Aggressive Behavior In Youth Research Articles

Functional family therapy for adolescent disruptive behavior in Norway: Results from a randomized controlled trial.

Disruptive behavior during adolescence is linked to severe problems for the youths later in life and poses challenges to the families, schools, and treatment systems these youths meet. This randomized controlled trial was conducted to examine the short- and long-term effectiveness of functional family therapy (FFT) for adolescents aged 11-17 referred for disruptive behavior to Child Welfare Services in Norway. One hundred sixty-one youths (Mage = 14.7, 45.9% female) were randomly assigned to FFT (n = 88) or treatment as usual (TAU, n = 73). Primary outcomes were parent- and teacher-reported youth aggressive behavior, rule-breaking behavior, internalizing problems, and social skills; youth self-reported delinquency (SRD) and negative peer involvement; and teacher-reported academic performance and adaptive functioning. Outcomes were collected before treatment (pretest), 6 months after pretest (posttest), and 18 months after pretest (follow-up). The results showed no intervention effect for FFT compared to TAU between pretest and posttest (p > .05). Significant improvements between pretest and posttest were found for youth receiving both FFT and TAU on parent-reported aggressive and rule-breaking behavior, internalizing problems, and social skills (ranging from d = 0.56 to -0.45) and youth SRD (d = 0.29). Between posttest and follow-up, however, a significant intervention effect in favor of TAU was found for parent-reported youth internalizing (d = 0.27). Significant improvements between posttest and follow-up were also found for youth receiving both FFT and TAU on parent- and teacher-reported aggressive behavior. Findings did not support the hypothesized superiority of FFT over TAU. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Boldness, meanness and disinhibition as predictors of indirect/direct type of aggressive behavior in youth.

Numerous studies show that a high level of psychopathic traits in youth is related to the propensity to use various types and forms of aggression. The presented study focuses on the relations between psychopathy and aggression, both indirect (relational) and direct in this age group. The triarchic model of psychopathy was used, according to which psychopathy is described as a configuration of boldness, meanness and disinhibition. It was assumed that boldness would be a predictor for indirect aggression and disinhibition - for the direct forms of aggressive behaviors. The sample consisted of 200 older adolescents (108 boys and 92 girls), aged 16-19. Two groups were distinguished for comparison: juveniles from youth fostering centers and youth not violating legal norms. For the measurement of the variables the following self-reports were used: Triarchic Psychopathy Measure, Indirect Aggression Scale (Aggressor Version) and Aggression Questionnaire. From among the dimensions of psychopathy, the strongest predictor for both forms of aggression (indirect and direct) was disinhibition. The study also revealed the differences in the intensity of psychopathic traits and aggressive behaviors with reference to gender and institutionalization. However, the hypothesis on the relationship between boldness and indirect aggression was not confirmed. The results showed that disinhibition and meanness can be considered as significant personality risk factors for aggressive behaviors and violence not only in adults but also in adolescents. The study supported also the heterogeneity of the triarchic model of psychopathy itself.

Cognitive correlates of impulsive aggression in youth with pediatric bipolar disorder and bipolar offspring

BackgroundYouth with bipolar disorder (BD) and offspring of individuals with BD (BD-OFF) are characterized by higher levels of impulsive and overt aggression. The cognitive basis underlying these aggressive behaviors are not clarified in this population. The aim of this study was to investigate the relationship between cognitive alterations and aggressive behavior in youth with BD and BD-OFF. MethodsForty-two youth with BD, 17 BD-OFF and 57 healthy controls (HCs) were administered the Modified Overt Aggression Scale (MOAS), the Cambridge Neuropsychological Test Automated Battery (CANTAB), the Young Mania Rating Scale (YMRS) and the Children's Depression Rating Scale (CDRS). Multiple linear regression analyses were performed in the three groups separately. In each group, tests scores from the CANTAB were predictors. MOAS subscale scores and MOAS total scores were dependent variables. Results are corrected for age, IQ and mood state. ResultsBoth youth with BD and BD-OFF showed positive correlations between impairment in executive functions and levels of verbal aggression. In youth with BD, altered processing of either positive and negative stimuli positively correlated with MOAS total scores, whereas in BD-OFF, such relationship was negative. ConclusionsImpulsive aggressive behaviors in youth with BD arise from a combination of altered affective processing and executive dysfunction. The negative relationship between affective processing and aggression in BD-OFF suggested the presence of possible mechanisms of resilience in this population.

