Top

Research on Child and Adolescent Psychopathology

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

15-10-2020

Parallel Trajectories of Proactive and Reactive Aggression in Middle Childhood and Their Outcomes in Early Adolescence

Auteurs: Spencer C. Evans, Kathleen I. Dίaz, Kelsey P. Callahan, Elizabeth R. Wolock, Paula J. Fite

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 2/2021

Abstract

This study used an accelerated longitudinal design to investigate trajectories of proactive and reactive aggression in middle childhood and their outcomes in early adolescence. Children (N = 1420; ages 5–12; 48% female) were assessed biannually over 6 school years. Classroom teachers rated students’ proactive and reactive aggression throughout grades K-5; and multi-method (teacher-report, self-report, school records) measures of peer problems, depressive symptoms, academic performance, disciplinary actions, and school absenteeism were collected throughout grades 3–5. Latent class growth models were estimated to differentiate parallel-process trajectories of proactive-reactive aggression. Class membership was then examined as a predictor of outcomes at the end of 5th grade. The best-fitting solution had four trajectory classes: (1) low aggression, 76.7%; (2) high proactive-reactive aggression, 4.7%; (3) declining aggression, 4.9%; and (4) predominantly reactive aggression, 13.7%. Most classes showed seasonal upticks in aggressive behavior in the spring semester relative to fall; these were especially pronounced for proactive aggression, both as a variable and for the proactive-reactive class. Relative to their low-aggression peers, children in any elevated-aggression class had higher levels of peer problems, depressive symptoms, and disciplinary actions and lower GPAs at the end of 5th grade. The reactive class—which on no occasion had the highest total aggression—exhibited the most consistently unfavorable pattern of outcomes across methods and measures. Findings offer new insights concerning the multifinality and heterogeneity of aggressive behavior in childhood. Research, theory, and practice could benefit from adopting person-centered conceptualizations that consider the long-term trajectories, short-term variations, and proactive vs. reactive functions of youth aggression.

vorige artikel Preschool Neuropsychological Predictors of School-aged Sluggish Cognitive Tempo and Inattentive Behaviors

volgende artikel Converging Multi-modal Evidence for Implicit Threat-Related Bias in Pediatric Anxiety Disorders

Alleen toegankelijk voor geautoriseerde gebruikers

Class 1 shifted from 73% to 77%; Class 4 from 18% to 14%; and Classes 2 and 3 both changed by about 1%, each capturing about 5% of the sample in the final model.

To further investigate the cleanness and stability of the final solution, we examined individuals’ probabilities of class membership (a continuous value, 0–1) and most likely class memberships (binary, 0 or 1) in terms of their correlations with observed outcome variables (Tables S5-S6). Point-biserial correlations for assigned classes were attenuated by an average of 0.01 points (range 0.00 to 0.05) relative to their corresponding Pearson’s r correlations for class probabilities. Only 4 of 192 (2%) associations attenuated from significant to nonsignificant. Thus, our method of exporting youths’ most likely class memberships had negligible effect on associations with outcomes.

Within each cohort, for example, Class 1 always captured 73–81% of youth. Results were similarly consistent for Class 2 (2–7%), Class 3 (2–8%), and Class 4 (12–16%), supporting the robustness of the four-class solution across cohorts and occasions.

As an example of evidence for validity, membership in the Low Aggression Class correlated favorably with peer, depression, academic, and disciplinary variables at all occasions, whereas the three elevated-aggression classes were correlated with poorer outcomes on these variables. Further, among the three aggressive classes, the two classes characterized by persistent aggression (Proactive-Reactive and Reactive) showed correlations with peer and discipline problems that were largely consistent across grades 3–5, whereas those in the Declining class showed similar correlations at earlier occasions but not in 5th grade (Tables S5-S6).

Achenbach, T. M., & Rescorla, L. (2001). Manual for the ASEBA school-age forms & profiles: An integrated system of multi-informant assessment. Burlington: ASEBA.

Angold, A., Costello, E. J., Messer, S. C., Pickles, A., Winder, F., & Silver, D. (1995). The development of a short questionnaire for use in epidemiological studies of depression in children and adolescents. International Journal of Methods in Psychiatric Research, 5(4), 237–249.

