Academic literature on the topic 'Proactive aggression'
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Journal articles on the topic "Proactive aggression"
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Ang, Rebecca P., Vivien S. Huan, Xiang Li, and Wei Teng Chan. "Functions of Aggression and Delinquency: The Moderating Role of Parent Criminality and Friends’ Gang Membership." Journal of Interpersonal Violence 33, no. 22 (March 2, 2016): 3531–50. http://dx.doi.org/10.1177/0886260516636066.
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This study examined the relationships between two functions of aggression (i.e., reactive and proactive) and delinquency, including the moderating effects of parent criminality and friends’ gang membership, in a sample of 1,027 Singaporean adolescents from Grade 7 to Grade 9, with age ranging from 12 to 19 years ( M = 14.10, SD = 1.15). Findings suggested that both reactive aggression and proactive aggression significantly and positively predicted delinquency (after controlling for proactive aggression and reactive aggression, respectively), with proactive aggression being a stronger predictor. Friends’ gang membership was found to moderate the relationship between reactive aggression and delinquency, and proactive aggression and delinquency, with stronger moderator effects for the latter. Those who were aggressive proactively and who had friends in a gang appear to be impacted most negatively with respect to delinquency. Parent criminality did not moderate these relationships. These findings highlight the need to effectively address the issues of child and adolescent aggression. Also, developing positive peer relations early is crucial for delinquency prevention.
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Wrangham, Richard W. "Two types of aggression in human evolution." Proceedings of the National Academy of Sciences 115, no. 2 (December 26, 2017): 245–53. http://dx.doi.org/10.1073/pnas.1713611115.
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Two major types of aggression, proactive and reactive, are associated with contrasting expression, eliciting factors, neural pathways, development, and function. The distinction is useful for understanding the nature and evolution of human aggression. Compared with many primates, humans have a high propensity for proactive aggression, a trait shared with chimpanzees but not bonobos. By contrast, humans have a low propensity for reactive aggression compared with chimpanzees, and in this respect humans are more bonobo-like. The bimodal classification of human aggression helps solve two important puzzles. First, a long-standing debate about the significance of aggression in human nature is misconceived, because both positions are partly correct. The Hobbes–Huxley position rightly recognizes the high potential for proactive violence, while the Rousseau–Kropotkin position correctly notes the low frequency of reactive aggression. Second, the occurrence of two major types of human aggression solves the execution paradox, concerned with the hypothesized effects of capital punishment on self-domestication in the Pleistocene. The puzzle is that the propensity for aggressive behavior was supposedly reduced as a result of being selected against by capital punishment, but capital punishment is itself an aggressive behavior. Since the aggression used by executioners is proactive, the execution paradox is solved to the extent that the aggressive behavior of which victims were accused was frequently reactive, as has been reported. Both types of killing are important in humans, although proactive killing appears to be typically more frequent in war. The biology of proactive aggression is less well known and merits increased attention.
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Lokithasan, Komathi, Ai Fie Chua, Kwan Hui Ting Joanna, Raksshana Subramanian, Wirawahida Kamarul Zaman, and Sanggari Krishnan. "The Correlation between Aggression, Self-esteem and Cyberbullying among Undergraduates in Malaysia." Sains Insani 5, no. 1 (July 13, 2020): 205–11. http://dx.doi.org/10.33102/sainsinsani.vol5no1.189.
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The prevalence of cyberbullying cases has been increasing over the years and it causes detrimental effects on one's mental health and psychological well-being. This cross-sectional research aims to determine the significant relationship between proactive aggression, reactive aggression and self-esteem on cyberbullying among undergraduates in Malaysia. 255 participants were recruited through purposive sampling. Questionnaires were distributed online via social media platforms such as Facebook, Instagram, WhatsApp, and Twitter. Three validated and reliable self-report measures were used to gather responses for this including Reactive-Proactive Aggression Questionnaire (RPQ), Rosenberg Self-esteem Scale (RSES) and Cyberbullying Test (CT). RPQ consists of 23 items followed by RSES with 10 items and lastly, CT consists of 45 items. All measures yielded a high reliability ranging from .84 to .95. The present study has found that proactive and reactive aggressions have a significant positive relationship with cyberbullying perpetration. However, proactive aggression has a stronger relationship as compared to reactive ones. Those with high proactive aggressions tend to involve more in cyberbullying as compared to reactive aggression. Moreover, it also found a negative but non-significant relationship between self-esteem and cyberbullying perpetration among undergraduates in Malaysia. It shows that those with high self-esteem tend to be cyberbullying victims but not perpetrators due to their frequent usage of social media. This study implies that it could be useful to tackle those involved in proactive aggressions as compared to reactive aggression and those with high self-esteem. Healthy ways to channel proactive aggression in which perpetrator seeks reward or dominance should be identified rather than focusing on those who reacts aggressively to a threat or provocation.
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Gini, Gianluca, Robert Thornberg, Kay Bussey, Federica Angelini, and Tiziana Pozzoli. "Longitudinal Links of Individual and Collective Morality with Adolescents’ Peer Aggression." Journal of Youth and Adolescence 51, no. 3 (October 18, 2021): 524–39. http://dx.doi.org/10.1007/s10964-021-01518-9.
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AbstractAdolescents’ aggressive behavior has been often linked to biases in morality. However, limited knowledge is available regarding the relative strength of different moral correlates, both at the individual and class-level, in predicting different types of aggressive behavior over time. To address this gap, the present study tested the prospective associations of moral identity and moral disengagement with reactive and proactive aggression in a short-term longitudinal study. The sample consisted of 1158 Italian adolescents (48.7% females; Mage = 13.6 years, SD = 1.1). Participants completed self-report measures of moral identity, moral disengagement, perceived collective moral disengagement in the fall, and reactive and proactive aggression in the fall and in the spring. Multivariate multilevel analysis indicated that, at the individual level, after controlling for the stability of aggressive behavior, T2 (Time 2) reactive aggression was higher for students who reported lower moral identity and higher moral disengagement at T1 (Time 1). For proactive aggression, a significant interaction effect indicated that the negative association between T1 moral identity and T2 aggression was apparent only at high levels of T1 moral disengagement. Moreover, proactive aggression was significantly predicted by higher perceived collective moral disengagement. At the class-level, T1 collective moral disengagement helped explain between-class variability of T2 reactive and proactive aggressive behavior. How these results expand previous research on morality and aggressive behavior and their potential implications for prevention and intervention programs is discussed.
