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Joint trajectories for social and physical aggression as predictors of adolescent maladjustment: Internalizing symptoms, rule-breaking behaviors, and borderline and narcissistic personality features

Published online by Cambridge University Press:  18 April 2011

Marion K. Underwood ,
Kurt J. Beron  and
Lisa H. Rosen
Marion K. Underwood*
Affiliation:
University of Texas at Dallas
Kurt J. Beron
Affiliation:
University of Texas at Dallas
Lisa H. Rosen
Affiliation:
University of Texas at Dallas
*
Address correspondence and reprint requests to: Marion K. Underwood, School of Behavioral and Brain Sciences, University of Texas at Dallas, 800 West Campbell Road, GR 41, Richardson, TX 75080; E-mail: undrwd@utdallas.edu.
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Abstract

This investigation examined the relation between developmental trajectories jointly estimated for social and physical aggression and adjustment problems at age 14. Teachers provided ratings of children's social and physical aggression in Grades 3, 4, 5, 6, and 7 for a sample of 255 children (131 girls, 21% African American, 52% European American, 21% Mexican American). Participants, parents, and teachers completed measures of the adolescent's adjustment to assess internalizing symptoms, rule-breaking behaviors, and borderline and narcissistic personality features. Results showed that membership in a high and rising trajectory group predicted rule-breaking behaviors and borderline personality features. Membership in a high desister group predicted internalizing symptoms, rule-breaking behaviors, and borderline and narcissistic personality features. The findings suggest that although low levels of social and physical aggression may not bode poorly for adjustment, individuals engaging in high levels of social and physical aggression in middle childhood may be at greatest risk for adolescent psychopathology, whether they increase or desist in their aggression through early adolescence.

Type
Regular Articles
Information
Development and Psychopathology , Volume 23 , Issue 2 , May 2011 , pp. 659 - 678
Copyright
Copyright © Cambridge University Press 2011

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