Using safety planning for aggressive behavior in youth: Applications to intensive treatment settings

Aggression is an especially thorny symptom in the field of child mental health, cutting across a variety of psychiatric diagnoses and one of the most common reasons for referral for services. Associated with a variety of affects (anger, irritability, agitation, hostility), it is nonetheless poorly defined. Some writers distinguish “adaptive aggression” (benefit from an evolutionary standpoint) from “maladaptive aggression,” which is characteristic of those with psychiatric or neurological conditions. A discussion of the specifics of the concept is beyond the scope here, because ultimately it is the aggression that is fueled by angry affect that is the variety we are most often trying to manage in behavioral health settings and that contributes to extensive disruption in family, school, and community environments. Connor et al. (2019) call this variety impulsive aggression and define it as reactive and overt, and out of proportion to environmental precipitants. They also note that it is indicative of disorder severity. This is a useful description of the variety occurring most frequently in clinical contexts.

Aggressive Video Games are Not a Risk Factor for Future Aggression in Youth: A Longitudinal Study.

The issue of whether video games with aggressive or violent content (henceforth aggressive video games) contribute to aggressive behavior in youth remains an issue of significant debate. One issue that has been raised is that some studies may inadvertently inflate effect sizes by use of questionable researcher practices and unstandardized assessments of predictors and outcomes, or lack of proper theory-driven controls. In the current article, a large sample of 3034 youth (72.8% male Mage = 11.2) in Singapore were assessed for links between aggressive game play and seven aggression or prosocial outcomes 2 years later. Theoretically relevant controls for prior aggression, poor impulse control, gender and family involvement were used. Effect sizes were compared to six nonsense outcomes specifically chosen to be theoretically unrelated to aggressive game play. The use of nonsense outcomes allows for a comparison of effect sizes between theoretically relevant and irrelevant outcomes, to help assess whether any statistically significant outcomes may be spurious in large datasets. Preregistration was employed to reduce questionable researcher practices. Results indicate that aggressive video games were unrelated to any of the outcomes using the study criteria for significance. It would take 27 h/day of M-rated game play to produce clinically noticeable changes in aggression. Effect sizes for aggression/prosocial outcomes were little different than for nonsense outcomes. Evidence from this study does not support the conclusion that aggressive video games are a predictor of later aggression or reduced prosocial behavior in youth.

Система соціально-психологічних чинників конфліктної поведінки сучасної молоді в медіа-просторі

In the article, on the basis of the general law of cultural development, a dynamic model of the Internet as a social and psychological object is formulated, a conceptual apparatus of research is formalized and definitions of social and psychological factors of youth aggressive behavior on the Internet and socio-psychological predisposing factors of aggressive behavior are introduced. The purpose of the article is theoretical analysis and substantiation of social and psychological factors of youth aggressive behavior on the Internet. To achieve this goal, it is necessary to solve the following main research objectives: to analyze and develop a dynamic model of the development of the Internet as an object of social and psychological research; formalize ideas about social and psychological factors of youth aggressive behavior on the Internet; to identify and substantiate the socio-psychological factors of youth aggressive behavior on the Internet and to classify them. The methodology of the work is based on the general genetic law of cultural development and the systematic general representation of cyberspace by the youth. The classification and main socio-psychological factors of youth aggressive behavior on the Internet were developed: predisposing factors (personal and cyberspace environments) and situational factors (factors reflecting the objective and subjective components of the social virtual situation). It is shown that the field of application of the results is training programs for reducing the aggressive behavior of young people in cyberspace. The problem of researching the system of social and psychological factors that determine the aggressive behavior of young people on the Internet has highlighted the urgent task - substantiation of social and psychological factors of aggressive behavior of young people on the Internet.

