Gene–environment interaction between peer victimization and child aggression | Development and Psychopathology | Cambridge Core (original) (raw)

Abstract

Although peer victimization places children at serious risk for aggressive behavior, not all victimized children are aggressive. The diathesis–stress hypothesis of disease proposes that an environmental stressor such as peer victimization should to lead to maladjustment mostly in those individuals with preexisting genetic vulnerabilities. Accordingly, this study examined whether the link between peer victimization and child aggression is moderated by children's genetic risk for such behavior. Using a sample of 506 6-year-old twins, peer victimization was assessed through peer nominations and aggressive behavior was assessed through peer and teacher reports. Children's genetic risk for aggression was estimated as a function of their co-twin's aggression and the pair's zygosity. Genetic modeling showed that peer victimization is an environmentally driven variable that is unrelated to children's genetic disposition. Results also provided support for the notion of a gene–environment interaction between peer victimization and child's genetic risk for aggressive behavior, albeit only in girls. For boys, peer victimization was related to aggression regardless of the child's genetic risk for such behavior. Different socialization experiences in girls' compared to boys' peer groups may explain the different pattern of results for girls and boys.

References

Alsaker, F., & Brunner, A. (1999). Switzerland. In Smith, P. K., Morita, Y., Junger-Tas, J., Olweus, D., Catalano, R., & Slee, P. (Eds.), The nature of school bullying: A cross-national perspective. New York: Routledge.Google Scholar

Andrieu, N., & Goldstein, A. M. (1998). Epidemiologic and genetic approaches in the study of gene–environment interaction: An overview of available methods. Epidemiologic Reviews, 20, 137–147.CrossRefGoogle Scholar

Behar, L., & Stringfield, S. (1974). A behavior rating scale for the preschool child. Developmental Psychology, 10, 601–610.CrossRefGoogle Scholar

Boulton, M. J., & Underwood, K. (1992). Bully/victim problems among middle school children. British Journal of Educational Psychology, 62, 73–87.CrossRefGoogle ScholarPubMed

Brendgen, M., Dionne, G., Girard, A., Boivin, M., Vitaro, F., & Pérusse, D. (2005). Examining genetic and environmental effects on social aggression: A study of 6-year-old twins. Child Development, 76, 930–946.CrossRefGoogle ScholarPubMed

Brendgen, M., Markiewicz, D., Doyle, A. B., & Bukowski, W. M. (2001). The relations between friendship quality, ranked-friendship preference, and adolescents' behavior with their friends. Merrill–Palmer Quarterly, 47, 395–415.CrossRefGoogle Scholar

Brendgen, M., Vitaro, F., Boivin, M., Dionne, G., & Pérusse, D. (2006). Genetic and environmental effects on reactive versus proactive aggression. Developmental Psychology, 42, 1299–1312.CrossRefGoogle ScholarPubMed

Cadoret, R. J., Leve, L. D., & Devor, E. (1997). Genetics of aggressive and violent behavior. Psychiatric Clinics of North America, 20, 301–322.CrossRefGoogle ScholarPubMed

Camodeca, M., Goossens, F. A., Meerum Terwogt, M., & Schuengel, C. (2002). Bullying and victimization among school-age children: Stability and links to proactive and reactive aggression. Social Development, 11, 332–345.CrossRefGoogle Scholar

Crick, N. R., Casas, J. F., & Mosher, M. (1997). Relational and overt aggression in preschool. Developmental Psychology, 33, 579–588.CrossRefGoogle ScholarPubMed

Craig, W., Wang, T., Goldbaum, S., Peters, R., & Silverman, R. (2000). Understanding risk and protective factors in bullying and victimization among Canadian children and adolescents. Ottawa, Canada: Applied Research Branch, Strategic Policy, Human Resources Development Canada.Google Scholar

Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality and Individual Differences, 24, 123–130.CrossRefGoogle Scholar