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Card, Noel A., and Todd D. Little. "Proactive and reactive aggression in childhood and adolescence: A meta-analysis of differential relations with psychosocial adjustment." International Journal of Behavioral Development 30, no. 5 (September 2006): 466–80. http://dx.doi.org/10.1177/0165025406071904.
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Aggressive behavior in childhood has long been separated into that which is proactively motivated and that which is reactive. We report a meta-analytic review of the existing empirical literature that examines the associations of each type of aggression with six indices of psychosocial adjustment: internalizing problems, emotional dysregulation and ADHD-type symptoms, delinquent behaviors, prosocial behavior, sociometric status, and peer victimization. Even though not detectable in most single studies, meta-analytic combination revealed that reactive aggression was more strongly related to most of the indices of adjustment than was proactive aggression. This difference was small, however, and we argue that the difficulty in detecting differential correlates is due to the high intercorrelation between the functions of aggression, which appears to be an artifact of traditional measurement procedures. It is recommended that future research use measures that provide distinct assessment of the functions in order to more clearly distinguish the correlates of proactive and reactive aggression.
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Calvete, Esther, and Izaskun Orue. "Cognitive Schemas and Aggressive Behavior in Adolescents: The Mediating Role of Social Information Processing." Spanish journal of psychology 13, no. 1 (May 2010): 190–201. http://dx.doi.org/10.1017/s1138741600003772.
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This study assesses the association between cognitive schemas of justification of violence, grandiosity and abuse, and reactive and proactive aggressive behavior, and whether this association is mediated by social information processing (SIP). For this purpose, a sample of 1371 adolescents (638 girls and 580 boys) completed measures of cognitive schemas, SIP, and Reactive-Proactive Aggression. The results showed that the cognitive schemas of justification of violence and narcissism are more relevant for proactive aggression, whereas the abuse schema is more relevant for reactive aggression. SIP mediated particularly the association between cognitive schemas and reactive aggression. Each cognitive schema was shown to be associated with some particular SIP component: justification of violence and abuse with the component of interpretation, and narcissism with the experience of anger. Moreover, the abuse schema was negatively associated with the selection of aggressive responses. Lastly, a general model of paths between schemas, SIP, and aggression was found to be quite similar for boys and girls, although the former scored higher in proactive aggression, partly because of their higher scores in the justification of violence and narcissism schemas.
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Petruccelli, Filippo, Pierluigi Diotaiuti, Valeria Verrastro, Irene Petruccelli, Roberta Federico, Giovanni Martinotti, Andrea Fossati, Massimo Di Giannantonio, and Luigi Janiri. "Affective Dependence and Aggression: An Exploratory Study." BioMed Research International 2014 (2014): 1–11. http://dx.doi.org/10.1155/2014/805469.
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Introduction.Emotionally dependent subjects may engage in controlling, restrictive, and aggressive behaviours, which limit their partner’s autonomy. The underlying causes of such behaviours are not solely based on levels of aggression, but act as a mean of maintaining the subject’s own sense of self-worth, identity, and general functioning.Objective.The aim of the paper is to explore the correlation between affective dependency and reactive/proactive aggression and to evaluate individual differences as predisposing factors for aggressive behaviour and emotional dependency.Methods.TheSpouse-Specific Dependency Scale(SSDS) and theReactive Proactive Questionnaire(RPQ) were administered to a sample of 3375 subjects.Results.In the whole sample, a positive correlation between emotional dependency and proactive aggression was identified. Differences with regard to sex, age group, and geographical distribution were evidenced for the scores of the different scales.Conclusion. A fundamental distinction between reactive and proactive aggression was observed, anchoring proactive aggression more strictly to emotional dependency. Sociocultural and demographical variables, together with the previous structuring of attachment styles, help to determine the scope, frequency, and intensity of the demands made to the partner, as well as to feed the fears of loss, abandonment, or betrayal.
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Banny, Adrienne M., Wan-Ling Tseng, Dianna Murray-Close, Clio E. Pitula, and Nicki R. Crick. "Borderline personality features as a predictor of forms and functions of aggression during middle childhood: Examining the roles of gender and physiological reactivity." Development and Psychopathology 26, no. 3 (July 22, 2014): 789–804. http://dx.doi.org/10.1017/s095457941400039x.
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AbstractThe present longitudinal investigation examined borderline personality features as a predictor of aggression 1 year later. Moderation by physiological reactivity and gender was also explored. One hundred ninety-six children (M = 10.11 years, SD = 0.64) participated in a laboratory stress protocol in which their systolic blood pressure, diastolic blood pressure, and skin conductance reactivity to recounting a relational stressor (e.g., threats to relationships or exclusion) were assessed. Teachers provided reports on subtypes of aggressive behavior (i.e., reactive relational, proactive relational, reactive physical, and proactive physical), and children completed a self-report measure of borderline personality features. Path analyses indicated that borderline personality features predicted increases in reactive relational aggression and proactive relational aggression among girls who evinced heightened physiological reactivity to interpersonal stress. In contrast, borderline personality features predicted decreases in proactive physical aggression in girls. Findings suggest that borderline personality features promote engagement in relationally aggressive behaviors among girls, particularly in the context of emotional dysregulation.
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Rojas Zegarra, María Elena, Walter Lizandro Arias Gallegos, Renzo Rivera, Jenny Adelí Geldres García, Marlene Alejandra Starke Moscoso, and Evert Nazaret Apaza Bejarano. "Propiedades psicométricas de los cuestionarios Reactive/Proactive Questionnaire (RPQ) y How I Think Questionaire (HIT) en estudiantes peruanos." Revista de Psicopatología y Psicología Clínica 25, no. 1 (May 26, 2020): 59. http://dx.doi.org/10.5944/rppc.24426.
