Peer rejection and aggression and early starter models of conduct disorder (original) (raw)
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Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder
Development and Psychopathology, 1995
The significance of childhood peer rejection and aggression as predictors of adolescent disorder was tested on 1147 children who were followed longitudinally from Grade 3 through Grade 10. Growth curve analyses of parent- and self-reported problems suggested that boys who were both aggressive and rejected in third grade had profiles of increasingly severe internalizing and externalizing problems across three assessment points in adolescence. Other groups showed either decreasing symptom patterns from Grade 6 to 10 or had consistently lower problem profiles. The longitudinal patterns were more complex for the girls. Childhood peer rejection was the only predictor of stable disorder as reported by parents, whereas self-reported externalizing problems were best predicted by childhood aggression.
Development of conduct problems and peer rejection in preschool children: A social systems analysis
Journal of Abnormal Child Psychology, 1992
The development of impulsive-aggressive problem behavior and peer rejection was examined in sixty 4-to 5-year-old boys from low-income family backgrounds. Children's sociometric status and behavioral adjustment were assessed longitudinally at the beginning and end of the preschool year, and related to measures of peer interaction at three different points in time. Boys identified as socially rejected and aggressive in the beginning of the year were highly likely to be identified as such at the end of the year. Early in the preschool year, these children contributed to their own rejection by initiating socially aversive exchanges with peers. Although peers clearly perceived these problems, they did not reciprocate with counteraggression at first. However, as time passed, peers began to actively victimize these children, and most of the aggression on the part of victims became reactive in nature. Thus, the current findings strongly support a transactional model of the development of early peer rejection and conduct problems. The goal of this study was to elucidate the role of the preschool peer system in the development of early conduct problems. A growing body of research has shown that school-age boys with conduct problems such as aggression and impulsivity are at elevated risk for peer rejection (e.g., Asher & Dodge, Manuscript received in final form August 8, 1991. The author is indebted to the Head Start teachers, children, and parents who participated, and to the following individuals for their invaluable help with data collection and coding:
Child Development, 2003
The relation between social rejection and growth in antisocial behavior was investigated. In Study 1, 259 boys and girls (34% African American) were followed from Grades 1 to 3 (ages 6-8 years) to Grades 5 to 7 (ages 10-12 years). Early peer rejection predicted growth in aggression. In Study 2, 585 boys and girls (16% African American) were followed from kindergarten to Grade 3 (ages 5-8 years), and findings were replicated. Furthermore, early aggression moderated the effect of rejection, such that rejection exacerbated antisocial development only among children initially disposed toward aggression. In Study 3, social information-processing patterns measured in Study 1 were found to mediate partially the effect of early rejection on later aggression. In Study 4, processing patterns measured in Study 2 replicated the mediation effect. Findings are integrated into a recursive model of antisocial development.
1991
Sociometrics and a revised Pupil Evaluation Inventory (PEI) were administered to 362 boys in Grades 3-6 to define peer-rated narrow-band dimensions of undercontrolled behavior associated with peer rejection. Three dimensions resulted from factor analysis: aggression, hyperactivity, and inattention-immaturity. All 3 dimensions were associated with peer rejection; but only inattention-immaturity was negatively associated with positive socionietric status. Two distinct clusters of boys with undercontrolled behavior problems were found: a hyperactive and inattentive-immature group and a hyperactive and aggressive group. Results indicate that a more precise and powerful model of peer rejection in boys is obtained through the use of narrow-band dimensions of undercontrolled behavior than through broad-band aggression-disruption scales from existing peer-rating measures.
Child psychiatry and human development, 2015
Attention-deficit/hyperactivity disorder (ADHD) symptoms and aggressive behaviors are both associated with peer rejection, but little is known the nature of this association with respect to the two symptom dimensions of hyperactivity-impulsivity and inattention and different types of aggression. The present study examines the relations between dimensions of ADHD symptomatology, proactive and reactive aggression, and peer rejection in adolescence. Teacher-reported data were obtained for 200 high school students (grades 9-12; 48 % female; predominately Latino). In structural equation modeling path analyses, the indirect effects of reactive aggression accounted for the link between hyperactivity-impulsivity and peer rejection. Within the same model, neither inattention nor proactive aggression were associated with peer rejection. These findings suggest that reactive aggression may be a key mechanism through which hyperactive-impulsive behavior is associated with peer rejection. Future ...
Aggression and Peer Rejection among Children with Conduct Disorder
Asian Social Science, 2013
Children with Conduct Disorder suffer from aggression and peer difficulties. This study provides an overview of aggression and peer rejection among children with Conduct Disorder worldwide and in Iran. This study is based on researches from library archives specially focused on studies have been done in Iran. First Conduct Disorder, its' prevalence, subtypes, and other comorbid disorders are explained. Next, studies regarding aggression among aggressive children and children with conduct problems are reviewed. In this part, the social cognitive deficits of these children are presented based on the model of Social Information Processing. The study followed by researches about peer rejection among children with CD. In addition studies of children with CD in Iran were reconsidered.
1989
Sociometrics and a revised Pupil Evaluation Inventory (PEI) were administered to 362 boys in Grades 3-6 to define peer-rated narrow-band dimensions of undercontrolled behavior associated with peer rejection. Three dimensions resulted from factor analysis: aggression, hyperactivity, and inattention-immaturity. All 3 dimensions were associated with peer rejection; but only inattention-immaturity was negatively associated with positive socionietric status. Two distinct clusters of boys with undercontrolled behavior problems were found: a hyperactive and inattentive-immature group and a hyperactive and aggressive group. Results indicate that a more precise and powerful model of peer rejection in boys is obtained through the use of narrow-band dimensions of undercontrolled behavior than through broad-band aggression-disruption scales from existing peer-rating measures.