions of grandparent support suggest how grandparents may protect children from the development of aggressive and other externalizing behavior problems. First, grandparents may prevent obstacles to healthy development by providing their grandchildren with safe shelter and basic child care when parents are incapacitated from substance misuse. Second, they may promote their grandchildren’s positive social-emotional development through supportive relationships. Third, they may promote social competence through enjoyable leisure activities with healthy adults and non-delinquent peers. Understanding naturally occurring sources of protection for children can inform the development of interventions by identifying strengths on which to build, and suggesting

  3. M-Rated Video Games and Aggressive or Problem Behavior among Young Adolescents

    ERIC Educational Resources Information Center

    Olson, Cheryl K.; Kutner, Lawrence A.; Baer, Lee; Beresin, Eugene V.; Warner, Dorothy E.; Nicholi, Armand M., II

    2009-01-01

    This research examined the potential relationship between adolescent problem behaviors and amount of time spent with violent electronic games. Survey data were collected from 1,254 7th and 8th grade students in two states. A "dose" of exposure to Mature-rated games was calculated using Entertainment Software Rating Board ratings of…

  4. Prevalence of bullying and aggressive behavior and their relationship to mental health problems among 12- to 15-year-old Norwegian adolescents.

    PubMed

    Undheim, Anne Mari; Sund, Anne Mari

    2010-11-01

    The aim of this study was to examine the relationships between being bullied and aggressive behavior and self-reported mental health problems among young adolescents. A representative population sample of 2,464 young Norwegian adolescents (50.8% girls) aged 12-15 years was assessed. Being bullied was measured using three items concerning teasing, exclusion, and physical assault. Self-esteem was assessed by Harter's self-perception profile for adolescents. Emotional and behavioral problems were measured by the Moods and Feelings Questionnaire (MFQ) and the youth self-report (YSR). Aggressive behavior was measured by four items from the YSR. One-tenth of the adolescents reported being bullied, and 5% reported having been aggressive toward others during the past 6 months. More of the students being bullied and students being aggressive toward others reported parental divorce, and they showed higher scores on all YSR subscales and on the MFQ questions, and lower scores on the global self-worth subscale (Harter) than students not being bullied or aggressive. A few differences emerged between the two groups being bullied or being aggressive toward others: those who were aggressive showed higher total YSR scores, higher aggression and delinquency scores, and lower social problems scores, and reported higher scores on the social acceptance subscale (Harter) than bullied students. However, because social problems were demonstrated in both the involved groups, interventions designed to improve social competence and interaction skills should be integrated in antibullying programs.

  5. Social Problem-Solving and Self Esteem of Aggressive Boys.

    ERIC Educational Resources Information Center

    Lochman, John E.

    Secondary prevention programs for aggressive children should be based on research about processes which mediate children's expression of aggressive behavior. The relative importance of perceived competence, self-esteem, and social problem solving processes was investigated in 20 aggressive and 18 non-aggressive fourth and fifth grade boys. Teacher…

  6. Aggressive behavior, related conduct problems, and variation in genes affecting dopamine turnover.

    PubMed

    Grigorenko, Elena L; De Young, Colin G; Eastman, Maria; Getchell, Marya; Haeffel, Gerald J; Klinteberg, Britt af; Koposov, Roman A; Oreland, Lars; Pakstis, Andrew J; Ponomarev, Oleg A; Ruchkin, Vladislav V; Singh, Jay P; Yrigollen, Carolyn M

    2010-01-01

    A number of dopamine-related genes have been implicated in the etiology of violent behavior and conduct problems. Of these genes, the ones that code for the enzymes that influence the turnover of dopamine (DA) have received the most attention. In this study, we investigated 12 genetic polymorphisms in four genes involved with DA functioning (COMT, MAOA and MAOB, and DbetaH) in 179 incarcerated male Russian adolescents and two groups of matched controls: boys without criminal records referred to by their teachers as (a) "troubled-behavior-free" boys, n=182; and (b) "troubled-behavior" boys, n=60. The participants were classified as (1) being incarcerated or not, (2) having the DSM-IV diagnosis of conduct disorder (CD) or not, and (3) having committed violent or nonviolent crimes (for the incarcerated individuals only). The findings indicate that, although no single genetic variant in any of the four genes differentiated individuals in the investigated groups, various linear combinations (i.e., haplotypes) and nonlinear combinations (i.e., interactions between variants within and across genes) of genetic variants resulted in informative and robust classifications for two of the three groupings. These combinations of genetic variants differentiated individuals in incarceration vs. nonincarcerated and CD vs. no-CD groups; no informative combinations were established consistently for the grouping by crime within the incarcerated individuals. This study underscores the importance of considering multiple rather than single markers within candidate genes and their additive and interactive combinations, both with themselves and with nongenetic indicators, while attempting to understand the genetic background of such complex behaviors as serious conduct problems.

  7. Quantifying Aggressive Behavior in Zebrafish.

    PubMed

    Teles, Magda C; Oliveira, Rui F

    2016-01-01

    Aggression is a complex behavior that influences social relationships and can be seen as adaptive or maladaptive depending on the context and intensity of expression. A model organism suitable for genetic dissection of the underlying neural mechanisms of aggressive behavior is still needed. Zebrafish has already proven to be a powerful vertebrate model organism for the study of normal and pathological brain function. Despite the fact that zebrafish is a gregarious species that forms shoals, when allowed to interact in pairs, both males and females express aggressive behavior and establish dominance hierarchies. Here, we describe two protocols that can be used to quantify aggressive behavior in zebrafish, using two different paradigms: (1) staged fights between real opponents and (2) mirror-elicited fights. We also discuss the methodology for the behavior analysis, the expected results for both paradigms, and the advantages and disadvantages of each paradigm in face of the specific goals of the study.

  8. Effect of a Mindfulness Training Program on the Impulsivity and Aggression Levels of Adolescents with Behavioral Problems in the Classroom

    PubMed Central

    Franco, Clemente; Amutio, Alberto; López-González, Luís; Oriol, Xavier; Martínez-Taboada, Cristina

    2016-01-01

    Objective: The aim of the present study was to analyze the effects of a mindfulness training psycho-educative program on impulsivity and aggression levels in a sample of high school students. Methods: A randomized controlled trial with pre-test–post-test measurements was applied to an experimental group and a control group (waiting list). The Barratt Impulsivity Scale (BIS-11) Patton et al. (1995) and the Aggression Questionnaire (Buss and Perry, 1992) were used. Results: Statistical analyses showed a significant decrease in the levels of impulsivity and aggressiveness in the experimental group compared with the control group. These results have important implications for improving the level of academic engagement and self-efficacy of students and for reducing school failure. Conclusion: This is one of the first studies showing the effectiveness of mindfulness training at reducing impulsive and aggressive behaviors in the classroom. The efficacy of mindfulness-based programs is emphasized. PMID:27713709

  9. Environmental factors and aggressive behavior

    SciTech Connect

    Anderson, A.C.

    1982-07-01

    This paper briefly reviews some of the research areas which indicate a correlation between environmental factors and initiation of aggressive behavior. Environmental factors including lunar influences, month of birth, climate and the effects of crowding and certain chemicals are discussed.

  10. [Pathophysiology of aggressive behavior: evaluation and management of pathological aggression].

    PubMed

    Pompili, E; Carlone, C; Silvestrini, C; Nicolò, G

    2016-01-01

    This work aims to define the aggression in all its forms, with notes on management and rapid tranquilization. The pathological aggression is described as a non-homogeneous phenomenon, it is variable in according to social, psychological and biological agents. The distinction of violence between affective aggression and predatory aggression can be functional to the prediction of outcome of any treatment. In general, a pattern of predatory violence tend to match with patients unresponsive and not compliant to treatment, a low probability to predict future violence and, therefore, a difficulty in managing risk. The affective aggressor, however, shows increased probability of treatment response, with more predictability of violent actions in reaction to situations perceived as threatening and, therefore, greater management of future violence risk. Those who act affective violence tend to show a wide range of emotional and cognitive problems, while those who act with predatory patterns show greater inclination to aggression and antisocial behavior. Aggression that occurs in psychiatry mostly appears to be affective, therefore susceptible to modulation through treatments.

  11. Aggression in Pretend Play and Aggressive Behavior in the Classroom

    ERIC Educational Resources Information Center

    Fehr, Karla K.; Russ, Sandra W.

    2013-01-01

    Research Findings: Pretend play is an essential part of child development and adjustment. However, parents, teachers, and researchers debate the function of aggression in pretend play. Different models of aggression predict that the expression of aggression in play could either increase or decrease actual aggressive behavior. The current study…

  12. Reduction of Aggressive Behavior in the School.

    ERIC Educational Resources Information Center

    Petermann, Ulrike

    1988-01-01

    Discusses what may be considered aggressive behavior, what motivates aggressive students, and possible teacher responses to aggressive behavior. Describes four points on which teachers can focus to diminish the attractiveness of aggression and ensure that it is not rewarded. Identifies learning activities which provide aggressive students with the…

  13. Aggressive Behaviors and Verbal Communication Skills in Autism Spectrum Disorders

    PubMed Central

    De Giacomo, Andrea; Craig, Francesco; Terenzio, Vanessa; Coppola, Annamaria; Campa, Maria Gloria; Passeri, Gianfranco

    2016-01-01

    Aggressive behavior is a common problem among children with autism spectrum disorder (ASD) and could negatively affect family functioning and school and social competence. The aim of the present study was to investigate the relationship between aggressive behavior, such as self-aggression and other-aggression, with verbal communication ability and IQ level in children with ASD. The sample examined in this study included 88 children with a diagnosis of ASD. For the purposes of our study, much attention was focused on individual items of the Autism Diagnostic Observation Schedule and the Autism Diagnostic Interview–Revised that were useful to evaluate the aggressive behavior. We have not found any association between aggressive behavior (other-aggression and self-aggression) and the absence of language or low IQ in children with ASD. Thus, the degree of severity of autism is probably the most important risk factor for this behavior. PMID:27336016

  14. Aggressive Behaviors and Verbal Communication Skills in Autism Spectrum Disorders.

    PubMed

    De Giacomo, Andrea; Craig, Francesco; Terenzio, Vanessa; Coppola, Annamaria; Campa, Maria Gloria; Passeri, Gianfranco

    2016-01-01

    Aggressive behavior is a common problem among children with autism spectrum disorder (ASD) and could negatively affect family functioning and school and social competence. The aim of the present study was to investigate the relationship between aggressive behavior, such as self-aggression and other-aggression, with verbal communication ability and IQ level in children with ASD. The sample examined in this study included 88 children with a diagnosis of ASD. For the purposes of our study, much attention was focused on individual items of the Autism Diagnostic Observation Schedule and the Autism Diagnostic Interview-Revised that were useful to evaluate the aggressive behavior. We have not found any association between aggressive behavior (other-aggression and self-aggression) and the absence of language or low IQ in children with ASD. Thus, the degree of severity of autism is probably the most important risk factor for this behavior.

  15. The Effects of Pornography on Aggressive Behavior.

    ERIC Educational Resources Information Center

    Stacy, Lauri L.

    This document reviews existing empirical research on the effect of pornography on aggressive behavior. Two types of pornography are distinguished: aggressive pornography and non-aggressive pornography. Conclusions drawn from the research review are presented, including: (1) aggressive pornograpy consistently increases aggressive attitudes and…

  16. Developmental trajectories of aggression, prosocial behavior, and social-cognitive problem solving in emerging adolescents with clinically elevated attention-deficit/hyperactivity disorder symptoms.

    PubMed

    Kofler, Michael J; Larsen, Ross; Sarver, Dustin E; Tolan, Patrick H

    2015-11-01

    Middle school is a critical yet understudied period of social behavioral risks and opportunities that may be particularly difficult for emerging adolescents with attention-deficit/hyperactivity disorder (ADHD) given their childhood social difficulties. Relatively few ADHD studies have examined social behavior and social-cognitive problem solving beyond the elementary years, or examined aspects of positive (prosocial) behavior. The current study examined how middle school students with clinically elevated ADHD symptoms differ from their non-ADHD peers on baseline (6th grade) and age-related changes in prosocial and aggressive behavior, and the extent to which social-cognitive problem solving strategies mediate these relations. Emerging adolescents with (n = 178) and without (n = 3,806) clinically elevated, teacher-reported ADHD-combined symptoms were compared longitudinally across 6th through 8th grades using parallel process latent growth curve modeling, accounting for student demographic characteristics, oppositional-defiant disorder (ODD) symptoms, deviant peer association, school climate, and parental monitoring. Sixth graders with elevated ADHD symptoms engaged in somewhat fewer prosocial behaviors (d = -0.44) and more aggressive behavior (d = 0.20) relative to their peers. These small social behavioral deficits decreased but were not normalized across the middle school years. Contrary to hypotheses, social-cognitive problem solving was not impaired in the ADHD group after accounting for co-occurring ODD symptoms and did not mediate the association between ADHD and social behavior during the middle school years. ADHD and social-cognitive problem solving contributed independently to social behavior, both in 6th grade and across the middle school years; the influence of social-cognitive problem solving on social behavior was highly similar for the ADHD and non-ADHD groups.

  17. Reciprocating Risks of Peer Problems and Aggression for Children's Internalizing Problems

    ERIC Educational Resources Information Center

    Hoglund, Wendy L. G.; Chisholm, Courtney A.

    2014-01-01

    Three complementary models of how peer relationship problems (exclusion and victimization) and aggressive behaviors relate to prospective levels of internalizing problems are examined. The additive risks model proposes that peer problems and aggression cumulatively increase risks for internalizing problems. The reciprocal risks model hypothesizes…

  18. Behavioral and Pharmacogenetics of Aggressive Behavior

    PubMed Central

    Takahashi, Aki; Quadros, Isabel M.; de Almeida, Rosa M. M.; Miczek, Klaus A.

    2013-01-01

    Serotonin (5-HT) has long been considered as a key transmitter in the neurocircuitry controlling aggression. Impaired regulation of each subtype of 5-HT receptor, 5-HT transporter, synthetic and metabolic enzymes has been linked particularly to impulsive aggression. The current summary focuses mostly on recent findings from pharmacological and genetic studies. The pharmacological treatments and genetic manipulations or polymorphisms of a specific target (e.g., 5-HT1A receptor) can often result in inconsistent results on aggression, due to “phasic” effects of pharmacological agents vs “trait”-like effects of genetic manipulations. Also, the local administration of a drug using the intracranial microinjection technique has shown that activation of specific subtypes of 5-HT receptors (5-HT1A and 5-HT1B) in mesocorticolimbic areas can reduce species-typical and other aggressive behaviors, but the same receptors in the medial prefrontal cortex or septal area promote escalated forms of aggression. Thus, there are receptor populations in specific brain regions that preferentially modulate specific types of aggression. Genetic studies have shown important gene × environment interactions; it is likely that the polymorphisms in the genes of 5-HT transporters (e.g., MAO A) or rate-limiting synthetic and metabolic enzymes of 5-HT determine the vulnerability to adverse environmental factors that escalate aggression. We also discuss the interaction between the 5-HT system and other systems. Modulation of 5-HT neurons in the dorsal raphe nucleus by GABA, glutamate, and CRF profoundly regulate aggressive behaviors. Also, interactions of the 5-HT system with other neuropeptides (arginine vasopressin, oxytocin, neuropeptide Y, opioid) have emerged as important neurobiological determinants of aggression. Studies of aggression in genetically modified mice identified several molecules that affect the 5-HT system directly (e.g., Tph2, 5-HT1B, 5-HT transporter, Pet1, MAOA) or

  19. Problems in Aggression: Three Case Studies.

    ERIC Educational Resources Information Center

    Holt, Wilma J.

    This paper reviews three studies which illustrate the use of two different techniques of behavior modification to control aggression in preschool children in classroom situations. The first technique demonstrated the use of "time-out" as a mild punishment procedure. The teacher changed events following aggression by briefly removing the child from…

  20. A Cohort-Sequential Multivariate Latent Growth Curve Analysis of Normative CBCL Aggressive and Delinquent Problem Behavior: Associations with Harsh Discipline and Gender

    ERIC Educational Resources Information Center

    Prinzie, P.; Onghena, P.; Hellinckx, W.

    2006-01-01

    The aim of this study was to examine the normative developmental trajectories of aggressive and delinquent behavior in young children. Cohort-sequential univariate latent growth modeling (LGM) analyses were employed to conceptualize and analyze intraindividual changes in children's aggressive and delinquent behavior and interindividual differences…

  1. Comparison of a Cognitive Re-Appraisal Approach and a Problem-Solving Approach to Improve Social Cognition in Adults with Intellectual Disabilities Who Exhibit Aggressive Behavior

    ERIC Educational Resources Information Center

    Collado-Castillo, Carmen J.

    2010-01-01

    It has been established in the literature that aggressive behaviors in individuals with intellectual disabilities (ID) represents a high percentage of referrals to mental health services (Davidson, Cain, Sloane-Reeves, Speybroech, Segel, et al., 1994). The results of several studies conducted with children with ID and aggressive behaviors indicate…

  2. Hostile attributional bias and aggressive behavior in global context.

    PubMed

    Dodge, Kenneth A; Malone, Patrick S; Lansford, Jennifer E; Sorbring, Emma; Skinner, Ann T; Tapanya, Sombat; Tirado, Liliana Maria Uribe; Zelli, Arnaldo; Alampay, Liane Peña; Al-Hassan, Suha M; Bacchini, Dario; Bombi, Anna Silvia; Bornstein, Marc H; Chang, Lei; Deater-Deckard, Kirby; Di Giunta, Laura; Oburu, Paul; Pastorelli, Concetta

    2015-07-28

    We tested a model that children's tendency to attribute hostile intent to others in response to provocation is a key psychological process that statistically accounts for individual differences in reactive aggressive behavior and that this mechanism contributes to global group differences in children's chronic aggressive behavior problems. Participants were 1,299 children (mean age at year 1 = 8.3 y; 51% girls) from 12 diverse ecological-context groups in nine countries worldwide, followed across 4 y. In year 3, each child was presented with each of 10 hypothetical vignettes depicting an ambiguous provocation toward the child and was asked to attribute the likely intent of the provocateur (coded as benign or hostile) and to predict his or her own behavioral response (coded as nonaggression or reactive aggression). Mothers and children independently rated the child's chronic aggressive behavior problems in years 2, 3, and 4. In every ecological group, in those situations in which a child attributed hostile intent to a peer, that child was more likely to report that he or she would respond with reactive aggression than in situations when that same child attributed benign intent. Across children, hostile attributional bias scores predicted higher mother- and child-rated chronic aggressive behavior problems, even controlling for prior aggression. Ecological group differences in the tendency for children to attribute hostile intent statistically accounted for a significant portion of group differences in chronic aggressive behavior problems. The findings suggest a psychological mechanism for group differences in aggressive behavior and point to potential interventions to reduce aggressive behavior.

  3. Hostile attributional bias and aggressive behavior in global context

    PubMed Central

    Dodge, Kenneth A.; Malone, Patrick S.; Lansford, Jennifer E.; Sorbring, Emma; Skinner, Ann T.; Tapanya, Sombat; Tirado, Liliana Maria Uribe; Zelli, Arnaldo; Alampay, Liane Peña; Al-Hassan, Suha M.; Bacchini, Dario; Bombi, Anna Silvia; Bornstein, Marc H.; Chang, Lei; Deater-Deckard, Kirby; Di Giunta, Laura; Oburu, Paul; Pastorelli, Concetta

    2015-01-01

    We tested a model that children’s tendency to attribute hostile intent to others in response to provocation is a key psychological process that statistically accounts for individual differences in reactive aggressive behavior and that this mechanism contributes to global group differences in children’s chronic aggressive behavior problems. Participants were 1,299 children (mean age at year 1 = 8.3 y; 51% girls) from 12 diverse ecological-context groups in nine countries worldwide, followed across 4 y. In year 3, each child was presented with each of 10 hypothetical vignettes depicting an ambiguous provocation toward the child and was asked to attribute the likely intent of the provocateur (coded as benign or hostile) and to predict his or her own behavioral response (coded as nonaggression or reactive aggression). Mothers and children independently rated the child’s chronic aggressive behavior problems in years 2, 3, and 4. In every ecological group, in those situations in which a child attributed hostile intent to a peer, that child was more likely to report that he or she would respond with reactive aggression than in situations when that same child attributed benign intent. Across children, hostile attributional bias scores predicted higher mother- and child-rated chronic aggressive behavior problems, even controlling for prior aggression. Ecological group differences in the tendency for children to attribute hostile intent statistically accounted for a significant portion of group differences in chronic aggressive behavior problems. The findings suggest a psychological mechanism for group differences in aggressive behavior and point to potential interventions to reduce aggressive behavior. PMID:26170281

  4. Problem Behaviors & Tourette Syndrome. Revised.

    ERIC Educational Resources Information Center

    Bruun, Ruth Dowling; And Others

    This pamphlet discusses behavioral problems which are sometimes associated with Tourette Syndrome (TS), along with suggestions for parents to help manage these behaviors. Consideration is given to the following problems: obsessive-compulsive symptoms; attention deficit hyperactivity disorder; aggressive and explosive behaviors; self-injurious…

  5. Understanding Aggressive Behavior Across the Life Span

    PubMed Central

    Liu, Jianghong; Lewis, Gary; Evans, Lois

    2012-01-01

    Aggressive behavior is the observable manifestation of aggression and is often associated with developmental transitions and a range of medical and psychiatric diagnoses across the lifespan. As healthcare professionals involved in the medical and psychosocial care of patients from birth through death, nurses frequently encounter—and may serve as—both victims and perpetrators of aggressive behavior in the workplace. While the nursing literature has continually reported research on prevention and treatment approaches, less emphasis has been given to understanding the etiology, including contextual precipitants of aggressive behavior. This paper provides a brief review of the biological, social, and environmental risk factors that purportedly give rise to aggressive behavior. Further, many researchers have focused specifically on aggressive behavior in adolescence and adulthood. Less attention has been given to understanding the etiology of such behavior in young children and older adults. This paper emphasizes the unique risk factors for aggressive behavior across the developmental spectrum, including childhood, adolescence, adulthood, and late life. Appreciation of the risk factors of aggressive behavior, and, in particular, how they relate to age-specific manifestations, can aid nurses in better design and implementation of prevention and treatment programs. PMID:22471771

  6. Issues in the Assessment of Aggressive Behavior.

    ERIC Educational Resources Information Center

    Wehby, Joseph H.

    1994-01-01

    This review describes four major hypotheses related to aggressive behavior and reviews current means for assessment. Hypotheses suggest that aggressive behavior is the result of a social skills deficit, positive or negative reinforcement, environmental deficits, or deficits in the cognitive processing of social stimuli. Changes in assessment…

  7. [Aggressive and prosocial behavior in childhood psychopathology].

    PubMed

    Vida, Péter; Halász, József; Gádoros, Júlia

    2013-01-01

    Aggressive/attacking and helpful/emphatic/prosocial behaviors are extremely important in human relationships. Both high levels of aggression and deficits of prosociality play important role in the development and conservation of mental disorders. We review the measurement options and clinical importance of aggressive and prosocial behavior. The typical developmental pathways and the genetic and environmental background of these behaviors are presented. The clinical tools used in the measurement of aggression and prosociality are summarized in the present paper, with specific attention on questionnaires applied in Hungarian practice. The connections between diagnostic categories (conduct disorder, oppositional-defiant disorder, attention deficit and hyperactive disorder, autism spectrum disorders) and the two behaviors are evaluated. In the end, we present those additional research projects that explore the cognitive-emotional background of aggressive or prosocial behavior with clinical relevance either in the diagnosis or in the treatment of child psychiatric diseases.

  8. Examining Masculinity Norms, Problem Drinking, and Athletic Involvement as Predictors of Sexual Aggression in College Men

    ERIC Educational Resources Information Center

    Locke, Benjamin D.; Mahalik, James R.

    2005-01-01

    Male sexual aggression toward women is a serious social problem, particularly on college campuses. In this study, college men's sexually aggressive behavior and rape myth acceptance were examined using conformity to 11 masculine norms and 2 variables previously linked to sexual aggression: problem drinking and athletic involvement. Results…

  9. [The effect of media violence on aggression: is aggressive behavior mediated by aggressive cognitions and emotions?].

    PubMed

    Yukawa, S; Yoshida, F

    1999-06-01

    This study investigated whether cognitions and emotions elicited by media violence mediate aggressive behavior. Eighty undergraduates, 40 men and 40 women, participated in the experiment. First, subjects were exposed to one of four violent videos which varied in levels of violence and entertainment. Subjects' heart rate and eyeblink rate were continuously recorded while they watched the video. After watching it, subjects described their thoughts which occurred while watching it and rated their affective reactions to it. Finally, their aggressive behavior was measured. Results showed that (1) videos high in violence elicited more aggressive thoughts, more thoughts of negative affect, stronger negative affects, and stronger empty-powerless affects, whereas videos high in entertainment elicited stronger positive affects; (2) no significant differences were found among the videos in terms of physiological reactions and aggressive behavior; and (3) cognitions and emotions elicited by media violence did not mediate aggressive behavior.

  10. Parental Behavior, TV Habits, IQ Predict Aggression.

    ERIC Educational Resources Information Center

    Greenberg, J.

    1983-01-01

    Highlights a longitudinal study on key factors in the metamorphosis of childhood aggression into adult crime in more than 400 males/females. Results (which began with study of 875 third graders in 1960) indicate that aggressive youngsters at age eight have much higher rates of criminal/violent behavior at age 30. (JN)

  11. Analysis of Associations between Behavioral Traits and Four Types of Aggression in Shiba Inu

    PubMed Central

    KANEKO, Fumihiro; ARATA, Sayaka; TAKEUCHI, Yukari; MORI, Yuji

    2013-01-01

    ABSTRACT Canine aggression is one of the behavioral problems for which veterinary behaviorists are most frequently consulted. Despite this, the classification of canine aggression is controversial, and there are several classification methodologies. While the etiology of canine aggression differs among the types of aggression, the behavioral background underlying aggression is not well understood. Behavior trait-based evaluation of canine aggression would improve the effectiveness and efficiency of managing canine aggression problems. We developed a questionnaire addressing 14 behavioral items and items related to four types of canine aggression (owner-, child-, stranger- and dog-directed aggression) in order to examine the associations between behavioral traits and aggression in Shiba Inu. A total of 400 Shiba Inu owners recruited through dog events (n=134) and veterinary hospitals (n=266) completed the questionnaire. Factor analysis sorted the behavioral items from both the event and clinic samples into four factors: “sociability with humans,” “reactivity to stimuli,” “chase proneness” and “fear of sounds.” While “reactivity to stimuli” correlated significantly positively with all of the four types of aggression (P=0.007 to <0.001), “sociability with humans” correlated significantly negatively with child- and stranger-directed aggression (P<0.001). These results suggest that the behavioral traits involved in canine aggression differ among the types of aggression and that specific behavioral traits are frequently simultaneously involved in several types of aggression. PMID:23719752

  12. Analysis of associations between behavioral traits and four types of aggression in Shiba Inu.

    PubMed

    Kaneko, Fumihiro; Arata, Sayaka; Takeuchi, Yukari; Mori, Yuji

    2013-10-01

    Canine aggression is one of the behavioral problems for which veterinary behaviorists are most frequently consulted. Despite this, the classification of canine aggression is controversial, and there are several classification methodologies. While the etiology of canine aggression differs among the types of aggression, the behavioral background underlying aggression is not well understood. Behavior trait-based evaluation of canine aggression would improve the effectiveness and efficiency of managing canine aggression problems. We developed a questionnaire addressing 14 behavioral items and items related to four types of canine aggression (owner-, child-, stranger- and dog-directed aggression) in order to examine the associations between behavioral traits and aggression in Shiba Inu. A total of 400 Shiba Inu owners recruited through dog events (n=134) and veterinary hospitals (n=266) completed the questionnaire. Factor analysis sorted the behavioral items from both the event and clinic samples into four factors: "sociability with humans," "reactivity to stimuli," "chase proneness" and "fear of sounds." While "reactivity to stimuli" correlated significantly positively with all of the four types of aggression (P=0.007 to <0.001), "sociability with humans" correlated significantly negatively with child- and stranger-directed aggression (P<0.001). These results suggest that the behavioral traits involved in canine aggression differ among the types of aggression and that specific behavioral traits are frequently simultaneously involved in several types of aggression.

  13. Research: Television Violence and Aggressive Behavior.

    ERIC Educational Resources Information Center

    Wurtzel, Alan

    1977-01-01

    Summarizes the major research findings on the relationship between television violence and aggressive behavior; concludes that, while there is no definitive proof that such a relationship exists, the evidence points strongly in that direction. (GT)

  14. Toward a nosology of human aggressive behavior.

    PubMed

    Eichelman, B; Hartwig, A

    1993-01-01

    General attempts have been made to catalog or categorize research literature on aggressive behavior. In the animal literature this category has been delineated by clearly observed and described patterns of behavior. These include offensive and defensive expressions in animals and the characterization of attack behaviors by typography into defensive and offensive. The human literature is considerably deficient in the description and categorization of human aggressive behavior. Current nosologies offer no utilitarian schema for characterizing violent behavior in clinical populations regarding the typography of the violence, its prediction, or guidance as to its treatment. The generation of databased nosologies may provide a mechanism for the development of research and clinically relevant nosologies based upon cluster analyses of treatment outcomes and behavioral characteristics. This strategy may provide a more effective approach for further research concerning clinical aggressive or destructive behaviors.

  15. Testosterone and aggressive behavior in man.

    PubMed

    Batrinos, Menelaos L

    2012-01-01

    Atavistic residues of aggressive behavior prevailing in animal life, determined by testosterone, remain attenuated in man and suppressed through familial and social inhibitions. However, it still manifests itself in various intensities and forms from; thoughts, anger, verbal aggressiveness, competition, dominance behavior, to physical violence. Testosterone plays a significant role in the arousal of these behavioral manifestations in the brain centers involved in aggression and on the development of the muscular system that enables their realization. There is evidence that testosterone levels are higher in individuals with aggressive behavior, such as prisoners who have committed violent crimes. Several field studies have also shown that testosterone levels increase during the aggressive phases of sports games. In more sensitive laboratory paradigms, it has been observed that participant's testosterone rises in the winners of; competitions, dominance trials or in confrontations with factitious opponents. Aggressive behavior arises in the brain through interplay between subcortical structures in the amygdala and the hypothalamus in which emotions are born and the prefrontal cognitive centers where emotions are perceived and controlled. The action of testosterone on the brain begins in the embryonic stage. Earlier in development at the DNA level, the number of CAG repeats in the androgen receptor gene seems to play a role in the expression of aggressive behavior. Neuroimaging techniques in adult males have shown that testosterone activates the amygdala enhancing its emotional activity and its resistance to prefrontal restraining control. This effect is opposed by the action of cortisol which facilitates prefrontal area cognitive control on impulsive tendencies aroused in the subcortical structures. The degree of impulsivity is regulated by serotonin inhibiting receptors, and with the intervention of this neurotransmitter the major agents of the neuroendocrine

  16. The role of attention problems and impulsiveness in media violence effects on aggression.

    PubMed

    Swing, Edward L; Anderson, Craig A

    2014-01-01

    Previous research has established media violence as a causal risk factor for aggressive behavior. Several theoretical mechanisms have been identified to explain this effect. The present study assessed 422 undergraduate students to test the possibility that individual differences in attention problems and impulsiveness can help explain the link between violent media and aggression. Attention problems and impulsiveness proved to be a distinct construct from other processes believed to mediate aggression (aggressive beliefs, aggression related schemata, trait anger, and trait hostility). Attention problems and impulsiveness were uniquely related to both media exposure (total weekly hours and violent content) and aggression. Attention problems and impulsiveness were particularly related to impulsive (as opposed to premeditated) aggression. These results suggest that attention problems and impulsiveness may play an important role in violent media effects on aggression.

  17. Parents' Aggressive Influences and Children's Aggressive Problem Solutions with Peers

    ERIC Educational Resources Information Center

    Duman, Sarah; Margolin, Gayla

    2007-01-01

    This study examined children's aggressive and assertive solutions to hypothetical peer scenarios in relation to parents' responses to similar hypothetical social scenarios and parents' actual marital aggression. The study included 118 children ages 9 to 10 years old and their mothers and fathers. Children's aggressive solutions correlated with…

  18. Genetics of aggressive behavior: An overview.

    PubMed

    Veroude, Kim; Zhang-James, Yanli; Fernàndez-Castillo, Noèlia; Bakker, Mireille J; Cormand, Bru; Faraone, Stephen V

    2016-01-01

    The Research Domain Criteria (RDoC) address three types of aggression: frustrative non-reward, defensive aggression and offensive/proactive aggression. This review sought to present the evidence for genetic underpinnings of aggression and to determine to what degree prior studies have examined phenotypes that fit into the RDoC framework. Although the constructs of defensive and offensive aggression have been widely used in the animal genetics literature, the human literature is mostly agnostic with regard to all the RDoC constructs. We know from twin studies that about half the variance in behavior may be explained by genetic risk factors. This is true for both dimensional, trait-like, measures of aggression and categorical definitions of psychopathology. The non-shared environment seems to have a moderate influence with the effects of shared environment being unclear. Human molecular genetic studies of aggression are in an early stage. The most promising candidates are in the dopaminergic and serotonergic systems along with hormonal regulators. Genome-wide association studies have not yet achieved genome-wide significance, but current samples are too small to detect variants having the small effects one would expect for a complex disorder. The strongest molecular evidence for a genetic basis for aggression comes from animal models comparing aggressive and non-aggressive strains or documenting the effects of gene knockouts. Although we have learned much from these prior studies, future studies should improve the measurement of aggression by using a systematic method of measurement such as that proposed by the RDoC initiative.

  19. Aggressive and foraging behavioral interactions among ruffe

    USGS Publications Warehouse

    Savino, Jacqueline F.; Kostich, Melissa J.

    2000-01-01

    The ruffe, Gymnocephalus cernuus, is a nonindigenous percid in the Great Lakes. Ruffe are aggressive benthivores and forage over soft substrates. Laboratory studies in pools (100 cm in diameter, 15 cm water depth) were conducted to determine whether fish density (low = 2, medium = 4, high = 6 ruffe per pool) changed foraging and aggressive behaviors with a limited food supply of chironomid larvae. All fish densities demonstrated a hierarchy based on aggressive interactions, but ruffe were most aggressive at low and high fish densities. Time spent in foraging was lowest at the low fish density. The best forager at the low fish density was the most aggressive individual, but the second most aggressive fish at the medium and high fish density was the best forager and also the one chased most frequently. A medium fish density offered the best energetic benefits to ruffe by providing the lowest ratio of time spent in aggression to that spent foraging. Based on our results, ruffe should grow best at an intermediate density. With high ruffe densities, we would also expect disparity in size as the more aggressive fish are able to garner a disproportionate amount of the resources. Alternatively, as the Great Lakes are a fairly open system, ruffe could migrate out of one area to colonize another as populations exceed optimal densities.

  20. Multivariate Behavior Genetic Analyses of Aggressive Behavior Subtypes

    PubMed Central

    Yeh, Michelle T.; Coccaro, Emil F.; Jacobson, Kristen C.

    2012-01-01

    This study examined the genetic and environmental architecture underlying aggressive behavior measured by the Life History of Aggression Questionnaire (LHA; Coccaro et al. 1997a). Following preliminary phenotypic factor analysis procedures, multivariate behavioral genetics models were fit to responses from 2,925 adult twins from the PennTwins cohort on five LHA items assessing lifetime frequency of temper tantrums, indirect aggression, verbal aggression, fighting, and physical assault. The best-fitting model was a 2-factor common pathway model, indicating that these five aggressive behaviors are underpinned by two distinct etiological factors with different genetic and nonshared environmental influences. Although there was evidence of significant sex differences, the structure of the two factors appeared to be quite similar in males and females, where General Aggression and Physical Aggression factors emerged. Heritability of these factors ranged from .37 to .57, and nonshared environmental effects ranged from .43 to .63. The results of this study highlight the heterogeneous nature of the aggression construct and the need to consider differences in genetic and environmental influences on individual aggressive behaviors in a multivariate context. PMID:20432061

  1. Read anything mean lately? associations between reading aggression in books and aggressive behavior in adolescents.

    PubMed

    Stockdale, Laura A; Coyne, Sarah M; Nelson, David A; Padilla-Walker, Laura M

    2013-01-01

    Although there have been hundreds of studies on media violence, few have focused on literature, with none examining novels. Accordingly, the aim of the current study was to examine whether reading physical and relational aggression in books was associated with aggressive behavior in adolescents. Participants consisted of 223 adolescents who completed a variety of measures detailing their media use and aggressive behavior. A non-recursive structural equation model revealed that reading aggression in books was positively associated with aggressive behavior, even after controlling for exposure to aggression in other forms of media. Associations were only found for congruent forms of aggression. Implications regarding books as a form of media are discussed.

  2. Is there an association between insomnia symptoms, aggressive behavior, and suicidality in adolescents?

    PubMed Central

    Zschoche, Maria; Schlarb, Angelika Anita

    2015-01-01

    Purpose Sleep disturbances are a common problem during adolescence. Often there is a relationship with the mental health of the affected person. The existing literature concerning the link between sleep disturbances and aggressive behavior and sleep disturbances and suicidality during adolescence shows no clear results. The present study tested a mediation model to prove the relation between sleep problems, aggressive behavior, and suicidality during adolescence. To take the link between suicidality and depression into account, the amount of depressive symptoms was included into the mediation model. Methods A sample of 93 adolescents aged 14–18 years (30% male) was studied. A survey was conducted to interview the adolescents about their mental health, sleep-related behaviors, aggressive behavior, and suicidality. Results Sleep problems and suicidality measures were significantly related to each other. Furthermore, aggressive behavior and suicidality showed a significant relationship. The expected link between sleep problems and aggressive behavior was not significant. For the mediation model, no significant influence of aggressive behavior on the relationship between the amount of sleep problems and suicidality was found. However, the impact of depressive symptoms on the relationship between sleep problems and suicidality was significant. Conclusion Sleep problems and overall suicidality in adolescents are significantly connected, even after adjusting for several possible influencing factors. Aggressive behavior could not be confirmed as a mediator for the association between sleep problems and suicidality in adolescents. Further studies to examine the link between insomnia symptoms, aggressive behavior, and suicidality in adolescents are necessary. PMID:25767409

  3. Modeling aggressive driver behavior at unsignalized intersections.

    PubMed

    Kaysi, Isam A; Abbany, Ali S

    2007-07-01

    The processing of vehicles at unsignalized intersections is a complex and highly interactive process, whereby each driver makes individual decisions about when, where, and how to complete the required maneuver, subject to his perceptions of distances, velocities, and own car's performance. Typically, the performance of priority-unsignalized intersections has been modeled with probabilistic approaches that consider the distribution of gaps in the major-traffic stream and their acceptance by the drivers of minor street vehicles based on the driver's "critical gap". This paper investigates the aggressive behavior of minor street vehicles at intersections that are priority-unsignalized but operate with little respect of control measures. The objective is to formulate a behavioral model that predicts the probability that a driver performs an aggressive maneuver as a function of a set of driver and traffic attributes. Parameters that were tested and modeled include driver characteristics (gender and age), car characteristics (performance and model year), and traffic attributes (number of rejected gaps, total waiting time at head of queue, and major-traffic speed). Binary probit models are developed and tested, based on a collected data set from an unsignalized intersection in the city of Beirut, to determine which of the studied variables are statistically significant in determining the aggressiveness of a specific driver. Primary conclusions reveal that age, car performance, and average speed on the major road are the major determinants of aggressive behavior. Another striking conclusion is that the total waiting time of the driver while waiting for an acceptable gap is of little significance in incurring the "forcing" behavior. The obtained model is incorporated in a simple simulation framework that reflects driver behavior and traffic stream interactions in estimating delay and conflict measures at unsignalized intersections. The simulation results were then compared

  4. Developmental Relations Between Alcohol and Aggressive Behavior Among Adolescents: Neighborhood and Sociodemographic Correlates

    PubMed Central

    Bright, Charlotte Lyn; Jun, Hyun-Jin; Stapleton, Laura M.

    2015-01-01

    Throughout adolescence, alcohol consumption and aggressive behaviors are associated with multiple problematic outcomes. Few studies have examined neighborhood-level predictors and individual and family-level sociodemographic variables to describe longitudinal trajectories of these problem behaviors. Therefore, this study investigated the unique contributions of neighborhood and sociodemographic factors in the shared development of aggressive behaviors and drinking in adolescents. We analyzed alcohol consumption frequency and frequency of aggressive behaviors using parallel process latent growth curve models with demographic indicators and neighborhood constructs as predictors. At all ages, alcohol use and aggression positively covaried. Male gender was associated with both aggressive episodes and alcohol use at age 12. African American ethnicity was associated with higher levels of early aggression. Higher neighborhood income was associated with lower levels of early aggression. Findings lend support to current efforts to curb early initiation of alcohol use and aggression. PMID:26413037

  5. Aggressive Behavior in a Sample of Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Farmer, Cristan A.; Aman, Michael G.

    2011-01-01

    Little is known about the manifestation of aggressive behavior in children with autism, although it is commonly cited as a significant problem. Existing reports in autism do not emphasize subtypes of aggression, whereas distinguishing forms of aggression is commonplace in the typically developing literature. This study compared a sample of 121…

  6. Cognitive and Temperament Clusters in 3- to 5-Year-Old Children with Aggressive Behavior

    ERIC Educational Resources Information Center

    Sakimura, Jean N.; Dang, Michelle T.; Ballard, Kelley B.; Hansen, Robin L.

    2008-01-01

    Background: This study assessed the co-occurrence of cognitive problems and difficult temperament characteristics in children aged 3 to 5 years exhibiting aggressive behavior. Methods: Thirty-one children with high ratings on the Aggressive Behavior subscale of the Achenbach Child Behavior Checklist or Teacher Report Form were recruited from a…

  7. Phenotyping of aggressive behavior in golden retriever dogs with a questionnaire.

    PubMed

    van den Berg, L; Schilder, M B H; de Vries, H; Leegwater, P A J; van Oost, B A

    2006-11-01

    Reliable and valid phenotyping is crucial for our study of genetic factors underlying aggression in Golden Retriever dogs. A mail questionnaire based on the Canine Behavioral Assessment and Research Questionnaire (CBARQ; Hsu and Serpell, 2003, JAVMA 223(9):1293-1300) was used to assess behavioral phenotypes. Owners of 228 Golden Retrievers completed the questionnaire. These dogs had been referred to our clinic for aggression problems several years earlier or they were related to aggressive dogs. In this paper, three sets of results are presented, which indicate that behavior scores from the CBARQ can be applied to genetic studies. First, factor analysis demonstrated that CBARQ items can be grouped into 10 behavioral traits, including three types of aggression: stranger-directed aggression, owner-directed aggression, and dog-directed aggression. The results were remarkably similar to those reported by Hsu and Serpell. The aggression scores showed considerable variation in our dog families, which is a prerequisite for genetic studies. Second, retrospective questions enabled us to study changes in the aggressive behavior of the dogs in the course of time. After an average time interval of 4.3 years, over 50% of the dogs had become less aggressive. Third, we analyzed data obtained with an aggression test of 83 dogs. Two out of the three CBARQ aggression factors were also found in the aggression test data.

  8. Group Music Intervention Reduces Aggression and Improves Self-esteem in Children with Highly Aggressive Behavior: A Pilot Controlled Trial

    PubMed Central

    Lee, Myeong Soo; Lee, Jung-Sook

    2010-01-01

    We investigated the effects of group music intervention on aggression and self-esteem in children with highly aggressive behavior. Forty-eight children were allocated to either a music intervention group or an untreated control group. The music intervention group received 50 min of music intervention twice weekly for 15 consecutive weeks. The outcome measures were Child Behavior Checklist Aggression Problems Scale (Parents), Child Aggression Assessment Inventory (Teachers) and Rosenberg Self-esteem Scale. After 15 weeks, the music intervention group showed significant reduction of aggression and improvement of self-esteem compared with the control group. All outcome measures were significantly lower in the music intervention group than prior to treatment, while there was no change in the control group. These findings suggest that music can reduce aggressive behavior and improve self-esteem in children with highly aggressive behavior. Music intervention is an easily accessible therapy for children and as such may be an effective intervention for aggressive behavior. Further more, objective and replicable measures are required from a randomized controlled trial with a larger sample size and active comparable control. PMID:18955314

  9. Predicting Aggressive Behavior in Children with the Help of Measures of Implicit and Explicit Aggression

    ERIC Educational Resources Information Center

    Grumm, Mandy; Hein, Sascha; Fingerle, Michael

    2011-01-01

    Aggressive behavior between children in schools is a topic that receives much interest as violence and aggressive behavior cause many maladaptive social outcomes in the school setting. In the current study the Implicit Association Test (IAT) was adapted as a measure of children's implicit aggression, by assessing the association of the self…

  10. Behavioral Interventions for Anger, Irritability, and Aggression in Children and Adolescents

    PubMed Central

    Smith, Stephanie D.; McCauley, Spencer A.; Ibrahim, Karim; Piasecka, Justyna B.

    2016-01-01

    Abstract Objective: Anger, irritability, and aggression are among the most common reasons for child mental health referrals. This review is focused on two forms of behavioral interventions for these behavioral problems: Parent management training (PMT) and cognitive-behavioral therapy (CBT). Methods: First, we provide an overview of anger/irritability and aggression as the treatment targets of behavioral interventions, followed by a discussion of the general principles and techniques of these treatment modalities. Then we discuss our current work concerning the transdiagnostic approach to CBT for anger, irritability, and aggression. Results: PMT is aimed at improving aversive patterns of family interactions that engender children's disruptive behavior. CBT targets deficits in emotion regulation and social problem-solving that are associated with aggressive behavior. Both forms of treatment have received extensive support in randomized controlled trials. Given that anger/irritability and aggressive behavior are common in children with a variety of psychiatric diagnoses, a transdiagnostic approach to CBT for anger and aggression is described in detail. Conclusions: PMT and CBT have been well studied in randomized controlled trials in children with disruptive behavior disorders, and studies of transdiagnostic approaches to CBT for anger and aggression are currently underway. More work is needed to develop treatments for other types of aggressive behavior (e.g., relational aggression) that have been relatively neglected in clinical research. The role of callous-unemotional traits in response to behavioral interventions and treatment of irritability in children with anxiety and mood disorders also warrants further investigation. PMID:26745682

  11. Differential reinforcement of other behavior (DRO) to reduce aggressive behavior following traumatic brain injury.

    PubMed

    Hegel, M T; Ferguson, R J

    2000-01-01

    Severe brain injury can result in significant neurobehavioral and social functioning impairment. In rehabilitation settings, behavioral problems of aggression and nonadherence to therapeutic activities can pose barriers to maximal recovery of function. Behavioral interventions seem to be effective in reducing problem behavior among individuals recovering from severe brain trauma, but well-controlled studies examining the efficacy of such interventions are sparse. This article presents a single-case, multiple-baseline study of a differential reinforcement of other behavior (DRO) procedure in a 28-year-old, brain-injured male with aggressive behavior problems. The procedure successfully reduced the frequency of problem behavior by up to 74%, maintained at 1-month follow-up. Implications of this intervention for individuals with brain injury are discussed, and testing of this procedure using a between-group design seems indicated.

  12. Longitudinal relations between marital aggression and alcohol problems.

    PubMed

    Keller, Peggy S; El-Sheikh, Mona; Keiley, Margaret; Liao, Pei-Ju

    2009-03-01

    Relations between couples' (N = 158) marital aggression and alcohol problems were examined across a two-year period. Alcohol problems and aggression were assessed via self-report and partner-reports. Results support bidirectional relations between marital aggression and problem drinking. T1 wife problem drinking was associated with decreased T2 verbal aggression; T1 husband problem drinking was associated with increased T2 physical aggression. T1 physical aggression predicted increased T2 wife problem drinking; it predicted increased T2 husband problem drinking only when wife problem drinking was low. T1 verbal marital aggression predicted increased T2 husband problem drinking only when husbands engaged in greater problem drinking at T1. Results suggest that problem drinking may prevent couples from adequately handling marital disagreements, and that marital problems may lead to drinking as a form of coping with stress; couples in which the husband engages in greater problem drinking than the wife may be at increased risk. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

  13. Contributing Factors to Aggressive Behaviors in High School Students in Turkey

    ERIC Educational Resources Information Center

    Kaya, Fadime; Bilgin, Hulya; Singer, Mark I.

    2012-01-01

    Violence among young people is an important public health topic as a universal problem. One of the recent issues concerning both the media and parents is the aggressive behavior among the high school students in Istanbul and the worldwide. The aim of this study was to investigate the types and rates of aggressive behavior and the contributing…

  14. Young People's Aggressive Behavior in the Context of the Social Situation

    ERIC Educational Resources Information Center

    Drozdov, A. Iu.

    2005-01-01

    Aggressive behavior by young people is one of the most urgent social problems. Rising violent crime among adolescents is being observed over the entire post-Soviet space. Scientists have singled out a number of groups of factors causing an individual to engage in aggressive behavior--biological, genetic, and individual psychological…

  15. Executive Functions in Preschool Children with Aggressive Behavior: Impairments in Inhibitory Control

    ERIC Educational Resources Information Center

    Raaijmakers, Maartje A. J.; Smidts, Diana P.; Sergeant, Joseph A.; Maassen, Gerard H.; Posthumus, Jocelyne A.; van Engeland, Herman; Matthys, Walter

    2008-01-01

    The question whether executive function (EF) deficits in children are associated with conduct problems remains controversial. Although the origins of aggressive behavior are to be found in early childhood, findings from EF studies in preschool children with aggressive behavior are inconsistent. The current study aimed to investigate whether…

  16. Aggressive behaviors and treatable risk factors of preschool children with autism spectrum disorder.

    PubMed

    Chen, Chen; Shen, Yi-Dong; Xun, Guang-Lei; Cai, Wei-Xiong; Shi, Li-Juan; Xiao, Lu; Wu, Ren-Rong; Zhao, Jing-Ping; Ou, Jian-Jun

    2017-03-07

    Aggressive behaviors of children with autism spectrum disorder (ASD) are common. We conducted this study to describe the aggressive mode of preschool children with ASD and examine the associations between specific aggressive behaviors and two treatable factors: sleep problems and attention deficit hyperactivity disorder (ADHD) symptoms. In total, 577 typically developing (TD) children and 490 children with ASD were investigated in this study. The Institute for Basic Research - Modified Overt Aggression Scale (IBR-MOAS) was used to assess aggressive behaviors. Children's social impairments, sleep problems and ADHD symptoms were also measured with specific scales. The total IBR-MOAS score was significantly higher (worse) in the TD group [4.47 (5.36)] than in the ASD group [3.47 (5.63), P = 0.004]. The aggressive modes differed between groups: when compared with each other, the TD group received higher scores on Verbal and Physical Aggression Toward Others (all P < 0.01), while the ASD group had higher scores on Physical Aggression Against Self (P = 0.006). The linear regression model demonstrated that the aggressive behaviors of children with ASD were significantly associated with two treatable factors: sleep problems and ADHD symptoms. These findings have substantial clinical implications: treatment of these two risk factors may be helpful in managing aggressive behavior in children with ASD. Autism Res 2017. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

  17. Eliminating Problem Behaviors with Positive Controls.

    ERIC Educational Resources Information Center

    Stoi, Margaret

    A teacher describes her efforts to deal with an 11-year-old severely emotionally impaired girl in a classroom with other acting out, aggressive students. The girl's behavior problems included breaking, tearing, spitting, swearing, running, and sexual aggression. A positive reinforcedment system was found to be primarily responsible for success in…

  18. Social Problem Solving and Aggression: The Role of Depression

    ERIC Educational Resources Information Center

    Ozdemir, Yalcin; Kuzucu, Yasar; Koruklu, Nermin

    2013-01-01

    The purpose of the present study was to examine direct and indirect relations among social problem-solving, depression, and aggression, as well as the mediating role of depression in the link between social problem-solving and aggression among Turkish youth. Data for the present study were collected from 413 adolescents. The participants' age…

  19. Competitive Aggression without Interaction: Effects of Competitive versus Cooperative Instructions on Aggressive Behavior in Video Games.

    ERIC Educational Resources Information Center

    Anderson, Craig A.; Morrow, Melissa

    1995-01-01

    Extended and tested Deutsch's theory of competition effects. Predicted that people view competitive situations as inherently more aggressive than cooperative ones. Predicted that leading people to think of an aggressive situation in competitive terms would increase aggressive behavior. Increase of kill ratio occurred in absence of changes in…

  20. Links between Preschool Children's Prosocial Skills and Aggressive Conduct Problems: The Contribution of ADHD Symptoms

    ERIC Educational Resources Information Center

    Hay, Dale F.; Hudson, Kathryn; Liang, Wentao

    2010-01-01

    The aim was to examine the relationship between prosocial behavior and conduct problems, especially aggression, in early childhood. In Phase 1 of the study, teachers reported on 93 3-5-year-old children's prosocial behavior and psychological problems, using a screening instrument, the Strengths and Difficulties Questionnaire (SDQ). In Phase 2, 65…

  1. Double Jeopardy: Child and School Characteristics That Predict Aggressive-Disruptive Behavior in First Grade.

    PubMed

    Thomas, Duane E; Bierman, Karen L; Thompson, Celine; Powers, C J

    2008-01-01

    High rates of aggressive-disruptive behavior exhibited by children during their initial years of elementary school increase their risk for significant behavioral adjustment problems with teachers and peers. The purpose of the present study was to examine the unique and combined contributions of child vulnerabilities and school context to the development of aggressive-disruptive student behavior during first grade. Parent ratings and child interviews assessed three child characteristics associated with risk for the development of aggressive behavior problems in elementary school (aggressive-disruptive behaviors at home, attention problems, and social cognitions) in a sample of 755 first-grade children in four demographically diverse American communities. Two school characteristics associated with student aggressive-disruptive behavior problems (low-quality classroom context, school poverty levels) were also assessed. Linear and multilevel analyses showed that both child and school characteristics made independent and cumulative contributions to the development of student aggressive-disruptive behavior at school. Although rates of student aggressive-disruptive behavior varied by gender and race, the predictive model generalized across all groups of children in the study.

  2. Desensitization to media violence: links with habitual media violence exposure, aggressive cognitions, and aggressive behavior.

    PubMed

    Krahé, Barbara; Möller, Ingrid; Huesmann, L Rowell; Kirwil, Lucyna; Felber, Juliane; Berger, Anja

    2011-04-01

    This study examined the links between desensitization to violent media stimuli and habitual media violence exposure as a predictor and aggressive cognitions and behavior as outcome variables. Two weeks after completing measures of habitual media violence exposure, trait aggression, trait arousability, and normative beliefs about aggression, undergraduates (N = 303) saw a violent film clip and a sad or a funny comparison clip. Skin conductance level (SCL) was measured continuously, and ratings of anxious and pleasant arousal were obtained after each clip. Following the clips, participants completed a lexical decision task to measure accessibility of aggressive cognitions and a competitive reaction time task to measure aggressive behavior. Habitual media violence exposure correlated negatively with SCL during violent clips and positively with pleasant arousal, response times for aggressive words, and trait aggression, but it was unrelated to anxious arousal and aggressive responding during the reaction time task. In path analyses controlling for trait aggression, normative beliefs, and trait arousability, habitual media violence exposure predicted faster accessibility of aggressive cognitions, partly mediated by higher pleasant arousal. Unprovoked aggression during the reaction time task was predicted by lower anxious arousal. Neither habitual media violence usage nor anxious or pleasant arousal predicted provoked aggression during the laboratory task, and SCL was unrelated to aggressive cognitions and behavior. No relations were found between habitual media violence viewing and arousal in response to the sad and funny film clips, and arousal in response to the sad and funny clips did not predict aggressive cognitions or aggressive behavior on the laboratory task. This suggests that the observed desensitization effects are specific to violent content.

