Top

Gepubliceerd in:

20-06-2018 | Original Paper

Theory of Mind Deficits and Reactive Aggression in Child Psychiatric Inpatients: Indirect Effects Through Emotion Dysregulation

Auteurs: Kurt K. Stellwagen, Patricia K. Kerig

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 10/2018

Abstract

Nationwide, there is a pressing need to develop more efficacious treatment regimens for reactively aggressive youth receiving inpatient psychiatric services. Identifying the relevant clinical characteristics of youth with reactive aggression is an important first step in this process. Past research findings and theoretical formulations have suggested that deficits in both social skills and emotional regulation abilities are significantly associated with the development of reactive aggression in children. Utilizing a highly aggressive child inpatient sample (65 males and 36 females) receiving crisis-stabilization services, we tested the hypothesis that emotion dysregulation statistically mediated the relationship between theory of mind deficits and reactive aggression. As hypothesized, results of bootstrapped mediational analyses indicated that theory of mind deficits were associated with higher levels of reactive aggression via the indirect influence of dysregulated affect. These findings suggest that intervention programs for reactively aggressive children should promote both theory of mind skills and emotion regulation abilities. Children that develop more thoughtful styles of perspective taking coupled with an enhanced ability to modulate their emotions may develop a greater ability to employ the rational conflict resolution skills that underlie peaceful social relationships.

vorige artikel Culturally Specific Parent Mental Distress, Parent–Child Relations and Youth Depression among Korean American Families

volgende artikel Parenting Styles and Academic Motivation: A Sample from Chinese High Schools

Arsenio, W. F., & Lemerise, E. A. (2001). Varieties of childhood bullying: Values, emotion processes, and social competence. Social Development, 10, 59–73. https://doi.org/10.1111/1467-9507.00148.CrossRef

Baeza, I., Correll, C. U., Saito, E., Ramani, M., Kapoor, S., Chekuri, R., et al. (2013). Frequency, characteristics and management of adolescent inpatient aggression. Journal of Child and Adolescent Psychopharmacology, 23, 271–281. https://doi.org/10.1089/cap.2012.0116.CrossRefPubMedPubMedCentral

Barker, E. D., Vitaro, F., Lacourse, E., Fontaine, N. M., Carbonneau, R., & Tremblay, R. E. (2010). Testing the developmental distinctiveness of male proactive and reactive aggression with a nested longitudinal experimental intervention. Aggressive Behavior, 36, 127–140. https://doi.org/10.1002/ab.20337.CrossRefPubMed

Balkin, R. S. (2006). A reexamination of trends in acute care psychiatric hospitalization: Ethnicity, payment, and length of stay. Journal of Professional Counseling, 34, 49–59.CrossRef

Barzman, D. H., Brackenbury, L., Sonnier, L., Schnell, B., Cassedy, & Salisbury, S. A., et al. (2011). Brief Rating of Aggression by Children and Adolescents (BRACHA): Development of a tool for assessing risk of inpatients’ aggressive behavior. Journal of the American Academy of Psychiatry and the Law, 39, 170–179.

Berkowitz, L. (1963). Anger and aggression: An essay on emotion. New York, NY: Springer-Verlag.

Blader, J. C., Abikoff, H., Foley, C., & Koplewicz, H. S. (1994). Children’s behavioral adaptation early in psychiatric hospitalization. Journal of Child Psychology and Psychiatry and Allied Disciplines, 35, 709–721. https://doi.org/10.111/j.1469-7610.1994.tb01216.x.CrossRef

Capage, L., & Watson, A. C. (2001). Individual differences in theory of mind, aggressive behavior, and social skills in young children. Early Education and Development, 12, 613–628. https://doi.org/10.1207/s15566935eed1204_7.CrossRef

Caravita, S., Di Blasio, P., & Salmivalli, C. (2009). Unique and interactive effects of empathy and social status on involvement in bullying. Social Development, 18, 140–163. https://doi.org/10.1111/j.1467-9507.2008.00465.x.CrossRef

