Different Types Of Aggressive Behavior Research Articles

Associations between maladaptive and adaptive emotion regulation strategies and aggressive behavior: A systematic review

Aggression has been found to have negative consequences for the victims and the aggressors. The general aggression model explains the process that results in aggressive outcomes, and it emphasizes the role of emotion regulation. The purpose of this review was to systematically review available evidence on the relationship between the use of emotion regulation strategies and aggression. The Medline and PsycInfo databases were searched for articles in English and Spanish and 104 studies were identified. These studies examined associations between maladaptive and adaptive emotional regulation strategies with different types of aggressive behavior. Together, their results provide evidence that maladaptive strategies (e.g., rumination) were positively associated with aggression, while adaptive ones (e.g., mindfulness) were negatively associated. This relationship appears to be consistent across ages, populations, and types of aggression. Most of the studies explored the relationship between aggression and arumination, with several experimental and longitudinal studies supporting that this strategy leads to higher levels of aggression. However, most of the studies with adult samples used university participants, and only a few examined the simultaneous usage of adaptive and maladaptive strategies. Findings are discussed in relation to the general model of aggression and the clinical applications of emotion regulation strategies.

Longitudinal Links of Individual and Collective Morality with Adolescents\u2019 Peer Aggression

Adolescents’ aggressive behavior has been often linked to biases in morality. However, limited knowledge is available regarding the relative strength of different moral correlates, both at the individual and class-level, in predicting different types of aggressive behavior over time. To address this gap, the present study tested the prospective associations of moral identity and moral disengagement with reactive and proactive aggression in a short-term longitudinal study. The sample consisted of 1158 Italian adolescents (48.7% females; Mage = 13.6 years, SD = 1.1). Participants completed self-report measures of moral identity, moral disengagement, perceived collective moral disengagement in the fall, and reactive and proactive aggression in the fall and in the spring. Multivariate multilevel analysis indicated that, at the individual level, after controlling for the stability of aggressive behavior, T2 (Time 2) reactive aggression was higher for students who reported lower moral identity and higher moral disengagement at T1 (Time 1). For proactive aggression, a significant interaction effect indicated that the negative association between T1 moral identity and T2 aggression was apparent only at high levels of T1 moral disengagement. Moreover, proactive aggression was significantly predicted by higher perceived collective moral disengagement. At the class-level, T1 collective moral disengagement helped explain between-class variability of T2 reactive and proactive aggressive behavior. How these results expand previous research on morality and aggressive behavior and their potential implications for prevention and intervention programs is discussed.

Cyberbullying. Bullying and antisocial behavior among Chilean adolescents

Cyberbullying is a phenomenon that affects teenagers around the globe. Studies suggest that it has a negative impact on both victims and aggressors, becoming a public health concern. Previous studies have sought to define its predictors; however, most studies have not assessed the relationship between cyberbullying and traditional bullying or other types of aggression. Herein, we aimed to assess the association between antisocial behaviors and traditional bullying as forms of aggression that could predict cyberbullying in victims and perpetrators. A total of 791 adolescents from Santiago, Chile, were included in our study; mean age of 13.57 years old, 46.06% female. We used the structural equations model to test our model. Our results show a good fit of the model, showing a relation between antisocial behaviors and bullying, but only for the perpetrator. Bullies were associated with the roles of cyberbullying victim and cyberbullying perpetrator. Bullying victims were only associated with cyberbullying victims. Our results confirm the relation between different types of aggressive behavior, particularly for perpetrators, which could account for a unique dynamic for bullying and cyberbullying perpetrators. Prevention programs should explore more comprehensive interventions aimed at adolescents and promote a better understanding of this type of aggression.