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Abstract: The present study aimed to value the relationships between reactive/proactive aggression and cognitive distortion among adolescents from Arequipa City in Peru, for which it was necessary to realize a psychometric analysis of the tests used. Evaluated were 2,830 high school students (48.9% female and 51.1% male) aged between 13 and 19 years old, with the Reactive/Proactive Aggression Questionnaire and the How I Think Questionnaire. A psychometric analysis was performed to evaluate the validity and reliability of the instruments applied, as well as a correlation analysis to determine the relation between the variables. The psychometric results show a construct validity and reliability of the questionnaires, with adequate fit values and internal consistency; while the correlation analysis reveals that the reactive aggression is weakly related with cognitive distortions, and proactive aggression is moderately related to cognitive distortions. Propiedades psicométricas de los cuestionarios Reactive/Proactive Questionnaire (RPQ) y How I Think Questionaire (HIT) en estudiantes peruanos Key words: Reactive aggression; proactive aggression; cognitive distortion; psychometrics.Resumen: La presente investigación tiene por finalidad valorar las relaciones entre la agresión reactiva/proactiva y las distorsiones cognitivas de adolescentes de la ciudad de Arequipa (Perú), para ello ha sido necesario realizar un análisis psicométrico de los instrumentos utilizados. En ese sentido se evaluó a 2830 estudiantes nivel secundario (48.9% mujeres y 51.1% varones) entre 13 y 19 años de edad, a través del Cuestionario de Agresión Reactiva/Proactiva y el Cuestionario How I Think. Se realizó un procesamiento psicométrico para valorar la validez y la confiabilidad de los instrumentos, así como un análisis de correlación para determinar el grado de relación entre las variables. Los resultados psicométricos dan cuenta de la validez de constructo y la confiabilidad de los instrumentos, que tienen índices adecuados de ajuste y consistencia interna; mientras que el análisis de correlación reveló que la agresión reactiva se relaciona de manera débil con las distorsiones cognitivas, y la agresión proactiva se relaciona de manera moderada con las distorsiones cognitivas.
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Malonda-Vidal, Elisabeth, Paula Samper-García, Anna Llorca-Mestre, Roger Muñoz-Navarro, and Vicenta Mestre-Escrivá. "Traditional Masculinity and Aggression in Adolescence: Its Relationship with Emotional Processes." International Journal of Environmental Research and Public Health 18, no. 18 (September 17, 2021): 9802. http://dx.doi.org/10.3390/ijerph18189802.
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Traditional masculinity includes norms that encourage many of the aggressive behaviors whereas traditional femininity emphasizes aggression very little. In addition, the lack of emotional regulation as well as a poor impulse control have been related to aggression and, in particular, with reactive and proactive aggression. The objective of this study is to examine the role of gender stereotypes (masculinity/femininity) in reactive and proactive aggression, through regulatory emotional self-efficacy and emotion regulation. A total of 390 adolescents participated in a longitudinal study in Valencia, Spain. Structural equations modeling (SEM) was employed to explore a two-wave longitudinal model. The results show that femininity relates to reactive aggression through regulatory emotional self-efficacy and emotion regulation. This way, both emotional self-efficacy and emotional regulation mediate the relation between femininity and reactive aggression. Furthermore, reactive and proactive aggression relate positively and directly to masculinity and negatively to femininity. Therefore, violence prevention programs with adolescents should incorporate information to break down gender stereotypes and promote strategies to manage emotions. Such efforts may be helpful to reduce aggressive behaviors and violence.
Dissertations / Theses on the topic "Proactive aggression"
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Blier, Heather K. "Social Likeability, Subtypes of Aggression, and the Attributional Style of Aggressive Youth." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/33392.
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Recent efforts to understand and predict the onset and maintenance of aggression have considered the heterogeneity of this behavior. Dodge (1980) and others, have suggested a distinction in aggression based on two primary subtypes: reactive and proactive aggression. The form, severity and persistence of these aggressive subtypes may depend on an on-going interaction between individual characteristics and environmental characteristics that elicit varying antecedents and consequences (Frick, 1998; Lahey et al., 1999). In particular, there exists some empirical support for the existence of relations among social likeability, attributional style, and particular subtypes of aggression symptomology. However, the exact nature of this relation is unclear.
The current study examined two competing models, the mediator and moderator models, to assess the nature of the relations among social likeability, attributional style, and aggression subtypes in a sample of 419 youth in a non-clinical community setting. Results suggest that the external, stable, global attributional style serves to mediate the relation between social likeability and reactive, but not proactive aggression. Implications for assessment and treatment of aggression in adolescents are discussed.Master of Science
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Machek, Gregory R. "Defensive egotism, reactive aggression, proactive aggression, and bullying behavior in school children." [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3203868.
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Thesis (Ph.D.)--Indiana University, School of Education, 2004.Title from PDF t.p. (viewed Nov. 10, 2008). Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0461. Adviser: Thomas R. Huberty.
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Bodie, Jessica Elizabeth. "CHARACTERIZING AND VALIDATING PROACTIVE AND REACTIVE AGGRESSION CLASSES IN A PROSPECTIVE SAMPLE." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/455597.
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PsychologyPh.D.