  3. Desensitization to Media Violence: Links With Habitual Media Violence Exposure, Aggressive Cognitions, and Aggressive Behavior

    PubMed Central

    Krahé, Barbara; Möller, Ingrid; Huesmann, L. Rowell; Kirwil, Lucyna; Felber, Juliane; Berger, Anja

    2015-01-01

    This study examined the links between desensitization to violent media stimuli and habitual media violence exposure as a predictor and aggressive cognitions and behavior as outcome variables. Two weeks after completing measures of habitual media violence exposure, trait aggression, trait arousability, and normative beliefs about aggression, undergraduates (N = 303) saw a violent film clip and a sad or a funny comparison clip. Skin conductance level (SCL) was measured continuously, and ratings of anxious and pleasant arousal were obtained after each clip. Following the clips, participants completed a lexical decision task to measure accessibility of aggressive cognitions and a competitive reaction time task to measure aggressive behavior. Habitual media violence exposure correlated negatively with SCL during violent clips and positively with pleasant arousal, response times for aggressive words, and trait aggression, but it was unrelated to anxious arousal and aggressive responding during the reaction time task. In path analyses controlling for trait aggression, normative beliefs, and trait arousability, habitual media violence exposure predicted faster accessibility of aggressive cognitions, partly mediated by higher pleasant arousal. Unprovoked aggression during the reaction time task was predicted by lower anxious arousal. Neither habitual media violence usage nor anxious or pleasant arousal predicted provoked aggression during the laboratory task, and SCL was unrelated to aggressive cognitions and behavior. No relations were found between habitual media violence viewing and arousal in response to the sad and funny film clips, and arousal in response to the sad and funny clips did not predict aggressive cognitions or aggressive behavior on the laboratory task. This suggests that the observed desensitization effects are specific to violent content. PMID:21186935

  4. Effects of viewing relational aggression on television on aggressive behavior in adolescents: A three-year longitudinal study.

    PubMed

    Coyne, Sarah M

    2016-02-01

    Most researchers on media and aggression have examined the behavioral effects of viewing physical aggression in the media. Conversely, in the current study, I examined longitudinal associations between viewing relational aggression on TV and subsequent aggressive behavior. Participants included 467 adolescents who completed a number of different questionnaires involving media and aggression at 3 different time points. Results revealed that viewing relational aggression on TV was longitudinally associated with future relational aggression. However, early levels of relational aggression did not predict future exposure to televised relational aggression. Conversely, there was a bidirectional relationship between TV violence and physical aggression over time. No longitudinal evidence was found for a general effect of viewing TV, as all significant media effects were specific to the type of aggression viewed. These results support the general aggression model and suggest that viewing relational aggression in the media can have a long-term effect on aggressive behavior during adolescence.

  5. Functional analysis and treatment of aggressive behavior following resection of a craniopharyngioma

    PubMed Central

    Hammond, Jennifer L; Hall, Scott S

    2015-01-01

    Craniopharyngioma is a relatively rare, benign tumor that most often affects pre-adolescent children. Surgical resection is a common form of treatment, which may result in adverse physical, neurological, and behavioral effects, most notably, aggressive behavior. In this case study we describe a typically developing 6-year-old female who had resection of craniopharyngioma and subsequently developed severe aggressive behavior that interfered significantly with her recovery and functioning. Results of a functional analysis indicated that her aggression was maintained by contingent escape from task demands and access to preferred food items. A highly structured behavioral intervention, consisting of differential reinforcement of alternative behaviors, together with extinction targeted to each function of the behavior, was effective in reducing her aggression to below 88% of baseline levels. Her adaptive behaviors also increased significantly. These results suggest that assessment and treatment utilizing principles of applied behavior analysis can ameliorate the occurrence of problem behavior following craniopharyngioma resection. PMID:21232057

  6. When do normative beliefs about aggression predict aggressive behavior? An application of I3 theory.

    PubMed

    Li, Jian-Bin; Nie, Yan-Gang; Boardley, Ian D; Dou, Kai; Situ, Qiao-Min

    2015-01-01

    I(3) theory assumes that aggressive behavior is dependent on three orthogonal processes (i.e., Instigator, Impellance, and Inhibition). Previous studies showed that Impellance (trait aggressiveness, retaliation tendencies) better predicted aggression when Instigator was strong and Inhibition was weak. In the current study, we predicted that another Impellance (i.e., normative beliefs about aggression) might predict aggression when Instigator was absent and Inhibition was high (i.e., the perfect calm proposition). In two experiments, participants first completed the normative beliefs about aggression questionnaire. Two weeks later, participants' self-control resources were manipulated either using the Stroop task (study 1, N = 148) or through an "e-crossing" task (study 2, N = 180). Afterwards, with or without being provoked, participants played a game with an ostensible partner where they had a chance to aggress against them. Study 1 found that normative beliefs about aggression negatively and significantly predicted aggressive behavior only when provocation was absent and self-control resources were not depleted. In Study 2, normative beliefs about aggression negatively predicted aggressive behavior at marginal significance level only in the "no-provocation and no-depletion" condition. In conclusion, the current study provides partial support for the perfect calm proposition and I(3) theory.

  7. Interparental Boundary Problems, Parent-Adolescent Hostility, and Adolescent-Parent Hostility: A Family Process Model for Adolescent Aggression Problems

    PubMed Central

    Fosco, Gregory M.; Lippold, Melissa; Feinberg, Mark

    2015-01-01

    This study tests interparental boundary problems (IBPs), parent hostility with adolescents, and adolescent hostility with parents within a reciprocal influence model and tests each as risk factors for adolescent aggression problems. Prospective, longitudinal analyses were conducted with multi-informant data from 768 adolescents and their families, from 6th to 9th grade. Guided by spillover and social learning perspectives, our findings suggest that IBPs have a robust, negative influence on both parent and adolescent hostility. In turn, adolescent hostility was the best predictor of global adolescent aggression problems. Two indirect effects were found that link IBPs and adolescent aggression problems; however, findings indicate that adolescent hostile behavior in the family is the key risk indicator for adolescents' later aggression problems. Model invariance tests revealed that this model was not different for boys and girls, or for adolescents in families with two biological parents and youth in families with two caregivers (e.g. stepparent families). PMID:25844271

  8. The etiology of the association between child antisocial behavior and maternal negativity varies across aggressive and non-aggressive rule-breaking forms of antisocial behavior

    PubMed Central

    Klahr, Ashlea M.; Klump, Kelly L.; Burt, S. Alexandra

    2014-01-01

    There is a robust association between negative parenting and child antisocial behavior problems. However, the etiology of this association remains unclear. Extant literature has reported strikingly different conclusions across studies, with some highlighting genetic mediation and others highlighting environmental mediation. One possible reason for these discrepancies across studies may be the failure to differentiate between aggressive and non-aggressive (rule-breaking) dimensions of childhood antisocial behavior, given their notably different etiologies and developmental trajectories (Burt, 2012). The current study sought to examine the phenotypic and etiologic associations of maternal negativity with aggressive and rule-breaking antisocial behavior, respectively. Participants included 824 mothers and their twin children between the ages of 6 and 10. Our results highlighted clear etiologic distinctions in the associations of aggression and rule-breaking with maternal negativity. Aggression was associated with maternal negativity via both genetic and environmental factors, whereas the association between non-aggressive rule-breaking and maternal negativity was entirely environmental in origin. These findings provide additional support for the presence of meaningful distinctions between aggressive and non-aggressive forms of antisocial behavior, and highlight the complex relationship between parenting and child outcome. PMID:24906982

  9. Developmental Trajectories of Peer-Reported Aggressive Behavior: The Role of Friendship Understanding, Friendship Quality, and Friends’ Aggressive Behavior

    PubMed Central

    Malti, Tina; McDonald, Kristina; Rubin, Kenneth H.; Rose-Krasnor, Linda; Booth-LaForce, Cathryn

    2015-01-01

    Objective To investigate developmental trajectories in peer-reported aggressive behavior across the transition from elementary-to-middle school, and whether aggressive behavior trajectories were associated with friendship quality, friends’ aggressive behavior, and the ways in which children think about their friendships. Method Participants included a community sample of 230 5th grade children who were assessed when they made a transition from elementary-to-middle school (6th grade). Peer nominations were used to assess the target child’s and friend’s aggressive behavior. Self- and friend reports were used to measure friendship quality; friendship understanding was assessed via a structured interview. Results General Growth Mixture Modeling (GGMM) revealed three distinct trajectories of peer-reported aggressive behavior across the school transition: low-stable, decreasing, and increasing. Adolescents’ understanding of friendship formation differentiated the decreasing from the low-stable aggressive behavior trajectories, and the understanding of friendship trust differentiated the increasing from the low-stable aggressive and decreasing aggressive behavior trajectories. Conclusions The findings indicated that a sophisticated understanding of friendship may serve as a protective factor for initially aggressive adolescents as they transition into middle school. Promoting a deepened understanding of friendship relations and their role in one’s own and others’ well-being may serve as an important prevention and intervention strategy to reduce aggressive behavior. PMID:26688775

  10. Emotion Dysregulation as a Mechanism Linking Stress Exposure to Adolescent Aggressive Behavior

    ERIC Educational Resources Information Center

    Herts, Kate L.; McLaughlin, Katie A.; Hatzenbuehler, Mark L.

    2012-01-01

    Exposure to stress is associated with a wide range of internalizing and externalizing problems in adolescents, including aggressive behavior. Extant research examining mechanisms underlying the associations between stress and youth aggression has consistently identified social information processing pathways that are disrupted by exposure to…

  11. A Review of Behavioral Interventions for the Treatment of Aggression in Individuals with Developmental Disabilities

    ERIC Educational Resources Information Center

    Brosnan, Julie; Healy, Olive

    2011-01-01

    Aggression can present as a significant problem behavior in individuals with a diagnosis of developmental disability. Much research has focused on the prevalence of aggression in individuals with varying degrees of severity of intellectual disability (AD), autism spectrum disorders (ASD) and co-morbidity of ID and ASD. Research has also focused on…

  12. Verbal aggression by parents and psychosocial problems of children.

    PubMed

    Vissing, Y M; Straus, M A; Gelles, R J; Harrop, J W

    1991-01-01

    Analyses of data on a nationally representative sample of 3,346 American parents with a child under 18 living at home found that 63% reported one or more instances of verbal aggression, such as swearing and insulting the child. Children who experienced frequent verbal aggression from parents (as measured by the Conflict Tactic Scales) exhibited higher rates of physical aggression, delinquency, and interpersonal problems than other children. This relationship is robust since it applies to preschool-, elementary school-, and high school-age children, to both boys and girls, and to children who were also physically punished as well as those who were not. Children who experienced both verbal aggression and severe physical violence exhibited the highest rates of aggression, delinquency, and interpersonal problems.

  13. The relationships among perceived peer acceptance of sexual aggression, punishment certainty, and sexually aggressive behavior.

    PubMed

    Strang, Emily; Peterson, Zoë D

    2013-12-01

    Researching the correlates of men's sexually aggressive behavior (i.e., verbal coercion and rape) is critical to both understanding and preventing sexual aggression. This study examined 120 men who completed an anonymous online questionnaire. The study aimed to determine the relative importance of two potential correlates of men's self-reported use of sexual aggression: (a) perceptions that male peers use and support sexual aggression and (b) perceptions of punishment likelihood associated with sexual aggression. Results revealed that perceptions of male friends' acceptance of sexual aggression were strongly associated with individual men's reports of using verbal coercion and rape. Perceptions of punishment likelihood were negatively correlated with verbal coercion but not with rape through intoxication and force. Implications for sexual aggression prevention are discussed.

  14. The Influence of Classroom Aggression and Classroom Climate on Aggressive-Disruptive Behavior

    PubMed Central

    Thomas, Duane E.; Bierman, Karen L.; Powers, CJ

    2011-01-01

    Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4179 children from kindergarten to second-grade (ages 5–8) this study examined the impact of two important features of the classroom context–aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of grade 1. HLM analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. PMID:21434887

  15. The influence of classroom aggression and classroom climate on aggressive-disruptive behavior.

    PubMed

    Thomas, Duane E; Bierman, Karen L; Powers, C J

    2011-01-01

    Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed.

  16. Contributing factors to aggressive behaviors in high school students in Turkey.

    PubMed

    Kaya, Fadime; Bilgin, Hulya; Singer, Mark I

    2012-02-01

    Violence among young people is an important public health topic as a universal problem. One of the recent issues concerning both the media and parents is the aggressive behavior among the high school students in Istanbul and the worldwide. The aim of this study was to investigate the types and rates of aggressive behavior and the contributing factors to this behavior among high school students. Sample was composed of 805 students of 14-18 ages attending five high schools in Istanbul. The most common aggressive behavior among the students was found to be "beating others," 34.5% (n = 278). Past experiences of violence of high school students (direct exposure to violence/witnessing violence/exposure to/witnessing attack with knife/gun) were determined as the most contributing factor to aggressive behavior. The present study investigated the nature of violent behaviors and associations between violent behaviors and contributing factors among high school students from Turkey.

  17. [Molecular psychogenetics of deviant aggressive behavior in humans].

    PubMed

    Vasil'ev, V A

    2011-09-01

    The review considers the known candidate gene loci that are involved in the dopamine, serotonin, and androgen systems and are associated with human deviant aggressive behavior. Both positive and negative correlations with deviant aggressive behavior have been observed for almost all of the candidate gene loci. Many genes of the neurotransmitter and androgen system and intricate interactions among them may influence the propensity to aggression. Further studies should focus not only on individual gene polymorphisms, but also on complex interactions among the alleles of all candidate genes that have functionally important polymorphisms affecting their expression and function. A complex analysis should be performed to study the association of the homozygous genotypes at all candidate gene markers with various forms of human deviant aggressive behavior. The approach will make it possible to assess the individual reactivity to various environmental stimuli that provoke aggression and to develop a means of predicting and preventing deviant aggressive behavior in humans.

  18. Quantitative Genomics of Aggressive Behavior in Drosophila melanogaster

    PubMed Central

    Edwards, Alexis C; Rollmann, Stephanie M; Morgan, Theodore J; Mackay, Trudy F. C

    2006-01-01

    Aggressive behavior is important for animal survival and reproduction, and excessive aggression is an enormous social and economic burden for human society. Although the role of biogenic amines in modulating aggressive behavior is well characterized, other genetic mechanisms affecting this complex behavior remain elusive. Here, we developed an assay to rapidly quantify aggressive behavior in Drosophila melanogaster, and generated replicate selection lines with divergent levels of aggression. The realized heritability of aggressive behavior was approximately 0.10, and the phenotypic response to selection specifically affected aggression. We used whole-genome expression analysis to identify 1,539 probe sets with different expression levels between the selection lines when pooled across replicates, at a false discovery rate of 0.001. We quantified the aggressive behavior of 19 mutations in candidate genes that were generated in a common co-isogenic background, and identified 15 novel genes affecting aggressive behavior. Expression profiling of genetically divergent lines is an effective strategy for identifying genes affecting complex traits. PMID:17044737

  19. An initial evaluation of a culturally adapted social problem-solving and relational aggression prevention program for urban African-American relationally aggressive girls.

    PubMed

    Leff, Stephen S; Gullan, Rebecca Lakin; Paskewich, Brooke S; Abdul-Kabir, Saburah; Jawad, Abbas F; Grossman, Michael; Munro, Melissa A; Power, Thomas J

    2009-01-01

    Recent research demonstrating that relational aggression is associated with peer relationship difficulties, internalizing and externalizing behaviors, social processing deficits, and possibly later mental health disorders among girls has emphasized the need to address the unique expression of aggression among females. Despite these findings, almost all aggression interventions have been directed toward physically aggressive boys. In the current article, the authors describe the acceptability and initial effectiveness of a culturally adapted social problem-solving/social skills intervention for inner-city 3rd- to 5th-grade urban, African American, relationally aggressive girls called the Friend to Friend Program. The authors partnered with youth, teachers, parents, and playground supervisors to design the program, and the current study presents preliminary data suggesting that the intervention is viewed as highly acceptable by participating girls and teachers. Further, the intervention appears to have promise for decreasing at-risk girls' levels of relationally and physically aggressive behaviors, hostile attributions, and loneliness.

  20. Environmental Influences, the Developing Brain, and Aggressive Behavior

    ERIC Educational Resources Information Center

    Hudley, Cynthia; Novac, Andrei

    2007-01-01

    In this article the authors review research on highly stressful environments that are known to support the development and display of aggressive behavior in childhood, adolescence, and beyond. They also examine some of the mechanisms through which such stressful environments may influence adolescents' aggressive behavior. The review concentrates…

  1. Behavioral Treatment of Aggression in the Mentally Retarded: A Review.

    ERIC Educational Resources Information Center

    Feldstein, Jerome H.

    The paper reviews 34 behavioral treatment studies (1967-1983) examining reduction of aggressive behavior in mentally retarded people. Research reviewed was limited to treatment of physically aggressive responses such as hits, kicks, bites, chokes, scratches, and throwing objects by persons designated as mentally retarded. Among results reported…

  2. Effects of Viewing Relational Aggression on Television on Aggressive Behavior in Adolescents: A Three-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Coyne, Sarah M.

    2016-01-01

    Most researchers on media and aggression have examined the behavioral effects of viewing physical aggression in the media. Conversely, in the current study, I examined longitudinal associations between viewing "relational aggression" on TV and subsequent aggressive behavior. Participants included 467 adolescents who completed a number of…

  3. Aggression and Tantrums in Children with Autism: A Review of Behavioral Treatments and Maintaining Variables

    ERIC Educational Resources Information Center

    Matson, Johnny

    2009-01-01

    Aggression and tantrums are common co-occurring problems with autism. Fortunately, positive developments in the treatment of these challenging and stigmatizing behaviors have been made recently with psychologically-based interventions. Evidence-based methods employ behavior modification, which is also often described as applied behavior analysis…

  4. Sex Differences in Autonomic Correlates of Conduct Problems and Aggression

    ERIC Educational Resources Information Center

    Beauchaine, Theodore P.; Hong, James; Marsh, Penny

    2008-01-01

    The study aims to evaluate group differences in autonomic nervous system (ANS) responding between males and females with conduct problems and determine whether aggression accounts for variance in ANS responding over the effects of conduct problems. The results indicated marked differences in psycho-physiological responses between males and females.

  5. [Effect of sodium valproate on aggressive behavior of male mice with various aggression experience].

    PubMed

    Smagin, D A; Bondar', N P; Kudriavtseva, N N

    2010-01-01

    Sector of Social Behavior Neurogenetics, Institute of Cytology and Genetics, Siberian Branch, Effects of sodium valproate on the aggressive behavior of male mice with 2- and 20-day positive fighting experience have been studied. It is established that valproate administered in a singe dose of 100 mg/kg has no effect on the behavior of male mice with a 2-day experience of aggression. The treatment of mice with 300 mg/kg of valproate significantly decreased the level of aggressive motivation and the percentage of animals demonstrating attacks and threats. In male mice with a 20-day experience of aggression, valproate decreased the time of hostile behavior in a dose-dependent manner. Valproate in a single dose of 300 mg/kg significantly decreased the level of aggressive motivation, but also produced a toxic effect, whereby 73% of aggressive males demonstrated long-term immobility and 45% exhibited movement abnormalities (falls) upon the treatment. It is suggested that changes in the brain neurochemical activity, which are caused by a prolonged experience of aggression, modify the effects of sodium valproate.

  6. Parenting practices and child disruptive behavior problems in early elementary school. Conduct Problems Prevention Research Group.

    PubMed

    Stormshak, E A; Bierman, K L; McMahon, R J; Lengua, L J

    2000-03-01

    Examined the hypothesis that distinct parenting practices may be associated with type and profile of a child's disruptive behavior problems (e.g., oppositional, aggressive, hyperactive). Parents of 631 behaviorally disruptive children described the extent to which they experienced warm and involved interactions with their children and the extent to which their discipline strategies were inconsistent and punitive and involved spanking and physical aggression. As expected from a developmental perspective, parenting practices that included punitive interactions were associated with elevated rates of all child disruptive behavior problems. Low levels of warm involvement were particularly characteristic of parents of children who showed elevated levels of oppositional behaviors. Physically aggressive parenting was linked more specifically with child aggression. In general, parenting practices contributed more to the prediction of oppositional and aggressive behavior problems than to hyperactive behavior problems, and parenting influences were fairly consistent across ethnic groups and sex.

  7. The Relation Between Compulsive Sexual Behaviors and Aggression in a Substance-Dependent Population

    PubMed Central

    Elmquist, JoAnna; Shorey, Ryan C.; Anderson, Scott; Stuart, Gregory L.

    2016-01-01

    Research supports a high comorbidity between compulsive sexual behaviors (CSBs) and SUDs, which are both classified by increased impulsivity. Literature has also indicated that increased impulsivity and substance use are associated with aggression. However, no known research has examined the relationship between CSBs and aggression among a substance dependent population. The purpose of the current study was to examine this relationship. Participants included 349 male patients in treatment for SUDs. Results indicated that after controlling for alcohol and drug use and problems and age, CSBs were significantly associated with total aggression, aggressive attitudes, physical aggression, and verbal aggression. This is the first known study to examine this relationship, thus continued research is needed to extend and replicate these findings. PMID:27445453

  8. Reducing Aggressive Male Behavior in Elementary School: Promising Practices

    ERIC Educational Resources Information Center

    Holmes, Barbara; Gibson, Jamel; Morrison-Danner, Dietrich

    2014-01-01

    Student aggression and violent behavior, especially among males, is pervasive and problematic in the classroom. When incorporated in the lesson design, promising practices (music, movement, and visual stimulation) are evidence-based strategies that may reduce male aggression in the classroom.

  9. The Effects of Pathological Gaming on Aggressive Behavior

    ERIC Educational Resources Information Center

    Lemmens, Jeroen S.; Valkenburg, Patti M.; Peter, Jochen

    2011-01-01

    Studies have shown that pathological involvement with computer or video games is related to excessive gaming binges and aggressive behavior. Our aims for this study were to longitudinally examine if pathological gaming leads to increasingly excessive gaming habits, and how pathological gaming may cause an increase in physical aggression. For this…

  10. Tickling, Punching, and Poking: Mock Aggressive Behavior in College Students.

    ERIC Educational Resources Information Center

    Ballard, Mary E.; Green, Shavonda

    Several hypotheses have been generated about the functions of mock aggression, including its association with dominance. This paper describes a study that expanded this line of research by interviewing college students about a broad array of mock aggressive behaviors and their contexts, targets, benefits, and functions. The hypotheses were that:…

  11. Social Anxiety and Aggression in Behaviorally Disordered Children.

    ERIC Educational Resources Information Center

    Gonzalez, Ketty P.; And Others

    1996-01-01

    Thirty-nine boys in classes for students with behavioral disturbances were given questionnaires on trait anxiety, social anxiety, empathy, depression, and self-esteem, while teachers rated their aggression. Results showed that anxiety and empathy scores were not correlated with aggression, while social anxiety was positively correlated with trait…

  12. Pleiotropic contributions of nitric oxide to aggressive behavior.

    PubMed

    Nelson, Randy J; Trainor, Brian C; Chiavegatto, Silvana; Demas, Gregory E

    2006-01-01

    Male mice with targeted deletion of the genes encoding the neuronal (NOS-1-/- or nNOS-/-) isoform of nitric oxide synthase display altered aggressive behaviors. Male nNOS-1-/- mice are more aggressive than wild-type (WT) mice in all testing paradigms. Testosterone is necessary, but not sufficient, for evoking the persistent aggression, and that serotonin (5-HT) metabolism is altered in male nNOS-1-/- mice. The specific deletion of the nNOS-1 gene not only results in a lack of nNOS-1 protein, but in common with many genes, affects several 'down-stream' processes. In this review, we address whether the elevated aggression in male nNOS-1-/- mice reflects pleiotropic effects of the nNOS-1 gene on pain sensitivity, 'anxiety-like', or 'depressive-like' behaviors. For example, male nNOS-1-/- mice display increased sensitivity to painful stimuli, which may prolong aggressive interactions. Despite elevated corticosterone concentrations, nNOS-1 knockout mice appear to be less 'anxious' or fearful than WT mice. Male nNOS-1-/- mice display longer latencies to right themselves on an inverted platform and spend more time in the center of an open field than WT mice. Because of reduced serotonin turnover, the excessive aggressiveness displayed by nNOS-1-/- mice may be symptomatic of a depressive-like syndrome. However, nNOS-1-/- mice rarely display behavioral 'despair' when assessed with the Porsolt forced swim test; rather, nNOS-1-/- mice show vigorous swimming throughout the assessment suggesting that the aggressive behavior does not represent depressive-like behavior. Importantly, aggressive behavior is not a unitary process, but is the result of complex interactions among several physiological, motivational, and behavioral systems, with contributions from the social as well as the physical environment. Lastly, the multiple, and often unanticipated, effects of targeted gene disruption on aggressive behavior are considered.

  13. Unsupervised self-care predicts conduct problems: The moderating roles of hostile aggression and gender.

    PubMed

    Atherton, Olivia E; Schofield, Thomas J; Sitka, Angela; Conger, Rand D; Robins, Richard W

    2016-04-01

    Despite widespread speculation about the detrimental effect of unsupervised self-care on adolescent outcomes, little is known about which children are particularly prone to problem behaviors when left at home without adult supervision. The present research used data from a longitudinal study of 674 Mexican-origin children residing in the United States to examine the prospective effect of unsupervised self-care on conduct problems, and the moderating roles of hostile aggression and gender. Results showed that unsupervised self-care was related to increases over time in conduct problems such as lying, stealing, and bullying. However, unsupervised self-care only led to conduct problems for boys and for children with an aggressive temperament. The main and interactive effects held for both mother-reported and observational-rated hostile aggression and after controlling for potential confounds.

  14. A genome-wide approach to children's aggressive behavior: The EAGLE consortium.

    PubMed

    Pappa, Irene; St Pourcain, Beate; Benke, Kelly; Cavadino, Alana; Hakulinen, Christian; Nivard, Michel G; Nolte, Ilja M; Tiesler, Carla M T; Bakermans-Kranenburg, Marian J; Davies, Gareth E; Evans, David M; Geoffroy, Marie-Claude; Grallert, Harald; Groen-Blokhuis, Maria M; Hudziak, James J; Kemp, John P; Keltikangas-Järvinen, Liisa; McMahon, George; Mileva-Seitz, Viara R; Motazedi, Ehsan; Power, Christine; Raitakari, Olli T; Ring, Susan M; Rivadeneira, Fernando; Rodriguez, Alina; Scheet, Paul A; Seppälä, Ilkka; Snieder, Harold; Standl, Marie; Thiering, Elisabeth; Timpson, Nicholas J; Veenstra, René; Velders, Fleur P; Whitehouse, Andrew J O; Smith, George Davey; Heinrich, Joachim; Hypponen, Elina; Lehtimäki, Terho; Middeldorp, Christel M; Oldehinkel, Albertine J; Pennell, Craig E; Boomsma, Dorret I; Tiemeier, Henning

    2016-07-01

    Individual differences in aggressive behavior emerge in early childhood and predict persisting behavioral problems and disorders. Studies of antisocial and severe aggression in adulthood indicate substantial underlying biology. However, little attention has been given to genome-wide approaches of aggressive behavior in children. We analyzed data from nine population-based studies and assessed aggressive behavior using well-validated parent-reported questionnaires. This is the largest sample exploring children's aggressive behavior to date (N = 18,988), with measures in two developmental stages (N = 15,668 early childhood and N = 16,311 middle childhood/early adolescence). First, we estimated the additive genetic variance of children's aggressive behavior based on genome-wide SNP information, using genome-wide complex trait analysis (GCTA). Second, genetic associations within each study were assessed using a quasi-Poisson regression approach, capturing the highly right-skewed distribution of aggressive behavior. Third, we performed meta-analyses of genome-wide associations for both the total age-mixed sample and the two developmental stages. Finally, we performed a gene-based test using the summary statistics of the total sample. GCTA quantified variance tagged by common SNPs (10-54%). The meta-analysis of the total sample identified one region in chromosome 2 (2p12) at near genome-wide significance (top SNP rs11126630, P = 5.30 × 10(-8) ). The separate meta-analyses of the two developmental stages revealed suggestive evidence of association at the same locus. The gene-based analysis indicated association of variation within AVPR1A with aggressive behavior. We conclude that common variants at 2p12 show suggestive evidence for association with childhood aggression. Replication of these initial findings is needed, and further studies should clarify its biological meaning. © 2015 Wiley Periodicals, Inc.

  15. Family Complexity, Siblings, and Children's Aggressive Behavior at School Entry

    PubMed Central

    Fomby, Paula; Goode, Joshua A.; Mollborn, Stefanie

    2016-01-01

    As family structure in the United States has become increasingly dynamic and complex, children have become more likely to reside with step- or half-siblings through a variety of pathways. When these pathways are accounted for, more than one in six children in the United States lives with a half- or step-sibling at age 4. We use data from the Early Childhood Longitudinal Study-Birth Cohort (N~6,550) to assess the independent and joint influences of residing with a single parent or stepparent and with step or half-siblings on children's aggressive behavior at school entry. The influences of parents’ union status and complex sibship status on aggressive behavior are independent. Family resources partially explain the association between residing with an unpartnered mother and aggressive behavior regardless of sibship status. However, the resource hypothesis does not explain the association of complex sibship with aggressive behavior. PMID:26608795

  16. Aggression in group-housed laboratory mice: why can't we solve the problem?

    PubMed

    Weber, Elin M; Dallaire, Jamie Ahloy; Gaskill, Brianna N; Pritchett-Corning, Kathleen R; Garner, Joseph P

    2017-03-22

    Group housing is highly important for social animals. However, it can also give rise to aggression, one of the most serious welfare concerns in laboratory mouse husbandry. Severe fighting can lead to pain, injury and even death. In addition, working with animals that are severely socially stressed, wounded or singly-housed as a result of aggression may compromise scientific validity. Some general recommendations on how to minimize aggression exist, but the problem persists. Thus far, studies attempting to find solutions have mainly focused on social dominance and territorial behavior, but many other aspects of routine housing and husbandry that might influence aggressive behavior have been overlooked. The present way of housing laboratory mice is highly unnatural: mice are prevented from performing many species-typical behaviors and are routinely subjected to painful and aversive stimuli. Giving animals control over their environment is an important aspect of improving animal welfare and has been well-studied in the field of animal welfare science. How control over the environment influences aggression in laboratory mice, however, has not been closely examined. In this article, we challenge current ways of thinking and propose alternative perspectives that we hope will lead to an enhanced understanding of aggression in laboratory mice.

  17. Parental Separation and Child Aggressive and Internalizing Behavior: An Event History Calendar Analysis

    ERIC Educational Resources Information Center

    Averdijk, Margit; Malti, Tina; Eisner, Manuel; Ribeaud, Denis

    2012-01-01

    This study investigated the relationship between parental separation and aggressive and internalizing behavior in a large sample of Swiss children drawn from the ongoing Zurich Project on the Social Development of Children and Youths. Parents retrospectively reported life events and problem behavior for the first 7 years of the child's life on a…

  18. Double Jeopardy: Child and School Characteristics that Predict Aggressive-Disruptive Behavior in First Grade

    ERIC Educational Resources Information Center

    Thomas, Duane E.; Bierman, Karen L.; Thompson, Celine; Powers, C. J.

    2008-01-01

    High rates of aggressive-disruptive behavior exhibited by children during their initial years of elementary school increase their risk for significant behavioral adjustment problems with teachers and peers. The purpose of the present study was to examine the unique and combined contributions of child vulnerabilities and school context to the…

  19. Self-Perceived Social Acceptance and Peer Social Standing in Children with Aggressive-Disruptive Behaviors

    ERIC Educational Resources Information Center

    Pardini, Dustin A.; Barry, Tammy D.; Barth, Joan M.; Lochman, John E.; Wells, Karen C.

    2006-01-01

    Examining children's perceptions of their social acceptance in conjunction with others' ratings of their peer social standing can enhance our understanding of the heterogeneity in children exhibiting disruptive behavior problems. Using a sample of 213 youth rated in the top 31 percent of their class on aggressive-disruptive behaviors, the current…

  20. Does Early Childhood Callous-Unemotional Behavior Uniquely Predict Behavior Problems or Callous-Unemotional Behavior in Late Childhood?

    ERIC Educational Resources Information Center

    Waller, Rebecca; Dishion, Thomas J.; Shaw, Daniel S.; Gardner, Frances; Wilson, Melvin N.; Hyde, Luke W.

    2016-01-01

    Callous-unemotional (CU) behavior has been linked to behavior problems in children and adolescents. However, few studies have examined whether CU behavior in "early childhood" predicts behavior problems or CU behavior in "late childhood". This study examined whether indicators of CU behavior at ages 2-4 predicted aggression,…

  1. Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: a meta-analytic review of the scientific literature.

    PubMed

    Anderson, C A; Bushman, B J

    2001-09-01

    Research on exposure to television and movie violence suggests that playing violent video games will increase aggressive behavior. A metaanalytic review of the video-game research literature reveals that violent video games increase aggressive behavior in children and young adults. Experimental and nonexperimental studies with males and females in laboratory and field settings support this conclusion. Analyses also reveal that exposure to violent video games increases physiological arousal and aggression-related thoughts and feelings. Playing violent video games also decreases prosocial behavior.

  2. Training Aggressive Adolescents in Prosocial Behavior

    ERIC Educational Resources Information Center

    Goldstein, Arnold P.; And Others

    1978-01-01

    Structured Learning Therapy (SLT) teaches aggressive adolescents prosocial skills (negotiation, self-relaxation, and anger control) by modeling, role playing, social reinforcement, and transfer of training. This article summarizes initial application of SLT with psychiatric clients, includes guidelines for improving trainee-trainer-treatment…

  3. Lasting effect of intimate partner violence exposure during preschool on aggressive behavior and prosocial skills.

    PubMed

    Holmes, Megan R; Voith, Laura A; Gromoske, Andrea N

    2015-06-01

    Intimate partner violence (IPV) exposure can negatively affect children's social behavior. However, it is unknown if the negative effects of IPV exposure during the preschool years are sustained through the early school years, if maladaptive behavior in one domain (e.g., aggressive behavior) is linked to subsequent maladaptive behavior in a different developmental domain (e.g., prosocial skill deficits), and if these relations differ by gender. This study addresses these gaps by using data from a sample of 1,125 children aged 3 to 4 at Time 1 and aged 5 to 7 at Time 2 from the National Survey of Child and Adolescent Well-Being. A series of nested longitudinal structural equation models were tested. Aggressive behavior and prosocial skills were stable across time. Time 1 IPV was associated with increased aggressive behavior at Time 1, which in turn was related to increased Time 2 aggressive behavior. Gender differences emerged; Time 2 IPV was associated with prosocial skills deficits for girls but not boys. A cross-domain relation existed between Time 1 aggressive behavior and Time 2 prosocial skills deficits for boys but not girls. These findings support that behavioral problems demonstrated later in childhood may emerge from earlier adverse developmental experiences and that difficulties in one domain may spill over into other developmental domains. Gender-specific interventions to promote competence in children may contribute to diverting children from maladaptive developmental outcomes.

  4. Genetic architecture of natural variation in Drosophila melanogaster aggressive behavior.

    PubMed

    Shorter, John; Couch, Charlene; Huang, Wen; Carbone, Mary Anna; Peiffer, Jason; Anholt, Robert R H; Mackay, Trudy F C

    2015-07-07

    Aggression is an evolutionarily conserved complex behavior essential for survival and the organization of social hierarchies. With the exception of genetic variants associated with bioamine signaling, which have been implicated in aggression in many species, the genetic basis of natural variation in aggression is largely unknown. Drosophila melanogaster is a favorable model system for exploring the genetic basis of natural variation in aggression. Here, we performed genome-wide association analyses using the inbred, sequenced lines of the Drosophila melanogaster Genetic Reference Panel (DGRP) and replicate advanced intercross populations derived from the most and least aggressive DGRP lines. We identified genes that have been previously implicated in aggressive behavior as well as many novel loci, including gustatory receptor 63a (Gr63a), which encodes a subunit of the receptor for CO2, and genes associated with development and function of the nervous system. Although genes from the two association analyses were largely nonoverlapping, they mapped onto a genetic interaction network inferred from an analysis of pairwise epistasis in the DGRP. We used mutations and RNAi knock-down alleles to functionally validate 79% of the candidate genes and 75% of the candidate epistatic interactions tested. Epistasis for aggressive behavior causes cryptic genetic variation in the DGRP that is revealed by changing allele frequencies in the outbred populations derived from extreme DGRP lines. This phenomenon may pertain to other fitness traits and species, with implications for evolution, applied breeding, and human genetics.

  5. Status Differences in Target-Specific Prosocial Behavior and Aggression.

    PubMed

    Closson, Leanna M; Hymel, Shelley

    2016-09-01

    Previous studies exploring the link between social status and behavior have predominantly utilized measures that do not provide information regarding toward whom aggression or prosocial behavior is directed. Using a contextualized target-specific approach, this study examined whether high- and low-status adolescents behave differently toward peers of varying levels of status. Participants, aged 11-15 (N = 426, 53 % females), completed measures assessing aggression and prosocial behavior toward each same-sex grademate. A distinct pattern of findings emerged regarding the likeability, popularity, and dominance status of adolescents and their peer targets. Popular adolescents reported more direct aggression, indirect aggression, and prosocial behavior toward popular peers than did unpopular adolescents. Well-accepted adolescents reported more prosocial behavior toward a wider variety of peers than did rejected adolescents. Finally, compared to subordinate adolescents, dominant adolescents reported greater direct and indirect aggression toward dominant than subordinate peers. The results highlight the importance of studying target-specific behavior to better understand the status-behavior link.

  6. Individuals with mental illness can control their aggressive behavior through mindfulness training.

    PubMed

    Singh, Nirbhay N; Lancioni, Giulio E; Winton, Alan S W; Adkins, Angela D; Wahler, Robert G; Sabaawi, Mohamed; Singh, Judy

    2007-05-01

    Verbal and physical aggression are risk factors for community placement of individuals with serious and persistent mental illness. Depending on the motivations involved, treatment typically consists of psychotropic medications and psychosocial interventions, including contingency management procedures and anger management training. Effects of a mindfulness procedure, Meditation on the Soles of the Feet , were tested as a cognitive behavioral intervention for verbal and physical aggression in 3 individuals who had frequently been readmitted to an inpatient psychiatric hospital owing to their anger management problems. In a multiple baseline across subjects design, they were taught a simple meditation technique, requiring them to shift their attention and awareness from the anger-producing situation to the soles of their feet, a neutral point on their body. Their verbal and physical aggression decreased with mindfulness training; no physical aggression and very low rates of verbal aggression occurred during 4 years of follow-up in the community.

  7. Intranasal administration of oxytocin increases human aggressive behavior.

    PubMed

    Ne'eman, R; Perach-Barzilay, N; Fischer-Shofty, M; Atias, A; Shamay-Tsoory, S G

    2016-04-01

    Considering its role in prosocial behaviors, oxytocin (OT) has been suggested to diminish levels of aggression. Nevertheless, recent findings indicate that oxytocin may have a broader influence on increasing the salience of social stimuli and may therefore, under certain circumstances, increase antisocial behaviors such as aggression. This controversy led to the following speculations: If indeed oxytocin promotes primarily prosocial behavior, administration of OT is expected to diminish levels of aggression. However, if oxytocin mainly acts to increase the salience of social stimuli, it is expected to elevate levels of aggression following provocation. In order to test this assumption we used the Social Orientation Paradigm (SOP), a monetary game played against a fictitious partner that allows measuring three types of responses in the context of provocation: an aggressive response - reducing a point from the fictitious partner, an individualistic response - adding a point to oneself, and a collaborative response - adding half a point to the partner and half a point to oneself. In the current double-blind, placebo-controlled, within-subject study design, 45 participants completed the SOP task following the administration of oxytocin or placebo. The results indicated that among subjects naïve to the procedure oxytocin increased aggressive responses in comparison with placebo. These results support the saliency hypothesis of oxytocin and suggest that oxytocin plays a complex role in the modulation of human behavior.

  8. Hypothalamic control of male aggression-seeking behavior.

    PubMed

    Falkner, Annegret L; Grosenick, Logan; Davidson, Thomas J; Deisseroth, Karl; Lin, Dayu

    2016-04-01

    In many vertebrate species, certain individuals will seek out opportunities for aggression, even in the absence of threat-provoking cues. Although several brain areas have been implicated in the generation of attack in response to social threat, little is known about the neural mechanisms that promote self-initiated or 'voluntary' aggression-seeking when no threat is present. To explore this directly, we utilized an aggression-seeking task in which male mice self-initiated aggression trials to gain brief and repeated access to a weaker male that they could attack. In males that exhibited rapid task learning, we found that the ventrolateral part of the ventromedial hypothalamus (VMHvl), an area with a known role in attack, was essential for aggression-seeking. Using both single-unit electrophysiology and population optical recording, we found that VMHvl neurons became active during aggression-seeking and that their activity tracked changes in task learning and extinction. Inactivation of the VMHvl reduced aggression-seeking behavior, whereas optogenetic stimulation of the VMHvl accelerated moment-to-moment aggression-seeking and intensified future attack. These data demonstrate that the VMHvl can mediate both acute attack and flexible seeking actions that precede attack.

  9. Hypothalamic control of male aggression-seeking behavior

    PubMed Central

    Grosenick, Logan; Davidson, Thomas J.; Deisseroth, Karl

    2016-01-01

    In many vertebrate species, certain individuals will seek out opportunities for aggression, even in the absence of threat provoking cues. While several brain areas have been implicated in generating attack in response to social threat, little is known about the neural mechanisms that promote self-initiated or “voluntary” aggression seeking when no threat is present. To explore this directly, we utilize an aggression-seeking task wherein male mice can self-initiate aggression trials to gain brief and repeated access to a weaker male that they attack. In males that exhibit rapid task learning, we find that the ventrolateral part of the ventromedial hypothalamus (VMHvl), an area with a known role in attack, is essential for aggression seeking. Using both single unit electrophysiology and population optical recording, we find that VMHvl neurons become active during aggression seeking and their activity tracks changes in task learning and extinction. Inactivation of the VMHvl reduces aggression-seeking behavior, whereas optogenetic stimulation of the VMHvl accelerates moment-to-moment aggression seeking and intensifies future attack. These data demonstrate that the VMHvl can mediate both acute attack and flexible seeking actions that precede attack. PMID:26950005

  10. When power shapes interpersonal behavior: Low relationship power predicts men's aggressive responses to low situational power.

    PubMed

    Overall, Nickola C; Hammond, Matthew D; McNulty, James K; Finkel, Eli J

    2016-08-01

    When does power in intimate relationships shape important interpersonal behaviors, such as psychological aggression? Five studies tested whether possessing low relationship power was associated with aggressive responses, but (a) only within power-relevant relationship interactions when situational power was low, and (b) only by men because masculinity (but not femininity) involves the possession and demonstration of power. In Studies 1 and 2, men lower in relationship power exhibited greater aggressive communication during couples' observed conflict discussions, but only when they experienced low situational power because they were unable to influence their partner. In Study 3, men lower in relationship power reported greater daily aggressive responses toward their partner, but only on days when they experienced low situational power because they were either (a) unable to influence their partner or (b) dependent on their partner for support. In Study 4, men who possessed lower relationship power exhibited greater aggressive responses during couples' support-relevant discussions, but only when they had low situational power because they needed high levels of support. Study 5 provided evidence for the theoretical mechanism underlying men's aggressive responses to low relationship power. Men who possessed lower relationship power felt less manly on days they faced low situational power because their partner was unwilling to change to resolve relationship problems, which in turn predicted greater aggressive behavior toward their partner. These results demonstrate that fully understanding when and why power is associated with interpersonal behavior requires differentiating between relationship and situational power. (PsycINFO Database Record

  11. Parental separation and child aggressive and internalizing behavior: an event history calendar analysis.

    PubMed

    Averdijk, Margit; Malti, Tina; Eisner, Manuel; Ribeaud, Denis

    2012-04-01

    This study investigated the relationship between parental separation and aggressive and internalizing behavior in a large sample of Swiss children drawn from the ongoing Zurich Project on the Social Development of Children and Youths. Parents retrospectively reported life events and problem behavior for the first 7 years of the child's life on a quarterly basis (N = 995; 28,096 time points) using an Event History Calendar. The time sequences of separation and child problem behavior were analyzed. Parental separation affected both aggressive and internalizing behavior even when maternal depression, financial difficulties, and parental conflict were included. Parental separation exerted a direct effect on child problem behavior as well as an indirect effect via maternal depression.

  12. Behavior modification of aggressive children in child welfare: evaluation of a combined intervention program.

    PubMed

    Nitkowski, Dennis; Petermann, Franz; Büttner, Peter; Krause-Leipoldt, Carsten; Petermann, Ulrike

    2009-07-01

    Children and adolescents with aggressive disorders are prevalent in child welfare settings. Therefore, the assumption is that child welfare services would benefit from a cognitive-behavioral intervention. This study investigates whether implementation of the training with aggressive children (TAC) could improve the outcome of child welfare. Twelve children (average age 10 years), diagnosed with an oppositional defiant disorder or a conduct disorder, are treated either with a child welfare program or with a combined intervention of child welfare program and TAC. Before and immediately after completion of the combined treatment, parent and teacher ratings are collected. Parents report children participating in child welfare and TAC to show a stronger decline in social and conduct problems as well as a clearer increase in prosocial behavior. Teachers see a better improvement in social problems and tended to report a decrease in aggressive behavior. Results confirm that the TAC can enhance effects of a child welfare program.

  13. Situational social problem-solving skills and self-esteem of aggressive and nonaggressive boys.

    PubMed

    Lochman, J E; Lampron, L B

    1986-12-01

    This study was designed to assess specific social problem-solving, perceived competence, and self-esteem characteristics of 20 aggressive and 18 nonaggressive boys. Significant behavioral differences existed between the groups. The problem-solving measure provided for qualitative assessment of specific problem solutions that children consider, varying according to the interpersonal context of conflicts with peers, teachers, and parents and to the level of others' intent in conflicts (ambiguous frustration and hostile provocation). In univariate analyses, aggressive children had poorer self-esteem, generated fewer verbal assertion solutions in peer conflicts and during hostile frustration, and employed more direct action solutions with teachers and during hostile frustration. Discriminant analyses significantly differentiated the two groups. Findings indicated that future research should consider the relative distribution of specific kinds of problem situations that children produce, and that situational factors in social problem-solving skills should be addressed.

  14. Does Marijuana Use Lead to Aggression and Violent Behavior?

    ERIC Educational Resources Information Center

    Ostrowsky, Michael K.

    2011-01-01

    Marijuana use and violent behavior are causing widespread public concern. This article reviews theory and research on the relation between marijuana use and aggressive/violent behavior. It is evident from the inconsistent findings in the literature that the exact nature of the relation remains unclear. This article identifies several possible…

  15. Children's and Their Friends' Moral Reasoning: Relations with Aggressive Behavior

    ERIC Educational Resources Information Center

    Gasser, Luciano; Malti, Tina

    2012-01-01

    Friends' moral characteristics such as their moral reasoning represent an important social contextual factor for children's behavioral socialization. Guided by this assumption, we compared the effects of children's and friends' moral reasoning on their aggressive behavior in a low-risk sample of elementary school children. Peer nominations and…

  16. A Directed Research Project Investigating Aggressive Behavior in Paradise Fish.

    ERIC Educational Resources Information Center

    Darling, Ruth A.

    2003-01-01

    Presents a laboratory experiment that examines the aggressive behavior of male paradise fish. Students design the experiment, collect data, and analyze and interpret the results. This activity is appropriate for biology, ecology, and animal behavior classes and allows students to be involved in the entire scientific process. (Author/NB)

  17. [Family violence and aggressive and oppositional behavior in childhood: a literature review].

    PubMed

    Pesce, Renata

    2009-01-01

    This article presents a review of the world literature about two important subjects: family violence and problems of aggressive behavior and oppositional defiant disorder in childhood. We opted for publications that had used the CBCL- Child Behavior Checklist for investigating behavior problems in children. This instrument is internationally recognized for its reliability and validity, considered an efficient tool for identifying behavior problems in children. Our findings showed that marital violence predominated in the studies as kind of familiar violence able to cause problems of aggressiveness and transgression in children. Another point discussed was the lack of consensus on the terms used in the articles to refer to such behavior problems. The review showed the need for in-depth studies into this subject, mainly in the sense of thinking about prevention and health promotion in childhood and adolescence. Aggressive behavior in children tends to remain and increase over time, a fact that points to the need for strategies for preventing these problems in the school, familiar and health environments.

  18. Neighborhood Deprivation during Early Childhood and Conduct Problems in Middle Childhood: Mediation by Aggressive Response Generation.

    PubMed

    Galán, Chardée A; Shaw, Daniel S; Dishion, Thomas J; Wilson, Melvin N

    2016-09-30

    The tremendous negative impact of conduct problems to the individual and society has provided the impetus for identifying risk factors, particularly in early childhood. Exposure to neighborhood deprivation in early childhood is a robust predictor of conduct problems in middle childhood. Efforts to identify and test mediating mechanisms by which neighborhood deprivation confers increased risk for behavioral problems have predominantly focused on peer relationships and community-level social processes. Less attention has been dedicated to potential cognitive mediators of this relationship, such as aggressive response generation, which refers to the tendency to generate aggressive solutions to ambiguous social stimuli with negative outcomes. In this study, we examined aggressive response generation, a salient component of social information processing, as a mediating process linking neighborhood deprivation to later conduct problems at age 10.5. Participants (N = 731; 50.5 % male) were drawn from a multisite randomized prevention trial that includes an ethnically diverse and low-income sample of male and female children and their primary caregivers followed prospectively from toddlerhood to middle childhood. Results indicated that aggressive response generation partially mediated the relationship between neighborhood deprivation and parent- and teacher-report of conduct problems, but not youth-report. Results suggest that the detrimental effects of neighborhood deprivation on youth adjustment may occur by altering the manner in which children process social information.

  19. Early Language Impairment and Young Adult Delinquent and Aggressive Behavior

    ERIC Educational Resources Information Center

    Brownlie, E.B.; Beitchman, Joseph H.; Escobar, Michael; Young, Arlene; Atkinson, Leslie; Johnson, Carla; Wilson, Beth; Douglas, Lori

    2004-01-01

    Clinic and forensic studies have reported high rates of language impairments in conduct- disordered and incarcerated youth. In community samples followed to early adolescence, speech and language impairments have been linked to attention deficits and internalizing problems, rather than conduct problems, delinquency, or aggression. This study…

  20. Aggressive behavior and its associations with posttraumatic stress and academic achievement following a natural disaster.

    PubMed

    Scott, Brandon G; Lapré, Genevieve E; Marsee, Monica A; Weems, Carl F

    2014-01-01

    Despite an abundance of evidence linking maltreatment and violence-related trauma exposure to externalizing problems in youth, there is surprisingly little evidence to support a direct link between disaster exposure and youth aggressive behavior. This study tested the theory that there is primarily an indirect association between disaster exposure and aggression via posttraumatic stress disorder (PTSD) symptoms. The current study also examined the association between aggression and academic achievement. A sample of 191 4th- to 8th-grade minority youth who experienced Hurricane Katrina were assessed for aggressive behavior using the Peer Conflict Scale (PCS), disaster exposure, PTSD symptoms, and academic achievement. Structural equation modeling of the set of associations was consistent with the theory suggesting that there is an indirect link between disaster exposure and aggression through PTSD symptoms. Aggression was negatively associated with academic achievement, and modeling indicated that the set of associations was age and gender invariant. Findings advance the theoretical understanding of the linkage between aggression and disaster exposure. Findings also support the utility of the PCS in disaster research and the link between PCS scores and academic achievement.

  1. The effects of pathological gaming on aggressive behavior.

    PubMed

    Lemmens, Jeroen S; Valkenburg, Patti M; Peter, Jochen

    2011-01-01

    Studies have shown that pathological involvement with computer or video games is related to excessive gaming binges and aggressive behavior. Our aims for this study were to longitudinally examine if pathological gaming leads to increasingly excessive gaming habits, and how pathological gaming may cause an increase in physical aggression. For this purpose, we conducted a two-wave panel study among 851 Dutch adolescents (49% female) of which 540 played games (30% female). Our analyses indicated that higher levels of pathological gaming predicted an increase in time spent playing games 6 months later. Time spent playing violent games specifically, and not just games per se, increased physical aggression. Furthermore, higher levels of pathological gaming, regardless of violent content, predicted an increase in physical aggression among boys. That this effect only applies to boys does not diminish its importance, because adolescent boys are generally the heaviest players of violent games and most susceptible to pathological involvement.

  2. The Effects of Pathological Gaming on Aggressive Behavior

    PubMed Central

    Valkenburg, Patti M.; Peter, Jochen

    2010-01-01

    Studies have shown that pathological involvement with computer or video games is related to excessive gaming binges and aggressive behavior. Our aims for this study were to longitudinally examine if pathological gaming leads to increasingly excessive gaming habits, and how pathological gaming may cause an increase in physical aggression. For this purpose, we conducted a two-wave panel study among 851 Dutch adolescents (49% female) of which 540 played games (30% female). Our analyses indicated that higher levels of pathological gaming predicted an increase in time spent playing games 6 months later. Time spent playing violent games specifically, and not just games per se, increased physical aggression. Furthermore, higher levels of pathological gaming, regardless of violent content, predicted an increase in physical aggression among boys. That this effect only applies to boys does not diminish its importance, because adolescent boys are generally the heaviest players of violent games and most susceptible to pathological involvement. PMID:20549320

  3. Low self-esteem is related to aggression, antisocial behavior, and delinquency.

    PubMed

    Donnellan, M Brent; Trzesniewski, Kali H; Robins, Richard W; Moffitt, Terrie E; Caspi, Avshalom

    2005-04-01

    The present research explored the controversial link between global self-esteem and externalizing problems such as aggression, antisocial behavior, and delinquency. In three studies, we found a robust relation between low self-esteem and externalizing problems. This relation held for measures of self-esteem and externalizing problems based on self-report, teachers' ratings, and parents' ratings, and for participants from different nationalities (United States and New Zealand) and age groups (adolescents and college students). Moreover, this relation held both cross-sectionally and longitudinally and after controlling for potential confounding variables such as supportive parenting, parent-child and peer relationships, achievement-test scores, socioeconomic status, and IQ. In addition, the effect of self-esteem on aggression was independent of narcissism, an important finding given recent claims that individuals who are narcissistic, not low in self-esteem, are aggressive. Discussion focuses on clarifying the relations among self-esteem, narcissism, and externalizing problems.

  4. The social behavior carried out by unacquainted sows on mixing may predict the likelihood of escalation into aggression

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Aggression is a major problem when housing sows in groups. Aggression can increase injuries, stress, and cost of production, and decrease productivity. The aim of this project was to determine the behavioral sequences associated with fight and non-fight interactions when two unacquainted sows are mi...

  5. and Internalizing Behavior Problems

    ERIC Educational Resources Information Center

    Hofer, Claire; Eisenberg, Nancy; Spinrad, Tracy L.; Morris, Amanda S.; Gershoff, Elizabeth; Valiente, Carlos; Kupfer, Anne; Eggum, Natalie D.

    2013-01-01

    Stability and change in mother-adolescent conflict reactions (CRs) and the prediction of CRs from adolescents' earlier behavior problems (and vice versa) were examined with 131 mothers and their adolescents (63 boys). Dyads engaged in a 6-min conflict discussion twice, 2 years apart ["M" age was 13 at Time 1 (T1)]. Non-verbal expressive…

  6. A Positive Behavioral Approach for Aggression in Forensic Psychiatric Settings.

    PubMed

    Tolisano, Peter; Sondik, Tracey M; Dike, Charles C

    2017-03-01

    Aggression toward self and others by complex patients admitted to forensic psychiatric settings is a relatively common yet extremely difficult behavior to treat. Traditional interventions in forensic inpatient settings have historically emphasized control and management over treatment. Research over the past several years has demonstrated the value of behavioral and psychosocial treatment interventions to reduce aggression and to increase prosocial skill development in inpatient forensic population. Positive behavioral support (PBS) offers a comprehensive approach that incorporates the science of applied behavioral analysis (ABA) in support of patients with challenging behaviors, including aggression and violence. In this article, we describe a PBS model to treat aggression in forensic settings. PBS includes a comprehensive functional assessment, along with four basic elements: ecological strategies, positive programming, focused support strategies, and reactive strategies. Other key components are described, including data collection, staff training, fidelity checks to ensure correct implementation of the plan, and ongoing monitoring and revision of PBS strategies, according to treatment outcomes. Finally, a behavioral consultation team approach within the inpatient forensic setting is recommended, led by an assigned doctoral-level psychologist with specialized knowledge and training in behavioral methods. The behavioral consultation team works directly with the unit treatment team and the identified patient to develop, implement, and track a plan that may extend over several weeks to several months including transition into the community. PBS can offer a positive systemic impact in forensic inpatient settings, such as providing a nonpharmacologic means to address aggression, reducing the incidences of restraint and seclusion, enhancing staff proficiency in managing challenging patient presentations, and reducing recidivism when used as part of the bridge to

  7. Prolactin and aggression in women with fertility problems

    PubMed Central

    Moran, E.; Parekh, H. S.; Morewood, T.; Thomas, M.; Hardiman, P. J.

