Associations between Sadness and Anger Regulation Coping, Emotional Expression, and Physical and Relational Aggression among Urban Adolescents

This study examined associations between self-reports of sadness and anger regulation coping, reluctance to express emotion, and physical and relational aggression between two cohorts of predominantly African-American fifth (N  =  191; 93 boys and 98 girls) and eighth (N  =  167; 73 boys and 94 girls) graders. Multiple regression analyses indicated unique associations between relational aggression and expressive reluctance and sadness regulation coping. In contrast, physical aggression, but not relational aggression, was associated with anger regulation coping. These relations did not differ across gender, but the strength of the association between anger regulation coping and physical aggression varied by grade. Sadness regulation coping moderated the association between expressive reluctance and relational aggression. Conversely, anger regulation coping moderated the relation between expressive reluctance and physical aggression; however, the strength of this relation differed by gender. These findings have important implications for intervention efforts.     

Knowledge Structures, Social Information Processing, and Children's Aggressive Behavior

Although a multitude of factors may be involved in the development of children's violent behavior, the actual aggressive act is preceded by a decision-making process that serves as the proximal control mechanism. The primary goal of this longitudinal study was to understand the nature of this proximal control mechanism involved in children's aggressive acts by focusing on two aspects of social cognitions: social information processing and stored knowledge (i.e., internal knowledge structures that are the latent memories of past events). It was hypothesized that: (1) children with hostile knowledge structures will display more biased patterns of aggressive social information processing than children whose knowledge structures are less hostile and negative; (2) children who display hostile knowledge structures will behave in chronically aggressive ways; and (3) the development of hostile knowledge structures and hostile patterns of social information processing contribute to the stability of aggressive behavior and thus partially mediate the relation between early and later aggressive behavior. 585 boys and girls (19% African-American) were followed from kindergarten through eighth grade. Results from this investigation support the hypotheses and are discussed in terms of the significance of the inclusion of knowledge structures in our theories of the mental processes involved in children's violent behaviour.     

Rejection Reactivity,Executive Function Skills,and Social Adjustment Problems of Inattentive and Hyperactive Kindergarteners

This study examined emotional reactivity to rejection and executive function (EF) skills as potential mediators of the social behavior problems of inattentive and hyperactive kindergarteners. Participants included 171 children, including 107 with clinical levels of ADHD symptoms, 23 with sub‐clinical levels of ADHD symptoms, and 41 typically developing children (63 percent male; 73 percent Caucasian, 11 percent African‐American, 4 percent Latino/Hispanic, 1 percent Asian, and 11 percent multiracial; M_age = 5.2 years). Inattention (but not hyperactivity) was uniquely associated with poor EF, social withdrawal, and aggression. In structural equation models, EF skills mediated the associations between inattention and both aggression and social withdrawal. Hyperactivity (but not inattention) was uniquely associated with rejection reactivity and each contributed uniquely to aggression. Findings suggest that difficulties with emotion regulation may warrant more attention in early interventions planned for children with high levels of ADHD symptoms.     

Caregiver Emotional Expressiveness,Child Emotion Regulation,and Child Behavior Problems among Head Start Families

The present study examined the relationships between caregivers' self‐reported positive and negative emotional expressiveness, observer assessments of children's emotion regulation, and teachers' reports of children's internalizing and externalizing behaviors in a sample of 97 primarily African American and Hispanic Head Start families. Results indicated that higher caregiver negativity and lower child emotion regulation independently predicted more internalizing behavior problems in children. Additionally, children's externalizing behavior problems were negatively predicted by caregivers' self‐reports of positive emotional expressiveness. Importantly, results also suggested that caregivers' emotional expressiveness and children's behavioral problems may be non‐linearly related, and that child gender may play an important moderating role. These results emphasize the importance of family emotional climate and child emotion regulation in the behavioral development of preschool‐age children, and highlight the need for improved theoretical and practical understanding of socioemotional development in diverse populations.     