Card, N. A., & Little, T. D. (2007). Differential relations of instrumental and reactive aggression with maladjustment: Does adaptivity depend on function? In P. H. Hawley, T. D. Little & P. C. Rodkin (Eds.), Aggression and adaptation: The bright side to bad behavior (pp. 107–134). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Crick, N. A., & Dodge, K. A. (1996). Social information-processing mechanisms in reactive and proactive aggression. Child Development, 67, 993–1002. https://doi.org/10.2307/1131875.CrossRefPubMed

Crocker, L. D., Heller, W., Warren, S. L., O’Hare, A. J., Infantolino, Z. P., & Miller, G. A. (2013). Relationships among cognition, emotion, and motivation: Implications for intervention and neuroplasticity in psychopathology. Frontiers in Human Neurosceince, 7, 1–19. https://doi.org/10.3389/fnhum.2013.00261.CrossRef

Crosland, K. A., Cigales, M., Dunlap, G., Neff, B., Clark, H. B., & Giddings, T., et al. (2008). Using staff training to decrease the use of restrictive procedures at two facilities for foster care children. Research on Social Work Practice, 18, 401–409. https://doi.org/10.1177/1049731507314006.CrossRef

Dodge, K. A. (2000). Conduct Disorder. In A. J. Sameroff, M. Lewis & S. M. Miller (Eds.), Handbook of developmental psychopathology: Second edition (pp. 447–463). New York, NY: Kluwer Academic/Plenum Publishers.CrossRef

Dodge, K. A. (2006). Translational science in action: Hostile attributional style and the development of aggressive behavior problems. Development and Psychopathology, 18, 791–814. https://doi.org/10.1017/S0954579406060391.CrossRefPubMedPubMedCentral

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, 1146–1158. https://doi.org/10.1037/0022-3514.53.6.1146.CrossRefPubMed

Dollard, J., Doob, C. W., Miller, N. E., Mowrer, O. H., & Sears, R. R. (1939). Frustration and aggression. New Haven, CT: Yale University Press.CrossRef

Eisenberg, N., Fabes, R. A., Shepard, S. A., Murphy, B. C., Guthrie, I. K., Jones, S., et al. (1997). Contemporaneous and longitudinal prediction of children’s social functioning from regulation and emotionality. Child Development, 68, 642–664. https://doi.org/10.2307/1132116.CrossRefPubMed

Eisenberg, N., Fabes, R. A., Shepard, S. A., Murphy, B. C., Jones, S., & Guthrie, I. K. (1998). Contemporaneous and longitudinal prediction of children’s sympathy from dispositional regulation and emotionality. Developmental Psychology, 34, 910–924.https://doi.org/10.1037.0012-1649.34.5.910.CrossRefPubMed

Ellis, M. L., Weiss, B., & Lochman, J. E. (2009). Executive functions in children: Associations with aggressive behavior and appraisal processing. Journal of Abnormal Child Psychology, 37, 945–956. https://doi.org/10.1007/s10802-009-9321-5.CrossRefPubMedPubMedCentral

Feindler, E. l. (2006). Anger-related disorders: A practitioner’s guide to comparative treatments. New York, NY: Springer Publishing Company.

Fite, P. J., Stoppelbein, L., & Greening, L. (2009). Proactive and reactive aggression in a child psychiatric inpatient population. Journal of Clinical Child and Adolescent Psychology, 38, 199–205. https://doi.org/10.1080/15374410802698461.CrossRefPubMedPubMedCentral

Fonagy, P., & Luyton, P. (2009). A developmental, mentalization-based, approach to the understanding and treatment of borderline personality disorder. Development and Psychopathology, 21, 1355–1381. https://doi.org/10.1017/S0954579409990198.CrossRefPubMed

Frick, P. J., Cornell, A. H., Barry, C. T., Bodin, S. D., & Dane, H. E. (2003). Callous-unemotional traits and conduct problems in the prediction of conduct problem severity, aggression, and self-report of delinquency. Journal of Abnormal Child Psychology, 31, 457–470. https://doi.org/10.1023/A: 1023899703866.CrossRefPubMed

Frick, P. J., & Hare, R. D. (2001). The Antisocial Process Screening Device (APSD). Toronto, Canada: Multi-Health Systems.