Bandura, A. (1978). Social learning theory of aggression. Journal of Communication, 28(3), 12–29. https://doi.org/10.1111/j.1460-2466.1978.tb01621.x. CrossRef

Barker, E. D., Tremblay, R. E., Nagin, D. S., Vitaro, F., & Lacourse, E. (2006). Development of male proactive and reactive physical aggression during adolescence. Journal of Child Psychology and Psychiatry, 47(8), 783–790. https://doi.org/10.1111/j.1469-7610.2005.01585.x. CrossRefPubMed

Basch, C. E. (2011). Aggression and violence and the achievement gap among urban minority youth. Journal of School Health, 81(10), 619–625. https://doi.org/10.1111/j.1746-1561.2011.00636.x. CrossRef

Brame, B., Nagin, D. S., & Tremblay, R. E. (2001). Developmental trajectories of physical aggression from school entry to late adolescence. Journal of Child Psychology and Psychiatry, 42, 503–512.

Berkowitz, L. (1989). Frustration-aggression hypothesis: examination and reformulation. Psychological Bulletin, 106(1), 59–73. https://doi.org/10.1037/0033-2909.106.1.59. CrossRefPubMed

Bevilacqua, L., Hale, D., Barker, E. D., & Viner, R. (2018). Conduct problems trajectories and psychosocial outcomes: a systematic review and meta-analysis. European Child & Adolescent Psychiatry, 27(10), 1239–1260. https://doi.org/10.1007/s00787-017-1053-4. CrossRef

Brennan, L. M., Shaw, D. S., Dishion, T. J., & Wilson, M. (2012). Longitudinal predictors of school-age academic achievement: unique contributions of toddler-age aggression, oppositionality, inattention, and hyperactivity. Journal of Abnormal Child Psychology, 40, 1289–1300. CrossRef

Broidy, L. M., Nagin, D. S., Tremblay, R. E., Bates, J. E., Brame, B., Dodge, K. A., et al. (2003). Developmental trajectories of childhood disruptive behaviors and adolescent delinquency: a six-site, cross-national study. Developmental Psychology, 39(2), 222–245. https://doi.org/10.1037//0012-1649.39.2.222. CrossRefPubMedPubMedCentral

Campbell, S. B., Spieker, S., Burchinal, M., & Poe, M. D. (2006). Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12. Journal of Child Psychology and Psychiatry, 47(8), 791–800. https://doi.org/10.1111/j.1469-7610.2006.01636.x. CrossRefPubMed

Card, N. A., & Little, T. D. (2006). Proactive and reactive aggression in childhood and adolescence: a meta-analysis of differential relations with psychosocial adjustment. International Journal of Behavioral Development, 30(5), 466–480. https://doi.org/10.1177/0165025406071904. CrossRef

Chen, X., Huang, X., Chang, L., Wang, L., & Li, D. (2010). Aggression, social competence, and academic achievement in Chinese children: a 5-year longitudinal study. Development and Psychopathology, 22, 583–592. CrossRef

Cicchetti, D., & Rogosch, F. A. (2002). A developmental psychopathology perspective on adolescence. Journal of Consulting and Clinical Psychology, 70(1), 6–20. https://doi.org/10.1037/0022-006X.70.1.6. CrossRefPubMed

Coghill, D., & Sonuga-Barke, E. J. (2012). Annual research review: categories versus dimensions in the classification and conceptualisation of child and adolescent mental disorders–implications of recent empirical study. Journal of Child Psychology and Psychiatry, 53(5), 469–489. https://doi.org/10.1111/j.1469-7610.2011.02511.x. CrossRefPubMed

Coie, J., Terry, R., Lenox, K., & Lochman, J. (1995). Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder. Development and Psychopathology, 7, 697–713. https://doi.org/10.1017/S0954579400006799. CrossRef

Copeland, W. E., Shanahan, L., Costello, E. J., & Angold, A. (2009). Childhood and adolescent psychiatric disorders as predictors of young adult disorders. Archives of General Psychiatry, 66(7), 764–772. https://doi.org/10.1001/archgenpsychiatry.2009.85. CrossRefPubMedPubMedCentral

Côté, S. M., Vaillancourt, T., Barker, E. D., Nagin, D., & Tremblay, R. E. (2007). The joint development of physical and indirect aggression: predictors of continuity and change during childhood. Development and Psychopathology, 19, 37–55. https://doi.org/10.1017/S0954579407070034. CrossRefPubMed

Crick, N. R., Ostrov, J. M., & Werner, N. E. (2006). A longitudinal study of relational aggression, physical aggression, and children’s social-psychological adjustment. Journal of Abnormal Child Psychology, 34, 131–142. https://doi.org/10.1007/s10802-005-9009-4. CrossRefPubMed