    2014-01-01

    This study tested the hypothesis that women with higher prolactin feel more hostility, anger and aggression. A total of 66 women with moderate fertility problems were grouped into the 50% who had the highest and the 50% who had the lowest levels of prolactin. Levels of hostility, aggression and anger were compared. Women with higher prolactin levels did not report significantly increased hostility. After Bonferroni correction, women with lower prolactin showed non-significantly increased scores on two measures of state anger, and on a measure of trait temper. When comparing those with the highest and lowest 20% of prolactin levels, those with lower prolactin had non-significantly higher scores on trait temper and outward expression of anger, and non-significantly lower scores for control of anger. Although non-significant, these findings run counter to those of earlier studies on this topic. Implications for future research and patient care are discussed. PMID:25226401

  8. Potential Pathways from Stigmatization and Externalizing Behavior to Anger and Dating Aggression in Sexually Abused Youth

    ERIC Educational Resources Information Center

    Feiring, Candice; Simon, Valerie A.; Cleland, Charles M.; Barrett, Ellen P.

    2013-01-01

    Although experiencing childhood sexual abuse (CSA) puts youth at risk for involvement in relationship violence, research is limited on the potential pathways from CSA to subsequent dating aggression. The current study examined prospective pathways from externalizing behavior problems and stigmatization (abuse-specific shame and self-blame…

  9. Paternal Incarceration and Children's Physically Aggressive Behaviors: Evidence from the Fragile Families and Child Wellbeing Study

    ERIC Educational Resources Information Center

    Wildeman, Christopher

    2010-01-01

    This study extends research on the consequences of mass imprisonment and the causes of children's behavioral problems by considering the effects of paternal incarceration on children's physical aggression at age 5 using data from the Fragile Families and Child Wellbeing Study. Results suggest that paternal incarceration is associated with…

  10. Resident-to-Resident Aggression in Long-Term Care Facilities: An Understudied Problem

    PubMed Central

    Rosen, Tony; Pillemer, Karl; Lachs, Mark

    2009-01-01

    Resident-to-resident aggression (RRA) between long-term care residents includes negative and aggressive physical, sexual, or verbal interactions that in a community setting would likely be construed as unwelcome and have high potential to cause physical or psychological distress in the recipient. Although this problem potentially has high incidence and prevalence and serious consequences for aggressors and victims, it has received little direct attention from researchers to date. This article reviews the limited available literature on this topic as well as relevant research from related areas including: resident violence toward nursing home staff, aggressive behaviors by elderly persons, and community elder abuse. We present hypothesized risk factors for aggressor, victim, and nursing home environment, including issues surrounding cognitive impairment. We discuss methodological challenges to studying RRA and offer suggestions for future research. Finally, we describe the importance of designing effective interventions, despite the lack currently available, and suggest potential areas of future research. PMID:19750126

  11. First adaptation of coping power program as a classroom-based prevention intervention on aggressive behaviors among elementary school children.

    PubMed

    Muratori, Pietro; Bertacchi, Iacopo; Giuli, Consuelo; Lombardi, Lavinia; Bonetti, Silvia; Nocentini, Annalaura; Manfredi, Azzurra; Polidori, Lisa; Ruglioni, Laura; Milone, Annarita; Lochman, John E

    2015-04-01

    Children with high levels of aggressive behavior create a major management problem in school settings and interfere with the learning environment of their classmates. We report results from a group-randomized trial of a program aimed at preventing aggressive behaviors. The purpose of the current study, therefore, was to determine the extent to which an indicated prevention program, Coping Power Program, is capable of reducing behavioral problems and improving pro-social behavior when delivered as a universal classroom-based prevention intervention. Nine classes (five first grade and four second grade) were randomly assigned to intervention or control conditions. Findings showed a significant reduction in overall problematic behaviors and in inattention-hyperactivity problems for the intervention classes compared to the control classes. Students who received Coping Power Program intervention also showed more pro-social behaviors at postintervention. The implications of these findings for the implementation of strategies aimed at preventing aggressive behavior in school settings are discussed.

  12. Aggressive behavior and performance in the Tegu lizard Tupinambis merianae.

    PubMed

    Herrel, Anthony; Andrade, Denis V; de Carvalho, José Eduardo; Brito, Ananda; Abe, Augusto; Navas, Carlos

    2009-01-01

    Aggression is an important component of behavior in many animals and may be crucial to providing individuals with a competitive advantage when resources are limited. Although much is known about the effects of catecholamines and hormones on aggression, relatively few studies have examined the effects of physical performance on aggression. Here we use a large, sexually dimorphic teiid lizard to test whether individuals that show high levels of physical performance (bite force) are also more aggressive toward a potential threat (i.e., a human approaching the lizard). Our results show that independent of their sex, larger individuals with higher bite forces were indeed more aggressive. Moreover, our data show that individuals with higher bite forces tend to show decreased escape responses and are slower, providing evidence for a trade-off between fight and flight abilities. As bite force increased dramatically with body size, we suggest that large body size and bite force may reduce the threshold for an individual to engage in an aggressive encounter, allowing it to potentially gain or maintain resources and fight off predators while minimizing the risk of injury.

  13. Aggression Norms in the Classroom Social Network: Contexts of Aggressive Behavior and Social Preference in Middle Childhood.

    PubMed

    Jackson, Daisy R; Cappella, Elise; Neal, Jennifer Watling

    2015-12-01

    In a cross-sectional sample of African-American 2nd-4th grade students (N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers' social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children's direct and indirect connections in the classroom. Results of multilevel models indicate that network-based classroom aggression norms moderated relations between children's aggressive behavior and their social preference. Specifically, children benefited socially when their form of aggressive behavior fit with what was normative in the classroom social context. The moderating effect of classroom aggression norms was stronger for the association between overt aggression and social preference than relational aggression and social preference. Relationally aggressive youth were socially preferred by peers regardless of the classroom norm, although this positive association was magnified in classrooms with higher levels of relational aggression. Future research focused on aggression norms within classroom social networks are discussed and implications for school prevention efforts are considered.

  14. Sleep and behavioral problems in rolandic epilepsy.

    PubMed

    Samaitienė, Rūta; Norkūnienė, Jolita; Tumienė, Birutė; Grikinienė, Jurgita

    2013-02-01

    Although patients with benign childhood epilepsy with centrotemporal spikes exhibit a benign course of the disease, some of them display sleep and behavioral problems. Sixty-one patients with rolandic epilepsy, aged 6-11 years, were included in this study. The patients were divided into two subgroups according to the presence of seizures over the preceding 6 months. The control group comprised 25 patients without epilepsy and with similar characteristics in terms of age and sex. All patients underwent evaluation of sleep (Sleep Disturbance Scale for Children) and behavior (Lithuanian version of the Child Behaviour Checklist). Only patients who had had seizures over the preceding 6 months displayed significantly higher scores for sleep problems (disorders of excessive daytime sleepiness, disorders of sleep-wake transition, and scores for total sleep problems), worse sleep quality (longer sleep-onset latency), and behavioral problems (anxiety/depression, social problems, thought problems, attention problems, and aggressive behavior) than the patients of the control group. Our data add to evidence that active epilepsy has an impact on sleep and behavior. Clinically significant sleep problems were related to the higher risk of behavioral problems. Parents' ratings for existing sleep problems were sensitive to Sleep Disturbance Scale for Children scores above normal values.

  15. Aggression and Adaptive Functioning: The Bright Side to Bad Behavior.

    ERIC Educational Resources Information Center

    Hawley, Patricia H.; Vaughn, Brian E.

    2003-01-01

    Asserts that effective children and adolescents can engage in socially undesirable behavior to attain personal goals at relatively little personal or interpersonal cost, implying that relations between adjustment and aggression may not be optimally described by standard linear models. Suggests that if researchers recognize that some aggression…

  16. Multilevel Correlates of Childhood Physical Aggression and Prosocial Behavior

    ERIC Educational Resources Information Center

    Romano, Elisa; Tremblay, Richard E.; Boulerice, Bernard; Swisher, Raymond

    2005-01-01

    The study identified independent individual, family, and neighborhood correlates of children's physical aggression and prosocial behavior. Participants were 2,745-11-year olds nested in 1,982 families, which were themselves nested in 96 Canadian neighborhoods. Hierarchical linear modeling showed that the total variation explained by the…

  17. The Consistency of Aggressive Behavior across Time and Situations.

    ERIC Educational Resources Information Center

    Eron, Leonard D.

    Results of a longitudinal study conducted over a 21-year period indicated that aggressive behavior remains stable across time, situations, and generations within families. Data were first collected by a survey of all third-grade schoolchildren in a semirural county in New York State. The sample included approximately 870 children (with a modal age…

  18. Aggression and the Risk for Suicidal Behaviors among Children

    ERIC Educational Resources Information Center

    Greening, Leilani; Stoppelbein, Laura; Luebbe, Aaron; Fite, Paula J.

    2010-01-01

    Two subtypes of aggression--reactive and proactive--were examined to see how they relate to suicidal behaviors among young children admitted for acute psychiatric inpatient care. The children and their parents completed self-report questionnaires/interviews. Regression analyses revealed that depressed girls who scored higher on reactive aggression…

  19. Aggressive and Prosocial Behaviors: The Social Success of Bistrategic Preadolescents

    ERIC Educational Resources Information Center

    Wurster, Tabitha; Xie, Hongling

    2014-01-01

    This study examined the social functioning of bistrategic youths (i.e., those who employ both aggressive and prosocial behavior) in order to further understand their social competence in peer social networks. Within our sample of 318 fifth-grade participants recruited from an urban school district in the northeastern US, bistrategic preadolescents…

  20. An Evaluation of Functional Variables Affecting Severe Problem Behaviors in Adults with Mental Retardation by Using the Questions about Behavioral Function Scale (QABF).

    ERIC Educational Resources Information Center

    Applegate, Heather; Matson, Johnny L.; Cherry, Katie E.

    1999-01-01

    A study used the Questions about Behavior Function Scale to examine the functions of five severe problem behaviors (self-injurious behavior, aggression, stereotypies, pica, and rumination) in 417 institutionalized persons with mental retardation. The most common function for all behaviors except aggression was nonsocial. Aggression was maintained…

  1. Potential pathways from stigmatization and externalizing behavior to anger and dating aggression in sexually abused youth.

    PubMed

    Feiring, Candice; Simon, Valerie A; Cleland, Charles M; Barrett, Ellen P

    2013-01-01

    Although experiencing childhood sexual abuse (CSA) puts youth at risk for involvement in relationship violence, research is limited on the potential pathways from CSA to subsequent dating aggression. The current study examined prospective pathways from externalizing behavior problems and stigmatization (abuse-specific shame and self-blame attributions) to anger and dating aggression. One hundred sixty youth (73% female, 69% ethnic/racial minorities) with confirmed CSA histories were interviewed at the time of abuse discovery (T1, when they were 8-15 years of age), and again 1 and 6 years later (T2 and T3). Externalizing behavior and abuse-specific stigmatization were assessed at T1 and T2. Anger and dating aggression were assessed at T3. The structural equation model findings supported the proposed relations from stigmatization following the abuse to subsequent dating aggression through anger. Only externalizing behavior at T1 was related to later dating aggression, and externalizing was not related to subsequent anger. This longitudinal research suggests that clinical interventions for victims of CSA be sensitive to the different pathways by which youth come to experience destructive conflict behavior in their romantic relationships.

  2. Warning Signs prior to Aggressive Behavior in Child Psychiatric Units.

    PubMed

    Faay, Margo D M; Valenkamp, Marije W; Nijman, Henk

    2017-02-01

    This study aims at detecting and categorizing early warning signs of aggressive behavior in child psychiatric units. We analyzed 575 violent incident report forms and developed a coding scheme consisting of 16 warning signs. From the 575 incident report forms, a total of 1087 signs were coded. Most common warning signs were 'restlessness' (21.2%), 'not listening' (15.2%) and 'anger' (9.8%). These were also the most prevalent warning signs for the severe incidents. Although warning signs differ for each individual child, this study indicates that there are common warning signs for imminent aggressive incidents in child psychiatric facilities.

  3. "Just how graphic are graphic novels?" An examination of aggression portrayals in manga and associations with aggressive behavior in adolescents.

    PubMed

    Coyne, Sarah M; Callister, Mark; Stockdale, Laura; Coutts, Holly; Collier, Kevin M

    2015-01-01

    Manga, a type of graphic novel, represent a widely popular literary genre worldwide and are one of the fastest growing areas of the publishing arena aimed at adolescents in the United States. However, to our knowledge, there has been almost no empirical research examining content or effects of reading manga. This article consists of 2 studies. Study 1 represents a content analysis of aggressive behavior in best-selling manga aimed at adolescents. Results revealed that aggression was common and was often portrayed in ways that may influence subsequent behavior. Study 2 examined the relationship between reading manga and aggressive behavior in 223 adolescents. Manga readers were more physically aggressive than non-manga readers and also reported more peer relationships with lonely individuals and smaller groups. In addition, reading manga with particularly high levels of aggression was associated with physical aggression even after controlling for media violence exposure in other media. Implications regarding these findings are discussed.

  4. Preschool Teacher Perceptions of Aggressive Behavior

    ERIC Educational Resources Information Center

    Stein, Misty

    2013-01-01

    The purpose of this grounded theory qualitative study was to identify teacher perceptions within the classroom of preschool violence and what, if any were the perceived associations between teacher perceptions and the problem of school violence up to and including incarceration in later years. The study included open interview questions for data…

  5. Prevalence and Treatment Outcomes of Persistent Negative Mood Among Children with Attention-Deficit/Hyperactivity Disorder and Aggressive Behavior

    PubMed Central

    Pliszka, Steven R.; Kafantaris, Vivian; Sauder, Colin; Posner, Jonathan; Foley, Carmel A.; Carlson, Gabrielle A.; Crowell, Judith A.; Margulies, David M.

    2016-01-01

    Abstract Objective: Diagnostic criteria for disruptive mood dysregulation disorder (DMDD) require 1) periodic rageful outbursts and 2) disturbed mood (anger or irritability) that persists most of the time in between outbursts. Stimulant monotherapy, methodically titrated, often culminates in remission of severe aggressive behavior, but it is unclear whether those with persistent mood symptoms benefit less.This study examined the association between the presence of persistent mood disturbances and treatment outcomes among children with attention-deficit/hyperactivity disorder (ADHD) and periodic aggressive, rageful outbursts. Methods: Within a cohort of children with ADHD and aggressive behavior (n = 156), the prevalence of persistent mood symptoms was evaluated at baseline and after completion of a treatment protocol that provided stimulant monotherapy and family-based behavioral treatment (duration mean [SD] = 70.04 [37.83] days). The relationship of persistent mood symptoms on posttreatment aggressive behavior was assessed, as well as changes in mood symptoms. Results: Aggressive behavior and periodic rageful outbursts remitted among 51% of the participants. Persistent mood symptoms at baseline did not affect the odds that aggressive behavior would remit during treatment. Reductions in symptoms of sustained mood disturbance accompanied reductions in periodic outbursts. Children who at baseline had high irritability but low depression ratings showed elevated aggression scores at baseline and after treatment; however, they still displayed large reductions in aggression. Conclusions: Among aggressive children with ADHD, aggressive behaviors are just as likely to decrease following stimulant monotherapy and behavioral treatment among those with sustained mood symptoms and those without. Improvements in mood problems are evident as well. Therefore, the abnormalities in persistent mood described by DMDD's criteria do not contraindicate stimulant therapy as

  6. Aggressive and prosocial behavior: community violence, cognitive, and behavioral predictors among urban African American youth.

    PubMed

    McMahon, Susan D; Todd, Nathan R; Martinez, Andrew; Coker, Crystal; Sheu, Ching-Fan; Washburn, Jason; Shah, Seema

    2013-06-01

    We use longitudinal multilevel modeling to test how exposure to community violence and cognitive and behavioral factors contribute to the development of aggressive and prosocial behaviors. Specifically, we examine predictors of self-, peer-, and teacher-reported aggressive and prosocial behavior among 266 urban, African American early adolescents. We examine lagged, within-person, between-person, and protective effects across 2 years. In general, results suggest that higher levels of violence exposure and aggressive beliefs are associated with more aggressive and less prosocial peer-reported behavior, whereas greater self-efficacy to resolve conflict peacefully is associated with less aggression across reporters and more teacher-reported prosocial behavior. Greater knowledge and violence prevention skills are associated with fewer aggressive and more prosocial teacher-reported behaviors. Results also suggest that greater self-efficacy and lower impulsivity have protective effects for youth reporting higher levels of exposure to community violence, in terms of teacher-reported aggressive behavior and peer-reported prosocial behavior. Differences among reporters and models are discussed, as well as implications for intervention.

  7. Visual perception of texture in aggressive behavior of Betta splendens.

    PubMed

    Bando, T

    1991-07-01

    In order to elucidate the role of texture in fish vision, the agonistic behavior of male Siamese fighting fish (Betta splendens) was tested in a response to models composed by means of image processing techniques. Using the models with the contour shape of a side view of Betta splendens in an aggressive state, the responses were vigorous when there was a fine distribution of brightness and naturalistic color, producing textures like a scale pattern. Reactions became weaker as the brightness and color distribution reverted to more homogeneous levels and the scale pattern disappeared. When the artificial models with the circular contour shape were used, models with the scale pattern evoked more aggressive behaviors than those without it, while the existence of spherical gradation affected the behavior slightly. These results suggest that texture plays an important role in fish visual perception.

  8. Orca Behavior and Subsequent Aggression Associated with Oceanarium Confinement

    PubMed Central

    Anderson, Robert; Waayers, Robyn; Knight, Andrew

    2016-01-01

    Simple Summary Orca behaviors interacting with humans within apparent friendship bonds are reviewed, and some impediments to the human evaluation of delphinid intelligence are discussed. The subsequent involvement of these orcas and their offspring in aggressive incidents with humans is also documented and examined. This is particularly relevant given that the highest recorded rates of aggressive incidents have occurred among orcas who had previously established unstructured human friendship bonds prior to their inclusion within oceanaria performances. It is concluded that the confinement of orcas within aquaria, and their use in entertainment programs, is morally indefensible, given their high intelligence, complex behaviors, and the apparent adverse effects on orcas of such confinement and use. Abstract Based on neuroanatomical indices such as brain size and encephalization quotient, orcas are among the most intelligent animals on Earth. They display a range of complex behaviors indicative of social intelligence, but these are difficult to study in the open ocean where protective laws may apply, or in captivity, where access is constrained for commercial and safety reasons. From 1979 to 1980, however, we were able to interact with juvenile orcas in an unstructured way at San Diego’s SeaWorld facility. We observed in the animals what appeared to be pranks, tests of trust, limited use of tactical deception, emotional self-control, and empathetic behaviors. Our observations were consistent with those of a former Seaworld trainer, and provide important insights into orca cognition, communication, and social intelligence. However, after being trained as performers within Seaworld’s commercial entertainment program, a number of orcas began to exhibit aggressive behaviors. The orcas who previously established apparent friendships with humans were most affected, although significant aggression also occurred in some of their descendants, and among the orcas they lived

  9. The effects of reward and punishment in violent video games on aggressive affect, cognition, and behavior.

    PubMed

    Carnagey, Nicholas L; Anderson, Craig A

    2005-11-01

    Three experiments examined the effects of rewarding and punishing violent actions in video games on later aggression-related variables. Participants played one of three versions of the same race-car video game: (a) a version in which all violence was rewarded, (b) a version in which all violence was punished, and (c) a nonviolent version. Participants were then measured for aggressive affect (Experiment 1), aggressive cognition (Experiment 2), and aggressive behavior (Experiment 3). Rewarding violent game actions increased hostile emotion, aggressive thinking, and aggressive behavior. Punishing violent actions increased hostile emotion, but did not increase aggressive thinking or aggressive behavior. Results suggest that games that reward violent actions can increase aggressive behavior by increasing aggressive thinking.

  10. Behavioral Management Leads to Reduction in Aggression in a Child and Adolescent Psychiatric Inpatient Unit

    ERIC Educational Resources Information Center

    Dean, Angela J.; Duke, Suzanne G.; George, Michelle; Scott, James

    2007-01-01

    Objective: Aggression is common in children and adolescents admitted to psychiatric inpatient units. Few interventions for reducing aggressive behaviors have been identified. This study aimed to evaluate the impact of a milieu-based behavioral management program on the frequency of aggressive behaviors in a child and adolescent mental health…

  11. Do Perceived Popular Adolescents Who Aggress against Others Experience Emotional Adjustment Problems Themselves?

    ERIC Educational Resources Information Center

    Rose, Amanda J.; Swenson, Lance P.

    2009-01-01

    Aggression is associated with a host of behavioral, social, and emotional adjustment difficulties. However, some aggressive youth are perceived as "popular" by peers. Although these perceived popular aggressive youth appear relatively well adjusted, especially in the social domain, the emotional well-being of these youth is understudied.…

  12. Dementia - behavior and sleep problems

    MedlinePlus

    ... page: //medlineplus.gov/ency/patientinstructions/000029.htm Dementia - behavior and sleep problems To use the sharing features on this ... get to sleep and stay asleep Tips for Behavior and Sleep Problems Having a daily routine may help. Calmly ...

  13. Trajectories and Predictors of Sexually Aggressive Behaviors during Emerging Adulthood

    PubMed Central

    Thompson, Martie P.; Swartout, Kevin M.; Koss, Mary P.

    2013-01-01

    Objective To assess longitudinal trajectories of college males’ sexually aggressive behaviors and determine time-varying individual- and peer-level risk factors that differentiate men who follow these different paths. Method Our analytic sample consisted of 795 men who participated in a longitudinal study on high-risk behaviors among college students. The sample was surveyed at the end of each of their four years at university on a variety of measures, including sexual aggression (SA) and its hypothesized risk factors (hostile masculinity, number of sexual partners, alcohol misuse, and peer norms). Results Using latent growth mixture modeling, we found four distinct SA trajectories – (1) consistently high, (2) decreasing, (3) increasing, and (4) consistently low. Multinomial logistic regression revealed that hostile masculinity and peer norms positively predicted trajectory membership at times when each trajectory reflected a high level of SA. Conclusions Our study adds to the knowledge base by elucidating the different ways sexually aggressive behaviors change during emerging adulthood and how confluence model-derived factors predict the different trajectories. The finding that changes over time in these risk factors correspond with SA perpetration risk informs prevention programming by illuminating the importance of continual focus on these risk factors throughout the college years, perhaps through annual self-assessments. PMID:23914305

  14. Etiological Distinctions between Aggressive and Non-Aggressive Antisocial Behavior: Results from a Nuclear Twin Family Model

    ERIC Educational Resources Information Center

    Burt, S. Alexandra; Klump, Kelly L.

    2012-01-01

    A recent meta-analysis of 103 studies Burt ("Clinical Psychology Review," 29:163-178, 2009a) highlighted the presence of etiological distinctions between aggressive (AGG) and non-aggressive rule-breaking (RB) dimensions of antisocial behavior, such that AGG was more heritable than was RB, whereas RB was more influenced by the shared…

  15. Early Childhood Aggression Trajectories: Associations with Teacher-Reported Problem Behaviour

    ERIC Educational Resources Information Center

    Wildeboer, Andrea; Thijssen, Sandra; van IJzendoorn, Marinus H.; van der Ende, Jan; Jaddoe, Vincent W. V.; Verhulst, Frank C.; Hofman, Albert; White, Tonya; Tiemeier, Henning; Bakermans-Kranenburg, Marian J.

    2015-01-01

    High and stable levels of aggression and the presence of aggressive behaviour in multiple settings according to different informants are risk factors for later problems. However, these two factors have not been investigated in early childhood. The present study investigates trajectories of parent-reported child aggression from 1.5 up to 6 years of…

  16. Acute and chronic glue sniffing effects and consequences of withdrawal on aggressive behavior.

    PubMed

    Bouchatta, Otmane; Ouhaz, Zakaria; Ba-Mhamed, Saadia; Kerekes, Nóra; Bennis, Mohamed

    2016-05-01

    Drug abuse act on brain mechanisms that cause a high-risk individual to engage in aggressive and violent behavior. While a drug-violence relationship exists, the nature of this relationship is often complex, with intoxication, neurotoxic, and withdrawal effects often being confused and/or confounded. Glue sniffing is often a springboard to the abuse of more addictive drugs. Despite its high prevalence and serious consequences, we know relatively little about the aggressive behavioral effects of volatile inhalants abuse, especially glue. The aim of the present study was to investigate the link between the duration of glue exposure, a common substance abuse problem in Morocco, and the level of aggressive behavior during withdrawal. For this we used the isolation-induced aggression model "residents" in three groups of mice. The first group served as control resident animals (n=10, without exposure); the second group as experimental resident mice (n=10) tested before and after acute (first day) and chronic exposure to the glue, and at 1 and 2weeks of withdrawal; and the third group of 10 intruder animals. The results showed that the number of attacks decreased (halved) and the latency of the first attack increased (doubled) following acute glue sniffing. However, the effects of chronic exposure and of 1week of withdrawal led to an increase in the intensity of agonistic encounters. After 2weeks of withdrawal, the intensity of aggressive behavior decreased again. These results indicated that chronic glue exposure and the first week of withdrawal are associated with increased aggression in mice.

  17. The association between childhood maltreatment, mental health problems, and aggression in justice-involved boys.

    PubMed

    Hoeve, Machteld; Colins, Olivier F; Mulder, Eva A; Loeber, Rolf; Stams, Geert Jan J M; Vermeiren, Robert R J M

    2015-01-01

    The link between childhood maltreatment and adolescent aggression is well documented; yet, studies examining potential mechanisms that explain this association are limited. In the present study, we tested the association between childhood maltreatment and adolescent aggression in boys in juvenile justice facilities (N = 767) and examined the contribution of mental health problems to this relationship. Data on childhood maltreatment, mental health problems, and aggression were collected by means of self-report measures and structural equation models were used to test mediation models. We found that mental health problems mediated the link between maltreatment and aggression. Results demonstrated different pathways depending on the type of aggression examined. The association between childhood maltreatment and reactive aggression was fully mediated by a variety of mental health problems and for proactive aggression the association was partially mediated by mental health problems. We also found that reactive and proactive aggression partially mediated the association between maltreatment and mental health problems. These findings suggest that a transactional model may best explain the negative effects of childhood trauma on mental health problems and (in particular reactive) aggression. In addition, our findings add to the existing evidence that reactive and proactive aggression have different etiological pathways.

  18. Partner aggression and problem drinking across the lifespan: how much do they decline?

    PubMed

    O'Leary, K Daniel; Woodin, Erica M

    2005-11-01

    Cross-sectional analyses from nationally-representative samples demonstrate significant age-related trends in partner aggression and problem drinking. Both behaviors are most prevalent in the early to mid-twenties and increasingly less common thereafter. Aggregate associations based on percentage of individuals displaying the behavior in each age range are dramatically stronger than those found when correlating individuals' ages and behavior. Multilevel modeling demonstrates that group-level effects do not mask associations found at the level of the individual for either problem drinking or partner aggression. An analysis of recent abstracts from psychology journals showed that issues of aggregate and individual data are rarely if ever discussed, and even well-known statistics books in psychology rarely discuss such issues. The interpretation of aggregate data will become increasing important as psychologists themselves, and in collaboration with epidemiologists and sociologists, have access to large data sets that allow for data aggregation. Both aggregate and individual analyses are valid, although they provide answers to different questions. Individual analyses are necessary for predicting individual behavior; aggregate analyses are useful in policy planning for large scale prevention and intervention. Strengths and limitations of cross-sectional community samples and aggregate data are also discussed.

  19. Choosing or Being Chosen by Aggressive-Disruptive Peers: Do They Contribute to Children's Externalizing and Internalizing Problems?

    ERIC Educational Resources Information Center

    Mrug, Sylive; Hoza, Betsy; Bukowski, William M.

    2004-01-01

    The goal of this study was to investigate the extent to which aggressive-disruptive peers contribute to the development of externalizing and internalizing problems in children, while controlling for children's own behavior. We examined 2 sets of peers: (1) those that the child nominated as friends, and (2) those that nominated the child as a…

  20. Using the theory of planned behavior to predict aggression and weapons carrying in urban African American early adolescent youth.

    PubMed

    Finigan-Carr, Nadine M; Cheng, Tina L; Gielen, Andrea; Haynie, Denise L; Simons-Morton, Bruce

    2015-04-01

    Aggressive and weapons carrying behaviors are indicative of youth violence. The theory of planned behavior is used in the current analysis to improve our understanding of violence-related behaviors. We examine the influence of perceived behavioral control (self-control and decision making) as a part of the overall framework for understanding the risk and protective factors for aggressive behaviors and weapons carrying. As the baseline assessment of an intervention trial, survey data were collected on 452 sixth-grade students (50% girls; 96.6% African American; mean age 12.0 years) from urban middle schools. A total of 18.4% carried a weapon in the prior 12 months, with boys more likely to carry a weapon than girls (22.5% vs. 14.2%, p = .02). Of the youth, 78.4% reported aggressive behaviors with no significant differences found between girls (81.3%) and boys (75.5%). In logistic regression models, having peers who engage in problem behaviors was found to be a significant risk factor. Youth with peers who engaged in numerous problem behaviors were five times more likely to be aggressive than those who reported little or no peer problem behaviors. Teens who reported that their parents opposed aggression (odds ratio [OR] = 0.76; confidence interval [CI] = 0.66, 0.88) and who used self-control strategies (OR = 0.59; CI = 0.39, 0.87) were found to report less aggressive behaviors. For weapons carrying, being a girl (OR = 0.56; CI = 0.32, 0.97) and self-control (OR = 0.52; CI = 0.29, 0.92) were protective factors. This study demonstrated that the theory of planned behavior may provide a useful framework for the development of violence prevention programs. Practitioners should consider integrating strategies for developing healthy relationships and improving self-control.

  1. The Behavioral Function of Feeding Problems as Assessed by the Questions about Behavioral Function (QABF)

    ERIC Educational Resources Information Center

    Matson, Johnny L.; Mayville, Stephen B.; Kuhn, David E.; Sturmey, Peter; Laud, Rinita; Cooper, Chris

    2005-01-01

    Differences in subscale scores on the questions about behavioral function (QABF) were assessed for participants identified with pica, rumination, food stealing, food refusal, and mealtime behavior problems (e.g., aggression, self-injurious behavior). The QABF was administered to informants for 125 individuals identified with problematic feeding…

  2. A Longitudinal Study of Forms and Functions of Aggressive Behavior in Early Childhood

    ERIC Educational Resources Information Center

    Murray-Close, Dianna; Ostrov, Jamie M.

    2009-01-01

    The purpose of this study was to investigate the distinct forms (i.e., physical and relational) and functions (i.e., proactive and reactive) of aggressive behavior during early childhood (n = 101; M age = 45.09 months). Forms, but not functions, of aggressive behavior were stable over time. A number of contributors to aggression were associated…

  3. The Multifaceted Impact of Peer Relations on Aggressive-Disruptive Behavior in Early Elementary School

    ERIC Educational Resources Information Center

    Powers, Christopher J.; Bierman, Karen L.

    2013-01-01

    Following a large, diverse sample of 4,096 children in 27 schools, this study evaluated the impact of 3 aspects of peer relations, measured concurrently, on subsequent child aggressive-disruptive behavior during early elementary school: peer dislike, reciprocated friends' aggressiveness, and classroom levels of aggressive-disruptive behavior.…

  4. Is It Bad to Be Good? An Exploration of Aggressive and Prosocial Behavior Subtypes in Adolescence.

    ERIC Educational Resources Information Center

    Boxer, Paul; Tisak, Marie S.; Goldstein, Sara E.

    2004-01-01

    Research in aggressive behavior development has distinguished between proactive (i.e., intended to achieve an instrumental goal) and reactive (i.e., emitted as an emotional response to provocation) subtypes of aggression. A similar distinction has not been made with regard to prosocial behavior. In this study, subtypes of both aggressive and…

  5. Adolescents' Aggressive and Prosocial Behavior: Associations with Jealousy and Social Anxiety

    ERIC Educational Resources Information Center

    Culotta, Carmen M.; Goldstein, Sara E.

    2008-01-01

    The authors examined how relational aggression, physical aggression, and proactive prosocial behavior were associated with jealousy and social anxiety in a diverse sample of 60 middle school students. After the authors controlled for gender and race, jealousy predicted relational aggression and proactive prosocial behavior, but it did not predict…

  6. Perinatal Factors, Parenting Behavior, and Reactive Aggression: Does Cortisol Reactivity Mediate This Developmental Risk Process?

    ERIC Educational Resources Information Center

    Ryan, Stacy R.; Schechter, Julia C.; Brennan, Patricia A.

    2012-01-01

    Little is known about the mechanisms of action that link perinatal risk and the development of aggressive behavior. The aim of this study was to examine whether perinatal risk and parenting interacted to specifically predict reactive aggression, as opposed to general aggressive behavior, and to examine cortisol reactivity as a mediator of this…

  7. Orca Behavior and Subsequent Aggression Associated with Oceanarium Confinement.

    PubMed

    Anderson, Robert; Waayers, Robyn; Knight, Andrew

    2016-08-18

    Based on neuroanatomical indices such as brain size and encephalization quotient, orcas are among the most intelligent animals on Earth. They display a range of complex behaviors indicative of social intelligence, but these are difficult to study in the open ocean where protective laws may apply, or in captivity, where access is constrained for commercial and safety reasons. From 1979 to 1980, however, we were able to interact with juvenile orcas in an unstructured way at San Diego's SeaWorld facility. We observed in the animals what appeared to be pranks, tests of trust, limited use of tactical deception, emotional self-control, and empathetic behaviors. Our observations were consistent with those of a former Seaworld trainer, and provide important insights into orca cognition, communication, and social intelligence. However, after being trained as performers within Seaworld's commercial entertainment program, a number of orcas began to exhibit aggressive behaviors. The orcas who previously established apparent friendships with humans were most affected, although significant aggression also occurred in some of their descendants, and among the orcas they lived with. Such oceanaria confinement and commercial use can no longer be considered ethically defensible, given the current understanding of orcas' advanced cognitive, social, and communicative capacities, and of their behavioral needs.

  8. Reducing behavior problems through functional communication training.

    PubMed Central

    Carr, E G; Durand, V M

    1985-01-01

    It is generally agreed that serious misbehavior in children should be replaced with socially appropriate behaviors, but few guidelines exist with respect to choosing replacement behaviors. We address this issue in two experiments. In Experiment 1, we developed an assessment method for identifying situations in which behavior problems, including aggression, tantrums, and self-injury, were most likely to occur. Results demonstrated that both low level of adult attention and high level of task difficulty were discriminative for misbehavior. In Experiment 2, the assessment data were used to select replacements for misbehavior. Specifically, children were taught to solicit attention or assistance or both verbally from adults. This treatment, which involved the differential reinforcement of functional communication, produced replicable suppression of behavior problems across four developmentally disabled children. The results were consistent with an hypothesis stating that some child behavior problems may be viewed as a nonverbal means of communication. According to this hypothesis, behavior problems and verbal communicative acts, though differing in form, may be equivalent in function. Therefore, strengthening the latter should weaken the former. PMID:2410400

  9. Music and aggression: the impact of sexual-aggressive song lyrics on aggression-related thoughts, emotions, and behavior toward the same and the opposite sex.

    PubMed

    Fischer, Peter; Greitemeyer, Tobias

    2006-09-01

    Three studies examined the impact of sexual-aggressive song lyrics on aggressive thoughts, emotions, and behavior toward the same and the opposite sex. In Study 1, the authors directly manipulated whether male or female participants listened to misogynous or neutral song lyrics and measured actual aggressive behavior. Male participants who were exposed to misogynous song lyrics administered more hot chili sauce to a female than to a male confederate. Study 2 shed some light on the underlying psychological processes: Male participants who heard misogynous song lyrics recalled more negative attributes of women and reported more feelings of vengeance than when they heard neutral song lyrics. In addition, men-hating song lyrics had a similar effect on aggression-related responses of female participants toward men. Finally, Study 3 replicated the findings of the previous two studies with an alternative measure of aggressive behavior as well as a more subtle measure of aggressive cognitions. The results are discussed in the framework of the General Aggression Model.

  10. Gender-selective patterns of aggressive behavior in Drosophila melanogaster

    PubMed Central

    Nilsen, Steven P.; Chan, Yick-Bun; Huber, Robert; Kravitz, Edward A.

    2004-01-01

    Complex behaviors, such as aggression, are comprised of distinct stereospecific behavioral patterns (modules). How such patterns get wired into nervous systems remains unknown. Recently, we reported on a quantitative analysis of fighting behavior in male flies of the common Canton-S strain of Drosophila melanogaster. Here, we report a similar analysis of fighting behavior in females of the same species. Fights were carried out between pairs of virgin and pairs of mated females in competition for a yeast resource. Each fight was videotaped and analyzed by using transition matrices and Markov chain analyses. We observe only small difference in fighting intensity between virgin and mated females. In contrast to what is seen in male fights, however, no clear hierarchical relationship is formed in the female fights. A further comparison of the behavioral patterns making up male and female fights reveals that some modules are shared by both sexes, whereas others are highly selective. Within the shared components, transitions between the modules also show gender-selective differences. By using the powerful genetic methods available for examining behavior in fruit flies, it should be possible to use the gender-selective differences in fighting behavior to address the question of how these behavioral patterns get established in the brains of fruit flies. PMID:15302936

  11. Aversive Learning and Trait Aggression Influence Retaliatory Behavior

    PubMed Central

    Molapour, Tanaz; Lindström, Björn; Olsson, Andreas

    2016-01-01

    In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0–2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others. PMID:27375520

  12. Partner aggression and children's externalizing problems: maternal and partner warmth as protective factors.

    PubMed

    Skopp, Nancy A; McDonald, Renee; Jouriles, Ernest N; Rosenfield, David

    2007-09-01

    This research examined maternal and partner warmth as moderators of the relation between men's intimate partner aggression and children's externalizing problems. Participants were 157 mothers and their children (ages 7-9 years). Results indicate that maternal and partner warmth each moderated the relation between men's intimate partner aggression and children's externalizing problems. Partner-to-mother aggression was positively associated with child reports of externalizing problems at lower, but not higher, levels of maternal warmth. Similarly, partner-to-mother aggression was positively associated with mother reports of girls', but not boys', externalizing problems at lower, but not higher, levels of maternal warmth. On the other hand, the moderating effect of partner warmth was in the opposite direction and was found only with child-reported externalizing problems. Increased levels of partner-to-mother aggression related positively to child-reported externalizing problems when partners were higher, but not lower, in warmth.

  13. The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school.

    PubMed

    Powers, Christopher J; Bierman, Karen L

    2013-06-01

    Following a large, diverse sample of 4,096 children in 27 schools, this study evaluated the impact of 3 aspects of peer relations, measured concurrently, on subsequent child aggressive-disruptive behavior during early elementary school: peer dislike, reciprocated friends' aggressiveness, and classroom levels of aggressive-disruptive behavior. Teachers rated child aggressive-disruptive behavior in 1st and 3rd grades, and peer relations were assessed during 2nd grade. Results indicated that heightened classroom aggressive-disruptive behavior levels were related to proximal peer relations, including an increased likelihood of having aggressive friends and lower levels of peer dislike of aggressive-disruptive children. Controlling for 1st grade aggressive-disruptive behavior, the three 2nd grade peer experiences each made unique contributions to 3rd grade child aggressive-disruptive behavior. These findings replicate and extend a growing body of research documenting the multifaceted nature of peer influence on aggressive-disruptive behavior in early elementary school. They highlight the importance of the classroom ecology and proximal peer relations in the socialization of aggressive-disruptive behavior.

  14. [Relationship among inattentive and hyperactive-impulsive behavior, aggression, and depression in Japanese elementary and junior high school students].

    PubMed

    Noda, Wataru; Okada, Ryo; Tani, Iori; Ohnishi, Masafumi; Naoto, Mochizuki; Nakajima, Syunji; Tsujii, Masatsugu

    2013-06-01

    The present study examines the relationship among inattentive, and hyperactive-impulsive behavior, aggression, and depression in elementary school and junior high school students. The participants were 3,885 children and their teachers and caregivers. Children's inattentive and hyperactive-impulsive behavior was rated by their teachers and caregivers (ADHD-RS). Children rated aggression (HAQ-C) and depression (DSRS-C) themselves. Inattentive and hyperactive-impulsive behavior rated by teachers and caregivers were positively related to aggression and depression. Inattention predicted higher levels of aggression and depression. Inattentive and hyperactive-impulsive behavior as rated by teachers was more highly related to depression than those behaviors as rated by caregivers. The relationships among inattentive, and hyperactive-impulsive behavior, aggression, and depression were almost the same for both elementary school and junior high school students. This study suggests the importance of assessing inattentive and hyperactive-impulsive behavior from multiple views to examine the relationship between inattentive and hyperactive-impulsive behavior and mental health problems.

  15. Social status and aggressive and disruptive behavior in girls: individual, group, and classroom influences.

    PubMed

    Estell, David B; Farmer, Thomas W; Pearl, Ruth; Van Acker, Richard; Rodkin, Philip C

    2008-04-01

    Recent studies have found distinct subtypes of aggressive youth, marked by either high social status or social marginalization, and that various measures of status differentially associate with aggression. The majority of these studies, however, focused on boys, adolescents, and/or relational aggression in girls. The current research examined how the kind of status measured and the social ecology affect the association between overt aggression and social status in a sample of 187 3rd grade girls. Cluster analysis uncovered aggressive-popular, aggressive-unpopular, and prosocial-popular configurations. Although likeability was related solely to prosocial behavior, other measures of status co-occurred with both prosocial and aggressive behavior. Peer-group behavior complemented that of individuals, though peer-group and classroom acceptance of aggression were not related to cluster prevalence.

  16. Maintained aggressive behavior in gonadectomized male Siamese fighting fish (Betta splendens).

    PubMed

    Weiss, C S; Coughlin, J P

    1979-07-01

    Adult male Betta splendens were gonadectomized and tested twice for aggressive behavior two weeks later. In a mutual viewing test environment, it was found that gonadectomized animals maintained their aggressive behavior on all six indices of aggression at a level equal to controls. Animals that showed some testis regeneration and sham operated fish were also equal to controls. The results are interpreted to mean that adult aggressive behavior in male B. splendens may not be under the control of gonadal hormones. Pituitary gonadotropins, interrenal gland, and critical period hypotheses are given as possible explanations of the maintained aggressiveness following castration.

  17. Mindfulness as a means of reducing aggressive behavior: dispositional and situational evidence.

    PubMed

    Heppner, Whitney L; Kernis, Michael H; Lakey, Chad E; Campbell, W Keith; Goldman, Brian M; Davis, Patti J; Cascio, Edward V

    2008-01-01

    Recent research and theory suggest that mindfulness, or enhanced attention and awareness in the present moment [Brown and Ryan, 2003], may be linked to lower levels of ego-involvement and, as a result, may have implications for lowering hostility and aggressive behavior. Accordingly, we conducted two studies to examine the potential aggression-mitigating role of mindfulness. In Study 1, we found that dispositional mindfulness correlated negatively with self-reported aggressiveness and hostile attribution bias. In Study 2, participants made mindful before receiving social rejection feedback displayed less-aggressive behavior than did rejected participants not made mindful. Discussion centers on potential mechanisms by which mindfulness operates to reduce aggressive behavior.

  18. Nest platforms increase aggressive behavior in common loons

    NASA Astrophysics Data System (ADS)

    Mager, John N., III; Walcott, Charles; Piper, Walter H.

    2008-02-01

    Artificial manipulations of habitat, such as those that incorporate adding nesting boxes or platforms for birds, often enhance the breeding success of threatened animals. However, such alterations are likely to have unintended behavioral and ecological effects that might negatively impact the target species or others in its community. We conducted a controlled study to investigate the effect of artificial nesting platforms on aggressive behavior and reproductive success of male common loons ( Gavia immer). Males residing on territories to which platforms were added produced longer territorial “yodels” (reflecting willingness to escalate a contest), experienced increased levels of confrontation and aggression with territorial intruders, and experienced increased rates of territorial displacement by intruders. Surprisingly, males of treatment territories also experienced lower productivity. Therefore, in addition to providing novel empirical support of sequential assessment models of animal contests that predict contest escalation with increasing resource quality, this study is one of a few to show that tools used to mitigate habitat loss can negatively impact reproductive fitness in a threatened species.

  19. A model of contagion through competition in the aggressive behaviors of elementary school students.

    PubMed

    Warren, Keith; Schoppelrey, Susan; Moberg, D Paul; McDonald, Marilyn

    2005-06-01

    This article extends the work of Kellam, Ling, Merisca, Brown and Ialongo (1998) by applying a mathematical model of competition between children to peer contagion in the aggressive behaviors of elementary school students. Nonlinearity in the relationship between group aggression and individual aggression at 2-year follow-up is present. Consistent with the findings of Kellam et al. (1998), hierarchical linear modeling indicates that the relationship is statistically significant for those students whose initial parental ratings of aggressive behavior were above the sample median. In the context of competition between students, the behavior of initially aggressive students may be negatively reinforced. Lowering aggression in the school environment may therefore be the most effective way to lower the level of these students' aggressive behavior.

  20. Evaluation of behavioral impulsivity and aggression tasks as endophenotypes for borderline personality disorder

    PubMed Central

    McCloskey, Michael S.; New, Antonia S.; Siever, Larry J.; Goodman, Marianne; Koenigsberg, Harold W.; Flory, Janine D.; Coccaro, Emil F.

    2010-01-01

    Borderline personality disorder (BPD) is marked by aggression and impulsive, often self-destructive behavior. Despite the severe risks associated with BPD, relatively little is known about the disorder’s etiology. Identification of genetic correlates (endophenotypes) of BPD would improve the prospects of targeted interventions for more homogeneous subsets of borderline patients characterized by specific genetic vulnerabilities. The current study evaluated behavioral measures of aggression and impulsivity as potential endophenotypes for BPD. Subjects with BPD (N = 127), a non cluster B personality disorder (OPD N = 122), or healthy volunteers (HV N = 112) completed self report and behavioral measures of aggression, motor impulsivity and cognitive impulsivity. Results showed that BPD subjects demonstrated more aggression and motor impulsivity than HV (but not OPD) subjects on behavioral tasks. In contrast, BPD subjects self-reported more impulsivity and aggression than either comparison group. Subsequent analyses showed that among BPD subjects behavioral aggression was associated with self-reported aggression, while behavioral and self-report impulsivity measures were more modestly associated. Overall, the results provide partial support for the use of behavioral measures of aggression and motor impulsivity as endophenotypes for BPD, with stronger support for behavioral aggression measures as an endophenotype for aggression within BPD samples. PMID:19232640

  1. Developmental effects of aggressive behavior in male adolescents assessed with structural and functional brain imaging

    PubMed Central

    Strenziok, Maren; Krueger, Frank; Heinecke, Armin; Lenroot, Rhoshel K.; Knutson, Kristine M.; van der Meer, Elke

    2011-01-01

    Aggressive behavior is common during adolescence. Although aggression-related functional changes in the ventromedial prefrontal cortex (vmPFC) and frontopolar cortex (FPC) have been reported in adults, the neural correlates of aggressive behavior in adolescents, particularly in the context of structural neurodevelopment, are obscure. We used functional and structural magnetic resonance imaging (MRI) to measure the blood oxygenation level-depended signal and cortical thickness. In a block-designed experiment, 14–17-year old adolescents imagined aggressive and non-aggressive interactions with a peer. We show reduced vmPFC activation associated with imagined aggressive behavior as well as enhanced aggression-related activation and cortical thinning in the FPC with increasing age. Changes in FPC activation were also associated with judgments of the severity of aggressive acts. Reduced vmPFC activation was associated with greater aggression indicating its normal function is to exert inhibitory control over aggressive impulses. Concurrent FPC activation likely reflects foresight of harmful consequences that result from aggressive acts. The correlation of age-dependent activation changes and cortical thinning demonstrates ongoing maturation of the FPC during adolescence towards a refinement of social and cognitive information processing that can potentially facilitate mature social behavior in aggressive contexts. PMID:19770220

  2. Developing Learned Resourcefulness in Adolescents to Help Them Reduce Their Aggressive Behavior: Preliminary Findings

    ERIC Educational Resources Information Center

    Ronen, Tammie; Rosenbaum, Michael

    2010-01-01

    This article describes a school-based aggression reduction intervention program aiming to impart highly aggressive adolescents with a learned resourcefulness repertoire, using Ronen and Rosenbaum's four-module self-control model. Intervention aimed to teach adolescents that aggression is changeable behavior resulting from how they think and feel,…

  3. Perinatal factors, parenting behavior, and reactive aggression: does cortisol reactivity mediate this developmental risk process?

    PubMed

    Ryan, Stacy R; Schechter, Julia C; Brennan, Patricia A

    2012-11-01

    Little is known about the mechanisms of action that link perinatal risk and the development of aggressive behavior. The aim of this study was to examine whether perinatal risk and parenting interacted to specifically predict reactive aggression, as opposed to general aggressive behavior, and to examine cortisol reactivity as a mediator of this developmental risk process. In a community sample of 99 elementary school-aged children, prenatal risk was measured by a count of minor physical anomalies (MPAs), reactive aggression was measured by laboratory observations of aggression in response to provocation, and general aggression was measured by parent report. Cortisol reactivity was not found to mediate the association between MPAs and reactive aggression or general aggression. However, MPAs were found to interact with parenting behaviors to predict reactive aggression and general aggression, as well as cortisol reactivity. Specifically, as the deficits in parenting increased, MPAs became more strongly and positively associated with reactive aggressive and general aggressive outcomes. Similarly, in cases of poor parenting behaviors, MPAs were positively associated with higher cortisol reactivity. Implications for theory and prevention are discussed.

  4. Chinese Adolescents' Social Status Goals: Associations with Behaviors and Attributions for Relational Aggression

    ERIC Educational Resources Information Center

    Wright, Michelle F.; Li, Yan; Shi, Junqi

    2014-01-01

    This study examined two social status goals in relation to aggressive and prosocial behaviors as well as attributions for relational aggression among 477 (244 girls) Chinese early adolescents. Findings indicate that, after controlling for each other, the social preference goal was negatively related to self-reported overt aggression, and…

  5. Gender Differences in Predicting Antisocial Behaviors: Developmental Consequences of Physical and Relational Aggression

    ERIC Educational Resources Information Center

    McEachern, Amber D.; Snyder, James

    2012-01-01

    This study investigated gender differences in the relationship of early physical and relational aggression to later peer rejection and overt and covert antisocial behaviors. Significant gender differences were found indicating physically aggressive boys were more likely than girls to experience later peer rejection. Early physical aggression was…

  6. A Model of Contagion through Competition in the Aggressive Behaviors of Elementary School Students.

    ERIC Educational Resources Information Center

    Warren, Keith; Schoppelrey, Susan; Moberg, D. Paul; McDonald, Marilyn

    2005-01-01

    This article extends the work of Kellam, Ling, Merisca, Brown and Ialongo (1998) by applying a mathematical model of competition between children to peer contagion in the aggressive behaviors of elementary school students. Nonlinearity in the relationship between group aggression and individual aggression at 2-year follow-up is present. Consistent…

  7. Appetitive Aggression and Adverse Childhood Experiences Shape Violent Behavior in Females Formerly Associated with Combat

    PubMed Central

    Augsburger, Mareike; Meyer-Parlapanis, Danie; Bambonye, Manassé; Elbert, Thomas; Crombach, Anselm

    2015-01-01

    This study investigated the impact of violent experiences during childhood, posttraumatic stress disorder (PTSD) and appetitive aggression on everyday violent behavior in Burundian females with varying participation in war. Moreover, group differences in trauma-related and aggression variables were expected. Appetitive aggression describes the perception of violence perpetration as fascinating and appealing and is a common phenomenon in former combatants. Semi-structured interviews were conducted with 158 females, either former combatants, supporters of armed forces or civilians during the civil war in Burundi. The PTSD Symptom Scale Interview was used to assess PTSD symptom severity, the Appetitive Aggression Scale to measure appetitive aggression and the Domestic and Community Violence Checklist to assess both childhood maltreatment and recent aggressive behavior. Former combatants had experienced more traumatic events, perpetrated more violence and reported higher levels of appetitive aggression than supporters and civilians. They also suffered more severely from PTSD symptoms than civilians but not than supporters. The groups did not differ regarding childhood maltreatment. Both appetitive aggression and childhood violence predicted ongoing aggressive behavior, whereas the latter outperformed PTSD symptom severity. These findings support current research showing that adverse childhood experiences and a positive attitude toward aggression serve as the basis for aggressive behavior and promote an ongoing cycle of violence in post-conflict regions. Female members of armed groups are in need of demobilization procedures including trauma-related care and interventions addressing appetitive aggression. PMID:26635666

  8. Neuromodulation can reduce aggressive behavior elicited by violent video games.

    PubMed

    Riva, Paolo; Gabbiadini, Alessandro; Romero Lauro, Leonor J; Andrighetto, Luca; Volpato, Chiara; Bushman, Brad J

    2017-04-01

    Research has shown that exposure to violent media increases aggression. However, the neural underpinnings of violent-media-related aggression are poorly understood. Additionally, few experiments have tested hypotheses concerning how to reduce violent-media-related aggression. In this experiment, we focused on a brain area involved in the regulation of aggressive impulses-the right ventrolateral prefrontal cortex (rVLPFC). We tested the hypothesis that brain polarization through anodal transcranial direct current stimulation (tDCS) over rVLPFC reduces aggression related to violent video games. Participants (N = 79) were randomly assigned to play a violent or a nonviolent video game while receiving anodal or sham stimulation. Afterward, participants aggressed against an ostensible partner using the Taylor aggression paradigm (Taylor Journal of Personality, 35, 297-310, 1967), which measures both unprovoked and provoked aggression. Among those who received sham stimulation, unprovoked aggression was significantly higher for violent-game players than for nonviolent-game players. Among those who received anodal stimulation, unprovoked aggression did not differ for violent- and nonviolent-game players. Thus, anodal stimulation reduced unprovoked aggression in violent-game players. No significant effects were found for provoked aggression, suggesting tit-for-tat responding. This experiment sheds light on one possible neural underpinning of violent-media-related aggression-the rVLPFC, a brain area involved in regulating negative feelings and aggressive impulses.

  9. Why the Prevention of Aggressive Disruptive Behaviors in Middle School Must Begin in Elementary School.

    ERIC Educational Resources Information Center

    Greer-Chase, Marlene; Rhodes, Warren A.; Kellam, Sheppard G.

    2002-01-01

    Suggests that the course and malleability of maladaptive behaviors are partly rooted in early aggressive behaviors occurring in poorly managed classrooms. Encourages teacher education training programs incorporate classroom management training. Concludes that the nature and severity of aggressive behaviors in middle school depend on effective…

  10. Peer Group Status as a Moderator of Group Influence on Children's Deviant, Aggressive, and Prosocial Behavior

    ERIC Educational Resources Information Center

    Ellis, Wendy E.; Zarbatany, Lynne

    2007-01-01

    Group status was examined as a moderator of peer group socialization of deviant, aggressive, and prosocial behavior. In the fall and 3 months later, preadolescents and early adolescents provided self-reported scores for deviant behavior and group membership, and peer nominations for overt and relational aggression, prosocial behavior, and social…

  11. A brief functional analysis of aggressive and alternative behavior in an outclinic setting.

    PubMed Central

    Northup, J; Wacker, D; Sasso, G; Steege, M; Cigrand, K; Cook, J; DeRaad, A

    1991-01-01

    We conducted a brief functional analysis to identify maintaining variable for aggressive behavior and an alternative replacement response during a 90-min outpatient evaluation of 3 individuals with severe handicaps. During the initial analogue assessment, which focused on identifying maintaining contingencies for aggressive behavior, each participant displayed a substantially greater frequency of aggressive behavior during one condition than during any other. The contingency that produced the highest percentage of aggressive behavior was then presented for the occurrence of a specific alternative behavior (a mand). During this contingency reversal phase, each participant displayed a substantial reduction in aggressive behavior and a substantial increase in alternative behavior, thus providing a direct analysis of the equivalency of the contingency for maintaining either behavior. PMID:1752840

  12. COMT Val158Met Genotype as a Risk Factor for Problem Behaviors in Youth

    ERIC Educational Resources Information Center

    Albaugh, Matthew D.; Harder, Valerie S.; Althoff, Robert R.; Rettew, David C.; Ehli, Erik A.; Lengyel-Nelson, Timea; Davies, Gareth E.; Ayer, Lynsay; Sulman, Julie; Stanger, Catherine; Hudziak, James J.