Glick, B., & Gibbs, J. C. (2010). Aggression replacement training: a comprehensive intervention for aggressive youth 3rd edn Champaign, IL: Research Press.

Greene, R. W., Ablon, J. S., & Martin, A. (2006). Use of collaborative problem solving to reduce seclusion and restraint in child and adolescent inpatient units. Psychiatric Services, 57, 610–612. https://doi.org/10.1176/ps.2006.57.5.610.CrossRefPubMed

Happé, F. (1994). An advanced test of theory of mind: Understanding of story characters’ thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 14, 385–389. https://doi.org/10.1007/bf02172093.CrossRef

Happé, F., & Frith, U. (1996). Theory of mind and social impairment in children with conduct disorder. British Journal of Developmental Psychology, 14, 385–398. https://doi.org/10.1111/j.2044-835X.1996.tb000713.x.CrossRef

Happé, F., Winner, E., & Brownell, H. (1998). The getting of wisdom: Theory of mind in old age. Developmental Psychology, 34, 358–362. https://doi.org/10.1037/0012-1649.34.2.358.CrossRefPubMed

Haimowitz, S., & Urff, J. (2006). Legal consequences of seclusion and restraint. Psychiatric Services, 57, 1516 https://doi.org/10.1176/ps.2006.57.10.1516.CrossRefPubMed

Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis. New York, NY: Guilford Press.

Kerig, P. K., & Stellwagen, K. K. (2010). Roles of callous-unemotional traits, narcissism, and Machiavellianism in childhood aggression. Journal of Psychopathology and Behavioral Assessment, 32, 343–352. https://doi.org/10.1007/s10862-009-9168-7.CrossRef

Kennedy, S. S., & Mohr, W. K. (2001). A prolegomenon on restraint of children: Implicating constitutional rights. American Journal of Orthopsychiatry, 71, 26–37. https://doi.org/10.1037/0002-9432.71.1.26.CrossRef

Kloo, D., & Perner, J. (2008). Training theory of mind and executive control: A tool for improving school achievement? Mind, Brain, and Education, 2, 122–127. https://doi.org/10.1111/j.1751-228X.2008.00042.x.CrossRef

Kraemer, H. C., Stice, E., Kazdin, A., Offord, D., & Kupfer, D. (2001). How do risk factors work together? Mediators, moderators, and independent, overlapping, and proxy risk factors. The American Journal of Psychiatry, 158, 848–856. https://doi.org/10.1176/appi.ajp.158.6.848.CrossRefPubMed

Larson, J., & Lochman, J. E. (2010). Helping schoolchildren cope with anger: A cognitive-behavioral intervention. 2nd edn New York, NY: The Guilford Press.

LeBel, J., Stromberg, N., Duckworth, K., Kerzner, J., Goldstein, R., & Weeks, M., et al. (2004). Child and adolescent inpatient restraint reduction: A state initiative to promote strength-based care. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 37–43. https://doi.org/10.1097/00004583-200401000-00013.CrossRefPubMed

Lecce, S., Bianco, F., Devine, R. T., Hughes, C., & Banerjee, R. (2014). Promoting theory of mind during middle childhood: A training program. Journal of Experimental Child Psychology, 126, 52–67. https://doi.org/10.1016/j.jecp.2014.03.002.CrossRefPubMed

Lochman, J. E., & Wells, K. C. (2004). The coping power program for preadolescent boys and their parents: Outcome effects at the 1-year follow-up. Journal of Consulting and Clinical Psychology, 72, 571–577. https://doi.org/10.1037/0022-006X.72.4.571.CrossRefPubMed

Marsee, M. A., Weems, C. F., & Taylor (2008). Exploring the association between aggression and anxiety in youth: A look at aggressive subtypes, gender, and social cognition. Journal of Child and Family Studies, 17, 154–168. https://doi.org/10.1007/s10826-007-9154-1.CrossRef

