Hostile Intent Attribution and Aggressive Behavior in Children Revisited: A Meta‐Analysis

Verhoef, R; Alsem, Sophie C.; Verhulp, E.; Castro, Bram Orobio de

doi:10.1111/cdev.13255

Cited by 78 publications

(84 citation statements)

References 157 publications

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“…Similarly, the Integrative Cognitive Model maintains that hostile interpretation bias can increase aggression by inducing anger ( Wilkowski & Robinson, 2008 ). Consistent with these models, two recent meta-analyses showed that the hostility bias when interpreting facial expressions and ambiguous situations is significantly associated with aggression in samples of both children ( Verhoef et al, 2019 ) and adults ( Tuente et al, 2019 ).…”

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confidence: 87%

Modification of hostile interpretation bias and self-reported aggression in juvenile delinquents: A randomized controlled trial

Ren

Zhao

et al. 2021

International Journal of Clinical and Health Psychology

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Background/Objective The social information processing model holds that aggressive behavior is closely related to the hostile interpretation of ambiguous social cues, suggesting the possibility that an intervention that reduces hostile interpretations could reduce aggression. This study in Mainland China evaluated the remediating effects of cognitive bias modification for interpretation (CBM-I) on the hostile interpretation bias and self-reported aggressive behaviors of male juvenile delinquents, taking into account initial hostile interpretation bias as a possible moderator of the intervention effect. Method Fifty-six male juvenile delinquents aged 16-18 were recruited and randomly assigned to the CBM-I group ( n = 28) or the Waiting-List group ( n = 28). Interpretation bias and self-reported aggressive behavior were assessed at pre-test and post-test. Results The positive interpretations of participants in the CBM-I group were significantly increased compared with participants in the Waiting-List group. The intervention effect of CBM-I on self-reported physical aggression was significant only for juvenile delinquents with high pre-test hostile interpretation bias. Conclusions CBM-I can significantly improve the positive interpretation bias of juvenile delinquents, and reduce the self-reported physical aggression for some male juvenile delinquents. The results have implications for providing low-cost and high-efficiency intervention for juvenile delinquents’ self-reported aggression behavior.

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confidence: 87%

Modification of hostile interpretation bias and self-reported aggression in juvenile delinquents: A randomized controlled trial

Ren

Zhao

et al. 2021

International Journal of Clinical and Health Psychology

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“…To deal with these challenges, children have at their disposal a set of cognitive skills including defining the problem or interpreting the situation, generating possible solutions, and deciding which solution will be implemented (see social informationprocessing models by Crick &Dodge, 1994, andby Dodge et al, 1986). In social information-processing research emphasis is put on the aggressive children's interpretation of the situation as being hostile (see meta-analyses by De Castro et al, 2002, andby Verhoef et al, 2019). On the other hand, only few studies have focused on the quantity and the quality of the solutions generated.…”

Section: The Ability To Generate Situation Appropriate Solutions To Smentioning

confidence: 99%

Increasing Effectiveness of Cognitive Behavioral Therapy for Conduct Problems in Children and Adolescents: What Can We Learn from Neuroimaging Studies?

Matthys

Schutter

2021

Clin Child Fam Psychol Rev

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Cognitive behavioral therapy (CBT) is particularly relevant for children from 7 years on and adolescents with clinical levels of conduct problems. CBT provides these children and adolescents with anger regulation and social problem-solving skills that enable them to behave in more independent and situation appropriate ways. Typically, CBT is combined with another psychological treatment such as behavioral parent training in childhood or an intervention targeting multiple systems in adolescence. The effectiveness of CBT, however, is in the small to medium range. The aim of this review is to describe how the effectiveness of CBT may be improved by paying more attention to a series of psychological functions that have been shown to be impaired in neuroimaging studies: (1) anger recognition, (2) the ability to generate situation appropriate solutions to social problems, (3) reinforcement-based decision making, (4) response inhibition, and (5) affective empathy. It is suggested that children and adolescents first become familiar with these psychological functions during group CBT sessions. In individual sessions in which the parents (and/or child care workers in day treatment and residential treatment) and the child or adolescent participate, parents then learn to elicit, support, and reinforce their child’s use of these psychological functions in everyday life (in vivo practice). In these individual sessions, working on the psychological functions is tailored to the individual child’s characteristic impairments of these functions. CBT therapists may also share crucial social-learning topics with teachers with a view to creating learning opportunities for children and adolescents at school.

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“…In recent years, aggressive adolescent behavior has become a subject of interest in education, as the transition and adaptation to secondary education (in Spain, grade levels in this stage include 12-to-16-year-olds, and up to 18 if a year is repeated) 1 can generate significant student behavior problems 2 related to social, 3 family and individual factors. [4][5][6] Aggressive behavior involves violent conduct intended to physically or verbally harm or hurt others. 7,8 Aggression may be an impulsive defensive instinct, motivated by anger and frustration, from a threat or conflict, [9][10][11][12] or premeditated as part of planned attacks for the specific purpose of obtaining a reward as the result.…”

Section: Introductionmentioning

confidence: 99%

The Complex Nature of School Violence: Attitudes Toward Aggression, Empathy and Involvement Profiles in Violence

Martínez

Jurado

Fuentes

et al. 2021

PRBM

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Background: Aggressive behavior in adolescents has become a concern in education, where adapting to and going through high school may generate important behavior problems in adolescents.Purpose: Analyze the relationships between parental and adolescent attitudes toward aggression and empathy. Identify profiles of direct and indirect involvement in school violence and determine differences between groups with respect to the components of empathy and attitudes toward aggression. Methods: The sample was comprised of 1287 high school students who were administered the Beliefs about Aggression and Alternatives questionnaire, the Parental Support for Fighting and the Interpersonal Reactivity Index. Results: The results show that beliefs in favor of the use of aggression in adolescents correlate positively with the perception of strong support from parents for aggression in response to conflict. Similarly, higher levels of support for the use of nonviolent strategies are positively related to the perception of strong support from parents. The relationships established with the components of empathy analyzed, both cognitive and emotional, were negatively correlated with favorable attitudes toward aggression. Results concerning the groups directly involved indicated that there were significant differences in the components of empathy between the groups. Furthermore, the multivariate analysis applied to the direct involvement groups showed significant differences between the groups in taking perspective. Between-group differences in empathic concern were also statistically significant for the group of active observers. Conclusion: Taking perspective and empathic concern are moderating variables both for observers and victims and their parents in situations of violence.

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Hostile Intent Attribution and Aggressive Behavior in Children Revisited: A Meta‐Analysis

Cited by 78 publications

References 157 publications

Modification of hostile interpretation bias and self-reported aggression in juvenile delinquents: A randomized controlled trial

Modification of hostile interpretation bias and self-reported aggression in juvenile delinquents: A randomized controlled trial

Increasing Effectiveness of Cognitive Behavioral Therapy for Conduct Problems in Children and Adolescents: What Can We Learn from Neuroimaging Studies?

The Complex Nature of School Violence: Attitudes Toward Aggression, Empathy and Involvement Profiles in Violence

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