Children’s sympathy following the (un)provoked harm of peers: Associations with proactive and reactive aggression / Joanna PEPLAK in Development and Psychopathology, 38-3 (August 2026)  

Public ISBD [article]  inDevelopment and Psychopathology > 38-3 (August 2026) . - p.1281-1295 Titre : Children’s sympathy following the (un)provoked harm of peers: Associations with proactive and reactive aggression Type de document : texte imprimé Auteurs : Joanna PEPLAK, Auteur ; Erinn L. ACLAND, Auteur ; Tina MALTI, Auteur Article en page(s) : p.1281-1295 Langues : Anglais (eng) Mots-clés : Development  proactive aggression  provocation  reactive aggression  sympathy Index. décimale : PER Périodiques Résumé : Encouraging children’s sympathy (i.e., concern for others) across an array of social contexts is important for strengthening their prosocial responses to conflict and reducing aggression. We examined Canadian children’s (6, 9, and 12 years; N = 186; 50% girls and 50% boys) situational sympathetic responding following harm to victims, and how sympathy across contexts was linked to their aggressive behaviors (beyond dispositional sympathy). Children’s situational sympathy (sadness supported by moral reasoning) was measured in response to (un)provoked harm to hypothetical peers in vignettes. Parents reported on children’s proactive and reactive aggression. We also measured children’s dispositional sympathy via child- and parent-reports. Results showed that children felt stronger situational sympathy for victims of unprovoked harm than provoked harm, and only sympathy following unprovoked harm showed age-related increases. Above and beyond dispositional sympathy, lower situational sympathy in response to provoked harm was associated with higher reactive aggression. These findings demonstrate that children’s sympathy is dampened by a victim’s prior negative behavior – an emotional blunting effect that may have implications for their own retaliatory behavior. En ligne : https://dx.doi.org/10.1017/S095457942610114X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Children’s sympathy following the (un)provoked harm of peers: Associations with proactive and reactive aggression [texte imprimé] / Joanna PEPLAK, Auteur ; Erinn L. ACLAND, Auteur ; Tina MALTI, Auteur . - p.1281-1295. Langues : Anglais (eng) in Development and Psychopathology > 38-3 (August 2026) . - p.1281-1295 Mots-clés : Development  proactive aggression  provocation  reactive aggression  sympathy Index. décimale : PER Périodiques Résumé : Encouraging children’s sympathy (i.e., concern for others) across an array of social contexts is important for strengthening their prosocial responses to conflict and reducing aggression. We examined Canadian children’s (6, 9, and 12 years; N = 186; 50% girls and 50% boys) situational sympathetic responding following harm to victims, and how sympathy across contexts was linked to their aggressive behaviors (beyond dispositional sympathy). Children’s situational sympathy (sadness supported by moral reasoning) was measured in response to (un)provoked harm to hypothetical peers in vignettes. Parents reported on children’s proactive and reactive aggression. We also measured children’s dispositional sympathy via child- and parent-reports. Results showed that children felt stronger situational sympathy for victims of unprovoked harm than provoked harm, and only sympathy following unprovoked harm showed age-related increases. Above and beyond dispositional sympathy, lower situational sympathy in response to provoked harm was associated with higher reactive aggression. These findings demonstrate that children’s sympathy is dampened by a victim’s prior negative behavior – an emotional blunting effect that may have implications for their own retaliatory behavior. En ligne : https://dx.doi.org/10.1017/S095457942610114X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Emotion recognition links to reactive and proactive aggression across childhood: A multi-study design / Erinn L. ACLAND in Development and Psychopathology, 36-3 (August 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-3 (August 2024) . - p.1122-1133 Titre : Emotion recognition links to reactive and proactive aggression across childhood: A multi-study design Type de document : texte imprimé Auteurs : Erinn L. ACLAND, Auteur ; Joanna PEPLAK, Auteur ; Anjali SURI, Auteur ; Tina MALTI, Auteur Article en page(s) : p.1122-1133 Langues : Anglais (eng) Mots-clés : adolescents  aggression  children  emotion recognition  multi-cohort Index. décimale : PER Périodiques Résumé : Difficulty recognizing negative emotions is linked to aggression in children. However, it remains unclear how certain types of emotion recognition (insensitivities vs. biases) are associated with functions of aggression and whether these relations change across childhood. We addressed these gaps in two diverse community samples (study 1: aged 4 and 