Nicki Crick - US grants

Because aggressive children are at significant risk for adjustment difficulties, childhood aggression has been a major focus of concern for researchers and other professionals during the past several decades. Although many important advances have been made, past studies have been limited in two important ways: (1) aggressive boys have received most of the research attention, whereas aggressive girls have often been excluded from relevant studies; and (2) forms of aggression that are salient to boys have been emphasized whereas forms that are salient to girls have largely been ignored. The present research is designed to address these issues through the study of aggressive children of both sexes and through the assessment of aggressive behaviors that have been shown to be prevalent among girls (relational aggression), as well as those that have been shown to be prevalent among boys (overt aggression). In contrast to overt aggression, which inflicts harm through physical damage or the threat of such damage, relational aggression harms others through damage to their peer relationships. Recent research by the PI has shown that study of this form of aggression may be crucial to understanding the aggressive development of girls. The objectives of this longitudinal investigation are: (a) to compare the concurrent and future social- psychological risk status associated with overt and relational aggression for both sexes; (b) to test the hypothesis that the social-information- processing (SIP) patterns that have been shown to play a significant role in the development and maintenance of overtly aggressive behavior problems for boys also contribute to aggressive tendencies for overtly aggressive girls and relationally aggressive girls and boys (based on a SIP model proposed by Crick and Dodge, 1994); and (c) to assess the long- term stability of overt and relational forms of aggression for both boys and girls. Two samples of children will be recruited during third grade and followed for four years: (1) a representative sample (n=120); and (2) an extreme-groups sample (n=280) of overtly aggressive; relationally aggressive; overtly plus relationally aggressive; and nonaggressive children (35 boys and 35 girls per group). This study has the potential to contribute important information about the antecedents and consequences of aggression for girls, as well as for boys, knowledge that can be used to develop empirically-based interventions for aggressive children of both sexes.

DESCRIPTION (provided by applicant): Aggression and depression in childhood have captured a great deal of empirical attention in recent years. However, despite evidence for considerable overlap between these two serious mental health problems, relatively few studies have addressed issues of co-morbidity. Particularly lacking is research on: (1) the mechanisms by which childhood aggression may result in depressive -symptoms (e.g., relational vulnerability involving relatively high levels of aggression, relatively high levels of peer-related stress, and relationally-biased social information processing); (2) forms of aggression that are typical of girls (e.g., "relational aggression") rather than a singular focus on forms of aggression most characteristic of boys (e.g., physical aggression); and (3) gender differences in childhood risk factors for depressive symptoms that might be related to gender differences in depressive symptoms during adolescence (e.g., relational vulnerability). These issues will be addressed in the present study through the longitudinal study of a large sample of children (n=600), initially recruited and assessed during the beginning of their fourth-grade year of elementary school (Time 1), and then reassessed at the end of fourth grade (Time 2) and the beginning of fifth grade (Time 3).

ABSTRACT

A Longitudinal Study of Relational Aggression in Preschoolers

Nicki R. Crick

Longitudinal investigations have demonstrated that childhood aggression is one of the best known social predictors of future maladjustment. Although many important advances have been made in our understanding of aggression, much of this knowledge has been gained through an empirical and theoretical focus on aggressive boys only. The lack of attention to aggressive girls has likely occurred because the study of physical aggression has been emphasized, a form of aggression that is more characteristic of boys than of girls. In an attempt to rectify this inequity, a relational form of aggression has been recently identified that has been shown to be more typical of girls than physical forms. Although great strides have been made in our understanding of relational aggression, the significant gaps in our knowledge are too numerous to outline. One of the most critical gaps is the lack of attention to the early development of relational aggression and its consequences, information that is crucial for informing early prevention and intervention efforts. The proposed study was designed to address this issue through the longitudinal study of preschool-age children. Four objectives will be addressed: (1) to evaluate normative, developmental changes in relational and physical aggression in young children; (2) to assess gender differences in observed relational aggression among young children; (3) to assess the stability of individual differences in physical and relational forms of aggression for both boys and girls; and (4) to compare the concurrent and future social-psychological adjustment status associated with relational aggression for young children of both sexes. A total of 80 preschoolers (40 girls; 40 boys) between the ages of 2 and 4 years will serve as participants. During each of four assessment periods (Year One: Time 1 & 2; Year Two: Time 3 & 4) naturalistic observations plus teacher-, peer-, and self-assessments of children's social behavior (relational aggression, physical aggression, and prosocial behavior) and social-psychological adjustment (social adjustment, internalizing difficulties, and externalizing problems) will be conducted at the preschools. A variety of statistical techniques will be used to evaluate the proposed hypotheses including descriptive analyses, linear growth modeling, ANOVA, hierarchical multiple regression, and path analyses. Findings of the proposed research have great potential for enhancing our understanding of a vastly underrepresented group, aggressive girls, and for drawing attention to theoretical shortcomings that have promoted the lack of attention to this group. Without the ability to assess and identify aggressive behavioral problems among young girls, we cannot understand the etiology and developmental trajectories of later adjustment problems for females. Early prevention and intervention efforts are also impossible without adequate information to identify at-risk girls during their childhood years.