Parental criticism moderates sibling influence on proactive and reactive aggression

Siblings’ influence on youth aggressive behavior has been found in previous studies, but further research is needed in order to better understand both the shared relations between siblings’ levels of proactive and reactive subtypes of aggression as well as the factors contributing to this relationship, such as parent behavior. The current study extended the literature by examining the influence of older siblings’ proactive and reactive aggression on younger siblings and whether these associations were influenced by levels of observed parental criticism. Participants were 50 parent–child dyads. Children in each dyad (52% female; 76% Caucasian) were between the ages of 10 and 15 (M = 11.52; SD = 1.25). Parent-reported measures of their younger and older siblings’ proactive and reactive aggression were collected. Next, parents and the younger child engaged in a conversation task which was coded for parental criticism using a modified version of the Family Interaction Task. Results demonstrated that older siblings’ reactive aggression was positively associated with younger siblings’ reactive aggression and that the strength of this influence depended on levels of parental criticism (β = 0.21; SE = 0.10; p 0.00), such that stronger sibling influence was observed at greater levels of parental criticism. No influence of older siblings’ levels of proactive aggression was evident. Findings suggest that the degree of parental criticism is particularly salient when examining the association between siblings’ aggression.

Autonomic functioning in reactive versus proactive aggression: The influential role of inconsistent parenting.

Research has consistently supported autonomic nervous system (ANS) functioning as a predictor of aggressive behavior in youth. Several studies have further examined how the functioning of the sympathetic (SNS) and parasympathetic (PNS) branches of the ANS interact with environmental factors to predict behavioral outcomes. One factor that has yet to be studied in this context however, is parenting practices. Given that many interventions for externalizing behavior target parenting practices, such as increasing consistent discipline, it may be particularly important to assess whether parenting practices interact with SNS and PNS functioning in the child to influence risk for aggressive behavior. Therefore, the current study addressed this question by examining inconsistent discipline as a moderator of the relationship between baseline SNS versus PNS activity and reactive versus proactive aggression. Data were collected from a sample of fourth graders identified as at-risk for aggression (N = 188). Results indicated that baseline SNS activity was positively related to proactive aggression under high levels of inconsistent discipline, but negatively related to proactive aggression under very low levels of inconsistent discipline. Baseline PNS activity was negatively associated with reactive aggression under low levels of inconsistent discipline. No main effects were found for SNS or PNS functioning and either form of aggression, emphasizing the importance of taking a biosocial approach to examining the predictors of aggressive behavior in at-risk youth. Results from this study help to better understand the circumstances under which children are most likely to exhibit reactive versus proactive aggression, better informing targeted prevention and treatment.

Time-Series Prediction of Proximal Aggression Onset in Minimally-Verbal Youth with Autism Spectrum Disorder Using Physiological Biosignals.

It has been suggested that changes in physiological arousal precede potentially dangerous aggressive behavior in youth with autism spectrum disorder (ASD) who are minimally verbal (MV-ASD). The current work tests this hypothesis through time-series analyses on biosignals acquired prior to proximal aggression onset. We implement ridge-regularized logistic regression models on physiological biosensor data wirelessly recorded from 15 MV-ASD youth over 64 independent naturalistic observations in a hospital inpatient unit. Our results demonstrate proof-of-concept, feasibility, and incipient validity predicting aggression onset 1 minute before it occurs using global, person-dependent, and hybrid classifier models.

Relations between close friendships and adolescent aggression: Structural and behavioral friendship features

AbstractFriendships have the potential to perpetuate or mitigate youth's aggressive behavior. We investigated concurrent and longitudinal effects of friendships on aggression by examining both structural (size and interconnectedness of the local friendship network) and behavioral (friends' aggression) friendship features. Participants were 868 sixth to eighth grade middle‐school students (M = 12.10 years; 49.9% girls; 44% Latina/o) who completed questionnaires at two time points. Participants nominated their friends; reciprocal friendship nominations were used to calculate structural friendship group features (size and interconnectedness). Peer nominations were also used to measure youth's and their friends' aggression. Having more reciprocal friends was associated with more aggression concurrently (particularly for youth whose friends were highly aggressive), and having an interconnected friendship group was associated with decreased aggression over time. Given that findings were different for group size and interconnectedness, we discuss the unique importance of each of these structural friendship features. Practical implications regarding the potential to decrease aggressive behavior based on specific friendship features are also discussed.

