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

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).

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.

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.

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).

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

Aggression has been introduced as one of the serious problems in public health. The purpose of this paper is to evaluate the ability of the extended theory of planned behavior (TPB) to predict the physical and verbal aggression behavior.

In this research, 462 teenagers were evaluated through the demographic questionnaire along with the main structures of the TPB as a predictor of behavior. After one month of follow-up, physical and verbal aggression was evaluated. Demographic data were analyzed descriptively by SPSS21 and predictability of the structures for intention and behavior of the physical and verbal aggression was analyzed by AMOS.

Mean and standard deviation of participants’ age were 14.70 and 1.12 years, respectively. In this research, 22.5% of the participants did not show physical aggression over the last one month and 20% of them did not show verbal aggression over the last month. Path analysis revealed that the variables of the TPB predicted 61% and 32% of variance of intention and physical aggression behavior, respectively, while these variables could describe 43% and 22% of the variance of intention and verbal aggression behavior, respectively. All of the concepts could be significant predictors of the behaviors. Subjective norms were the best predictor of the intention for physical and verbal aggression. Intention and perceived behavioral control were good predictors of physical and verbal aggression.

Given the role of subjective norms in intention and also the role of intention and perceived behavioral control of people for aggression, it can be concluded that emphasis on social and psychological education about subjective norms, peer groups and self-control can help reduce this problem.

A few studies have predicted behavior occurrence in the future. Given the lack of focus on the role of constructs that may bring about future behaviors, the current research was conducted to use the structures of the TPB to predict behavioral intention as well as perpetration of physical and verbal aggressive behaviors, independently.

This study aims to investigate a neglected phenomenon, conceptualized as “brand-bullying.” The study aims at defining the brand bullying phenomena with adolescents who are actively experiencing brand bullying. Potential impacts of brand bullying experience on adult consumption behaviors are also investigated.

This paper provides a literature review of brand bullying and uses two qualitative analyses with adolescent and adult consumers through face-to-face interviews.

Study-1 found five different styles of brand bullying behavior with adolescents. Study-2’s findings revealed four distinct styles of brand bullying coping behaviors in adulthood. Study-2 also found that brand-bullying’s negative effects could continue after the bullying process is long over and has the potential to cause consumer brand hate (in the form of brand avoidance and disgust) and can cause conspicuous consumption patterns in adulthood in the future. The study further reports that neither the economically unfortunate nor the wealthy are immune to brand bullying.

This is the first study to investigate the brand bullying concept and its expression among adolescents, as well as its impact on adult consumption behaviors. The study is among the first to report the negative impact of brand bullying on adult consumer behaviors and consumption patterns in adulthood from a consumer psychology perspective.