Research investigating aggressive behavior among youth is plentiful; however, the field contains mixed findings in terms of risk factors, correlates, sequelae, and treatment response, suggesting that individuals who exhibit aggressive behaviors are heterogeneous. The current project utilized a person-centered perspective to characterize youth who differ in frequency and quality of aggressive behaviors and a variable-centered approach to validate these classes. Specifically, the aims of the current study were (a) to use latent class analysis (LCA) to identify classes of youth that are characterized by qualitatively and quantitatively different types of aggressive behaviors, and (b) to examine the external validity of the identified aggression classes in a large, prospective sample. Participants included 648 children (M = 11.42 + .92 years; 76% Caucasian) assessed at five time points between the ages of 10 and 25 as part of a longitudinal project conducted through the Center for Education and Drug Abuse Research at the University of Pittsburgh. Analyses suggest five distinct aggression profiles in the sample; individuals exhibiting (1) primarily reactive aggression, (2) primarily proactive aggression (3) mixed reactive and proactive aggression, (4) loss of control (endorsement of a subset of reactive aggression items), and (5) low reactive and proactive aggression. Classes differed in their levels of executive functioning, peer processes, lack of guilt, internalizing symptoms, and provocation to aggression. Specifically, individuals who engaged in primarily proactive, primarily reactive, or mixed aggression exhibited significantly lower ECF than individuals in the low aggression class. Individuals who engaged in mixed aggression experienced greater peer rejection, associations with deviant peers, internalizing symptoms, and lack of guilt than individuals who exhibited low aggression at specific time points. Of note, individuals who engaged in primarily proactive aggression were more likely to experience internalizing symptoms than individuals who engaged in reactive or low aggression in late childhood and early adolescence and were more likely to report lack of guilt after misbehaving than members of other aggression classes across late childhood and early adulthood. Differences among classes in terms of these variables better characterize and validate the subgroups of aggressive youth identified in the latent class analysis. The study fills gaps in the literature by identifying concurrent and prospective correlates of aggression classes and decreasing the heterogeneity found in aggression-related research by considering the qualitative and quantitative ways in which individuals differ on aggression using a dimensional approach. These findings enhance understanding of risk processes related to aggression and inform interventions that focus specifically on ameliorating deficits displayed by youth with different aggression profiles.
Temple University--Theses
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Marsee, Monica. "Exploring the Functional Subtypes of Relational and Overt Aggression in a Sample of Detained Girls." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/304.
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In the current study, we investigated the association between relational aggression and measures of delinquency and overt aggression in a sample of detained adolescent girls. We also tested the validity of the distinction between reactive and proactive subtypes of relational aggression by testing their independent associations with important emotional, behavioral, personality, social, and cognitive variables that have been studied in past research and found to be important for distinguishing between reactive and proactive overt aggression. Our sample consisted of 58 predominantly African-American (78%) adolescent girls recruited from three juvenile detention centers in the southeastern United States. Participants ranged in age from 12 to 18 (Mn = 14.98; SD = 1.30). Relational aggression was measured using both self-report and observation, while overt aggression, delinquency, and social-psychological variables were measured using self-report only. As predicted, both self-reported and observed relational aggression were associated with higher rates of self-reported delinquency. Self-reported relational aggression was also associated with self-reported overt aggression, while observed relational aggression was not. On a self-report rating scale, we found evidence for four subscales that were moderately correlated and had good internal consistency. These subscales corresponded to the four aggressive subtypes (i.e., reactive overt, reactive relational, proactive overt, proactive relational). Further, we found evidence for divergence between reactive and proactive relational aggression on emotional dysregulation, CU traits, and positive outcome expectations for aggression, supporting the hypothesis that these are important subtypes that could involve distinct developmental processes, similar to reactive and proactive subtypes of overt aggression. Finally, this study found that relational aggression accounted for unique variance in callous and unemotional (CU) traits among detained girls, even after controlling for levels of overt aggression. The current findings highlight the importance of assessing relational aggression in detained girls and could have implications for designing more successful interventions for girls in the juvenile justice system.
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Binti, Amad Suzana. "Self-esteem and aggression : the relationships between explicit-implicit self-esteem, narcissism, and reactive-proactive aggression." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/77062/.
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Aggression can be detrimental to both victims and perpetrators. Recent research on the theoretical risks for aggressive behaviours fail to demonstrate consistent links with the human’s evaluation of self-worth, hence the nature of this relationship remains unclear. Specifically, the purpose of the investigation was to examine the differential association between multidimensional self-esteem using both explicit and implicit measures, narcissism, and reactive and proactive aggression across three samples of different cultures and characteristics. Chapter 1 discusses the general background of the study and a brief review of the possible issues that might have contributed to the ambiguous findings on the relationships between self-esteem and aggression. Chapter 2 discusses the theoretical links between self-esteem and aggression, which includes the limitations of self-report assessments (i.e., explicit measures) and how the alternative of indirect assessment tools (i.e., implicit measures) may help to overcome this issue by assessing more automated forms of processes involved in the development of aggressive behaviours. The investigation examines whether the use of the current Single-Target Implicit Association Test (ST-IAT) would provide a greater empirical support for the links between multidimensional self-esteem with reactive and proactive aggression, relative to self-report questionnaires. Chapter 3 describes the evidence surrounding the role of multidimensional self-esteem in different types of aggression in a different culture of similar characteristics, through a replication of the aforementioned investigation. The cross-cultural comparisons were inspected based on the individualistic-collectivistic perspectives. Chapter 4 further explores the relationship of interest by taking into account the content dimensions of self-esteem, namely agency and communion. These dimensions were assessed using both explicit vi and implicit measures on a high-risk population sample within the community. Across each chapter, the current results concerning explicit self-esteem demonstrated consistent evidence to show that low self-esteem is associated with high reactive aggression, whereas narcissism is positively related to aggression, and proactive aggression in particular. Unfortunately, the use of the IAT paradigms in this current investigation did not improve prediction of group membership or estimated risk of aggression. Chapter 5 describes how such findings may be of benefit in unravelling the inconsistency within the self-esteem and aggression relationships. Through further replication and methodological refinement, the current findings could be utilised in support of forensic risk assessment needs within the violence/aggression treatment programmes.
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Crapanzano, Ann. "Understanding Bullying Participant Roles: Stability across School Years and Personality and Behavioral Correlates." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/108.
