Hostname: page-component-8448b6f56d-c47g7 Total loading time: 0 Render date: 2024-04-15T23:09:31.360Z Has data issue: false hasContentIssue false
  • English
  • Français

Predicting the longitudinal course associated with aggressive-rejected, aggressive (nonrejected), and rejected (nonaggressive) status

Published online by Cambridge University Press:  04 March 2009

Karen Linn Bierman  and
Julie B. Wargo
Karen Linn Bierman*
Affiliation:
The Pennsylvania State University, Department of Psychology
Julie B. Wargo
Affiliation:
The Pennsylvania State University, Department of Psychology
*
Karen L. Bierman, Department of Psychology, Pennsylvania State University, 522 Moore Building, University Park, PA 16803.
Get access Rights & Permissions [Opens in a new window]

Abstract

A 2-year follow-up was undertaken of boys identified in grade school as aggressive-rejected, aggressive (nonrejected), rejected (nonaggressiye) or nonproblematic comparison. When the social outcomes of boys in each group were compared, aggressive-rejected children exhibited more conduct problems and social rejection at Time 2 than boys in the other aggressive or rejected groups. Behavior observations, teacher ratings, peer ratings, and open-ended peer interviews collected at Time 1 were used to test three predictive models that might account for the greater developmental risk of aggress-rejected boys. Multiple regression analyses suggested that a broad array of conduct problems, low levels of positive interaction skills, and high levels of peer dislike and ostracism each made unique contributions 10 to the stability of social adjustment problems of boys in the sample. Within group analyses of change suggested that prediction models varied for boys in the three risk groups. The implications of findings are discussed for developmental models of social risk and for intervention design.

Type
Articles
Information
Development and Psychopathology , Volume 7 , Issue 4: Developmental Processes in Peer Relations and Psychopathology , Fall 1995 , pp. 669 - 682
Copyright
Copyright © Cambridge University Press 1995

