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Article
Publication date: 28 September 2012

Two sides to the same coin: relational and physical aggression in the media

Sarah M. Coyne, Laura Stockdale and David A. Nelson

This review aims to examine how aggression is portrayed in the media and how it can influence behavior and attitudes regarding aggression.

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Abstract

Purpose

This review aims to examine how aggression is portrayed in the media and how it can influence behavior and attitudes regarding aggression.

Design/methodology/approach

The authors reviewed the relevant literature and examined both physical and relational forms of aggression in multiple media forms (television, film, video games, music, books).

Findings

Across media types, evidence is found that both physical and relational aggression are portrayed frequently and in ways that may contribute to subsequent aggression. Furthermore, though there are studies finding no effect of exposure to media aggression, evidence is found that watching physical and relational aggression in the media can contribute to aggressive behavior. Prominent media aggression theories are reviewed and some of these theories are applied to relational aggression media effects.

Research limitations/implications

Researchers should no longer ignore relational aggression in terms of the media, in terms of content and associations with aggressive behavior. Researchers should also focus on understudied media forms, such as music and books.

Practical implications

Policy makers should take careful note of the research on media and aggression when deciding on public policy and clinicians should inquire about media habits when clients show problematic aggressive behavior (physical or relational).

Originality/value

This paper is a valuable source of information regarding current research on media and aggression. Unlike other reviews, it focuses on multiple types of aggression (physical and relational) and multiple media types (TV, movies, video games, music, and books).

Details

Journal of Aggression, Conflict and Peace Research, vol. 4 no. 4
Type: Research Article
DOI: https://doi.org/10.1108/17596591211270680
ISSN: 1759-6599

Keywords

  • Physical aggression
  • Relational aggression
  • Media
  • Media violence
  • Violence
  • Influence
  • Individual behaviour

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Article
Publication date: 7 January 2014

Developmental trajectory and gender differences in Chinese adolescents' physical and relational aggression: an analysis using the latent class growth model

Chunyong Yuan, Aihui Shao, Xinyin Chen, Tao Xin, Li Wang and Yufang Bian

The purpose of this paper is to investigate the developmental trajectory and patterns of physical aggression and relational aggression over time, and also to examine the…

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Abstract

Purpose

The purpose of this paper is to investigate the developmental trajectory and patterns of physical aggression and relational aggression over time, and also to examine the gender differences of the three-year developmental process as well as the impact of the developmental trajectory on mental health.

Design/methodology/approach

Participants: the participants of this study were newly enrolled junior school students. The study spanned three years with continuous tracking performed once every other year. Measures: class play questionnaire. Aggressive behaviors were measured by an adaptive Chinese version of the revised class play assessment. Statistical analysis: to address the questions of the present study, the latent class growth model (LCGM) was used to analyze the three-year longitudinal data by Mplus 6.1.

Findings

The initial level of physical aggression in boys was higher than that in girls. There were three types of developmental trajectory for boys, corresponding to a lower initial level-increasing group, a middle initial level-increasing group and a higher initial level-stable group. However, girls demonstrated different patterns, corresponding to a lower initial level-increasing group, a middle initial level-increasing group and a higher initial level-decreasing group. In contrast to the physical aggression, the initial level of relational aggression in boys was lower than that in girls. There were four types of developmental trajectory for boys, corresponding to a lower initial level-increasing group, a middle initial level-increasing group, a middle initial level-declining group and a higher initial level-declining group. Girls illustrated different patterns, corresponding to a lower initial level-stable group, a middle initial level-increasing group and a higher initial level-declining group. Different developmental trajectory of physical and relational aggression would influence the interpersonal relationship.

Originality/value

This paper used a person-centered latent variable approach instead of the variable-centered approach to investigate the developmental trajectory and patterns of physical aggression and relational aggression over three year by employing the LCGM. The initial level of physical aggression in boys was higher than that in girls. In contrast, the initial level of relational aggression in boys was lower than that in girls. There were gender differences in the pattern of physical and relational aggression development trajectory. Different developmental trajectory of physical and relational aggression would influence the interpersonal relationship.

