The Association Between Forms of Aggression, Leadership, and Social Status Among Urban Youth

Waasdorp, Tracy Evian; Baker, Courtney N.; Paskewich, Brooke S.; Leff, Stephen S.

doi:10.1007/s10964-012-9837-9

Cited by 58 publications

(54 citation statements)

References 58 publications

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“…For girls in early to mid-adolescence (the grade range assessed in the current study), this relationship may reverse directions such that involvement in overt forms of violence may lead to lower social status (as measured by network centrality). This may be because girls’ involvement in overt aggression is viewed by peers as particularly non-normative (and thus something that would harm social status; Waasdorp et al 2013). …”

Section: Discussionmentioning

confidence: 99%

Consequences of Involvement in Distinct Patterns of Adolescent Peer and Dating Violence

Reyes

Foshee

Chen

et al. 2018

J Youth Adolescence

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Typological theoretical perspectives suggest that the consequences of involvement in peer and dating violence may depend on the particular pattern of violent behaviors that youth experience and/or engage in. Yet few studies have examined whether distinct patterns of dating and peer violence involvement differentially predict developmental outcomes. Using two waves of data, the current study examined the prospective associations between distinct patterns of peer and dating aggression and victimization, identified using latent class analysis, and a range of potential developmental outcomes in a general population sample of adolescents in the 8th to 10th grades (n = 3068; 46% female, 58% White, 31% Black, 11% other race/ethnicity). The findings suggest that, compared to youth involved in other patterns of violence, youth involved in peer and dating violence as aggressors and victims are at greatest risk for negative sequelae, although results differed considerably for girls and boys and on the outcome variable and comparison groups being examined.

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Section: Discussionmentioning

confidence: 99%

Consequences of Involvement in Distinct Patterns of Adolescent Peer and Dating Violence

Reyes

Foshee

Chen

et al. 2018

J Youth Adolescence

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“…This may be the case for F2F in particular, given that the targeted relationally aggressive girls are taught prosocial problem-solving skills and have the opportunity to demonstrate them by co-facilitating classroom sessions. In addition, given recent research (Mayeux, 2014; Puckett, Aikins, & Cillessen, 2008; Waasdorp et al, 2013) demonstrating that relationally aggressive youth are often quite socially influential, it is notable that F2F channels the leadership skills of these at-risk girls in a positive way through having them demonstrate to both peers and teachers their use of more appropriate strategies for handling social conflicts. This may be a powerful element missing from most other aggression prevention programs.…”

Section: Discussionmentioning

confidence: 99%

The Broader Impact of Friend to Friend (F2F)

2016

Self Cite

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Girls often harm others’ social standing by starting rumors about peers or by excluding others from peer group activities, which is called relational aggression. Although relational aggression is not a new phenomenon, there have been relatively few interventions designed to address this, especially for urban ethnic minority girls. The Friend to Friend (F2F) program, developed through an iterative participatory action research process, has proven to be effective in improving targeted relationally aggressive urban girls’ social problem-solving knowledge and decreasing levels of relational aggression, with effects being maintained 1 year after treatment. In the current article, we examine the broader effects of the F2F program. Findings suggest that the indicated F2F program has broader effects such as increasing prosocial behaviors, decreasing relational and physical aggression, and improving teacher-student relationships among non-targeted boys. In addition, the program demonstrated some effects for non-targeted girls including an increase in prosocial behaviors and improved teacher-student relationships. Implications for examining the cost-effectiveness of indicated interventions such as F2F are discussed.

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“…Research that examines the social or peer relationships of students with externalizing behaviors finds that they are often viewed as being popular (LaFontana & Cillessen, 2002;Lease, Musgrove, & Axelrod, 2002;Waasdorp, Baker, Paskewich, & Leff, 2013). Furthermore, researchers find that externalizing students who have social skills are able to maximize social opportunities and promote order within social systems (Cairns & Cairns, 2000;Hawley, 1999).…”

Section: Discussionmentioning

confidence: 99%

The Protective Effects of Adaptability, Study Skills, and Social Skills on Externalizing Student–Teacher Relationships

Reynolds

Sheehan

2015

Journal of Emotional and Behavioral Disorders

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Although students with externalizing behaviors inherently exhibit behaviors that contribute to poor teacher relationships, little research has examined the positive characteristics these students may possess that serve to facilitate positive teacher relationships. This study explores the moderating effects of adaptability, social skills, and study skills on the teacher relationships of students with externalizing behaviors. Participants were a sample of 418 first through fifth graders (63% male). Fifty-four teachers completed the Student–Teacher Relationship Scale (STRS) and Behavioral Assessment System for Children–Teacher Rating Scales for Children (BASC TRS-C) to provide information on student relationships, students’ levels of externalizing behavior, adaptability, social skills, and study skills. The findings suggested that adaptability, social skills, and study skills are important characteristics that contribute to all teacher–student relationships. However, adaptability and social skills contribute more positively to teacher–student relationships for students who exhibit externalizing behaviors. These findings suggest areas for intervention to improve teacher relationships for children with externalizing behaviors.

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The Association Between Forms of Aggression, Leadership, and Social Status Among Urban Youth

Cited by 58 publications

References 58 publications

Consequences of Involvement in Distinct Patterns of Adolescent Peer and Dating Violence

Consequences of Involvement in Distinct Patterns of Adolescent Peer and Dating Violence

The Broader Impact of Friend to Friend (F2F)

The Protective Effects of Adaptability, Study Skills, and Social Skills on Externalizing Student–Teacher Relationships

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