Attentional Orienting to Emotional Faces Moderates the Association Between Callous-Unemotional Traits and Peer-Nominated Aggression in Young Adolescent School Children.

Callous-unemotional (CU) traits are associated with aggressive behavior but preliminary research suggests this relationship is modified by patterns of emotional processing. This study examined whether attentional orienting to emotional faces moderated the association between CU traits and peer-nominated aggression in 251 middle school students (53% females, mean age=13.24years, SD=0.73). Attentional orienting was assessed using an emotional faces (i.e., angry, fearful, happy, sad, and neutral) variant of the dot-probe task. Students also completed a self-report measure of CU traits and their classmates made peer nominations of aggression. Logistic regression analyses showed that peer-nominated aggression was positively related to CU traits at low levels of attentional orienting to angry faces, whereas aggression was unrelated to CU traits at high levels of attentional orienting to angry faces. That is, peer-nominated aggression was greatest for youth high on CU traits who were not engaged by angry faces. These findings support the importance of considering different patterns of emotional responding when studying the association between CU traits and aggressive behavior in youth.

Effects of harsh parenting and positive parenting practices on youth aggressive behavior: The moderating role of early pubertal timing.

Prior research indicates that early pubertal timing is associated with aggressive behavior, particularly in the context of adversity as postulated in the contextual amplification hypothesis. However, few studies have examined harsh parenting as the context for the effect of early pubertal timing. Even fewer studies have tested the interactive effect of early pubertal timing and positive parenting on aggressive behavior. In this study, we tested the proposition that early pubertal timing, contrary to the general conception of it as a vulnerability, indexed susceptibility, and thus early maturing individuals were affected more by their environment in a "for better and for worse" manner. The sample consisted of 411 community-recruited youth aged 11-12 years (51% boys, 80% African Americans). Participants reported Tanner Stages of pubertal development, aggressive behavior and harsh parenting practice of their parents. Puberty scores were standardized with groups of the same age, sex, and ethnicity, and those that scored the top one-third were defined as early maturing individuals. Parents reported youth's aggressive behavior and their parenting practices towards the youth, including harsh parenting and positive parenting. Early pubertal timing significantly moderated the relationship between harsh/positive parenting and aggressive behavior. Specifically, harsh parenting was positively associated with aggressive behavior to a larger degree among early maturing individuals than among on-time/late-maturing individuals. Positive parenting was inversely associated with aggressive behavior but only among early maturing individuals. This study is the first to document support for early pubertal timing as susceptibility to the environmental influences in relation to aggressive behavior. Theoretical and intervention implications are discussed.

Peer victimization and subsequent disruptive behavior in school: The protective functions of anger regulation coping

Peer victimization is linked to adjustment problems in youth, including aggressive behavior, yet not all victimized youth are aggressive. The present study investigated whether youth’s anger regulation coping might attenuate the positive association between peer victimization and subsequent aggressive behavior. Longitudinal data from 485 7th-grade students (55% female, mean age=12.84years) and their teachers were collected in the fall and six months later. Teacher ratings of youth aggressive behavior at follow-up were the primary outcome, with statistical adjustments for baseline aggressive behavior and demographics. Results from multilevel models showed significant interactive effects of baseline anger regulation and peer victimization on residualized teacher-rated aggressive behaviors that were consistent with the hypothesis that anger regulation played a protective role: under high levels of peer victimization, youth with higher levels of anger regulation displayed lower levels of aggressive behavior than their counterparts with lower levels of anger regulation. These findings suggest that targeting and improving students’ ability to regulate their anger may be protective in the face of peer victimization and reduce subsequent aggressive behavior.

Social cognitions, distress, and leadership self-efficacy: associations with aggression for high-risk minority youth.