Details

Journal of Aggression, Conflict and Peace Research, vol. 6 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/JACPR-11-2012-0013
ISSN: 1759-6599

Keywords

  • Adolescent children
  • Latent class growth model
  • Physical aggression
  • Relational aggression

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Book part
Publication date: 14 August 2014

Mapping the Terrain of Aggression Within the Workplace Context

Stacey Kent, Ashlea C. Troth and Peter J. Jordan

Aggression in the workplace has increasingly become a focus of organizational behavior research given its debilitating effects on employees and consistent links to reduced…

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Abstract

Aggression in the workplace has increasingly become a focus of organizational behavior research given its debilitating effects on employees and consistent links to reduced organizational performance. The current literature on workplace aggression presents a bewildering array of definitions with overlapping meanings creating confusion for researchers and academics. In response to this, we consider a range of definitions of workplace aggression and build a taxonomy of workplace aggressive behaviors based on four dimensions: intensity, impact, intentionality, and indirect/direct aggression. This chapter contributes to the field offering a taxonomy of aggressive behaviors at work that can be used in subsequent research.

Details

Emotions and the Organizational Fabric
Type: Book
DOI: https://doi.org/10.1108/S1746-979120140000010013
ISBN: 978-1-78350-939-3

Keywords

  • Aggression
  • antisocial behavior
  • deviant behavior
  • violence
  • incivility

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Article
Publication date: 30 September 2020

Study of the psychometric properties and population norms of the C-SHARP in a representative French population

Leïla Oubrahim and Nicolas Combalbert

To fill this gap, this paper aims to translate the children’s scale of hostility and aggression: reactive/proactive (C-SHARP) into French and then tested its psychometric…

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Abstract

Purpose

To fill this gap, this paper aims to translate the children’s scale of hostility and aggression: reactive/proactive (C-SHARP) into French and then tested its psychometric properties and established the first French standards.

Design/methodology/approach

This paper assess the aggressive behavior of 305 children and adolescents with intellectual disability (ID). This paper tested the scale’s factor structure (confirmatory factor analysis), internal consistency and inter-rater reliability.

Findings

The results support a factor structure similar to the US version. Factor analysis yielded a five-factor solution, namely, verbal aggression (12 items), bullying (12 items), covert aggression (11 items), hostility (9 items) and physical aggression (8 items). The French-speaking version of the C-SHARP shows good reliability (internal consistency) and good inter-rater reliability. The French version demonstrated encouraging evidence of validity. This paper also established French norms that were similar to US norms. This paper concludes that the French-speaking version of the C-SHARP must benefit from additional psychometric analyzes to confirm its adaptation for research and the clinic.

Originality/value

There is no tool currently available in France for the evaluation of aggressive behavior in children and adolescents with ID. The C-SHARP (Farmer and Aman, 2009) is the only questionnaire that specifically assesses aggression in children and adolescents with ID, its form, frequency and its proactive or reactive qualities. The French version of the C-SHARP could be a useful diagnostic tool to assess aggressive behavior in children and adolescents with ID and to identify and set up appropriate support strategies.

Details

Journal of Intellectual Disabilities and Offending Behaviour, vol. ahead-of-print no. ahead-of-print
Type: Research Article
DOI: https://doi.org/10.1108/JIDOB-06-2020-0012
ISSN: 2050-8824

Keywords

  • Aggression
  • Measurement
  • Psychometric
  • Developmental disability
  • Intellectual disability

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Article
Publication date: 30 September 2010

Peer, self and teacher nominations of participant roles taken in victimisation by five‐ and eight‐year‐olds

Claire Monks and Peter Smith

The aim of the current study was to develop and assess a method for obtaining peer‐, selfand teacher‐nominations of the participant roles in peer victimisation appropriate…