Cui, L., Colasante, T., Malti, T., Ribeaud, D., & Eisner, M. P. (2016). Dual trajectories of reactive and proactive aggression from mid-childhood to early adolescence: relations to sensation seeking, risk taking, and moral reasoning. Journal of Abnormal Child Psychology, 44(4), 663–675. https://doi.org/10.1007/s10802-015-0079-7. CrossRefPubMed

Day, D. M., Bream, L. A., & Pal, A. (1992). Proactive and reactive aggression: an analysis of subtypes based on teacher perceptions. Journal of Clinical Child Psychology, 21, 210–217. https://doi.org/10.1207/s15374424jccp2103_2. CrossRef

Dodge, K. A., & Coie, J. D. (1987). Social-information-processing factors in reactive and proactive aggression in children’s peer groups. Journal of Personality and Social Psychology, 53(6), 1146–1158. https://doi.org/10.1037/0022-3514.53.6.1146. CrossRefPubMed

Evans, S. C., & Fite, P. J. (2019). Dual pathways from reactive aggression to depressive symptoms in children: further examination of the failure model. Journal of Abnormal Child Psychology, 47, 85–97. https://doi.org/10.1007/s10802-018-0426-6. CrossRefPubMed

Evans, S. C., Pederson, C. A., Fite, P. J., Blossom, J. B., & Cooley, J. L. (2016). Teacher-reported irritable and defiant dimensions of oppositional defiant disorder: social, behavioral, and academic correlates. School Mental Health, 8, 292–304. https://doi.org/10.1007/s12310-015-9163-y. CrossRef

Evans, S. C., Cooley, J. L., Blossom, J. B., Pederson, C. A., Tampke, E., & Fite, P. J. (2019). Examining ODD/ADHD symptom dimensions as predictors of social, emotional, and academic trajectories in middle childhood. Journal of Clinical Child and Adolescent Psychology. Advance online publication. https://doi.org/10.1080/15374416.2019.1644645.

Fanti, K. A., & Henrich, C. C. (2010). Trajectories of pure and co-occurring internalizing and externalizing problems from age 2 to age 12: findings from the National Institute of Child Health and Human Development study of early child care. Developmental Psychology, 46(5), 1159–1175. https://doi.org/10.1037/a0020659. CrossRefPubMed

Farmer, T. W., Estell, D. B., Leung, M.-C., Trott, H., Bishop, J., & Cairns, B. D. (2003). Individual characteristics, early adolescent peer affiliations, and school dropout: an examination of aggressive and popular group types. Journal of School Psychology, 41(3), 217–232. https://doi.org/10.1016/S0022-4405(03)00046-3. CrossRef

Fite, P. J., Colder, C. R., Lochman, J. E., & Wells, K. C. (2008). Developmental trajectories of proactive and reactive aggression from fifth to ninth grade. Journal of Clinical Child & Adolescent Psychology, 37(2), 412–421. https://doi.org/10.1080/15374410801955920. CrossRef

Fite, P. J., Hendrickson, M., Rubens, S. L., Gabrielli, J., & Evans, S. (2013). The role of peer rejection in the link between reactive aggression and academic performance. Child & Youth Care Forum, 42, 193–205. https://doi.org/10.1007/s10566-013-9199-9.

Fite, P. J., Raine, A., Stouthamer-Loeber, M., Loeber, R., & Pardini, D. A. (2010). Reactive and proactive aggression in adolescent males: examining differential outcomes 10 years later in early adulthood. Criminal Justice and Behavior, 37(2), 141–157. https://doi.org/10.1177/0093854809353051. CrossRef

Fite, P. J., Craig, J., Colder, C. R., Lochman, J. E., & Wells, K. C. (2016). Proactive and reactive aggression. In R. Levesque (Ed.), Encyclopedia of adolescence. Cham: Springer.

