Abstract
We studied the course of aggressive behavior in an epidemiologically defined sample of first graders with and without comorbid anxious symptoms. Our primary purpose in doing so was to understand whether the stability of aggression in young children was attenuated or strengthened in the presence of comorbid anxiety. Previous studies of older children and adolescents had produced equivocal findings in this regard. Data on anxious symptoms were obtained through an interview of the children, whereas aggressive behavior was assessed through the use of a teacher interview and peer nominations. Assessments were performed in the fall and spring of first grade. In contrast to children classified as aggressive alone in the fall of first grade, boys and girls classified as aggressive and anxious in the fall of first grade were significantly more likely to be classified as aggressive in the spring in terms of teacher ratings and/or peer nominations of aggression. Thus our findings suggest that the link between early and later aggression may be strengthened in the presence of comorbid anxious symptoms, rather than attenuated. Future studies are needed to identify the mechanisms by which the course of aggression is influenced by the presence of comorbid anxiety.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Campbell, M., & Rapee, R. (1994). The nature of feared outcome representations in children.Journal of Abnormal Child Psychology, 22 99–112.
Cohn, L. D. (1991). Sex differences in the course of personality development.Psychological Bulletin, 109 252–266.
Coie, J., Dodge, K., & Kupersmidt, J. (1990). Peer group behavior and peer social status. In S. R. Asher & J. D. Coie (Eds.),Peer rejection in childhood (pp. 17–59). Cambridge, UK: Cambridge University Press.
Dodge, K. A. (1986). A social information processing model of social competence in children. In M. Perlmutter (Ed.),Minnesota Symposium on Child Psychology. Hillsdale, NJ: Erlbaum.
Graham, P., & Rutter, M. (1973). Psychiatric disorders in the young adolescent: A follow-up study.Proceedings of the Royal Society of Medicine, 66 1226–1229.
Gray, J. A. (1987).The psychology of fear and stress (2nd ed.). Cambridge, U.K.: Cambridge University Press.
Ialongo, N., Edelsohn, G., Werthamer-Larsson, L., & Kellam, S. (1994). The significance of self-reported anxious symptoms in first grade children.Journal of Abnormal Child Psychology, 22 441–456.
Kashani, J., Deuser, W., & Reid, J. C. (1991). Aggression and anxiety: A new look at an old notion.Journal of the American Academy of Child and Adolescent Psychiatry, 30 187–191.
Kellam, S., Brown, C. H., Rubin, B. R., & Ensminger, M. E. (1983). Paths leading to teenage psychiatric symptoms and substance use: Developmental epidemiological studies in Woodlawn. In S. B. Guze, F. J. Earls, & J. E. Barrett (Eds.)Childhood psychopathology and development (pp. 17–51). New York: Raven Press.
Kohlberg, L. (1978). The cognitive developmental approach to behavior disorders: A study of the development of moral reasoning in delinquents. In G. Serban (Ed.),Cognitive deficits in the development of mental illness. New York: Bruner/Mazel.
Kohlberg, L., Ricks, D., & Snarey, J. (1984). Childhood development as a predictor of adaptation in adulthood.Genetic Psychology Monographs, 110 91–172.
Mitchell, S., & Rosa, P. (1981). Boyhood behavior problems as precursors of criminality: A fifteen year followup study.Journal of Child Psychology and Psychiatry, 22 19–33.
Murphy, D., Pelham, W., & Lang, A. R. (1992). Aggression in boys with attention deficit hyperactivity disorder: Methylphenidate effects of naturalistically observed aggression, response to provocation, and social information processing.Journal of Abnormal Child Psychology, 20 451–466.
National Institute of Mental Health. (1991).Implementation of the national plan for research on child and adolescent mental disorders (Program Announcement PA-91-46). Washington, DC: U.S. Government Printing Office.
Patterson, G. R., Reid J., & Dishion, T. (1992).Antisocial boys. Eugene, OR: Castalia.
Pekarik, E., Prinz, R., Leibert, C., Weintraub, S., & Neale, J. (1976). The pupil evaluation inventory: A sociometric technique for assessing children's social behavior.Journal of Abnormal Child Psychology, 4 83–97.
Quay, H., & Love, C. (1977). The effect of a juvenile diversion program on rearrests.Criminal Justice and Behavior, 4 377–396.
Reynolds, C. R., & Richmond, B. O. (1985).Revised Children's Manifest Anxiety Scale (R-CMAS) manual. Los Angeles: Western Psychological Services.
Walker, J., Lahey, B., Russo, M., Frick, P., Christ, M., McBurnett, K., Loeber, R., Stouthamer-Loeber, M., & Green, S. (1991), Anxiety, inhibition, and conduct disorder in children: I. Relations to social impairment.Journal of the American Academy of Child and Adolescent Psychiatry, 30 187–191.
Werthamer-Larsson, L., Kellam, S., & Wheeler, L. (1991). Effect of first grade classroom environment on shy behavior, aggressive behavior, and concentration problems.American Journal of Community Psychology, 19 585–602.
Author information
Authors and Affiliations
Additional information
The writing of this paper was supported by the following National Institute of Mental Health grants: Epidemiologic Prevention Center for Early Risk Behavior (P50 MH38725); Periodic Outcome of Two Preventive Trials (1RO1 MH42968). The authors would like to thank the Baltimore Public City School System and the children and parents who participated in this study.
Rights and permissions
About this article
Cite this article
Ialongo, N., Edelsohn, G., Werthamer-Larsson, L. et al. The course of aggression in first-grade children with and without comorbid anxious symptoms. J Abnorm Child Psychol 24, 445–456 (1996). https://doi.org/10.1007/BF01441567
Received:
Issue Date:
DOI: https://doi.org/10.1007/BF01441567