Crick, N. R., & Zahn-Waxler, C. (2003). The development of psychopathology in females and males: Current progress and future challenges. Development and Psychopathology, 15, 719–742.CrossRefGoogle ScholarPubMed

Denton, K., & Zarbatany, L. (1996). Age differences in support processes in conversations between friends. Child Development, 67, 1360–1373.CrossRefGoogle ScholarPubMed

DiLalla, L. F. (2002). Behavior genetics of aggression in children: Review and future directions. Developmental Review, 22, 593–622.CrossRefGoogle Scholar

Falconer, D. S. (1989). Introduction to quantitative genetics. Essex: Longman Scientific and Technical.Google Scholar

Fekkes, M., Pijpers, F. I. M., & Verloove-Vanhorick, S. P. (2005). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research, 20, 81–91.CrossRefGoogle ScholarPubMed

Finnegan, R. A., Hodges, E. V. E., & Perry, D. G. (1998). Victimization by peers: Associations with children's reports of mother–child interaction. Journal of Personality and Social Psychology, 75, 1076–1086.CrossRefGoogle Scholar. Early Education and Development, 13, 23–39.CrossRefGoogle Scholar

Grills, A. E., & Ollendick, T. H. (2002). Peer victimization, global self-worth, and anxiety in middle school children. Journal of Clinical Child and Adolescent Psychology, 31, 59–68.CrossRefGoogle ScholarPubMed

Hanish, L. D., & Guerra, N. G. (2002). A longitudinal analysis of patterns of adjustment following peer victimization. Development and Psychopathology, 14, 69–89.CrossRefGoogle ScholarPubMed

Happonen, M., Pulkkinen, L., Kaprio, J., Van der Meere, J., Viken, R. J., & Rose, R. J. (2002). The heritability of depressive symptoms: Multiple informants and multiple measures. Journal of Child Psychology and Psychiatry and Allied Disciplines, 43, 471–480.CrossRefGoogle ScholarPubMed

Hodges, E. V., Boivin, M., Vitaro, F., & Bukowski, W. M. (1999). The power of friendship: Protection against an escalating cycle of peer victimization. Developmental Psychology, 35, 94–101.CrossRefGoogle ScholarPubMed

Hodges, E. V. E., Malone, M. J., & Perry, D. G. (1997). Individual risk and social risk as interacting determinants of victimization in the peer group. Developmental Psychology, 33, 1032–1039.CrossRefGoogle ScholarPubMed

Jaffee, S. R., Caspi, A., Moffitt, T. E., Dodge, K. A., Rutter, M., Taylor, A., et al. (2005). Nature × nurture: Genetic vulnerabilities interact with physical maltreatment to promote conduct problems. Development and Psychopathology, 17, 67–84.CrossRefGoogle ScholarPubMed

Jaffee, S. R., Caspi, A., Moffitt, T. E., Polo-Tomas, M., Price, T. S., & Taylor, A. (2004). The limits of child effects: Evidence for genetically mediated child effects on corporal punishment but not on physical maltreatment. Developmental Psychology, 40, 1047–1058.CrossRefGoogle Scholar

Juvonen, J., Nishina, A., & Graham, S. (2001). Self-views versus peer perceptions of victim status among early adolescents. In Juvonen, J. & Graham, S. (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 105–124). New York: Guilford Press.Google Scholar

Kendler, K. S., & Eaves, L. J. (1986). Models for the joint effect of genotype and environment on liability to psychiatric illness. The American Journal of Psychiatry, 143, 279–289.Google ScholarPubMed

Kendler, K. S., Kessler, R. C., Walters, E. E., & MacLean, C. (1995). Stressful life events, genetic liability, and onset of an episode of major depression in women. The American Journal of Psychiatry, 152, 833–842.Google ScholarPubMed

Kochenderfer, B. J., & Ladd, G. W. (1997). Victimized children's responses to peers' aggression: Behaviors associated with reduced versus continued victimization. Development and Psychopathology, 9, 59–73.CrossRefGoogle ScholarPubMed