The Entry Behavior of Aggressive/Rejected Children: The Contributions of Status and Temperament

This study investigated the entry behavior and temperamental characteristics of aggressive/rejected and nonaggressive/popular kindergarten and first‐grade children. An analog entry situation was used to assess children's entry skills. Aggressive/rejected children had more difficulty than nonaggressive/popular children delivering their entry bids in a well‐timed manner and engaged in more disruptive entry strategies. They also tended to use more aggressive entry strategies after experiencing entry failure. The children's temperamental characteristics accounted for significant variance in their entry behavior. Temperamental fear made a positive contribution to children's use of socially appropriate entry strategies. The children's status and impulsiveness each explained unique variance in their use of disruptive entry strategies. Aggressive/rejected girls were more impulsive than other groups and tended to be less fearful.     

Boys' Maladaptive Social Information Processing, Family Emotional Climate, and Pathways to Early Conduct Problems

Maladaptive social information processing characterizes many children with behavioral adjustment difficulties. Yet, we know little about the antecedents of maladaptive social information processing. The present study examined the relations between early family risk and later maladaptive social information processing and conduct problems in a sample of 178 economically disadvantaged boys. Early childhood assessments of socioeconomic disadvantage (low SES, single parent status, low maternal education) and maternal depression predicted boys’ maladaptive response generation and conduct problems at age 10, accounting for 6% and 14% of the variances, respectively, but not hostile attribution bias. Maladaptive response generation also fit a model of significant partial mediation of the effects of socioeconomic disadvantage on conduct problems. Results suggest the importance of the family's emotional climate during children's early development for their later adjustment.     

The Role of Child Emotionality in Child Behavior and Maternal Instruction on Planning Tasks

This study explored the relation of children's emotional functioning to children's behavior during individual planning and mother's and children's behaviors during joint planning. Participants were 118 mothers and their second‐grade children. Mothers rated children on their emotional intensity and children rated themselves on their use of emotion regulation strategies. Children and mother–child dyads were videotaped during planning tasks and independent observers rated their behavior. Child emotional intensity was directly related to children being less engaged in the task and to an emphasis in maternal instruction on regulatory behaviors. Some types of emotion regulation strategies modified these relations. Findings suggest that child emotionality may play an important role in the early school years in children's opportunities to learn during social‐cognitive activity.     

Varieties of Childhood Bullying: Values, Emotion Processes, and Social Competence

Understanding the nature of bullies and bullying is of considerable theoretical and practical importance. We offer a commentary on a recent debate on this topic between Sutton, Smith, and Swettenham (1999a, 1999b) and Crick and Dodge (1999). In this commentary, we first summarize the main points of the debate, including alternative views of bullies as social inadequates versus Machiavellian schemers. Then we clarify some unresolved issues concerning the nature and limits of social competence and the roles of values in both social competence and in bullying. Finally, it is argued that variations in children's emotion processes, such as emotionality and emotion regulation, also may underlie some of the individual differences that have been found in empathy, social information processing, and in reactive ('hot-headed') and proactive ('cold-blooded') aggressive and bullying patterns.     

Emotional Reactivity and Emotional Regulation Strategies as Predictors of Social Behavior with Peers During Toddlerhood

Fifty-six mothers and their 24-month-old toddlers were observed on two occasions in a series of laboratory procedures designed to assess relations between emotional functioning (emotional reactivity and emotion regulation) in an individual assessment and social behavior with a same-sex peer. Emotional reactivity was assessed using two frustration tasks designed to elicit distress. Emotional regulation was assessed by examining the child's behaviors (venting, distraction, focal-object focus, self-orientation, and mother-orientation) when confronted by the two distress-eliciting tasks. Peer play behaviors were coded for social participation and peer-directed conflict (aggressive) behavior. The results indicated that both emotional reactivity and emotion regulation were important predictors of at least two types of social behavior: conflict and cooperation. Distress to frustration, when accompanied by high venting or high focal-object focus, was significantly related to conflict with peers but not when accompanied by distraction, mother-orientation or self-focused behaviors. These findings are discussed in terms of the adaptive value of emotion regulation skills in early development, and the importance of identifying the causal relations between child regulation and early social competence.     

