Borderline personality features as a predictor of forms and functions of aggression during middle childhood: Examining the roles of gender and physiological reactivity / Adrienne M. BANNY in Development and Psychopathology, 26-3 (August 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-3 (August 2014) . - p.789-804 Titre : Borderline personality features as a predictor of forms and functions of aggression during middle childhood: Examining the roles of gender and physiological reactivity Type de document : Texte imprimé et/ou numérique Auteurs : Adrienne M. BANNY, Auteur ; Wan-Ling TSENG, Auteur ; Dianna MURRAY-CLOSE, Auteur ; Clio E. PITULA, Auteur ; Nicki R. CRICK, Auteur Article en page(s) : p.789-804 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present longitudinal investigation examined borderline personality features as a predictor of aggression 1 year later. Moderation by physiological reactivity and gender was also explored. One hundred ninety-six children (M = 10.11 years, SD = 0.64) participated in a laboratory stress protocol in which their systolic blood pressure, diastolic blood pressure, and skin conductance reactivity to recounting a relational stressor (e.g., threats to relationships or exclusion) were assessed. Teachers provided reports on subtypes of aggressive behavior (i.e., reactive relational, proactive relational, reactive physical, and proactive physical), and children completed a self-report measure of borderline personality features. Path analyses indicated that borderline personality features predicted increases in reactive relational aggression and proactive relational aggression among girls who evinced heightened physiological reactivity to interpersonal stress. In contrast, borderline personality features predicted decreases in proactive physical aggression in girls. Findings suggest that borderline personality features promote engagement in relationally aggressive behaviors among girls, particularly in the context of emotional dysregulation. En ligne : http://dx.doi.org/10.1017/S095457941400039X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 [article] Borderline personality features as a predictor of forms and functions of aggression during middle childhood: Examining the roles of gender and physiological reactivity [Texte imprimé et/ou numérique] / Adrienne M. BANNY, Auteur ; Wan-Ling TSENG, Auteur ; Dianna MURRAY-CLOSE, Auteur ; Clio E. PITULA, Auteur ; Nicki R. CRICK, Auteur . - p.789-804. Langues : Anglais (eng) in Development and Psychopathology > 26-3 (August 2014) . - p.789-804 Index. décimale : PER Périodiques Résumé : The present longitudinal investigation examined borderline personality features as a predictor of aggression 1 year later. Moderation by physiological reactivity and gender was also explored. One hundred ninety-six children (M = 10.11 years, SD = 0.64) participated in a laboratory stress protocol in which their systolic blood pressure, diastolic blood pressure, and skin conductance reactivity to recounting a relational stressor (e.g., threats to relationships or exclusion) were assessed. Teachers provided reports on subtypes of aggressive behavior (i.e., reactive relational, proactive relational, reactive physical, and proactive physical), and children completed a self-report measure of borderline personality features. Path analyses indicated that borderline personality features predicted increases in reactive relational aggression and proactive relational aggression among girls who evinced heightened physiological reactivity to interpersonal stress. In contrast, borderline personality features predicted decreases in proactive physical aggression in girls. Findings suggest that borderline personality features promote engagement in relationally aggressive behaviors among girls, particularly in the context of emotional dysregulation. En ligne : http://dx.doi.org/10.1017/S095457941400039X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237

Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles / Dianna MURRAY-CLOSE in Development and Psychopathology, 22-4 (November 2010)  