Are psychopathic traits predictive of conduct problems and aggression when other risk factors are considered? A longitudinal test among Croatian children

PurposeTo examine prognostic and incremental values of grandiose-deceitful interpersonal style, callous-unemotional traits and impulsivity-need for stimulation, and their ability to predict conduct problems and different types of aggressive behavior above and beyond well-established risk factors, including early childhood hyperactivity, aggression, and parenting styles in a community sample of very young children. MethodsUsing data from the ECLAT study, a 5-year prospective/longitudinal study of 175 elementary school children in Croatia (80 boys/95 girls; MFirst_assessment = 5.28 years and MLast_assessment = 10.33 years), hierarchical regression analyses were conducted to evaluate the utility of children's psychopathy features. ResultsAnalyses revealed that, after controlling for individual and parenting risk factors at age 5, only impulsivity-need for stimulation was an independent, albeit weak, predictor of conduct problems at age 10, but not aggression. In addition, the multidimensional child psychopathy construct (i.e., high levels on all three psychopathic traits) at age 5 in combination with concurrent conduct problems was the strongest predictor of future negative outcomes above and beyond other risk factors, but only of conduct problems. ConclusionsAfter both individual and parenting factors are taken into account, psychopathic traits individually have limited usefulness when predicting future antisocial behavior but may be important in prediction when all three psychopathic traits are elevated and co-occur with conduct problems in a community sample of young children.

ОСОБЛИВОСТІ ВЗАЄМОЗВ’ЯЗКУ МІЖ КОНСТРУКТОМ ПРОФЕСІЙНОГО ВИГОРАННЯ ТА ПРОЯВОМ АГРЕСИВНИХ ФОРМ ПОВЕДІНКИ ОСОБИСТОСТІ

Професійна діяльність є однією із найважливіших сфер життя сучасної людини. Це не лише джерело матеріальних ресурсів, необхідних для забезпечення її базових потреб, а й підґрунтя для самореалізації, самоствердження особистості, задоволення амбіцій і прагнень. Синдром професійного вигорання займає одне із ключових місць серед широкого спектру суспільних проблем. Дослідження присвячене проблемі взаємозв’язку рівня сформованості синдрому професійного вигорання особистості та особливостей прояву агресії. У статті систематизовано та узагальнено сукупність наукових поглядів із проблематики професійного вигорання та агресії. Професійне вигорання визначено як відносно стійку властивість особистості, що зумовлена специфікою професійної діяльності та виступає відхиленням від соціальної норми, що призводить до негативних змін у поведінці. Агресія розглядається як будь-яка форма поведінки, націлена на образу, чи заподіяння шкоди в процесі суб’єктно-об’єктних відносин. Емпіричне дослідження ґрунтувалося на методиці О. Рукавішнікова «Визначення психічного вигорання», опитувальнику Басса-Дарки, та опитувальнику легітимізованої агресії М. Хогбен в адаптації С. М. Єніколопова і М. П. Цибульського. Встановлено, що у вибірці осіб із яскраво вираженим професійним вигоранням (перша группа), у порівнянні з працівниками не схильними до нього (друга группа), частіше фіксуються загальні індекси агресивності та ворожості, що перевищують допустиму норму. Диференціація представників обох груп виявлена і за схильністю до виявлення різних видів агресивної поведінки, зокрема, опосередкованої агресії, роздратування, образи, підозрілості. У результаті дослідження також проаналізовано схильність представників двох вказаних груп до легітимізації агресії у різних сферах життя.

El acoso escolar en las escuelas públicas de la Ciudad de Nueva York

La comunidad escolar de la Ciudad de Nueva York está sometida a múltiples amenazas. Uno de los peligros más evidente que afecta la seguridad de los estudiantes de todos los niveles es el acoso escolar. Cualquier acto de violencia que una persona infrinja a otra de manera intencional y reiterada es acoso. En los últimos años, la Ciudad de Nueva York ha sido testigo de cientos de casos de hostigamiento escolar donde tanto los acosados como los acosadores son víctimas de este círculo de intimidación ya sea física, verbal o por medios de las redes sociales. Los distintos tipos de comportamiento agresivo son complejos y sus efectos perduran en la vida de los afectados. Este trabajo de investigación pretende analizar las causas y las consecuencias del acoso escolar, así como también la repercusión de sus efectos a lo largo de los años. Además, este proyecto procura hacer algunas recomendaciones pertinentes para la reducción de los niveles de acoso en las escuelas públicas locales.