Maccoby, E. E., & Jacklin, C. N. (1980). Sex differences in aggression: A rejoinder and reprise. Child Development, 51, 964–980.CrossRefGoogle ScholarPubMed

Miles, D. R., & Carey, G. (1997). Genetic and environmental architecture of human aggression. Journal of Personality and Social Psychology, 72, 207–217.CrossRefGoogle ScholarPubMed

Monroe, S. M., & Simons, A. D. (1991). Diathesis–stress theories in the context of life stress research: Implications for depressive disorders. Psychological Bulletin, 110, 406–425.CrossRefGoogle ScholarPubMed

Morita, Y., Soeda, H., Soeada, K., & Taki, M. (1999). Japan. In Smith, P. K., Morita, Y., Junger-Tas, J., Olweus, D., Catalano, R., & Slee, P. (Eds.), The nature of school bullying: A cross-national perspective. New York: Routledge.Google Scholar

Muthén, L. K., & Muthén, B. O. (1998–2004). Mplus user's guide (3rd ed.). Los Angeles: Author.Google Scholar

Nansel, T., Overpeck, M., Pilla, R., Ruan, W., Simons-Morton, B., & Scheidt, P. (2001). Bullying Behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094–2100.CrossRefGoogle ScholarPubMed

Neale, M. C., & Cardon, L. R. (1992). Methodology for genetic studies of twins and families. Dordrecht: Kluwer Academic.CrossRefGoogle Scholar

Newman, R. S., & Murray, B. J. (2005). How students and teachers view the seriousness of peer harassment: When is it appropriate to seek help? Journal of Educational Psychology, 97, 347–365.CrossRefGoogle Scholar

O'Connell, P., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence, 22, 437–452.CrossRefGoogle ScholarPubMed

O'Moore, A. M., & Hillery, B. (1989). Bullying in Dublin schools. Irish Journal of Psychology, 10, 426–441.CrossRefGoogle Scholar

Olweus, D. (1992). Victimization among schoolchildren: Intervention and prevention. In Albee, G. W., Bond, L. A., & Monsey, T. V. C. (Eds.), Improving children's lives: Global perspectives on prevention. Primary prevention of psychopathology (pp. 279–295). Thousand Oaks, CA: Sage.Google Scholar

Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden, MA: Blackwell.Google Scholar

Ortega, R., & Mora-Merchan, J. (1999). Spain. In Smith, P. I., Morita, Y., Junger-Tas, J., Olweus, D., Catalano, R., & Slee, P. (Eds.), The nature of school bullying: A cross-national perspective. New York: Routledge.Google Scholar

Ottman, R. (1994). Epidemiologic analysis of gene–environment interaction in twins. Genetic Epidemiology, 11, 75–86.CrossRefGoogle ScholarPubMed

Perry, D. G., Kusel, S. J., & Perry, L. C. (1988). Victims of peer aggression. Developmental Psychology, 24, 807–814.CrossRefGoogle Scholar

Phillipsen, L. C. L. (1999). Associations between age, gender, and group acceptance and three components of friendship quality. The Journal of Early Adolescence, 19, 438–464.CrossRefGoogle Scholar

Rhee, S., & Waldman, I. D. (2002). Genetic and environmental influences on antisocial behavior: A meta-analysis of twin and adoption studies. Psychological Bulletin, 29, 490–529.CrossRefGoogle Scholar

Rice, F., Harold, G., & Thapar, A. (2002). The genetic aetiology of childhood depression: A review. Journal of Child Psychology and Psychiatry, 43, 65–79.CrossRefGoogle ScholarPubMed

Rigby, K. (1998). The relationship between reported health and involvement in bully/victim problems among male and female secondary schoolchildren. Journal of Health Psychology, 3, 465–476.CrossRefGoogle ScholarPubMed