    2010-01-01

    Objective: To test the association between the catechol-O-methyltransferase (COMT) Val158Met polymorphism and both aggressive behavior and attention problems in youth. We hypothesized that youth carrying a Met allele would have greater average aggressive behavior scores, and that youth exhibiting Val-homozygosity would have greater average…

  13. Denying humanness to others: a newly discovered mechanism by which violent video games increase aggressive behavior.

    PubMed

    Greitemeyer, Tobias; McLatchie, Neil

    2011-05-01

    Past research has provided abundant evidence that playing violent video games increases aggressive behavior. So far, these effects have been explained mainly as the result of priming existing knowledge structures. The research reported here examined the role of denying humanness to other people in accounting for the effect that playing a violent video game has on aggressive behavior. In two experiments, we found that playing violent video games increased dehumanization, which in turn evoked aggressive behavior. Thus, it appears that video-game-induced aggressive behavior is triggered when victimizers perceive the victim to be less human.

  14. Adolescent Reports of Aggression as Predictors of Perceived Parenting Behaviors and Expectations.

    PubMed

    Murray, Kantahyanee W; Haynie, Denise L; Howard, Donna E; Cheng, Tina L; Simons-Morton, Bruce

    2013-10-01

    This study examined the associations between adolescent self-report of aggression and adolescents' perceptions of parenting practices in a sample of African American early adolescents living in low-income, urban communities. Sixth graders (N = 209) completed questionnaires about their aggressive behaviors and perceptions of caregivers' parenting practices at two time points during the school year. Path model findings reveal that adolescent-reported aggression at Time 1 predicted higher levels of perceived parent psychological control and perceived parent expectations for aggressive solutions to conflicts at Time 2. Findings suggest that early adolescent aggression elicits negative parenting behaviors at a subsequent time point.

  15. Relationships among Women's Use of Aggression, Their Victimization, and Substance Use Problems: A Test of the Moderating Effects of Race/Ethnicity.

    PubMed

    Sullivan, Tami P; Cavanaugh, Courtenay E; Ufner, Michelle J; Swan, Suzanne C; Snow, David L

    2009-09-01

    This study examined whether relationships among women's aggression, their victimization, and substance use problems were moderated by race/ethnicity. Four hundred and twelve community women (150 African Americans, 150 Latinas, and 112 Whites) who recently were aggressive against a male partner completed a 2-hour computer-assisted interview. ANOVA and path analysis revealed that (a) for all women, victimization and aggression were strongly related; (b) race/ethnicity moderated the relationships between victimization and alcohol and drug use problems; and (c) no groups evidenced a relationship between alcohol or drug use problems and aggression. Findings suggest that it is essential to develop culturally relevant, gender-specific interventions to reduce both women's aggression and victimization, as well as related negative behaviors such as alcohol and drug use.

  16. Chronotype-related differences in childhood and adolescent aggression and antisocial behavior--a review of the literature.

    PubMed

    Schlarb, Angelika A; Sopp, Roxanne; Ambiel, David; Grünwald, Julia

    2014-02-01

    Eveningness has been found to negatively affect adolescents' sleep and daytime functioning. Furthermore, eveningness is associated with greater impulsivity than morningness. Externalizing behavior could be chronotype-related, implying that the alteration of the circadian rhythm itself is connected to aspects of emotion and emotion regulation. The present study investigated chronotype-related differences in emotional and behavioral problems, especially aggression and antisocial behavior in children and adolescents. We conducted a comprehensive search via web of knowledge (MEDLINE, web of science), EBSCO, Ovid, PubMed, Google Scholar and PsycINDEX using the keywords: chronotype, chronobiology, morningness, eveningness, owls and larks as well as diurnal preference to fully capture every aspect of chronotype. For aggression we used the search terms: aggression, anger, hostility, violence, anti-social behavior, conduct disorder, oppositional defiant disorder, delinquency, social adjustment and externalizing behavior. N = 13 studies were included concerning chronotype, childhood, adolescence and antisocial behavior. Results showed that children and adolescents being E-types were more affected by daytime impairments. Additionally, behavioral and emotional problems as aggression or antisocial behavior were more pronounced in E- than in M-types. Our findings support an association of eveningness and the impact of aggression on children and adolescents. Longitudinal investigations should be conducted in order to insure causality of the effects in question. In addition, the elevated vulnerability toward aggression in evening types demonstrates the need for prevention and intervention programs that educate youths in proper sleep hygiene and evoke an awareness of the consequences of a habitually diminished sleep quality.

  17. Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life.

    PubMed

    Anderson, C A; Dill, K E

    2000-04-01

    Two studies examined violent video game effects on aggression-related variables. Study 1 found that real-life violent video game play was positively related to aggressive behavior and delinquency. The relation was stronger for individuals who are characteristically aggressive and for men. Academic achievement was negatively related to overall amount of time spent playing video games. In Study 2, laboratory exposure to a graphically violent video game increased aggressive thoughts and behavior. In both studies, men had a more hostile view of the world than did women. The results from both studies are consistent with the General Affective Aggression Model, which predicts that exposure to violent video games will increase aggressive behavior in both the short term (e.g., laboratory aggression) and the long term (e.g., delinquency).

  18. Effects of Violent-Video-Game Exposure on Aggressive Behavior, Aggressive-Thought Accessibility, and Aggressive Affect Among Adults With and Without Autism Spectrum Disorder.

    PubMed

    Engelhardt, Christopher R; Mazurek, Micah O; Hilgard, Joseph; Rouder, Jeffrey N; Bartholow, Bruce D

    2015-08-01

    Recent mass shootings have prompted the idea among some members of the public that exposure to violent video games can have a pronounced effect on individuals with autism spectrum disorder (ASD). Empirical evidence for or against this claim has been missing, however. To address this issue, we assigned adults with and without ASD to play a violent or nonviolent version of a customized first-person shooter video game. After they played the game, we assessed three aggression-related outcome variables (aggressive behavior, aggressive-thought accessibility, and aggressive affect). Results showed strong evidence that adults with ASD, compared with typically developing adults, are not differentially affected by acute exposure to violent video games. Moreover, model comparisons provided modest evidence against any effect of violent game content whatsoever. Findings from this experiment suggest that societal concerns that exposure to violent games may have a unique effect on adults with autism are not supported by evidence.

  19. The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school.

    PubMed

    Kellam, S G; Ling, X; Merisca, R; Brown, C H; Ialongo, N

    1998-01-01

    This paper is on the influences of the classroom context on the course and malleability of aggressive behavior from entrance into first grade through the transition into middle school. Nineteen public elementary schools participated in developmental epidemiologically based preventive trials in first and second grades, one of which was directed at reducing aggressive, disruptive behavior. At the start of first grade, schools and teachers were randomly assigned to intervention or control conditions. Children within each school were assigned sequentially to classrooms from alphabetized lists, followed by checking to insure balanced assignment based on kindergarten behavior. Despite these procedures, by the end of first quarter, classrooms within schools differed markedly in levels of aggressive behavior. Children were followed through sixth grade, where their aggressive behavior was rated by middle school teachers. Strong interactive effects were found on the risk of being highly aggressive in middle school between the level of aggressive behavior in the first grade classrooms and each boy's own level of aggressive, disruptive behavior in first grade. The more aggressive first grade boys who were in higher aggressive first grade classrooms were at markedly increased risk, compared both to the median first grade boys, and compared to aggressive males in lower aggressive first grade classrooms. Boys were already behaving more aggressively than girls in first grade; and no similar classroom aggression effect was found among girls, although girls' own aggressive behavior did place them at increased risk. The preventive intervention effect, already reported elsewhere to reduce aggressive behavior among the more aggressive males, appeared to do so by reducing high levels of classroom aggression. First grade males' own poverty level was associated with higher risk of being more aggressive, disruptive in first grade, and thereby increased their vulnerability to classroom

  20. Reducing aggressive and self-injurious behavior of institutionalized retarded children through reinforcement of other behaviors.

    PubMed

    Repp, A C; Deitz, S M

    1974-01-01

    Aggressive and self-injurious behaviors of four retarded children were reduced by combining various techniques with the differential reinforcement of other behaviors (DRO). In one study, aggressive responses of a severely retarded child were reduced when DRO was combined with a 30-sec timeout. In a second study, various aggressive classroom behaviors were reduced when the child was told "no" for an inappropriate response but earned puzzle pieces for periods of time when inappropriate responses resulted did not occur. Exchangeable tokens were given to a third subject for every 15 min in which aggressive responding did not occur, while each inappropriate response resulted in the loss of all tokens accrued. Responding was decreased to a level far below baseline. For a fourth child, self-injurious responses were followed by "no", and intervals of time in which no self-injurious responding occurred earned candy. The rate of this behavior reduced significantly. In each case, the DRO procedure combined with the other techniques proved to be manageable for the teacher and successful in reducing the inappropriate behavior.

  1. Neural correlates of impulsive aggressive behavior in subjects with a history of alcohol dependence.

    PubMed

    Kose, Samet; Steinberg, Joel L; Moeller, F Gerard; Gowin, Joshua L; Zuniga, Edward; Kamdar, Zahra N; Schmitz, Joy M; Lane, Scott D

    2015-04-01

    Alcohol-related aggression is a complex and problematic phenomenon with profound public health consequences. We examined neural correlates potentially moderating the relationship between human aggressive behavior and chronic alcohol use. Thirteen subjects meeting DSM-IV criteria for past alcohol-dependence in remission (AD) and 13 matched healthy controls (CONT) participated in an fMRI study adapted from a laboratory model of human aggressive behavior (Point Subtraction Aggression Paradigm, or PSAP). Blood oxygen level dependent (BOLD) activation was measured during bouts of operationally defined aggressive behavior, during postprovocation periods, and during monetary-reinforced behavior. Whole brain voxelwise random-effects analyses found group differences in brain regions relevant to chronic alcohol use and aggressive behavior (e.g., emotional and behavioral control). Behaviorally, AD subjects responded on both the aggressive response and monetary response options at significantly higher rates than CONT. Whole brain voxelwise random-effects analyses revealed significant group differences in response to provocation (monetary subtractions), with CONT subjects showing greater activation in frontal and prefrontal cortex, thalamus, and hippocampus. Collapsing data across all subjects, regression analyses of postprovocation brain activation on aggressive response rate revealed significant positive regression slopes in precentral gyrus and parietal cortex; and significant negative regression slopes in orbitofrontal cortex, prefrontal cortex, caudate, thalamus, and middle temporal gyrus. In these collapsed analyses, response to provocation and aggressive behavior were associated with activation in brain regions subserving inhibitory and emotional control, sensorimotor integration, and goal directed motor activity.

  2. Neural Correlates of Impulsive Aggressive Behavior in Subjects With a History of Alcohol Dependence

    PubMed Central

    Kose, Samet; Steinberg, Joel L.; Moeller, F. Gerard; Gowin, Joshua L.; Zuniga, Edward; Kamdar, Zahra N.; Schmitz, Joy M.; Lane, Scott D.

    2015-01-01

    Alcohol-related aggression is a complex and problematic phenomenon with profound public health consequences. We examined neural correlates potentially moderating the relationship between human aggressive behavior and chronic alcohol use. Thirteen subjects meeting DSM–IV criteria for past alcohol-dependence in remission (AD) and 13 matched healthy controls (CONT) participated in an fMRI study adapted from a laboratory model of human aggressive behavior (Point Subtraction Aggression Paradigm, or PSAP). Blood oxygen level dependent (BOLD) activation was measured during bouts of operationally defined aggressive behavior, during postprovocation periods, and during monetary-reinforced behavior. Whole brain voxelwise random-effects analyses found group differences in brain regions relevant to chronic alcohol use and aggressive behavior (e.g., emotional and behavioral control). Behaviorally, AD subjects responded on both the aggressive response and monetary response options at significantly higher rates than CONT. Whole brain voxelwise random-effects analyses revealed significant group differences in response to provocation (monetary subtractions), with CONT subjects showing greater activation in frontal and prefrontal cortex, thalamus, and hippocampus. Collapsing data across all subjects, regression analyses of postprovocation brain activation on aggressive response rate revealed significant positive regression slopes in precentral gyrus and parietal cortex; and significant negative regression slopes in orbitofrontal cortex, prefrontal cortex, caudate, thalamus, and middle temporal gyrus. In these collapsed analyses, response to provocation and aggressive behavior were associated with activation in brain regions subserving inhibitory and emotional control, sensorimotor integration, and goal directed motor activity. PMID:25664566

  3. Sucrose and behavioral problems.

    PubMed

    Benton, David

    2008-05-01

    Various mechanisms by which sucrose could influence behavior are reviewed. Firstly there is food intolerance. There are dozens of foods to which an adverse reaction has been demonstrated, although a reaction to sucrose is less frequent than many other foods. A second possible mechanism is hypoglycemia. There is evidence that a tendency to develop low blood glucose levels, but higher than those that can be described clinically as hypoglycemic, is associated with irritability and violence. However, sucrose is not the predominant cause of swings in blood glucose levels. Thirdly, the role of sucrose intake on micro-nutrient status has been considered as studies have found that micro-nutrient supplementation decreased anti-social behavior. Micro-nutrient intake is more closely associated with the total energy rather than sucrose intake; typically the amount of sucrose in the diet does not lead to micro-nutrient deficiency. In fact meta-analysis of well designed studies that have examined the impact of sucrose on the behavior of children produced no evidence that it has an adverse influence.

  4. Topographical and Functional Properties of Precursors to Severe Problem Behavior

    ERIC Educational Resources Information Center

    Fahmie, Tara A.; Iwata, Brian A.

    2011-01-01

    A literature search identified 17 articles reporting data on 34 subjects who engaged in precursors to severe problem behavior, which we examined to identify topographical and functional characteristics. Unintelligible vocalization was the most common precursor to aggression (27%) and property destruction (29%), whereas self- or nondirected…

  5. Trajectories of Adolescent Hostile-Aggressive Behavior and Family Climate: Longitudinal Implications for Young Adult Romantic Relationship Competence

    ERIC Educational Resources Information Center

    Fosco, Gregory M.; Van Ryzin, Mark J.; Xia, Mengya; Feinberg, Mark E.

    2016-01-01

    The formation and maintenance of young adult romantic relationships that are free from violence and are characterized by love, connection, and effective problem-solving have important implications for later well-being and family functioning. In this study, we examined adolescent hostile-aggressive behavior (HAB) and family relationship quality as…

  6. The Sleeper Effect of Intimate Partner Violence Exposure: Long-Term Consequences on Young Children's Aggressive Behavior

    ERIC Educational Resources Information Center

    Holmes, Megan R.

    2013-01-01

    Background: Children who have been exposed to intimate partner violence (IPV) experience a wide variety of short-term social adjustment and emotional difficulties, including externalizing behavioral problems such as aggression. While children are affected by IPV at all ages, little is known about the long-term consequences of IPV exposure at…

  7. Explosive, Oppositional, and Aggressive Behavior in Children with Autism Compared to Other Clinical Disorders and Typical Children

    ERIC Educational Resources Information Center

    Mayes, Susan Dickerson; Calhoun, Susan L.; Aggarwal, Richa; Baker, Courtney; Mathapati, Santoshkumar; Anderson, Robert; Petersen, Christopher

    2012-01-01

    Maternal ratings of explosiveness, opposition, and aggression were analyzed in 1609 children 6-16 years of age. Behavior problems were common in autism, ADHD-Combined type, and depression, whereas children with ADHD-Inattentive type, anxiety disorder, and acquired brain injury did not differ from typical controls. More than 40% of children with…

  8. Extensive Reorganization of Behavior Accompanies Ontogeny of Aggression in Male Flesh Flies

    PubMed Central

    Moore, Darrell; Paquette, Caleb; Shropshire, J. Dylan; Seier, Edith; Joplin, Karl H.

    2014-01-01

    Aggression, costly in both time and energy, is often expressed by male animals in defense of valuable resources such as food or potential mates. Here we present a new insect model system for the study of aggression, the male flesh fly Sarcophaga crassipalpis, and ask whether there is an ontogeny of aggression that coincides with reproductive maturity. After establishing that reproductive maturity occurs by day 3 of age (post-eclosion), we examined the behavior of socially isolated males from different age cohorts (days 1, 2, 3, 4, and 6) upon introduction, in a test arena, with another male of the same age. The results show a pronounced development of aggression with age. The change from relative indifference to heightened aggression involves a profound increase in the frequency of high-intensity aggressive behaviors between days 1 and 3. Also noteworthy is an abrupt increase in the number of statistically significant transitions involving these full-contact agonistic behaviors on day 2. This elevated activity is trimmed back somewhat by day 3 and appears to maintain a stable plateau thereafter. No convincing evidence was found for escalation of aggression nor the establishment of a dominance relationship over the duration of the encounters. Despite the fact that aggressive interactions are brief, lasting only a few seconds, a major reorganization in the relative proportions of four major non-aggressive behaviors (accounting for at least 96% of the total observation time for each age cohort) accompanies the switch from low to high aggression. A series of control experiments, with single flies in the test arenas, indicates that these changes occur in the absence of the performance of aggressive behaviors. This parallel ontogeny of aggressive and non-aggressive behaviors has implications for understanding how the entire behavioral repertoire may be organized and reorganized to accommodate the needs of the organism. PMID:24714439

  9. Prenatal, perinatal, and adolescent exposure to marijuana: Relationships with aggressive behavior.

    PubMed

    Barthelemy, Olivier J; Richardson, Mark A; Cabral, Howard J; Frank, Deborah A

    This manuscript reviews research exploring the relationship between prenatal, perinatal, and adolescent exposure to marijuana and aggressive behavior, including physical aggression. Areas of inquiry include animal research, as well as human research, on prenatal exposure and on marijuana use during adolescence. Potential psychosocial and psychopharmacological mechanisms are identified, as well as relevant confounds. The prenatal marijuana exposure literature provides minimal support for a direct relationship with aggressive behavior in childhood. The adolescent use literature suggests a marginal (at best) association between acute intoxication and aggressive behavior, and an association between chronic use and aggressive behavior heavily influenced by demographic variables, rather than direct, psychopharmacological mechanisms. Cannabis withdrawal symptoms also may include aggression and anger, but there is little evidence to suggest that these effects are large or specific to withdrawal from marijuana compared to other substances. This review will offer recommendations for clinical care and public policy, as well as important questions for future research.

  10. The role of executive functions in the control of aggressive behavior.

    PubMed

    Krämer, Ulrike M; Kopyciok, Robert P J; Richter, Sylvia; Rodriguez-Fornells, Antoni; Münte, Thomas F

    2011-01-01

    An extensive literature suggests a link between executive functions and aggressive behavior in humans, pointing mostly to an inverse relationship, i.e., increased tendencies toward aggression in individuals scoring low on executive function tests. This literature is limited, though, in terms of the groups studied and the measures of executive functions. In this paper, we present data from two studies addressing these issues. In a first behavioral study, we asked whether high trait aggressiveness is related to reduced executive functions. A sample of over 600 students performed in an extensive behavioral test battery including paradigms addressing executive functions such as the Eriksen Flanker task, Stroop task, n-back task, and Tower of London (TOL). High trait aggressive participants were found to have a significantly reduced latency score in the TOL, indicating more impulsive behavior compared to low trait aggressive participants. No other differences were detected. In an EEG-study, we assessed neural and behavioral correlates of error monitoring and response inhibition in participants who were characterized based on their laboratory-induced aggressive behavior in a competitive reaction time task. Participants who retaliated more in the aggression paradigm and had reduced frontal activity when being provoked did not, however, show any reduction in behavioral or neural correlates of executive control compared to the less aggressive participants. Our results question a strong relationship between aggression and executive functions at least for healthy, high-functioning people.

  11. Aggressive and Prosocial? Examining Latent Profiles of Behavior, Social Status, Machiavellianism, and Empathy.

    PubMed

    Berger, Christian; Batanova, Milena; Cance, Jessica Duncan

    2015-12-01

    The present study tests whether aggression and prosocial behavior can coexist as part of a socially functional and adaptive profile among early adolescents. Using a person-centered approach, the study examined early adolescents' likelihood of being classified into profiles involving aggressive and prosocial behavior, social status (popular, liked, cool), machiavellianism, and both affective and cognitive components of empathy (empathic concern and perspective taking, respectively). Participants were 1170 early adolescents (10-12 years of age; 52% male) from four schools in metropolitan Santiago, Chile. Through latent profile analysis, three profiles emerged (normative-low aggressive, high prosocial-low aggressive, and high aggressive-high popular status). Both empathic concern and perspective taking were higher in the high prosocial-low aggressive profile, whereas the high aggressive-high popular status profile had the lowest scores on both empathy components as well as machiavellianism. No profile emerged where aggressive and prosocial behaviors were found to co-exist, or to be significantly above the mean. The results underscore that aggressive behavior is highly contextual and likely culturally specific, and that the study of behavioral profiles should consider social status as well as socio-emotional adjustment indicators. These complex associations should be taken into consideration when planning prevention and intervention efforts to reduce aggression or school bullying and to promote positive peer relationships.

  12. Stability of Early Identified Aggressive Victim Status in Elementary School and Associations with Later Mental Health Problems and Functional Impairments

    ERIC Educational Resources Information Center

    Burk, Linnea R.; Armstrong, Jeffrey M.; Park, Jong-Hyo; Zahn-Waxler, Carolyn; Klein, Marjorie H.; Essex, Marilyn J.

    2011-01-01

    Aggressive victims--children who are both perpetrators and victims of peer aggression--experience greater concurrent mental health problems and impairments than children who are only aggressive or only victimized. The stability of early identified aggressive victim status has not been evaluated due to the fact that most studies of aggressor/victim…

  13. Rapamycin attenuates aggressive behavior in a rat model of pilocarpine-induced epilepsy

    PubMed Central

    Huang, Xiaoxing; McMahon, John; Huang, Yunfei

    2012-01-01

    Psychiatric disorders are fairly common comorbidities of epilepsy in humans. Following pilocarpine-induced status epilepticus (SE), experimental animals not only developed spontaneous recurrent seizures, but also exhibited significantly elevated levels of aggressive behavior. The cellular and molecular mechanism triggering these behavioral alterations remains unclear. In the present study, we found that aggression is positively correlated with development of spontaneous seizures. Treatment with rapamycin, a potent mTOR pathway inhibitor, markedly diminished aggressive behavior. Therefore, the mTOR pathway may have significance in the underlying molecular mechanism leading to aggression associated with epilepsy. PMID:22522471

  14. Social information processing in preschool children: Relations to sociodemographic risk and problem behavior.

    PubMed

    Ziv, Yair; Sorongon, Alberto

    2011-08-01

    Using a multicomponent, process-oriented approach, the links between social information processing during the preschool years and (a) sociodemographic risk and (b) behavior problems in preschool were examined in a community sample of 196 children. Findings provided support for our initial hypotheses that aspects of social information processing in preschool are related to both sociodemographic risk and behavior problems in preschool. Response evaluation and in particular the positive evaluation of an aggressive response were related to both sociodemographic risk and children's aggressive behavior and partially mediated the links between sociodemographic risk and aggressive behavior in preschool.

  15. Teacher Reports of Verbal Aggression in School Settings among Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Taylor, Gregory Gordon

    2012-01-01

    Results from state and national surveys suggest that behaviors such as cursing at others, verbal threats, and intimidation are among the most prevalent forms of aggression on school campuses. A behavior that attacks a person's self-concept to cause psychological harm, Verbal Aggression (VA) leads to many undesirable outcomes for both the victim…

  16. Utilization of Superheroes Social Skills to Reduce Disruptive and Aggressive Behavior

    ERIC Educational Resources Information Center

    O'Handley, Roderick D.; Radley, Keith C.; Cavell, Hannah J.

    2016-01-01

    The current pilot study investigated the effectiveness of the Superheroes Social Skills program in decreasing disruptive and aggressive behavior of elementary-age students with high-incidence disabilities. Six students in a self-contained classroom, identified as displaying high rates of disruptive and aggressive behavior toward peers, were…

  17. Parental Perceptions of Aggressive Behavior in Preschoolers: Inhibitory Control Moderates the Association with Negative Emotionality

    ERIC Educational Resources Information Center

    Suurland, Jill; van der Heijden, Kristiaan B.; Huijbregts, Stephan C. J.; Smaling, Hanneke J. A.; de Sonneville, Leo M. J.; Van Goozen, Stephanie H. M.; Swaab, Hanna

    2016-01-01

    Inhibitory control (IC) and negative emotionality (NE) are both linked to aggressive behavior, but their interplay has not yet been clarified. This study examines different NE × IC interaction models in relation to aggressive behavior in 855 preschoolers (aged 2-5 years) using parental questionnaires. Hierarchical regression analyses revealed that…

  18. Social-Cognitive Mediators of the Association between Community Violence Exposure and Aggressive Behavior

    ERIC Educational Resources Information Center

    Bradshaw, Catherine P.; Rodgers, Caryn R. R.; Ghandour, Lilian A.; Garbarino, James

    2009-01-01

    There is increased awareness that exposure to violence in the community can influence students' aggressive behavior at school; however, less is known about the mechanisms that mediate this process. Having an enhanced understanding of how community violence exposure relates to students' aggressive behavior at school may inform the use of preventive…

  19. Family Caregiver Uplift and Burden: Associations with Aggressive Behavior in Adults with Intellectual Disability

    ERIC Educational Resources Information Center

    Unwin, Gemma; Deb, Shoumitro

    2011-01-01

    The purpose of this study was to investigate the experience of family caregivers caring for adults with intellectual disabilities (ID) who display aggressive behavior in terms of associations with caregiver burden and uplift. The family caregivers of 44 people with ID and aggressive behavior were interviewed using a suite of questionnaires and…

  20. Interparental Conflict Styles and Parenting Behaviors: Associations with Overt and Relational Aggression among Chinese Children

    ERIC Educational Resources Information Center

    Li, Yan; Putallaz, Martha; Su, Yanjie

    2011-01-01

    This study examined how interparental conflict styles related to Chinese children's overt and relational aggression directly and indirectly through parenting behaviors. Mothers (n = 670) and fathers (n = 570) reported their overt and covert interparental conflict styles and different parenting behaviors. Children's (n = 671) aggression was…

  1. Two Sides of the Same Coin? The Relations between Prosocial and Physically Aggressive Behaviors

    ERIC Educational Resources Information Center

    McGinley, Meredith; Carlo, Gustavo

    2007-01-01

    The direct and indirect relations between six types of prosocial behavior and physical aggression were examined. Data were gathered from 252 college students (M age = 21.67 years; 184 women) who completed measures of sympathy, prosocial behavior, and physical aggression. Structural equation modeling revealed that sympathy fully mediated the…

  2. Reduction of Aggressive Behaviors with Changes in Activity: Linking Descriptive and Experimental Analyses.

    ERIC Educational Resources Information Center

    Hall, Arlene; Neuharth-Prichett, Stacey; Belfiore, Phillip J.

    1997-01-01

    A study utilized both Descriptive Analysis (DA) and Experimental Analysis (EA) to examine the function of aggressive and destructive behavior for a boy (age 9) with Down syndrome and moderate mental retardation. By linking the two methods, an intervention was designed that decreased the student's aggressive/destructive behavior. (Author/CR)

  3. Determinants of aggressive behavior: Interactive effects of emotional regulation and inhibitory control.

    PubMed

    Hsieh, I-Ju; Chen, Yung Y

    2017-01-01

    Aggressive behavior can be defined as any behavior intended to hurt another person, and it is associated with many individual and social factors. This study examined the relationship between emotional regulation and inhibitory control in predicting aggressive behavior. Seventy-eight participants (40 males) completed self-report measures (Negative Mood Regulation Scale and Buss-Perry Aggression Questionnaire), a stop signal task, and engaged in a modified version of Taylor Aggression Paradigm (TAP) exercise, in which the outcome was used as a measure of direct physical aggression. We used a hierarchical, mixed-model multiple regression analysis test to examine the effects of emotion regulation and inhibitory control on physical reactive aggression. Results indicated an interaction between emotion regulation and inhibitory control on aggression. For participants with low inhibitory control only, there was a significant difference between high and low emotion regulation on aggression, such that low emotion regulation participants registered higher aggression than high emotion regulation participants. This difference was not found among participants with high inhibitory control. These results have implications for refining and targeting training and rehabilitation programs aimed at reducing aggressive behavior.

  4. Aggressive behavior and change in salivary testosterone concentrations predict willingness to engage in a competitive task.

    PubMed

    Carré, Justin M; McCormick, Cheryl M

    2008-08-01

    The current study investigated relationships among aggressive behavior, change in salivary testosterone concentrations, and willingness to engage in a competitive task. Thirty-eight male participants provided saliva samples before and after performing the Point Subtraction Aggression Paradigm (a laboratory measure that provides opportunity for aggressive and defensive behavior while working for reward; all three involve pressing specific response keys). Baseline testosterone concentrations were not associated with aggressive responding. However, aggressive responding (but not point reward or point protection responding) predicted the pre- to post-PSAP change in testosterone: Those with the highest aggressive responding had the largest percent increase in testosterone concentrations. Together, aggressive responding and change in testosterone predicted willingness to compete following the PSAP. Controlling for aggression, men who showed a rise in testosterone were more likely to choose to compete again (p=0.03) and controlling for testosterone change, men who showed the highest level of aggressive responding were more likely to choose the non-competitive task (p=0.02). These results indicate that situation-specific aggressive behavior and testosterone responsiveness are functionally relevant predictors of future social behavior.

  5. Relationships of Aggression Subtypes and Peer Status among Aggressive Boys in General Education and Emotional/Behavioral Disorder (EBD) Classrooms

    ERIC Educational Resources Information Center

    Useche, Ana Carolina; Sullivan, Amanda L.; Merk, Welmoet; Orobio de Castro, Bram

    2014-01-01

    This study examines the concurrent and longitudinal relationships between reactive and proactive aggression and children's peer status. Participants were 94 Dutch elementary school-aged boys in self-contained special education classrooms for students with emotional/behavioral disorders (EBD) and 47 boys with no disabilities in general education…

  6. Cognitive behavioral therapy to reduce overt aggression behavior in Chinese young male violent offenders.

    PubMed

    Chen, Chen; Li, Chun; Wang, Hong; Ou, Jian-Jun; Zhou, Jian-Song; Wang, Xiao-Ping

    2014-01-01

    This 9-week study was designed to determine whether a commercial cognitive-behavioral training program could effectively reduce overt aggression behavior in Chinese young male violent offenders. Sixty-six participants were randomly assigned to receive routine intervention alone (control group) or routine intervention plus Williams LifeSkills Training (WLST group) in a 1:1 ratio. The primary outcome was change scores on the Modified Overt Aggression Scale (MOAS) from baseline to one week following end of training. Secondary outcomes were change scores on the Barratt Impulsiveness Scale-11 (BIS-11) and Cook-Medley Hostility Scale (CMHS). There were significant between-group differences in change of MOAS total score (P < .001) and all sub-scores (Ps < .01) except aggression against property. Between-group differences were also observed in change of BIS-11 and CMHS total score (Ps < 0.05). All results favored the WLST group. These findings suggest WLST has the potential to be an effective intervention to reduce overt aggressive behavior in young male violent offenders.

  7. Exploratory behavior in mice selectively bred for developmental differences in aggressive behavior.

    PubMed

    Hood, Kathryn E; Quigley, Karen S

    2008-01-01

    The development and expression of exploratory behavior was assessed in the Cairns lines of Institute for Cancer Research (ICR) mice that were selectively bred for differences in aggressive behavior, with a high-aggressive 900 line, low-aggressive 100 line, and control 500 line. Four paradigms were employed. Developmental changes were evident in the complex novel arena, with older males faster to contact a novel object, and ambulating more than young males. Within the control 500 line, older males showed longer latency to emerge from the home cage, and shorter latency to contact novel objects. In the 900 line, younger males showed this same pattern. R. B. Cairns proposed that line differences in aggressive behavior arise through alterations in developmental timing [Cairns et al. [1983] Life-span developmental psychology (Vol. 5). New York: Academic Press; Gariépy et al. [2001] Animal Behaviour 61: 933-947]. The early appearance of mature patterns of exploratory behavior in 900 line males supports this interpretation. The 900 line males also appear to be behaviorally inhibited in novel settings such as the light-dark box and the neohypophagia paradigm, compared to the 500 and 100 lines (Experiments 1, 2, and 4). Moreover, in the most complex apparatus, the novel arena, 900 line males were slowest to exit the home cage, and fastest to contact a novel object. The apparent contrast in these parameters of exploratory behavior is discussed in relation to T. C. Schneirla's [1965 Advances in the study of behavior (Vol. 1). New York: PN Academic] approach-withdrawal theory.

  8. Sleep and Behavioral Problems in Children with Autism Spectrum Disorder.

    PubMed

    Mazurek, Micah O; Sohl, Kristin

    2016-06-01

    Children with autism spectrum disorder (ASD) are at high risk for sleep disturbance and behavioral dysregulation. However, the relationships between these difficulties are not fully understood. The current study examined the relationships between specific types of sleep and behavioral problems among 81 children with ASD. Sleep problems were significantly associated with physical aggression, irritability, inattention, and hyperactivity. In multivariate analyses, distinct sets of sleep problems accounted for between 22 and 32 % of the variance in behavior problems across models. These results indicate that sleep disturbance is associated with behavioral dysregulation among children with ASD. Of note, night awakenings had the most consistently strong association with daytime behavior problems, even after controlling for the effects of age and sex.

  9. MAOA-VNTR polymorphism modulates context-dependent dopamine release and aggressive behavior in males.

    PubMed

    Schlüter, Thorben; Winz, Oliver; Henkel, Karsten; Eggermann, Thomas; Mohammadkhani-Shali, Siamak; Dietrich, Claudia; Heinzel, Alexander; Decker, Michel; Cumming, Paul; Zerres, Klaus; Piel, Markus; Mottaghy, Felix M; Vernaleken, Ingo

    2016-01-15

    A recent [(18)F]FDOPA-PET study reports negative correlations between dopamine synthesis rates and aggressive behavior. Since dopamine is among the substrates for monoamine oxidase A (MAOA), this investigation examines whether functional allelic variants of the MAOA tandem repeat (VNTR) promotor polymorphism, which is known to modulate aggressive behavior, influences dopamine release and aggression in response to violent visual stimuli. We selected from a genetic prescreening sample, strictly case-matched groups of 2×12 healthy male subjects with VNTRs predictive of high (MAOA-High) and low (MAOA-Low) MAOA expression. Subjects underwent pairs of PET sessions (dopamine D2/3 ligand [(18)F]DMFP) while viewing a movie of neutral content, versus violent content. Directly afterwards, aggressive behavior was assessed by the Point Subtraction Aggression Paradigm (PSAP). Finally, PET data of 23 participants and behavioral data of 22 participants were analyzed due to post hoc exclusion criteria. In the genetic prescreening sample MAOA-Low carriers had significantly increased scores on the Buss-Perry Aggression Questionnaire. In the PET-study-group, aggressive behavior under the emotional neutral condition was significantly higher in the MAOA-Low group. Interestingly, the two MAOA-groups showed inverse dopaminergic and behavioral reactions to the violent movie: The MAOA-High group showed higher dopamine release and increased aggression after the violent movie; MAOA-Low subjects showed decreases in aggressive behavior and no consistent dopamine release. These results indicate a possible impact of the MAOA-promotor polymorphism on the neurobiological modulation of aggressive behavior. However, the data do not support approaches stating that MAOA-Low fosters aggression by a simple pro-dopaminergic mechanism.

  10. Pharmacotherapy and Postdischarge Outcomes of Child Inpatients Admitted for Aggressive Behavior

    PubMed Central

    Blader, Joseph C.

    2010-01-01

    Objectives (1) To ascertain the utilization rates of specific pharmacotherapy strategies for child psychiatric inpatients with aggressive behavior from preadmission care through 12 months after discharge, and (2) To examine the associations between these strategies and postdischarge outcomes. Method Prospective follow-up of eighty-three 5- to 13-year-old children admitted to acute inpatient care for aggressive behavior in the context of a disruptive behavior disorder. Treatment and symptom severity data were obtained at admission, discharge, and 3, 6, and 12 months after discharge between 1998 and 2001. Results Utilization The number of concurrent medications increased over assessment times. Changes in children’s pharmacotherapy occurred most frequently during hospitalization and from discharge to 3 months after discharge. Treatment with antipsychotics and mood stabilizers increased over assessment times, whereas selective serotonin reuptake inhibitor (SSRI) treatment decreased. Outcomes Children treated with stimulants and risperidone 3 months after discharge had significantly improved behavioral ratings, adjusted for admission scores utilization and concurrent medications. Children treated with SSRIs at 6 months after discharge had higher problem severity ratings. Those who maintained lithium and SSRI treatment between 6 and 12 months showed improvements. Conclusions The complexity of pharmacotherapy for child inpatients ratchets upwards from admission through 1 year after discharge. Hospital-initiated treatment is commonly altered soon after discharge. Within the limitations of observational methodology, their postdischarge outcomes seem related to specific pharmacotherapy regimens. PMID:16855463

  11. Effects of viewing aggressive cartoons on the behavior of learning disabled children.

    PubMed

    Sprafkin, J; Gadow, K D; Grayson, P

    1987-05-01

    Forty-six learning disabled children (M = 7.6 years) were exposed to six aggressive and six control cartoons in school. Treatment effects were assessed using direct observations of five categories of social behavior. There were no main effects for condition, and neither initial aggressiveness nor gender interacted significantly with condition for any of the behaviors. There was a significant interaction of condition with IQ: the low IQ group became significantly more physically aggressive following control compared with aggressive cartoons. The results from the present study are compared with the findings from other field experiments, and their clinical relevance is discussed.

  12. Brief report: Violent false memories and engagement in aggressive and delinquent behavior: an investigation in adolescents.

    PubMed

    Vannucci, Manila; Nocentini, Annalaura; Chiorri, Carlo; Menesini, Ersilia

    2014-12-01

    The present study investigates the relationship between violent false memories and delinquent and aggressive behavior in a sample of adolescents. Two hundred eleven participants completed measures of aggressive and delinquent behavior and performed a modified version of the Deese-Roediger-McDermott (DRM) paradigm, a false memory task for lists of associated words. Participants were presented with a list of ambiguously violent words and three lists of neutral words. For each list a free recall task was performed. Violent false memories were significantly associated with delinquent behaviors in both genders, whereas a significant correlation with aggressive behaviors was found only in males. A multilevel multiple regression showed that the prediction of delinquent behaviors was improved by entering violent false memories into the model as a further predictor, whereas no effect was found for aggressive behaviors. These findings indicate a significant association of violent false memories with delinquent behavior in adolescents.

  13. The Role of the Catechol-o-methyltransferase (COMT) Gene Val158Met in Aggressive Behavior, A Review of Genetic Studies

    PubMed Central

    Qayyum, Arqam; Zai, Clement C.; Hirata, Yuko; Tiwari, Arun K.; Cheema, Sheraz; Nowrouzi, Behdin; Beitchman, Joseph H.; Kennedy, James L.

    2015-01-01

    Aggressive behaviors have become a major public health problem, and early-onset aggression can lead to outcomes such as substance abuse, antisocial personality disorder among other issues. In recent years, there has been an increase in research in the molecular and genetic underpinnings of aggressive behavior, and one of the candidate genes codes for the catechol-O-methyltransferase (COMT). COMT is involved in catabolizing catecholamines such as dopamine. These neurotransmitters appear to be involved in regulating mood which can contribute to aggression. The most common gene variant studied in the COMT gene is the Valine (Val) to Methionine (Met) substitution at codon 158. We will be reviewing the current literature on this gene variant in aggressive behavior. PMID:26630958

  14. Transcriptome analysis of genes and gene networks involved in aggressive behavior in mouse and zebrafish.

    PubMed

    Malki, Karim; Du Rietz, Ebba; Crusio, Wim E; Pain, Oliver; Paya-Cano, Jose; Karadaghi, Rezhaw L; Sluyter, Frans; de Boer, Sietse F; Sandnabba, Kenneth; Schalkwyk, Leonard C; Asherson, Philip; Tosto, Maria Grazia

    2016-09-01

    Despite moderate heritability estimates, the molecular architecture of aggressive behavior remains poorly characterized. This study compared gene expression profiles from a genetic mouse model of aggression with zebrafish, an animal model traditionally used to study aggression. A meta-analytic, cross-species approach was used to identify genomic variants associated with aggressive behavior. The Rankprod algorithm was used to evaluated mRNA differences from prefrontal cortex tissues of three sets of mouse lines (N = 18) selectively bred for low and high aggressive behavior (SAL/LAL, TA/TNA, and NC900/NC100). The same approach was used to evaluate mRNA differences in zebrafish (N = 12) exposed to aggressive or non-aggressive social encounters. Results were compared to uncover genes consistently implicated in aggression across both studies. Seventy-six genes were differentially expressed (PFP < 0.05) in aggressive compared to non-aggressive mice. Seventy genes were differentially expressed in zebrafish exposed to a fight encounter compared to isolated zebrafish. Seven genes (Fos, Dusp1, Hdac4, Ier2, Bdnf, Btg2, and Nr4a1) were differentially expressed across both species 5 of which belonging to a gene-network centred on the c-Fos gene hub. Network analysis revealed an association with the MAPK signaling cascade. In human studies HDAC4 haploinsufficiency is a key genetic mechanism associated with brachydactyly mental retardation syndrome (BDMR), which is associated with aggressive behaviors. Moreover, the HDAC4 receptor is a drug target for valproic acid, which is being employed as an effective pharmacological treatment for aggressive behavior in geriatric, psychiatric, and brain-injury patients. © 2016 Wiley Periodicals, Inc.

  15. Correlates and consequences of exposure to video game violence: hostile personality, empathy, and aggressive behavior.

    PubMed

    Bartholow, Bruce D; Sestir, Marc A; Davis, Edward B

    2005-11-01

    Research has shown that exposure to violent video games causes increases in aggression, but the mechanisms of this effect have remained elusive. Also, potential differences in short-term and long-term exposure are not well understood. An initial correlational study shows that video game violence exposure (VVE) is positively correlated with self-reports of aggressive behavior and that this relation is robust to controlling for multiple aspects of personality. A lab experiment showed that individuals low in VVE behave more aggressively after playing a violent video game than after a nonviolent game but that those high in VVE display relatively high levels of aggression regardless of game content. Mediational analyses show that trait hostility, empathy, and hostile perceptions partially account for the VVE effect on aggression. These findings suggest that repeated exposure to video game violence increases aggressive behavior in part via changes in cognitive and personality factors associated with desensitization.

  16. Low spinophilin expression enhances aggressive biological behavior of breast cancer

    PubMed Central

    Ress, Anna Lena; Aigelsreiter, Ariane; Schauer, Silvia; Wagner, Karin; Langsenlehner, Tanja; Resel, Margit; Gerger, Armin; Ling, Hui; Ivan, Cristina; Calin, George Adrian; Hoefler, Gerald; Rinner, Beate; Pichler, Martin

    2015-01-01

    Spinophilin, a putative tumor suppressor gene, has been shown to be involved in the pathogenesis of certain types of cancer, but its role has never been systematically explored in breast cancer. In this study, we determined for the first time the expression pattern of spinophilin in human breast cancer molecular subtypes (n = 489) and correlated it with survival (n = 921). We stably reduced spinophilin expression in breast cancer cells and measured effects on cellular growth, apoptosis, anchorage-independent growth, migration, invasion and self-renewal capacity in vitro and metastases formation in vivo. Microarray profiling was used to determine the most abundantly expressed genes in spinophilin-silenced breast cancer cells. Spinophilin expression was significantly lower in basal-like breast cancer (p<0.001) and an independent poor prognostic factor in breast cancer patients (hazard ratio = 1.93, 95% confidence interval: 1.24-3.03; p = 0.004) A reduction of spinophilin levels increased cellular growth in breast cancer cells (p<0.05), without influencing activation of apoptosis. Anchorage-independent growth, migration and self-renewal capacity in vitro and metastatic potential in vivo were also significantly increased in spinophilin-silenced cells (p<0.05). Finally, we identified several differentially expressed genes in spinophilin-silenced cells. According to our data, low levels of spinophilin are associated with aggressive behavior of breast cancer. PMID:25857299

  17. Neither testosterone levels nor aggression decrease when the male Mongolian gerbil (Meriones unguiculatus) displays paternal behavior.

    PubMed

    Juana, Luis; Bárbara, Vázquez-Gaytán; Martín, Martínez-Torres; Agustín, Carmona; Guillermo, Ramos-Blancas; Guadalupe, Ortíz

    2010-03-01

    The first studies that correlated mammalian paternal behavior and testosterone levels indicated that the concentration of this steroid hormone decreases when males exhibit paternal care. However, recent studies have also shown that testosterone levels do not decrease when males display paternal behavior. In this study, we measured testosterone levels in plasma throughout the reproductive cycle of the Mongolian gerbil. Testosterone concentrations were correlated with paternal care as well as aggression. We also examined whether there is a trade-off between paternal behavior and aggression in this mammal. Our results show that Mongolian gerbil testosterone levels do not decrease when the males give paternal care. Likewise, male Mongolian gerbils exhibit high levels of aggression while displaying paternal behavior, indicating that there is no trade-off between aggression and paternal behavior. More studies are needed to determine whether testosterone is involved in the regulation of paternal behavior in this rodent.

  18. Incremental prediction and moderating role of the perceived emotional intelligence over aggressive behavior.

    PubMed

    Peláez-Fernández, María Angeles; Extremera, Natalio; Fernández-Berrocal, Pablo

    2014-01-01

    The aim of this research was to explore the influence of Perceived Emotional Intelligence (PEI) on aggression dimensions (Physical Aggression, Verbal Aggression, Hostility, and Anger) above and beyond the effects of gender, age, and personality traits (Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience), as well as the moderating role of PEI on the relationship between personality and aggressive behavior, among young adults. The Trait Meta-Mood Scale, the Big-Five Inventory, and the Aggression Questionnaire were administered to a 313 Spanish community sample, comprised of both males (39.0%) and females (61.0%), ranging from 14 to 69 years old (X = 24.74; SD = 9.27). Controlling the effects of age, gender, and personality, PEI dimensions (Attention, Clarity and Repair) accounted for 3% of the variance (p < .05) in Verbal Aggression and Hostility. Interaction analysis showed that all PEI subscales moderated the relationship between four out of the Big-Five personality dimensions (Extraversion, Agreeableness, Neuroticism, and Openness to Experience) and the aggression dimensions. Particularly, the interaction between Attention and Extraversion and between Clarity and Neuroticism were significant predictors of Total Aggression (b = .67, t(313) = 2.35, p < .05; b = -.71, t(313) = -2.50, p < .05). The results show evidence of the predictive and incremental validity of PEI dimensions on aggressive behavior among young adults and of the moderating role of PEI on the personality-aggression relationship.

  19. Pre-Post Tornado Effects on Aggressive Children's Psychological and Behavioral Adjustment Through One-Year Postdisaster.

    PubMed

    Lochman, John E; Vernberg, Eric; Powell, Nicole P; Boxmeyer, Caroline L; Jarrett, Matthew; McDonald, Kristina; Qu, Lixin; Hendrickson, Michelle; Kassing, Francesca

    2017-01-01

    Using a risk-resilience framework, this study examined how varying levels of exposure to a natural disaster (EF-4 tornado) and children's characteristics (sex; anxiety) influenced the behavioral and psychological adjustment of children who shared a common risk factor predisaster (elevated aggression) prior to exposure through 1-year postdisaster. Participants included 360 children in Grades 4-6 (65% male; 78% African American) and their parents from predominantly low-income households who were already participating in a longitudinal study of indicated prevention effects for externalizing outcomes when the tornado occurred in 2011. Fourth-grade children who were screened for overt aggressive behavior were recruited in 3 annual cohorts (120 per year, beginning in 2009). Parent-rated aggression and internalizing problems were assessed prior to the tornado (Wave 1), within a half-year after the tornado (Wave 2), and at a 1-year follow-up (Wave 3). Children and parents rated their exposure to aspects of tornado-related traumatic experiences at Wave 3. Children displayed less reduction on aggression and internalizing problems if the children had experienced distress after the tornado or fears for their life, in combination with their pre-tornado level of anxiety. Higher levels of children's and parents' exposure to the tornado interacted with children's lower baseline child anxiety to predict less reduction in aggression and internalizing problems 1 year after the tornado. Higher levels of disaster exposure negatively affected at-risk children's level of improvement in aggression and internalizing problems, when life threat (parent- and child-reported) and child-reported distress after the tornado were moderated by baseline anxiety.

  20. Convergent validity of the aberrant behavior checklist and behavior problems inventory with people with complex needs.

    PubMed

    Hill, Jennie; Powlitch, Stephanie; Furniss, Frederick

    2008-01-01

    The current study aimed to replicate and extend Rojahn et al. [Rojahn, J., Aman, M. G., Matson, J. L., & Mayville, E. (2003). The aberrant behavior checklist and the behavior problems inventory: Convergent and divergent validity. Research in Developmental Disabilities, 24, 391-404] by examining the convergent validity of the behavior problems inventory (BPI) and the aberrant behavior checklist (ABC) for individuals presenting with multiple complex behavior problems. Data were collected from 69 children and adults with severe intellectual disabilities and challenging behavior living in residential establishments. MANCOVA analyses showed that individuals with elevated BPI stereotyped behavior subscale scores had higher scores on ABC lethargy and stereotypy subscales, while those with elevated BPI aggressive/destructive behavior subscale scores obtained higher scores on ABC irritability, stereotypy and hyperactivity subscales. Multiple regression analyses showed a corresponding pattern of results in the prediction of ABC subscale scores by BPI subscale scores. Exploratory factor analysis of the BPI data suggested a six-factor solution with an aggressive/destructive behavior factor, four factors relating to stereotypy, and one related to stereotypy and self-injury. These results, discussed with reference to Rojahn et al. [Rojahn, J., Aman, M. G., Matson, J. L., & Mayville, E. (2003). The aberrant behavior checklist and the behavior problems inventory: Convergent and divergent validity. Research in Developmental Disabilities, 24, 391-404], support the existence of relationships between specific subscales of the two instruments in addition to an overall association between total scores related to general severity of behavioral disturbance.

  1. Moderators of the dynamic link between alcohol use and aggressive behavior among adolescent males.

    PubMed

    White, Helene Raskin; Fite, Paula; Pardini, Dustin; Mun, Eun-Young; Loeber, Rolf

    2013-02-01

    Although longitudinal evidence has linked alcohol use with aggressive behavior during adolescence, most studies have failed to adequately control for the numerous between-individual differences that may underlie this association. In addition, few studies of adolescents have examined whether the nature of the within-individual association between alcohol use and aggression depends on individual and contextual factors. To address these limitations, this study examined the association between within-individual changes in alcohol use and aggressive behavior across adolescence and determined whether impulsive behavior, positive attitudes toward violence, violent peers, neighborhood crime, and race moderated this association. Data from 971 adolescent males assessed annually from ages 13 to 18 were analyzed using a within-individual regression panel model that eliminated all stable between-individual factors as potential confounds. Findings indicated that within-individual increases in alcohol use quantity from one's own typical levels of drinking were concurrently associated with within-individual increases in aggressive behavior, and vice versa. However, increases in alcohol were more strongly linked to increases in aggressive behavior among boys with attitudes favoring violence and those who lived in high-crime neighborhoods. The association between alcohol and aggressive behavior was similar for White and Black young men. Interventions designed to reduce aggressive behaviors should consider targeting not only alcohol use, but also individual and environmental risk factors that contribute to this link.

  2. Predicting the Problem Behavior in Adolescents

    ERIC Educational Resources Information Center

    Karaman, Neslihan G.

    2013-01-01

    Problem statement: Problem behavior theory describes both protective factors and risk factors to explain adolescent problem behaviors, such as delinquency, alcohol use, and reckless driving. The theory holds that problem behaviors involving risky behavior are used by adolescents as a means to gain peer acceptance and respect. Problem behaviors…

  3. Topographical and functional properties of precursors to severe problem behavior.

    PubMed

    Fahmie, Tara A; Iwata, Brian A

    2011-01-01

    A literature search identified 17 articles reporting data on 34 subjects who engaged in precursors to severe problem behavior, which we examined to identify topographical and functional characteristics. Unintelligible vocalization was the most common precursor to aggression (27%) and property destruction (29%), whereas self- or nondirected movement was the most common precursor to SIB (32%). Unintelligible vocalization and object-directed movement were the most common precursors to behavior maintained by social-positive reinforcement (27% each), and unintelligible vocalization was the most common precursor to behavior maintained by social-negative reinforcement (29%). Only one precursor was reported for behavior maintained by automatic reinforcement.

  4. Perceived threat mediates the relationship between psychosis proneness and aggressive behavior.

    PubMed

    Fanning, Jennifer Renee; Berman, Mitchell Eric; Mohn, Richard Samuel; McCloskey, Michael Sean

    2011-04-30

    Psychotic symptoms are associated with aggressive tendencies, but this relationship is both complex and imperfect. In contrast to psychotic disorders, little is known about aggressive behavior and sub-clinical psychotic symptoms (e.g., "psychosis proneness"), which are relatively common in the general population. Threat/control-override (TCO), which is the propensity to overestimate the likelihood that an outside agent will (1) inflict harm (threat) or (2) control one's behaviors (control-override), has been associated with aggression in both psychiatric and community samples. The purpose of this study was to determine if psychosis proneness is related to aggression, and if one or both aspects of TCO mediate this relationship. We hypothesized that the propensity to overestimate threat would mediate this relationship, but control-override would not. Sixty men and sixty women (mean age=20.00 years, sd=3.00) with no history of psychotic disorder completed measures assessing psychosis proneness, threat control/override, aggressive history, aggressive ideation, and aggressive behavior. Three structural equation models were tested: (1) Threat and control-override modeled as separate mediating variables, (2) TCO as a unitary mediating latent construct, and (3) TCO considered as part of a psychosis proneness latent variable. Results indicated that psychosis proneness is positively related to aggression and that the best model fit was obtained when threat and control-override were modeled as separate variables, with mediation through threat alone. The utility of TCO for explaining the relation between psychosis spectrum symptoms and aggression is discussed.

  5. Behavioral effects of fluoxetine on aggression and associative learning in Siamese fighting fish (Betta splendens).

    PubMed

    Eisenreich, Benjamin R; Szalda-Petree, Allen

    2015-12-01

    Past research has implicated serotonin as an important neurotransmitter in the facilitation of aggressive behavior. In Siamese fighting fish (Betta splendens), the SSRI fluoxetine has been demonstrated to reduce both frequency and duration of aggressive displays across a variety of concentration exposure procedures. While this multi-method approach has provided strong evidence for fluoxetine's impact on aggression, no study has sought to examine the behavioral mechanism by which fluoxetine exerts its anti-aggressive effect. To address this question, a Go-No Go discrimination task utilizing mirror presentations as a reinforcer was designed. Consistent with previous reports, the results indicated that fluoxetine may exert a sedative effect upon aggressive behavior via decreased arousal to external stimuli.

  6. Hemoglobin Status and Externalizing Behavioral Problems in Children

    PubMed Central

    Su, Jianhua; Cui, Naixue; Zhou, Guoping; Ai, Yuexian; Sun, Guiju; Zhao, Sophie R.; Liu, Jianghong

    2016-01-01

    Background: Still considered one of the most prevalent nutritional problems in the world, anemia has been shown in many studies to have deleterious effects on neurobehavioral development. While most research efforts have focused on investigating the effects of anemia on social and emotional development of infants by using a cross-sectional design, research is still needed to investigate whether early childhood anemia, beyond infantile years, is linked with behavioral problems. Objective: This study assessed whether (1) hemoglobin (Hb) levels in early childhood are associated with externalizing behavior; and (2) this relationship is confounded by social adversity. Methods: Hemoglobin levels were taken from children (N = 98) of the China Jintan Cohort Study at age 4 years, and externalizing behaviors (attention and aggression) were assessed with the Child Behavior Checklist (ASEBA-CBCL) at age 6 years (mean age 5.77 ± 0.39 years old). Results: Compared with other children in the sample, children with relatively lower Hb levels at age 4 had more behavioral problems in both attention and aggression at age 6, independent of social adversity. For boys, this association was significant for attention problems, which did not interact with social adversity. For girls, the association was significant for aggression, which interacted with social adversity. While girls on average exhibited higher social adversity than boys, the main effect of Hb was only significant in girls with low social adversity. Conclusions: These results indicate that there is an inverse association between hemoglobin levels and later behavioral problems. Findings of this study suggest that regular monitoring of children’s hemoglobin levels and appropriate intervention may help with early identification of behavioral problems. PMID:27472352

  7. Social identity and youth aggressive and delinquent behaviors in a context of political violence

    PubMed Central

    Merrilees, Christine E.; Cairns, Ed; Taylor, Laura K.; Goeke-Morey, Marcie C.; Shirlow, Peter; Cummings, E. Mark

    2013-01-01

    The goal of the current study was to examine the moderating role of in-group social identity on relations between youth exposure to sectarian antisocial behavior in the community and aggressive behaviors. Participants included 770 mother-child dyads living in interfaced neighborhoods of Belfast. Youth answered questions about aggressive and delinquent behaviors as well as the extent to which they targeted their behaviors toward members of the other group. Structural equation modeling results show that youth exposure to sectarian antisocial behavior is linked with increases in both general and sectarian aggression and delinquency over one year. Reflecting the positive and negative effects of social identity, in-group social identity moderated this link, strengthening the relationship between exposure to sectarian antisocial behavior in the community and aggression and delinquency towards the out-group. However, social identity weakened the effect for exposure to sectarian antisocial behavior in the community on general aggressive behaviors. Gender differences also emerged; the relation between exposure to sectarian antisocial behavior and sectarian aggression was stronger for boys. The results have implications for understanding the complex role of social identity in inter-group relations for youth in post-accord societies. PMID:24187409

  8. Psychological Processes Promoting the Relation Between Exposure to Media Violence and Aggressive Behavior by the Viewer.