Public ISBD [article]  inDevelopment and Psychopathology > 22-4 (November 2010) . - p.785-802 Titre : Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles Type de document : Texte imprimé et/ou numérique Auteurs : Dianna MURRAY-CLOSE, Auteur ; L. Eugene ARNOLD, Auteur ; Lily HECHTMAN, Auteur ; Stephen P. HINSHAW, Auteur ; Betsy HOZA, Auteur ; Peter S. JENSEN, Auteur ; Karen WELLS, Auteur ; James D. SWANSON, Auteur Année de publication : 2010 Article en page(s) : p.785-802 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We examined the developmental processes involved in peer problems among children (M age = 10.41 years) previously diagnosed with attention-deficit/hyperactivity disorder (ADHD) at study entry (N = 536) and a comparison group (N = 284). Participants were followed over a 6-year period ranging from middle childhood to adolescence. At four assessment periods, measures of aggression, social skills, positive illusory biases (in the social and behavioral domains), and peer rejection were assessed. Results indicated that children from the ADHD group exhibited difficulties in each of these areas at the first assessment. Moreover, there were vicious cycles among problems over time. For example, peer rejection was related to impaired social skills, which in turn predicted later peer rejection. Problems also tended to spill over into other areas, which in turn compromised functioning in additional areas across development, leading to cascading effects over time. The findings held even when controlling for age and were similar for males and females, the ADHD and comparison groups, and among ADHD treatment groups. The results suggest that the peer problems among children with and without ADHD may reflect similar processes; however, children with ADHD exhibit greater difficulties negotiating important developmental tasks. Implications for interventions are discussed. En ligne : http://dx.doi.org/10.1017/s0954579410000465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 [article] Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles [Texte imprimé et/ou numérique] / Dianna MURRAY-CLOSE, Auteur ; L. Eugene ARNOLD, Auteur ; Lily HECHTMAN, Auteur ; Stephen P. HINSHAW, Auteur ; Betsy HOZA, Auteur ; Peter S. JENSEN, Auteur ; Karen WELLS, Auteur ; James D. SWANSON, Auteur . - 2010 . - p.785-802. Langues : Anglais (eng) in Development and Psychopathology > 22-4 (November 2010) . - p.785-802 Index. décimale : PER Périodiques Résumé : We examined the developmental processes involved in peer problems among children (M age = 10.41 years) previously diagnosed with attention-deficit/hyperactivity disorder (ADHD) at study entry (N = 536) and a comparison group (N = 284). Participants were followed over a 6-year period ranging from middle childhood to adolescence. At four assessment periods, measures of aggression, social skills, positive illusory biases (in the social and behavioral domains), and peer rejection were assessed. Results indicated that children from the ADHD group exhibited difficulties in each of these areas at the first assessment. Moreover, there were vicious cycles among problems over time. For example, peer rejection was related to impaired social skills, which in turn predicted later peer rejection. Problems also tended to spill over into other areas, which in turn compromised functioning in additional areas across development, leading to cascading effects over time. The findings held even when controlling for age and were similar for males and females, the ADHD and comparison groups, and among ADHD treatment groups. The results suggest that the peer problems among children with and without ADHD may reflect similar processes; however, children with ADHD exhibit greater difficulties negotiating important developmental tasks. Implications for interventions are discussed. En ligne : http://dx.doi.org/10.1017/s0954579410000465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110

Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles—CORRIGENDUM / Dianna MURRAY-CLOSE in Development and Psychopathology, 26-1 (February 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-1 (February 2014) . - p.287-287 Titre : Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles—CORRIGENDUM Type de document : Texte imprimé et/ou numérique Auteurs : Dianna MURRAY-CLOSE, Auteur ; Betsy HOZA, Auteur ; Stephen P. HINSHAW, Auteur ; L. Eugene ARNOLD, Auteur ; James SWANSON, Auteur ; Peter S. JENSEN, Auteur ; Lily HECHTMAN, Auteur ; Karen WELLS, Auteur Article en page(s) : p.287-287 Langues : Français (fre) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1017/S0954579413000953 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles—CORRIGENDUM [Texte imprimé et/ou numérique] / Dianna MURRAY-CLOSE, Auteur ; Betsy HOZA, Auteur ; Stephen P. HINSHAW, Auteur ; L. Eugene ARNOLD, Auteur ; James SWANSON, Auteur ; Peter S. JENSEN, Auteur ; Lily HECHTMAN, Auteur ; Karen WELLS, Auteur . - p.287-287. Langues : Français (fre) in Development and Psychopathology > 26-1 (February 2014) . - p.287-287 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1017/S0954579413000953 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

Physiological stress reactivity and physical and relational aggression: The moderating roles of victimization, type of stressor, and child gender / Dianna MURRAY-CLOSE in Development and Psychopathology, 26-3 (August 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-3 (August 2014) . - p.589-603 Titre : Physiological stress reactivity and physical and relational aggression: The moderating roles of victimization, type of stressor, and child gender Type de document : Texte imprimé et/ou numérique Auteurs : Dianna MURRAY-CLOSE, Auteur ; Nicki R. CRICK, Auteur ; Wan-Ling TSENG, Auteur ; Nicole LAFKO, Auteur ; Casey BURROWS, Auteur ; Clio PITULA, Auteur ; Peter RALSTON, Auteur Article en page(s) : p.589-603 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to examine the association between physiological reactivity to peer stressors and physical and relational aggression. Potential moderation by actual experiences of peer maltreatment (i.e., physical and relational victimization) and gender were also explored. One hundred ninety-six children (M = 10.11 years, SD = 0.64) participated in a laboratory stress protocol during which their systolic blood pressure, diastolic blood pressure, and skin conductance reactivity to recounting a relational stressor (e.g., threats to relationships) and an instrumental stressor (e.g., threats to physical well-being, dominance, or property) were assessed. Teachers provided reports of aggression and victimization. In both boys and girls, physical aggression was associated with blunted physiological reactivity to relational stress and heightened physiological reactivity to instrumental stress, particularly among youth higher in victimization. In girls, relational aggression was most robustly associated with blunted physiological reactivity to relational stressors, particularly among girls exhibiting higher levels of relational victimization. In boys, relational aggression was associated with heightened physiological reactivity to both types of stressors at higher levels of peer victimization and blunted physiological reactivity to both types of stressors at lower levels of victimization. Results underscore the shared and distinct emotional processes underlying physical and relational aggression in boys and girls. En ligne : http://dx.doi.org/10.1017/S095457941400025X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 [article] Physiological stress reactivity and physical and relational aggression: The moderating roles of victimization, type of stressor, and child gender [Texte imprimé et/ou numérique] / Dianna MURRAY-CLOSE, Auteur ; Nicki R. CRICK, Auteur ; Wan-Ling TSENG, Auteur ; Nicole LAFKO, Auteur ; Casey BURROWS, Auteur ; Clio PITULA, Auteur ; Peter RALSTON, Auteur . - p.589-603. Langues : Anglais (eng) in Development and Psychopathology > 26-3 (August 2014) . - p.589-603 Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to examine the association between physiological reactivity to peer stressors and physical and relational aggression. Potential moderation by actual experiences of peer maltreatment (i.e., physical and relational victimization) and gender were also explored. One hundred ninety-six children (M = 10.11 years, SD = 0.64) participated in a laboratory stress protocol during which their systolic blood pressure, diastolic blood pressure, and skin conductance reactivity to recounting a relational stressor (e.g., threats to relationships) and an instrumental stressor (e.g., threats to physical well-being, dominance, or property) were assessed. Teachers provided reports of aggression and victimization. In both boys and girls, physical aggression was associated with blunted physiological reactivity to relational stress and heightened physiological reactivity to instrumental stress, particularly among youth higher in victimization. In girls, relational aggression was most robustly associated with blunted physiological reactivity to relational stressors, particularly among girls exhibiting higher levels of relational victimization. In boys, relational aggression was associated with heightened physiological reactivity to both types of stressors at higher levels of peer victimization and blunted physiological reactivity to both types of stressors at lower levels of victimization. Results underscore the shared and distinct emotional processes underlying physical and relational aggression in boys and girls. En ligne : http://dx.doi.org/10.1017/S095457941400025X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237