What Works for Whom,How and under What Circumstances? Testing Moderated Mediation of Intervention Effects on Externalizing Behavior in Children

In this study, we investigate whether changes in child social cognitive functioning and parenting are the mechanisms through which an individually delivered real‐world child intervention, Stay Cool Kids, aimed at preventing externalizing problem behavior in high‐risk elementary school children, induces changes in child behavior. Moreover, we tested whether mediation was moderated by child characteristics (gender and personality). The sample consisted of 264 fourth‐grade children displaying externalizing behavior (TRF t‐score > 60). Forty‐eight schools were randomly assigned to the intervention or no‐intervention control condition. The results of mediation analyses provided evidence for child positive self‐perception and maternal involvement as working mechanisms of the intervention. Child personality factor extraversion moderated the mediating effect of involvement whereas no moderated mediation was found for gender. Working mechanisms of the intervention differ for children with different personality characteristiscs.     

Methods of, and Reasons for, Emotional Expression and Control in Children with Internalizing, Externalizing, and Somatic Problems in Urban India

Although cross-cultural research concerning children's emotions is growing, few studies have examined emotion dysregulation in culturally diverse populations. This study compared 6- to 8-year-old children's reported methods of expressing and controlling anger, sadness, and physical pain, and their justifications for doing so across four groups in urban India: those with internalizing problems (N = 31), externalizing problems (N = 32), somatic complaints (N = 25), and an asymptomatic control group (N = 32). Results revealed that in comparison to physical pain, Indian children were less likely to report expressing anger and sadness through direct facial/verbal means. Control-group children reported expressing anger and sadness through indirect verbal cues more so than pain, whereas the internalizing and externalizing groups considered their expressions of anger and sadness uncontrollable and reported crying and utilizing aggressive behaviors, respectively, more than the control group. The somatic complaints group considered emotions trivial and reported withdrawing more than the control group.     

Teacher–Child Relationship Quality and Children's Peer Victimization and Aggressive Behavior in Late Childhood

This investigation examines the extent to which characteristics of the teacher–child relationship (closeness, dependency, and conflict) are predictive of changes in children's peer victimization and aggressive behavior over the course of a school year. Relational and physical forms of victimization and aggression were studied, and changes in peer acceptance and number of friendships were tested as possible mediators. Longitudinal data from 410 fourth‐ and fifth‐grade students (193 boys; 217 girls) and their teachers (N = 25) were analyzed. Whereas dependency on the teacher predicted heightened victimization from peers, a close relationship with the teacher forecasted less physical aggression toward peers. Moreover, decreases in number of friendships partially mediated the link between dependency on the teacher and heightened relational victimization for boys. These findings have implications for understanding the continuing influence of teacher–child relationships on children's social development in late childhood and for identifying interpersonal risk factors associated with involvement in peer harassment.     

Physical and Sexual Abuse,Battering, and Substance Abuse

Abstract

Women born before 1945 are the older women of today. Many of these women were subjected to childhood physical and sexual abuse and spouse battering at a time where there were no laws to protect them and few people discussed such subjects. Some of these women became substance abusers or lived with substance abusers. While there are retrospective studies on the experiences of adult women who suffered abuse in the family, little is known about the experiences of women over the age of 60 years.

Similarly, there is information on substance abuse among young and middle-aged women, but very little information on or about older womens' experiences with substance abuse. In this study, we review the literature on abuse and substance abuse. We present three clinical cases of older women who have experienced various forms of abuse and who in turn abuse substances. The cases are analyzed. Assessment, treatment, and evaluation methods for social workers are discussed.     

Emotional Reactivity and Regulation in Head Start Children: Links to Ecologically Valid Behaviors and Internalizing Problems

Children's emotional reactivity may interact with their regulatory behaviors to contribute to internalizing problems and social functioning even early in development. Ninety‐one preschool children participated in a longitudinal project examining children's reactivity and regulatory behaviors as predictors of internalizing problems, and positive and negative social behavior in the classroom. Children who paired negative emotion expression with disengagement during a laboratory task showed higher levels of internalizing problems and more negative social behavior in the classroom 6 months later. Positive emotion expression paired with engagement during a laboratory task predicted more positive social behavior in the classroom 6 months later. Physiological reactivity and regulation also predicted children's social behavior in the classroom. Findings suggest that preschool children with maladaptive reactivity and regulatory patterns may be at greater risk for internalizing problems even in early childhood.     

Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-analytic Review

The present meta-analytic review examined the magnitude of the relation between discrete emotion knowledge and three of its most commonly studied correlates in childhood and adolescence: social competence, internalizing problems, and externalizing problems. Emotion knowledge demonstrated small to medium-sized relations with each correlate. Moderators of effect size were also examined and included multiple sample and methodological characteristics. Using random effects models, significant moderators of effect size for relations between emotion knowledge and externalizing problems included sample recruitment, sample age, and the source of externalizing problems ratings. Moderators of effect size were not found for emotion knowledge and social competence, and the effect sizes across samples for emotion knowledge and internalizing problems were homogeneous. Results highlight the relatively consistent yet modest relations between emotion knowledge and its correlates. Implications for applied research and new directions for research on emotion knowledge using innovative methods are discussed.     

Socialization of Physical and Social Aggression in Early Adolescents' Peer Groups: High‐status Peers,Individual Status,and Gender

The influence of high‐status peers on a target individual's physical and manipulative social aggression in peer groups was examined in a diverse sample of seventh‐grade students. A total of 245 individual members belonging to 65 groups were included in analyses. Aggression was assessed by peer and victim nominations in the fall and spring semesters of seventh grade. High‐status peers rather than low‐status peers in a group had a strong influence on individual members' physical and social aggression. High‐status peers were particularly influential on low‐status individual members' social aggression. A similar pattern was found for physical aggression in boys' groups. These findings imply that high‐status members' aggression rather than the average of all members' may better represent the group norm. Special attention needs to be given to high‐status aggressive adolescents in future intervention and prevention of aggression in schools.     

A Comparison of Child Fatalities by Physical Abuse Versus Neglect: Child,Family, Service,and Worker Characteristics

ABSTRACT

In the field of child welfare, attention has been given to risk factors for child maltreatment fatalities with little attention to the difference between children who die from abuse versus neglect. As part of a larger study, child welfare workers (n = 104) from 14 different states responded to an anonymous online survey that described the child, family, and case characteristics before death and worker characteristics/experiences before and after death. Results supported that prior to death, neglectful families presented with less risk than abusive families, in the areas of parent–child attachment, child behavior problems, and changes in household composition while reporting that they received more services. With regard to child welfare practice, workers did not report any differences in how they handled cases before death nor did they report differences in their posttraumatic stress symptoms at the time of the survey. These findings can be used as a springboard for future research that focuses on fatal maltreatment.     

Child Anger Regulation, Parental Responses to Children's Anger Displays, and Early Child Antisocial Behavior

The display and regulation of child anger in family interaction was coded in a sample of 240 boys and girls at child age 6, and coded using the Specific Affect Coding System. Child antisocial behavior was longitudinally assessed, beginning in kindergarten. Pooled‐ and family‐level analyses were used to assess hazard rates for child anger. Parents’ ability to modulate their own emotions and negative behavior, and children's ability to down‐regulate anger were associated with increased latency for child anger. Hazard for child anger increased as parents’ insensitive and negative responses toward the child cumulated during family interaction. Macro‐level, non‐hazard analyses indicated that chronic levels of child antisocial behavior were associated with the frequency of parental negative behavior, but not with the frequency of child anger. Micro‐level hazard analyses indicated that children's ability to regulate anger was related to chronic levels of child covert but not overt antisocial behavior.     

Assessment of hostile and benign intent attributions in early childhood: Can we elicit meaningful information?

Throughout middle childhood and adolescence, hostile intent attributions fairly consistently predict levels of aggression. Across 28 published studies in early childhood, however, researchers have found less consistent relationships. We believe this may be due to a majority of these studies using an inappropriate methodological approach for early childhood, forced‐choice questioning. We tested the use of open‐ended vs. forced‐choice questions about intent in 118 Head Start preschool children. In response to a forced choice question, only about 30% of children attributed intent correctly to a video depicting clearly purposeful behavior. And across 18 video vignettes depicting ambiguous provocation, children's intent attribution scores based on a forced‐choice approach demonstrated neither reliability nor validity. Conversely, children's intent attribution scores in response to open‐ended questions demonstrated reliability, correspondence with other aspects of social information processing, and predictive validity in the form of relations to teacher reports of social competence and aggression. Researchers should refrain from utilizing forced‐choice approaches to intent attributions in early childhood unless also conducting intent understanding checks.