Direct Aggression and the Balance between Status and Affection Goals in Adolescence

Previous studies have shown that status goals motivate direct forms of interpersonal aggression. However, status goals have been studied mostly in isolation from affection goals. It is theorized that the means by which status and affection goals are satisfied change during adolescence, which can affect aggression. This is tested in a pooled sample of (pre)adolescents (N = 1536; 49% girls; ages 10-15), by examining associations between status goals and direct aggression and the moderating role of affection goals. As hypothesized, with increasing age, status goals were more strongly associated with direct aggression. Moreover, for older adolescents, status goals were only associated with aggression when affection goals were weak. These findings support the changing relationship between status goals and direct aggression during adolescence

Constitutively active GSK3 beta as a means to bolster dendritic cell functionality in the face of tumor-mediated immune suppression

In patients with cancer, the functionality of Dendritic Cells (DC) is hampered by high levels of tumor-derived suppressive cytokines, which interfere with DC development and maturation. Poor DC development can limit the efficacy of immune checkpoint blockade and in vivo vaccination approaches. Interference in intracellular signaling cascades downstream from the receptors of major tumor-associated suppressive cytokines like IL-10 and IL-6, might improve DC development and activation, and thus enhance immunotherapy efficacy. We performed exploratory functional screens on arrays consisting of >1000 human kinase peptide substrates to identify pathways involved in DC development and its inhibition by IL-10 or IL-6. The resulting alterations in phosphorylation of the kinome substrate profile pointed to glycogen-synthase kinase-3 beta (GSK3 beta) as a pivotal kinase in both DC development and suppression. GSK3 beta inhibition blocked human DC differentiation in vitro, which was accompanied by decreased levels of IL-12p70 secretion, and a reduced capacity for T cell priming. More importantly, adenoviral transduction of monocytes with a constitutively active form of GSK3 beta induced resistance to the suppressive effects of IL-10 and melanoma-derived supernatants alike, resulting in improved DC development, accompanied by up-regulation of co-stimulatory markers, an increase in CD83 expression levels in mature DC, and diminished release of IL-10. Moreover, adenovirus-mediated intratumoral manipulation of this pathway in an in vivo melanoma model resulted in DC activation and recruitment, and in improved immune surveillance and tumor control. We propose the induction of constitutive GSK3 beta activity as a novel therapeutic means to bolster DC functionality in the tumor microenvironment.Peer reviewe

The interplay between status and affection needs:Testing the imbalanced needs theory of aggression in adulthood

Status and affection are both goals related to social needs. The imbalanced needs theory of aggression proposes that although aggression can be used to realize status, this strategy is detrimental for realizing affection in the same social context. Thus, to the degree that the social circles overlap in which status and affection needs are realized, it becomes more costly (in terms of affection) to achieve status via aggression. This theory was tested for different forms of aggression, in different contexts, in a sample of adults from the general population (N = 253, M age = 29.95, SD = 2.60, 78% female). Participants reported on social needs with the Interpersonal Goals Inventory and reported on general measures of physical and social aggression, as well as rule breaking, and aggression at the workplace and in intimate partner relationships. As hypothesized, status needs were associated with physical aggression when affection needs were weak. This interaction, though to a lesser degree, also extended to social forms of aggression and rule breaking. At the workplace, aggression was only related to weak affection needs, whereas aggression in intimate partner relationships was, as expected, unrelated to both social needs. Together, these findings support the results of an earlier test of the imbalanced needs theory of aggression in adolescence, and encourage more research into the link between aggression and the satisfaction of social needs

The Interplay Between Status and Affection Needs: Testing the Imbalanced Needs Theory of Aggression in Adulthood

Status and affection are both goals related to social needs. The imbalanced needs theory of aggression proposes that although aggression can be used to realize status, this strategy is detrimental for realizing affection in the same social context. Thus, to the degree that the social circles overlap in which status and affection needs are realized, it becomes more costly (in terms of affection) to achieve status via aggression. This theory was tested for different forms of aggression, in different contexts, in a sample of adults from the general population (N = 253, M age = 29.95, SD = 2.60, 78% female). Participants reported on social needs with the Interpersonal Goals Inventory and reported on general measures of physical and social aggression, as well as rule breaking, and aggression at the workplace and in intimate partner relationships. As hypothesized, status needs were associated with physical aggression when affection needs were weak. This interaction, though to a lesser degree, also extended to social forms of aggression and rule breaking. At the workplace, aggression was only related to weak affection needs, whereas aggression in intimate partner relationships was, as expected, unrelated to both social needs. Together, these findings support the results of an earlier test of the imbalanced needs theory of aggression in adolescence, and encourage more research into the link between aggression and the satisfaction of social needs