    ERIC Educational Resources Information Center

    Huesmann, L. Rowell

    1986-01-01

    Argues that the effect of media violence on individual differences in aggression is primarily the result of a cumulative learning process during childhood. Presents a developmental theory holding that a child's repeated viewing of media violence, in combination with other factors, can culminate in aggressive behavior patterns (including…

  9. Analysis of Aggression of Children with Severe Behavior Disorders in School Environments. Final Report.

    ERIC Educational Resources Information Center

    Shores, Richard E.

    A series of studies involving 19 elementary students with severe emotional disturbance (SED), who were identified as aggressive, and 19 typical students in different types of educational settings, investigated the relationship between school environments and the aggressive behavior of children with SED. The social interactions of the children who…

  10. Adolescents with Asperger Syndrome Can Use a Mindfulness-Based Strategy to Control Their Aggressive Behavior

    ERIC Educational Resources Information Center

    Singh, Nirbhay N.; Lancioni, Giulio E.; Singh, Angela D. A.; Winton, Alan S. W.; Singh, Ashvind N. A.; Singh, Judy

    2011-01-01

    Children and adolescents with Asperger syndrome occasionally exhibit aggressive behavior against peers and parents. In a multiple baseline design across subjects, three adolescents with Asperger syndrome were taught to use a mindfulness-based procedure called "Meditation on the Soles of the Feet" to control their physical aggression in the family…

  11. Progressive Muscle Relaxation and Aggression among Elementary Students with Emotional or Behavioral Disorders.

    ERIC Educational Resources Information Center

    Lopata, Christopher

    2003-01-01

    A study evaluated the effectiveness of progressive muscle relaxation (PMR) as a proactive single-component aggression-reduction intervention for 24 students (ages 6- 9) classified as having emotional disabilities in a day school/treatment program. Students also had histories of aggressive behavior. Results supported PMR as a proactive short-term…

  12. Anabolic-androgenic steroid exposure during adolescence and aggressive behavior in golden hamsters.

    PubMed

    Melloni, R H; Connor, D F; Hang, P T; Harrison, R J; Ferris, C F

    1997-03-01

    Anabolic androgenic steroid (AAS) abuse by adolescents represents a significant health care risk due to the potential for long-term negative physical and psychological sequelae, including increased aggressive behavior. The current experiments examined the effects of AAS use in young male adolescent hamsters (Mesocricetus auratus) and their consequences on aggressive behavior. It was hypothesized that AAS administration during adolescence predisposes hamsters to heightened levels of aggressive behavior (i.e., offensive aggression). To test this hypothesis adolescent male hamsters were administered high doses of synthetic AAS to mimic a 'heavy use' self-administration regimen used by athletes. Immediately following the exposure to AAS hamsters were tested for aggressive behavior using a resident-intruder model. Animals treated with high doses of AAS during their adolescent development showed heightened measures of offensive aggression i.e., decreased latency to bite and increased total number of attacks and bites) during the test period, while measures of total activity (total contact time) between the animals remained unchanged. AAS-treated males did not differ in body weight from controls, suggesting that the increased aggression was not due to increased body mass. The results of this study show that exposure to AAS during adolescence facilitates aggressive response patterns, but does not alter body weight.

  13. Exploring Narcissism, Psychopathy, and Machiavellianism in Youth: Examination of Associations with Antisocial Behavior and Aggression

    ERIC Educational Resources Information Center

    Lau, Katherine S. L.; Marsee, Monica A.

    2013-01-01

    We sought to explore the differential associations of callous-unemotional (CU) traits, narcissistic traits, and Machiavellian traits with overt aggression, relational aggression, delinquency, behavioral dysregulation, and emotional dysregulation in a community sample of boys and girls (ages 11-17). Results indicated that the three personality…

  14. Teacher-Child Relationship Quality and Children's Peer Victimization and Aggressive Behavior in Late Childhood

    ERIC Educational Resources Information Center

    Troop-Gordon, Wendy; Kopp, Jessica

    2011-01-01

    This investigation examines the extent to which characteristics of the teacher-child relationship (closeness, dependency, and conflict) are predictive of changes in children's peer victimization and aggressive behavior over the course of a school year. Relational and physical forms of victimization and aggression were studied, and changes in peer…

  15. The Association between Sexual Aggression and HIV Risk Behavior in Heterosexual Men

    ERIC Educational Resources Information Center

    Peterson, Zoe D.; Janssen, Erick; Heiman, Julia R.

    2010-01-01

    Perpetrating sexual coercion and rape can be conceptualized as a form of sexual risk taking. In this study, the authors evaluated the relationship between sexual aggression and other risky sexual behaviors (e.g., intercourse without a condom) using an online convenience sample of 1,240 heterosexual men. Sexually aggressive men engaged in more…

  16. Patterns of Aggressive Behavior and Peer Victimization from Childhood to Early Adolescence: A Latent Class Analysis

    ERIC Educational Resources Information Center

    Williford, Anne Powell; Brisson, Daniel; Bender, Kimberly A.; Jenson, Jeffrey M.; Forrest-Bank, Shandra

    2011-01-01

    The developmental period characterized by the transition from childhood and elementary school to early adolescence and middle school has been associated with increases in aggressive behavior and peer victimization. Few longitudinal studies, however, have examined the stability of aggression and victimization during this critical transition. This…

  17. Genetic Variations in Chicken Aggressive Behavior: The Role of Serotonergic System

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Serotonin (5-HT) regulates aggressive behavior via binding to its receptors, such as 5HT-1A and -1B, in humans and rodents. This study was designed to test if 5-HT regulating aggressiveness has a heritable component in chickens. Chickens from two divergently selected lines KGB and MBB (low and high ...

  18. Genetic variations in chicken aggressive behavior: The role of serotonergic system

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Serotonin (5-HT) regulates aggressive behavior via binding to its receptors, such as 5-HT 1A and 1B, in humans and rodents. This study was designed to test if 5-HT regulating aggressiveness has a heritable component in chickens. Chickens from two divergently selected lines HGPS and LGPS (low and hig...

  19. Behavior Modification of Aggressive Children in Child Welfare: Evaluation of a Combined Intervention Program

    ERIC Educational Resources Information Center

    Nitkowski, Dennis; Petermann, Franz; Buttner, Peter; Krause-Leipoldt, Carsten; Petermann, Ulrike

    2009-01-01

    Children and adolescents with aggressive disorders are prevalent in child welfare settings. Therefore, the assumption is that child welfare services would benefit from a cognitive-behavioral intervention. This study investigates whether implementation of the training with aggressive children (TAC) could improve the outcome of child welfare. Twelve…

  20. A Mindfulness-Based Strategy for Self-Management of Aggressive Behavior in Adolescents with Autism

    ERIC Educational Resources Information Center

    Singh, Nirbhay N.; Lancioni, Giulio E.; Manikam, Ramasamy; Winton, Alan S. W.; Singh, Ashvind N. A.; Singh, Judy; Singh, Angela D. A.

    2011-01-01

    Some individuals with autism engage in physical aggression to an extent that interferes with not only their quality of life, but also that of their parents and siblings. Behavioral and psychopharmacological treatments have been the mainstay of treatments for aggression in children and adolescents with autism. We evaluated the effectiveness of a…

  1. Evolution of the optical releasers for aggressive behavior in cave-dwelling Astyanax fasciatus (Teleostei, Characidae).

    PubMed

    Langecker, T G; Neumann, B; Hausberg, C; Parzefall, J

    1995-07-01

    Epigean and blind cave-dwelling populations of the characid Astyanax fasciatus differ in their agonistic behavior. Epigean specimens are characterized by intense aggressive behavior and territoriality in the laboratory, whereas the blind cave fishes are rarely aggressive and have totally lost the territorial behavior. These behavioral changes are genetically based. In the present study, a comparative analysis of the optical releasers for aggressive behavior has been performed in both epigean and cave-dwelling populations. It was expected that the regression of aggressive behavior should be accompanied by the regression of the genetically fixed optical releasers for aggression in the cave specimens. For the analysis of cave fishes, well-eyed F1-hybrids of cave and epigean specimens (Pachon × Teapao) as well as phylogenetically young cave specimens (Micos) selected for large eyes, have been used. In epigean specimens, aggression is most intensely released by a combination of the signals 'natural shape' and 'locomotion'. The cave populations exhibit a partial regression of the releaser 'natural shape'. 'Locomotion', however, has become a more effective releaser for aggression in cave fishes than it has in their epigean relatives. The results are discussed with respect to their evolutionary significance.

  2. Neural and Behavioral Correlates of Alcohol-Induced Aggression Under Provocation.

    PubMed

    Gan, Gabriela; Sterzer, Philipp; Marxen, Michael; Zimmermann, Ulrich S; Smolka, Michael N

    2015-12-01

    Although alcohol consumption is linked to increased aggression, its neural correlates have not directly been studied in humans so far. Based on a comprehensive neurobiological model of alcohol-induced aggression, we hypothesized that alcohol-induced aggression would go along with increased amygdala and ventral striatum reactivity and impaired functioning of the prefrontal cortex (PFC) under alcohol. We measured neural and behavioral correlates of alcohol-induced aggression in a provoking vs non-provoking condition with a variant of the Taylor aggression paradigm (TAP) allowing to differentiate between reactive (provoked) and proactive (unprovoked) aggression. In a placebo-controlled cross-over design with moderate alcohol intoxication (~0.6 g/kg), 35 young healthy adults performed the TAP during functional magnetic resonance imaging (fMRI). Analyses revealed that provoking vs non-provoking conditions and alcohol vs placebo increased aggression and decreased brain responses in the anterior cingulate cortex/dorso-medial PFC (provokingaggression (alcohol × provocation interaction). However, investigation of inter-individual differences revealed (1) that pronounced alcohol-induced proactive aggression was linked to higher levels of aggression under placebo, and (2) that pronounced alcohol-induced reactive aggression was related to increased amygdala and ventral striatum reactivity under alcohol, providing evidence for their role in human alcohol-induced reactive aggression. Our findings suggest that in healthy young adults a liability for alcohol-induced aggression in a non-provoking context might depend on overall high levels of aggression, but on alcohol-induced increased striatal and amygdala reactivity when triggered by provocation.

  3. The Association between Repetitive, Self-Injurious and Aggressive Behavior in Children with Severe Intellectual Disability

    ERIC Educational Resources Information Center

    Oliver, Chris; Petty, Jane; Ruddick, Loraine; Bacarese-Hamilton, Monique

    2012-01-01

    We evaluated the independent association between adaptive behavior, communication and repetitive or ritualistic behaviors and self-injury, aggression and destructive behavior to identify potential early risk markers for challenging behaviors. Data were collected for 943 children (4-18 years, M = 10.88) with severe intellectual disabilities. Odds…

  4. Behavior problems in geriatric pets.

    PubMed

    Landsberg, Gary; Araujo, Joseph A

    2005-05-01

    Aging pets often suffer a decline in cognitive function (eg, memory,learning, perception, awareness) likely associated with age-dependent brain alterations. Clinically, cognitive dysfunction may result in various behavioral signs, including disorientation; forgetting of previously learned behaviors, such as house training; alterations in the manner in which the pet interacts with people or other pets;onset of new fears and anxiety; decreased recognition of people, places, or pets; and other signs of deteriorating memory and learning ability. Many medical problems, including other forms of brain pathologic conditions, can contribute to these signs. The practitioner must first determine the cause of the behavioral signs and then determine an appropriate course of treatment, bearing in mind the constraints of the aging process. A diagnosis of cognitive dysfunction syndrome is made once other medical and behavioral causes are ruled out.

  5. Deconstructing the externalizing spectrum: Growth patterns of overt aggression, covert aggression, oppositional behavior, impulsivity/inattention, and emotion dysregulation between school entry and early adolescence

    PubMed Central

    Olson, Sheryl L.; Sameroff, Arnold J.; Lansford, Jennifer E.; Sexton, Holly; Davis-Kean, Pamela; Bates, John E.; Pettit, Gregory S.; Dodge, Kenneth A.

    2013-01-01

    The purpose of this study was to determine whether five subcomponents of children's externalizing behavior showed distinctive patterns of long-term growth and predictive correlates. We examined growth in teachers' ratings of overt aggression, covert aggression, oppositional defiance, impulsivity/inattention, and emotion dysregulation across three developmental periods spanning kindergarten through Grade 8 (ages 5–13 years). We also determined whether three salient background characteristics, family socioeconomic status, child ethnicity, and child gender, differentially predicted growth in discrete categories of child externalizing symptoms across development. Participants were 543 kindergarten-age children (52% male, 81% European American, 17% African American) whose problem behaviors were rated by teachers each successive year of development through Grade 8. Latent growth curve analyses were performed for each component scale, contrasting with overall externalizing, in a piecewise fashion encompassing three developmental periods: kindergarten–Grade 2, Grades 3–5, and Grades 6–8. We found that most subconstructs of externalizing behavior increased significantly across the early school age period relative to middle childhood and early adolescence. However, overt aggression did not show early positive growth, and emotion dysregulation significantly increased across middle childhood. Advantages of using subscales were most clear in relation to illustrating different growth functions between the discrete developmental periods. Moreover, growth in some discrete subcomponents was differentially associated with variations in family socioeconomic status and ethnicity. Our findings strongly affirmed the necessity of adopting a developmental approach to the analysis of growth in children's externalizing behavior and provided unique data concerning similarities and differences in growth between subconstructs of child and adolescent externalizing behavior. PMID

  6. Young Children's Prosocial and Aggressive Behaviors and Their Experiences of Being Targeted for Similar Behaviors by Peers

    ERIC Educational Resources Information Center

    Persson, Gun E. B.

    2005-01-01

    Children's target experiences (as recipients of prosocial peer acts and victims of peer aggression) were investigated for their concurrent and longitudinal associations with prosocial and aggressive behavior. Forty-four children (initially 22-40 months) were observed in naturalistic interactions with peers during a two-month period for each of…

  7. Effects of diazepam and flumazenil on food competition behavior in high- and low-aggression pigeons.

    PubMed

    Fachinelli, C; Ison, M; Rodríguez Echandía, E L

    2003-02-01

    The food competition interaction test performed with food-restricted pigeons with previously consolidated dominance is a useful tool for the study of offensive and defensive social aggression. In the present study, we examined the effect of GABA-A-benzodiazepine (BZD) receptor manipulation on aggression, emotion, feeder control, and eating behavior in high- and low-aggression female pigeons maintained at 80% of their normal weight and exposed to food competition interactions. The pigeons were divided into pairs by previously ranked high-aggression females (total time spent in aggression over 60 s/5 min; n=6 pairs) and low-aggression females (time spent in aggression less than 10 s/5 min; n=6 pairs). In Experiment 1, a pigeon in each pair of high- and low-aggression subjects were treated daily with an oral dose of diazepam (DZP, 0.6 mg/kg/0.3 ml) for 8 days. The other animal received the vehicle. On Day 8, food competition trials (10 min) were performed 30 min after treatments. In Experiment 2, pigeons were injected subcutaneously with flumazenil (FZL, 0.1 mg/kg/1 ml) or saline and exposed to a food competition trial 30 min after injections. In Experiment 3, one animal in each pair received DZP for 8 days. The other animal received the vehicle. On Day 8, the DZP-treated subjects were injected subcutaneously with FZL (0.1 mg/ kg/1 ml) 30 min before the oral dose of DZP. Trials were performed 30 min after DZP or vehicle administration. In Experiment 1, it was found that the DZP group of high-aggression pigeons showed lower scores of aggression (P<.05) and emotional responses (P<.05) than controls. The other group-scored behaviors were not affected. The DZP low-aggressions, however, showed scores of aggression eightfold higher than their controls (P<.05) but the other scored behaviors were not changed. In Experiment 2, FZL injection did not induce intrinsic effects on aggression either in the high- or in the low-aggression group. Experiment 3 showed that the emotional

  8. [Justification of violence as a mediator between exposure to violence and aggressive behavior in children].

    PubMed

    Orue, Izaskun; Calvete, Esther

    2012-02-01

    The aim of this study was to evaluate the mediating role of the justification of violence schema in the relationship between exposure to violence and reactive and proactive aggressive behavior. We differentiated between direct and indirect exposure in four contexts: home, neighborhood, school and TV. A total of 675 children, aged between 8 and 12 years, participated in the study. They answered questionnaires about exposure to violence, justification of violence, and proactive and reactive aggressive behavior in two waves six months apart. The results showed that witnessing violence at home and on TV predicted aggressive behavior, and this relationship was mediated by the justification of violence. Victimization in all contexts predicted aggressive behavior and this relationship was generally mediated by the justification of violence.

  9. Testing a Higher Order Model of Internalizing and Externalizing Behavior: The Role of Aggression Subtypes.

    PubMed

    Perry, Kristin J; Ostrov, Jamie M

    2017-04-11

    This study assessed how the forms and functions of aggression fit into a higher order model of internalizing and externalizing behavior, for children in early childhood (N = 332, M age = 47.11 months, SD = 7.32). The lower order internalizing factors were depressed affect, anxious-fearfulness, and asocial behavior (i.e., social withdrawal) and the lower order externalizing factors were deception and hyperactivity. The forms and functions of aggression were crossed to create four factors: reactive relational, reactive physical, proactive relational, and proactive physical aggression. Seven confirmatory factor models were tested. Results supported a two-factor externalizing model where reactive and proactive relational aggression and deception loaded on one externalizing factor and reactive and proactive physical aggression and hyperactivity loaded on another externalizing factor.

  10. Automatic Recognition of Aggressive Behavior in Pigs Using a Kinect Depth Sensor

    PubMed Central

    Lee, Jonguk; Jin, Long; Park, Daihee; Chung, Yongwha

    2016-01-01

    Aggression among pigs adversely affects economic returns and animal welfare in intensive pigsties. In this study, we developed a non-invasive, inexpensive, automatic monitoring prototype system that uses a Kinect depth sensor to recognize aggressive behavior in a commercial pigpen. The method begins by extracting activity features from the Kinect depth information obtained in a pigsty. The detection and classification module, which employs two binary-classifier support vector machines in a hierarchical manner, detects aggressive activity, and classifies it into aggressive sub-types such as head-to-head (or body) knocking and chasing. Our experimental results showed that this method is effective for detecting aggressive pig behaviors in terms of both cost-effectiveness (using a low-cost Kinect depth sensor) and accuracy (detection and classification accuracies over 95.7% and 90.2%, respectively), either as a standalone solution or to complement existing methods. PMID:27144572

  11. Relationship between family characteristics and aggressive behaviors of children and adolescents.

    PubMed

    Yu, Yizhen; Shi, Junxia; Huang, Yan; Wang, Jun

    2006-01-01

    In order to identify family factors obviously relevant to aggression, and offer a theoretical foundation for the prevention of aggression, 4010 students from primary and secondary schools in 5 different areas in Hubei province were surveyed. The Child Behavior Checklist " parents' form" (Chinese version) and the four scales of Family Environment Scale were used. A multiple logistic regression was used to identify risk factors of children's and adolescents' aggressive behavior. The results showed that maternal education, paternal occupation, family type, parental child-rearing attitude and patterns, students' interpersonal relationship were significantly associated with the children's and adolescents' aggression. The risk factors of aggression were parental child-rearing patterns, peer relationship, teacher-student relationship, and family conflicts.

  12. Automatic Recognition of Aggressive Behavior in Pigs Using a Kinect Depth Sensor.

    PubMed

    Lee, Jonguk; Jin, Long; Park, Daihee; Chung, Yongwha

    2016-05-02

    Aggression among pigs adversely affects economic returns and animal welfare in intensive pigsties. In this study, we developed a non-invasive, inexpensive, automatic monitoring prototype system that uses a Kinect depth sensor to recognize aggressive behavior in a commercial pigpen. The method begins by extracting activity features from the Kinect depth information obtained in a pigsty. The detection and classification module, which employs two binary-classifier support vector machines in a hierarchical manner, detects aggressive activity, and classifies it into aggressive sub-types such as head-to-head (or body) knocking and chasing. Our experimental results showed that this method is effective for detecting aggressive pig behaviors in terms of both cost-effectiveness (using a low-cost Kinect depth sensor) and accuracy (detection and classification accuracies over 95.7% and 90.2%, respectively), either as a standalone solution or to complement existing methods.

  13. Peer group status as a moderator of group influence on children's deviant, aggressive, and prosocial behavior.

    PubMed

    Ellis, Wendy E; Zarbatany, Lynne

    2007-01-01

    Group status was examined as a moderator of peer group socialization of deviant, aggressive, and prosocial behavior. In the fall and 3 months later, preadolescents and early adolescents provided self-reported scores for deviant behavior and group membership, and peer nominations for overt and relational aggression, prosocial behavior, and social preference. Using the social cognitive map, 116 groups were identified involving 526 children (282 girls; M age=12.05). Hierarchical linear modeling revealed that high group centrality (visibility) magnified group socialization of relational aggression, deviant behavior, and prosocial behavior, and low group acceptance magnified socialization of deviant behavior. Results suggest group influence on behavior is not uniform but depends on group status, especially group visibility within the larger peer context.

  14. The effects of relationship aversive female partner behavior on attributions and physiological reactivity of verbally aggressive and non-aggressive males.

    PubMed

    Moore, Todd M; Stuart, Gregory L; Eisler, Richard M; Franchina, Joseph J

    2003-02-01

    The present study assessed the effects of aversive female partner behavior on cognitive attributions and physiological reactivity in verbally aggressive and non-aggressive college males (N = 39). Participants were presented four audiotaped vignettes which depicted hypothetical dating situations in which the female's behavior was relationship aversive or non-relationship aversive. Participants' physiological reactivity (i.e., systolic blood pressure, diastolic blood pressure, and heart rate) was obtained before and after hearing each vignette. Attributional responses were obtained following the presentation of all vignettes. Relationship aversive partner behavior was expected to produce greater increases in attributional and physiological reactivity than non-relationship aversive partner behavior. Additionally, verbally aggressive males were expected to demonstrate greater negative intent and responsibility attributions and evidence greater physiological reactivity for situations involving relationship aversive partner behavior than were non-aggressive males.As hypothesized, results showed that relationship aversive partner behavior produced greater increases in systolic and diastolic blood pressure than did non-relationship aversive partner behavior. Results also showed that verbally aggressive males evidenced significantly greater negative attributions to relationship aversive partner behavior than did non-aggressive males. The potential interaction between physiological reactivity and attributions in explaining males' verbally aggressive behavior toward their female partners is discussed.

  15. Reinforcement Behavior Therapy by Kindergarten Teachers on Preschool Children’s Aggression: A Randomized Controlled Trial

    PubMed Central

    Yektatalab, Shahrzad; Alipour, Abdolrasool; Edraki, Mitra; Tavakoli, Pouran

    2016-01-01

    Background: Aggression is a kind of behavior that causes damage or harm to others. The prevalence of aggression is 8–20% in 3–6 years old children. The present study aimed to assess the effect of training kindergarten teachers regarding reinforcement behavior therapy on preschoolers’ aggression. Methods: In this cluster randomized control trial, 14 out of 35 kindergarten and preschool centers of Mohr city, Iran, were chosen using random cluster sampling and then randomly assigned to an intervention and a control group. All 370 kindergarten and preschool children in 14 kindergarten were assessed by preschoolers’ aggression questionnaire and 60 children who obtained a minimum aggression score of 117.48 for girls and 125.77 for boys were randomly selected. The teachers in the intervention group participated in 4 educational sessions on behavior therapy and then practiced this technique under the supervision of the researcher for two months. Preschoolers’ aggression questionnaire was computed in both intervention and control groups before and after a two-month period. Results: The results demonstrated a significant statistical difference in the total aggression score (P=0.01), verbal (P=0.02) and physical (P=0.01) aggression subscales scores in the intervention group in comparison to the control group after the intervention. But the scores of relational aggression (P=0.09) and impulsive anger (P=0.08) subscales were not statistically different in the intervention group compared to the controls. Conclusion: This study highlighted the importance of teaching reinforcement behavior therapy by kindergarten teachers in decreasing verbal and physical aggression in preschoolers. Trial Registration Number: IRCT2014042617436N1 PMID:26793733

  16. Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood.

    PubMed

    Waller, Rebecca; Hyde, Luke W; Baskin-Sommers, Arielle R; Olson, Sheryl L

    2017-04-01

    Callous unemotional (CU) behaviors are linked to aggression, behavior problems, and difficulties in peer relationships in children and adolescents. However, few studies have examined whether early childhood CU behaviors predict aggression or peer-rejection during late-childhood or potential moderation of this relationship by executive function. The current study examined whether the interaction of CU behaviors and executive function in early childhood predicted different forms of aggression in late-childhood, including proactive, reactive, and relational aggression, as well as how much children were liked by their peers. Data from cross-informant reports and multiple observational tasks were collected from a high-risk sample (N = 240; female = 118) at ages 3 and 10 years old. Parent reports of CU behaviors at age 3 predicted teacher reports of reactive, proactive, and relational aggression, as well as lower peer-liking at age 10. Moderation analysis showed that specifically at high levels of CU behaviors and low levels of observed executive function, children were reported by teachers as showing greater reactive and proactive aggression, and were less-liked by peers. Findings demonstrate that early childhood CU behaviors and executive function have unique main and interactive effects on both later aggression and lower peer-liking even when taking into account stability in behavior problems over time. By elucidating how CU behaviors and deficits in executive function potentiate each other during early childhood, we can better characterize the emergence of severe and persistent behavior and interpersonal difficulties across development.

  17. Emotional Triggers and Psychopathology Associated with Suicidal Ideation in Urban Children with Elevated Aggressive-Disruptive Behavior

    ERIC Educational Resources Information Center

    Wyman, Peter A.; Gaudieri, Patricia A.; Schmeelk-Cone, Karen; Cross, Wendi; Brown, C. Hendricks; Sworts, Luke; West, Jennifer; Burke, Katharine C.; Nathan, Janaki

    2009-01-01

    8.6% suicidal ideation (SI) was found among 349 urban 6-9 year olds in the top tercile of aggressive-disruptive behavior. SI was associated with more self-reported depression, ODD, conduct problems, and ADHD symptoms (ES 0.70-0.97) and 3.5-5 times more clinically significant symptoms. Parents rated more symptoms in older children associated with…

  18. Bidirectional Effects between Parenting and Aggressive Child Behavior in the Context of a Preventive Intervention.

    PubMed

    Te Brinke, Lysanne W; Deković, Maja; Stoltz, Sabine E M J; Cillessen, Antonius H N

    2016-10-27

    Over time, developmental theories and empirical studies have gradually started to adopt a bidirectional viewpoint. The area of intervention research is, however, lagging behind in this respect. This longitudinal study examined whether bidirectional associations between (changes in) parenting and (changes in) aggressive child behavior over time differed in three conditions: a child intervention condition, a child + parent intervention condition and a control condition. Participants were 267 children (74 % boys, 26 % girls) with elevated levels of aggression, their mothers and their teachers. Reactive aggression, proactive aggression and perceived parenting were measured at four measurement times from pretest to one-year after intervention termination. Results showed that associations between aggressive child behavior and perceived parenting are different in an intervention context, compared to a general developmental context. Aggressive behavior and perceived parenting were unrelated over time for children who did not receive an intervention. In an intervention context, however, decreases in aggressive child behavior were related to increases in perceived positive parenting and decreases in perceived overreactivity. These findings underscore the importance of addressing child-driven processes in interventions aimed at children, but also in interventions aimed at both children and their parents.

  19. Reducing Children's Aggressive and Oppositional Behaviors in the Schools: Preliminary Results on the Effectiveness of a Social-Cognitive Group Intervention Program

    ERIC Educational Resources Information Center

    Muris, Peter; Meesters, Cor; Vincken, Manon; Eijkelenboom, Anneke

    2005-01-01

    This study examined the effects of a social-cognitive group intervention program for children with oppositional and aggressive behaviors. Forty-two children aged between 9 and 12 years who clearly displayed behavior problems at school were treated with this program. A cross-over design was used in which one group of children first received…

  20. Violent Video Game Effects on Aggression, Empathy, and Prosocial Behavior in Eastern and Western Countries: A Meta-Analytic Review

    ERIC Educational Resources Information Center

    Anderson, Craig A.; Shibuya, Akiko; Ihori, Nobuko; Swing, Edward L.; Bushman, Brad J.; Sakamoto, Akira; Rothstein, Hannah R.; Saleem, Muniba

    2010-01-01

    Meta-analytic procedures were used to test the effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, empathy/desensitization, and prosocial behavior. Unique features of this meta-analytic review include (a) more restrictive methodological quality inclusion criteria than in past…

  1. Problem Behavior and Heart Rate Reactivity in Adopted Adolescents: Longitudinal and Concurrent Relations

    ERIC Educational Resources Information Center

    Bimmel, Nicole; van IJzendoorn, Marinus H.; Bakermans-Kranenburg, Marian J.; Juffer, Femmie; De Geus, Eco J. C.

    2008-01-01

    The present longitudinal study examined resting heart rate and heart rate variability and reactivity to a stressful gambling task in adopted adolescents with aggressive, delinquent, or internalizing behavior problems and adopted adolescents without behavior problems (total N=151). Early-onset delinquent adolescents showed heart rate…

  2. The Influence of Maternal Stress and Distress on Disruptive Behavior Problems in Boys.

    ERIC Educational Resources Information Center

    Barry, Tammy D.; Dunlap, Sarah T.; Cotten, Sarah J.; Lochman, John E.; Wells, Karen C.

    2005-01-01

    Objective: The current study examined how self-reported maternal stress and distress are associated with child disruptive behaviors. Method: Mother and teacher ratings of child disruptive behavior problems (attention problems, aggression, and delinquency) were collected for 215 male participants, ranging in age from 9 to 12 years. Participating…

  3. Treatment of Multiply Controlled Problem Behavior with Procedural Variations of Differential Reinforcement

    ERIC Educational Resources Information Center

    Neidert, Pamela L.; Iwata, Brian A.; Dozier, Claudia L.

    2005-01-01

    We describe the assessment and treatment of 2 children with autism spectrum disorder whose problem behaviors (self-injury, aggression, and disruption) were multiply controlled. Results of functional analyses indicated that the children's problem behaviors were maintained by both positive reinforcement (attention) and negative reinforcement (escape…

  4. Serotonin Dysfunction, Aggressive Behavior, and Mental Illness: Exploring the Link Using a Dimensional Approach.

    PubMed

    Manchia, Mirko; Carpiniello, Bernardo; Valtorta, Flavia; Comai, Stefano

    2017-04-10

    Aggressive individuals have higher rates of mental illness compared to non-aggressive individuals. Multiple factors, including psychosocial, genetic, and neurobiological determinants modulate the liability to both aggressive behavior and mental illness. Concerning the latter factors, multiple lines of evidence have shown a dysfunction in the serotonin (5-HT) system occurring in aggressive and in mentally ill individuals. In particular, reduced 5-HT activity has been associated with depression as well as with aggressive behavior, especially with impulsive aggression. Consistently, psychopharmacological interventions aimed at boosting the 5-HT system (e.g., with selective serotonin reuptake inhibitors) have demonstrated therapeutic efficacy in a high percentage of patients with either or both pathological conditions. Current knowledge does not yet allow to clearly disentangle whether 5-HT dysfunction, most often a 5-HT deficiency, is the cause or the consequence of the aggressive/violent behavior, of the underlying mental disease/s, or the expression of the comorbidity. Future studies are thus needed to clarify the association between changes in 5-HT levels, altered activity of 5-HT receptors and their intracellular signaling cascades, and modifications of 5-HT genes, and in particular the neurobiological link between the altered 5-HT machinery and aggressive behavior in the context or in the absence of mental illness. In this Review, we employ a dimensional approach to discuss the trivariate relationship among the 5-HT system, aggressive behavior, and mental illness, focusing our attention on 5-HT levels, 5-HT receptors, metabolic enzymes, and their genes. Emphasis is given to controversial findings, still unanswered questions, and future perspectives.

  5. Emotional, Cognitive and Self-Enhancement Processes in Aggressive Behavior After Interpersonal Rejection and Exclusion

    PubMed Central

    Rajchert, Joanna

    2015-01-01

    The relationship between exclusion or rejection and aggression is already well documented, but there is still a debate about the mechanisms that underlie this effect. In two studies we focused on the propensity to react aggressively (readiness for aggression) on the bases of emotional, cognitive or self-enhancement (personality-immanent) processes. In both studies we first measured readiness for aggression and then ego-depleted participants. Next, in Study 1 we excluded participants (n = 96) using an online ball throwing game and measured displaced aggressive behavior - intensity and duration of an unpleasant noise administrated to a stranger. In Study 2 participants (n = 140) were rejected by a peer on the basis of an interview that they gave and then could retaliate by reducing peer's chance for getting a job. The results show that exclusion effect on displaced aggression was moderated by cognitive readiness for aggression, while rejection effect on retaliatory aggression was shaped by emotional and personality-immanent readiness for aggression as well as ego-depletion. The results were discussed in light of the strength model of self-control by Baumeister, Vohs, and Tice (2007). PMID:27247687

  6. Competence-impeding electronic games and players' aggressive feelings, thoughts, and behaviors.

    PubMed

    Przybylski, Andrew K; Deci, Edward L; Deci, Edward; Rigby, C Scott; Ryan, Richard M

    2014-03-01

    [Correction Notice: An Erratum for this article was reported in Vol 106(3) of Journal of Personality and Social Psychology (see record 2014-07574-006). In the article, the name of author Edward Deci was missing his middle name initial and should have read as Edward L. Deci. In addition, an incorrect version of figure 1 was published.] Recent studies have examined whether electronic games foster aggression. At present, the extent to which games contribute to aggression and the mechanisms through which such links may exist are hotly debated points. In current research we tested a motivational hypothesis derived from self-determination theory-that gaming would be associated with indicators of human aggression to the degree that the interactive elements of games serve to impede players' fundamental psychological need for competence. Seven studies, using multiple methods to manipulate player competence and a range of approaches for evaluating aggression, indicated that competence-impeding play led to higher levels of aggressive feelings, easier access to aggressive thoughts, and a greater likelihood of enacting aggressive behavior. Results indicated that player perceived competence was positively related to gaming motivation, a factor that was, in turn, negatively associated with player aggression. Overall, this pattern of effects was found to be independent of the presence or absence of violent game contents. We discuss the results in respect to research focused on psychological need frustration and satisfaction and as they regard gaming-related aggression literature.

  7. Vocalization toward conspecifics in silver foxes (Vulpes vulpes) selected for tame or aggressive behavior toward humans.

    PubMed

    Gogoleva, S S; Volodin, I A; Volodina, E V; Kharlamova, A V; Trut, L N

    2010-06-01

    We examined the production of different vocalizations in three strains of silver fox (unselected, aggressive, and tame) attending three kinds of behavior (aggressive, affiliative, and neutral) in response to their same-strain conspecifics. This is a follow-up to previous experiments which demonstrated that in the presence of humans, tame foxes produced cackles and pants but never coughed or snorted, whilst aggressive foxes produced coughs and snorts but never cackled or panted. Thus, cackle/pant and cough/snort were indicative of the tame and aggressive fox strains respectively toward humans. Wild-type unselected foxes produced cough and snort toward humans similarly to aggressive foxes. Here, we found that vocal responses to conspecifics were similar in tame, aggressive and unselected fox strains. Both cackle/pant and cough/snort occurred in foxes of all strains. The difference in the use of cackle/pant and cough/snort among these strains toward humans and toward conspecifics suggest that silver foxes do not perceive humans as their conspecifics. We speculate that these vocalizations are produced in response to a triggering internal state, affiliative or aggressive, that is suppressed by default in these fox strains toward humans as a result of their strict selection for tame or aggressive behavior, whilst still remaining flexible toward conspecifics.

  8. Aggression and the Termination of "Rituals": A New Variant of the Escape Function for Challenging Behavior?

    ERIC Educational Resources Information Center

    Murphy, Glynis; Macdonald, Sue; Hall, Scott; Oliver, Chris

    2000-01-01

    A case study is used to argue that the function of the aggressive behavior of a young woman with severe mental retardation was to avoid or escape the termination of a chain of complex stereotyped ritual behaviors. This is an example of complex interaction between two behaviors and illustrates the need for very careful analysis of the functions of…

  9. Affiliative and aggressive behavior in a group of female Somali wild ass (Equus africanus somalicus).

    PubMed

    Asa, Cheryl S; Marshall, Fiona; Fischer, Martha

    2012-01-01

    We observed a group of three young female Somali wild asses to develop an ethogram of social behavior in the first phase of a longer term study of social, sexual, and maternal/infant behavior. The most unexpected finding was the frequency and extent of aggressive interactions, which included Charge, Drive, Neck Wrestle, Head Butt, and Body Slam, behaviors previously reported only for males of other equid species. The overall frequency of aggressive behavior was higher than that of affiliative behavior (84±16.5 vs. 32±5.5, P=0.03), yet no injuries occurred. The dyadic directionality of aggressive behavior suggested a dominance hierarchy, a feature not previously reported for either wild ass or domestic donkeys. The aggression observed may be an accurate representation of the behavior of this species, or their relatively young ages, or their recent transfer from their natal group through quarantine and into a new enclosure may have heightened agonistic tendencies. Further studies will determine whether with time their aggressive behavior becomes more intense or dissipates with maturity.

  10. Treating Comorbid Anxiety and Aggression in Children

    ERIC Educational Resources Information Center

    Levy, Karyn; Hunt, Caroline; Heriot, Sandra

    2007-01-01

    Objective: The aim of the study was to evaluate the effectiveness of an intervention that targeted both anxious and aggressive behaviors in children with anxiety disorders and comorbid aggression by parent report. Method: The effects of a cognitive-behavioral therapy intervention targeting comorbid anxiety and aggression problems were compared…

  11. Increasing recognition of happiness in ambiguous facial expressions reduces anger and aggressive behavior.

    PubMed

    Penton-Voak, Ian S; Thomas, Jamie; Gage, Suzanne H; McMurran, Mary; McDonald, Sarah; Munafò, Marcus R

    2013-05-01

    The ability to identify emotion in other people is critical to social functioning. In a series of experiments, we explored the relationship between recognition of emotion in ambiguous facial expressions and aggressive thoughts and behavior, both in healthy adults and in adolescent youth at high risk of criminal offending and delinquency. We show that it is possible to experimentally modify biases in emotion recognition to encourage the perception of happiness over anger in ambiguous expressions. This change in perception results in a decrease in self-reported anger and aggression in healthy adults and high-risk youth, respectively, and also in independently rated aggressive behavior in high-risk youth. We obtained similar effects on mood using two different techniques to modify biases in emotion perception (feedback-based training and visual adaptation). These studies provide strong evidence that emotion processing plays a causal role in anger and the maintenance of aggressive behavior.

  12. Female juvenile delinquency, motherhood, and the intergenerational transmission of aggression and antisocial behavior.

    PubMed

    Tzoumakis, Stacy; Lussier, Patrick; Corrado, Raymond

    2012-01-01

    The current study explored the intergenerational transmission of aggression and antisocial behavior by examining mothers' juvenile delinquency, their pregnancies, and its impact on their children's aggressive behavior. The sample consisted of the first 181 biological mothers recruited as part of the Vancouver Longitudinal Study on the Psychosocial Development of Children (British Columbia, Canada). Results indicated that mothers who were juvenile delinquents were more likely to experience social adversity, to use substances during pregnancy and to offend in adulthood. Furthermore, mothers who reported juvenile delinquency had children who were more physically aggressive and had an earlier onset of physical aggression. This pattern of association held when controlling for sociodemographics, social adversities, prenatal substance exposure, and criminal involvement in adulthood. The study findings highlighted the importance of understanding the role and impact of female delinquency and motherhood on the intergenerational transmission of antisocial behavior.

  13. Mothers' Management of Adolescent Peer Relationships: Associations With Aggressive, Prosocial, and Playful Behavior.

    PubMed

    Gerardy, Haeli; Mounts, Nina S; Luckner, Amy E; Valentiner, David P

    2015-01-01

    The authors examined the relation between adolescents' reports of mothers' management of peer relationships and adolescents' reports of their own aggressive, prosocial, and playful behaviors. The sample comprised 92 adolescents (M age = 15.41 years, SD = 1.81 years) enrolled in a residential summer camp. Higher levels of consulting were related to lower levels of adolescents' relational aggression, physical aggression, playful teasing, and rough-and-tumble play. Higher levels of consulting were related to higher levels of prosocial behavior. Higher levels of guiding were related to higher levels of adolescents' relational aggression and social inclusion. Higher levels of granting access to peers were related to higher levels of adolescents' prosocial behavior and social inclusion. Moderate levels of granting access to peers were related higher levels of playful teasing.

  14. Behavior Problems: Differences among Intellectually Disabled Adults with Co-Morbid Autism Spectrum Disorders and Epilepsy

    ERIC Educational Resources Information Center

    Smith, Kimberly R. M.; Matson, Johnny L.

    2010-01-01

    Behavior problems such as aggression, property destruction, stereotypy, self-injurious behavior, and other disruptive behavior are commonly observed among adults with intellectual disabilities (ID), autism spectrum disorders (ASD), and epilepsy residing at state-run facilities. However, it is unknown how these populations differ on behavior…

  15. Internet Training to Respond to Aggressive Resident Behaviors

    ERIC Educational Resources Information Center

    Irvine, A. Blair; Billow, Molly B.; Gates, Donna M.; Fitzwater, Evelyn L.; Seeley, John R.; Bourgeois, Michelle

    2012-01-01

    Purpose: This research evaluated an individualized Internet training designed to teach nurse aides (NAs) strategies to prevent or, if necessary, react to resident aggression in ways that are safe for the resident as well as the caregiver. Design and Methods: A randomized treatment and control design was implemented, with baseline, 1-, and 2-month…

  16. Relationships among Violence Exposure, Depression, and Aggressive Behavior in Youth.

    ERIC Educational Resources Information Center

    Knox, Michele S.; Carey, Michael P.; Kim, Wun Jung; Niedermeier, Danielle

    Recent research has indicated that adolescents are particularly prone to witnessing, perpetrating, and being victimized by violence. Research has also suggested that depression may be a risk factor for aggression in adolescents. This document presents preliminary results from a study evaluating the relationship among violence exposure, aggressive…

  17. Think First: Addressing Aggressive Behavior in Secondary Schools

    ERIC Educational Resources Information Center

    Larson, Jim

    2005-01-01

    This highly practical book presents a complete anger and aggression management training program for middle and high school students. The volume incorporates a newly revised version of the author's proven "Think First" manual, which includes step-by-step skills training guidelines and 20 reproducible handouts and forms. Also provided are…

  18. Perpetration of aggressive behaviors against peers and teachers as predicted by student and contextual factors.

    PubMed

    Khoury-Kassabri, Mona

    2012-01-01

    This study uses an ecological/contextual theory to explore how students' perpetration of violence and other aggressive behaviors is associated with individual factors such as gender, age, and perception of school climate, and contextual factors such as cultural affiliation, school climate, and teacher characteristics among 4th- through 6th-grade Jewish and Arab students in Israel. A questionnaire testing the use of aggressive behavior in school was completed by 120 homeroom teachers and 3,375 students. The results of the study show that levels of perpetration of violence and other aggressive behaviors vary between classes (15.20% directed against students and 7.33% directed against teachers). At the teacher-classroom level, higher levels of perpetration were found in classes with a lower percentage of girls and in classes with fewer or less clear and consistent policies to deal with aggressive behaviors. At the individual level, gender and perception of school climate were found to be associated with levels of perpetration of aggression. The "Discussion" section highlights the importance of improving school climate in order to deal more effectively with violence and aggressive behaviors in schools.

  19. Honey bee aggression supports a link between gene regulation and behavioral evolution

    PubMed Central

    Alaux, Cédric; Sinha, Saurabh; Hasadsri, Linda; Hunt, Greg J.; Guzmán-Novoa, Ernesto; DeGrandi-Hoffman, Gloria; Uribe-Rubio, José Luis; Southey, Bruce R.; Rodriguez-Zas, Sandra; Robinson, Gene E.

    2009-01-01

    A prominent theory states that animal phenotypes arise by evolutionary changes in gene regulation, but the extent to which this theory holds true for behavioral evolution is not known. Because “nature and nurture” are now understood to involve hereditary and environmental influences on gene expression, we studied whether environmental influences on a behavioral phenotype, i.e., aggression, could have evolved into inherited differences via changes in gene expression. Here, with microarray analysis of honey bees, we show that aggression-related genes with inherited patterns of brain expression are also environmentally regulated. There were expression differences in the brain for hundreds of genes between the highly aggressive Africanized honey bee compared with European honey bee (EHB) subspecies. Similar results were obtained for EHB in response to exposure to alarm pheromone (which provokes aggression) and when comparing old and young bees (aggressive tendencies increase with age). There was significant overlap of the gene lists generated from these three microarray experiments. Moreover, there was statistical enrichment of several of the same cis regulatory motifs in promoters of genes on all three gene lists. Aggression shows a remarkably robust brain molecular signature regardless of whether it occurs because of inherited, age-related, or environmental (social) factors. It appears that one element in the evolution of different degrees of aggressive behavior in honey bees involved changes in regulation of genes that mediate the response to alarm pheromone. PMID:19706434

  20. Association study of MAO-A and DRD4 genes in schizophrenic patients with aggressive behavior.

    PubMed

    Fresan, Ana; Camarena, Beatriz; Apiquian, Rogelio; Aguilar, Alejandro; Urraca, Nora; Nicolini, Humberto

    2007-01-01

    Genes involved in dopamine neurotransmission are interesting candidates to be analyzed in schizophrenia and aggressive behavior. Therefore, we analyzed the functional polymorphisms of the dopamine receptor D4 (DRD4) and monoamine oxidase A (MAO-A) genes in a sample of 71 schizophrenic patients assessed with the Overt Aggression Scale to measure aggressive behavior. CLUMP analysis of the DRD4 48-bp repeat-exon III polymorphism in schizophrenic patients showed significant differences between the aggressive behavior and the nonaggressive groups (T1 = 18.77, d.f. = 6, p = 0.0046; T3 = 6.54, p = 0.0195). However, analysis of the promoter polymorphism of the MAO-A gene revealed no significant association between aggressive and nonaggressive patients. Finally, analysis of Overt Aggression Scale dimensions exhibited significant differences for the DRD4 and MAO-A genes. Our preliminary findings suggest that the DRD4 and MAO-A genes may be involved in aggressive schizophrenic patients.

  1. Empathy-related Responding: Associations with Prosocial Behavior, Aggression, and Intergroup Relations

    PubMed Central

    Eisenberg, Nancy; Eggum, Natalie D.; Di Giunta, Laura

    2010-01-01

    Empathy-related responding, including empathy, sympathy, and personal distress, has been implicated in conceptual models and theories about prosocial behavior and altruism, aggression and antisocial behavior, and intergroup relationships. Conceptual arguments and empirical findings related to each of these topics are reviewed. In general, there is evidence that empathy and/or sympathy are important correlates of, and likely contributors to, other-oriented prosocial behavior, the inhibition of aggression and antisocial behavior, and the quality of intergroup relationships. Applied implications of these findings, including preventative studies, are discussed, as are possible future directions. PMID:21221410

  2. The Broader Impact of Friend to Friend (F2F): Effects on Teacher-Student Relationships, Prosocial Behaviors, and Relationally and Physically Aggressive Behaviors.

    PubMed

    Leff, Stephen S; Waasdorp, Tracy Evian; Paskewich, Brooke S

    2016-07-01

    Girls often harm others' social standing by starting rumors about peers or by excluding others from peer group activities, which is called relational aggression. Although relational aggression is not a new phenomenon, there have been relatively few interventions designed to address this, especially for urban ethnic minority girls. The Friend to Friend (F2F) program, developed through an iterative participatory action research process, has proven to be effective in improving targeted relationally aggressive urban girls' social problem-solving knowledge and decreasing levels of relational aggression, with effects being maintained 1 year after treatment. In the current article, we examine the broader effects of the F2F program. Findings suggest that the indicated F2F program has broader effects such as increasing prosocial behaviors, decreasing relational and physical aggression, and improving teacher-student relationships among non-targeted boys. In addition, the program demonstrated some effects for non-targeted girls including an increase in prosocial behaviors and improved teacher-student relationships. Implications for examining the cost-effectiveness of indicated interventions such as F2F are discussed.

  3. Temporary Increases in Problem Behavior and Sleep Disruption Following Decreases in Medication: A Descriptive Analysis of Conditional Rates

    ERIC Educational Resources Information Center

    Rapp, John T.; Swanson, Greg; Dornbusch, Kaitlin

    2007-01-01

    Conditional rates of problem behavior for weeks that followed medication decreases and no medication changes were compared for 12 individuals who exhibited severe problem behavior (e.g., self-injury, aggression). The results indicate that conditional rates of problem behavior were higher following medication decreases than following no changes in…

  4. Buffering the negative effects of maternal alcohol problems on child behavior.

    PubMed

    Conners-Burrow, Nicola A; McKelvey, Lorraine M; Pemberton, Joy R; Mesman, Glenn R; Holmes, Khiela J; Bradley, Robert H

    2015-08-01

    Our objective was to examine how mothers' warmth can protect children from the negative effects of maternal alcohol problems on children's externalizing behavior and, alternately, how harsh parenting can exacerbate the problem. We used data from 1,563 families eligible for Early Head Start and assessed when children were age 5 and again at age 11. We examined whether mothers' warmth or harsh parenting at age 5 moderated the effect of maternal alcohol problems on children's behavior problems at age 11. Results indicated that mothers' symptoms of alcohol problems when children were age 5 predicted greater externalizing behavior problems (aggression and rule breaking) when children were age 11. Aggression and rule-breaking behaviors, externalizing behaviors commonly associated with maternal alcohol problems, were lessened when mothers were warm and did not engage in harsh parenting techniques. Our findings highlight the importance of positive parenting techniques in high-risk families.

  5. Psychophysiology of Aggression, Psychopathy, and Conduct Problems: A Meta-Analysis

    ERIC Educational Resources Information Center

    Lorber, Michael F.

    2004-01-01

    A meta-analysis of 95 studies was conducted to investigate the relations of heart rate (HR) and electrodermal activity (EDA) with aggression, psychopathy, and conduct problems. Analyses revealed a complex constellation of interactive effects, with a failure in some cases of autonomic patterns to generalize across antisocial spectrum behavior…

  6. Anger and aggression problems in veterans are associated with an increased acoustic startle reflex.

    PubMed

    Heesink, Lieke; Kleber, Rolf; Häfner, Michael; van Bedaf, Laury; Eekhout, Iris; Geuze, Elbert

    2017-02-01

    Anger and aggression are frequent problems in deployed military personnel. A lowered threshold of perceiving and responding to threat can trigger impulsive aggression. This can be indicated by an exaggerated startle response. Fifty-two veterans with anger and aggression problems (Anger group) and 50 control veterans were tested using a startle experiment with 10 startle probes and 10 prepulse trials, presented in a random order and with a random interval between the trials. Predictors (demographics, Trait Anger, State Anger, Harm Avoidance and Anxious Arousal) for the startle response within the Anger group were tested. Increased EMG responses were found to the startle probes in the Anger Group compared to the Control group, but not to the prepulse trials. Furthermore, Harm Avoidance and State Anger predicted the increased startle reflex within the Anger group, whereas Trait Anger was negatively related to the startle reflex. These findings indicate that threat reactivity is increased in anger and aggression problems. These problems are not only caused by an anxious predisposition, the degree of anger also predicts the startle reflex.

  7. Peer Aggression and Mental Health Problems: Self-Esteem as a Mediator

    ERIC Educational Resources Information Center

    Ybrandt, Helene; Armelius, Kerstin

    2010-01-01

    This study examined whether self-esteem mediates the association between peer aggression and internalizing and externalizing problems in adolescents. A total of 204 Swedish adolescents aged between 12- and 16-years-old completed self-report measures; self-esteem was assessed with "I think I am" (ITIA) and internalizing and externalizing…

  8. Violent and aggressive behaviors in youth: a mental health and prevention perspective.

    PubMed

    Osofsky, H J; Osofsky, J D

    2001-01-01

    Aggressive behavior and violence leading to disciplinary and legal difficulties have reached epidemic proportions among our youth. The severity of problems and social and economic costs to society have increased markedly. In this article, the authors review the risk factors, situational concerns, and warning signs that are important in predicting school violence and in designing effective prevention and early intervention efforts. They then describe programs with which they are involved as mental health professionals that appear to be extremely promising and applicable to other communities. The prevention and intervention programs are distinctive in that they involve collaborations with law enforcement, including the police and criminal sheriff, and the juvenile court as well as parents and schools in their efforts to promote positive development. These clinical, educational, and public policy approaches offer mental health professionals increased opportunities to be of help in this critical area.

  9. Implications for the prevention of aggressive behavior within psychiatric hospitals drawn from interpersonal communication theory.

    PubMed

    Daffern, Michael; Day, Andrew; Cookson, Amy

    2012-05-01

    Although interpersonal style is a defining feature of personality and personality disorder and is commonly identified as an important influence on aggressive behavior, treatment completion, and the development of an effective therapeutic alliance, it is rarely considered in practice guidelines for preventing, engaging, and managing patients at risk of aggression. In this article, the authors consider three potential applications of interpersonal theory to the care and management of patients at risk of aggression during hospitalization: (a) preventing aggression through theoretically grounded limit setting and de-escalation techniques, (b) developing and using interventions to alter problematic interpersonal styles, and (c) understanding therapeutic ruptures and difficulties establishing a therapeutic alliance. Interpersonal theory is proposed to offer a unifying framework that may assist development of intervention and management strategies that can help to reduce the occurrence of aggression in institutional settings.

  10. Pathways to prevention: improving nonresident African American fathers' parenting skills and behaviors to reduce sons' aggression.

    PubMed

    Howard Caldwell, Cleopatra; Antonakos, Cathy L; Assari, Shervin; Kruger, Daniel; De Loney, E Hill; Njai, Rashid

    2014-01-01

    This study describes a test of the Fathers and Sons Program for increasing intentions to avoid violence and reducing aggressive behaviors in 8- to 12-year-old African American boys by enhancing the parenting skills satisfaction and parenting behaviors of their nonresident fathers. The study included 158 intervention and 129 comparison group families. Structural equation model results indicated that the intervention was effective for improving fathers' parenting skills satisfaction, which was positively associated with sons' satisfaction with paternal engagement. Sons' paternal engagement satisfaction was positively associated with their intentions to avoid violence. Although aggressive behaviors were lower for comparison group sons, the intervention effectively reduced sons' aggressive behaviors indirectly by enhancing fathers' parenting behaviors. Support for family-centered youth violence prevention efforts is discussed.

  11. Relations between different types of children's aggressive behavior and sociometric status among peers of the same and opposite gender.

    PubMed

    Kerestes, Gordana; Milanović, Anita

    2006-12-01

    Croatian elementary school children in grades 4 to 6 (N= 151) reported on direct and indirect aggressive behaviors of their classmates. Acceptance and rejection by classmates were also assessed, employing the sociometric nomination technique. Correlational analyses revealed that both forms of aggression were related to peer rejection, but unrelated to peer acceptance. Girls' aggression was more strongly related to peer rejection than boys' aggression, independent of the type of aggression. Aggressive children of both genders tended to be more rejected by their same-gender classmates than by classmates of the opposite gender. Results were discussed in terms of children's attitudes towards aggression, and gender stereotyped perception of appropriateness of aggressive behavior. A need to examine developmental changes and cultural differences in relationships between aggression and peer status was emphasized.

  12. The association between repetitive, self-injurious and aggressive behavior in children with severe intellectual disability.

    PubMed

    Oliver, Chris; Petty, Jane; Ruddick, Loraine; Bacarese-Hamilton, Monique

    2012-06-01

    We evaluated the independent association between adaptive behavior, communication and repetitive or ritualistic behaviors and self-injury, aggression and destructive behavior to identify potential early risk markers for challenging behaviors. Data were collected for 943 children (4-18 years, M = 10.88) with severe intellectual disabilities. Odds ratio analyses revealed that these characteristics generated risk indices ranging from 2 to 31 for the presence and severity of challenging behaviors. Logistic regressions revealed that high frequency repetitive or ritualistic behavior was associated with a 16 times greater risk of severe self-injury and a 12 times greater risk of showing two or more severe challenging behaviors. High frequency repetitive or ritualistic behaviors independently predict challenging behavior and have the potential to be early risk markers for self-injury and aggression of clinical significance.

