Gender-related aggressive strategies, psychosocial adjustment, and parental influences in middle childhood

The present study examined three dimensions of children's aggression: (1) gender differences in the use of physical, verbal, and indirect strategies of aggression; (2) the relations between type of aggressive strategy used and psychosocial adjustment; and (3) the links between children's externalizing behavior problems and family functioning. The sample consisted of 406 students (205 girls and 201 boys) in Grades 5 and 6, ranging in age from 10 to 13 years (mean age = 11.2). Children provided information on same-sex peers' aggressive strategy use and the frequency of their aggression, withdrawal and likeability. A subsample of 189 mothers (97 girls and 92 boys) and 158 fathers (81 girls and 77 boys) provided reports of their children's behavior and social problems, and completed measures which assessed antisocial behavior, marital problems and parenting difficulties. The results provided evidence of gender-related forms of aggression. Specifically, physical aggression in boys and indirect aggression in girls. The findings also indicated that both physical and indirect forms of aggression were related to same-sex peer alienation. Physical aggression was linked with externalizing, internalizing and interpersonal problems, and indirect aggression was associated with social withdrawal. In addition, physically aggressive girls were more disliked than physically aggressive boys, and were viewed by fathers as experiencing more interpersonal problems than physically aggressive boys. Conversely, boys who engaged in indirect aggressive strategies were also less liked and were viewed as more socially withdrawn by same-sex peers than girls who also engaged in indirect aggression. These findings are consistent with the hypothesis that gender role atypical behavior exacerbates the risk for psychosocial impairment. The results of pathway analyses indicated that externalizing behavior problems in children were also strongly related to parental adjustment difficulties. Specifically, maternal antisocial behavior and marital hostility were linked to sons' and daughters' externalizing problems via dysfunctional child-rearing practices. Maternal antisocial behavior, however, was also directly relevant to children's difficulties. For fathers, the factors related to externalizing difficulties in sons were as those specified for mothers. However, fathers' rejecting/hostile parenting style did not appear to be relevant to daughters' externalizing difficulties. The present findings contribute toward a better understanding of gender role aspects of aggressivity and their links with children's psychosocial adjustment and parental competencie

Early risk predictors of girls’ indirect aggression from childhood to early adolescence in an at-risk sample

Abstract : The present study aimed first to examine the trajectories of indirect aggression among girls from disadvantaged neighborhoods from childhood (Mage = 8.38, SD = .91, range = 6.58–10.25) to early adolescence (Mage = 11.28, SD = .93, range = 9.33–13.83), after controlling for physical aggression. Second, it aimed to identify possible individual, family, and peer risk factors, assessed in the early school years, which predispose subgroups of girls to use indirect aggression in an intense and persistent way. Three trajectories of indirect aggression were identified: 18.9 % (n = 57) of the girls followed a trajectory that started out at the mean and then increased (“mean-increasing”), 44.5 % (n = 134) of the girls followed a trajectory that started out at the mean and then decreased (“mean-decreasing”), and 36.5 % (n = 110) of the girls followed a trajectory that started out below the mean and then decreased (“low-decreasing”). Results from univariate analyses suggest that individual, family and peer risk factors predicted membership in the subgroup of girls who use indirect aggression more frequently and increasingly. However, in multivariate analyses, only the individual factor of surgency/ extraversion predicted membership in this subgroup of girls. Hostile parent–child relationships also differentiated girls in the “mean-decreasing” group from the “low-decreasing” group. Interventions aimed at changing negative temperamental tendencies and interpersonal experiences with family and peers may break the cycle that reinforces frequent and persistent use of indirect aggression

L’agression indirecte : un indicateur d’inadaptation psychosociale chez les filles ?

Les résultats de la présente étude, menée auprès de 191 filles d’âge scolaire primaire et de leurs familles accréditent l’hypothèse voulant que le développement des filles qui manifestent fréquemment des conduites agressives indirectes soit qualitativement différent de celui des filles non agressives, mais analogue à celui des filles directement agressives. Les résultats montrent que les filles manifestant des conduites agressives indirectes éprouvent significativement plus de difficultés sociales et de problèmes de comportements intériorisés et extériorisés que les filles non agressives. Leurs relations parentales sont également davantage détériorées. Toutefois, elles se distinguent des filles qui utilisent à la fois des conduites agressives directes et indirectes par la manifestation moindre de difficultés sociales et comportementales. Nos résultats indiquent qu’il importe de tenir compte de la présence des conduites agressives indirectes dans le dépistage et le développement des conduites mésadaptées chez les filles.This study examined the unique contribution of indirect aggression related to concurrent behaviour, social and family adjustment problems. A total of 191, 5th and 6th primary school girls (mean age 12.0 years) and their families participated. Results supported the hypothesis that the adjustment of indirectly aggressive girls is different than that of nonaggressive peers, but rather, are similar to that of overtly aggressive girls. No significant differences between the two groups were found. Indirectly aggressive girls showed significantly more internalizing and externalizing behaviour problems than their nonaggressive peers. These girls also experienced more social problems and parents reported less contentment regarding the relationship with their daughter. Our findings justify the need to consider indirect aggression as an important marker of risk in the prediction and development of girls’ maladjustment

