This paper reviews and critiques the growing literature on the distinction between reactive and proactive aggression in children and adolescents. Empirical findings suggest that the subtypes of aggression are (a) preceded by different familial precursors, (b) associated with different behavioral outcomes, (c) driven by different social-cognitive and emotional processes, and (d) related to different social experiences. Because measurement difficulties have been a prominent concern in the study of reactive and proactive aggression, a discussion of various assessment approaches is included. Suggestions are made for future research directions, including a greater use of observational and laboratory-based methods, more longitudinal designs, and a greater focus on the careful assessment of the subtypes of aggression.

The authors examined short-term temporal stability of reactive and proactive aggression, as well as short-term consistency of differential relations of reactive versus proactive aggression to 4 correlates. The authors used parent, teacher, peer, and self-report measures twice across 1 year to assess reactive aggression, proactive aggression, hyperactivity, social skills, anger expression, and depressive symptoms of 2nd-grade boys and girls (N = 57). Both subtypes of aggression remained stable across the year, even when the other subtype of aggression was explained at each assessment. Reactive aggression, but not proactive aggression, was consistently positively related to hyperactivity, poor social skills, and anger expression at each assessment.

This study examined the relations of fifth-grade children's (181 boys and girls) daily experiences of peer victimization with their daily negative emotions. Children completed daily reports of peer victimization and negative emotions (sadness, anger, embarrassment, and nervousness) on up to eight school days. The daily peer victimization checklist was best represented by five factors: physical victimization, verbal victimization, social manipulation, property attacks, and social rebuff. All five types were associated with increased negative daily emotions, and several types were independently linked to increased daily negative emotions, particularly physical victimization. Girls demonstrated greater emotional reactivity in sadness to social manipulation than did boys, and higher levels of peer rejection were linked to greater emotional reactivity to multiple types of victimization. Sex and peer rejection also interacted, such that greater rejection was a stronger indicator of emotional reactivity to victimization in boys than in girls.

Research into effective interventions for the negative psychological impacts of long-term unemployment has been sparse. One intervention, based on cognitive behaviour therapy (CBT), has been successfully implemented in two studies with long-term unemployed professionals and youth. Can these ndings be generalized to disadvantaged job-seekers who are long-term unemployed? Local support services for unemployed people located within disadvantaged areas in Sydney were approached to recruit volunteer participants. Participants were assigned in random blocks to a brief group CBT training programme or a non-CBT skills-based comparison programme. Telephone administered questionnaires completed before each course and 12 weeks later assessed psychological health variables (general mental health, self-esteem, hopelessness, optimism, self-ef cacy) and success in job nding. Analyses are based on the 57 CBT group participants and 43 comparison group participants who completed 12-week follow-up assessments. Both groups reported improvements in psychological health variables at 12 weeks. Improvements in optimism and hopelessness were greater for the comparison group than the CBT group. This study was unable to replicate the bene ts of CBT-based programmes for disadvantaged long-term unemployed job-seekers. The dif culties and limitations of disseminating effective interventions to unemployed groups who are most disadvantaged using existing support services are discussed.

The goals of the current study were to investigate whether peer rejection mediated the relation between aggression and depressive symptoms in childhood, and if so, whether this mediational pathway was specific to the reactive subtype of aggression. Participants were 57 second-grade children (22 girls and 35 boys). Data on reactive aggression, proactive aggression, depressive symptoms, and peer rejection were collected from four sources (parents, teachers, peers, and self ). Results revealed that reactive aggression, but not proactive aggression, was positively related to depressive symptoms. Furthermore, peer rejection partially mediated the relation between reactive aggression and depressive symptoms.We would like to thank the undergraduate research assistants who worked with us on this project. Most of all, though, we appreciate the help of the children, parents, teachers, and principals who made this project possible.