  13. A longitudinal study of early reading difficulties and subsequent problem behaviors.

    PubMed

    Kempe, Camilla; Gustafson, Stefan; Samuelsson, Stefan

    2011-06-01

    It is generally believed that early academic failure in school develops into a downward spiral of negative motivational and behavioral consequences. In this study, children with reading difficulties were compared with typical readers on questionnaires measuring ADHD symptoms and other behavior problems such as withdrawn symptoms, somatic complaints, anxiety/depression, social problems, and aggression. The results revealed that reading difficulties and problem behaviors appear more independent of each other rather than problem behaviors being a consequence of reading failure. In addition, gender differences were negligible when examining the relationship between reading difficulties and subsequent problem behavior. Some implications for special education and intervention are suggested.

  14. Elevated testosterone is required for male copulatory behavior and aggression in Madagascar ground gecko (Paroedura picta).

    PubMed

    Golinski, Alison; Kubička, Lukáš; John-Alder, Henry; Kratochvíl, Lukáš

    2014-09-01

    Elevated levels of gonadal androgens are often required for the expression of male-specific behavioral and morphological traits in all classes of vertebrates, including reptiles. Here, we tested the role of male gonadal androgens in the control of male sexual behavior, aggressive behavior, and size of the hemipenes in the gecko Paroedura picta. We performed hormonal manipulations involving castration with and without testosterone (T) replacement in males and application of exogenous T and ovariectomy in females. Castration suppressed sexual behavior and hemipenes size in males, and these effects were fully rescued by exogenous T. Sexual behavior and growth of the hemipenes were masculinized by male-typical levels of T in females, while ovariectomized females retained female-typical expression of these traits. These results indicate that the development of male sexual behavior in adult females does not require early or pubertal organization. Elevated T increased the likelihood of aggressive behavior directed toward a male intruder, but aggression occurred only rarely. Elevated T is necessary and sufficient for enlargement of the hemipenes and the expression of male sexual behavior in both males and females of Paroedura picta. In contrast to sexual behavior, the expression of aggressive behavior is apparently more dependent on other factors in addition to T itself.

  15. Emotional and behavioral problems among adolescent smokers and their help-seeking behavior.

    PubMed

    Muthupalaniappen, Leelavathi; Omar, Juslina; Omar, Khairani; Iryani, Tuti; Hamid, Siti Norain

    2012-09-01

    We carried out a cross sectional study to detect emotional and behavioral problems among adolescents who smoke and their help-seeking behavior. This study was conducted in Sarawak, East Malaysia, between July and September 2006. Emotional and behavioral problems were measured using the Youth Self-Report (YSR/11-18) questionnaire; help seeking behavior was assessed using a help-seeking questionnaire. Three hundred ninety-nine students participated in the study; the smoking prevalence was 32.8%. The mean scores for emotional and behavioral problems were higher among smokers than non-smokers in all domains (internalizing, p = 0.028; externalizing, p = 0.001; other behavior, p = 0.001). The majority of students who smoked (94.7%) did not seek help from a primary health care provider for their emotional or behavioral problems. Common barriers to help-seeking were: the perception their problems were trivial (60.3%) and the preference to solve problems on their own (45.8%). Our findings suggest adolescent smokers in Sarawak, East Malaysia were more likely to break rules, exhibit aggressive behavior and have somatic complaints than non-smoking adolescents. Adolescent smokers preferred to seek help for their problems from informal sources. Physicians treating adolescents should inquire about smoking habits, emotional and behavioral problems and offer counseling if required.

  16. Aggression from Patients or Next of Kin and Exposure to Bullying Behaviors: A Conglomerate Experience?

    PubMed

    Reknes, Iselin; Notelaers, Guy; Magerøy, Nils; Pallesen, Ståle; Bjorvatn, Bjørn; Moen, Bente Elisabeth; Einarsen, Ståle

    2017-01-01

    Although workplace violence and aggression have been identified as important stressors in the nursing profession, studies simultaneously comparing patient-initiated aggression and exposure to bullying behaviors at work are rather scarce. The aim of this study was to compare aggression from patients or next of kin and exposure to bullying behaviors in terms of prevalence, health-related quality of life outcomes, and potential overlap in those targeted. In the period of 2008-2009, data were collected among 2059 members of the Norwegian Nurses Organization. Latent class (LC) analysis and a multivariate analysis of variance (MANOVA) were used to investigate the proposed relationships. The results showed that aggression from patients or next of kin and exposure to bullying behaviors were perceived as separate and independent stressors. Although aggression from patients or next of kin was more frequent than workplace bullying, the latter was the only significant stressor related to health-related quality of life in terms of reduced mental health functioning. Although being a rather infrequent experience, exposure to bullying behaviors seems to have more severe health-related outcomes for nurses than aggression from patients or next of kin. Hence, the results of the study strengthen previous findings and suggest that managers must aim to maintain a positive psychosocial work environment with zero-tolerance for bullying.

  17. Aggression from Patients or Next of Kin and Exposure to Bullying Behaviors: A Conglomerate Experience?

    PubMed Central

    Notelaers, Guy; Bjorvatn, Bjørn; Moen, Bente Elisabeth; Einarsen, Ståle

    2017-01-01

    Although workplace violence and aggression have been identified as important stressors in the nursing profession, studies simultaneously comparing patient-initiated aggression and exposure to bullying behaviors at work are rather scarce. The aim of this study was to compare aggression from patients or next of kin and exposure to bullying behaviors in terms of prevalence, health-related quality of life outcomes, and potential overlap in those targeted. In the period of 2008-2009, data were collected among 2059 members of the Norwegian Nurses Organization. Latent class (LC) analysis and a multivariate analysis of variance (MANOVA) were used to investigate the proposed relationships. The results showed that aggression from patients or next of kin and exposure to bullying behaviors were perceived as separate and independent stressors. Although aggression from patients or next of kin was more frequent than workplace bullying, the latter was the only significant stressor related to health-related quality of life in terms of reduced mental health functioning. Although being a rather infrequent experience, exposure to bullying behaviors seems to have more severe health-related outcomes for nurses than aggression from patients or next of kin. Hence, the results of the study strengthen previous findings and suggest that managers must aim to maintain a positive psychosocial work environment with zero-tolerance for bullying. PMID:28270936

  18. The breakdown of meaning and adolescent problem behavior.

    PubMed

    Hazani, Moshe

    2003-01-01

    This paper attempts to account for the upsurge of adolescents' problem behavior in high-income countries in terms of Lifton's paradigm of symbolic immortality. Whilst most of the works dealing with this subject focus on the level of the individual adolescent and his or her surrounding, Lifton shows that societal processes can affect the individual. Drawing upon his approach, it was argued that desymbolization,--the collapse of society's symbols system--produces "divided selves," individuals who harbor an 'aggressor-victim double' in their psyche, wherein an internal conflict between the aggressor and the victim engenders self-destructive impulses. In this study it is hypothesized that problem behaviors are external manifestations of underlying self-destructiveness. Thirty-four Jewish-Israeli adolescents involved in sexual promiscuity, drug abuse, anorexia nervosa, and violence were interviewed. It was found that despite individual and social dissimilarities, and the different problem behaviors, the participants were marked by inner-directed destructiveness as well as a sense of meaninglessness of life and lack of symbolic relationship to what transcends their here-and-now selves. Significantly, violent adolescents whose aggression is other-directed were found to be marked by underlying self-directed aggression as well. If the findings of this study are representative of Israeli society at large or of other affluent societies, then the epidemic proportions of youth problem behavior may indicate that these societies are undergoing desymbolization, a psychocultural breakdown.

  19. An integrative typology of personality assessment for aggression: implications for predicting counterproductive workplace behavior.

    PubMed

    Bing, Mark N; Stewart, Susan M; Davison, H Kristl; Green, Philip D; McIntyre, Michael D; James, Lawrence R

    2007-05-01

    This study presents an integrative typology of personality assessment for aggression. In this typology, self-report and conditional reasoning (L. R. James, 1998) methodologies are used to assess 2 separate, yet often congruent, components of aggressive personalities. Specifically, self-report is used to assess explicit components of aggressive tendencies, such as self-perceived aggression, whereas conditional reasoning is used to assess implicit components, in particular, the unconscious biases in reasoning that are used to justify aggressive acts. These 2 separate components are then integrated to form a new theoretical typology of personality assessment for aggression. Empirical tests of the typology were subsequently conducted using data gathered across 3 samples in laboratory and field settings and reveal that explicit and implicit components of aggression can interact in the prediction of counterproductive, deviant, and prosocial behaviors. These empirical tests also reveal that when either the self-report or conditional reasoning methodology is used in isolation, the resulting assessment of aggression may be incomplete. Implications for personnel selection, team composition, and executive coaching are discussed.

  20. When Violence Pays: A Cost-Benefit Analysis of Aggressive Behavior in Animals and Humans

    PubMed Central

    Georgiev, Alexander V.; Klimczuk, Amanda C. E.; Traficonte, Daniel M.

    2013-01-01

    An optimization analysis of human behavior from a comparative perspective can improve our understanding of the adaptiveness of human nature. Intra-specific competition for resources provides the main selective pressure for the evolution of violent aggression toward conspecifics, and variation in the fitness benefits and costs of aggression can account for inter-specific and inter-individual differences in aggressiveness. When aggression reflects competition for resources, its benefits vary in relation to the characteristics of the resources (their intrinsic value, abundance, spatial distribution, and controllability) while its costs vary in relation to the characteristics of organisms and how they fight (which, in turn, affects the extent to which aggression entails risk of physical injury or death, energetic depletion, exposure to predation, psychological and physiological stress, or damage to social relationships). Humans are a highly aggressive species in comparison to other animals, probably as a result of an unusually high benefit-to-cost ratio for intra-specific aggression. This conclusion is supported by frequent and widespread occurrence of male-male coalitionary killing and by male-female sexual coercion. Sex differences in violent aggression in humans and other species probably evolved by sexual selection and reflect different optimal competitive strategies for males and females. PMID:23864299

  1. Heightened serotonin influences contest outcome and enhances expression of high-intensity aggressive behaviors.

    PubMed

    Bubak, Andrew N; Renner, Kenneth J; Swallow, John G

    2014-02-01

    The outcome of behavioral interactions between organisms can have significant fitness implications. Therefore, it is of great theoretical and practical importance to understand the mechanisms that modify different agonistic behaviors. Changes in central monoamines, such as serotonin (5-HT), contribute to modifying the expression of aggressive encounters in both vertebrates and invertebrates. In several invertebrate groups, neural 5-HT has been linked to heightened aggression and conflict escalation. The male stalk-eyed fly (Teleopsis dalmanni) competes with conspecifics daily over access to resources such as food and mates. Because encounters escalate in a stereotypical manner, stalk-eyed flies provide an excellent model system to study behavioral syndromes. We hypothesized that noninvasive, pharmacological augmentation of brain 5-HT by administration of the precursor, 5-hydroxytryptophan (5-HTP), would increase stereotypic behavioral escalation and the probability of winning a conflict over food. Size-matched male 5-HTP-treated and untreated flies were placed in a forced-fight paradigm and their aggressive behaviors scored. Individuals with higher brain 5-HT levels had a markedly higher probability of winning the contests, displayed greater levels of high-intensity aggressive behaviors and fewer retreats. Pretreatment with 5-HTP did not significantly alter octopamine or tyramine, suggesting that central 5-HT may modulate aggression in these organisms and play a role in determining reproductive success and resource attainment.

  2. Aggressive and violent behavior among military personnel deployed to Iraq and Afghanistan: prevalence and link with deployment and combat exposure.

    PubMed

    MacManus, Deirdre; Rona, Roberto; Dickson, Hannah; Somaini, Greta; Fear, Nicola; Wessely, Simon

    2015-01-01

    A systematic review and meta-analyses were conducted on studies of the prevalence of aggressive and violent behavior, as well as of violent offenses and convictions, among military personnel following deployment to Iraq and/or Afghanistan; the relationship with deployment and combat exposure; and the role that mental health problems, such as post-traumatic stress disorder (PTSD), have on the pathway between deployment and combat to violence. Seventeen studies published between January 1, 2001, and February 12, 2014, in the United States and the United Kingdom met the inclusion criteria. Despite methodological differences across studies, aggressive behavior was found to be prevalent among serving and formerly serving personnel, with pooled estimates of 10% (95% confidence interval (CI): 1, 20) for physical assault and 29% (95% CI: 25, 36) for all types of physical aggression in the last month, and worthy of further exploration. In both countries, rates were increased among combat-exposed, formerly serving personnel. The majority of studies suggested a small-to-moderate association between combat exposure and postdeployment physical aggression and violence, with a pooled estimate of the weighted odds ratio = 3.24 (95% CI: 2.75, 3.82), with several studies finding that violence increased with intensity and frequency of exposure to combat traumas. The review's findings support the mediating role of PTSD between combat and postdeployment violence and the importance of alcohol, especially if comorbid with PTSD.

  3. Social experiences during adolescence affect anxiety-like behavior but not aggressiveness in male mice.

    PubMed

    Meyer, Neele; Jenikejew, Julia; Richter, S Helene; Kaiser, Sylvia; Sachser, Norbert

    2017-03-09

    Adolescence has lately been recognized as a key developmental phase during which an individual's behavior can be shaped. In a recent study with male mice varying in the expression of the serotonin transporter, escapable adverse social experiences during adolescence led to decreased anxiety-like behavior and increased exploratory and aggressive behavior compared to throughout beneficial experiences. Since in this study some behavioral tests took place with a delay of one week after the last social experiences have been made, it was not clear whether the observed effects really reflected the consequences of the experienced different social environments. To test this, the present study focused on the direct effects of beneficial and adverse social experiences on aggressiveness and anxiety-like behavior in C57BL/6J mice. In contrast to the previous study, behavioral testing took place immediately after the last social experiences had been made. Interestingly, whereas individuals from an escapable adverse environment showed significantly lower levels of anxiety-like and higher levels of exploratory behavior than animals from a beneficial environment, aggressive behavior was not affected. From this, we conclude that different social experiences during adolescence exert immediate effects on anxiety-like but not aggressive behavior in male mice.

  4. Mitigating the imitation of aggressive behaviors by changing children's attitudes about media violence.

    PubMed

    Huesmann, L R; Eron, L D; Klein, R; Brice, P; Fischer, P

    1983-05-01

    A sample of 169 first- and third-grade children, selected because of their high exposure to television violence, was randomly divided into an experimental and a control group. Over the course of 2 years, the experimental subjects were exposed to two treatments designed to reduce the likelihood of their imitating the aggressive behaviors they observed on TV. The control group received comparable neutral treatments. By the end of the second year, the experimental subjects were rated as significantly less aggressive by their peers, and the relation between violence viewing and aggressiveness was diminished in the experimental group.

  5. Children's verbalizations and cheating behavior during game playing: the role of sociometric status, aggression, and gender.

    PubMed

    Rubin, Ronnie M; Hubbard, Julie A

    2003-02-01

    The first goal of this study was to investigate sociometric status, aggression, and gender differences in children's verbalizations and cheating behavior during game playing using a fine-grained observational coding system. The second goal was to control for the effects of differential peer treatment and bias on children's behavior by observing children in a standardized procedure with unfamiliar peer confederates. Participants were 111 second-grade African American children, half average and half rejected sociometric status, half aggressive and half nonaggressive based on peer nominations, and half boys and half girls. Rejected children engaged in more cheating behavior and made more negative and argumentative verbalizations than average status children. Boys made more negative and argumentative verbalizations than girls. Aggressive children did not differ from nonaggressive children, in terms of either verbalizations or cheating behavior.

  6. The effect of child physical abuse and neglect on aggressive, withdrawn, and prosocial behavior.

    PubMed

    Prino, C T; Peyrot, M

    1994-10-01

    This study investigated aggressive, withdrawn, and prosocial behavior in physically abused (N = 21), nonabused-neglected (N = 26), and nonabused-nonneglected (N = 21) children aged 5 to 8 years. Multiple assessment techniques were used, specifically the Human Figure and Kinetic Group Drawings, children's verbal stories, and teacher ratings on the Pittsburgh Adjustment Survey Scales. All measurement techniques were able to discriminate among the three groups. Physically abused children displayed significantly more aggressive behavior than the neglected and nonmaltreated; neglected children were significantly more withdrawn than the physically abused and nonmaltreated; nonmaltreated children exhibited significantly more prosocial behavior than the abused and neglected. No single dimension adequately discriminated each of the three groups. Full discrimination was achieved only when aggressive, withdrawn, and prosocial behavior were combined in a multivariate analysis, indicating that effects of maltreatment must be viewed as multidimensional.

  7. Aggressiveness and Disobedience

    ERIC Educational Resources Information Center

    Vaaland, Grete Sorensen; Idsoe, Thormod; Roland, Erling

    2011-01-01

    This study aims to conceptualize disobedient pupil behavior within the more general framework of antisocial behavior and to reveal how two forms of aggressiveness are related to disobedience. Disobedience, in the context of this article, covers disruptive pupil behavior or discipline problems when the pupil is aware of breaking a standard set by…

  8. [Hygiene as a behavior problem].

    PubMed

    Bergler, R; Borneff, M

    1987-03-01

    The subject of the study is a systematizing analysis of present research concerned with the barriers which prevent scientific findings about hygiene from being carried out and which hamper the obvious adoption of hygienically and psycho-hygienically relevant prophylactic measures. A general interpretive model with explanatory value for health- and hygiene-related behavior is being developed. Future studies will particularly have to clarify what significance and what interpretative relevance do the diverse influencing factors have for a particular person in a particular position and situation and how in the course of one's biography even something like lifestyles of hygienic behavior develop and change. For the necessity of improvement as regards the hygienic status in various realms of life the knowledge about existing barriers is a basic essential. The following quantities and constructs pass into the theoretic interpretive model which should also provide the basis for further evolvement of theories as well as the starting point for specific research hypotheses but not least for the development of specific research and evaluation designs: Standard of information, informational behavior and quality of information. The individual risk assessment: A function of the subjective importance and probability that benefit and cost factors of prophylactic behavior will occur. Additional influencing factors essential to the development of a desirable health- and hygiene-related behavior are: Objective shortcomings with regard to prophylaxis: deficits of the hygienic research including the deficits concerning the development of feasible and universally applicable disinfection methods. Hazards connected to prophylaxis: Objective risks with regard to prophylaxis (disinfection methods which may cause allergies, which involve problems with the compatibility of materials and so forth) and psychological risks (impaired relations between physician and patient due to the wearing of a

  9. Change trajectories of aggressive behavior among children in long-term residential care.

    PubMed

    Attar-Schwartz, Shalhevet; Benbenishty, Rami; Roziner, Ilan

    2017-03-01

    This study examined change trajectories of aggressive behaviors among children in long-term residential care in Israel and identified various child-, family-, and placement-related predictors of the change trajectories. Records of 799 children (average age at the beginning of the four years=10.4, 33.1% female) in their first four consecutive years in care were analyzed using the TRF aggressive behavior subscale (Achenbach, 1991) to measure the outcome variable. Children's and parents' characteristics and placement-related factors were used to explain variance in change trajectories. Latent Class Growth Analyses identified four aggressive behavior trajectories: 'stable-low' levels of aggressiveness over time (45% of the children), 'stable-high' levels (13%), 'improvement' (20%), and 'deterioration' (22%). Predictors of less resilient trajectories (i.e., stable-high or increasing aggressiveness) included mothers' difficulties and disabilities, children's attendance of special education classes, more intensive type of care, and non-immigrant status. The Attachment Theory, Life Course Perspective theories, and the General Strain Theory are used to interpret some of the findings of the study. Identifying the factors that predispose children to certain patterns of change may help direct resources to children at risk of having high or increasing levels of aggression while in residential care.

  10. The relation of premorbid factors to aggressive physical behavior in dementia.

    PubMed

    Kolanowski, A M; Garr, M

    1999-10-01

    Aggressive physical behaviour (APB) is common in persons with dementia and often leads to negative consequences such as use of restraints and staff member burnout. For the past several years, a group of nurse researchers has collaborated to develop a model that views dementia behaviors as need-driven but dementia-compromised. The model posits that background variables of the demented person interact with proximal (or current situational) variables to produce APB. The purpose of this study was to test a part of that model by addressing the question: Which premorbid factors predict APB in a sample of 84 demented institutionalized elders? This was a cross-sectional descriptive study that obtained measures of the following characteristics of residents: (1) aggressive behavior as assessed by nursing home staff members using the Ryden Aggression Scale, (2) premorbid personality traits as assessed by a member of the resident's family using the NEO Five Factor Inventory and (3) history of psychosocial stress as assessed by a member of the residents' family using the modified Social Readjustment Rating Scale. Of the sample of 84 residents, 44% exhibited physical aggression. Background factors in the model were not predictive of aggressive behavior in late-stage dementia, although the relation between premorbid neuroticism and physical aggression was in the predicted direction.

  11. A new macro model of traffic flow by incorporating both timid and aggressive driving behaviors

    NASA Astrophysics Data System (ADS)

    Peng, Guanghan; Qing, Li

    2016-10-01

    In this paper, a novel macro model is derived from car-following model by applying the relationship between the micro and macro variables by incorporating the timid and aggressive effects of optimal velocity on a single lane. Numerical simulation shows that the timid and aggressive macro model of traffic flow can correctly reproduce common evolution of shock, rarefaction waves and local cluster effects under small perturbation. Also, the results uncover that the aggressive effect can smoothen the front of the shock wave and the timid effect results in local press peak, which means that the timid effect hastens the process of congregation in the shock wave. The more timid traffic behaviors are, the smaller is the stable range. Furthermore, the research shows that the advantage of the aggressive effect over the timid one lies in the fact that the aggressive traffic behaviors can improve the stability of traffic flow with the consideration of incorporating timid and aggressive driving behaviors at the same time.

  12. Adolescents with Childhood ADHD and Comorbid Disruptive Behavior Disorders: Aggression, Anger, and Hostility

    ERIC Educational Resources Information Center

    Harty, Seth C.; Miller, Carlin J.; Newcorn, Jeffrey H.; Halperin, Jeffrey M.

    2009-01-01

    This study examined the self-reported expression of overt aggressive behaviors and covert emotional and cognitive processes in adolescents diagnosed with ADHD and comorbid disruptive behavior disorders (DBDs) during childhood. Methods: Participants were a clinically referred sample of 85 individuals diagnosed with ADHD, initially recruited in the…

  13. Aggressive and Violent Behaviors in the School Environment among a Nationally Representative Sample of Adolescent Youth

    ERIC Educational Resources Information Center

    Rajan, Sonali; Namdar, Rachel; Ruggles, Kelly V.

    2015-01-01

    Background: The purpose of this study was to describe the prevalence of aggressive and violent behaviors in the context of the school environment in a nationally representative sample of adolescent youth and to illustrate these patterns during 2001-2011. Methods: We analyzed data from 84,734 participants via the Youth Risk Behavior Surveillance…

  14. Risperidone for Aggression and Self-Injurious Behavior in Adults with Mental Retardation.

    ERIC Educational Resources Information Center

    Cohen, Seth A.; Ihrig, Kristin; Lott, Rex S.; Kerrick, Jill M.

    1998-01-01

    Describes the use of risperidone in eight adult patients with moderate to profound mental retardation and markedly aberrant behaviors. Risperidone in these individuals was associated with significant reduction in aggression and self-injurious behavior. Side effects were primarily those of sedation and restlessness. (Author/CR)

  15. From Narcissistic Exploitativeness to Bullying Behavior: The Mediating Role of Approval-of-Aggression Beliefs

    ERIC Educational Resources Information Center

    Ang, Rebecca P.; Ong, Eileen Y. L.; Lim, Joylynn C. Y.; Lim, Eulindra W.

    2010-01-01

    This study examined the role of approval-of-aggression beliefs in the relationship between narcissistic exploitativeness and bullying behavior in an Asian sample (N = 809) comprising elementary children and middle school adolescents. Narcissistic exploitativeness was significantly and positively associated with both bullying behavior and…

  16. Young Adolescents' Gender-, Ethnicity-, and Popularity-Based Social Schemas of Aggressive Behavior

    ERIC Educational Resources Information Center

    Clemans, Katherine H.; Graber, Julia A.

    2016-01-01

    Social schemas can influence the perception and recollection of others' behavior and may create biases in the reporting of social events. This study investigated young adolescents' (N = 317) gender-, ethnicity-, and popularity-based social schemas of overtly and relationally aggressive behavior. Results indicated that participants associated overt…

  17. Adolescent Resource Control: Associations with Physical and Relational Aggression, Prosocial and Withdrawn Behaviors, and Peer Regard

    ERIC Educational Resources Information Center

    Findley, Danielle; Ojanen, Tiina

    2013-01-01

    This study examined adolescent coercive and prosocial resource control strategies in relation to various indices of peer-reported behaviors and peer regard ("N" = 384; 12-14 years). Coercive control was uniquely positively related to physical and relational aggression and peer disliking, and negatively to prosocial behaviors when…

  18. Castration affects reproductive but not aggressive behavior in a cichlid fish.

    PubMed

    Almeida, Olinda; Canário, Adelino V M; Oliveira, Rui F

    2014-10-01

    Gonads are the main source of sex steroids, which have been implicated in the regulation of sexually differentiated behavior, such as reproductive and aggressive displays. In the Mozambique tilapia (Oreochromis mossambicus) territorial males have higher androgen levels than non-territorials, express reproductive behavior and use a urine-borne pheromone to signal their social status towards conspecifics. Here we investigated the effects of gonadectomy on the circulating levels of androgens and cortisol, and on the expression of aggressive and reproductive behavior (nest building, courtship behavior, and nuptial coloration). Males were either castrated, urine bladder damaged, or sham-operated and visually exposed to a group of females during 8 consecutive days and subsequently to a male on day 9. The urine bladder damaged treatment was included in the experimental design because a full castration procedure in this species causes quite often damage to the urine bladder. Gonadectomy lowers dramatically the circulating levels of androgens measured at 4 and 8days post-castration and abolishes the expression of nest building, courtship behavior and nuptial coloration, but has no effect on the expression of aggressive behavior. These results confirm the gonads as the main source of androgens in this species and show that androgens are necessary for the expression of reproductive behaviors. However, the expression of aggressive behavior seems to be decoupled from gonadal steroids, namely androgens, suggesting the action of independent central mechanisms.

  19. Factors Associated with Aggressive Behavior among Nursing Home Residents with Dementia

    ERIC Educational Resources Information Center

    Whall, Ann L.; Colling, Kathleen B.; Kolanowski, Ann; Kim, HyoJeong; Hong, Gwi-Ryung Son; DeCicco, Barry; Ronis, David L.; Richards, Kathy C.; Algase, Donna; Beck, Cornelia

    2008-01-01

    Purpose: In an attempt to more thoroughly describe aggressive behavior in nursing home residents with dementia, we examined background and proximal factors as guided by the Need-Driven Dementia-Compromised Behavior model. Design and Methods: We used a multivariate cross-sectional survey with repeated measures; participants resided in nine randomly…

  20. Teachers' Assessment of Antisocial Behavior in Kindergarten: Physical Aggression and Measurement Bias across Gender

    ERIC Educational Resources Information Center

    Spilt, Jantine L.; Koomen, Helma M. Y.; Thijs, Jochem T.; Stoel, Reinoud D.; van der Leij, Aryan

    2010-01-01

    A confirmatory factor analytic study was conducted to obtain evidence for physical aggression as a distinct construct of nonaggressive antisocial behavior in young children. Second, the authors investigated factorial invariance across gender. Teachers completed the Preschool Behavior Questionnaire (PBQ) for two independent samples of…

  1. Management strategies for problem behaviors in the patient with dementia.

    PubMed

    Lehninger, F W; Ravindran, V L; Stewart, J T

    1998-04-01

    Psychiatric and behavioral problems are present in most patients with dementia and are usually the clinician's main focus of management. Differential diagnosis of these problems can be challenging, but the effort is essential for planning appropriate therapy. Pharmacologic interventions are available for treatment of depression, agitation, aggression, psychotic symptoms, wandering, and sleep disorders. Given the less than favorable risk-benefit ratio of most psychotropic drugs in the population of older patients with dementia, the importance of nonpharmacologic strategies and limiting treatment goals should not be overlooked.

  2. [The BASYS observation system for the analysis of aggressive behavior in classroom-settings].

    PubMed

    Wettstein, Alexander

    2012-01-01

    Educational or therapeutic measures of aggressive student behavior are often based on the judgments of teachers. However, empirical studies show that the objectivity of these judgments is generally low. In order to assess aggressive behavior in classroom settings, we developed a context-sensitive observational system. The observation system exists in a version for teachers in action as well as a version for the uninvolved observer. The teacher version allows categorizing aggressive behavior while teaching. The aim is to differentiate the perception and the judgments of teachers, so that the judgments can serve as trustable diagnostic information. The version for an independent observer, in addition, contains categories to collect information about the context in which aggressions take place. The behavior observation system was tested in four field-studies in regular and special classes. The empirical results show that, after training, teachers were able to make objective observations, and that aggressive behavior depends to a large extent on situational factors. The system allows identification of problematic people-environment relationships and the derivation of intervention measures.

  3. Factors relating to the aggressive behavior of primary caregiver toward a child.

    PubMed

    Isaranurug, S; Nitirat, P; Chauytong, P; Wongarsa, C

    2001-10-01

    This study aimed to testify the relationship between specific characteristics of family or the caregiver and the aggressive behavior of the caregiver toward a child. The survey was conducted from 2nd to 30th of December 1996 among grade-six students in schools under the Bangkok Metropolitan Administration (BMA). During the survey, self-administered questionnaires were used to collect data from the target group of 413 students. Among these, 81.8 per cent reported experiencing at least one form of aggressive behavior from their caregivers or parents. The findings revealed that the family relationship, economic status and caregiver's educational level reversibly correlated with the number of types of aggressive behavior with statistical significance at p-value < 0.05 and r = -0.7697, -0.2467 and -0.1641, respectively. The family crisis positively correlated with the number of types of aggressive behaviors with r = 0.1249 and p-value < 0.05. Furthermore, the results showed that students from nuclear families, living in congested surroundings, having a caregiver with experience of unskilled-work, unemployment or gambling had a higher mean score of the number of types of aggressive behaviors than their counterparts which were statistically significant by t and F tests (p-value < 0.05). Hence, the quality of the parent-and-child relationship should be strengthened and a proactive approach should be conducted for families potentially at risk.

  4. Distinctive effects of fear and sadness induction on anger and aggressive behavior

    PubMed Central

    Zhan, Jun; Ren, Jun; Fan, Jin; Luo, Jing

    2015-01-01

    A recent study has reported that the successful implementation of cognitive regulation of emotion depends on higher-level cognitive functions, such as top-down control, which may be impaired in stressful situations. This calls for “cognition free” self-regulatory strategies that do not require top-down control. In contrast to the cognitive regulation of emotion that emphasizes the role of cognition, traditional Chinese philosophy and medicine views the relationship among different types of emotions as promoting or counteracting each other without the involvement of cognition, which provides an insightful perspective for developing “cognition free” regulatory strategies. In this study, we examined two hypotheses regarding the modulation of anger and aggressive behavior: sadness counteracts anger and aggressive behavior, whereas fear promotes anger and aggressive behavior. Participants were first provoked by reading extremely negative feedback on their viewpoints (Study 1) and by watching anger-inducing movie clips (Study 2). Then, these angry participants were assigned to three equivalent groups and viewed sad, fear-inducing, or neutral materials to evoke the corresponding emotions. The results showed that participants displayed a lower level of aggressive behavior when sadness was later induced and a higher level of anger when fear was later induced. These results provide evidence that supports the hypothesis of mutual promotion and counteraction relationships among these types of emotions and imply a “cognition free” approach to regulating anger and aggressive behavior. PMID:26124725

  5. REDUCING AMBIGUITY IN THE FUNCTIONAL ASSESSMENT OF PROBLEM BEHAVIOR.

    PubMed

    Rooker, Griffin W; DeLeon, Iser G; Borrero, Carrie S W; Frank-Crawford, Michelle A; Roscoe, Eileen M

    2015-02-01

    Severe problem behavior (e.g., self-injury and aggression) remains among the most serious challenges for the habilitation of persons with intellectual disabilities and is a significant obstacle to community integration. The current standard of behavior analytic treatment for problem behavior in this population consists of a functional assessment and treatment model. Within that model, the first step is to assess the behavior-environment relations that give rise to and maintain problem behavior, a functional behavioral assessment. Conventional methods of assessing behavioral function include indirect, descriptive, and experimental assessments of problem behavior. Clinical investigators have produced a rich literature demonstrating the relative effectiveness for each method, but in clinical practice, each can produce ambiguous or difficult-to-interpret outcomes that may impede treatment development. This paper outlines potential sources of variability in assessment outcomes and then reviews the evidence on strategies for avoiding ambiguous outcomes and/or clarifying initially ambiguous results. The end result for each assessment method is a set of best practice guidelines, given the available evidence, for conducting the initial assessment.

  6. Comparative mRNA analysis of behavioral and genetic mouse models of aggression.

    PubMed

    Malki, Karim; Tosto, Maria G; Pain, Oliver; Sluyter, Frans; Mineur, Yann S; Crusio, Wim E; de Boer, Sietse; Sandnabba, Kenneth N; Kesserwani, Jad; Robinson, Edward; Schalkwyk, Leonard C; Asherson, Philip

    2016-04-01

    Mouse models of aggression have traditionally compared strains, most notably BALB/cJ and C57BL/6. However, these strains were not designed to study aggression despite differences in aggression-related traits and distinct reactivity to stress. This study evaluated expression of genes differentially regulated in a stress (behavioral) mouse model of aggression with those from a recent genetic mouse model aggression. The study used a discovery-replication design using two independent mRNA studies from mouse brain tissue. The discovery study identified strain (BALB/cJ and C57BL/6J) × stress (chronic mild stress or control) interactions. Probe sets differentially regulated in the discovery set were intersected with those uncovered in the replication study, which evaluated differences between high and low aggressive animals from three strains specifically bred to study aggression. Network analysis was conducted on overlapping genes uncovered across both studies. A significant overlap was found with the genetic mouse study sharing 1,916 probe sets with the stress model. Fifty-one probe sets were found to be strongly dysregulated across both studies mapping to 50 known genes. Network analysis revealed two plausible pathways including one centered on the UBC gene hub which encodes ubiquitin, a protein well-known for protein degradation, and another on P38 MAPK. Findings from this study support the stress model of aggression, which showed remarkable molecular overlap with a genetic model. The study uncovered a set of candidate genes including the Erg2 gene, which has previously been implicated in different psychopathologies. The gene networks uncovered points at a Redox pathway as potentially being implicated in aggressive related behaviors.

  7. Modulatory action of taurine on ethanol-induced aggressive behavior in zebrafish.

    PubMed

    Fontana, Barbara D; Meinerz, Daniele L; Rosa, Luiz Vinícius C; Mezzomo, Nathana J; Silveira, Ariane; Giuliani, Giulie S; Quadros, Vanessa A; Filho, Gilvan L B; Blaser, Rachel E; Rosemberg, Denis B

    2016-02-01

    Alcohol is a potent agent for eliciting aggression in vertebrates. Taurine (TAU) is an amino sulfonic acid with pleiotropic actions on brain function. It is one of the most abundant molecules present in energy drinks frequently used as mixers for alcoholic beverages. However, the combined effects of TAU and ethanol (EtOH) on behavioral parameters such as aggression are poorly understood. Considering that zebrafish is a suitable vertebrate to assess agonistic behaviors using noninvasive protocols, we investigate whether TAU modulates EtOH-induced aggression in zebrafish using the mirror-induced aggression (MIA) test. Since body color can be altered by pharmacological agents and may be indicative of emotional state, we also evaluated the actions of EtOH and TAU on pigment response. Fish were acutely exposed to TAU (42, 150, and 400mg/L), EtOH (0.25%), or cotreated with both molecules for 1h and then placed in the test apparatus for 6min. EtOH, TAU 42, TAU 400, TAU 42/EtOH and TAU 400/EtOH showed increased aggression, while 150mg/L TAU only increased the latency to attack the mirror. This same concentration also prevented EtOH-induced aggression, suggesting that it antagonizes the effects of acute alcohol exposure. Representative ethograms revealed the existence of different aggressive patterns and our results were confirmed by an index used to estimate aggression in the MIA test. TAU did not alter pigment intensity, while EtOH and all cotreated groups presented a substantial increase in body color. Overall, these data show a biphasic effect of TAU on EtOH-induced aggression of zebrafish, which is not necessarily associated with changes in body color.

  8. Effects of physical education, extracurricular sports activities, and leisure satisfaction on adolescent aggressive behavior: A latent growth modeling approach.

    PubMed

    Park, Sanghyun; Chiu, Weisheng; Won, Doyeon

    2017-01-01

    The present study aimed to investigate the longitudinal influence of physical education classes, extracurricular sports activities, and leisure satisfaction on aggressive behavior among South Korean adolescents. Data were drawn from the Korea Youth Panel Survey. We used latent growth curve modeling to explain the growth trajectory of adolescent aggressive behaviors and a multi-group analysis to investigate gender differences in aggressive behavior. The results indicated that adolescents' aggressive behavior significantly changed with age. There were significant gender-based differences in the level of and changes in aggressive behavior over time. Both extracurricular sports activities and leisure satisfaction had significant influences on the changes in adolescents' aggressive behavior with age, whereas physical education classes did not.

  9. Aggressive Behavior Among Military Veterans in Substance Use Disorder Treatment: The Roles of Posttraumatic Stress and Impulsivity

    PubMed Central

    Heinz, Adrienne J.; Makin-Byrd, Kerry; Blonigen, Daniel M.; Reilly, Patrick; Timko, Christine

    2015-01-01

    This study examined posttraumatic stress disorder (PTSD) symptom severity and impulsivity as predictors of aggressive behavior among 133 male military Veterans entering substance abuse treatment who endorsed difficulty controlling anger in the past year. At treatment intake, participants completed measures assessing PTSD symptom severity, impulsivity and aggressive behavior. Perpetration of aggressive behavior was reassessed four months later. Results from multivariate models indicated that PTSD symptom severity and impulsivity explained unique variance in aggressive behavior at intake but not follow-up. Mediation models indicated that the association between PTSD symptom severity and aggressive behavior was accounted for by impulsivity. The identification of impulsivity as a key mediator between trauma symptoms and aggressive behavior has significant clinical and research implications. Based on these findings, clinicians are encouraged to consider a standard assessment of impulsivity and the selection of interventions that target impulsivity as a trans-diagnostic process among at-risk client populations. PMID:25468005

  10. Aggressive behavior among military veterans in substance use disorder treatment: the roles of posttraumatic stress and impulsivity.

    PubMed

    Heinz, Adrienne J; Makin-Byrd, Kerry; Blonigen, Daniel M; Reilly, Patrick; Timko, Christine

    2015-03-01

    This study examined posttraumatic stress disorder (PTSD) symptom severity and impulsivity as predictors of aggressive behavior among 133 male military veterans entering substance abuse treatment who endorsed difficulty controlling anger in the past year. At treatment intake, participants completed measures assessing PTSD symptom severity, impulsivity and aggressive behavior. Perpetration of aggressive behavior was reassessed 4 months later. Results from multivariate models indicated that PTSD symptom severity and impulsivity explained unique variance in aggressive behavior at intake but not follow-up. Mediation models indicated that the association between PTSD symptom severity and aggressive behavior was accounted for by impulsivity. The identification of impulsivity as a key mediator between trauma symptoms and aggressive behavior has significant clinical and research implications. Based on these findings, clinicians are encouraged to consider a standard assessment of impulsivity and the selection of interventions that target impulsivity as a trans-diagnostic process among at-risk client populations.

  11. Student Perceptions of Aggressive Behaviors and Predictive Patterns of Perpetration and Victimization: The Role of Age and Sex

    ERIC Educational Resources Information Center

    Russell, Brenda; Kraus, Shane W.; Ceccherini, Traci

    2010-01-01

    This study investigated a rural sample of boys' and girls' (N = 205) perceptions of what behaviors constitute bullying and examined whether being a victim of aggression was predictive of perpetrating physical and relational aggression. Results indicated that predictors of perpetrating relational aggression included victimization of relational…

  12. Variable Effects of Children's Aggression, Social Withdrawal, and Prosocial Leadership as Functions of Teacher Beliefs and Behaviors.

    ERIC Educational Resources Information Center

    Chang, Lei

    2003-01-01

    Examined link between Chinese teachers' beliefs about classroom aggression and withdrawal and their support of middle schoolers, and student behaviors, peer acceptance, and self-perceived social competence. Found that teachers' aversion to aggression and empathy toward withdrawal enhanced self-perceptions of both aggressive and withdrawn children…

  13. Etiological Distinctions between Aggressive and Non-aggressive Antisocial Behavior: Results from a Nuclear Twin Family Model

    PubMed Central

    Burt, S. Alexandra; Klump, Kelly L.

    2012-01-01

    A recent meta-analysis of 103 studies Burt (Clinical Psychology Review, 29:163–178, 2009a) highlighted the presence of etiological distinctions between aggressive (AGG) and non-aggressive rule-breaking (RB) dimensions of antisocial behavior, such that AGG was more heritable than was RB, whereas RB was more influenced by the shared environment. Unfortunately, behavioral genetic research on antisocial behavior to date (and thus, the research upon which the meta-analysis was based) has relied almost exclusively on the classical twin model. This reliance is problematic, as the strict assumptions that undergird this model (e.g., shared environmental and dominant genetic influences are not present simultaneously; there is no assortative mating) can have significant consequences on heritability estimates when they are violated. The nuclear twin family model, by contrast, allows researchers to relax and statistically evaluate many of the assumptions of the classical twin design by incorporating parental self-report data along with the more standard twin data. The goal of the current study was thus to evaluate whether prior findings of etiological distinctions between AGG and RB persisted when using the nuclear twin family model. We examined a sample of 312 child twin families from the Michigan State University Twin Registry. Results strongly supported prior findings of etiological distinctions between AGG and RB, such that broad genetic influences were observed to be particularly important to AGG whereas shared environmental influences contributed only to RB. Nevertheless, the current findings also implied that additive genetic influences on antisocial behavior may be overestimated when using the classical twin design. PMID:22466619

  14. Etiological distinctions between aggressive and non-aggressive antisocial behavior: results from a nuclear twin family model.

    PubMed

    Burt, S Alexandra; Klump, Kelly L

    2012-10-01

    A recent meta-analysis of 103 studies Burt (Clinical Psychology Review, 29:163-178, 2009a) highlighted the presence of etiological distinctions between aggressive (AGG) and non-aggressive rule-breaking (RB) dimensions of antisocial behavior, such that AGG was more heritable than was RB, whereas RB was more influenced by the shared environment. Unfortunately, behavioral genetic research on antisocial behavior to date (and thus, the research upon which the meta-analysis was based) has relied almost exclusively on the classical twin model. This reliance is problematic, as the strict assumptions that undergird this model (e.g., shared environmental and dominant genetic influences are not present simultaneously; there is no assortative mating) can have significant consequences on heritability estimates when they are violated. The nuclear twin family model, by contrast, allows researchers to relax and statistically evaluate many of the assumptions of the classical twin design by incorporating parental self-report data along with the more standard twin data. The goal of the current study was thus to evaluate whether prior findings of etiological distinctions between AGG and RB persisted when using the nuclear twin family model. We examined a sample of 312 child twin families from the Michigan State University Twin Registry. Results strongly supported prior findings of etiological distinctions between AGG and RB, such that broad genetic influences were observed to be particularly important to AGG whereas shared environmental influences contributed only to RB. Nevertheless, the current findings also implied that additive genetic influences on antisocial behavior may be overestimated when using the classical twin design.

  15. Adolescent Problem Behavior and Problem Driving in Young Adulthood

    ERIC Educational Resources Information Center

    Bingham, C. Raymond; Shope, Jean T.

    2004-01-01

    Motor vehicle crashes are the leading cause of death among drivers younger than age 35, making problem driving behavior among young drivers a significant public concern. Effective intervention requires a better understanding of the antecedents of problem driving. Problem behavior theory, social control theory, and Kandel's model of substance use…

  16. Multi-level risk factors and developmental assets associated with aggressive behavior in disadvantaged adolescents.

    PubMed

    Smokowski, Paul R; Guo, Shenyang; Cotter, Katie L; Evans, Caroline B R; Rose, Roderick A

    2016-01-01

    The current study examined multilevel risk factors and developmental assets on longitudinal trajectories of aggressive behavior in a diverse sample of rural adolescents. Using ecological and social capital theories, we explored the impact of positive and negative proximal processes, social capital, and contextual characteristics (i.e., school and neighborhood) on adolescent aggression. Data came from the Rural Adaptation Project, which is a 5-year longitudinal panel study of more than 4,000 middle and high school students from 40 public schools in two rural, low income counties in North Carolina. A three-level HLM model (N = 4,056 at Wave 1, 4,251 at Wave 2, and 4,256 at Wave 3) was estimated to predict factors affecting the change trajectories of aggression. Results indicated that negative proximal processes in the form of parent-adolescent conflict, friend rejection, peer pressure, delinquent friends, and school hassles were significant predictors of aggression. In addition, social capital in the form of ethnic identity, religious orientation, and school satisfaction served as buffers against aggression. Negative proximal processes were more salient predictors than positive proximal processes. School and neighborhood characteristics had a minimal impact on aggression. Overall, rates of aggression did not change significantly over the 3-year study window. Findings highlight the need to intervene in order to decrease negative interactions in the peer and parent domains.

  17. Callous-Unemotional Features, Behavioral Inhibition, and Parenting: Independent Predictors of Aggression in a High-Risk Preschool Sample

    ERIC Educational Resources Information Center

    Kimonis, Eva R.; Frick, Paul J.; Boris, Neil W.; Smyke, Anna T.; Cornell, Amy H.; Farrell, Jamie M.; Zeanah, Charles H.

    2006-01-01

    A behaviorally-uninhibited temperament, callous-unemotional (CU) features, and harsh parenting have been associated with specific patterns of aggressive behavior in older children and adolescents. We tested the additive and interactive effects of these factors in predicting different types of aggressive behavior in a high-risk preschool sample.…

  18. Using Structural Analysis To Facilitate Treatment of Aggression and Noncompliance in a Young Child At-Risk for Behavioral Disorders.

    ERIC Educational Resources Information Center

    Umbreit, John; Blair, Kwang-Sun

    1997-01-01

    A study examined the use of structural analysis as part of an assessment-based intervention of a 4-year-old boy whose noncompliance and aggressive behavior put him at risk for behavioral disorders and expulsion from his childcare center. The intervention was found to reduce immediately the noncompliance and aggressive behavior. (Author/CR)

  19. Alcohol and aggressive behavior in men--moderating effects of oxytocin receptor gene (OXTR) polymorphisms.

    PubMed

    Johansson, A; Bergman, H; Corander, J; Waldman, I D; Karrani, N; Salo, B; Jern, P; Algars, M; Sandnabba, K; Santtila, P; Westberg, L

    2012-03-01

    We explored if the disposition to react with aggression while alcohol intoxicated was moderated by polymorphic variants of the oxytocin receptor gene (OXTR). Twelve OXTR polymorphisms were genotyped in 116 Finnish men [aged 18-30, M = 22.7, standard deviation (SD) = 2.4] who were randomly assigned to an alcohol condition in which they received an alcohol dose of 0.7 g pure ethanol/kg body weight or a placebo condition. Aggressive behavior was measured using a laboratory paradigm in which it was operationalized as the level of aversive noise administered to a fictive opponent. No main effects of the polymorphisms on aggressive behavior were found after controlling for multiple testing. The interactive effects between alcohol and two of the OXTR polymorphisms (rs4564970 and rs1488467) on aggressive behavior were nominally significant and remained significant for the rs4564970 when controlled for multiple tests. To the best of our knowledge, this is the first experimental study suggesting interactive effects of specific genetic variants and alcohol on aggressive behavior in humans.

  20. Aggressive behavior and measurement of psychopathy in female inmates of German prisons--a preliminary study.

    PubMed

    Lehmann, Anja; Ittel, Angela

    2012-01-01

    Studies concerning inmate psychopathy (as measured by Psychopathy-Checklist-Revised, PCL-R; Hare, 1991) have predominantly been concerned with male inmates. This study was the first to look into psychopathy using the PCL-R with the whole required procedure in German prisons with female inmates. The aims of the present study were to gain data about the prevalence of psychopathy in this sample and to examine potential relations between the types and motive of aggression, prosocial behavior and scores on the PCL-R. Sixty female inmates were examined. We obtained a prevalence rate of psychopathy of 17% (N=10, with a cut-off score of 25). Considering a wide range of subtypes of aggressive behaviors, we found that physical proactive, and relational reactive aggression as well as age predicted high scores of psychopathy. However, prosocial or helping behavior was not associated with psychopathy. Implications for diagnostic issues in forensics concerning female prisoners are discussed.

  1. REDUCING AMBIGUITY IN THE FUNCTIONAL ASSESSMENT OF PROBLEM BEHAVIOR

    PubMed Central

    Rooker, Griffin W.; DeLeon, Iser G.; Borrero, Carrie S. W.; Frank-Crawford, Michelle A.; Roscoe, Eileen M.

    2015-01-01

    Severe problem behavior (e.g., self-injury and aggression) remains among the most serious challenges for the habilitation of persons with intellectual disabilities and is a significant obstacle to community integration. The current standard of behavior analytic treatment for problem behavior in this population consists of a functional assessment and treatment model. Within that model, the first step is to assess the behavior–environment relations that give rise to and maintain problem behavior, a functional behavioral assessment. Conventional methods of assessing behavioral function include indirect, descriptive, and experimental assessments of problem behavior. Clinical investigators have produced a rich literature demonstrating the relative effectiveness for each method, but in clinical practice, each can produce ambiguous or difficult-to-interpret outcomes that may impede treatment development. This paper outlines potential sources of variability in assessment outcomes and then reviews the evidence on strategies for avoiding ambiguous outcomes and/or clarifying initially ambiguous results. The end result for each assessment method is a set of best practice guidelines, given the available evidence, for conducting the initial assessment. PMID:26236145

  2. Predicting negative life outcomes from early aggressive-disruptive behavior trajectories: gender differences in maladaptation across life domains.

    PubMed

    Bradshaw, Catherine P; Schaeffer, Cindy M; Petras, Hanno; Ialongo, Nicholas

    2010-08-01

    Transactional theories of development suggest that displaying high levels of antisocial behavior early in life and persistently over time causes disruption in multiple life domains, which in turn places individuals at risk for negative life outcomes. We used longitudinal data from 1,137 primarily African American urban youth (49.1% female) to determine whether different trajectories of aggressive and disruptive behavior problems were associated with a range of negative life outcomes in young adulthood. General growth mixture modeling was used to classify the youths' patterns of aggressive-disruptive behavior across elementary school. These trajectories were then used to predict early sexual activity, early pregnancy, school dropout, unemployment, and drug abuse in young adulthood. The trajectories predicted the number but not type of negative life outcomes experienced. Girls with the chronic high aggression-disruption (CHAD) pattern experienced more negative outcomes than girls with consistently moderate levels, who were at greater risk than nonaggressive-nondisruptive girls. Boys with CHAD and boys with an increasing pattern had equal levels of risk for experiencing negative outcomes. The findings are consistent with transactional models of development and have implications for preventive interventions.

  3. Aggressive defensive behavior by free-ranging white-tailed deer

    USGS Publications Warehouse

    Grovenburg, T.W.; Jenks, J.A.; Jacques, C.N.; Klaver, R.W.; Swanson, C.C.

    2009-01-01

    Maternal investment plays a critical role in neonate survival, and adults can improve survival of offspring by defending them against predators. However, limited information exists documenting ungulate aggression toward humans in defense of neonates. During captures of neonates in spring 2007 and 2008 in north-central South Dakota, we documented 24 aggressive encounters by adult female and yearling male and female white-tailed deer (Odocoileus virginianus) defending neonates. Eleven (45.8%) aggressive encounters included yearlings accompanying adult females. Mean ages and weights of neonates that were aggressively defended were greater (P < 0.0001) than ages and weights of those that were not; adults began protecting neonates at approximately 4 days of age. Male fawns were more likely (P = 0.013) to be defended than female fawns. Examination of our data suggests that sex- and age-biased maternal defensive behavior exists in white-tailed deer, and that deer biased maternal investment toward older, male neonates.

  4. Factors associated with aggressive behavior between residents and staff in nursing homes.

    PubMed

    Stutte, Karin; Hahn, Sabine; Fierz, Katharina; Zúñiga, Franziska

    2017-03-10

    The aim of this secondary data analysis of the cross-sectional Swiss Nursing Homes Human Resources Project (SHURP) study was to describe the prevalence of residents' verbal, physical and sexual aggression toward care workers in Swiss nursing homes and to explore their association with context and care worker factors. The study's sample incorporated data from 155 randomly selected nursing homes, including 402 units. Among care workers (n = 3919), 66% reported experiencing verbal, 42% physical and 15% sexual aggression. Logistic regression analyses indicated that non-special care units and care workers' higher perception of staffing and resources adequacy and higher age were associated with a decreased likelihood of aggression, whereas emotional exhaustion was associated with an increased likelihood. Our results suggest an association of aggressive resident behavior with modifiable context and care worker factors. Knowledge about this may contribute to a continuous improvement process, enhancing residents' well-being alongside care workers' safety and satisfaction.

  5. Teachers' victimization-related beliefs and strategies: associations with students' aggressive behavior and peer victimization.

    PubMed

    Troop-Gordon, Wendy; Ladd, Gary W

    2015-01-01

    Although teachers are often called upon to reduce children's bullying and aggression, little is known regarding teachers' responses to students' harassment of peers or the beliefs which may inform their response strategies. To address this limitation, data were collected from 170 6th- and 7th-grade teachers (33 men; 137 women) and 2,938 (1,413 girls; 1,525 boys) of their students. Teachers beliefs regarding peer victimization were predictive of their efforts to advice victims how to cope with peer harassment. In particular, teachers who held more normative views of peer victimization were less likely to report reprimanding aggressive students and were more likely to utilize passive response strategies. Specific links emerged between teachers' beliefs and strategies and classroom-levels of aggression and peer victimization in the fall and in the spring, as well as changes in students' aggressive behavior and victimization over the course of the school year. Implications for intervention are discussed.

  6. Relationships between Psychiatric Conditions and Behavior Problems among Adults with Mental Retardation

    ERIC Educational Resources Information Center

    Rojahn, Johannes; Matson, Johnny L.; Naglieri, Jack A.; Mayville, Erik

    2004-01-01

    Adults with predominantly severe and profound mental retardation (N = 180) who lived in a developmental center were assessed with the Behavior Problems Inventory and the Diagnostic Assessment for the Severely Handicapped-II. Individuals with self-injurious, stereotyped, or aggressive/destructive behavior had generally higher psychopathology scores…

  7. Reactive/proactive aggression and the development of internalizing problems in males: the moderating effect of parent and peer relationships.

    PubMed

    Fite, Paula J; Rubens, Sonia L; Preddy, Teresa M; Raine, Adrian; Pardini, Dustin A

    2014-01-01

    The current study examined whether reactive and/or proactive aggression in adolescent males prospectively predicted increased levels of internalizing symptoms (depression and anxiety) in late adolescence. It was postulated that reactive aggression would be robustly related to later internalizing problems, but only among adolescent males who had problematic family or peer social relationships. Participants were a racially diverse group of 289 adolescent males (Mean age = 16). Measures of reactive and proactive aggression, peer rejection, and poor parent-adolescent communication were examined as predictors of both depression and anxiety symptoms assessed approximately 3 years later. The interactive effects between the two facets of aggression and measures of peer rejection and poor parent-adolescent communication in predicting internalizing problems was also examined. Adolescents with high levels of reactive aggression were more likely to exhibit elevated internalizing problems during late adolescence, even when controlling for pre-existing levels of anxiety/depression. However, this association only emerged for adolescents who had high levels of peer rejection and/or poor communication with their parent. Consistent with expectations, proactive aggression was unrelated to internalizing symptoms regardless of social relationship quality. Adolescent reactive, but not proactive, aggression is a risk factor for the development of internalizing problems. However, the findings suggest that interventions designed to foster positive social relationships among reactively aggressive youth may help protect them from developing significant internalizing problems over time.

  8. Predicting change in children's aggression and victimization using classroom-level descriptive norms of aggression and pro-social behavior.