Rigby, K., & Slee, P. T. (1991). Bullying among Australian school children: Reported behavior and attitudes toward victims. Journal of Social Psychology, 131, 615–627.CrossRefGoogle ScholarPubMed

Rutter, M., & Silberg, J. (2002). Gene–environment interplay in relation to emotional and behavioral disturbance. Annual Review of Psychology, 53, 463–490.CrossRefGoogle ScholarPubMed

Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention: Implementation and outcome. The British Journal of Educational Psychology, 75, 465–487.CrossRefGoogle ScholarPubMed

Salmivalli, C., & Nieminen, E. (2002). Proactive and reactive aggression among school bullies, victims, and bully-victims. Aggressive Behavior, 28, 30–44.CrossRefGoogle Scholar

Samaras, K., Kelly, P. J., Chiano, M. N., Spector, T. D., & Campbell, L. V. (1999). Genetic and environmental influences on total-body and central abdominal fat: The effect of physical activity in female twins. Annuals of Internal Medicine, 130, 873–882.CrossRefGoogle ScholarPubMed

SantéQuébec, Jetté, M., Desrosiers, H., & Tremblay, R. E. (1998). “In 2001 … I'll be 5 years old!” Survey of 5-month old infants. Preliminary report of the Longitudinal Study of Child Development in Québec. Quebec: Bibliothèque Nationale du Québec.Google Scholar

Schwartz, D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (1997). The early socialization of aggressive victims of bullying. Child Development, 68, 665–675.CrossRefGoogle ScholarPubMed

Schwartz, D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2000). Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. Developmental Psychology, 36, 646–662.CrossRefGoogle ScholarPubMed

Schwartz, D., McFadyen-Ketchum, S. A., Dodge, K. A., Pettit, G. S., & Bates, J. E. (1998). Peer group victimization as a predictor of children's behavior problems at home and in school. Development and Psychopathology, 10, 87–99.CrossRefGoogle ScholarPubMed

Smith, P. K., Madsen, K. C., & Moody, J. C. (1999). What causes the age decline in reports of being bullied at school? Towards a developmental analysis of risks of being bullied. Educational Research, 41, 267–285.CrossRefGoogle Scholar

Tabachnik, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston: Allyn & Bacon.Google Scholar

Thapar, A., & McGuffin, P. (1995). Are anxiety symptoms in childhood heritable? Journal of Child Psychology and Psychiatry and Allied Disciplines, 36, 439–447.CrossRefGoogle ScholarPubMed

Troop-Gordon, W., & Ladd, G. W. (2005). Trajectories of peer victimization and perceptions of the self and schoolmates: Precursors to internalizing and externalizing problems. Child Development 76, 1072–1091.CrossRefGoogle ScholarPubMed

Vallerand, R. J. (1989). Vers une methodologie de validation trans-culturelle de questionnaires psychologiques: Implications pour la recherche en langue francaise [Toward a methodology for the transcultural validation of psychological questionnaires: Implications for research in the French language]. Canadian Psychology, 30, 662–680.CrossRefGoogle Scholar

van der Valk, J. C., van den Oord, E. J. C. G., Verhulst, F. C., & Boomsma, D. I. (2003). Genetic and environmental contributions to stability and change in children's internalizing and externalizing problems. Journal of the American Academy of Child & Adolescent Psychiatry, 42, 1212–1220.CrossRefGoogle Scholar. Child Development, 68, 676–689.CrossRefGoogle ScholarPubMed

Wolke, D., Woods, S., Stanford, K., & Schulz, H. (2001). Bullying and victimization of primary school children in England and Germany: Prevalence and school factors. British Journal of Psychology, 92, 673–696.CrossRefGoogle ScholarPubMed

Zuckerman, M. (1999). Vulnerability to psychopathology: A biosocial model. Washington, DC: American Psychological Association.CrossRefGoogle Scholar