Miller, P. A., & Eisenberg, N. (1988). The relation of empathy to aggressive and externalizing/antisocial behavior. Psychological Bulletin, 103, 324–344. https://doi.org/10.1037/0033-2909.103.3.324.CrossRefPubMed

Murphy, B. C., Shepard, S. A., Eisenberg, N., Fabes, R. A., & Guthrie, I. K. (1999). Contemporaneous and longitudinal relations of dispositional sympathy to emotionality, regulation, and social functioning. Journal of Early Adolescence, 19, 66–97. https://doi.org/10.1177/0272431699019001004.CrossRef

Painter, K. (2009). Multisystemic therapy as community-based treatment for youth with severe emotional disturbance. Research on Social Work Practice, 19, 314–324. https://doi.org/10.1177/1049731508318772.CrossRef

Poulin, F., & Boivin, M. (2000). Reactive and proactive aggression: Evidence of a two-factor model. Psychological Assessment, 12, 115–122. https://doi.org/10.1037/1040-3590.12.2.115.CrossRefPubMed

Raine, A., Dodge, K., Loeber, R., Gatzke-Kopp, L., Lynam, D., & Reynolds, C., et al. (2006). The reactive-proactive aggression questionnaire: Differential correlates of reactive and proactive aggression in adolescent boys. Aggressive Behavior, 32, 159–171. https://doi.org/10.1007/s10578-017-0772-6.CrossRefPubMedPubMedCentral

Repacholi, B., Slaughter, V., Pritchard, M., & Gibbs, V. (2003). Theory of mind, Machiavellianism, and social functioning in childhood. In B. Repacholi & V. Slaughter (Eds.), Individual differences in theory of mind: Implications for typical and atypical development (pp. 67–97). New York., NY: Psychology Press.

Ronouf, A., Brendgen, B., Séguin, J. R., Vitaro, F., Boivin, M., & Dionne, J. R., et al. (2010). Links between theory of mind, peer victimization, and reactive and proactive aggression. Journal of Abnormal Child Psychology, 38, 1109–1123. https://doi.org/10.1007/s10802-010-9432-z.CrossRef

Ryan, E. P., Hart, V. S., Messick, D. L., Aaron, J., & Burnette, M. (2004). A prospective study of assault against staff by youths in a state psychiatric hospital. Psychiatric Services, 55, 665–670. https://doi.org/10.1176/appi.ps.55.6.665.CrossRefPubMed

Scarpa, A., & Raine, A. (1997). Psychophysiology of anger and violent behavior. The Psychiatric Clinics of North America, 20, 375–393. https://doi.org/10.1016/s0193x(05)70318-x.CrossRefPubMed

Schwartz, D., Dodge, K. A., Coie, J. D., Hubbard, J. A., Cillessen, A. H., & Bateman, H. (1998). Social-cognitive and behavioral correlates of aggression and victimization in boy’s play groups. Journal of Abnormal Child Psychology, 26, 431–440. https://doi.org/10.1023/A: 1022695601088.CrossRefPubMed

Sharfstein, S. S. (2008). Reducing restraint and seclusion: A view from the trenches. Psychiatric Services, 59, 197 https://doi.org/10.1176/ps.2008.59.2.197.CrossRefPubMed

Sharp, C., Pane, H., Ha, C., Venta, A., Patel, A. B., Sturek, J., & Fonagy, P. (2011). Theory of mind and emotion regulation difficulties in adolescents with borderline traits. Journal of the American Academy of Child and Adolescent Psychiatry, 50, 563–573. https://doi.org/10.1016/j.jaac.2011.01.017.CrossRefPubMed

Shields, A. & Cicchetti, D. (1995). The development of an emotion regulation assessment battery: Reliability and validity among at-risk grade-school children. Poster presented at the Society for Research in Child Development. Indianapolis, IN.