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Abstract

The aim of the current study was to develop and assess a method for obtaining peer‐, selfand teacher‐nominations of the participant roles in peer victimisation appropriate for use with children between the ages of five and eight years. Sixty‐eight five‐year‐olds and 69 eight‐year‐olds and their teachers took part. Peer‐nominations (including self‐nominations) were obtained from five‐ and eight‐year‐olds for participant roles of aggressor, reinforcer, assistant, defender, outsider, passive and provocative victim; and similar nominations from their teachers. At both ages, children were able to nominate for all the roles, and consistent gender differences were found. Test‐retest reliability (over an interval of one week) was moderate to high for all roles in eight‐year‐olds, but only for aggressor and provocative victim in five‐year‐olds. There was evidence for role discrimination, but five‐year‐olds gave similar nominations for aggressor and provocative victim. Within‐class pupil agreement was significant for aggressor and provocative victim at both ages, and for passive victim and defender at eight years. Peer‐ and teacher‐ratings showed better agreement with each other than with self‐nominations. The findings are discussed in relation to children's developing abilities to identify and report various roles, as well as developmental changes in the nature of peer‐aggression.

Details

Journal of Aggression, Conflict and Peace Research, vol. 2 no. 4
Type: Research Article
DOI: https://doi.org/10.5042/jacpr.2010.0532
ISSN: 1759-6599

Keywords

  • Children
  • Aggression
  • Bullying
  • Victim
  • Defender
  • Participant roles

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Article
Publication date: 12 July 2013

Sex differences in verbal aggression use in romantic relationships: a meta‐analytic study and review

Laura Stockdale, Sarah Tackett and Sarah M. Coyne

The current study aimed to investigate potential sex differences in the use of verbal aggression in romantic relationships.

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Abstract

Purpose

The current study aimed to investigate potential sex differences in the use of verbal aggression in romantic relationships.

Design/methodology/approach

The current study used meta‐analytic methodology to analyze 20 studies to understand gender differences in the use of verbal aggression in romantic relationships.

Findings

The results found that women used more verbal aggression than men in romantic relationships; however, overall levels of verbal aggression use were relatively high regardless of sex.

Research imitations/implications

Limitations of the current research, such as calling for less exploratory research and the need for theories grounded in human coupling research, and suggestions for future research are provided.

Practical implications

Advice for clinicians and practitioners regarding verbal aggression in romantic relationships is discussed with particular emphasis on the possibility of including measures against verbal aggression in interventions on positive couple communication.

Originality/value

The current study adds to the literature by addressing which sex uses more verbal aggression in romantic relationships and providing a critical review of the existing literature with recommendations and limitations of the field.

Details

Journal of Aggression, Conflict and Peace Research, vol. 5 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/JACPR-09-2012-0003
ISSN: 1759-6599

Keywords

  • Aggression
  • Verbal aggression
  • Conflict
  • Couples
  • Conflict resolution
  • Gender

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Article
Publication date: 29 January 2010

Sex differences in 2D: 4D ratio, aggression and conflict resolution in African children and adolescents: a cross‐cultural study

Marina Butovskaya, Valentina Burkova and Audax Mabulla

This study was conducted on children and adolescents from the three tribal cultures from Northern Tanzania: the Hadza, the Datoga and the Iraqw. The comparative data on…

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Abstract

This study was conducted on children and adolescents from the three tribal cultures from Northern Tanzania: the Hadza, the Datoga and the Iraqw. The comparative data on aggression and conflict management skills were measured at Endomaga Boarding School, Lake Eyasi, Mangola in Northern Tanzania, in 2005‐2006. The final sample included 219 children, ranging from 7 to 20 years of age. No sex differences were found in self‐ratings or frequency of occurrence of physical, verbal and indirect aggression in Iraqw children and adolescents, or in self‐ratings in Hadza. Hadza boys reported a higher occurrence of physical and indirect aggression during the previous week compared to girls. No differences between the sexes were found in constructive conflict resolution and third‐party interventions practiced by Iraqw and Datoga children and self‐ratings in Hadza. Hadza boys reported a higher frequency of constructive conflict resolution and third‐party interventions compared to girls. Significant sexual dimorphism on the 2D:4D ratio was found for our African sample. A significant negative correlation between the right hand 2D:4D ratio and ratings on physical aggression was found for the girls. The girls with the lowest finger index estimated themselves as more verbally aggressive, compared to girls with a medium 2D:4D ratio.