Urban ethnic minority youth are often exposed to high levels of aggression and violence. As such, many aggression intervention programs that have been designed with suburban nonethnic minority youth have been used or slightly adapted in order to try and meet the needs of high-risk urban youth. The current study contributes to the literature base by examining how well a range of social-cognitive, emotional distress and victimization, and prosocial factors are related to youth aggression in a sample of urban youth. This study utilized data gathered from 109 9- to 15-year-old youth (36.7% male; 84.4% African American) and their parents or caregivers. A series of hierarchical multiple regressions were fit predicting youth aggression from social-cognitive variables, victimization and distress, and prosocial variables, controlling for youth gender and age. Each set of variables explained a significant and unique amount of the variance in youth aggressive behavior. The full model including all predictors accounted for 41% of the variance in aggression. Models suggest that youth with stronger beliefs supportive of violence, youth who experience more overt victimization, and youth who experience greater distress in overtly aggressive situations are likely to be more aggressive. In contrast, youth with higher self-esteem and youth who endorse greater leadership efficacy are likely to be less aggressive. Contrary to hypotheses, hostile attributional bias and knowledge of social information processing, experience of relational victimization, distress in relationally aggressive situations, and community engagement were not associated with aggression. Our study is one of the first to address these important questions for low-income, predominately ethnic minority urban youth, and it has clear implications for adapting aggression prevention programs to be culturally sensitive for urban African American youth.

Parent–Child Relationships, Parental Psychological Control, and Aggression: Maternal and Paternal Relationships

Few studies have examined both maternal and paternal parenting practices in the prediction of child outcomes despite evidence that underscores the salience of fathers throughout their children's development. This study examined the role of the quality of mother-child and father-child relationships in buffering the influence of ineffective parenting practices on subsequent adolescent aggression. Measures of parental psychological control, the quality of the parent-child relationship, and youth aggressive behavior were completed by 163 (49% female) mostly White and Asian adolescents and their parents during the eighth and ninth grades. Paternal psychological control predicted aggression when adolescents perceived low-quality relationships with their mothers. Similarly, maternal psychological control predicted aggression when adolescents perceived low-quality relationships with their fathers. Maternal psychological control was also associated with lower levels of aggression among adolescent males who reported a high-quality relationship with their father. These findings indicate that, when one parent exerts psychological control, the low-quality relationship the adolescent shares with the opposite gender parent increases risk for adolescent aggression. The findings also suggest that, as mothers exert psychological control, the high-quality parent-child relationship a son shares with his father decreases risk for adolescent aggression.

Callous-Unemotional Traits, Proactive Aggression, and Treatment Outcomes of Aggressive Children With Attention-Deficit/Hyperactivity Disorder

Stimulant treatment improves impulse control among children with attention-deficit/hyperactivity disorder (ADHD). Decreased aggression often accompanies stimulant pharmacotherapy, suggesting that impulsiveness is integral to aggressive behavior in these children. However, children with high callous-unemotional (CU) traits and proactive aggression may benefit less from ADHD pharmacotherapy, because their aggressive behavior seems more purposeful and deliberate. This study's objective was to determine whether pretreatment CU traits and proactive aggression affect treatment outcomes among aggressive children with ADHD receiving stimulant monotherapy. We implemented a stimulant optimization protocol with 160 children 6 to 13 years of age (mean [SD] age of 9.31 [2.02] years; 78.75% male) with ADHD, oppositional defiant or conduct disorder, and significant aggressive behavior. Family-focused behavioral intervention was provided concurrently. The primary outcome was the Retrospective Modified Overt Aggression Scale. The Antisocial Process Screening Device and the Aggression Scale, also completed by parents, measured CU traits and proactive aggression, respectively. Analyses examined moderating effects of CU traits and proactive aggression on outcomes. In all, 82 children (51%) experienced remission of aggressive behavior. Neither CU traits nor proactive aggression predicted remission (CU traits: odds ratio [OR] = 0.94, 95% CI = 0.80-1.11; proactive aggression, OR = 1.05, 95% CI = 0.86-1.29). Children whose overall aggression remitted showed decreases in CU traits (effect size = -0.379, 95% CI = -0.60 to -0.16) and proactive aggression (effect size = -0.463, 95% CI = -0.69 to -0.23). Findings suggest that pretreatment CU traits and proactive aggression do not forecast worse outcomes for aggressive children with ADHD receiving optimized stimulant pharmacotherapy. With such treatment, CU traits and proactive aggression may decline alongside other behavioral improvements. Clinical trial registration information--Medication Strategies for Treating Aggressive Behavior in Youth With Attention Deficit Hyperactivity Disorder; http://clinicaltrials.gov/; NCT00228046; and Effectiveness of Combined Medication Treatment for Aggression in Children With Attention Deficit With Hyperactivity Disorder (The SPICY Study); http://clinicaltrials.gov/; NCT00794625.