Формирование исполнительных функций в дошкольном возрасте

Executive functions (EF) are responsible for creative thinking, shifts in perspectives, and accepting the views of others. EF allow us to take a break and think before we do something or give an inappropriate answer, to resist temptations and to focus on the current task. EF is a general term for cognitive processes which regulate, control and manage other cognitive processes necessary for behavior change. The main executive functions include: inhibition (inhibition of reaction, self-control, resistance to temptations and resistance to act impulsively), interference control (selective attention and cognitive inhibition), working memory, mental set-shifting (including thinking “out of the box”, which allows us to see things from different perspectives, adapting quickly and flexibly to changing circumstances). The paper provides an overview of Russian and international research on EF. It analyses the possibility of training and developing EF in preschoolers. The level of EF development is regarded as a predictor of academic performance in school. The paper explores the results of modern international empirical research on the relationship of EF and the development of theory of mind and manifestation of aggressive behavior. The study has revealed that EF deficit is a predictor of high aggression levels. The paper focuses on the role of such components of EF as working memory, inhibition, mental set-shifting, and attention in different types of aggressive behavior. The paper presents data on gender dependence of EF deficit and various types of demonstrated aggressiveness. It also provides data on the relationship between EF and the development of theory of mind. The data highlights the role of mental set-shifting in the development of children’s ability to understand the mental state of another person. Besides, the paper provides data from international studies on the role of game behavior therapy in the development of various components of EF.

Patterns of Aggressive Behaviors Across Mental Health in Sixth Graders.

School-based violence is a current public concern in the United States. One factor that can impact school-based violence that has gained much attention is mental health status. To better inform public perceptions, this study provides new evidence concerning the association between mental health status and acting out violence in school-aged populations. We examined a diverse sample of sixth graders across 14 schools in Texas in 2011-2012 (N = 721) who completed a self-administered survey assessing mental health symptoms and frequency of perpetration and/or receipt of different types of aggressive behaviors. Multinomial regression models tested whether adolescents with mental health symptoms (overall and by symptom types) are more predisposed to be actors only, recipients only, or both, of physical, verbal, and relational aggression. Across aggressive behavior types, symptomatic versus nonsymptomatic adolescents had consistently increased odds of being exclusively a recipient of aggression. When symptomatic adolescents did act out aggression, they participated concurrently as both an actor and recipient. Rarely were symptomatic adolescents more likely to be exclusively an actor of aggression. Moreover, symptomatic versus nonsymptomatic adolescents had five times the odds of being threatened by a weapon including a gun or knife. Compared to those who do not, youth who perceive having a mental health issue had twice the odds of being an actor only of verbal and relational aggression. These findings provide evidence for the need to change how the public associates mental health problems with aggressive behaviors among youth especially following national tragic events. Communities at large may benefit from evidence- and school-based interventions that improve awareness of and tolerance to mental health conditions among youth.

Specific Contributions of Age of Onset, Callous-Unemotional Traits and Impulsivity to Reactive and Proactive Aggression in Youths with Conduct Disorders.

Youths with conduct disorders (CD) are particularly studied for their violent and aggressive behaviors. Many researchers considered aggressive behaviors as being either reactive or proactive. Moreover, factors such as age of CD onset, impulsivity, and callous-unemotional traits, separately, have been related to these different types of aggressive behaviors. However, very few studies addressed the combined contribution of these three factors on proactive and reactive aggression. This question was tested in a sample composed of 43 male adolescents with CD. A single regression analysis including all predictors and outcomes, using Bayesian statistics, was computed. Results indicated that impulsivity was related to reactive aggression, while CU traits were related to proactive aggression. These results suggest first, an important heterogeneity among youth with CD, probably leading to different trajectories and, second, that youths with callous-unemotional traits should receive special attention and care as they are more at risk for proactive aggression.

The Relationship Between Unstable Self-Esteem and Aggression

This study examines whether the instability of self-esteem (i.e., a high intraindividual variability in self-esteem) is differentially associated with different types of aggressive behavior by using a sample of 235 preadolescent children. Self-esteem was measured four times for four consecutive days, and proactive and reactive aggressive behaviors were assessed by peer nominations. The latent trait-state-occasion model was used to describe the stable trait and the fluctuating state components of self-esteem. The empirical results indicated that the state component of self-esteem, not the trait component, had a significant association with aggressive behaviors. When controlling the trait component, the state component was positively related to reactive aggression and negatively related to proactive aggression. Implications for future research were discussed.