8; N = 300; study 2: aged 5 to 13, N = 374). Across studies, children performed a behavioral task to assess emotion recognition (sad, fear, angry, and happy facial expressions) while caregivers reported children s overt proactive and reactive aggression. Difficulty recognizing fear (especially in early childhood) and sadness was associated with greater proactive aggression. Insensitivity to anger - perceiving angry faces as showing no emotion - was associated with increased proactive aggression, especially in middle-to-late childhood. Additionally, greater happiness bias - mistaking negative emotions as being happy - was consistently related to higher reactive aggression only in early childhood. Together, difficulty recognizing negative emotions was related to proactive aggression, however, the strength of these relations varied based on the type of emotion and developmental period assessed. Alternately, difficulty determining emotion valence was related to reactive aggression in early childhood. These findings demonstrate that distinct forms of emotion recognition are important for understanding functions of aggression across development. En ligne : https://dx.doi.org/10.1017/S0954579423000342 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] Emotion recognition links to reactive and proactive aggression across childhood: A multi-study design [texte imprimé] / Erinn L. ACLAND, Auteur ; Joanna PEPLAK, Auteur ; Anjali SURI, Auteur ; Tina MALTI, Auteur . - p.1122-1133. Langues : Anglais (eng) in Development and Psychopathology > 36-3 (August 2024) . - p.1122-1133 Mots-clés : adolescents  aggression  children  emotion recognition  multi-cohort Index. décimale : PER Périodiques Résumé : Difficulty recognizing negative emotions is linked to aggression in children. However, it remains unclear how certain types of emotion recognition (insensitivities vs. biases) are associated with functions of aggression and whether these relations change across childhood. We addressed these gaps in two diverse community samples (study 1: aged 4 and 8; N = 300; study 2: aged 5 to 13, N = 374). Across studies, children performed a behavioral task to assess emotion recognition (sad, fear, angry, and happy facial expressions) while caregivers reported children s overt proactive and reactive aggression. Difficulty recognizing fear (especially in early childhood) and sadness was associated with greater proactive aggression. Insensitivity to anger - perceiving angry faces as showing no emotion - was associated with increased proactive aggression, especially in middle-to-late childhood. Additionally, greater happiness bias - mistaking negative emotions as being happy - was consistently related to higher reactive aggression only in early childhood. Together, difficulty recognizing negative emotions was related to proactive aggression, however, the strength of these relations varied based on the type of emotion and developmental period assessed. Alternately, difficulty determining emotion valence was related to reactive aggression in early childhood. These findings demonstrate that distinct forms of emotion recognition are important for understanding functions of aggression across development. En ligne : https://dx.doi.org/10.1017/S0954579423000342 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

A process model linking physiological arousal and fear recognition to aggression via guilt in middle childhood / Tyler COLASANTE in Development and Psychopathology, 33-1 (February 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-1 (February 2021) . - p.109-121 Titre : A process model linking physiological arousal and fear recognition to aggression via guilt in middle childhood Type de document : texte imprimé Auteurs : Tyler COLASANTE, Auteur ; Marc JAMBON, Auteur ; Xiaoqing GAO, Auteur ; Tina MALTI, Auteur Article en page(s) : p.109-121 Langues : Anglais (eng) Mots-clés : aggression  childhood  fear recognition  guilt  respiratory sinus arrhythmia  skin conductance Index. décimale : PER Périodiques Résumé : Aggression coincides with emotional underarousal in childhood, but we still lack an understanding of how underarousal contributes to aggression. With an ethnically diverse sample of 8-year-olds (N = 150), we tested whether physiological underarousal and lower fear recognition were indirectly associated with heightened aggression through dampened guilt feelings. Caregivers rated children's aggressive behavior. We assessed children's skin conductance (SC) and respiratory sinus arrhythmia (RSA) while they imagined transgressing norms and measured their fear recognition with a facial morph task. Children reported guilt or lack thereof after hypothetically transgressing. The interaction of decreasing SC and increasing RSA (i.e., physiological underarousal) and poor fear recognition were indirectly associated with higher aggression through their associations with lower guilt. Emotional