Shields, A., & Cicchetti, D. (1997). Emotion regulation in school-age children: The development of a new criteria Q-sort scale. Developmental Psychology, 33, 906–916. https://doi.org/10.1037/0012-1649.33.6.906.CrossRefPubMed

Shields, A., & Cicchetti, D. (1998). Reactive aggression among maltreated children: The contributions of attention and emotion dysregulation. Journal of Clinical Child Psychology, 27, 381–395. https://doi.org/10.1207/s15374424jccp2704_2.CrossRefPubMed

Skripkauskate, S., Hawk, S. T., Branje, S. J., Koot, H. M., van Lier, P. A., & Meeus, W. (2015). Reactive and proactive aggression: Differential links with emotion regulation difficulties, maternal criticism in adolescence. Aggressive Behavior, 41, 214–226. https://doi.org/10.1002/ab.21583.CrossRef

Sourander, A., Ellilae, H., Vaelimaeki, M., & Piha, J. (2002). Use of holding, restraints, seclusion and time-out in child and adolescent psychiatric in-patient treatment. European Child and Adolescent Psychiatry, 11, 162–167. https://doi.org/10.1007/s00787-002-0274-2.CrossRefPubMed

Sprung, M. (2010). Clinically relevant measures of children’s theory of mind and knowledge about thinking: Non-standard and advanced measures. Child and Adolescent Mental Health, 15, 204–206. https://doi.org/10.1111/j.1475-3588.2010.00568.x.CrossRefPubMed

Stegge, H., & Terwogt, M. M. (2007). Awareness and regulation of emotion in typical and atypical development. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 269–286). New York: Guilford Press.

Stellwagen, K. K., & Kerig, P. K. (2010). Relating callous-unemotional traits to physically restrictive treatment measures among child psychiatric inpatients. Journal of Child and Family Studies, 19, 588–595. https://doi.org/10.1007/s10826-009-9337-z.CrossRef

Stellwagen, K. K., & Kerig, P. K. (2013). Ringleader bullying: Association with psychopathic narcissism and theory of mind among child psychiatric inpatients. Child Psychiatry and Human Development, 44, 612–620. https://doi.org/10.1007/s10578-012-0355-5.CrossRefPubMed

Sutton, J., Smith, P. K., & Swettenham, J. (1999). Social cognition and bullying: Social inadequacy or skilled manipulation? British Journal of Developmental Psychology, 17, 435–450. https://doi.org/10.1348/026151099165384.CrossRef

Vitaro, F., & Brendgen, M. (2005). Proactive and reactive aggression: A developmental perspective. In R. E. Tremblay, W. M. Hartup & J. Archer (Eds.), Developmental origins of aggression (pp. 377–385). NY: Guilford Press.

Vőllm, B. A., Taylor, A. N., Richardson, P., Corcoran, R., Stirling, J., & McKie, S., et al. (2006). Neuronal correlates of theory of mind and empathy: A functional magnetic resonance imaging study in a nonverbal task. Neuroimage, 29, 90–98. https://doi.org/10.1016/j.neuroimage.2005.07.022.CrossRefPubMed

Wynam, P. A., Cross, W., Hendricks Brown, C., Yu, Q., Tu, Q., & Eberly, S. (2010). Intervention to strengthen emotional self-regulation in children with emerging mental health problems: Proximal impact on school behavior. The Journal of Abnormal Child Psychology, 38, 707–720. https://doi.org/10.1007/s10802-0109398x.CrossRef

Titel: Theory of Mind Deficits and Reactive Aggression in Child Psychiatric Inpatients: Indirect Effects Through Emotion Dysregulation
Auteurs: Kurt K. Stellwagen
Patricia K. Kerig
Publicatiedatum: 20-06-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 10/2018
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-018-1161-x

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 10/2018

Meaning-Making of Motherhood among Rural-to-Urban Migrant Chinese Mothers of Left-Behind Children

Correction to: Development and Cross-Cultural Validity of a Brief Measure of Separation-Individuation

Culturally Specific Parent Mental Distress, Parent–Child Relations and Youth Depression among Korean American Families

Parenting Styles and Academic Motivation: A Sample from Chinese High Schools

The Lausanne Trilogue Play paradigm: Breaking Discoveries in Family Process and Therapy

Coparenting in the Context of Mother–Father–Infant versus Mother–Grandmother–Infant Triangular Interactions in Turkey