    PubMed

    Mercer, Sterett H; McMillen, Janey Sturtz; DeRosier, Melissa E

    2009-08-01

    This study examined aggressive and pro-social classroom descriptive norms as predictors of change in aggression and victimization during middle childhood. Participants included 948 children in third through fifth grade. Measures of teacher-reported aggressive and peer-reported pro-social descriptive norms were completed at the onset of the study. Children completed self-report measures of aggression and victimization on three occasions during one academic year. Multilevel growth models were analyzed to determine the amount of student-reported change in aggression and victimization attributable to the classroom norm variables. Results indicated that students in classrooms with higher initial mean levels of aggression reported larger increases in aggression and victimization over the school year. In contrast, boys with higher initial levels of aggression reported smaller increases in aggression than boys with lower initial levels of aggression, and both boys and girls with higher initial aggression reported declining victimization over the school year. Pro-social classroom norms were unrelated to change in aggression and victimization. The implications of the findings for future studies on the influence of classroom social norms as well as interventions for aggression and victimization are discussed.

  9. Decreased aggressive and locomotor behaviors in Betta splendens after exposure to fluoxetine.

    PubMed

    Kohlert, Jess G; Mangan, Brian P; Kodra, Christine; Drako, Linsay; Long, Emily; Simpson, Holly

    2012-02-01

    The failure of sewage treatment plants to remove pharmaceuticals such as fluoxetine from waste water has become a concern given that these products are being detected in the surface waters of many countries of the world. The effects of fluoxetine in sub-lethal doses on the neural systems and behaviors of aquatic life are worthy of investigation. This study investigated the effects of sub-lethal amounts fluoxetine dissolved in water on the aggressive and locomotor behaviors of 44 male Betta splendens. Fish treated with 705 microg/l of fluoxetine and 350 microg/l of fluoxetine generally demonstrated significant decreases in locomotion and number of aggressive attacks compared to 0 microg/l of fluoxetine (controls) on Days 11 and 19 of drug exposure and persisted for at least 13 days after removal of fluoxetine. Consistent with decreases in the number of aggressive attacks, there was a significant increase in aggression-response time to a perceived intruder for treated males on Days 11 and 19 and persisted for 6 days following removal of fluoxetine. However, the differences in aggressive and locomotor behaviors seen in the fluoxetine-treated groups were indistinguishable from controls three weeks following drug removal.

  10. Assessment of Feeding and Mealtime Behavior Problems in Persons with Mental Retardation

    ERIC Educational Resources Information Center

    Kuhn, David E.; Matson, Johnny L.

    2004-01-01

    Feeding and mealtime behavior problems are commonly observed among individuals with developmental disabilities. These problems include, but are not limited to, food refusal, food selectivity, mealtime aggression, rumination, pica, and insufficient feeding skills. Difficulties of this type can be associated with life-threatening consequences of…

  11. Where Is the Syndrome? Examining Co-Occurrence among Multiple Problem Behaviors in Adolescence

    ERIC Educational Resources Information Center

    Willoughby, Teena; Chalmers, Heather; Busseri, Michael A.

    2004-01-01

    The authors examined co-occurrence among a wide range of adolescent problem behaviors: alcohol, smoking, marijuana, hard drugs, sexual activity, major and minor delinquency, direct and indirect aggression, and gambling. Using a large self-report survey of high school students, confirmatory factor analysis was used to test the problem syndrome…

  12. Treating problem behaviors maintained by negative reinforcement.

    PubMed

    Cipani, E; Spooner, F

    1997-01-01

    The examination of controlling contingencies in an analysis of problem behavior has been an important clinical topic of discussion in the field of developmental disabilities for many years. We know that problem behavior may be maintained by positive reinforcement or by negative reinforcement. From a clinical perspective, we seem to know more about behavioral techniques that are used when the problem behavior is maintained by positive reinforcement that we understand about those techniques that may be applied when a problem behavior is maintained by negative reinforcement. In this paper, we identify four treatment techniques that may be applied when problem; behavior is maintained by negative reinforcement: (a) functional communication training; (b) behavioral momentum; (c) differential reinforcement or an alternative escape behavior; and (d) errorless learning. Each of the four techniques will be defined, applications and guidelines for use delineated.

  13. Are experiences of family and of organized violence predictors of aggression and violent behavior? A study with unaccompanied refugee minors

    PubMed Central

    Mueller-Bamouh, Veronika; Ruf-Leuschner, Martina; Dohrmann, Katalin; Schauer, Maggie; Elbert, Thomas

    2016-01-01

    Background There is strong support for familial abuse as a risk factor for later delinquency and violent offending, whereas empirical evidence about the contribution of experienced organized violence to the cycle of violence is less clear. Nevertheless not all abused children do become violent offenders. This raises the question of which factors influence these children's risk of future aggressive behavior. Recent evidence suggests that the trait of appetitive aggression plays an important role in the prediction of aggressive behavior. Objective The focus of the study is to investigate whether exposures to 1) organized; and 2) family violence equally contribute to aggressive behavior and how this is related to a trait of appetitive aggression. Furthermore it is of interest to uncover how the severity of posttraumatic stress disorder (PTSD) symptoms modulates associations between violent experiences and aggression. Method To answer these questions, we investigated unaccompanied refugee minors who had been exposed to varying levels of both violence types. Using structured interviews, experiences of organized and familial violence, self-committed aggressive acts, the trait of appetitive aggression, and PTSD symptoms were assessed in 49 volunteers. Results A sequential regression analysis revealed that the trait of appetitive aggression and experienced family violence were independent and significant predictors of self-committed aggressive acts, altogether accounting for 70% of the variance. Exposure to organized violence, however, was not significantly associated with aggressive acts or appetitive aggression. PTSD symptom severity was not correlated with measures of aggression but with the exposure to familial and organized violence. Conclusions Results suggest that in addition to the impact of family violence, an elevated trait of appetitive aggression plays a crucial role in aggressive behavior and should be considered in psychotherapeutic treatment. PMID:26886483

  14. Effects of structural and dynamic family characteristics on the development of depressive and aggressive problems during adolescence. The TRAILS study.

    PubMed

    Sijtsema, J J; Oldehinkel, A J; Veenstra, R; Verhulst, F C; Ormel, J

    2014-06-01

    Both structural (i.e., SES, familial psychopathology, family composition) and dynamic (i.e., parental warmth and rejection) family characteristics have been associated with aggressive and depressive problem development. However, it is unclear to what extent (changes in) dynamic family characteristics have an independent effect on problem development while accounting for stable family characteristics and comorbid problem development. This issue was addressed by studying problem development in a large community sample (N = 2,230; age 10-20) of adolescents using Linear Mixed models. Paternal and maternal warmth and rejection were assessed via the Egna Minnen Beträffande Uppfostran for Children (EMBU-C). Aggressive and depressive problems were assessed via subscales of the Youth/Adult Self-Report. Results showed that dynamic family characteristics independently affected the development of aggressive problems. Moreover, maternal rejection in preadolescence and increases in paternal rejection were associated with aggressive problems, whereas decreases in maternal rejection were associated with decreases in depressive problems over time. Paternal and maternal warmth in preadolescence was associated with fewer depressive problems during adolescence. Moreover, increases in paternal warmth were associated with fewer depressive problems over time. Aggressive problems were a stable predictor of depressive problems over time. Finally, those who increased in depressive problems became more aggressive during adolescence, whereas those who decreased in depressive problems became also less aggressive. Besides the effect of comorbid problems, problem development is to a large extent due to dynamic family characteristics, and in particular to changes in parental rejection, which leaves much room for parenting-based interventions.

  15. Blood Glucose Levels and Problem Behavior

    ERIC Educational Resources Information Center

    Valdovinos, Maria G.; Weyand, David

    2006-01-01

    The relationship between varying blood glucose levels and problem behavior during daily scheduled activities was examined. The effects that varying blood glucose levels had on problem behavior during daily scheduled activities were examined. Prior research has shown that differing blood glucose levels can affect behavior and mood. Results of this…

  16. Aggression, academic behaviors, and popularity perceptions among boys of color during the transition to middle school.

    PubMed

    Xie, Hongling; Dawes, Molly; Wurster, Tabitha J; Shi, Bing

    2013-01-01

    The transition to middle school often presents behavioral and academic challenges to youths. Boys of color (i.e., African American and Hispanic in this study) may be especially vulnerable. In this study, peer nominations of aggressive and academic behaviors as well as youths' perceptions of how these behaviors were related to popularity in peer networks were obtained from the spring semester of fifth grade through the spring semester of seventh grade, with the transition occurring as the students entered the sixth grade. The sample included 188 boys (71 Caucasian, 90 African American, and 27 Hispanic) from an urban school district in the northeastern United States. Trajectory analyses showed that African American boys scored lower in studentship and higher in rule-breaking and aggressive (both physical and social) behaviors prior to the transition, and such differences among ethnic groups were largely maintained during the transition. Hispanic boys displayed decreases in their studentship during the transition. African American boys' perception of how studentship affects popularity was more positive than other boys prior to the transition, but it decreased during the transition. African American boys also endorsed rule breaking and physical and social aggression more positively for popularity prior to the transition, whereas Caucasian and Hispanic boys' endorsement increased during the transition and eventually caught up with those of African American boys in seventh grade. A positive within-individual association was found between youths' popularity perception and their behavior for studentship, rule breaking, and physical aggression, which did not differ by ethnicity.

  17. Social Context Influences Aggressive and Courtship Behavior in a Cichlid Fish

    PubMed Central

    Desjardins, Julie K.; Hofmann, Hans A.; Fernald, Russell D.

    2012-01-01

    Social interactions require knowledge of the environment and status of others, which can be acquired indirectly by observing the behavior of others. When being observed, animals can also alter their signals based on who is watching. Here we observed how male cichlid fish (Astatotilapia burtoni) behave when being watched in two different contexts. In the first, we show that aggressive and courtship behaviors displayed by subordinate males depends critically on whether dominant males can see them, and in the second, we manipulated who was watching aggressive interactions and showed that dominant males will change their behavior depending on audience composition. In both cases, when a more dominant individual is out of view and the audience consists of more subordinate individuals, those males signal key social information to females by displaying courtship and dominant behaviors. In contrast, when a dominant male is present, males cease both aggression and courtship. These data suggest that males are keenly aware of their social environment and modulate their aggressive and courtship behaviors strategically for reproductive and social advantage. PMID:22807996

  18. Adolescents' aggressive and prosocial behaviors: links with social information processing, negative emotionality, moral affect, and moral cognition.

    PubMed

    Laible, Deborah J; Murphy, Tia Panfile; Augustine, Mairin

    2014-01-01

    The goal of this study was to examine whether moral affect, moral cognition, negative emotionality, and attribution biases independently predicted adolescents' prosocial and aggressive behavior in adolescence. A total of 148 adolescents completed self-report measures of prosocial and aggressive behavior, moral affect, moral cognition, negative emotionality, and attribution biases. Although in general all 3 factors (emotional, moral, and social cognitive) were correlated with adolescent social behavior, the most consistent independent predictors of adolescent social behavior were moral affect and cognition. These findings have important implications for intervention and suggest that programs that promote adolescent perspective taking, moral reasoning, and moral affect are needed to reduce aggressive behavior and promote prosocial behavior.

  19. Lattice hydrodynamic modeling of two-lane traffic flow with timid and aggressive driving behavior

    NASA Astrophysics Data System (ADS)

    Sharma, Sapna

    2015-03-01

    In this paper, a new two-lane lattice hydrodynamic traffic flow model is proposed by considering the aggressive or timid characteristics of driver's behavior. The effect of driver's characteristic on the stability of traffic flow is examined through linear stability analysis. It is shown that for both the cases of lane changing or without lane changing the stability region significantly enlarges (reduces) as the proportion of aggressive (timid) drivers increases. To describe the propagation behavior of a density wave near the critical point, nonlinear analysis is conducted and mKdV equation representing kink-antikink soliton is derived. The effect of anticipation parameter with more aggressive (timid) drivers is also investigated and found that it has a positive (negative) effect on the stability of two-lane traffic flow dynamics. Simulation results are found consistent with the theoretical findings which confirm that the driver's characteristics play a significant role in a two-lane traffic system.

  20. Developmental Trajectories of Sleep Problems from Childhood to Adolescence Both Predict and Are Predicted by Emotional and Behavioral Problems.

    PubMed

    Wang, Biyao; Isensee, Corinna; Becker, Andreas; Wong, Janice; Eastwood, Peter R; Huang, Rae-Chi; Runions, Kevin C; Stewart, Richard M; Meyer, Thomas; Brüni, L G; Zepf, Florian D; Rothenberger, Aribert

    2016-01-01

    Although the prevalence rates of sleep disorders at different stages of childhood and adolescence have been well established, little is known about the developmental course of general sleep problems. This also holds true for the bidirectional relationship between sleep problems and emotional as well as behavioral difficulties. This longitudinal study investigated the general pattern and the latent trajectory classes of general sleep problems from a large community sample aged 5-14 years. In addition, this study examined the predictive value of emotional/behavioral difficulties (i.e., anxiety/depression, attention problems, and aggressive behavior) on sleep problems latent trajectory classes, and vice-versa. Participants (N = 1993) were drawn from a birth cohort of Western Australian children born between 1989 and 1991 who were followed until 14 years of age. Sleep problems were assessed at ages 5, 8, 10, and 14, respectively, whereas anxiety/depression, attention problems, and aggressive behavior were assessed at ages 5 and 17 years. Latent growth curve modeling revealed a decline in an overall pattern of sleep problems during the observed 10-year period. Anxiety/depression was the only baseline factor that predicted the longitudinal course of sleep problems from ages 5 to 14 years, with anxious and depressed participants showing faster decreasing patterns of sleep problems over time than those without anxiety or depression. Growth mixture modeling identified two classes of sleep problem trajectories: Normal Sleepers (89.4%) and Troubled Sleepers (10.6%). Gender was randomly distributed between these groups. Childhood attention problems, aggressive behavior, and the interaction between gender and anxiety/depression were significantly predictive of membership in the group of Troubled Sleepers. Group membership in Troubled Sleepers was associated with higher probability of having attention problems and aggressive behavior in mid-adolescence. Boys and girls with

  1. Developmental Trajectories of Sleep Problems from Childhood to Adolescence Both Predict and Are Predicted by Emotional and Behavioral Problems

    PubMed Central

    Wang, Biyao; Isensee, Corinna; Becker, Andreas; Wong, Janice; Eastwood, Peter R.; Huang, Rae-Chi; Runions, Kevin C.; Stewart, Richard M.; Meyer, Thomas; Brüni, L. G.; Zepf, Florian D.; Rothenberger, Aribert

    2016-01-01

    Although the prevalence rates of sleep disorders at different stages of childhood and adolescence have been well established, little is known about the developmental course of general sleep problems. This also holds true for the bidirectional relationship between sleep problems and emotional as well as behavioral difficulties. This longitudinal study investigated the general pattern and the latent trajectory classes of general sleep problems from a large community sample aged 5–14 years. In addition, this study examined the predictive value of emotional/behavioral difficulties (i.e., anxiety/depression, attention problems, and aggressive behavior) on sleep problems latent trajectory classes, and vice-versa. Participants (N = 1993) were drawn from a birth cohort of Western Australian children born between 1989 and 1991 who were followed until 14 years of age. Sleep problems were assessed at ages 5, 8, 10, and 14, respectively, whereas anxiety/depression, attention problems, and aggressive behavior were assessed at ages 5 and 17 years. Latent growth curve modeling revealed a decline in an overall pattern of sleep problems during the observed 10-year period. Anxiety/depression was the only baseline factor that predicted the longitudinal course of sleep problems from ages 5 to 14 years, with anxious and depressed participants showing faster decreasing patterns of sleep problems over time than those without anxiety or depression. Growth mixture modeling identified two classes of sleep problem trajectories: Normal Sleepers (89.4%) and Troubled Sleepers (10.6%). Gender was randomly distributed between these groups. Childhood attention problems, aggressive behavior, and the interaction between gender and anxiety/depression were significantly predictive of membership in the group of Troubled Sleepers. Group membership in Troubled Sleepers was associated with higher probability of having attention problems and aggressive behavior in mid-adolescence. Boys and girls with

  2. Serotonin receptor 1B genotype and hostility, anger and aggressive behavior through the lifespan: the Young Finns study.

    PubMed

    Hakulinen, Christian; Jokela, Markus; Hintsanen, Mirka; Merjonen, Päivi; Pulkki-Råback, Laura; Seppälä, Ilkka; Lyytikäinen, Leo-Pekka; Lehtimäki, Terho; Kähönen, Mika; Viikari, Jorma; Raitakari, Olli T; Keltikangas-Järvinen, Liisa

    2013-12-01

    The serotonin system has been shown to be involved in the regulation of hostility, anger, and aggressive behavior. Previous molecular genetic studies suggest that the serotonin receptor 1B (HTR1B) rs6296 genotype might have a particular role in these types of behaviors. We examined whether HTR1B is related to hostility, anger, and aggressive behavior phenotypes over a lifespan and whether it modifies the connection between childhood aggressive behavior and adulthood hostility and anger. The participants were 967 women and men from a large population based sample (The Young Finns Study) with a 27-year follow-up. Childhood aggressive behavior was reported by the mother twice when the participants were 3 to 12 years of age. Adulthood hostility and anger were self-reported by the participants between ages 24 and 36. Childhood aggressive behavior predicted adulthood hostility over 27 years. HTR1B SNP rs6296 was associated with childhood aggressive behavior but not with adulthood anger or hostility. The HTR1B SNP rs6296 modified the association between childhood aggressive behavior and adulthood hostility. Aggressive behavior and hostility might form a life course pattern, and the HTR1B might contribute to a development of this pattern.

  3. The relationship between the behavior problems and motor skills of students with intellectual disability

    PubMed Central

    Lee, Yangchool; Jeoung, Bogja

    2016-01-01

    The purpose of this study was to determine the relationship between the motor skills and the behavior problems of students with intellectual disabilities. The study participants were 117 students with intellectual disabilities who were between 7 and 25 years old (male, n=79; female, n=38) and attending special education schools in South Korea. Motor skill abilities were assessed by using the second version of the Bruininks-Oseretsky test of motor proficiency, which includes subtests in fine motor control, manual coordination, body coordination, strength, and agility. Data were analyzed with SPSS IBM 21 by using correlation and regression analyses, and the significance level was set at P<0.05. The results showed that fine motor precision and integration had a statistically significant influence on aggressive behavior. Manual dexterity showed a statistically significant influence on somatic complaint and anxiety/depression, and bilateral coordination had a statistically significant influence on social problems, attention problem, and aggressive behavior. Our results showed that balance had a statistically significant influence on social problems and aggressive behavior, and speed and agility had a statistically significant influence on social problems and aggressive behavior. Upper limb coordination and strength had a statistically significant influence on social problems. PMID:28119883

  4. Relationships Between Individual Endorsement of Aggressive Behaviors and Thoughts With Prejudice Relevant Correlates Among Adolescents

    PubMed Central

    Piumatti, Giovanni; Mosso, Cristina

    2017-01-01

    The current study explored how individual differences in endorsement of aggressive behaviors and thoughts relate to individual levels of tolerance and prejudice toward immigrants and established prejudice correlates such as social dominance orientation (SDO) and ethnic out-groups ratings among adolescents. Participants (N = 141; Age M = 16.08, 68% girls) completed the Readiness for Interpersonal Aggression Inventory, the Tolerance and Prejudice Questionnaire, and measures of SDO and ethnic out-groups ratings. Results indicated that higher individual endorsement of aggression was related to higher prejudice and SDO and lower tolerance and ethnic out-groups ratings. Patterns of endorsement of aggression related to habitual and socially determined aggressive acts or stable needs to hurt others as a source of satisfaction were significantly correlated with prejudice. Conversely, the relationship between prejudice and endorsement of impulsive actions lacking of emotional control resulted was less marked. The results highlight how in the cognitive spectrum of prejudice, individual levels of endorsement of aggression may play a significant triggering role during adolescence. These findings may have implications for future studies and interventions aimed at reducing prejudice already in young ages. PMID:28344674

  5. Relationships Between Individual Endorsement of Aggressive Behaviors and Thoughts With Prejudice Relevant Correlates Among Adolescents.

    PubMed

    Piumatti, Giovanni; Mosso, Cristina

    2017-03-01

    The current study explored how individual differences in endorsement of aggressive behaviors and thoughts relate to individual levels of tolerance and prejudice toward immigrants and established prejudice correlates such as social dominance orientation (SDO) and ethnic out-groups ratings among adolescents. Participants (N = 141; Age M = 16.08, 68% girls) completed the Readiness for Interpersonal Aggression Inventory, the Tolerance and Prejudice Questionnaire, and measures of SDO and ethnic out-groups ratings. Results indicated that higher individual endorsement of aggression was related to higher prejudice and SDO and lower tolerance and ethnic out-groups ratings. Patterns of endorsement of aggression related to habitual and socially determined aggressive acts or stable needs to hurt others as a source of satisfaction were significantly correlated with prejudice. Conversely, the relationship between prejudice and endorsement of impulsive actions lacking of emotional control resulted was less marked. The results highlight how in the cognitive spectrum of prejudice, individual levels of endorsement of aggression may play a significant triggering role during adolescence. These findings may have implications for future studies and interventions aimed at reducing prejudice already in young ages.

  6. Problem Behavior and Urban, Low-Income Youth

    PubMed Central

    Lewis, Kendra M.; Schure, Marc B.; Bavarian, Niloofar; DuBois, David L.; Day, Joseph; Ji, Peter; Silverthorn, Naida; Acock, Alan; Vuchinich, Samuel; Flay, Brian R.

    2013-01-01

    Background Youth problem behaviors remain a public health issue. Youth in low-income, urban areas are particularly at risk for engaging in aggressive, violent, and disruptive behaviors. Purpose To evaluate the effects of a school-based social–emotional learning and health promotion program on problem behaviors and related attitudes among low-income, urban youth. Design A matched-pair, cluster RCT. Setting/participants Participants were drawn from 14 Chicago Public Schools over a 6-year period of program delivery with outcomes assessed for a cohort of youth followed from Grades 3 to 8. Data were collected from Fall 2004 to Spring 2010, and analyzed in Spring 2012. Intervention The Positive Action program includes a scoped and sequenced K–12 classroom curriculum with six components: self-concept, social and emotional positive actions for managing oneself responsibly, and positive actions directed toward physical and mental health, honesty, getting along with others, and continually improving oneself. The program also includes teacher, counselor, family, and community training as well as activities directed toward schoolwide climate development. Main outcome measures Youth reported on their normative beliefs in support of aggression and on their bullying, disruptive and violent behaviors; parents rated youths’ bullying behaviors and conduct problems; schoolwide data on disciplinary referrals and suspensions were obtained from school records. Results Multilevel growth-curve modeling analyses conducted on completion of the trial indicated that Positive Action mitigated increases over time in (1) youth reports of normative beliefs supporting aggressive behaviors and of engaging in disruptive behavior and bullying (girls only); and (2) parent reports of youth bullying behaviors (boys only). At study end-point, students in Positive Action schools also reported a lower rate of violence-related behavior than students in control schools. Schoolwide findings indicated

  7. Experimental study of the differential effects of playing versus watching violent video games on children's aggressive behavior.

    PubMed

    Polman, Hanneke; de Castro, Bram Orobio; van Aken, Marcel A G

    2008-01-01

    There is great concern about the effects of playing violent video games on aggressive behavior. The present experimental study was aimed at investigating the differential effects of actively playing vs. passively watching the same violent video game on subsequent aggressive behavior. Fifty-seven children aged 10-13 either played a violent video game (active violent condition), watched the same violent video game (passive violent condition), or played a non-violent video game (active non-violent condition). Aggression was measured through peer nominations of real-life aggressive incidents during a free play session at school. After the active participation of actually playing the violent video game, boys behaved more aggressively than did the boys in the passive game condition. For girls, game condition was not related to aggression. These findings indicate that, specifically for boys, playing a violent video game should lead to more aggression than watching television violence.

  8. The Role of Reactive Aggression in the Link Between Hyperactive-Impulsive Behaviors and Peer Rejection in Adolescents.

    PubMed

    Evans, Spencer C; Fite, Paula J; Hendrickson, Michelle L; Rubens, Sonia L; Mages, Anna K

    2015-12-01

    Attention-deficit/hyperactivity disorder (ADHD) symptoms and aggressive behaviors are both associated with peer rejection, but little is known the nature of this association with respect to the two symptom dimensions of hyperactivity-impulsivity and inattention and different types of aggression. The present study examines the relations between dimensions of ADHD symptomatology, proactive and reactive aggression, and peer rejection in adolescence. Teacher-reported data were obtained for 200 high school students (grades 9-12; 48% female; predominately Latino). In structural equation modeling path analyses, the indirect effects of reactive aggression accounted for the link between hyperactivity-impulsivity and peer rejection. Within the same model, neither inattention nor proactive aggression were associated with peer rejection. These findings suggest that reactive aggression may be a key mechanism through which hyperactive-impulsive behavior is associated with peer rejection. Future research and intervention efforts should address the role of reactive aggression among youth with ADHD symptomatology.

  9. Generalized hostile interpretation bias regarding facial expressions: Characteristic of pathological aggressive behavior.

    PubMed

    Smeijers, Danique; Rinck, Mike; Bulten, Erik; van den Heuvel, Thom; Verkes, Robbert-Jan

    2017-02-12

    Individuals with aggression regulation disorders tend to attribute hostility to others in socially ambiguous situations. Previous research suggests that this "hostile attribution bias" is a powerful cause of aggression. Facial expressions form important cues in the appreciation of others' intentions. Furthermore, accurate processing of facial expressions is fundamental to normal socialization. However, research on interpretation biases in facial affect is limited. It is asserted that a hostile interpretation bias (HIB) is likely to be displayed by individuals with an antisocial (ASPD) and borderline personality disorder (BPD) and probably also with an intermittent explosive disorder (IED). However, there is little knowledge to what extent this bias is displayed by each of these patient groups. The present study investigated whether a HIB regarding emotional facial expressions was displayed by forensic psychiatric outpatients (FPOs) and whether it was associated with ASPD and BPD in general or, more specifically, with a disposition to react with pathological aggression. Participants of five different groups were recruited: FPOs with ASPD, BPD, or IED, non-forensic patients with BPD (nFPOs-BPD), and healthy, non-aggressive controls (HCs). Results suggest that solely FPOs with ASPD, BPD, or IED exhibit a HIB regarding emotional facial expressions. Moreover, this bias was associated with type and severity of aggression, trait aggression, and cognitive distortions. The results suggest that a HIB regarding facial expressions is an important characteristic of pathological aggressive behavior. Interventions that modify the HIB might help to reduce the recurrence of aggression. Aggr. Behav. 9999:1-12, 2017. © 2017 Wiley Periodicals, Inc.

  10. Enhancing Social Responsibility and Prosocial Leadership to Prevent Aggression, Peer Victimization, and Emotional Problems in Elementary School Children.

    PubMed

    Leadbeater, Bonnie J; Thompson, Kara; Sukhawathanakul, Paweena

    2016-12-01

    Testing the theories that form the basis of prevention programs can enhance our understanding of behavioral change and inform the development, coordination, and adaptation of prevention programs. However, theories of change showing the linkages from intervention program components to risk or protective factors to desired outcomes across time are rarely specified or tested. In this 2-year longitudinal study, we test the theory that increases in two protective factors (i.e., children's prosocial leadership and their teachers' expectations of social responsibility) targeted by the WITS Programs (Walk Away, Ignore, Talk it Out, and Seek Help) would be associated with declines in peer victimization, aggression, and emotional problems. Participants included Canadian students, in grades 1-4 at baseline (n = 1329) and their parents and teachers. Consistent with our theory of change, variability in program implementation (adherence and integration) and in children's use of program skills (child responsiveness) are related to increases in both protective factors. Increases in these protective factors are associated with subsequent declines in children's aggression, victimization, and emotional problems. We discuss how enhancement of these protective factors may operate to improve child outcomes and the need for theory-based research to refine and improve the effectiveness of intervention strategies and to improve program scale-up.

  11. Development of the Observation Scale for Aggressive Behavior (OSAB) for Dutch forensic psychiatric inpatients with an antisocial personality disorder.

    PubMed

    Hornsveld, Ruud H J; Nijman, Henk L I; Hollin, Clive R; Kraaimaat, Floor W

    2007-01-01

    The Observation Scale for Aggressive Behavior (OSAB) has been developed to evaluate inpatient treatment programs designed to reduce aggressive behavior in Dutch forensic psychiatric patients with an antisocial personality disorder, who are "placed at the disposal of the government". The scale should have the sensitivity to measure changes in the possible determinants of aggressive behavior, such as limited control of displayed negative emotions (irritation, anger or rage) and a general deficiency of social skills. In developing the OSAB 40 items were selected from a pool of 82 and distributed among the following a priori scales: Irritation/anger, Anxiety/gloominess, Aggressive behavior, Antecedent (to aggressive behavior), Sanction (for aggressive behavior) and Social behavior. The internal consistency of these subscales was good, the inter-rater reliability was moderate to good, and the test-retest reliability over a two to three week period was moderate to good. The correlation between the subscales Irritation/anger, Anxiety/gloominess, Aggressive behavior, Antecedent, Sanction was substantial and significant, but the anticipated negative correlation between these subscales and the Social behavior subscale could not be shown. Relationships between the corresponding subscales of the OSAB and the FIOS, used to calculate concurrent validity, yielded relatively high correlations. The validity of the various OSAB subscales could be further supported by significant correlations with the PCL-R and by significant but weak correlations with corresponding subscales of the self-report questionnaires. The Observation Scale for Aggressive Behavior (OSAB) seems to measure aggressive behavior in Dutch forensic psychiatric inpatients with an antisocial personality disorder reliably and validly. Contrary to expectations, a negative relationship was not found between aggressive and social behavior in either the OSAB or FIOS, which were used for calculating concurrent validity.

  12. Peer Influence on Aggressive Behavior, Smoking, and Sexual Behavior: A Study of Randomly-assigned College Roommates.

    PubMed

    Li, Yi; Guo, Guang

    2016-09-01

    Identifying casual peer influence is a long-standing challenge to social scientists. Using data from a natural experiment of randomly-assigned college roommates (N = 2,059), which removes the threat of friend selection, we investigate peer effects on aggressive behavior, smoking, and concurrent sexual partnering. The findings suggest that the magnitude and direction of peer influence depend on predisposition, gender, and the nature of the behavior. Peer effects on individuals predisposed toward a given behavior tend to be larger than peer effects on individuals without such a predisposition. We find that the influence of roommates on aggressive behavior is more pronounced among male students than among female students; roommate effects on smoking are negative among female students and male students who did not smoke before college. For concurrent sexual partnering, a highly private behavior, we find no evidence of peer effects.

  13. Exposure to Media Violence and Other Correlates of Aggressive Behavior in Preschool Children

    ERIC Educational Resources Information Center

    Daly, Laura A.; Perez, Linda M.

    2009-01-01

    This article examines the play behavior of 70 preschool children and its relationship to television violence and regulatory status. Linear regression analysis showed that violent program content and poor self-regulation were independently and significantly associated with overall and physical aggression. Advanced maternal age and child age and…

  14. Social Information Processing as a Mediator between Cognitive Schemas and Aggressive Behavior in Adolescents

    ERIC Educational Resources Information Center

    Calvete, Esther; Orue, Izaskun

    2012-01-01

    This longitudinal investigation assessed whether cognitive schemas of justification of violence, mistrust, and narcissism predicted social information processing (SIP), and SIP in turn predicted aggressive behavior in adolescents. A total of 650 adolescents completed measures of cognitive schemas at Time 1, SIP in ambiguous social scenarios at…

  15. Canadian Early-Childhood Educators' Perceptions of Children's Gendered Shy, Aggressive, and Prosocial Behaviors

    ERIC Educational Resources Information Center

    Woods, Heather; Bosacki, Sandra; Coplan, Robert J.

    2016-01-01

    Early childhood educators' (ECE) perceptions of gender roles may contribute to the development of children's own gender-role identities. This qualitative study examined 40 Canadian female ECEs' perceptions of gender and children's shy, aggressive, and prosocial behaviors. Content analysis of extensive interviews revealed three themes: (1) shyness…

  16. Moderators of the Dynamic Link between Alcohol Use and Aggressive Behavior among Adolescent Males

    ERIC Educational Resources Information Center

    White, Helene Raskin; Fite, Paula; Pardini, Dustin; Mun, Eun-Young; Loeber, Rolf

    2013-01-01

    Although longitudinal evidence has linked alcohol use with aggressive behavior during adolescence, most studies have failed to adequately control for the numerous between-individual differences that may underlie this association. In addition, few studies of adolescents have examined whether the nature of the within-individual association between…

  17. Aggressive Attitudes and Prevalence of Bullying Bystander Behavior in Middle School

    ERIC Educational Resources Information Center

    Datta, Pooja; Cornell, Dewey; Huang, Francis

    2016-01-01

    Separate lines of research find that proaggressive attitudes promote peer aggression and that bystanders play a pivotal role in deterring or facilitating bullying behavior. The current study hypothesized that proaggressive attitudes in middle school would deter students from standing up to bullying and encourage them to reinforce bullying…

  18. Reducing the Threatening and Aggressive Behavior of a Middle School Student with Asperger's Syndrome

    ERIC Educational Resources Information Center

    Sansosti, Frank J.

    2012-01-01

    The purpose of this case study was to demonstrate the success of a multicomponent intervention to reduce the threatening and aggressive behaviors of a middle school student with Asperger's syndrome. The author provides information pertaining to the student and details the procedures for developing a packaged intervention. Results of this approach,…

  19. Protective Factors against Serious Violent Behavior in Adolescence: A Prospective Study of Aggressive Children.

    ERIC Educational Resources Information Center

    Herrenkohl, Todd I.; Hill, Karl G.; Chung, Ick-Joong; Guo, Jie; Abbott, Robert D.; Hawkins, J. David

    2003-01-01

    Examines factors in adolescence that affect the probability of violent behavior at age 18 among youths who received high teacher ratings of aggression at age 10. Study found a lower probability of violence was associated with religious services attendance, good family management by parents, and bonding to school. Implications of these findings for…

  20. Examining the Influence of Ethnic/Racial Socialization on Aggressive Behaviors Among Juvenile Offenders.

    PubMed

    Zapolski, Tamika C B; Garcia, Crystal A; Jarjoura, G Roger; Lau, Katherine S L; Aalsma, Matthew C

    2016-01-01

    Risk assessment instruments are commonly used within the juvenile justice system to estimate a juvenile's likelihood of reoffending or engaging in aggressive or violent behavior. Although such instruments assess a broad range of factors, the influence of culture is often excluded. The current study examines the unique effect of ethnic/racial socialization on recent aggressive behaviors above and beyond three well-established risk and protective factors: delinquency history, moral disengagement, and social support. Participants were 95 juveniles who were either on probation or in detention centers in three Midwestern counties and who completed structured surveys related to personal experiences within and outside of the juvenile justice system. The findings provided partial support for our hypotheses: Consistent with previous findings, delinquency history and moral disengagement were significant predictors of recent aggressive behavior. Furthermore, when ethnic/racial socialization was added to the model, promotion of mistrust provided additional predictive validity for aggressive behavior above and beyond the other factors assessed. Based on these findings, the inclusion of education on culture may prove to be an important supplement to established intervention tools for juvenile offenders.

  1. Professional Wrestling: Can Watching It Bring Out Aggressive and Violent Behaviors in Children?

    ERIC Educational Resources Information Center

    O'Sullivan, Caroline

    This study investigated the effect of viewing professional wrestling programs on first grade boys' violent and aggressive behavior. Interviews were conducted, in focus groups of 4 children, with 16 students who watched wrestling 4-6 hours a week. The children indicated that they enjoyed watching professional wrestling and that after viewing, they…

  2. Media Exposure, Aggression and Prosocial Behavior during Early Childhood: A Longitudinal Study

    ERIC Educational Resources Information Center

    Ostrov, Jamie M.; Gentile, Douglas A.; Crick, Nicki R.

    2006-01-01

    Preschool children (N = 78) enrolled in multi-informant, multi-method longitudinal study were participants in a study designed to investigate the role of media exposure (i.e., violent and educational) on concurrent and future aggressive and prosocial behavior. Specifically, the amount of media exposure and the nature of the content was used to…

  3. The Effect of a Self-Monitored Relaxation Breathing Exercise on Male Adolescent Aggressive Behavior

    ERIC Educational Resources Information Center

    Gaines, Trudi; Barry, Leasha M.

    2008-01-01

    This study sought to contribute to the identification of effective interventions in the area of male adolescent aggressive behavior. Existing research includes both group- and single-case studies implementing treatments which typically include an anger-management component and its attendant relaxation and stress-reduction techniques. The design of…

  4. Moral disengagement among children and youth: a meta-analytic review of links to aggressive behavior.

    PubMed

    Gini, Gianluca; Pozzoli, Tiziana; Hymel, Shelley

    2014-01-01

    A growing body of research has demonstrated consistent links between Bandura's theory of moral disengagement and aggressive behavior in adults. The present meta-analysis was conducted to summarize the existing literature on the relation between moral disengagement and different types of aggressive behavior among school-age children and adolescents. Twenty-seven independent samples with a total of 17,776 participants (aged 8-18 years) were included in the meta-analysis. Results indicated a positive overall effect (r = .28, 95% CI [.23, .32]), supporting the hypothesis that moral disengagement is a significant correlate of aggressive behavior among children and youth. Analyses of a priori moderators revealed that effect sizes were larger for adolescents as compared to children, for studies that used a revised version of the original Bandura scale, and for studies with shared method variance. Effect sizes did not vary as a function of type of aggressive behavior, gender, or publication status. Results are discussed within the extant literature on moral disengagement and future directions are proposed.

  5. A Vodcasted, Cross-Disciplinary, Behavioral Neuroscience Laboratory Exercise Investigating the Effects of Methamphetamine on Aggression

    ERIC Educational Resources Information Center

    Shanks, Ryan A.; Southard, E. Megan; Tarnowski, Laura; Bruster, Matthew; Wingate, Stacia W.; Dalman, Nancy; Lloyd, Steven A.

    2011-01-01

    This article describes a laboratory experience utilizing videos to engage students in hypothesis-driven experimentation in behavioral neuroscience. It provides students with an opportunity to investigate the effects of chronic methamphetamine exposure on aggression in adult mice using a resident-intruder paradigm. Instructors and students only…

  6. ADHD and Aggression as Correlates of Suicidal Behavior in Assaultive Prepubertal Psychiatric Inpatients

    ERIC Educational Resources Information Center

    Goodman, Geoff; Gerstadt, Cherie; Pfeffer, Cynthia R.; Stroh, Martha; Valdez, Adina

    2008-01-01

    Forty-three psychiatrically hospitalized prepubertal children were assessed regarding their assaultive and suicidal behaviors. These children were subsequently classified into two groups, assaultive/suicidal (AS) and assaultive-only (AO). AS children had higher aggression and suicidal-scale scores, but not higher depression scores, and were more…

  7. Training Early Childhood Educators to Promote Peer Interactions: Effects on Children's Aggressive and Prosocial Behaviors

    ERIC Educational Resources Information Center

    Girard, Lisa-Christine; Girolametto, Luigi; Weitzman, Elaine; Greenberg, Janice

    2011-01-01

    Research Findings: This study examined the effects of educators' participation in an in-service training program on the aggressive and prosocial behaviors of preschool-age children. Seventeen early childhood educators were randomly assigned to experimental and control groups. A total of 68 preschool children, 4 from each educator's classroom, also…

  8. Revisiting the Association of Aggression and Suicidal Behavior in Schizophrenic Inpatients

    ERIC Educational Resources Information Center

    Neuner, Tanja; Hubner-Liebermann, Bettina; Hausner, Helmut; Hajak, Goran; Wolfersdorf, Manfred; Spiessl, Hermann

    2011-01-01

    Our study investigated the association of aggression and suicidal behavior in schizophrenic inpatients. Eight thousand nine hundred one admissions for schizophrenia (1998-2007) to a psychiatric university hospital were included. Schizophrenic suicides (n = 7)/suicide attempters (n = 40) were compared to suicides (n = 30)/suicide attempters (n =…

  9. Aggression, Hyperactivity, and Inattention-Immaturity: Behavior Dimensions Associated with Peer Rejection in Elementary School Boys.

    ERIC Educational Resources Information Center

    Pope, Alice W.; And Others

    1991-01-01

    Defined peer-rated, narrow-band dimensions of undercontrolled behavior of 362 third through sixth grade boys that was associated with peer rejection. Results revealed three narrow-band dimensions in the peer perceptions of grade school boys: (1) aggression; (2) hyperactivity; and (3) inattention-immaturity. (SH)

  10. Do Guilt- and Shame-Proneness Differentially Predict Prosocial, Aggressive, and Withdrawn Behaviors during Early Adolescence?

    ERIC Educational Resources Information Center

    Roos, Sanna; Hodges, Ernest V. E.; Salmivalli, Christina

    2014-01-01

    In this short-term longitudinal study, we systematically examined the distinctiveness of guilt- and shame-proneness in early adolescents (N = 395, mean age = 11.8 years) in terms of differential relations with peer reported prosocial behavior, withdrawal, and aggression. Results from structural equation modeling indicated that guilt-proneness…

  11. Interparental Aggression and Antisocial Behavior among African American Youth: A Simultaneous Test of Competing Explanations

    ERIC Educational Resources Information Center

    Su, Xiaoli; Simons, Ronald L.; Simons, Leslie G.

    2011-01-01

    Interparental aggression has long been implicated as a cause of child and adolescent antisocial behavior. Four theoretical explanations (viz., an aggressogenic cognition model, general strain theory, an emotional security model, and a spillover model) have been proposed to account for this deleterious effect. To gain a better understanding of the…

  12. The Effects of Violent Video Game Habits on Adolescent Aggressive Attitudes and Behaviors.

    ERIC Educational Resources Information Center

    Lynch, Paul J.; Gentile, Douglas A.; Olson, Abbie A.; van Brederode, Tara M.

    Video games have become one of the favorite activities of children in America. A growing body of research links violent video game play to aggressive cognitions, attitudes, and behaviors. This study tested the predictions that exposure to violent video game content is: (1) positively correlated with hostile attribution bias; (2) positively…

  13. The Effects of Violent Video Game Habits on Adolescent Hostility, Aggressive Behaviors, and School Performance

    ERIC Educational Resources Information Center

    Gentile, Douglas, A.; Lynch, Paul, J.; Linder, Jennifer Ruh; Walsh, David, A.

    2004-01-01

    Video games have become one of the favorite activities of American children. A growing body of research is linking violent video game play to aggressive cognitions, attitudes, and behaviors. The first goal of this study was to document the video games habits of adolescents and the level of parental monitoring of adolescent video game use. The…

  14. Clozapine: Its Impact on Aggressive Behavior among Children and Adolescents with Schizophrenia.

    ERIC Educational Resources Information Center

    Kranzler, Harvey; Roofeh, David; Gerbino-Rosen, Ginny; Dombrowski, Carolyn; McMeniman, Marjorie; DeThomas, Courtney; Frederickson, Anne; Nusser, Laurie; Bienstock, Mark D.; Fisch, Gene S.; Kumra, Sanjiv

    2005-01-01

    Objective: To evaluate the effectiveness of clozapine on aggressive behavior for treatment-refractory adolescents (age range 8.5-18) with schizophrenia (295.X) at Bronx Children's Psychiatric Center. Method: Clozapine treatment was administered in an open-label fashion using a flexible titration schedule. The frequency of administration of…

  15. Examining the Influence of Ethnic/Racial Socialization on Aggressive Behaviors Among Juvenile Offenders

    PubMed Central

    Zapolski, Tamika C. B.; Garcia, Crystal A.; Jarjoura, G. Roger; Lau, Katherine S. L.; Aalsma, Matthew C.

    2016-01-01

    Risk assessment instruments are commonly used within the juvenile justice system to estimate a juvenile's likelihood of reoffending or engaging in aggressive or violent behavior. Although such instruments assess a broad range of factors, the influence of culture is often excluded. The current study examines the unique effect of ethnic/racial socialization on recent aggressive behaviors above and beyond three well-established risk and protective factors: delinquency history, moral disengagement, and social support. Participants were 95 juveniles who were either on probation or in detention centers in three Midwestern counties and who completed structured surveys related to personal experiences within and outside of the juvenile justice system. The findings provided partial support for our hypotheses: Consistent with previous findings, delinquency history and moral disengagement were significant predictors of recent aggressive behavior. Furthermore, when ethnic/racial socialization was added to the model, promotion of mistrust provided additional predictive validity for aggressive behavior above and beyond the other factors assessed. Based on these findings, the inclusion of education on culture may prove to be an important supplement to established intervention tools for juvenile offenders. PMID:27453798

  16. Heightened aggressive behavior in mice deficient in aldo-keto reductase 1a (Akr1a).

    PubMed

    Homma, Takujiro; Akihara, Ryusuke; Okano, Satoshi; Shichiri, Mototada; Yoshida, Yasukazu; Yamada, Ken-Ichi; Miyata, Satoshi; Nakajima, Osamu; Fujii, Junichi

    2017-02-15

    Aldehyde reductase (Akr1a) is involved in the synthesis of ascorbic acid (AsA) which may play a role in social behavior. In the current study, we performed analyses on Akr1a-deficient (Akr1a(-/-)) mice that synthesize about 10% as much AsA as wild-type mice from the viewpoint of intermale aggression. The use of the resident-intruder test revealed that the Akr1a(-/-) mice exhibited more aggressive phenotypes than wild-type control mice. Unexpectedly, however, the oral administration of additional AsA failed to reduce the aggressive behavior of Akr1a(-/-) mice, suggesting that the heightened aggression was independent of AsA biosynthesis. The findings also show that the plasma levels of corticosterone, but not serotonin and testosterone, were increased in the absence of Akr1a in mice, suggesting that the mice were highly stressed. These results suggest that Akr1a might be involved in the metabolism of steroids and other carbonyl-containing compounds and, hence, the absence of Akr1a results in heightened aggression via a malfunction in a metabolic pathway.

  17. Utility of the Aggressive Behavior Risk Assessment Tool in long-term care homes.

    PubMed

    Berry, Brigette; Young, Lori; Kim, Son Chae

    2017-03-11

    This study was conducted to determine the utility of the Aggressive Behavior Risk Assessment Tool (ABRAT) and the Aggressive Behavior Scale (ABS) for predicting aggressive incidents among newly-admitted and existing residents of two long-term care homes in Canada. Of 316 residents, 27 had at least one aggressive incident (8.5%). Receiver operating characteristics analysis showed that the area under the curve for the ABRAT was 0.86 (95% Confidence Interval [CI], 0.81-0.92) and that for the ABS was 0.75 (95% CI, 0.64-0.85). Sensitivity and specificity at the optimal cutoff score of 2 for the ABRAT were 96.3% and 65.4%, respectively, and those for the ABS at the optimal cutoff score of 3 were 59.3% and 80.6%, respectively. The ABRAT appears to be promising for use in long-term care homes for identifying potentially aggressive residents. However, further studies are needed to test the utility of the ABRAT among newly-admitted residents.

  18. Effects of serotonin reuptake inhibitors on aggressive behavior in psychiatrically hospitalized adolescents: results of an open trial.

    PubMed

    Constantino, J N; Liberman, M; Kincaid, M

    1997-01-01

    Low concentrations of the neurotransmitter serotonin and its 5-hydroxyindoleacetic acid metabolite in the central nervous system have been associated with increased aggressive behavior in animals and humans. Controlled clinical trials of serotonin agonists in depressed adults have suggested that aggressive behavior is less likely during treatment with these medications than with placebo, but there have been no previous studies of selective serotonin reuptake inhibitors (SSRIs) and aggression in children. We prospectively followed the course of aggressive behavior in 19 psychiatrically hospitalized adolescents (not selected for aggressiveness) who received open clinical trials of fluoxetine, paroxetine, or sertraline. The patients received standard doses (equivalent to fluoxetine 10-40 mg daily) for a minimum of 5 weeks. The starting dose was 15 +/- 5 mg, and dosages were raised at a mean rate of 5 mg every 4 days up to a mean dose of 25 +/- 10 mg daily. Results from trials of the three SSRIs were clustered because the sample sizes were not sufficient for separate analyses. Overall, there were no statistically meaningful improvements in the level of aggressive behavior, as measured on a modified version of the Overt Aggression Scale, over the course of these patients' SSRI trials. Symptoms of physical aggression toward others or self were manifest in 12 of the 19 patients while on SSRIs. Of the 19 patients, 13 were assessed both on and off SSRIs: verbal aggression (p = 0.04), physical aggression toward objects (p = 0.05), and physical aggression toward self (p < 0.02) occurred significantly more frequently on SSRIs than off; no increase was observed in physical aggression toward others. Patients with the highest baseline aggressivity scores did not show greater improvement during SSRI treatment. Further research is warranted, particularly to explore whether SSRIs may have therapeutic effects on aggression at higher (or lower) doses than were administered in this

  19. Genetic variation in social environment construction influences the development of aggressive behavior in Drosophila melanogaster.

    PubMed

    Saltz, J B

    2017-04-01

    Individuals are not merely subject to their social environments; they choose and create them, through a process called social environment (or social niche) construction. When genotypes differ in social environment-constructing behaviors, different genotypes are expected to experience different social environments. As social experience often affects behavioral development, quantitative genetics and psychology theories predict that genetic variation in social environment construction should have an important role in determining phenotypic variation; however, this hypothesis has not been tested directly. I identify multiple mechanisms of social environment construction that differ among natural genotypes of Drosophila melanogaster and investigate their consequences for the development of aggressive behavior. Male genotypes differed in the group sizes that they preferred and in their aggressive behavior; both of these behaviors influenced social experience, demonstrating that these behaviors function as social environment-constructing traits. Further, the effects of social experience-as determined in part by social environment construction-carried over to affect focal male aggression at a later time and with a new opponent. These results provide manipulative experimental support for longstanding hypotheses in psychology, that genetic variation in social environment construction has a causal role in behavioral development. More broadly, these results imply that studies of the genetic basis of complex traits should be expanded to include mechanisms by which genetic variation shapes the environments that individuals experience.

  20. Tempol protects sleep-deprivation induced behavioral deficits in aggressive male Long-Evans rats.

    PubMed

    Solanki, Naimesh; Atrooz, Fatin; Asghar, Saman; Salim, Samina

    2016-01-26

    Earlier, we reported that elevated anxiety-like behavior and high aggression in aged retired breeder Long-Evans (L-E) rats was associated with increased plasma corticosterone and elevated oxidative stress levels. In the present study, we examined how this aged aggressive and anxious rat strain responds to acute sleep deprivation (24h) and whether their behaviors can be modulated via antioxidant tempol treatment. Four groups of L-E rats were utilized: naïve control (NC), tempol treated control (T+NC), sleep deprived (SD), tempol treated and sleep deprived (T+SD). Thus, two groups were treated with tempol (1mM in drinking water for 2 weeks) while the other two were not. Two groups were subjected to acute sleep deprivation (24h) using the columns-in-water model while the other two were not. Sleep deprivation induced anxiety-like behavior, led to significant depression-like behavior and short-term memory impairment in SD rats. And, decision-making behavior also was compromised in SD rats. These behavioral and cognitive impairments were prevented with tempol treatment in T+SD rats. Tempol treatment also reduced SD-induced increase in corticosterone and oxidative stress levels in T+SD rats. These results suggest potential involvement of oxidative stress mechanisms in regulation of sleep deprivation induced behavioral and cognitive deficits in male aged-aggressive rats.

  1. Tempol Protects Sleep-deprivation Induced Behavioral Deficits in Aggressive Male Long-Evans Rats

    PubMed Central

    Solanki, Naimesh; Atrooz, Fatin; Asghar, Saman; Salim, Samina

    2016-01-01

    Earlier, we reported that elevated anxiety-like behavior and high aggression in aged retired breeder Long-Evans (L-E) rats was associated with increased plasma corticosterone and elevated oxidative stress levels. In the present study, we examined how this aged aggressive and anxious rat strain responds to acute sleep deprivation (24 h) and whether their behaviors can be modulated via antioxidant tempol treatment. Four groups of L-E rats were utilized: naïve control (NC), tempol treated control (T+NC), sleep deprived (SD), tempol treated and sleep deprived (T+SD). Thus, two groups were treated with tempol (1mM in drinking water for 2 weeks) while the other two were not. Two groups were subjected to acute sleep deprivation (24 h) using the columns-in-water model while the other two were not. Sleep deprivation induced anxiety-like behavior, led to significant depression-like behavior and short-term memory impairment in SD rats. And, decision-making behavior also was compromised in SD rats. These behavioral and cognitive impairments were prevented with tempol treatment in T+SD rats. Tempol treatment also reduced SD-induced increase in corticosterone and oxidative stress levels in T+SD rats. These results suggest potential involvement of oxidative stress mechanisms in regulation of sleep deprivation induced behavioral and cognitive deficits in male aged-aggressive rats. PMID:26724222

  2. In the Eye of the Beholder: Eye-Tracking Assessment of Social Information Processing in Aggressive Behavior

    ERIC Educational Resources Information Center

    Horsley, Tako A.; de Castro, Bram Orobio; Van der Schoot, Menno

    2010-01-01

    According to social information processing theories, aggressive children are hypersensitive to cues of hostility and threat in other people's behavior. However, even though there is ample evidence that aggressive children over-interpret others' behaviors as hostile, it is unclear whether this hostile attribution tendency does actually result from…

  3. The Moderating Effects of Support for Violence Beliefs on Masculine Norms, Aggression, and Homophobic Behavior during Adolescence

    ERIC Educational Resources Information Center

    Poteat, V. Paul; Kimmel, Michael S.; Wilchins, Riki

    2011-01-01

    In 2 studies, beliefs supporting the use of violence moderated the association between normative masculine activities and aggressive behavior (Study 1) and normative masculine attitudes and aggressive and homophobic behavior (Study 2) among adolescent boys. These beliefs also moderated the association between normative masculine activities and…

  4. Raphe serotonin neuron-specific oxytocin receptor knockout reduces aggression without affecting anxiety-like behavior in male mice only

    PubMed Central

    Pagani, Jerome H.; Williams Avram, Sarah K.; Cui, Zhenzhong; Song, June; Mezey, Éva; Senerth, Julia M.; Baumann, Michael H.; Young, W. Scott

    2015-01-01

    Serotonin and oxytocin influence aggressive and anxiety-like behaviors, though it is unclear how the two may interact. That the oxytocin receptor is expressed in the serotonergic raphe nuclei suggests a mechanism by which the two neurotransmitters may cooperatively influence behavior. We hypothesized that oxytocin acts on raphe neurons to influence serotonergically-mediated anxiety-like, aggressive and parental care behaviors. We eliminated expression of the oxytocin receptor in raphe neurons by crossing mice expressing Cre recombinase under control of the serotonin transporter promoter (Slc6a4) with our conditional oxytocin receptor knockout line. The knockout mice generated by this cross are normal across a range of behavioral measures: there are no effects for either sex on locomotion in an open-field, olfactory habituation/dishabituation or, surprisingly, anxiety-like behaviors in the elevated O and plus mazes. There was a profound deficit in male aggression: only one of 11 raphe oxytocin receptor knockouts showed any aggressive behavior, compared to eight of 11 wildtypes. In contrast, female knockouts displayed no deficits in maternal behavior or aggression. Our results show that oxytocin, via its effects on raphe neurons, is a key regulator of resident-intruder aggression in males but not maternal aggression. Furthermore, this reduction in male aggression is quite different from the effects reported previously after forebrain or total elimination of oxytocin receptors. Finally, we conclude that when constitutively eliminated, oxytocin receptors expressed by serotonin cells do not contribute to baseline anxiety-like behaviors or maternal care. PMID:25677455

  5. Who Is Likely to Help and Hurt? Profiles of African American Adolescents with Prosocial and Aggressive Behavior

    ERIC Educational Resources Information Center

    Belgrave, Faye Z.; Nguyen, Anh B.; Johnson, Jessica L.; Hood, Kristina

    2011-01-01

    Prosocial behavior and aggression among children and adolescents are important indicators of social and interpersonal competence. The goal of this study was to investigate whether there are different prototypes among African American adolescents that can help explain prosocial and aggressive (relational and overt) behaviors. Also of interest was…

  6. Understanding Relations among Children's Shy and Antisocial/Aggressive Behaviors and Mothers' Parenting: The Role of Maternal Beliefs

    ERIC Educational Resources Information Center

    Evans, Cortney A.; Nelson, Larry J.; Porter, Christin L.; Nelson, David A.; Hart, Craig H.

    2012-01-01

    This study assesses the relationships between children's shy and antisocial/aggressive behaviors and maternal beliefs, and concomitant parenting behaviors. Structural equation models examined 199 mothers' perceptions of aggression and shyness in their preschool-age children (average age = 59.63 months); maternal beliefs (i.e., locus of control,…

  7. The CRHR1 gene contributes to genetic susceptibility of aggressive behavior towards others in Chinese southwest Han population.