French, D. C., & Conrad, J. (2001). School dropout as predicted by peer rejection and antisocial behavior. Journal of Research on Adolescence, 11(3), 225–244. https://doi.org/10.1111/1532-7795.00011. CrossRef

Frey, K. S., & Strong, Z. H. (2018). Aggression predicts changes in peer victimization that vary by form and function. Journal of Abnormal Child Psychology, 46(2), 305–318. https://doi.org/10.1007/s10802-017-0306-5. CrossRefPubMed

Frick, P. J., & Viding, E. (2009). Antisocial behavior from a developmental psychopathology perspective. Development and Psychopathology, 21(4), 1111–1131. https://doi.org/10.1017/S0954579409990071. CrossRefPubMed

Girard, L. C., Tremblay, R. E., Nagin, D., & Côté, S. M. (2019). Development of aggression subtypes from childhood to adolescence: a group-based multi-trajectory modelling perspective. Journal of Abnormal Child Psychology, 47, 825–838. https://doi.org/10.1007/s10802-018-0488-5. CrossRefPubMed

Givens, E. M., & Reid, J. A. (2019). Developmental trajectories of physical aggression and nonaggressive rule-breaking during late childhood and early adolescence. Criminal Justice and Behavior, 46(3), 395–414. https://doi.org/10.1177/0093854818803652. CrossRef

Gooren, E. M., van Lier, P. A., Stegge, H., Terwogt, M. M., & Koot, H. M. (2011). The development of conduct problems and depressive symptoms in early elementary school children: the role of peer rejection. Journal of Clinical Child & and Adolescent Psychology, 40, 245–253. https://doi.org/10.1080/15374416.2011.546045. CrossRef

Grimm, K. J., Ram, N., & Estabrook, R. (2016). Growth modeling: Structural equation and multilevel modeling approaches. Guilford.

Hubbard, J. A., McAuliffe, M. D., Morrow, M. T., & Romano, L. J. (2010). Reactive and proactive aggression in childhood and adolescence: precursors, outcomes, processes, experiences, and measurement. Journal of Personality, 78(1), 95–118. https://doi.org/10.1111/j.1467-6494.2009.00610.x. CrossRefPubMed

Joussemet, M., Vitaro, F., Barker, E. D., Côté, S., Nagin, D. S., Zoccolillo, M., & Tremblay, R. E. (2008). Controlling parenting and physical aggression during elementary school. Child Development, 79(2), 411–425. https://doi.org/10.1111/j.1467-8624.2007.01133.x. CrossRefPubMed

Jung, T., & Wickrama, K. A. S. (2008). An introduction to latent class growth analysis and growth mixture modeling. Social and Personality Psychology Compass, 2, 302–317. https://doi.org/10.1111/j.1751-9004.2007.00054.x. CrossRef

Karlstad, Ø., Furu, K., Stoltenberg, C., Håberg, S. E., & Bakken, I. J. (2017). ADHD treatment and diagnosis in relation to children’s birth month: nationwide cohort study from Norway. Scandinavian Journal of Public Health, 45, 343–349. https://doi.org/10.1177/1403494817708080. CrossRefPubMed

Kuo, E. S., Stoep, A. V., & Stewart, D. G. (2005). Using the short mood and feelings questionnaire to detect depression in detained adolescents. Assessment, 12(4), 374–383. https://doi.org/10.1177/1073191105279984. CrossRefPubMed

Lanza, S. T., & Cooper, B. R. (2016). Latent class analysis for developmental research. Child Development Perspectives, 10(1), 59–64. https://doi.org/10.1111/cdep.12163. CrossRefPubMedPubMedCentral

Lee, E. J., & Bukowski, W. M. (2012). Co-development of internalizing and externalizing problem behaviors: causal direction and common vulnerability. Journal of Adolescence, 35(3), 713–729. https://doi.org/10.1016/j.adolescence.2011.10.008. CrossRefPubMed

Loth, A. K., Drabick, D. A. G., Leibenluft, E., & Hulvershorn, L. A. (2014). Do childhood externalizing disorders predict adult depression? A meta-analysis. Journal of Abnormal Child Psychology, 42, 1115–1116. https://doi.org/10.1007/s10802-014-9867-8. CrossRef

Lounsbury, J. W., Steel, R. P., Loveland, J. M., & Gibson, L. W. (2004). An investigation of personality traits in relation to adolescent school absenteeism. Journal of Youth and Adolescence, 33(5), 457–466. https://doi.org/10.1023/b:joyo.0000037637.20329.97. CrossRef

Loveland, J. M., Lounsbury, J. W., Welsh, D., & Buboltz, W. C. (2007). The validity of physical aggression in predicting adolescent academic performance. British Journal of Educational Psychology, 77(1), 167–176. https://doi.org/10.1348/000709905X79563. CrossRef