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This study investigated the factorial validity, stability, and social, behavioral and emotional correlates of several different roles that students can play in the context of bullying. Data were collected from students at two time points across two school years, April and May of 2006 (n=284) and again in November and December of 2006 (n=185). A confirmatory factor analysis provided evidence for the validity of 4 participant roles (i.e. bully, reinforcer, assistant, and defender). However, further analysis revealed that there was a strong degree of intercorrelation between the three bully factors (i.e., bully, reinforcer, and assistant). Analyses found that participant roles are fairly stable across school years and that the greater the percentage of same raters across the time points, the greater the stability. All of the bullying roles (i.e., bully, reinforcer, and assistant) were significantly related to callous unemotional traits, emotional dysregulation, positive expectations for aggression, conduct problems, reactive relational aggression, proactive relational aggression, reactive overt aggression, and proactive overt aggression, but these relationships were stronger in boys. It was also found that the defender role was associated with less aggression and more prosocial behavior. These associations were stronger in girls. Finally, a linear regression analysis of the interaction between participant roles and victimization revealed that at T1, the association between bullying roles and aggression was moderated by victimization. Specifically, the association was stronger in those low on victimization. At T2, the association between defending and lower aggression and greater prosocial behavior was stronger in those low in victimization.
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Goring, Jennifer Christine. "Differential Responses of Children with Varying Degrees of Reactive and Proactive Aggression to Two Forms of Psychosocial Treatment." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/31786.
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Based on the unique clinical correlates of two subtypes of childhood aggression (reactive and proactive), this study examined possible differential treatment effects for children with varying degrees of reactive or proactive aggression receiving one of two types of psychosocial treatment aimed at addressing these unique characteristics. Forty-seven affectively dysregulated children with oppositional defiant disorder (ODD) participated in the study. Results suggest a main effect for type of treatment, modest support for the moderating role of proactive aggression, and no support for reactive aggression as a moderator of treatment outcome. Implications for assessment and treatment of aggression are discussed.Master of Science
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Hopkins, L. "A mixed methods investigation of a typology of reactive and proactive aggression." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/dbe9f761-d545-48e6-ab29-463cac8e62e4/1.
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The overarching aim of the thesis was to identify and explore a behavioural typology of the use of reactive and proactive aggression in a sample of 9-14 year-old English children and adolescents. To date, few studies have employed a person centred approach to investigate behavioural patterns of the use of both reactive and proactive aggression. Of these only two have investigated the behaviour of community, rather than specialised or clinical participant samples (Crapanzano, Frick and Terranova 2010; Mayberry and Espelage 2007). However, these two studies employed methods which raise questions regarding the reliability and/or generalisability of the results obtained. For example, neither study asked participants whether they had actually engaged in the behaviours of interest; rather they asked children to report on how likely they felt they were to react in the same way as described in a list of aggressive scenarios presented to them. As such the studies did not actually record engagement in aggressive behaviour, rather the participants' perceived likelihood that they would behave in a certain way. Furthermore, neither study was conducted in the UK, leading to questions of generalisability between participant samples. Both research and school policy in England and Wales has focused on exploring the use of proactive forms of aggression (including bullying) in schools, and reactive aggression has to date been neglected. However, it is essential that we identify the prevalence and patterns of the use of both reactive and proactive forms of aggression as both are prevalent in schools and place children and adolescents at risk of harm. Employing a mixed methodological approach, a two-phased data collection procedure was followed to identify and explore a behavioural typology of the use of reactive and proactive aggression and differences in associated demographic, behavioural and socio-cognitive risk factors between the behavioural groups identified. In Phase 1, focus groups were conducted with 57 (20 males, 37 females) children and adolescents aged 9 – 18 years, in order to understand how they define terminology utilised across the research literature to describe acts of negative interpersonal behaviour. Across three data collection sites participants reported consistent definitions of the terms provided to them and differentiated between the terms aggression, violence and bullying. Social representations of the reasons they believed people engaged and avoided engaging in interpersonal aggression also emerged from their talk. These related to the role of taking the perspective, or empathising with others and the perception of a level of justification for certain types of behaviour, enacted under certain conditions. In Phase 2 a survey design was used to collect both qualitative and quantitative data from 658 children and adolescents aged 9-14 years (302 males, 356 females). The aim of Phase 2 was to identify a behavioural typology of the use of reactive and proactive aggression based on self-report data collected using a modified version of the Reactive-Proactive Aggression Questionnaire (RPAQ; Raine et al 2006). Once the behavioural subtypes were identified, associations between subtype and, involvement in bullying relationships, demographic (age and gender) and social-cognitive characteristics (empathy, perceived acceptance of behaviour and social representations of why people become involved in negative interpersonal interactions) were examined. Cluster analysis of the RPAQ data identified three distinct behavioural groups characterised by lower than the sample median use of both types of behaviour (Low Aggression: characterising 57.1% of the sample), Moderate-high reactive and Low-moderate proactive aggression (characterising 34.4% of the sample), and finally a group indicating frequent use of both reactive and proactive aggression (High Aggression: characterising 8.5% of the sample). The only age and gender related differences within the clusters were found in the low frequency aggression cluster. Specifically, there were a greater proportion of females compared to males in this cluster. The only age related difference found was a greater percentage of primary school children compared to 13-14 year olds in the Low aggression cluster. Group membership was found to be associated with self-reported bullying as measured by the Peer Victimization and Bullying Scale (Mynard and Joseph 2000). The High frequency aggression cluster contained a significantly higher percentage of those indicating being a bully or a bully-victim compared to the other two clusters. Whereas the Low frequency cluster contained a significantly higher percentage of those indicating not being involved in bullying compared to the other two clusters. However, reporting being a victim of bullying was not associated with any one of the three clusters. Of the socio-cognitive variables, a significant incremental increase was found in the perceived acceptance of both reactive and proactive aggression as the reported frequency of the use of both types of behaviour increased across the three behavioural groups (as measured by a modified version of the RPAQ; Raine et al 2006). Conversely, an incremental decrease was observed between the frequency of the use of aggression and reported affective empathy (as measured by the Basic Empathy Scale; Jolliffe and Farrington 2006), with a significant difference being found between the Low and High frequency aggression groups. No significant differences between the groups in self-reported cognitive empathy were found. Finally, participants were asked two open-ended questions relating to their perception of why people are 'picked on', or 'pick on' others. Thematic Analysis identified a number of social representations held across the participant sample, with a further content analysis identifying that there were no significant differences in the extent to which these representations were endorsed by the three behavioural groups. The findings of the current research have important implications for our understanding of the developmental pathways for the use of reactive and proactive aggression. They identify that both types of behaviour co-occur, suggesting that the risk factors for the development of these two types of behaviour may not be so distinct and/or the risk factors associated with each are likely to co-occur. Consequently, school behaviour policies need to include strategies for addressing both forms of aggression. Interventions to reduce/prevent this behaviour need to be designed to address the risk factors which are promoting the specific motivations of both reactive and proactive behaviour.