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Asarnow, J. (1983). Children with peer adjustment problems: Sequential and nonsequential analyses of school behaviors. Journal of Consulting and Clinical Psychology, 51, 709–717.CrossRefGoogle ScholarPubMed
Barkley, R. A. (1990). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford Press.Google Scholar
Bierman, K. L. (1989). Improving the peer relationships of rejected children. In Lahey, B. B. & Kazdin, A. E. (Eds.), Advances in clinical child psychology (Vol. 12, pp. 53–84). New York: Plenum Press.CrossRefGoogle Scholar
Bierman, K. L. (1986). The relationship between social aggression and peer rejection in middle childhood. In Prinz, R. (Ed.), Advances in behavioral assessment of children and families. (Vol. 2, pp. 151–178). Greenwich, CT JAI.Google Scholar
Bierman, K. L., Smoot, D. L. & Aumiller, K. (1993). Characteristics of aggressive-rejected, aggressive (nonrejected) and rejected (nonaggressive) boys. Child Development, 64, 139–151.CrossRefGoogle ScholarPubMed
Bukowski, W. M., & Newcomb, A. F. (1984). Stability and determinants of sociometric status and friendship choice: A longitudinal perspective. Developmental Psychology, 20, 941–952.CrossRefGoogle Scholar
Cillessen, A. H. N., van Ijzendoorn, H. W., van Lieshout, C. F. M., & Hartup, W. W. (1992). Heterogeneity among peer rejected boys: Subtypes and stabilities. Child Development, 63, 893–905.CrossRefGoogle Scholar
Coie, J. D. (1990). Toward a theory of peer rejection. In Asher, S. R. & Coie, J. D. (Eds.), Peer rejection in childhood, (pp. 365–401). Cambridge: Cambridge University Press.Google Scholar
Coie, J. D., Belding, M., & Underwood, M. (1988). Aggression and peer rejection in childhood. In Lahey, B. B. & Kazdin, A. E. (Eds.), Advances in clinical child psychology, (Vol. 11). New York: Plenum Press.Google Scholar
Coie, J. D., & Dodge, K. A. (1983). Continuities and changes in children's social status: A five-year longitudinal study. Merrill-Palmer Quarterly, 29, 261–282.Google Scholar
Conners, C. (1969). A teacher rating scale for use in drug studies with children. American Journal of Psychiatry, 126, 152–156.CrossRefGoogle ScholarPubMed
Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710–722.CrossRefGoogle ScholarPubMed
Dodge, K. A., & Coie, J. D. (1987). Social-information-processing factors in reactive and proactive aggression in children's peer groups. Journal of Personality and Social Psychology, 53, 1146–1158.CrossRefGoogle ScholarPubMed
Dodge, K. A. (1993). Social information processing and peer rejection factors in the development of behavior problems in children. Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans LA.Google Scholar
Dubow, E. F. (1988). Aggressive behavior and peer social status of elementary school children. Aggressive Behavior, 19, 315–324.3.0.CO;2-C>CrossRefGoogle Scholar
French, D. C. (1990). Heterogeneity of peer-rejected girls. Child Development. 61, 2028–2031.CrossRefGoogle Scholar
French, D. C. (1988). Heterogeneity of peer-rejected boys: Aggressive and nonaggressive subtypes. Child Development, 59, 976–985.CrossRefGoogle ScholarPubMed
Greenberg, M. T., Speltz, M. L., & DeKlyen, M. (1993). Toward a conceptual model for understanding the early development of disruptive behavior problems. Development and Psychopathology. 5, 191–214.CrossRefGoogle Scholar
Hartup, W. W. (1983). Peer relations. In Hetherington, E. M. (Ed.), Mussen, P. H. (Series Ed.), Handbook of child psychology: Vol. 4 Socialization, personality and social development (pp. 103–196). New York: Wiley.Google Scholar
Hinshaw, S. P. (1987). On the distinction between attentional deficits/hyperactivity and conduct problems/aggression in child psychopathology. Psychological Bulletin, 101, 443–463.CrossRefGoogle ScholarPubMed
Hymel, S., Wagner, E. & Butler, L. J. (1990). Reputational bias: View from the peer group. In Asher, S. R. & Coie, J. D. (Eds.), Peer rejection in childhood (pp. 156–188). Cambridge: Cambridge University Press.Google Scholar
Jacobvitz, D., & Sroufe, L. A. (1987). The early caregiver-child relationship and attention deficit disorder with hyperactivity in kindergarten: A prospective study. Child Development, 58, 1488–1495.Google ScholarPubMed
Klein, A. R., & Young, R. D. (1979). Hyperactive boys in their classroom: Assessment of teacher and peer perceptions, interactions, and classroom behaviors. Journal of Abnormal Child Psychology, 17, 425–442.CrossRefGoogle Scholar
Kupersmidt, J. B., Coie, J. D., & Dodge, K. A. (1990). The role of poor peer relationships in the development of disorder. In Asher, S. R. & Coie, J. D. (Eds.), Peer rejection in childhood (pp. 274–308). Cambridge: Cambridge University Press.Google Scholar
Loeber, R. (1982). The stability of antisocial and delinquent child behavior: A review. Child Development, 53. 1431–1446.CrossRefGoogle ScholarPubMed
Loeber, R., & Lahey, B. (1989). Recommendations for research on disruptive behavior disorders for childhood and adolescence. In Lahey, B. B. & Kazdin, A. E. (Eds.), Advances in clinical child psychology (Vol. 12, pp. 221–251). New York: Plenum Press.CrossRefGoogle Scholar
Moffitt, T. E. (1990). Juvenile delinquency and attention deficit disorder: Boy's developmental trajectories from age 3 to age 15. Child Development, 61, 893–910.CrossRefGoogle Scholar
Parke, R. D., & Slaby, R. G. (1983). The development of aggression. In Hetherington, E. M. (Ed.), Mussen, P. A. (Series Ed.), Handbook of child psychology; Vol. 4 Socialization, personality and social development (pp. 547–642). New York: Wiley.Google Scholar
Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357–389.CrossRefGoogle ScholarPubMed
Parkhurst, J. T., & Asher, S. R. (1992). Peer rejection in middle school: Subgroup differences in behavior, loneliness and interpersonal concerns. Developmental Psychology, 28, 231–241.CrossRefGoogle Scholar
Patterson, G. R. (1982). Coercive family processes. Eugene, OR: Castalia.Google Scholar
Patterson, G. R., Littman, R. H., & Bricker, W. (1967). Assertive behavior in children. Monographs of the Society for Research in Child Development, 32, 1–43.CrossRefGoogle ScholarPubMed
Pekarik, E. G., Prinz, R. J., Liebert, D. E., Weintraub, S., & Neale, J. M. (1976). The Pupil Evaluation Inventory: A sociometric technique for assessing children's social behavior. Journal of Abnormal Psychology, 4, 83–97.Google ScholarPubMed
Perry, D. G., Kusel, S. J., & Perry, L. L. (1988). Victims of peer aggression. Developmental Psychology, 24, 807–814.CrossRefGoogle Scholar
Perry, D. G., Perry, L. L., & Rasmussen, P. (1986). Cognitive social learning mediators of aggression. Child Development, 57, 700–711.CrossRefGoogle ScholarPubMed
Pope, A. W., Bierman, K. L., & Mumma, G. H. (1991). Aggression, hyperactivity and inattentionimmaturity: Behavior dimensions associated with peer rejection in elementary school boys. Developmental Psychology, 27, 663–667.CrossRefGoogle Scholar
Strain, P. S., Lambert, D. L., Kerr, M. M., Stagg, V., & Lenkner, D. A. (1983). Naturalistic assessment of children's compliance to teacher's requests and consequences for compliance. Journal of Applied Behavior Analysis, 16, 243–249.CrossRefGoogle ScholarPubMed