La violence indirecte : une recension des écrits avec des implications pour le milieu scolaire primaire

This article provides an overview on three issues related to indirect aggression with the aim of making this information relevant for school settings. In particular,(a) do age and gender influence the development and persistence of indirectaggression?, (b) Do school staff’s perceptions and reactions to reports of indirect aggression contribute to its persistence or decline, and if so, how? (c) which evaluation methods are most likely to detect student involvement in this form of violence? The discussion puts forth possible solutions likely to influence the prevention of indirect aggression by identifying some of the most promising strategies for elementary schools.À partir d’une méthodologie des recensions intégratives d’écrits (Jackson, 1989), cet article vise à faire une synthèse des connaissances sur la problématique de la violence indirecte. Trois questions particulièrement importantes pour le personnel scolaire y ont été abordées : a) Quelle est l’influence de l’âge et du genre des élèves sur le développement et le maintien des conduites de violence indirecte ? b) Quel rôle jouent les perceptions et les actions du personnel scolaire dans le maintien ou la résorption de ces actes ? Et c) Quelles sont les méthodes les plus susceptibles de cerner efficacement les actessubtils de cette forme de violence ? Enfin, l’article conclut en discutant des pratiques les plus prometteuses pour contrer la violence indirecte en milieu scolaire primaire

Early risk predictors of girls’ indirect aggression from childhood to early adolescence in an at-risk sample

The present study aimed first to examine the trajectories of indirect aggression among girls from disadvantaged neighborhoods from childhood (Mage=8.38, SD=.91, range=6.58–10.25) to early adolescence (Mage=11.28, SD=.93, range=9.33–13.83), after controlling for physical aggression. Second, it aimed to identify possible individual, family, and peer risk factors, assessed in the early school years, which predispose subgroups of girls to use indirect aggression in an intense and persistent way. Three trajectories of indirect aggression were identified: 18.9 % (n=57) of the girls followed a trajectory that started out at the mean and then increased (“mean-increasing”), 44.5 % (n=134) of the girls followed a trajectory that started out at the mean and then decreased (“mean-decreasing”), and 36.5 % (n=110) of the girls followed a trajectory that started out below the mean and then decreased (“low-decreasing”). Results from univariate analyses suggest that individual, family and peer risk factors predicted membership in the subgroup of girls who use indirect aggression more frequently and increasingly. However, in multivariate analyses, only the individual factor of surgency/extraversion predicted membership in this subgroup of girls. Hostile parent–child relationships also differentiated girls in the “mean-decreasing” group from the “low-decreasing” group. Interventions aimed at changing negative temperamental tendencies and interpersonal experiences with family and peers may break the cycle that reinforces frequent and persistent use of indirect aggression

Hétérogénéité des troubles du comportement au primaire et perceptions de la situation sociale et familiale des élèves

L’article porte sur les caractéristiques familiales et sociales qui distinguent des élèves présentant des troubles du comportement au primaire (n=306) d’élèves non à risque (n=101). Ces caractéristiques sont examinées selon la nature et la sévérité des problèmes comportementaux présentés, c’est-à-dire selon qu’ils répondent ou non aux critères diagnostiques d’un trouble déficitaire de l’attention/hyperactivité, d’un trouble de l’opposition avec provocation ou d’un trouble des conduites. Les résultats indiquent que les élèves qui ont ces problèmes ne se distinguent pas tous du groupe témoin, ni ne s’en différencient sur les mêmes caractéristiques sociales et familiales. Ces résultats suggèrent des interventions distinctes pour ces sous-groupes.This article examines the family and social characteristics that distinguish primary level students who show behaviour difficulties (n=306) from those that are not at risk (n=101). These characteristics are examined according to the nature and severity of the behaviour problems presented, that is, the extent to which these resemble diagnostic criteria of those considered attention deficit hyperactivity, those considered as oppositional defiant when provoked, and those with conduct disorders. The results show that not all students who have these problems are differentiated from the control group, nor are they differentiated on these same family and social characteristics. These results suggest specific intervention for these subgroups.El artículo trata de las características familiares y sociales que distinguen alumnos que presentan trastornos de conducta en la primaria (n = 306) de alumnos que no son de riesgo (n = 101). Estas características son examinadas según la naturaleza y la severidad de los problemas de conducta presentados, es decir según responden o no a los criterios diagnósticos de un trastorno deficitario de la atención/hiperactividad, de un trastorno de oposición con provocación o de un trastorno de conductas. Los resultados indican que no todos los alumnos que presentan estos problemas se distinguen del grupo piloto, ni se diferencian de él por las mismas características sociales y familiares. Estos resultados sugieren intervenciones distintas para estos subgrupos