underarousal may contribute to aggression by disrupting the normative development of guilt. We discuss strategies to improve social-emotional acuity and reduce aggression in children with blunted physiological arousal and fear recognition. En ligne : http://dx.doi.org/10.1017/s0954579419001627 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 [article] A process model linking physiological arousal and fear recognition to aggression via guilt in middle childhood [texte imprimé] / Tyler COLASANTE, Auteur ; Marc JAMBON, Auteur ; Xiaoqing GAO, Auteur ; Tina MALTI, Auteur . - p.109-121. Langues : Anglais (eng) in Development and Psychopathology > 33-1 (February 2021) . - p.109-121 Mots-clés : aggression  childhood  fear recognition  guilt  respiratory sinus arrhythmia  skin conductance Index. décimale : PER Périodiques Résumé : Aggression coincides with emotional underarousal in childhood, but we still lack an understanding of how underarousal contributes to aggression. With an ethnically diverse sample of 8-year-olds (N = 150), we tested whether physiological underarousal and lower fear recognition were indirectly associated with heightened aggression through dampened guilt feelings. Caregivers rated children's aggressive behavior. We assessed children's skin conductance (SC) and respiratory sinus arrhythmia (RSA) while they imagined transgressing norms and measured their fear recognition with a facial morph task. Children reported guilt or lack thereof after hypothetically transgressing. The interaction of decreasing SC and increasing RSA (i.e., physiological underarousal) and poor fear recognition were indirectly associated with higher aggression through their associations with lower guilt. Emotional underarousal may contribute to aggression by disrupting the normative development of guilt. We discuss strategies to improve social-emotional acuity and reduce aggression in children with blunted physiological arousal and fear recognition. En ligne : http://dx.doi.org/10.1017/s0954579419001627 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442

The Effectiveness of Two Universal Preventive Interventions in Reducing Children's Externalizing Behavior: A Cluster Randomized Controlled Trial / Tina MALTI in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.677-692 Titre : The Effectiveness of Two Universal Preventive Interventions in Reducing Children's Externalizing Behavior: A Cluster Randomized Controlled Trial Type de document : texte imprimé Auteurs : Tina MALTI, Auteur ; Denis RIBEAUD, Auteur ; Manuel EISNER, Auteur Année de publication : 2011 Article en page(s) : p.677-692 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article reports the effectiveness of two universal prevention programs in reducing externalizing behavior in elementary school children. A sample of 1,675 first graders in 56 Swiss elementary schools was randomly assigned to a school-based social competence intervention, a parental training intervention, both, or control. Externalizing psychopathology and social competence ratings were provided by the children, primary caregivers, and teachers at the beginning and end of the 2-year program, with a follow-up 2 years later. Intention-to-treat analyses revealed that long-term effects on teacher- and parent-rated externalizing behavior were greater for the social competence intervention than for the control. However, for most outcomes, no statistically significant positive effects were observed. En ligne : http://dx.doi.org/10.1080/15374416.2011.597084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 [article] The Effectiveness of Two Universal Preventive Interventions in Reducing Children's Externalizing Behavior: A Cluster Randomized Controlled Trial [texte imprimé] / Tina MALTI, Auteur ; Denis RIBEAUD, Auteur ; Manuel EISNER, Auteur . - 2011 . - p.677-692. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.677-692 Index. décimale : PER Périodiques Résumé : This article reports the effectiveness of two universal prevention programs in reducing externalizing behavior in elementary school children. A sample of 1,675 first graders in 56 Swiss elementary schools was randomly assigned to a school-based social competence intervention, a parental training intervention, both, or control. Externalizing psychopathology and social competence ratings were provided by the children, primary caregivers, and teachers at the beginning and end of the 2-year program, with a follow-up 2 years later. Intention-to-treat analyses revealed that long-term effects on teacher- and parent-rated externalizing behavior were greater for the social competence intervention than for the control. However, for most outcomes, no statistically significant positive effects were observed. En ligne : http://dx.doi.org/10.1080/15374416.2011.597084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142

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