McCarty, C. A., Mason, W. A., Kosterman, R., Hawkins, J. D., Lengua, L. J., & McCauley, E. (2008). Adolescent school failure predicts later depression among girls. Journal of Adolescent Health, 43, 180–187. https://doi.org/10.1016/j.jadohealth.2008.01.023. CrossRef

Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., Benjet, C., Georgiades, K., & Swendsen, J. (2010). Lifetime prevalence of mental disorders in US adolescents: results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 49(10), 980–989. https://doi.org/10.1016/j.jaac.2010.05.017. CrossRef

Moffitt, T. E. (2008). A review of research on the taxonomy of life-course persistent versus adolescence-limited antisocial behavior. In F. T. Cullen, J. Wright, & K. Blevins (Eds.), Taking stock: The status of criminological theory (pp. 277–312). Routledge.

Morrow, M. T., Hubbard, J. A., McAuliffe, M. D., Rubin, R. M., & Dearing, K. F. (2006). Childhood aggression, depressive symptoms, and peer rejection: the mediational model revisited. International Journal of Behavioral Development, 30, 240–248. https://doi.org/10.1177/0165025406066757. CrossRef

Muthén, L. K., & Muthén, B. O. (1998-2017). Mplus user’s guide (Eighth ed.). Los Angeles: Muthén & Muthén.

Nagin, D. S. (1999). Analyzing developmental trajectories: a semiparametric, group-based approach. Psychological Methods, 4(2), 139–157. https://doi.org/10.1037/1082-989X.4.2.139. CrossRef

Nagin, D., & Tremblay, R. E. (1999). Trajectories of boys’ physical aggression, opposition, and hyperactivity on the path to physically violent and nonviolent juvenile delinquency. Child Development, 70(5), 1181–1196. https://doi.org/10.1111/1467-8624.00086. CrossRefPubMed

Nylund-Gibson, K., Grimm, R. P., & Masyn, K. E. (2019). Prediction from latent classes: a demonstration of different approaches to include distal outcomes in mixture models. Structural Equation Modeling: A Multidisciplinary Journal, 26(6), 967–985. https://doi.org/10.1080/10705511.2019.1590146. CrossRef

Obradović, J., Burt, K. B., & Masten, A. S. (2010). Testing a dual cascade model linking competence and symptoms over 20 years from childhood to adulthood. Journal of Clinical Child & and Adolescent Psychology, 39, 90–102. https://doi.org/10.1080/15374410903401120. CrossRef

Ojanen, T., & Kiefer, S. (2013). Instrumental and reactive functions and overt and relational forms of aggression: developmental trajectories and prospective associations during middle school. International Journal of Behavioral Development, 37(6), 514–517. https://doi.org/10.1177/0165025413503423. CrossRef

Panak, W. F., & Garber, J. (1992). Role of aggression, rejection, and attributions in the prediction of depression in children. Development and Psychopathology, 4(1), 145–165.

Patterson, G. R., & Capaldi, D. M. (1990). A mediational model for boys’ depressed mood. In J. E. Rolf, A. Masten, D. Ciccheti, K. Neuchterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 141–163). Boston: Cambridge University Press. CrossRef

Patterson, G. R., & Stoolmiller, M. (1991). Replications of a dual failure model for boys’ depressed mood. Journal of Consulting and Clinical Psychology, 59, 491–498. https://doi.org/10.1037/0022-006X.59.4.491. CrossRef

Pellegrini, A. D., & Long, J. D. (2002). A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school. British Journal of Developmental Psychology, 20(2), 259–280. https://doi.org/10.1348/026151002166442. CrossRef

Polman, H., de Castro, B. O., Koops, W., van Boxtel, H. W., & Merk, W. W. (2007). A meta-analysis of the distinction between reactive and proactive aggression in children and adolescents. Journal of Abnormal Child Psychology, 35(4), 522–535. https://doi.org/10.1007/s10802-007-9109-4. CrossRefPubMed

Reinke, W. M., Eddy, J. M., Dishion, T. J., & Reid, J. B. (2012). Joint trajectories of symptoms of disruptive behavior problems and depressive symptoms during early adolescence and adjustment problems during emerging adulthood. Journal of Abnormal Child Psychology, 40, 1123–1136. https://doi.org/10.1007/s10802-012-9630-y. CrossRefPubMedPubMedCentral