Les caractéristiques délèves en difficulté de comportement: placés en classe spéciale ou intégrés en classe ordinaire

Malgré les politiques dadaptation scolaire favorisant lintégration en classe ordinaire, le quart des élèves en difficulté de comportement est placé en classe spéciale au Québec. Afin didentifier des facteurs déterminants de ce placement, cette étude examine les caractéristiques comportementales, cognitives, scolaires et sociales délèves du primaire en difficulté de comportement (n=300) dont 26% sont placés en classe spéciale. Létude montre que les caractéristiques des élèves sont relativement peu associées au type de placement scolaire. Ce résultat questionne plus fondamentalement les critères sur lesquels est basée lorientation des élèves et milite en faveur dune meilleure évaluation de leurs caractéristiques et de leurs besoins. Mots clés: intégration scolaire, difficulté dadaptation sociale, évaluation des difficultés de socialisation, enseignement primaire Despite the politics on social integration and mainstream in general education, a substantial proportion of children with behaviour problems are placed in special classes. In order to identify potential determinants of the educational placement, this study examined the characteristics of a sample of 300 elementary school students with behaviour problems. Twenty-six percent of these students attended special classes. The measures included the nature and severity of the behaviour problems, cognitive abilities, and social and academic competency. The results suggested that few characteristics were related to educational placement. These results question the rationale of placement in special classes and highlight the necessity for a better assessment of children needs. Keywords: mainstreaming, behavioural problems, social adaptation evaluation, elementary school teaching

Peer victimization and psychosocial adjustment in the elementary school : looking at the moderating effect of organized activities

L’intimidation subie est un phénomène fréquent dans les écoles primaires nord-américaines et est associée à plusieurs effets néfastes sur l’adaptation des élèves. Cette étude examine les liens de prédiction entre l’intimidation subie et les problèmes de comportement intériorisés et extériorisés chez les élèves du primaire de milieux défavorisés. Elle examine également l’effet modérateur de la participation à des activités de loisir organisées sur ces liens. Pour ce faire, 394 élèves (Mage = 7.84; 51 % filles) ont été suivis à deux temps de mesure à une année d’intervalle. Les variables à l’étude ont été mesurées à l’aide de questionnaires complétés par le parent principal de l’enfant et les enseignants. Après avoir contrôlé pour l’adaptation antérieure des participants et le revenu familial, les résultats montrent que l’intimidation subie prédit une augmentation des problèmes intériorisés et extériorisés un an plus tard. De plus, l’intimidation subie prédit une augmentation des problèmes intériorisés seulement chez les élèves qui ne participent pas à des activités de loisirs organisées. Cette étude contribue à l’avancement des connaissances notamment en considérant un échantillon d’élèves à risque et en examinant l’effet modérateur de la participation à des activités de loisir organisées. Elle souligne également l’importance de sensibiliser les milieux scolaires à l’impact potentiellement positif de la participation à ce type d’activités chez les élèves victimes d’intimidation. -- Mots-clés : Intimidation, victimisation, problèmes de comportement extériorisés et intériorisés, école primaire, activités de loisir organisées

The longitudinal association between externalizing and internalizing problems : an exploration of the Dual Failure Model

Abstract : The Dual Failure Model suggests that peer victimization (social failure) and academic difficulties (academic failure) mediate the association between externalizing and later internalizing problems. The present study sought to better understand why children with externalizing problems develop later internalizing problems by testing the Dual Failure Model using a sample of 744 children (aged 6 to 10 at Time 1 [T1]), of whom 434 (44.7% girls) presented with high levels of conduct problems at study inception. Both parent and teacher ratings of externalizing and internalizing problems support the social failure pathway, but not the academic failure pathway. Children with externalizing behaviors at T1 who developed internalizing problems 2 years later did so via their experiences of peer victimization. These results apply for both boys and girls and do not vary according to child age at T1 or the level of conduct problems at study inception. These findings underscore the importance of early screening and intervention for externalizing behavioral problems in order to reduce subsequent peer victimization and internalizing problems. Findings regarding the consequences of internalizing are also discussed