Predicting aggression in children with ADHD.

ObjectiveThe present study uses structural equation modeling of latent traits to examine the extent to which family factors, cognitive factors and perceptions of rejection in mother-child relations differentially correlate with aggression at home and at school.MethodsData were collected from 476 school-age (7–15 years old) children with a diagnosis of ADHD who had previously shown different types of aggressive behavior, as well as from their parents and teachers. Structural equation modeling was used to examine the differential relationships between maternal rejection, family, cognitive factors and aggression in home and school settings.ResultsFamily factors influenced aggression reported at home (.68) and at school (.44); maternal rejection seems to be related to aggression at home (.21). Cognitive factors influenced aggression reported at school (.-05) and at home (-.12).ConclusionsBoth genetic and environmental factors contribute to the development of aggressive behavior in ADHD. Identifying key risk factors will advance the development of appropriate clinical interventions and prevention strategies and will provide information to guide the targeting of resources to those children at highest risk.

Moral disengagement among children and youth: A meta‐analytic review of links to aggressive behavior

A growing body of research has demonstrated consistent links between Bandura's theory of moral disengagement and aggressive behavior in adults. The present meta-analysis was conducted to summarize the existing literature on the relation between moral disengagement and different types of aggressive behavior among school-age children and adolescents. Twenty-seven independent samples with a total of 17,776 participants (aged 8-18 years) were included in the meta-analysis. Results indicated a positive overall effect (r = .28, 95% CI [.23, .32]), supporting the hypothesis that moral disengagement is a significant correlate of aggressive behavior among children and youth. Analyses of a priori moderators revealed that effect sizes were larger for adolescents as compared to children, for studies that used a revised version of the original Bandura scale, and for studies with shared method variance. Effect sizes did not vary as a function of type of aggressive behavior, gender, or publication status. Results are discussed within the extant literature on moral disengagement and future directions are proposed.

Intellectual disability and co‐occurring mental health and physical disorders in aggressive behaviour

Mental and physical health problems are more prevalent among individuals with an intellectual disability (ID) than in the general population. Studies suggest that there may be significant associations between these co-occurring disorders and aggressive behaviour, but few studies have taken into account multiple mental and physical problems, as well as their level of severity. The main goal of this study was to identify the associations between different types of aggressive behaviour and various types of physical and mental health problems. These associations were explored through a cross-sectional study of 296 adult men and women with mild or moderate ID living in the community and receiving ID services. Information was gathered through interviews with ID participants, case managers and file review. The results show that individuals with ID who have more mental and physical health problems have higher odds of displaying aggressive behaviour than those with fewer and less severe physical health problems. These results can help guide future prevention and intervention strategies for persons with ID who display aggressive behaviour or who are at risk of become aggressive.

Teachers' Ratings of Childhood Behaviours Predict Adolescent and Adult Crime among 3016 Males and Females

To examine associations of teacher-rated conduct problems (CP) and hurtful and uncaring behaviours (HUB) at age 6 and 10 with criminal convictions up to age 24 among 1593 males and 1423 females, and to determine whether aggressive behaviour at age 12 mediated the associations of CP and HUB with criminal convictions. Teachers assessed HUB and CP at ages 6 and 10 and ratings above the 90th percentile at each age and within each sex were used to assign participants to 1 of 4 groups. Teachers assessed proactive, reactive, indirect, and verbal aggression at age 12. Juvenile and adult criminal records were obtained. High CP and HUB males, aged 6, were 4 times more likely than males with lower ratings to acquire convictions for violent crimes and 5 times more likely to acquire convictions for nonviolent crimes by age 24. High HUB and CP females, aged 6, were 5 times more likely than females with lower ratings to have a conviction for a nonviolent offence by age 24. Among males, both aged 6 and 10, high HUB without CP were associated with elevations at risk of convictions for violent and nonviolent crimes, while among females the elevations at risk were limited to convictions for nonviolent crimes. Different types of aggressive behaviour mediated associations of high HUB and CP with subsequent criminal convictions, but not the association of HUB without CP and crime. Teachers in elementary schools rated behaviours that, from age 6 onward, significantly predicted criminal convictions into early adulthood.

