Child Psychology Test 3

Retaliatory aggression

Aggressive acts elicited by real or imagined provocations

Average

All in middle

Conflict

Circumstances in which two or more persons have incompatible needs, desires, or goals Ex: as kids mature

Work with parents

Parenting skills; being more warm, accepting, and positive with children; ignore negative behaviors; how to do time out the right way

Internalizing symptoms

Suicide, depression

Sociometric status classification

Take date and turn it into categories to put kids in

Poverty

More likely to be aggressive

Parental conflict

More parents fight; kids model what their parents do

Interprets the available cues

What is their reaction and did they mean to do it?

Peer perceived popularity

Who kids think are liked

Morrow (aggression)

5th graders fill out short measure asking if they were bullied today, and how they felt today, as well as got standardized test scores from district; took scores every day for 10 days; found out how much kids were bullied was related to academic achievement and it upset some kids more than others to be bullied; also found that the more children were upset about being bullied, the worst they did on their test scores

Huesmann

600 people, 8 to 30 years old, how many criminal convictions; at age 8 the kids considered to have high aggression were more likely to have a criminal conviction by the age of 30

How many percent of bullying happens with bystanders watching?

85 percent

Sociability

A person's willingness to engage others in social interaction and to seek their attention or approval

Reactive aggression

Act of aggression through a response back to something

Externalizing symptoms

Acting out

Relational aggression

Acts such as snubbing, exclusion, withdrawing acceptance, or spreading rumors that are aimed at damaging an adversary's self-esteem, friendships, or social status

Instrumental aggression

Aggressive acts for which the perpetrator's major goal is to gain access to objects, space, or privileges Ex: young kids- toys and candy

Hostile aggression

Aggressive acts for which the perpetrator's major goal is to harm or injure a victim

Punishment

Any response that decreases the likelihood that a behavior will happen again

Reinforcement

Any response that increases the likelihood a behavior will happen again

Physical correlates

Attractiveness, boys in late puberty, girls and early puberty, race, and ethnicity

Aggression

Behavior with the intent to hurt someone

Earhight

Bystanders; 79 fourth and fifth grade kids; assessed how much they were willing to engage when they are a bystander; used peer nomination (who tries to stop bullying?); had kids watch videos, and after each video, self report questions of negative emotions felt from video, and she collected physiological measures while they were watching the videos; divided kids into an emotional and unemotional group

Who should we focus on i we want to decrease bullying?

Bystanders; support the victim, rather than support the bully; getting adults involved, etc.

Peer rejection

Child is disliked by most of the other kids in their peer group

Criminal correlates of aggression

Childhood reactive aggression to adult spouse and child abuse; childhood proactive aggression to adult criminal behavior

What does peer rejection in childhood put kids at risk for?

Externalizing symptoms; particular for rejected aggression; more likely for substance abuse, drop out of school, pregnancy, delinquency

KiVa in Delaware

First in US; 95 classrooms in 12 elementary schools; randomized them; 4th and 5th grade; 1885 kids; ethnically diverse, both boys and girls; collected data at beginning and end of school year (anti bullying attitudes, empathy for victims, self efficacy to support victims, bystander behaviors); got some changes

Time out technique

Form of discipline in which children who misbehave are removed from the setting until they are prepared to act more appropriately

Kenneth Dodge

Formulated a social information processing model that seeks to explain how children come to favor aggressive or nonaggressive solutions to social problems; proposes that a child's response will depend on the outcome of 6 cognitive steps (encode, interpret, formulate goal, generates, evaluates, enacts response)

Work with children

Friendship groups and academic tutoring

Relational and social aggression

Gossiping, exclusion, rumors; girls and boys of all ages engage in the same amount; kids who other kids think are popular are more likely to spread rumors

Work with teachers

Help teachers learn how to manage kids better in their classroom

Controversial children

High impact, in the middle preference; children who have received many nominations as liked and many nominations as disliked

Social-cognitive correlates

Hostile attributional biases, and positive outcome expectations for aggression

Social impact

How many people noticed you at all

Patterson

Identified a lot of aggressive kids, went to homes, and did lots of naturalistic observation; coercive home environments; pattern happens a lot more in homes of aggressive children; person who gets what they want is positively reinforced and the person who gave them what they want was negatively reinforced

Combined intervention

Identified kids in kindergarten; teacher ratings on aggressivness and peer nominations; experimental group with intervention and control group without intervention; did random assignment by school; 3 years; collected parent, teacher, self, peer, and observational data; 6th grade did not have differences, but the results came back in 9th and 12th grade

Expectations of peer rejection

If you give rejected kids the projection that other kids like them, they will be more prosocial and other kids will like them more

KiVa program

In Finland, found that increased self reports of empathy towards victims and peer reports of bystander supporting behavior in the school that got the programs; also found that peer reports of reinforcing or assisting behavior decreased in the schools that got the program; led to significant reductions in self- reports of bullying and self-reports and peer-reports of victimization

FAST Track

Intervention program; how can we identify the kids at risk earlier and get them off the pathway?

