Development of social problem‐solving strategies and changes in aggressive behavior: A 7‐year follow‐up from childhood to late adolescence

Abstract

The aim of this study was to predict a stability of aggressive behavior on the basis of social problem-solving strategies. Subjects were a total of 120 children, but complete follow-up data were available only in 47 cases. Their aggressive behaviors were peer rated, and problem-solving strategies were assessed in childhood subjects being 10 years on average, and 7 years later. Association between a development of social strategies and changes in aggressive behavior was studied with personality-oriented pattern analyses. The main finding was that a development of strategies predicted a stability or changes of aggressive behavior very well. Aggressive strategies, both in childhood and in adolescence, as well as a lack of constructive alternatives characterized permanently aggressive subjects. Turning from nonaggressive to aggressive behavior was also explained by aggressive problem-solving strategies, while a positive development, i.e., turning from childhood aggressive to adolescent nonaggressive behavior, was possible only if a person had never used aggressive strategies. Agreement between behavior and strategies was higher among girls. The findings supported a claim that intervention of aggressive behavior may be possible by modifying social strategies. Aggr. Behav. 25:269-279, 1999.

Aggressive behaviour and social problem‐solving strategies: a review of the findings of a seven‐year follow‐up from childhood to late adolescence

“…This movement was consistent with the strategies used, i.e. the girls who in childhood used withdrawing instead of aggressive strategies, but used aggressive strategies in late adolescence, also behaved aggressively in adolescence (see Table 1; for details, see Keltikangas-Järvinen and Pakaslahti, 1999).…”

“…The type of problem solving used in childhood did not predict problem solving in late adolescence, not even in solving similar problems (for details, see Keltikangas-Järvinen and Pakaslahti, 1999).…”

Psychoeducation with problem-solving (PEPS) therapy for adults with personality disorder: a pragmatic randomised controlled trial to determine the clinical effectiveness and cost-effectiveness of a manualised intervention to improve social functioning

“…There is abundant evidence of an association between social problem-solving deficits and problems related to PD. [24][25][26][27] People with PD report less desirable scores on all scales of the Social Problem-Solving Inventory -Revised: Short Version (SPSI-R) 28 compared with a sample of mature students, 22 and people high on borderline traits show poorer social problem-solving abilities than those with lower borderline traits, particularly when experiencing negative emotions. 29 This information suggests that social problem-solving therapy may benefit people with PD.…”

The Direct and Indirect Relationships between School Attachment, Constructive Conflict Resolution Behavior and Aggression

“…With regards to the relationship between constructive conflict resolution and aggression, it has been observed that aggressive children and teenagers behaved more destructively and violently when faced with interpersonal conflicts and had more aggressive problem solving options in their social-cognitive memories (Lochman and Dodge, 1994;Pakaslahti and Keltikangas-Järvinen, 1996;Crick and Dodge, 1994;Huesmann, 1988), while non-aggressive children and teenagers found collaborative and friendly solutions (Lochmann & Dodge, 1994). According to the findings of a longitudinal study, aggressive children and teenagers use aggressive problem solving strategies (Keltikangas-Järvinen & Pakaslahti, 1999).…”