Study on the relationship between child abuse, parent-child separation in childhood and the aggressive behavior in adolescence among 1417 junior high school students

To explore the relationship between aggressive behaviors, parent-child separation and experience of childhood abuse among junior high school students. A total of 1417 students in ordinary junior high schools from 3 townships in Huoshan, Anhui were involved in this study. Self-made questionnaire was used to estimate aggressive behaviors, parent-child separation in childhood, child abuse and social demographic information of the students under this study. Related scores (2.52 ± 0.78) on physical aggression in boys was higher than in girls (2.29 ± 0.79) while the scores related to anger (2.60 ± 0.82) and hostility (2.58 ± 0.80) in girls, were higher than those in boys (2.41 ± 0.75, 2.47 ± 0.78), all with statistically significant differences (P < 0.05). Scores related to different types of aggressive behaviors and the scores in total, were higher in students from the senior class (P < 0.001). Scores on items as verbal aggression, hostility and in total, were higher in those adolescents which had undergone maternal-child separation during their childhood (P < 0.05). Scores on hostility and in total, were higher in those adolescents which had suffered from father-child separation during their childhood (P < 0.05). Scores related to anger, hostility and in total, were higher in those adolescents which had undergone both parent-child separation when they were much younger (P < 0.05). Students who had suffered from various types of repeated abuse showed higher scores in various types of aggressive behaviors and in total, than those who did not have the same experience. Most of the differences among groups were statistically significant (P < 0.05). Students that suffered parent-child separation in their earlier childhood and with repeated experiences of abuse in childhood appeared to be risk factors causing aggressive behaviors to develop during the age of adolescence.

Inpatient verbal aggression: content, targets and patient characteristics

Verbally aggressive behaviour on psychiatric wards is more common than physical violence and can have distressing consequences for the staff and patients who are subjected to it. Previous research has tended to examine incidents of verbal aggression in little detail, instead combining different types of aggressive behaviour into a single measure. This study recruited 522 adult psychiatric inpatients from 84 acute wards. Data were collected from nursing and medical records for the first 2 weeks of admission. Incidents of verbal aggression were categorized and associations with patient characteristics examined. There were 1398 incidents of verbal aggression in total, reported for half the sample. Types of verbal aggression were, in order of prevalence: abusive language, shouting, threats, expressions of anger and racist comments. There were also a large number of entries in the notes which did not specify the form of verbal aggression. Staff members were the most frequent target of aggression. A history of violence and previous drug use were consistently associated with verbal aggression. However, there were also some notable differences in patient variables associated with specific types of verbal aggression. Future studies should consider using multidimensional measures of verbal aggression.

P03-83 - Correlation between lipid profile and different types of aggressive behaviour in combatants

ObjectivesAt present there is a discussion whether cholesterol level, aggression and violence are connected for they are characteristic behavioral patterns in combatants suffering particularly from PTSD.MethodWith the help of the Aggressive Behaviour Assessment Scale we examined 337 combatants and 116 healthy people, also we held an additional investigation of serum concentration of lipid profile. Reliability of results was evaluated by the Mann-Whitney U-test. Also the correlation analysis (Spearman rank correlation coefficient) was carried out.ResultsCombatants showed an integrated overall index of aggression twice as much in comparison with the control group (2,44 ± 0,09 and 1,08 ± 0,08, Ð &lt; 0,00001), impulsive aggression was five times greater (2,08 ± 0,12 and 0,39 ± 0,06, Ð &lt; 0,00001), premeditated aggression was 1,7-fold (3,15 ± 0,11 and 1,78 ± 0,13, Ð &lt; 0,00001). The highest points of emotional (impulsive, hostile) aggressive behaviour revealed negative links with concentrations of cholesterol (r = −0,109, Ð &lt; 0,05), LDL total cholesterol (r = −0,109, Ð &lt; 0,05), triglycerides (−0,137 ≥ r ≥ −0,108, Ð &lt; 0,05). Certain positions of premeditated (instrumental) aggression positively correlated with level of total cholesterol (0,140 ≥ r ≥ 0,126, Ð &lt; 0,01), LDL total cholesterol (0,141 ≥ r ≥ 0,161, Ð &lt; 0,01).ConclusionsReduction of cholesterol level and its most atherogenic fractions increases intensity of impulsive aggression and diminishes instrumental aggression of aggressive behaviour whereas increase of lipid profile leads to opposite results. The obtained data can be of great importance for treatment and prophylaxis of cardio-vascular disorders which are so typical for combat veterans.