Schaeffer, C. M., Petras, H., Ialongo, N., Poduska, J., & Kellam, S. (2003). Modeling growth in boys’ aggressive behavior across elementary school: links to later criminal involvement, conduct disorder, and antisocial personality disorder. Developmental Psychology, 39(6), 1020–1035. https://doi.org/10.1037/0012-1649.39.6.1020. CrossRefPubMed

Schwartz, D., Gorman, A. H., Nakamoto, J., & McKay, T. (2006). Popularity, social acceptance, and aggression in adolescent peer groups: links with academic performance and school attendance. Developmental Psychology, 42(6), 1116–1127. CrossRef

Shaw, D. S., Gilliom, M., Ingoldsby, E. M., & Nagin, D. S. (2003). Trajectories leading to school-age conduct problems. Developmental Psychology, 39(2), 189–200. https://doi.org/10.1037/0012-1649.39.2.189. CrossRefPubMed

Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2010). The impact of parents, child care providers, teachers, and peers on early externalizing trajectories. Journal of School Psychology, 48(6), 555–583. https://doi.org/10.1016/j.jsp.2010.08.003. CrossRefPubMedPubMedCentral

Tremblay, R. E., Vitaro, F., & Côté, S. M. (2018). Developmental origins of chronic physical aggression: a bio-psycho-social model for the next generation of preventive interventions. Annual Review of Psychology, 69, 383–407. https://doi.org/10.1146/annurev-psych-010416-044030. CrossRefPubMed

van Lier, P. A., Vitaro, F., Barker, E. D., Brendgen, M., Tremblay, R. E., & Boivin, M. (2012). Peer victimization, poor academic achievement, and the link between childhood externalizing and internalizing problems. Child Development, 83(5), 1775–1788. https://doi.org/10.1111/j.1467-8624.2012.01802.x. CrossRefPubMed

Vitaro, F., Brendgen, M., & Tremblay, R. E. (2002). Reactively and proactively aggressive children: antecedent and subsequent characteristics. Journal of Child Psychology and Psychiatry, 43, 495–505. https://doi.org/10.1111/1469-7610.00040. CrossRefPubMed

Wald, J., & Losen, D. J. (2003). Defining and redirecting a school-to-prison pipeline. New Directions for Youth Development, (99), 9–15. https://doi.org/10.1002/yd.51.

Wang, C., Williams, K. E., Shahaeian, A., & Harrison, L. J. (2018). Early predictors of escalating internalizing problems across middle childhood. School Psychology Quarterly, 33(2), 200–212. https://doi.org/10.1037/spq0000218. CrossRefPubMed

White, B. A., Jarrett, M. A., & Ollendick, T. H. (2013). Self-regulation deficits explain the link between reactive aggression and internalizing and externalizing behavior problems in children. Journal of Psychopathology and Behavioral Assessment, 35, 1–9. https://doi.org/10.1007/s10862-012-9310-9. CrossRef

Wildeboer, A., Thijssen, S., Van IJzendoorn, M. H., Van Der Ende, J., Jaddoe, V. W., Verhulst, F. C., et al. (2015). Early childhood aggression trajectories: associations with teacher-reported problem behaviour. International Journal of Behavioral Development, 39(3), 221–234. https://doi.org/10.1177/0165025414562239. CrossRef

World Health Organization. (2019). Retrieved from https://www.who.int/topics/early-child-development/en/ [early childhood] and http://apps.who.int/adolescent/second-decade/section2/page1/recognizing-adolescence.html [adolescence].

Titel: Parallel Trajectories of Proactive and Reactive Aggression in Middle Childhood and Their Outcomes in Early Adolescence
Auteurs: Spencer C. Evans
Kathleen I. Dίaz
Kelsey P. Callahan
Elizabeth R. Wolock
Paula J. Fite
Publicatiedatum: 15-10-2020
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 2/2021
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-020-00709-5

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2021

Irritability Predicts Hyperactive/Impulsive Symptoms Across Adolescence for Females

The Role of Defending Norms in Victims’ Classroom Climate Perceptions and Psychosocial Maladjustment in Secondary School

Preschool Neuropsychological Predictors of School-aged Sluggish Cognitive Tempo and Inattentive Behaviors

The Architecture of Cognitive Vulnerability to Depressive Symptoms in Adolescence: A Longitudinal Network Analysis Study

The Role of the Family’s Emotional Climate in the Links between Parent-Adolescent Communication and Adolescent Psychosocial Functioning

Psychotic Like Experiences are Associated with Suicide Ideation and Behavior in 9 to 10 Year Old Children in the United States