The interplay between status and affection needs: Testing the imbalanced needs theory of aggression in adulthood

Status and affection are both goals related to social needs. The imbalanced needs theory of aggression proposes that although aggression can be used to realize status, this strategy is detrimental for realizing affection in the same social context. Thus, to the degree that the social circles overlap in which status and affection needs are realized, it becomes more costly (in terms of affection) to achieve status via aggression. This theory was tested for different forms of aggression, in different contexts, in a sample of adults from the general population (N = 253, M age = 29.95, SD = 2.60, 78% female). Participants reported on social needs with the Interpersonal Goals Inventory and reported on general measures of physical and social aggression, as well as rule breaking, and aggression at the workplace and in intimate partner relationships. As hypothesized, status needs were associated with physical aggression when affection needs were weak. This interaction, though to a lesser degree, also extended to social forms of aggression and rule breaking. At the workplace, aggression was only related to weak affection needs, whereas aggression in intimate partner relationships was, as expected, unrelated to both social needs. Together, these findings support the results of an earlier test of the imbalanced needs theory of aggression in adolescence, and encourage more research into the link between aggression and the satisfaction of social needs

Peer influence in the development of adolescent antisocial behavior: Advances from dynamic social network studies

In adolescence, peer influences are important in the development of antisocial behavior. Previous empirical work has often focused on peer similarity to make claims about peer influence. However, peer similarity can be the result of both peer selection and influence, or general social network processes, such as reciprocity (preference for mutual friendships) and transitivity (preference for becoming friends with the friends of one's friend). Empirically, it is often difficult to separate these processes from each other. Only recently, studies have been able to statistically separate selection from influence, using dynamic social network models. These new models thus allow for a closer study of peer influence on the development of antisocial behavior. The current article presents a review of recent empirical studies that have used dynamic social network analyses to study peer influence effects for different forms of antisocial behavior (i.e., aggression, delinquency, externalizing behavior, weapon carrying) as these forms may be differently affected by peer influence. Studies that lump different kinds of antisocial behavior together as “externalizing behavior” show mixed results with regard to peer influence. With regard to the development of delinquency and weapon carrying, peer influences were observed in studies that had six month to one-year measurement intervals, but not in those with shorter intervals. With regard to direct forms of aggression, peer influence was only observed in certain contexts and depended on individual antisocial traits. What is recommended for further advance in the field of peer influence is to avoid container variables of antisocial behavior (such as “externalizing behavior”), to pay close attention to the role of status and belonging needs, and to focus more strongly on a detailed examination of the sequential order of peer selection and influence processes and their moderation by individual and contextual conditions

Do They Get What They Want or Are They Stuck With What They Can Get? Testing Homophily Against Default Selection for Friendships of Highly Aggressive Boys. The TRAILS Study

In this study a homophily selection hypothesis was tested against a default selection hypothesis, to answer whether preferred and realized friendships of highly aggressive boys differed. In a large peer-nomination sample, we assessed who highly overt aggressive, low prosocial boys (n = 181) nominated as friends (preferred friendships) and who among the nominated friends reciprocated the friendship (realized friendships). These preferred and realized friendships were compared with those of less aggressive (n = 1,268) and highly aggressive but also prosocial boys (bi-strategics; n = 55). Results showed that less aggressive boys preferred peers low on aggression, whereas highly aggressive and bi-strategic boys preferred peers not particular high or low on aggression. In line with default selection, highly aggressive boys ended up with aggressive peers even though that was not their preference. In general, received support proved an important determinant of highly aggressive, bi-strategic, and less aggressive boys’ preferred and realized friendships. Especially highly aggressive boys preferred emotionally supportive friends, but ended up with the least supportive peers. In sum, for friendships of highly overt aggressive boys, the evidence favors default selection over homophily selection

Empirical Test of Bullies’ Status Goals: Assessing Direct Goals, Aggression, and Prestige

The literature suggests that status goals are one of the driving motivations behind bullying behavior, yet this conjecture has rarely if ever been examined empirically. This study assessed status goals in three ways, using dyadic network analysis to analyze the relations and goals among 10–11 and 14–15 year olds in 22 school classes (N boys5225; N girls5277). As a validation bullies were contrasted with victims. Bullies had direct status goals (measured with the Interpersonal Goal Inventory for Children) and showed dominance as measured with proactive aggression. Moreover, as predicted from a goal perspective, bullying behavior was related to prestige in terms of perceived popularity. In contrast, victims lacked status goals, were only reactively aggressive, and low on prestige. That being popular is not the same as being liked could be shown by the fact that bullies were just as rejected as victims by their classmates. Eighth-grade bullies had more direct status goals than fourth-grade bullies, possibly indicating that striving for the popularity component of status increases in early adolescence.