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Van, Voorhees Elizabeth Eliot. "Social Information Processing, Cortisol Secretion, and Aggression in Adolescents." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11171.
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While both social information processing and cortisol secretion in childhood aggression have generated a great deal of interest and research in the past few decades, these social-cognitive and physiological components of aggressive behavior have not been examined in the context of an integrative model. This lack of an integrative framework may underlie some of the inconsistencies that have plagued the literature in this area to date, especially with respect to hypothalamic-pituitary-adrenal (HPA) axis functioning in aggressive children. This investigation tested a mediational model of the relationship between social-information processing, cortisol secretion, and reactive and proactive aggression. Specifically, it was hypothesized that social-information processing variables would mediate the proposed relationship between reactive and proactive aggression and cortisol secretion. One hundred and twenty-six children between the ages of 13 and 18 were administered the Child Behavior Rating Form (CBR), the Home Interview with Child (HIC), the Response Decision and Social Goals Instrument (RDSGI), the Antisocial Processes Screening Device (APSD), the Buss-Durkee Hostility Inventory (BDHI), the Children's Depression Inventory (CDI), and the Revised Children's Manifest Anxiety Scale (RCMAS). Each child also contributed two samples of saliva for cortisol assay, and each child's teacher completed a teacher-version of the APSD and the CBR. Regression analyses revealed no significant associations between proactive or reactive aggression and cortisol secretion, or between any of the social-information processing variables and cortisol secretion. Predicted associations between proactive and reactive aggression and social-information processing variables were found. Overall, therefore, the mediational model was not supported. However, cortisol secretion was found to be associated with both anxiety and depression, and exploratory analyses revealed significant associations between cortisol secretion and Psychopathy as measured by the APSD. Taken together, the findings suggest that while the specific relationship proposed here among social-cognitive, psychophysiological, and behavioral variables was not found, an integrative model examining each of these components may be useful in further investigations of the complex phenomenon of childhood aggression.Ph. D.
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Alvarez, Heather Krishna. "Childhood aggression in schools: The impact of behavioral patterns and contextual influences on teachers' cognitive, affective, and behavioral responses." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/11140.
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Despite considerable advances in the development and implementation of school-based interventions, aggressive behavior in schools remains a significant problem for both educators and the community as a whole. The present study was designed to examine possible contextual influences on the course and treatment of aggression in schools, in an effort to inform future intervention development. The aim of the present study was to examine possible influences on teachers' response to reactive and proactive aggression in the classroom, and test the applicability of Weiner's attributional model of motivation and emotion. A sample of 121 middle school teachers completed self-report measures of teaching characteristics, efficacy, stress, and burnout. They also responded to four vignettes of student aggression with measurements of proposed attributions, affective reactions, and interventions. A series of ANOVAs showed that teacher's proposed responses differed as a function of child aggression subtype, teacher stress, burnout, efficacy, and training. Multiple regression analyses were used to test Weiner's theoretical model, as well as consider the moderating influence of teacher characteristics. Findings failed to support the application of Weiner's model to the current sample. Alternative patterns of moderation and mediation were significant, however. Implications of study findings were discussed as they relate to relevant theoretical models and recent advances in clinical and educational research.Ph. D.
Books on the topic "Proactive aggression"
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Ostrov, Jamie M., Sarah J. Blakely-McClure, Kristin J. Perry, and Kimberly E. Kamper-DeMarco. Definitions—The Form and Function of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0002.
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This chapter reviews the definitions of relational aggression and other subtypes of aggression that are often studied in the developmental sciences. Specifically, definitions of relational, physical, indirect, social, verbal, nonverbal, proactive, and reactive aggression are provided. The modes, forms, functions, and contexts of aggression are reviewed, with a focus on relational aggression. Attention is given to other related constructs such as assertion, rough and tumble play, and social dominance, which should be considered and ruled out when studying subtypes of aggression. A definition and important considerations for the study of relational bullying are provided, and a brief discussion of the contexts of online or electronic aggression is given. Future directions and unanswered questions are raised.
Book chapters on the topic "Proactive aggression"
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Fite, Paula J., Jamie Rathert, Craig R. Colder, John E. Lochman, and Karen C. Wells. "Proactive and Reactive Aggression." In Encyclopedia of Adolescence, 2164–70. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_211.
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Fite, Paula J., Jamie Craig, Craig R. Colder, John E. Lochman, and Karen C. Wells. "Proactive and Reactive Aggression." In Encyclopedia of Adolescence, 1–10. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_211-2.
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Fite, Paula J., Jamie Craig, Craig R. Colder, John E. Lochman, and Karen C. Wells. "Proactive and Reactive Aggression." In Encyclopedia of Adolescence, 2870–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_211.
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Waldron, Jonathan, and Angela Scarpa. "Biosocial Perspective of Proactive Aggression." In The Wiley Handbook of the Psychology of Mass Shootings, 77–95. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781119048015.ch5.
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Hubbard, Julie A., Lydia J. Romano, Meghan D. McAuliffe, and Michael T. Morrow. "Anger and the Reactive–Proactive Aggression Distinction in Childhood and Adolescence." In International Handbook of Anger, 231–39. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-89676-2_14.
