The role of changes in peer victimization from elementary to high school and autonomic reactivity on adolescent reactive aggression.

The goals of the present study were to investigate links between changes in peer victimization from elementary to high school and adolescent reactive aggression (Goal 1), whether heightened autonomic nervous system (ANS) reactivity to social and nonsocial stress increases risk for adolescent reactive aggression (Goal 2), and whether increased ANS reactivity strengthens the association between changes in victimization and adolescent reactive aggression (Goal 3). Participants included 145 adolescents ( = 16; 54% female; 76% European American, 13% African American, 11% Latino American, 7% Asian American, 5% of mixed race or ethnicity; 60% with family incomes of $100,000 or greater). We collected self-report data in elementary (Time 1 [T1]); (Time 2 [T2]); middle (Time 3 [T3]); and high school (Time 4 [T4]) to assess victimization.

The Importance of Both Individual Differences and Dyadic Processes in Children's Emotion Expression.

Although children display strong individual differences in emotion expression, they also engage in emotional synchrony or reciprocity with interaction partners. To understand this paradox between trait-like and dyadic influences, the goal of the current study was to investigate children's emotion expression using a Social Relations Model (SRM) approach. Playgroups consisting typically of four same-sex unfamiliar nine-year-old children ( = 202) interacted in a round-robin format (6 dyads per group).

Emotion transmission in peer dyads in middle childhood.

This study investigated emotion transmission among peers during middle childhood. Participants included 202 children (111 males; race: 58% African American, 20% European American, 16% Mixed race, 1% Asian American, and 5% Other; ethnicity: 23% Latino(a) and 77% Not Latino(a); M  = $42,183, SD  = $43,889; M  = 9.49; English-speaking; from urban and suburban areas of a mid-Atlantic state in the United States).

Children's social information processing predicts both their own and peers' conversational remarks.

The goal of the current study was to investigate whether children's social information processing (SIP) predicts their conversations with peers, including both their remarks to peers and peers' remarks to them. When children ( = 156; 55% male; United States; Representation by Race: 60% African American, 18% Mixed race, 15% European American, 7% Other; Representation by Latino/a Ethnicity: 22% Latino/a, 78% Not Latino/a; = $39,419) were 8 years old, we assessed their aggressive and prosocial SIP using the Social Information Processing Application (SIP-AP). When children were 9 years old, they participated in playgroups typically consisting of four same-sex unfamiliar children who interacted in a round-robin format.

Validation of the Social Information Processing Application (SIP-AP) across genders, socioeconomic levels, and forms of aggression.

The goals of the current study were to (a) replicate the factor structure of the Social Information Processing Application (SIP-AP), (b) evaluate the measurement invariance of the SIP-AP across genders, socioeconomic (SES) levels, and forms of aggression, and (c) assess the convergent validity of the SIP-AP through associations with aggression, social competence, and rule-breaking behavior. Participants were 189 racially/ethnically diverse children (53% male; = 8.50 years) who completed the SIP-AP.

Lower Levels of Classroom Aggression Predict Stronger Relations Between Peer Victimization and Reactive Versus Proactive Aggression.

We examined the concurrent relations of children's reactive and proactive aggression with their experience of peer victimization. Extending previous research, we assessed these relations at both the child and classroom levels. We predicted that reactive aggression would relate positively to peer victimization, proactive aggression would relate negatively to peer victimization, and that these relations would vary with classroom levels of aggression.

Levels and Instability of Daily Self-Esteem in Adolescents: Relations to Depressive and Anxious Symptoms.

The current study examined whether individual differences in depressive and anxious symptoms relate to level of daily self-esteem and instability of daily self-esteem in adolescence. Participants were a racially and ethnically diverse sample of adolescents (79 girls, 65 boys; M age = 13.53 years).

Using Three Reporters to Identify Pre-Adolescent Peer Victims through Latent Profile Analysis.

The goals of the current study were to use a three-reporter methodology and multi-level Latent Profile Analysis: (a) to determine the victim groups that emerge; (b) to evaluate the stability of victim groups over one school year; and (c) to examine differences among victim groups across the adjustment constructs of aggression, depression, anxiety, and negative peer relations. Our sample included 1440 racially/ethnically diverse 4- and 5-grade children (M = 10.15; 50% female).

Relations between Reactive and Proactive Aggression and Daily Emotions in Adolescents.

The current study examined whether individual differences in reactive and proactive aggression: 1) relate to level of daily emotion, including happiness, sadness, anger, and fear, 2) predict across-day variability in these emotions, and 3) moderate reactivity of these emotions to positive and negative events. Participants were a racially/ethnically diverse sample of 144 adolescents (80 girls, 64 boys; M age = 13.55 years; SD = 1.

Attachment Disorganization in Infancy: A Developmental Precursor to Maladaptive Social Information Processing at Age 8.

This study examined infant attachment as a predictor of social information processing (SIP) in middle childhood (n = 82) while controlling for parental sensitivity in middle childhood. Attachment quality was assessed using the Strange Situation. Although attachment insecurity did not predict SIP, attachment disorganization positively predicted the early SIP steps of hostile attributional bias and aggressive goals.

Teacher factors contributing to dosage of the KiVa anti-bullying program.

The KiVa Anti-Bullying Program (KiVa) seeks to meet the growing need for anti-bullying programming through a school-based, teacher-led intervention for elementary school children. The goals of this study were to examine how intervention dosage impacts outcomes of KiVa and how teacher factors influence dosage. Participants included 74 teachers and 1409 4th- and 5th-grade students in nine elementary schools.

Caregivers' Advice and Children's Bystander Behaviors During Bullying Incidents.

Many bullying prevention programs take a bystander approach, which encourages children to intervene when they are bystanders to bullying incidents. Little is known about how caregivers' advice to children might promote or undermine the positive bystander behaviors targeted by these programs. Accordingly, the aim of the current study was to investigate relations between caregivers' advice and children's bystander behavior during bullying situations.