A short-term longitudinal study of growth of relational aggression during middle childhood: Associations with gender, friendship intimacy, and internalizing problems / Dianna MURRAY-CLOSE in Development and Psychopathology, 19-1 (Winter 2007)  

Public ISBD [article]  inDevelopment and Psychopathology > 19-1 (Winter 2007) . - p.187-203 Titre : A short-term longitudinal study of growth of relational aggression during middle childhood: Associations with gender, friendship intimacy, and internalizing problems Type de document : Texte imprimé et/ou numérique Auteurs : Dianna MURRAY-CLOSE, Auteur ; Jamie M. OSTROV, Auteur ; Nicki R. CRICK, Auteur Année de publication : 2007 Article en page(s) : p.187-203 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Trajectories of relational aggression were examined in a large, diverse sample of fourth-grade students. Hierarchical linear modeling was used to examine relational aggression over 1 calendar year. The results indicated that relational aggression increased in a linear fashion for girls over the course of the study. In addition, increases in friend intimate exchange were associated with time-dependent increases in relational aggression among girls only. Relational aggression and internalizing “tracked” together across the course of the study. Overall, the findings suggest relational aggression becomes increasingly common among elementary school girls, and girls' close, dyadic relationships may fuel relationally aggressive behavior in some contexts. Finally, the results indicate that relational aggression trajectories are dynamically associated with maladjustment. En ligne : http://dx.doi.org/10.1017/s0954579407070101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591 [article] A short-term longitudinal study of growth of relational aggression during middle childhood: Associations with gender, friendship intimacy, and internalizing problems [Texte imprimé et/ou numérique] / Dianna MURRAY-CLOSE, Auteur ; Jamie M. OSTROV, Auteur ; Nicki R. CRICK, Auteur . - 2007 . - p.187-203. Langues : Anglais (eng) in Development and Psychopathology > 19-1 (Winter 2007) . - p.187-203 Index. décimale : PER Périodiques Résumé : Trajectories of relational aggression were examined in a large, diverse sample of fourth-grade students. Hierarchical linear modeling was used to examine relational aggression over 1 calendar year. The results indicated that relational aggression increased in a linear fashion for girls over the course of the study. In addition, increases in friend intimate exchange were associated with time-dependent increases in relational aggression among girls only. Relational aggression and internalizing “tracked” together across the course of the study. Overall, the findings suggest relational aggression becomes increasingly common among elementary school girls, and girls' close, dyadic relationships may fuel relationally aggressive behavior in some contexts. Finally, the results indicate that relational aggression trajectories are dynamically associated with maladjustment. En ligne : http://dx.doi.org/10.1017/s0954579407070101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591

Stress reactivity and social cognition in pure and co-occurring early childhood relational bullying and victimization / Gretchen R. PERHAMUS in Development and Psychopathology, 34-4 (October 2022)  

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The development of forms and functions of aggression during early childhood: A temperament-based approach / Jamie M. OSTROV in Development and Psychopathology, 35-2 (May 2023)  

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The legacy of Nicki R. Crick's contributions to developmental psychopathology / Dante CICCHETTI in Development and Psychopathology, 26-3 (August 2014)  

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Time-dependent changes in positively biased self-perceptions of children with attention-deficit/hyperactivity disorder: A developmental psychopathology perspective / Betsy HOZA in Development and Psychopathology, 22-2 (May 2010)  

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