Physical health problems

Kids who are physically victimized have more stress response hormones, which leads to physical health problems; Bookhout

What was Zakriski's findings?`

Kids who are rejected and aggressive are not accurate with who likes them and doesn't like them, but accurate when looking at other kids and seeing they don't like each other

Emergence of peer rejection in new groups

Kids who are rejected in one group tend to become rejected in another; 3 hours

Victims

Kids who are victimized have more trouble than other kids; serious mental health and academic outcomes

What were Earhight's findings?

Kids who were in the emotional group, were more likely to have been peer nominated for who stands up to bullies

Why are peer relations important?

Learn more about diversity, learn how to work things out, what kids learn about emotion regulation

Popular children

Liked a lot and disliked by hardly anyone

Bookhout

Looked at BMI measures and self report measure of weight related victimization; 924 children; had measures of negative body cognitions; teachers gave measures of depression and anxiety; found you could draw a pathway between BMI to weight related victimization, from weight related victimization to negative body cognitions, and from negative body cognitions to depression and anxiety

Physical and verbal aggression

Males are more; both biological and social explanations

Neglected

Middle on social preference, but low impact; children who receive few nominations as either a liked or disliked individual from members of their peer group

What were Morrow's findings?

More aggressive, the more inaccurate for themselves (over estimated how many like them and under estimated how many don't like them) More depressed, the more inaccurate (over estimated how many don't like them and underestimated how many do like them)

Behavioral correlates

Neglected are usually quiet kids

Does positive and negative mean good and bad?

No

Incompatible response technique

Non-punitive method of behavior or modification in which adults ignore undesirable conduct while reinforcing acts that are incompatible with these responses

Unemotional group

Not a lot of negative emotions and did not become physiologically aroused

LL

Number of peers who nominated the child as like least

LM

Number of peers who nominated the child as liked most

Work with peers

Once a week, pull out a kid from classroom, but with a different peer each time; once we made some progress with kids' behaviors, we can get other kids to notice they are okay to hang out with

Emotionally unavailable parents

Parenting that reflects a withdrawing from the child and is characterized by cold, unsupportive, and even indifferent, disinterested, or neglectful parenting

Bystanders

Part of what drives kids to intervene is empathy

Coercive home environments

Patterson; One person in family wants another to do something, they pester, until another finally gives in to do what they want

Positive outcome expectation for aggression

Person will act in a certain way because they are motivated to select a behavior over others due to what they expect the result of that selected behavior to be

Generates

Possible strategies for achieving goal

Origins of aggression

Poverty, parental conflict, coercive home environments

Bullies

Proactive aggression

Proactive aggression

Purposeful behavior a child engages in to get something that they want

Friendship groups

Put kids together in groups of 6, and work on different types of skills; emotion understanding and emotion regulation

Emotional and physiological correlates of aggression

Reactive aggression in connected to anger and physiological arousal; proactive aggression is connected to be unemotional and physiologically unaroused

Psychopathology correlates of aggression

Reactive aggression is related to depression and anxiety; proactive aggression seems to lead to more behaviors that are psychopathic

Awareness of peer rejection

Rejected non aggressive kids are very aware, but aggressive are not aware

Crick and Underwood

Relational or social aggression; if we only think about physical and verbal aggression, we might miss other behaviors girls do more

Emotional group

Reported a lot of negative emotions and became physiologically aroused

Formulates a goal

Resolve a solution

Positive

Response involves giving something

Negative

Response involves taking something away

Provocative victims of aggression

Restless, hot tempered, and oppositional children who are victimized because they often irritate their peers

2 equations

SP=LM-LL SI=LM+LL

Morrow

Same thing as Zakriski; then related that accuracy to kids' level of aggression and depression

Social-cognitive correlates of aggression

Smithmir; reactive aggression did not connect to anything

Popularity

Social construction by kids, with popular children being well known and accepted by other children, and having high status attributes such as attractiveness, athleticism, and desirable posessions

SI

Social impact

SP

Social preference

Smithmir

Social-cognitive correlates of aggression; collected data of incarcerated boys; staff who worked in facility rated boys on the two types of aggression

Passive victims of aggression

Socially withdrawn, anxious children with low self esteem who bullies torment, even though they appear to have done little to trigger such abuse

Finland

Teachers get 2 hour built into their day of prep time, highly educated and well paid, more valued, and get more support

Hostile attributional biases

Tendency to interpret others' behaviors as having hostile intent, even when the behavior is ambiguous or benign; characterizes reactive aggressors

Evaluates

The likely effectiveness of strategies and select a response

Why do kids bully?

To gain power and status in a peer group

Negative body cognitions

To what extent do you have negative thoughts about your body

Peers

Two or more persons who are operating at similar levels of behavioral complexity

Emotional correlates

Understanding emotion and emotion expression and regulation

Stability of aggression

Very stable

Sociometric popularity

Who kids like

Academic tutoring

Work with them academically to keep them on track; don't have to go to a separate classroom

Zakriski

2 parts; kids say who they do and don't like and showed kids a video of one kid not liking another and asking kids if they liked each other

Sociometric Methodology

Coie; Ask privately who kids like and don't like

Rejected children

Disliked by a lot of people and liked by few

Stability of peer rejection

Emergence of peer rejection in new groups, expectations of peer rejection