    PubMed

    Chen, Bifeng; Gu, Tao; Ma, Bo; Zheng, Guoqing; Ke, Bingxiong; Zhang, Xiufeng; Zhang, Lirui; Wang, Yuanyuan; Hu, Liping; Chen, Yang; Qiu, Jianbo; Nie, Shengjie

    2014-04-01

    Accumulating evidence suggests that the hypothalamic-pituitary-adrenal (HPA) axis might play a major role in genetic susceptibility of aggressive behavior. The aim of the present study is to investigate the association between corticotrophin-releasing hormone receptor 1 (CRHR1) gene and aggressive behavior in Chinese southwest Han population. Participants consist of 282 healthy controls and 177 violent criminals (including robbery and intentional injury, which represent for aggressive behavior towards property and aggressive behavior towards others). Three tag single nucleotide polymorphisms (SNPs) of CRHR1 gene including rs4458044, rs242924, and rs1768996 were genotyped using improved multiplex ligase detection reaction (iMLDR) methods. Single-locus analysis revealed that none of the studied SNPs was significantly associated with the risk of aggressive behavior; however, haplotype analysis showed that a haplotype GGA significantly increased the susceptibility of aggressive behavior towards others with an odds ratios equal to 3.32 (p = 0.003). The present results, for the first time, indicate that the CRHR1 gene polymorphism is significantly associated with aggressive behavior in Chinese southwest Han population. Subjects with GGA haplotype have an increased susceptibility to aggressive behavior towards others.

  8. Teachers' Assessment of Physical Aggression with the Preschool Behavior Questionnaire: A Multitrait-Multimethod Evaluation of Convergent and Discriminant Validity

    ERIC Educational Resources Information Center

    Spilt, Jantine L.; Koomen, Helma M. Y.; Stoel, Reinoud D.; Thijs, Jochem T.; van der Leij, Aryan

    2011-01-01

    The distinctiveness of physical aggression from other antisocial behavior is widely accepted but little research has explicitly focused on young children to empirically test this assumption. A Multitrait-Multimethod Matrix (MTMM) approach was employed to confirm the distinctiveness of physical aggression from nonaggressive antisocial behavior in…

  9. Mindful parenting decreases aggression and increases social behavior in children with developmental disabilities.

    PubMed

    Singh, Nirbhay N; Lancioni, Giulio E; Winton, Alan S W; Singh, Judy; Curtis, W John; Wahler, Robert G; McAleavey, Kristen M

    2007-11-01

    Research shows that after training in the philosophy and practice of mindfulness, parents can mindfully attend to the challenging behaviors of their children with autism. Parents also report an increased satisfaction with their parenting skills and social interactions with their children. These findings were replicated and extended with 4 parents of children who had developmental disabilities, exhibited aggressive behavior, and had limited social skills. After mindfulness training, the parents were able to decrease aggressive behavior and increase their children's social skills. They also reported a greater practice of mindfulness, increased satisfaction with their parenting, more social interactions with their children, and lower parenting stress. Furthermore, the children showed increased positive and decreased negative social interactions with their siblings. We speculate that mindfulness produces transformational change in the parents that is reflected in enhanced positive behavioral transactions with their children.

  10. Effects of physical and verbal aggression, depression, and anxiety on drinking behavior of married partners: a prospective and retrospective longitudinal examination.

    PubMed

    Keiley, Margaret K; Keller, Peggy S; El-Sheikh, Mona

    2009-01-01

    In an ethnically diverse sample of 195 married couples, we conducted a latent factor growth analysis to investigate the longitudinal link (4 time points over 4 1/2 years) between marital aggression (physical and verbal aggression self- and partner-reports) and individual internalizing symptoms (depression and anxiety) as they relate to trajectories of alcohol use among husbands and wives. Alcohol use was operationalized as a latent factor with self- and partner reports of problem drinking as measured by the Michigan Alcoholism Screening Test and the Alcohol Dependence Scale. Verbal aggression by husbands or wives, by itself, has no effect on their alcohol use over time. In conjunction with depression, however, verbally aggressive husbands do have elevated drinking levels. The effects of husbands' and wives' physical aggression on their own and their partners' drinking behavior were also significant. This study is one of the first to examine the change over time in alcohol use for marital partners as related to marital aggression and internalizing symptoms. Our results shed light on areas of marital functioning (aggression, internalizing, alcohol use) that have not been investigated in conjunction with each other in a longitudinal design.

  11. Reduced Electrodermal Fear Conditioning from Ages 3 to 8 Years Is Associated with Aggressive Behavior at Age 8 Years

    PubMed Central

    Gao, Yu; Raine, Adrian; Venables, Peter H.; Dawson, Michael E.; Mednick, Sarnoff A.

    2010-01-01

    Background Poor fear conditioning characterizes adult psychopathy and criminality, but it is not known whether it is related to aggressive/antisocial behavior in early childhood. Methods Using a differential, partial reinforcement conditioning paradigm, electrodermal activity was recorded from 200 male and female children at ages 3, 4, 5, 6, and 8 years. Antisocial/aggressive and hyperactive-inattentive measures were collected at age 8, while social adversity was assessed at age 3. Results Poor electrodermal fear conditioning from ages 3 to 8 years was associated with aggressive behavior at age 8 in both males and females. Conclusions Results indicate that the relationship between poor fear conditioning and aggression occurs early in childhood. Enhanced electrodermal fear conditioning may protect children against future aggressive/violent behavior. Abnormal amygdala functioning, as indirectly assessed by fear conditioning, may be one of the factors influencing the development of childhood aggression. PMID:19788551

  12. Callous-unemotional traits and social information processing: multiple risk-factor models for understanding aggressive behavior in antisocial youth.

    PubMed

    Stickle, Timothy R; Kirkpatrick, Neil M; Brush, Lauren N

    2009-12-01

    This study examined multiple risk factor models of links among callous-unemotional traits, aggression beliefs, social information processing, impulsivity, and aggressive behavior in a sample of 150 antisocial adolescents. Consistent with past research, results indicated that beliefs legitimizing aggression predicted social information processing biases and that social information processing biases mediated the effect of beliefs on aggressive behavior. Callous-unemotional traits accounted for unique variance in aggression above and beyond effects of more established risk factors of early onset of antisocial behavior, social information processing, and impulsivity. These findings add to recent research showing that callous-unemotional traits are a unique risk factor associated with aggression and criminal offending and suggest that targeting both affective and cognitive vulnerabilities may enhance clinical intervention with antisocial youth.

  13. Combined Norepinephrine/Serotonergic Reuptake Inhibition: Effects on Maternal Behavior, Aggression, and Oxytocin in the Rat

    PubMed Central

    Cox, Elizabeth Thomas; Jarrett, Thomas Merryfield; McMurray, Matthew Stephen; Greenhill, Kevin; Hofler, Vivian E.; Williams, Sarah Kaye; Joyner, Paul Wayland; Middleton, Christopher L.; Walker, Cheryl H.; Johns, Josephine M.

    2011-01-01

    Background: Few systematic studies exist on the effects of chronic reuptake of monoamine neurotransmitter systems during pregnancy on the regulation of maternal behavior (MB), although many drugs act primarily through one or more of these systems. Previous studies examining fluoxetine and amfonelic acid treatment during gestation on subsequent MB in rodents indicated significant alterations in postpartum maternal care, aggression, and oxytocin levels. In this study, we extended our studies to include chronic gestational treatment with desipramine or amitriptyline to examine differential effects of reuptake inhibition of norepinephrine and combined noradrenergic and serotonergic systems on MB, aggression, and oxytocin system changes. Methods: Pregnant Sprague-Dawley rats were treated throughout gestation with saline or one of three doses of either desipramine, which has a high affinity for the norepinephrine monoamine transporter, or amitriptyline, an agent with high affinity for both the norepinephrine and serotonin monoamine transporters. MB and postpartum aggression were assessed on postpartum days 1 and 6 respectively. Oxytocin levels were measured in relevant brain regions on postpartum day 7. Predictions were that amitriptyline would decrease MB and increase aggression relative to desipramine, particularly at higher doses. Amygdaloidal oxytocin was expected to decrease with increased aggression. Results: Amitriptyline and desipramine differentially reduced MB, and at higher doses reduced aggressive behavior. Hippocampal oxytocin levels were lower after treatment with either drug but were not correlated with specific behavioral effects. These results, in combination with previous findings following gestational treatment with other selective neurotransmitter reuptake inhibitors, highlight the diverse effects of multiple monoamine systems thought to be involved in maternal care. PMID:21713063

  14. Sociodemographic factors associated with aggressive driving behaviors of 3-wheeler taxi drivers in Sri Lanka.

    PubMed

    Akalanka, Ediriweera Chintana; Fujiwara, Takeo; Desapriya, Ediriweera; Peiris, Dinithi C; Scime, Giulia

    2012-01-01

    Little is known about the nature and scope of aggressive driving in developing countries. The objective of this study is to specifically examine the sociodemographic factors associated with aggressive driving behavior among 3-wheeler taxi drivers in Sri Lanka. Convenience samples of 3-wheeler taxi drivers from Rathnapura, Ahaliyagoda, Sri Lanka were surveyed from June to August 2006. Analyses included bivariate and multivariate logistic regression. Drivers with less than high school education were 3.5 times more likely to drive aggressively (odds ratio [OR] = 3.46; 95% confidence interval [CI] = 1.08, 11.1). Single drivers were 9 times more likely to run red lights (OR = 8.74; 95% CI = 2.18, 35.0), and being single was a major risk factor for drunk driving (OR = 4.80; 95% CI = 1.23, 18.7). Furthermore, high school completers were 4 times more likely to bribe a policeman (OR = 4.27; 95% CI = 1.23, 14.9) when caught violating the road rules. Aggressive driving and risk-taking behavior are amenable to policy initiatives, and preventive programs targeted at key groups could be used to improve road safety in Sri Lanka. This study demonstrates that aggressive driving behavior is associated with sociodemographic factors, including the level of education, marital status, and other socioeconomic factors. Hence, economic factors should be addressed to find solutions to traffic-related issues. It will be the government's and policy makers' responsibility to try and understand the economic factors behind risky road behavior and bribe-taking behavior prior to legislating or enforcing new laws.

  15. Crayfish aggression and the androgenic gland in a behavior lab for non-majors.

    PubMed

    Mead, Kristina S

    2008-01-01

    Male Procambarus clarkii were matched by size and largest claw length and observed interacting in pair matches before and after removal of the androgenic gland or a sham operation. Although results were not significant, trends suggested that males showed less aggression after the removal of the androgenic gland. Average bout duration did not decrease, but mean intensity of interaction decreased. This exercise was part of a student lab for non-majors. Students were positive about the lab, indicating that they learned about quantifying behavior, about hormonal involvement in aggression, and that the lab made them want to do more science.

  16. Neuroimaging studies of aggressive and violent behavior: current findings and implications for criminology and criminal justice.

    PubMed

    Bufkin, Jana L; Luttrell, Vickie R

    2005-04-01

    With the availability of new functional and structural neuroimaging techniques, researchers have begun to localize brain areas that may be dysfunctional in offenders who are aggressive and violent. Our review of 17 neuroimaging studies reveals that the areas associated with aggressive and/or violent behavioral histories, particularly impulsive acts, are located in the prefrontal cortex and the medial temporal regions. These findings are explained in the context of negative emotion regulation, and suggestions are provided concerning how such findings may affect future theoretical frameworks in criminology, crime prevention efforts, and the functioning of the criminal justice system.

  17. Examination of Personal and Socio-Behavioral Characteristics as Predictors of Aggressive Behavioral Tendencies of University Students

    ERIC Educational Resources Information Center

    Yang, Heewon; An, Dongsu

    2013-01-01

    The purpose of this study was to examine university students' aggressive behavioral tendencies. Students ("n" = 405) at a Midwestern University, were selected as study sample. This study hypothesized that demographic variables (e.g., age, gender, class standing, racial minority status, and G.P.A. score) and study variables (e.g.,…

  18. The Therapeutic Alliance in Cognitive-Behavioral Treatment of Children Referred for Oppositional, Aggressive, and Antisocial Behavior

    ERIC Educational Resources Information Center

    Kazdin, Alan E.; Marciano, Paul L.; Whitley, Moira K.

    2005-01-01

    The authors examined the therapeutic alliance in evidence-based treatment for children (N = 185, 47 girls, 138 boys; ages 3-14 years) referred clinically for oppositional, aggressive, and antisocial behavior. Different alliances (child-therapist, parent-therapist) were assessed from each participant's perspective at 2 points over the course of…

  19. Hippocampal volume and sensitivity to maternal aggressive behavior: a prospective study of adolescent depressive symptoms.

    PubMed

    Whittle, Sarah; Yap, Marie B H; Sheeber, Lisa; Dudgeon, Paul; Yücel, Murat; Pantelis, Christos; Simmons, Julian G; Allen, Nicholas B

    2011-02-01

    It has been suggested that biological factors confer increased sensitivity to environmental influences on depressive symptoms during adolescence, a crucial time for the onset of depressive disorders. Given the critical role of the hippocampus in sensitivity to stress and processing of contextual aspects of the environment, investigation of its role in determining sensitivity to environmental context seems warranted. This study prospectively examined hippocampal volume as a measure of sensitivity to the influence of aggressive maternal behavior on change in depressive symptoms from early to midadolescence. The interaction between aggressive maternal behavior and hippocampal volume was found to predict change in depressive symptoms. Significant sex differences also emerged, whereby only for girls were larger bilateral hippocampal volumes more sensitive to the effects of maternal aggressive behavior, particularly with respect to experiencing the protective effects of low levels of maternal aggressiveness. These findings help elucidate the complex relationships between brain structure, environmental factors such as maternal parenting style, and sensitivity to (i.e., risk for, and protection from) the emergence of depression during this life stage. Given that family context risk factors are modifiable, our findings suggest the potential utility of targeted parenting interventions for the prevention and treatment of adolescent depressive disorder.

  20. Risk Factors for Self-Injury, Aggression, and Stereotyped Behavior Among Young Children At Risk for Intellectual and Developmental Disabilities

    PubMed Central

    Schroeder, Stephen R.; Marquis, Janet G.; Reese, R. Matthew; Richman, David M.; Mayo-Ortega, Liliana; Oyama-Ganiko, Rosa; LeBlanc, Judith; Brady, Nancy; Butler, Merlin G.; Johnson, Tiffany; Lawrence, Linda

    2016-01-01

    Before the 1990s, research on the early identification and prevention of severe behavior disorders (SBDs), such as aggression, self-injury, and stereotyped behavior, among young children with intellectual and developmental disabilities (IDD), was mostly done with children 3 years or older. More recent work suggests that signs of SBDs may occur as early as 6 months in some infants. The present study combined a cross-sectional and longitudinal approach to examine SBDs in 180 young children aged 4–48 months recruited through mass screening, then receiving an interdisciplinary evaluation and six-month follow-ups for one year. Twelve potential risk factors related to SBDs were examined. Eight of these risk factors, including age, gender, diagnosis, intellectual and communication levels, visual impairment, parent education, family income, were differentially related to scores for Aggression, SIB, and Stereotyped Behavior subscales on the Behavior Problems Inventory (BPI-01) at initial interdisciplinary evaluation. BPI-01 scores decreased over the year for 57% of the children and increased for 43%. The amount of decrease on each BPI-01 subscale varied with age, gender, and diagnosis. PMID:25007299

  1. [Relationships among empathy, prosocial behavior, aggressiveness, self-efficacy and pupils' personal and social responsibility].

    PubMed

    Gutiérrez Sanmartín, Melchor; Escartí Carbonell, Amparo; Pascual Baños, Carminal

    2011-02-01

    The aim of this study was, on the one hand, to present/display the Spanish version of diverse instruments that assess Empathy, Prosocial behavior, Aggressiveness, Self-efficacy and Personal and social responsibility, and, on the other hand, to analyze which of these variables could predict responsibility. Participants were 822 pupils, ages 8 to 15 years, who studied in 11 educational centres of the Valencian Community. Measures include Spanish versions of the Index of Empathy for Children and Adolescents, Prosocial Behaviour, and Physical and Verbal Aggression, the Multidimensional Scale of Perceived Self-Efficacy, and the Contextual Self-Responsibility Questionnaire. Through structural equation modelling (SEM), the results showed positive relationships between Prosocial behaviour, Empathy, Self-efficacy, and Responsibility; and negative relationships between Aggressiveness and Responsibility. The results and implications for education are discussed.

  2. The Influence of Neighborhood Characteristics and Parenting Practices on Academic Problems and Aggression Outcomes among Moderately to Highly Aggressive Children

    ERIC Educational Resources Information Center

    Barry, Tammy D.; Lochman, John E.; Fite, Paula J.; Wells, Karen C.; Colder, Craig R.

    2012-01-01

    The current study utilized a longitudinal design to examine the effects of neighborhood and parenting on 120 at-risk children's academic and aggressive outcomes, concurrently and at two later timepoints during the transition to middle school. Random effects regression models were estimated to examine whether neighborhood characteristics and harsh…

  3. Links between self-reported media violence exposure and teacher ratings of aggression and prosocial behavior among German adolescents.

    PubMed

    Krahé, Barbara; Möller, Ingrid

    2011-04-01

    The relations between adolescents' habitual usage of media violence and their tendency to engage in aggressive and prosocial behavior in a school setting were examined in a cross-sectional study with 1688 7th and 8th graders in Germany who completed measures of violent media exposure and normative acceptance of aggression. For each participant, ratings of prosocial and aggressive behavior were obtained from their class teacher. Media violence exposure was a unique predictor of teacher-rated aggression even when relevant covariates were considered, and it predicted prosocial behavior over and above gender. Path analyses confirmed a direct positive link from media violence usage to teacher-rated aggression for girls and boys, but no direct negative link to prosocial behavior was found. Indirect pathways were identified to higher aggressive and lower prosocial behavior via the acceptance of aggression as normative. Although there were significant gender differences in media violence exposure, aggression, and prosocial behavior, similar path models were identified for boys and girls.

  4. The effect of observers on behavior and the brain during aggressive encounters

    PubMed Central

    Desjardins, Julie K.; Becker, Lisa; Fernald, Russell D.

    2015-01-01

    What effect does an audience have on an animal’s behavior and where is this influence registered in the brain? To answer these questions, we analyzed male cichlid fish fighting in the presence of audiences of various compositions and measured expression of immediate early genes in the brain as a proxy for neural activity. We hypothesized their behavior would change depending on who was watching them. We measured behavioral responses from both the “watchers” and the “watched” during aggressive encounters and found that males fighting in the presence of an audience were more aggressive than males fighting without an audience. Depending on the nature of the audience, immediate early gene expression in key brain nuclei was differentially influenced. Both when an audience of larger males watched fighting males, and when they were watching larger males fighting, nuclei in the brain considered homologous with mammalian nuclei known to be associated with anxiety showed increased activity. When males were in the presence of any audience or when males saw any other males fighting, nuclei in the brain known to be involved in reproduction and aggression were differentially activated relative to control animals. In all cases, there was a close relationship between patterns of brain gene expression between fighters and observers. This suggests that the network of brain regions known as the social behavior network, common across vertebrates, are activated not only in association with the expression of social behavior but also by the reception of social information. PMID:26097004

  5. Differential risk for late adolescent conduct problems and mood dysregulation among children with early externalizing behavior problems.

    PubMed

    Okado, Yuko; Bierman, Karen L

    2015-05-01

    To investigate the differential emergence of antisocial behaviors and mood dysregulation among children with externalizing problems, the present study prospectively followed 317 high-risk children with early externalizing problems from school entry (ages 5-7) to late adolescence (ages 17-19). Latent class analysis conducted on their conduct and mood symptoms in late adolescence revealed three distinct patterns of symptoms, characterized by: 1) criminal offenses, conduct disorder symptoms, and elevated anger ("conduct problems"), 2) elevated anger, dysphoric mood, and suicidal ideation ("mood dysregulation"), and 3) low levels of severe conduct and mood symptoms. A diathesis-stress model predicting the first two outcomes was tested. Elevated overt aggression at school entry uniquely predicted conduct problems in late adolescence, whereas elevated emotion dysregulation at school entry uniquely predicted mood dysregulation in late adolescence. Experiences of low parental warmth and peer rejection in middle childhood moderated the link between early emotion dysregulation and later mood dysregulation but did not moderate the link between early overt aggression and later conduct problems. Thus, among children with early externalizing behavior problems, increased risk for later antisocial behavior or mood dysfunction may be identifiable in early childhood based on levels of overt aggression and emotion dysregulation. For children with early emotion dysregulation, however, increased risk for mood dysregulation characterized by anger, dysphoric mood, and suicidality--possibly indicative of disruptive mood dysregulation disorder--emerges only in the presence of low parental warmth and/or peer rejection during middle childhood.

  6. Treating Problem Behaviors Maintained by Negative Reinforcement.

    ERIC Educational Resources Information Center

    Cipani, Ennio; Spooner, Fred

    1997-01-01

    Identifies four treatment techniques that may be applied when problem behavior is maintained by negative reinforcement: (1) functional communication training; (2) behavioral momentum; (3) differential reinforcement or an alternative escape behavior; and (4) errorless learning. Each of the techniques is defined, and applications and guidelines for…

  7. Elementary Teachers' Tolerance of Problem Behaviors.

    ERIC Educational Resources Information Center

    Safran, Stephen P.; Safran, Joan S.

    1984-01-01

    A total of 46 teachers rated observable mild-to-moderate school-related problem behaviors in order to identify aspects of teacher tolerance specific to the elementary classroom. Findings indicated that behaviors least tolerated are other-directed or disruptive; self- or teacher-directed behaviors elicited less negative ratings. (RH)

  8. Personality and Parenting Processes Associated with Problem Behaviors: A Study of Adolescents in Santiago, Chile

    PubMed Central

    Bares, Cristina B.; Andrade, Fernando; Delva, Jorge; Grogan-Kaylor, Andrew

    2011-01-01

    Considerable research in the U.S. has established that adolescent antisocial, aggressive, and attention problems have a negative influence on adolescents' ability to become productive members of society. However, although these behaviors appear in other cultures, little is known about the development of these problems among adolescents in countries other than the U.S.. This study contributes to our understanding of personality and parenting factors associated with adolescent problem behaviors using an international sample. Data are from a NIDA-funded study of 884 community-dwelling adolescents in Santiago, Chile (Mean age=14, SD=1.4, 48% females) of mid-to-low socioeconomic status. Results revealed that rule-breaking and aggressive behaviors were both associated with greater levels of adolescent drive but lower levels of parental monitoring and positive parenting by both parents. Adolescents who reported more attention problems were more likely to exhibit driven behavior, more behavioral inhibition, to report lower levels of parental monitoring, and positive parenting by mother and father. Results of interactions revealed that the influences of positive parenting and parental monitoring on adolescent aggressive behaviors varied as a function of the gender of the adolescent. Helping parents build on their parenting skills may result in important reductions in adolescent problem behaviors among U.S. and international adolescents. PMID:23100999

  9. Personality and Parenting Processes Associated with Problem Behaviors: A Study of Adolescents in Santiago, Chile.

    PubMed

    Bares, Cristina B; Andrade, Fernando; Delva, Jorge; Grogan-Kaylor, Andrew

    2011-12-01

    Considerable research in the U.S. has established that adolescent antisocial, aggressive, and attention problems have a negative influence on adolescents' ability to become productive members of society. However, although these behaviors appear in other cultures, little is known about the development of these problems among adolescents in countries other than the U.S.. This study contributes to our understanding of personality and parenting factors associated with adolescent problem behaviors using an international sample. Data are from a NIDA-funded study of 884 community-dwelling adolescents in Santiago, Chile (Mean age=14, SD=1.4, 48% females) of mid-to-low socioeconomic status. Results revealed that rule-breaking and aggressive behaviors were both associated with greater levels of adolescent drive but lower levels of parental monitoring and positive parenting by both parents. Adolescents who reported more attention problems were more likely to exhibit driven behavior, more behavioral inhibition, to report lower levels of parental monitoring, and positive parenting by mother and father. Results of interactions revealed that the influences of positive parenting and parental monitoring on adolescent aggressive behaviors varied as a function of the gender of the adolescent. Helping parents build on their parenting skills may result in important reductions in adolescent problem behaviors among U.S. and international adolescents.

  10. Student Problem-Solving Behaviors

    NASA Astrophysics Data System (ADS)

    Harper, Kathleen A.

    2006-04-01

    Kathy Harper is director of undergraduate curriculum development in the physics department at The Ohio State University. She has been involved in local and national workshops for in-service teachers and conducts research in student problem solving.

  11. Joint trajectories for social and physical aggression as predictors of adolescent maladjustment: internalizing symptoms, rule-breaking behaviors, and borderline and narcissistic personality features.

    PubMed

    Underwood, Marion K; Beron, Kurt J; Rosen, Lisa H

    2011-05-01

    This investigation examined the relation between developmental trajectories jointly estimated for social and physical aggression and adjustment problems at age 14. Teachers provided ratings of children's social and physical aggression in Grades 3, 4, 5, 6, and 7 for a sample of 255 children (131 girls, 21% African American, 52% European American, 21% Mexican American). Participants, parents, and teachers completed measures of the adolescent's adjustment to assess internalizing symptoms, rule-breaking behaviors, and borderline and narcissistic personality features. Results showed that membership in a high and rising trajectory group predicted rule-breaking behaviors and borderline personality features. Membership in a high desister group predicted internalizing symptoms, rule-breaking behaviors, and borderline and narcissistic personality features. The findings suggest that although low levels of social and physical aggression may not bode poorly for adjustment, individuals engaging in high levels of social and physical aggression in middle childhood may be at greatest risk for adolescent psychopathology, whether they increase or desist in their aggression through early adolescence.

  12. Joint trajectories for social and physical aggression as predictors of adolescent maladjustment: Internalizing symptoms, rule-breaking behaviors, and borderline and narcissistic personality features

    PubMed Central

    UNDERWOOD, MARION K.; BERON, KURT J.; ROSEN, LISA H.

    2011-01-01

    This investigation examined the relation between developmental trajectories jointly estimated for social and physical aggression and adjustment problems at age 14. Teachers provided ratings of children's social and physical aggression in Grades 3, 4, 5, 6, and 7 for a sample of 255 children (131 girls, 21% African American, 52% European American, 21% Mexican American). Participants, parents, and teachers completed measures of the adolescent's adjustment to assess internalizing symptoms, rule-breaking behaviors, and borderline and narcissistic personality features. Results showed that membership in a high and rising trajectory group predicted rule-breaking behaviors and borderline personality features. Membership in a high desister group predicted internalizing symptoms, rule-breaking behaviors, and borderline and narcissistic personality features. The findings suggest that although low levels of social and physical aggression may not bode poorly for adjustment, individuals engaging in high levels of social and physical aggression in middle childhood may be at greatest risk for adolescent psychopathology, whether they increase or desist in their aggression through early adolescence. PMID:21532919

  13. Proven practices for reducing aggressive and noncompliant behaviors exhibited by young children at home and at school.

    PubMed

    Vanderheyden, A; Witt, J C

    2000-10-01

    One of the single most powerful predictors of aggressive and noncompliant behaviors exhibited in early childhood is coercive parent-child interaction. Coercive parent-child interaction has been linked to multiple negative outcomes in the lives of children. When children learn to relate to their parents and the world in the context of coercive interaction, they are likely to experience significant deficits in the prosocial skills critical to school success. These children are much more likely to experience school failure and teacher and peer rejection. Further, when noncompliant and aggressive children enter school, they are most frequently exposed to a series of ineffective and increasingly restrictive treatments. Proven strategies exist to teach parents and children prosocial ways of interacting and to address these problems in the classroom, but in many cases these types of services are not easily accessible or routinely available. This paper makes recommendations for identifying effective, proven treatment strategies when practitioners observe coercive parent-child interaction or child noncompliance and aggression.

  14. Neuromodulation of the agonistic behavior in two species of weakly electric fish that display different types of aggression.

    PubMed

    Silva, Ana C; Perrone, Rossana; Zubizarreta, Lucía; Batista, Gervasio; Stoddard, Philip K

    2013-07-01

    Agonistic behavior has shaped sociality across evolution. Though extremely diverse in types of displays and timing, agonistic encounters always follow the same conserved phases (evaluation, contest and post-resolution) and depend on homologous neural circuits modulated by the same neuroendocrine mediators across vertebrates. Among neuromodulators, serotonin (5-HT) is the main inhibitor of aggression, and arginine vasotocin (AVT) underlies sexual, individual and social context differences in behavior across vertebrate taxa. We aim to demonstrate that a distinct spatio-temporal pattern of activation of the social behavior network characterizes each type of aggression by exploring its modulation by both the 5-HT and AVT systems. We analyze the neuromodulation of aggression between the intermale reproduction-related aggression displayed by the gregarious Brachyhypopomus gauderio and the non-breeding intrasexual and intersexual territorial aggression displayed by the solitary Gymnotus omarorum. Differences in the telencephalic activity of 5-HT between species were paralleled by a differential serotonergic modulation through 1A receptors that inhibited aggression in the territorial aggression of G. omarorum but not in the reproduction-related aggression of B. gauderio. AVT injection increased the motivation towards aggression in the territorial aggression of G. omarorum but not in the reproduction-related aggression of B. gauderio, whereas the electric submission and dominance observed in G. omarorum and B. gauderio, respectively, were both AVT-dependent in a distinctive way. The advantages of our model species allowed us to identify precise target areas and mechanisms of the neuromodulation of two types of aggression that may represent more general and conserved strategies of the control of social behavior among vertebrates.

  15. Bidirectional associations between perceived parental support for violent and nonviolent responses and early adolescent aggressive and effective nonviolent behaviors.

    PubMed

    Garthe, Rachel C; Sullivan, Terri N; Larsen, Ross A

    2015-12-01

    The current study examined bidirectional relations between early adolescents' perceptions of parental support for violent and nonviolent responses to conflict and their aggressive and effective nonviolent behaviors six months later. Data was collected across the sixth and seventh grades for 520 adolescents at three middle schools in the southeastern United States. At baseline, participants were ages 10-14 (M = 11.29). Longitudinal path models showed that perceived parental support for violent responses was negatively associated with effective nonviolent behaviors and positively associated with aggressive behaviors across sixth and seventh grades. Across seventh grade, reciprocal negative relations were found between perceived parental support of nonviolent responses and aggressive behaviors. Effective nonviolent behaviors were positively associated with perceived parental support for nonviolent responses. Study implications include the importance of adolescent perceptions of parental support of violent and nonviolent responses in influencing early adolescents' effective nonviolent and aggressive behavior.

  16. Effects of varying floor space on aggressive behavior and cortisol concentrations in group-housed sows.

    PubMed

    Hemsworth, P H; Morrison, R S; Tilbrook, A J; Butler, K L; Rice, M; Moeller, S J

    2016-11-01

    Floor space is an important determinant of aggression and stress in group-housed sows, and the aim of the present experiment was to comprehensively examine the effects of floor space in the range of 1.45 to 2.90 m/sow from mixing until 27 d after insemination on aggression, stress, and reproduction of group-housed sows. A previous experiment on the effects of floor space indicated spatial variability across and along the research facility in both sow aggression and stress. To minimize this spatial variability within the research facility, similar-sized pens but with varying groups sizes (10-20) in 4 separate blocks of 3 contiguous pens within each of 9 time replicates (180 sows/replicate) were used to examine 6 space allowances (1.45-2.9 m/sow). Space treatments were appropriately randomized to pens. Although it may be argued that space allowance is confounded with group size in this design, there was no evidence in our previous experiment of group size effects, for pens of 10 to 80 sows, or appreciable interactions between space and group size on aggression, stress, and reproduction. In the present experiment, sows were introduced to treatments within 4 d of insemination and were floor fed 4 times per day (2.5 kg/sow per d). On both Days 2 and 26 after mixing, aggressive behavior (bites and knocks) at feeding and plasma cortisol concentrations were measured. Restricted maximum likelihood mixed model analyses were used to examine the treatment effect after accounting for replicate and random spatial location effects within replicate. There was a consistent linear effect of floor space allowance on aggression at feeding at Day 2 ( < 0.0001) and plasma cortisol concentrations at Day 2 ( = 0.0003), with aggression and stress declining with increasing space. However, there were no effects of space allowance on aggression and stress at Day 26 ( = 0.14 and = 0.79, respectively). These results show that increased floor space in the immediate post-mixing period reduces

  17. Mapping of Genetic Factors That Elicit Intermale Aggressive Behavior on Mouse Chromosome 15: Intruder Effects and the Complex Genetic Basis

    PubMed Central

    Takahashi, Aki; Sugimoto, Hiroki; Kato, Shogo; Shiroishi, Toshihiko; Koide, Tsuyoshi

    2015-01-01

    Despite high estimates of the heritability of aggressiveness, the genetic basis for individual differences in aggression remains unclear. Previously, we showed that the wild-derived mouse strain MSM/Ms (MSM) exhibits highly aggressive behaviors, and identified chromosome 15 (Chr 15) as the location of one of the genetic factors behind this escalated aggression by using a panel of consomic strains of MSM in a C57BL/6J (B6) background. To understand the genetic effect of Chr 15 derived from MSM in detail, this study examined the aggressive behavior of a Chr 15 consomic strain towards different types of opponent. Our results showed that both resident and intruder animals had to have the same MSM Chr 15 genotype in order for attack bites to increase and attack latency to be reduced, whereas there was an intruder effect of MSM Chr 15 on tail rattle behavior. To narrow down the region that contains the genetic loci involved in the aggression-eliciting effects on Chr 15, we established a panel of subconsomic strains of MSM Chr 15. Analysis of these strains suggested the existence of multiple genes that enhance and suppress aggressive behavior on Chr 15, and these loci interact in a complex way. Regression analysis successfully identified four genetic loci on Chr 15 that influence attack latency, and one genetic locus that partially elicits aggressive behaviors was narrowed down to a 4.1-Mbp region (from 68.40 Mb to 72.50 Mb) on Chr 15. PMID:26389588

  18. Teachers' Judgments of Problem Behaviors.

    ERIC Educational Resources Information Center

    Safran, Joan S.; Safran, Stephen P.

    1987-01-01

    After viewing videotaped vignettes of classroom situations, 155 teachers rated severity, tolerance, manageability, and contagion factors related to a target child. Ratings indicated significant multivariate differences between regular/special education teachers and disruptive/nondisruptive behaviors, with regular educators being less tolerant and…

  19. Indoor Tanning and Problem Behavior

    ERIC Educational Resources Information Center

    Bagdasarov, Zhanna; Banerjee, Smita; Greene, Kathryn; Campo, Shelly

    2008-01-01

    Objective: The authors examined factors predicting college students' use of tanning beds. Participants and Methods: Undergraduate students (N = 745) at a large Northeastern university participated in the study by answering a survey measuring tanning behavior and other psychosocial variables, including sensation seeking, self-esteem, tanning image…

  20. Photoperiod affects estrogen receptor α, estrogen receptor β and aggressive behavior

    PubMed Central

    Trainor, Brian C.; Rowland, Michael R.; Nelson, Randy J.

    2007-01-01

    Estrogens have important effects on male and female social behavior. Despite growing knowledge of the anatomy and behavioral effects of the two predominant estrogen receptor subtypes in mammals (ERα and ERβ), relatively little is known about how these receptors respond to salient environmental stimuli. Many seasonally breeding species respond to changing photoperiods that predict seasonal changes in resource availability. We characterized the effects of photoperiod on aggressive behavior in two species of Peromyscus that exhibit gonadal regression in short days. P. polionotus (old field mice) were more aggressive than P. maniculatus (deer mice) and both species were more aggressive in short days. We used immunocytochemistry and real-time polymerase chain reaction to characterize the effects of photoperiod on ERα and ERβ expression. In both species ERα-immunoreactive staining in the posterior bed nucleus of the stria terminalis (BNST) was increased in short vs. long days. Both species had reduced ERβ-immunoreactive expression in the posterior BNST in short days. In the medial amygdala ERβ immunoreactivity was increased in long days for both species. Using real-time polymerase chain reaction on punch samples that included the BNST, we observed that ERα mRNA was increased and ERβ mRNA was decreased in short days. These data suggest that the effects of photoperiod on ERα and ERβ expression may thus have important behavioral consequences. PMID:17614949

  1. Differential Risk for Late Adolescent Conduct Problems and Mood Dysregulation Among Children with Early Externalizing Behavior Problems

    PubMed Central

    Bierman, Karen L.

    2016-01-01

    To investigate the differential emergence of antisocial behaviors and mood dysregulation among children with externalizing problems, the present study prospectively followed 317 high-risk children with early externalizing problems from school entry (ages 5–7) to late adolescence (ages 17–19). Latent class analysis conducted on their conduct and mood symptoms in late adolescence revealed three distinct patterns of symptoms, characterized by: 1) criminal offenses, conduct disorder symptoms, and elevated anger (“conduct problems”), 2) elevated anger, dysphoric mood, and suicidal ideation (“mood dysregulation”), and 3) low levels of severe conduct and mood symptoms. A diathesis-stress model predicting the first two outcomes was tested. Elevated overt aggression at school entry uniquely predicted conduct problems in late adolescence, whereas elevated emotion dysregulation at school entry uniquely predicted mood dysregulation in late adolescence. Experiences of low parental warmth and peer rejection in middle childhood moderated the link between early emotion dysregulation and later mood dysregulation but did not moderate the link between early overt aggression and later conduct problems. Thus, among children with early externalizing behavior problems, increased risk for later antisocial behavior or mood dysfunction may be identifiable in early childhood based on levels of overt aggression and emotion dysregulation. For children with early emotion dysregulation, however, increased risk for mood dysregulation characterized by anger, dysphoric mood, and suicidality – possibly indicative of disruptive mood dysregulation disorder – emerges only in the presence of low parental warmth and/or peer rejection during middle childhood. PMID:25183553

  2. Adolescents' social status goals: relationships to social status insecurity, aggression, and prosocial behavior.

    PubMed

    Li, Yan; Wright, Michelle F

    2014-01-01

    Peer status is an important aspect of adolescents' social lives and is pursued actively by them. Although extensive research has examined how social behaviors are related to peer status (e.g., social preference, popularity), little attention has been given to adolescents' social goals to obtain a desired peer status. Thus, this study examined two types of social status goals, popularity goal and social preference goal, and their relationships to social status insecurity and social behaviors among 405 ethnically diverse early adolescents (267 girls; M age = 12.92 years; age range = 11-15 years). After accounting for adolescents' attained peer statuses (popularity and social preference), both social status goals were related distinctly to aggressive and prosocial behaviors as measured by self reports and peer nominations. Specifically, higher endorsement of the popularity goal was related to more self-reported relational aggression, but less peer-nominated prosocial behavior. In contrast, higher endorsement of the social preference goal was linked to less self-reported overt and relational aggression, but more self-reported and peer-nominated prosocial behavior. In addition, this study reveals that adolescents' social status insecurity was related positively to both social status goals and had an indirect effect on adolescents' social behaviors through the mediation of popularity goal endorsement. There were variations in goal endorsement as shown by groups of adolescents endorsing different levels of each goal. The group comparison results on social behaviors were largely consistent with the correlational findings. This study provides new insights into adolescents' social cognitive processes about peer status and the implications of the two social status goals on adolescents' behavioral development.

  3. Relationship self-efficacy protects against mental health problems among women in bidirectionally aggressive intimate relationships with men.

    PubMed

    Sullivan, Tami P; McPartland, Tara; Price, Carolina; Cruza-Guet, Maria Cristina; Swan, Suzanne C

    2013-10-01

    Research examining predictors or correlates of mental health problems among women who experience or use aggression in intimate relationships typically assesses factors that confer risk. Such research has primarily examined intimate partner violence (IPV) victimization or aggression frequency or severity as central risk factors for mental health problems. In the general population, one factor demonstrating a protective effect on mental health problems is self-efficacy. Research on self-efficacy among women who experience or use aggression in intimate relationships is nearly absent. The purpose of this study was to determine if self-efficacy specific to a woman's ability to manage various relationship problems (i.e., relationship self-efficacy [RSE]) played a protective role against the severity of posttraumatic stress, depression, and anxiety symptoms among 354 community-residing women who were victimized and used aggression (bidirectional IPV). Regression analyses found that RSE uniquely predicted each mental health outcome above and beyond what was accounted for by the frequency of physical, sexual, and psychological victimization and aggression. Further, RSE fully mediated the relationships between psychological victimization and each mental health outcome. If replicated, and in circumstances where it is determined safe to do so, findings suggest RSE as a promising avenue for future research to improve the health and well-being of women in bidirectionally aggressive relationships.

  4. Intimate partner aggression-related shame and posttraumatic stress disorder symptoms: The moderating role of substance use problems.

    PubMed

    Weiss, Nicole H; Duke, Aaron A; Overstreet, Nicole M; Swan, Suzanne C; Sullivan, Tami P

    2016-09-01

    A dearth of literature has examined the consequences of women's use of aggression in intimate relationships. Women's use of aggression against their intimate partners, regardless of their motivation (e.g., self-defense, retaliation), may elicit shame. Shame, in turn, may contribute to the maintenance and/or exacerbation of posttraumatic stress disorder (PTSD) symptoms, which are commonly experienced in this population. Further, emerging research suggests that emotionally avoidant coping strategies, such as substance use, may strengthen the relation between shame and PTSD symptoms. The goal of the present study was to examine whether women's shame concerning their use of intimate partner aggression is associated with their PTSD symptoms, and whether drug and alcohol use problems moderate this association. Participants were 369 community women who had used and been victimized by physical aggression in an intimate relationship with a male partner in the past six months. The intimate partner aggression-related shame × drug (but not alcohol) use problems interaction on PTSD symptom severity was significant. Analysis of simple slopes revealed that women's intimate partner aggression-related shame was positively associated with their PTSD symptoms when drug use problems were high, but not when drug use problems were low. Findings have implications for the potential utility of PTSD treatments targeting a reduction in shame and maladaptive shame regulation strategies (i.e., drug use) in this population. Aggr. Behav. 42:427-440, 2016. © 2015 Wiley Periodicals, Inc.

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

    PubMed

    Ang, Rebecca P; Huan, Vivien S; Chan, Wei Teng; Cheong, Siew Ann; Leaw, Jia Ning

    2015-06-01

    Given the robust positive association between gangs and crime, a better understanding of factors related to reported youth gang membership is critical and especially since youth in gangs are a universal concern. The present study investigated the role of delinquency, proactive aggression, psychopathy and behavioral school engagement in reported youth gang membership using a large sample of 1027 Singapore adolescents. Results from logistic regression showed that delinquency, proactive aggression, and behavioral school engagement were statistically significant risk factors for reported youth gang membership, and that psychopathy was not related to reported gang membership. Implications for prevention and intervention work with respect to youth gang membership were discussed. In particular, strengthening students' engagement with school and meaningful school-related activities and developing supportive teacher-student relationships are particularly important in working with young people with respect to prevention work. Additionally, the present study's theoretical and empirical contributions were also discussed.

  6. Association between a marker for prenatal testosterone exposure and externalizing behavior problems in children

    PubMed Central

    Liu, Jianghong; Portnoy, Jill; Raine, Adrian

    2014-01-01

    Prenatal androgen exposure has been associated with aggressive behavior in adults. It is less clear whether this association holds for childhood externalizing behavior. This study tests the hypothesis that increased prenatal androgen exposure is associated with aggressive behavior and attention problems in childhood. The ratio of the length of the second finger digit relative to the fourth digit, which is a marker for prenatal testosterone exposure, was assessed in 239 male and female fifth grade schoolchildren from Jintan, China, together with parent and teacher ratings of aggression and attention problems. Increased aggression and attention problems were both significantly associated with a lower ratio of the length of the second finger digit relative to the fourth digit ratios in boys but not girls. The effects remained significant after controlling for early adversity. These findings are the first to establish a relationship between an indirect indicator of fetal androgen exposure and any child psychopathology in Chinese children, and the observed effect size in boys was stronger than in male adults in Western studies. The results provide limited cross-cultural support for the importance of prenatal androgen exposure in contributing to the development of externalizing behavior problems in children, and they suggest that such effects may be specific to boys who may be relatively more vulnerable to early prenatal influences. PMID:22781854

  7. Interplay of normative beliefs and behavior in developmental patterns of physical and relational aggression in adolescence: a four-wave longitudinal study

    PubMed Central

    Krahé, Barbara; Busching, Robert

    2014-01-01

    In a longitudinal study with N = 1,854 adolescents from Germany, we investigated patterns of change and gender differences in physical and relational aggression in relation to normative beliefs about these two forms of aggression. Participants, whose mean age was 13 years at T1, completed self-report measures of physically and relationally aggressive behavior and indicated their normative approval of both forms of aggression at four data waves separated by 12-month intervals. Boys scored higher than did girls on both forms of aggression, but the gender difference was more pronounced for physical aggression. Physical aggression decreased and relational aggression increased over the four data waves in both gender groups. The normative acceptance of both forms of aggression decreased over time, with a greater decrease for the approval of physical aggression. In both gender groups, normative approval of relational aggression prospectively predicted relational aggression across all data waves, and the normative approval of physical aggression predicted physically aggressive behavior at the second and third data waves. A reciprocal reinforcement of aggressive norms and behavior was found for both forms of aggression. The findings are discussed as supporting a social information processing perspective on developmental patterns of change in physical and relational aggression in adolescence. PMID:25360124

  8. Features of Social Attitudes and Value Orientations of Youths and Adolescents Prone to Auto-Aggressive Behavior

    ERIC Educational Resources Information Center

    Salakhova, Valentina B.; Oschepkov, Aleksey A.; Lipatova, Nadezda V.; Popov, Pavel V.; Mkrtumova, Irina V.

    2016-01-01

    The relevance of the study is due to the growth of social symptoms of aggression directed forwards the Self, which is especially visible in environment of young people. The presented article is aimed at research relations between value orientations and social attitudes among youths and adolescents prone to auto-aggressive behavior. The…

  9. A Comparative Investigation of the Effects of Cognitive-Behavioral Group Practices and Psychodrama on Adolescent Aggression

    ERIC Educational Resources Information Center

    Karatas, Zeynep; Gokcakan, Zafer

    2009-01-01

    The aim of this research is to investigate whether cognitive-behavioral group practices and psychodrama decrease adolescent aggression. This is a quasi-experimental, pre-post and follow up study with two experiments and one control group. The Aggression Scale (Buss & Warren, 2000) adapted to Turkish by Can (2002) was administered as a pretest…

  10. Links between Self-Reported Media Violence Exposure and Teacher Ratings of Aggression and Prosocial Behavior among German Adolescents

    ERIC Educational Resources Information Center

    Krahe, Barbara; Moller, Ingrid

    2011-01-01

    The relations between adolescents' habitual usage of media violence and their tendency to engage in aggressive and prosocial behavior in a school setting were examined in a cross-sectional study with 1688 7th and 8th graders in Germany who completed measures of violent media exposure and normative acceptance of aggression. For each participant,…

  11. Brief Report: Aggression and Stereotypic Behavior in Males with Fragile X Syndrome-- Moderating Secondary Genes in a "Single Gene" Disorder

    ERIC Educational Resources Information Center

    Hessl, David; Tassone, Flora; Cordeiro, Lisa; Koldewyn, Kami; McCormick, Carolyn; Green, Cherie; Wegelin, Jacob; Yuhas, Jennifer; Hagerman, Randi J.

    2008-01-01

    Although fragile X syndrome (FXS) is a single gene disorder with a well-described phenotype, it is not known why some individuals develop more significant maladaptive behaviors such as aggression or autistic symptoms. Here, we studied two candidate genes known to affect mood and aggression, the serotonin transporter (5-HTTLPR) and monoamine…

  12. Using the Theory of Planned Behavior to Predict Aggression and Weapons Carrying in Urban African American Early Adolescent Youth

    ERIC Educational Resources Information Center

    Finigan-Carr, Nadine M.; Cheng, Tina L.; Gielen, Andrea; Haynie, Denise L.; Simons-Morton, Bruce

    2015-01-01

    Aggressive and weapons carrying behaviors are indicative of youth violence. The theory of planned behavior is used in the current analysis to improve our understanding of violence-related behaviors. We examine the influence of perceived behavioral control (self-control and decision making) as a part of the overall framework for understanding the…

  13. The relationships between social goals, skills, and strategies and their effect on aggressive behavior among adolescents.

    PubMed

    Winstok, Zeev

    2009-12-01

    It is widely accepted that conflict-related goals, skills, and strategies are linked. Yet it is rarely explored how these factors relate to each other and how they jointly promote or inhibit aggressive behaviors. The aim of this study is to provide answers to these questions. Data were derived from a structured questionnaire administered to 660 male and female adolescents of an average age of 14.99 years from two urban schools in northern Israel. Findings show that goals, skills, and strategies that promote or inhibit violence are positively interrelated. Furthermore, negative association was found between violence promoting and inhibiting goals, skills, and strategies. Gender differences were also analyzed. It has been found that boys display aggressive behavior more frequently then girls. Findings also show that the rate of violence promoting goals, skills, and strategies is higher among boys than among girls, whereas that of violence inhibiting ones are higher among girls than among boys. Yet when controlling the effects of goals, skills, and strategies, girls demonstrate aggressive behavior more frequently than boys. These research findings are discussed and conceptualized within the theoretical framework of social adjustment.

  14. Modeling anger and aggressive driving behavior in a dynamic choice-latent variable model.

    PubMed

    Danaf, Mazen; Abou-Zeid, Maya; Kaysi, Isam

    2015-02-01

    This paper develops a hybrid choice-latent variable model combined with a Hidden Markov model in order to analyze the causes of aggressive driving and forecast its manifestations accordingly. The model is grounded in the state-trait anger theory; it treats trait driving anger as a latent variable that is expressed as a function of individual characteristics, or as an agent effect, and state anger as a dynamic latent variable that evolves over time and affects driving behavior, and that is expressed as a function of trait anger, frustrating events, and contextual variables (e.g., geometric roadway features, flow conditions, etc.). This model may be used in order to test measures aimed at reducing aggressive driving behavior and improving road safety, and can be incorporated into micro-simulation packages to represent aggressive driving. The paper also presents an application of this model to data obtained from a driving simulator experiment performed at the American University of Beirut. The results derived from this application indicate that state anger at a specific time period is significantly affected by the occurrence of frustrating events, trait anger, and the anger experienced at the previous time period. The proposed model exhibited a better goodness of fit compared to a similar simple joint model where driving behavior and decisions are expressed as a function of the experienced events explicitly and not the dynamic latent variable.

  15. Male crickets adjust their aggressive behavior when a female is present.

    PubMed

    Montroy, Kaitlyn; Loranger, Michelle J; Bertram, Susan M

    2016-03-01

    Communication in nature often occurs within a broad social network, as signals can be perceived by other individuals beyond the primary intended receiver. Because signals often contain information about the signaller's quality, receivers other than the primary intended receiver may use this information in future interactions with the signaller. As a result, individuals who adjust their behavior depending on who is present may experience a selective advantage. The social environment can therefore have an important influence on the evolution of communication signals. We examined how the presence of a female audience influenced male aggressive behavior and post-contest victory displays in the Jamaican field cricket, Gryllus assimilis. We found a significant effect of female audience on aggressive interactions. When there was a female audience present, males were more likely to initiate and escalate fights, but they spent less time producing victory displays, compared to when there was no audience present. Our experiment suggests that the social environment is important in shaping the behavior of individuals during aggressive interactions.

  16. Validating the Voodoo Doll Task as a Proxy for Aggressive Parenting Behavior

    PubMed Central

    McCarthy, Randy J.; Crouch, Julie L.; Basham, Ariel R.; Milner, Joel S.; Skowronski, John J.

    2014-01-01

    Objective Six studies (N = 1,081 general population parents) assessed the validity of the Voodoo Doll Task (VDT) as a proxy for aggressive parenting behaviors. Methods Participants were given an opportunity to symbolically inflict harm by choosing to stick “pins” into a doll representing their child. Results Individual differences in parents’ trait aggression (Studies 1, 2, and 6), state hostility (Study 3), attitudes towards the corporal punishment of children (Study 4), self-control (Study 6), depression (Study 6), and child physical abuse risk (Study 6) were associated with increased pin usage. Further, parents used more pins after imagining their child perform negative behaviors compared to after imagining their child perform positive behaviors (Study 5). A number of demographic variables also were associated with pin usage: Fathers used pins more than mothers and parents’ education level was inversely related to pin usage. Finally, on average, parents viewed the VDT as slightly uncomfortable, but not objectionable, to complete (Study 6). Conclusions Our evidence suggests that the VDT may serve as a useful proxy for parent-to-child aggression. PMID:26839734

  17. Aggressive behavior of the male parent predicts brood sex ratio in a songbird

    NASA Astrophysics Data System (ADS)

    Szász, Eszter; Garamszegi, László Zsolt; Hegyi, Gergely; Szöllősi, Eszter; Markó, Gábor; Török, János; Rosivall, Balázs

    2014-08-01

    Brood sex ratio is often affected by parental or environmental quality, presumably in an adaptive manner that is the sex that confers higher fitness benefits to the mother is overproduced. So far, studies on the role of parental quality have focused on parental morphology and attractiveness. However, another aspect, the partner's behavioral characteristics, may also be expected to play a role in brood sex ratio adjustment. To test this hypothesis, we investigated whether the proportion of sons in the brood is predicted by the level of territorial aggression displayed by the father, in the collared flycatcher ( Ficedula albicollis). The proportion of sons in the brood was higher in early broods and increased with paternal tarsus length. When controlling for breeding date and body size, we found a higher proportion of sons in the brood of less aggressive fathers. Male nestlings are more sensitive to the rearing environment, and the behavior of courting males may often be used by females to assess their future parental activity. Therefore, adjusting brood sex ratio to the level of male aggression could be adaptive. Our results indicate that the behavior of the partner could indeed be a significant determinant in brood sex ratio adjustment, which should not be overlooked in future studies.

  18. Maternal prenatal smoking, parental antisocial behavior, and early childhood physical aggression

    PubMed Central

    HUIJBREGTS, STEPHAN C. J.; SÉGUIN, JEAN R.; ZOCCOLILLO, MARK; BOIVIN, MICHEL; TREMBLAY, RICHARD E.

    2012-01-01

    This study investigated joint effects of maternal prenatal smoking and parental history of antisocial behavior on physical aggression between ages 17 and 42 months in a population sample of children born in Québec (N = 1,745). An analysis of variance (ANOVA) showed significant main effects of maternal prenatal smoking and a significant interaction between maternal prenatal smoking and mother’s history of antisocial behavior in the prediction of children’s probability to display high and rising physical aggression. The interaction indicated that the effects of heavy smoking during pregnancy (≥10 cigarettes/day) were greater when the mother also had a serious history of antisocial behavior. The effects remained significant after the introduction of control variables (e.g., hostile-reactive parenting, family functioning, parental separation/divorce, family income, and maternal education). Another significant interaction not accounted for by control variables was observed for maternal prenatal smoking and family income, indicating more serious effects of maternal prenatal smoking under relatively low-income, conditions. Both interactions indicate critical adversities that, in combination with maternal prenatal smoking, have supra-additive effects on (the development of) physical aggression during early childhood. These findings may have implications for the selection of intervention targets and strategies. PMID:18423088

  19. Maintenance electroconvulsive therapy for aggression and self-injurious behavior in two adolescents with autism and catatonia.

    PubMed

    Haq, Aazaz U; Ghaziuddin, Neera

    2014-01-01

    Frequent aggression toward others and repetitive self-injurious behaviors (SIB) can be features of catatonia in patients with autism. Similar to catatonia secondary to other etiologies, catatonia associated with autism responds well to treatment with benzodiazepines and/or electroconvulsive therapy (ECT). The authors report here on two adolescent patients with autism who presented with severe aggression, one of whom also engaged in repetitive SIB. With ongoing treatment with maintenance ECT, dramatic reduction in aggression and SIB were noted, allowing both patients a reasonable quality of life in their own homes. Attempts to taper off ECT coincided with return of aggression symptoms, although not SIB.

  20. Effects of choice making on the serious problem behaviors of students with severe handicaps.

    PubMed Central

    Dyer, K; Dunlap, G; Winterling, V

    1990-01-01

    This study assessed the impact of choice making on the serious problem behaviors of 3 students with severe autism and/or mental retardation. In the context of within-subject reversal designs, the results showed consistently reduced levels of problem behaviors (e.g., aggression) when the students were given opportunities to make choices among instructional tasks and reinforcers. Additional data showed no systematic differences in the rate of correct responding between the two conditions. The results are discussed in relation to the continuing search for effective, nonintrusive solutions to the occurrence of serious problem behavior. PMID:2074240