Integrating Leadership Skills into Anger Management Groups to Reduce Aggressive Behaviors: The LIT Model

Mental health counselors encounter numerous complex situations when working with children and adolescents in anger management groups. This study promotes the use of Social Cognitive Theory to reduce cognitive distortions and aggressive behavior in youth. Specifically, it highlights Leadership Implementation Training (LIT), a youth-oriented model that integrates leadership skills into school-based anger management groups with the intent of reducing agression in angry youth, initial data suggest that doing so is an effective tool for mental health counselors who facilitate groups in schools.

Interactions between the COMT Val108/158Met polymorphism and maternal prenatal smoking predict aggressive behavior outcomes

The purpose of the current study is to examine the moderating influence of the catechol O methyltransferase gene ( COMT) on the maternal prenatal smoking/offspring externalizing disorder relationship. The sample consisted of 430 young adults born between 1981 and 1984 at the Mater Misericordiae Mother's Hospital in Brisbane, Australia, as well as their mothers and peers. Mothers reported their prenatal smoking status during pregnancy, and genetic data was obtained from the youth at a later follow-up in adulthood. The outcome measures in this study were mother and teacher reports of youth attention problems and aggression at age 15, and youth, mother and peer reports of youth attention problems and aggression at age 20 (combined to create latent factors of attention problems and aggression at each age). The COMT Val108/158Met polymorphism (rs4680) significantly interacted with maternal cigarette smoking during pregnancy to predict youth aggressive behavior at ages 15 and 20. This gene–environment interaction was not significant for youth attention problems.

A Non-randomized, Open Study with Aripiprazole and Ziprasidone for the Treatment of Aggressive Behavior in Youth in a Community Clinic

Forty-six patients (36 male, mean age 11.9 +/- 2.6) with a variety of diagnoses and with significant aggressive behavior were treated in an open, non-randomized fashion with Aripiprazole or Ziprasidone. Patients were diagnosed with the Mini International Neuropsychiatric Interview and the Child/Adolescent Symptom Inventory. The primary outcome measure was the Overt Aggression Scale (OAS). After 2 months, 34 patients were still in treatment. The average improvement of the OAS in these 34 patients was 63%. Clinical Global Impression-Improvement Scale was 2.1 +/- 1.2. Neither at baseline, nor at 2 months, were there any statistically significant differences between the Aripiprazole and Ziprasidone groups. Sedation was the most common side effect.

Youth and Parental Attitudes Toward Fighting

Certain parenting behaviors have been linked with youth aggression and violence, but less is known about whether parents' attitudes toward fighting are a risk factor for children's aggressive behavior problems and future injury risk. Social cognitive theory suggests that parents' beliefs about fighting and retaliation may influence their children's attitudes toward fighting and aggression. The authors examined the associations among parental and youth attitudes toward fighting, parent-child relationships, and youth aggressive behavior in adolescents at great risk for future interpersonal violence. Data came from 72 parents and their adolescents (aged 12 to 17 years, 89% African American), who presented to an emergency department for youth's assault-related injuries. Analyses revealed an association between parents' and youth's attitudes toward fighting. Youth's and parents' attitudes were positively correlated with aggressive behavior, fighting, and school suspension. Parents' attitudes predicted youth's aggressive behavior, even after controlling for youth's attitudes. The findings suggest that interventions for high-risk youth should target the fighting-related attitudes of both parents and youth.