Details

Journal of Aggression, Conflict and Peace Research, vol. 2 no. 1
Type: Research Article
DOI: https://doi.org/10.5042/jacpr.2010.0002
ISSN: 1759-6599

Keywords

  • Gender (sex) differences
  • Physical aggression
  • Verbal aggression
  • Indirect aggression
  • Constructive conflict resolution
  • Third‐party intervention
  • Consolation
  • Socialisation strategies
  • 2D:4D ratio

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Article
Publication date: 12 July 2013

The additive and interactive roles of aggression, prosocial behavior, and social preference in predicting resource control in young children

Alexander Wettstein, Mara Brendgen, Frank Vitaro, Fanny‐Alexandra Guimond, Nadine Forget‐Dubois, Stéphane Cantin, Ginette Dionne and Michel Boivin

Distinguishing between physical and social aggression, this study aimed to examine whether the predictive effect of aggression on resource control is moderated by…

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Abstract

Purpose

Distinguishing between physical and social aggression, this study aimed to examine whether the predictive effect of aggression on resource control is moderated by prosocial behavior and corresponds to a linear or a curvilinear trend. Moderating effects of children's social preference among peers and child sex in this context were also tested.

Design/methodology/approach

Based on a sample of 682 kindergarten children (348 girls; average age 72.7 months, 3.6 SD), multilevel regressions revealed additive linear effects of social preference and prosociality on resource control.

Findings

Moderate (but not high) levels of social aggression also facilitated resource control for disliked children. There was no such threshold effect for well‐liked children, who increasingly controlled the resource the more socially aggressive they were. In contrast, physical aggression hampered resource control unless used very modestly.

Originality/value

The present study has a number of positive features. First, the distinction between physical and social aggression improves our understanding of the relation between aggression and social competence and sketches a more differentiated picture of the role of different forms of aggression in resource control. Second, this study combines the concept of resource control with the concept of social preference and investigates curvilinear effects of aggression. Third, the direct observation of resource control in the Movie Viewer increases the internal validity of this study.

Details

Journal of Aggression, Conflict and Peace Research, vol. 5 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/JACPR-11-2012-0011
ISSN: 1759-6599

Keywords

  • Resource control
  • Physical and social aggression
  • Prosocial behaviour
  • Social preference
  • Behaviour
  • Social behaviour
  • Children (age groups)

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Book part
Publication date: 29 August 2012

Preventing and Responding to Bullying and Harassment in Schools: What we know and what can be Done

Jeffrey Sprague and Vicki Nishioka

Of the many serious challenges confronting schools today, bullying and harassment perhaps pose the most deleterious and persistent long-term outcomes for students. The…

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Abstract

Of the many serious challenges confronting schools today, bullying and harassment perhaps pose the most deleterious and persistent long-term outcomes for students. The effects of bullying are not limited to the students targeted by these behaviors, but also negatively affect the bullies and bystanders who witness the events. An array of factors influence, or even perpetuate, school bullying. The factors are related to individual characteristics of the students, social relationships in school, family support, neighborhood influences, and community systems. In this chapter, we describe the effects of bullying and harassment and, provide a current perspective of the magnitude of the problem. We also discuss effective responses to bullying and harassment in schools and approaches for prevention. School-wide implementation of programs is highlighted.

Details

Classroom Behavior, Contexts, and Interventions
Type: Book
DOI: https://doi.org/10.1108/S0735-004X(2012)0000025012
ISBN: 978-1-78052-972-1

Content available
Article
Publication date: 28 September 2012

Editorial

Jane L. Ireland

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Details

Journal of Aggression, Conflict and Peace Research, vol. 4 no. 4
Type: Research Article
DOI: https://doi.org/10.1108/jacpr.2012.55004daa.001
ISSN: 1759-6599

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