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Hubbard, Julie A., Michael T. Morrow, Lydia J. Romano, and Meghan D. McAuliffe. "The role of anger in children’s reactive versus proactive aggression: Review of findings, issues of measurement, and implications for intervention." In Emotions, aggression, and morality in children: Bridging development and psychopathology., 201–17. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12129-010.
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"Proactive Aggression." In Encyclopedia of Child Behavior and Development, 1159. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_5234.
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"Proactive Aggression." In Encyclopedia of Evolutionary Psychological Science, 6263. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_304036.
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(Shoumi) Deb, Shoumitro, and Tanya Deb. "Neuropsychiatry of aggression." In Oxford Textbook of Neuropsychiatry, edited by Niruj Agrawal, Rafey Faruqui, and Mayur Bodani, 379–92. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198757139.003.0031.
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Conditions affecting the central nervous system, such as trauma or degenerative illness, often lead to neurobehavioural disorders. One of the most difficult of these to treat is aggression. Outwardly directed aggression can be divided into two types—reactive and proactive—the first of which is less structured and generally presents with visible anger, while the latter is structured and premeditated. While there exists no specific diagnostic criteria for either type of aggression, the closest that exist are intermittent explosive disorder (IED) for the former and conduct disorder (CD), which has been known to evolve into personality disorders (PDs), for the latter. This chapter explores the relation between aggression and other neuropsychiatric conditions, beginning with its neurobiological underpinnings. It then describes assessment methods, such as the Behaviour itself, Medical/ organic issues, Person showing the behaviour, Psychiatric/psychological issues, and Social/ occupational/ personal issues (BMPPS) model, before discussing treatments, both pharmacological and non-pharmacological. For the former, the effectiveness of various medications is discussed, from antipsychotics to mood stabilizers.
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Dixon, Aurora J., Chu-Hsiang (Daisy) Chang, and Russell E. Johnson. "Aggression with a Conscience: A Rational and Moral Framework for Proactive Workplace Aggression." In Research in Occupational Stress and Well-being, 81–106. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s1479-355520150000013003.
Full textConference papers on the topic "Proactive aggression"
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SADOK, MOUFIDA. "TACIT KNOWLEDGE MANAGEMENT IN ENTERPRISES: A PROACTIVE SYSTEM TO COMBAT DIGITAL AGGRESSIONS." In Proceedings of the 2008 International Conference. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812837578_0013.
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Özdemir, Lutfiye. "Assessment of Kyrgyzstan-Turkey Manas University Students' Entrepreneurship Orientations by Socio-Demographic Characteristics." In International Conference on Eurasian Economies. Eurasian Economists Association, 2013. http://dx.doi.org/10.36880/c04.00735.
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The purpose of this research is to determine the effects of socio-demographic characteristics on the entrepreneurship orientation. The research was carried out 581 undergraduates on the Kyrgyzstan-Turkey Manas University. The data was collected with questionnaire. Reliability of measurement tool (Cronbach’s Alpha) is 73 %. Frequency analysis, T-test, and one-way ANOVA analysis were used in research. As a result, it was found that the socio-demographic characteristics affected aggressive competitiveness, innovation, proactive behavior, risk-taking, autonomy, self-efficacy, need for achievement, internal control focus, and creativity.
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Yang, Jie, and Guoming G. Zhu. "Predictive Boundary Management Control of a Hybrid Powertrain." In ASME 2014 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/dscc2014-6009.
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Hybrid Electric Vehicle (HEV) is capable of improving fuel economy with reduced emissions over traditional vehicles powered by the internal combustion engine alone. However the HEV durability is significantly limited by the battery useful life; and the battery life could be significantly reduced if it was operated over its allowed charging or discharging limits, which could occur especially at extremely low battery temperatures, leading to permanent battery damage and reduced battery life. In order to extend the battery life, this paper proposed a battery boundary management control strategy based upon the predicted desired torque to proactively make the engine power available to reduce future battery over-discharging. The proposed control strategy was validated in simulations and its performance was compared with the baseline control strategy under US06, and other four typical city and highway driving cycles. The simulation results show that the proposed control strategy is very effective when the battery temperature is under zero Celsius degree, and the over-discharged power is reduced more than 65% under aggressive US06 and ARB02 driving cycles, 45% under highway and city FTP and city NYCC driving cycles, and 30% under highway IM240 driving cycle, respectively.
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Gohari, Kousha, Julian Ortiz, Anson Abraham, Oscar Becerra Moreno, Mazda Irani, Kristian Nespor, Javier Sanchez, et al. "Investigating the Performance of Various FCD Geometries for SAGD Applications." In SPE Thermal Integrity and Design Symposium. SPE, 2021. http://dx.doi.org/10.2118/203866-ms.
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Abstract Steam-Assisted Gravity Drainage (SAGD) is a complex process that often requires more control relative to conventional applications during production operations. Flow Control Devices (FCDs) have been identified as one of the technologies that offer improved downhole steam utilization and injection/production efficiency. The first FCD completions, with a helical geometry, were installed in SAGD wells at the ConocoPhillips Surmont project over a decade ago. The installations have shown improved steam chamber conformance and reduced steam-oil ratio (SOR) while accelerating bitumen production. Since then, various FCD geometries have been investigated and used, with several of them explicitly designed with a steam blocking capability. This study used a numerical simulator to investigate the performance of these various FCD geometries. This comprehensive study started testing several geometries in a flow loop and using the data obtained to develop a mechanistic model to characterize the flow performance of the FCDs and finally evaluating their performance in a holistic manner via a numerical simulator. By using mechanistic modeling, it was ensured that the performance of the devices was accurately represented, and the physics of the process were considered. The analysis used a commercially available numerical simulator to evaluate the performance of the various FCD geometries in SAGD operation. Three sector models representing different reservoir qualities observed in Surmont were used for the analysis. Additionally, various operating strategies were investigated for each sector model to ensure that a comprehensive understanding of each FCD geometry was achieved. The results of this study showed that FCD flow resistance setting or nozzle size played a significant role in the production performance of the wells in liner deployed FCD applications. Additionally, the steam blocking geometries resulted in increased cumulative production and lower SOR relative to other geometries. The FCD geometry did also impact the development of the steam chamber. Nevertheless, if the FCD completions are configured with the proper flow resistance setting or nozzle size, they provide a proactive measure, which leads to significantly better performance compared to a non-FCD completion. With lower subcool, the geometry of the FCD has a greater impact on the performance of the well. It was also confirmed that an aggressive operating strategy results in better performance of the FCD completions.