DESCRIPTION (provided by applicant): The transition from preschool to kindergarten has been cited by educators as one of the top educational issues facing the United States (National Education Goals Panel, 1995). Researchers and theorists pursuing this line of inquiry have identified children's aggressive behavior and peer victimization experiences during preschool as critical indicators of preschooler's readiness for school and subsequent adaptation to kindergarten (e.g., Fantuzzo & McWayne, 2002; Ladd & Price, 1987; Pianta & Nimetz, 1991). To date, however, these investigations have focused on forms of aggression and victimization that are most salient to boys (e.g., physical aggression) and they have neglected forms of aggression that have been shown to be more significant for girls (e.g., relational aggression; Crick et al., 1997; Ostrov & Keating, 2004). This has resulted in a significant gap in our knowledge of school readiness, particularly for young females. This is a serious limitation given the demonstrated importance of early school adaptation for children's concurrent and future development (Belsky & MacKinnon, 1994; Rimm-Kaufman, et al., 2000). The proposed research was designed as an initial attempt to address this issue through the continued longitudinal study of a sample of children (n=101; 48 girls) that has already been assessed and followed for two years during the preschool period (preschool study), and that will be reassessed during kindergarten (kindergarten study). Three objectives will be addressed: (1) to examine the utility of preschool relational aggression and victimization for understanding children's adaptation to kindergarten; (2) to assess gender differences in observed relational aggression and victimization in kindergarten; and (3) to examine the stability and trajectory of relational and physical forms of aggression and victimization during the transition from preschool to kindergarten. Assessments will include naturalistic observations plus teacher and self-reports of children's social behavior and experiences and adaptation to kindergarten (social-psychological and academic adjustment).

School-based aggression is one of the best known predictors of future academic, social, and psychological adjustment problems including poor school achievement, dropping out of school, delinquency, peer rejection, peer victimization, and depression. Until recently; however, research on aggression has been seriously limited in two important ways: (1) aggressive boys have received most of the research attention whereas aggressive girls have often been excluded from relevant studies; and (2) forms of aggression that are salient to boys, such as threatened or actual physical harm, have been emphasized whereas forms that are salient for girls, such as threats to end the friendship or the use of the "silent treatment," have largely been ignored. Because of these limitations, relatively little is known about girls who are aggressive at school, which impedes understanding of the adjustment difficulties of girls in general. The proposed study will address this gender inequity by targeting types of aggressive behaviors salient for females (relational aggression) as well as those more characteristic of males (physical aggression). This research will examine links between aggression and autonomic nervous system activity (blood pressure, heart rate, and skin conductance), an index of stress physiology, for a sample of 250 4th graders. This sample will be followed prospectively for two years with reassessments occurring in 5th and 6th grades. Of particular interest will be identification of patterns of reactivity to various types of social stressors and their links to relational and/or physical aggression for boys versus girls. Findings from the proposed research have significant promise for substantially increasing the knowledge of the factors that contribute to the development and maintenance of relational and physical aggression. First, very little is known about the biological risk factors associated with relational aggression. Information about the biological contributors to both relational and physical aggression would improve the ability to identify children most at risk for long-term behavior problems as well as those at risk for future health problems. Although not typically considered in past studies of stress physiology and childhood aggression, relatively high levels of physiological reactivity to stressors, particularly those of an interpersonal nature, have been shown to place individuals at risk for serious health problems such as heart disease or immune dysfunction. Because this risk can begin at relatively young ages and persist over time, early identification is likely to play an important role in the prevention of these serious health problems. Findings from the proposed study are also likely to have important implications for increasing the specificity of intervention efforts with aggressors. If particular forms of aggression (relational vs. physical) are shown to be associated with physiological underarousal, intervention efforts may focus on helping aggressors to identify more appropriate, socially competent ways of seeking out stimulation in their environments. In contrast, aggressors who exhibit physiological overarousal in response to stress may benefit from programs that include anger management techniques, including recognition of physiological responses.

DESCRIPTION (provided by applicant): The University of Minnesota's Institute of Child Development and Center for Excellence in Children's Mental Health jointly propose a series of conferences on relational aggression targeted at leading researchers in the field and community stakeholders and key informants in Minnesota. Aggression research, prevention and intervention are national priorities. However, the majority of past discussions of aggressive behavior have been limited in two crucial ways: (1) aggressive boys have received most of the empirical attention while aggressive girls have often been excluded from relevant studies;and (2) physical forms of aggression have been emphasized while alternative forms that are more salient to girls have largely been ignored. Relational aggression is the most common type of interpersonal violence among girls. In relational aggression the primary threats are damage to relationships rather than physical harm. Numerous studies have documented the harmful, injurious nature of relationally aggressive acts. However this work is not widely known nor applied in the service and research communities. In addition there are many unanswered questions about the characteristics of relational aggression in diverse cultural communities. The objectives of these conferences will be to disseminate information regarding relational aggression to the practice and research communities;gather qualitative data to inform future research on relational aggression in diverse cultural communities;and facilitate community/university collaboration and dialogue concerning relational aggression in children and adolescents. Specifically, we will provide opportunities 1) to increase awareness of relational aggression among both researchers and community stakeholders;2) disseminate current research;3) engage in dialogues between cultural communities and university researchers to improve understanding of cross-cultural aspects of relational aggression;4) stimulate interest in effective prevention and intervention;and 5) facilitate discussions of next steps in both research and intervention. PUBLIC HEALTH RELEVANCE: The long-range goals of this conference series are to stimulate new research on relational aggression, increase knowledge about relational aggression and insure effective translation and application of this knowledge in community settings. Successful pursuit of these goals can lead to prevention of and/or amelioration of the impact of relational aggression in our families, schools and communities.