Aggression in Low Functioning Children and Adolescents with Autistic Disorder

BackgroundParents, caregivers and mental health professionals have often reported violence and aggression in children or adolescents with autistic disorder. However, most of these observations derived from anecdotal reports, and studies on frequency and characterization of aggression in autism remain limited. Our objective was to better characterize and understand the different types of aggressive behaviors displayed by a large group of individuals with autism in different observational situations.Methodology/FindingsThe study was conducted on 74 children and adolescents with autism and 115 typically developing control individuals matched for sex, age and pubertal stage. Other-Injurious Behaviors (OIB) were assessed in three observational situations (parents at home, two caregivers at day-care, a nurse and a child psychiatrist during blood drawing) using validated scales. The frequency of OIB was significantly higher in individuals with autism compared to typically developing control individuals during the blood drawing (23% vs. 0%, P<0 .01). The parents observed significantly less OIB in their children than caregivers (34% vs. 58%, P<0.05). In addition, the most frequent concurrent behaviors occurring just before the appearance of OIB in individuals with autism were anxiety-related behaviors and excitation according to the parental as well as the caregiver observation.Conclusions/SignificanceThe results suggest that in a stressful situation, such as the blood drawing, individuals with autism release their stress through behaviors such as OIB, whereas typically developing individuals regulate and express their stress through cognitive skills such as mental coping strategies, symbolization skills with representation and anticipation of the stressful situation, social interaction and verbal or non-verbal communication. The findings underline also the key role of the environment in assessing OIB and developing therapeutic perspectives, with an individual who modulates his/her behavior according to the environment, and an environment that perceives this behavior and reacts to it with different tolerance thresholds according to the observers.

Increased 5-HT 1B receptor density in the basolateral amygdala of passive observer rats exposed to aggression

Previous studies have shown that repeated observations of aggressive incidents (i.e., chronic passive exposure to aggression) increase aggressiveness of a passive observer and downregulate the densities of serotonin 5-HT 1B receptors in some tegmental regions. However, other brain areas (e.g., medial- and basolateral amygdala, hypothalamus, and hippocampus) have been implicated in different types of aggressive behavior including fear-induced defensive rage, steroid-induced aggression, and other types of aggression (e.g., learned aggression). The present study analyzed 5-HT 1B receptor densities in those brain regions of aggressive observers to compare them with neurochemical markers of the different types of aggression. It was hypothesized that passive exposure to aggression for 23 consecutive days would result in altered 5-HT 1B receptor densities in the ventromedial hypothalamus, medial amygdaloid nucleus, CA1 of the hippocampus, globus pallidus, dentate gyrus, and/or basolateral amygdala. Here we report that observer rats exposed to aggression exhibited higher densities of 5-HT 1B receptors in only the basolateral amygdala, compared with those exposed to the non-aggressive condition. These results suggest that chronic passive exposure to aggression may elicit a form of learned aggression rather than fear- or steroid-induced aggression among passive observers. In addition, our study implies that 5-HT 1B receptors play brain-region specific roles in expressing aggression.

What imaging tells us about violence in anti‐social men

This paper provides an overview of imaging studies in samples of men with personality disorder (PD) who have been violent. Mention is also made of the work of two groups that have looked at the neural correlates of violence across diagnostic categories, including schizophrenia and anti-social PD given their relevance in the field. The paper focuses on the notion that aggressive behaviour can be conceptualised in terms of at least two types, reactive and pro-active, and that few studies separate them. The neuro-anatomical basis of aggression and associated neurobehavioural theories are discussed in relation to clinical disorders (mainly anti-social personality pathology) associated with these different types of aggressive behaviour. Structural (computed tomography, magnetic resonance imaging) and functional (positron emission tomography, fMRI, single-photon emission tomography) studies with violent people variously characterised as anti-social or having psychopathy will be critically reviewed.