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Upreti, K. C., and Sai Vamsidhar Bontha. "Flow Accelerated Corrosion in Steam Condensate Piping and Valves: Problems Faced and Actions Taken." In ASME 2011 Power Conference collocated with JSME ICOPE 2011. ASMEDC, 2011. http://dx.doi.org/10.1115/power2011-55222.
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Flow accelerated corrosion (FAC) is a combined form of erosion, corrosion and Cavitation. This is prominent in steam condensate lines which results in fast reduction of thickness in piping, piping components and valves. It is estimated that this problem is faced by majority of plants. There has been an increased emphasis on correcting these problems due to fatal accidents that occurred in 1986, 1995, 1996 and 2004 at various locations around the world. [3] After commissioning of the plant, Steam condensate system erosion/corrosion problem started appearing within one year of operation. To ensure uninterrupted plant running on line sealing was done and monitoring was done by proper thickness checking. These on line sealing points were replaced during available opportunity. In some cases plant shutdown was taken to replace leaking piping components & these incidents resulted into revenue loss to company. Aggressive inspection programs were taken up for thickness measurement on condensate lines and as a proactive measure, elbows were encapsulated with higher size elbows, reducers by on line welding/furmaniting with special clamps. Similarly gate and globe valves in condensate service also started failing as a result of erosion of body seat rings. Globe valves installed on bypass lines of control valves were found passing. Once these valves were operated for maintenance of control valves they could not be closed. In some cases valve body developed leak due to high velocity erosion. Various studies conducted for replacing these components by higher schedule fittings & pipes but it did not improve the situation except for slight increase in life of these components. Velocities were calculated at various locations and higher velocity, condensate impingement/cavitation was found as root cause of problems. This problem was solved by various methods like using higher metallurgy P11, P22 material, line size increase with increase in control valve sizing, lay out changes etc. This helped in improving reliability of condensate system and reducing risk associated with failure of piping. This paper presents a variety of cases where single-phase and two-phase steam flows, caused erosion-corrosion damage mainly at turn points of elbows and valves. It was observed that the presence, even of a small amount of the vapor phase can significantly increase the velocity of the condensate. This paper describes the mechanism of failures by study of the failed components, operating conditions & piping lay out. In this study velocity of steam /condensate at reducing section was found to be very high. Other various contributing factors like control valve / piping sizing, metallurgical requirements, effectiveness of steam traps, flow velocity and valve design (globe & gate) were also studied. The main causes of the failures are discussed and recommendations are provided to rectify the root cause of the problems & avoid similar problems in the future.
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Terrones Brand, Carlos Alejandro, Miguel Alejandro Basso Mora, Rajeswary Kandasamy, Sergio Comarin, Felipe Rene Bustos Guevara, Beatriz Vega, and Susana Pasaran. "Leveraging a New Well Delivery Methodology for Stellar Drilling Results Steam Injection Project Case Study." In SPE Middle East Oil & Gas Show and Conference. SPE, 2021. http://dx.doi.org/10.2118/204618-ms.
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Abstract Mexico has set challenging oil and gas production to meet worldwide demand. In order to deliver promised oil production outputs in this challenging environment, the operator came up with efficient partnerships with key service providers to leverage resources and technical know-how whilst encouraging knowledge transfer and drilling project cost reduction. By working with various service companies, the operator creates a competitive environment where each strives to outperform the other. One such success case is in the "S" field, a heavy oil field producing via steam injection in the South of Mexico. Utilizing a creative design and execution methodology, the "S" project team succeeded to deliver improved project performance over the course of drilling the 14 wells in the campaign. The average well operational time was successfully reduced by 10%, hence maximizing the well construction index to 122 m/day and reducing overall well costs. The main strategy to optimize performance is to re-engineer solutions for profitability such as performing a study to replace OBM by WBM, designing a new wellhead system, collaborating with the rig contractor to reduce flat time activities, redesigning cement properties for losses mitigation, improvement of ROP by merging new technologies and local practices, among others. Complementary to this, the strategy is to prioritize realistic areas of improvement by the development and utilization of a new tool called Best of the Best (BoB), a methodology breaking down all well activities in order to measure its fastest time per well and then aiming to achieve that aggressive goal. Detailed follow up in the field allows to reduce operational times by allowing the wellsite team monitor and suggest new and improved ways of doing a routine task all of which result in lower costs per foot. Utilizing this BoB approach and stringent performance monitoring while drilling (pre-actual-post) activity analysis, allowed superior performance to be achieved. The project reached a 60% improvement on well times from the first well drilled to the best performing well. The best well was drilled in 8.68 days versus a field average of 18 days (217 m/day construction index). This generated 369,000 bbls of earlier oil production, 176 days ahead vs client expectations. Furthermore, in coordination with field staff, lessons learned were captured. But this is not enough since fast and effective communication is required, and the BoB methodology provides the solution to share optimization tricks quickly and effectively between crews, to continue well to well improvement and overall project and field level learning. Improved well delivery results is possible only by aligning the detailed planning and execution follow up in both the wellsite and a remote operations centre which monitored drilling activity in real time from town. This synergy and proactive communication system is also a key factor in the project delivery. This paper will present the results from the first application of the ‘Best of Best' (BoB) methodology in Mexico. This successful application enforces the idea that by coupling re-engineering practices to develop a more creative well design along with stringent performance monitoring; any field performance can be improved to deliver stellar results.