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Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 18 lutego 2022

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1

Crowell, David H., Ian M. Evans i Clifford R. O’Donnell, red. Childhood Aggression and Violence. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5170-2.

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The development of aggression in early childhood. Lanham: Jason Aronson, 2008.

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A, Parens Rachel, red. The development of aggression in early childhood. Northvale, N.J: J. Aronson, 1994.

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Parens, Henri. Aggression in our children. Northvale, N.J: Aronson, 1987.

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Parens, Henri. Aggression in our children. Northvale, N.J: Aronson, 1987.

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Ross, Dorothea M. Childhood bullying and teasing: What school personnel, other professionals, and parents can do. Alexandria, VA: American Counseling Assoc., 1996.

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Bully nation: Why America's approach to childhood aggression is bad for everyone. St. Paul, MN: Paragon House, 2013.

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Rubin, Kenneth H., i Debra J. Pepler. Development and Treatment of Childhood Aggression. Taylor & Francis Group, 2015.

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9

J, Pepler D., Rubin Kenneth H, Earlscourt Child and Family Centre. i Earlscourt Symposium on Childhood Aggression (1988 : Toronto, Ont.), red. The Development and treatment of childhood aggression. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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J, Pepler D., Rubin Kenneth H, Earlscourt Child and Family Centre. i Earlscourt Symposium on Childhood Aggression (1988 : Toronto, Ont.), red. The Development and treatment of childhood aggression. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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Parens, Henri. The Development of Aggression in Early Childhood. Jason Aronson, 2007.

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Rubin, Kenneth H., i Debra J. Pepler, red. The Development and Treatment of Childhood Aggression. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203771693.

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Foster, Holly Ann. Neighborhood and family contexts of gendered aggression in childhood. 2001.

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Martins, Nicole, Sarah M. Coyne i Jennifer Ruh Linder. Media and Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0013.

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The majority of the existing research on media aggression has focused on media violence and its effects on physical aggression. However, more recently, scholars have focused their attention on other forms of aggression in the media, such as relational aggression, and its effects on viewer attitudes and behaviors. This chapter reviews the existing theory and research on the portrayal of relational aggression in the media; how exposure to such portrayals is related to subsequent aggressive behaviors across childhood, adolescence, and emerging adulthood; and potential moderators and mediators of effects. We conclude with specific recommendations for future research, particularly as it relates to theory building and public policy.
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15

Harrison, Crowell David, Evans Ian M, O'Donnell Clifford R i University of Hawaii at Manoa. Dept. of Psychology., red. Childhood aggression and violence: Sources of influence, prevention, and control. New York: Plenum Press, 1987.

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Crowell, David H. Childhood Aggression and Violence: "Sources Of Influence, Prevention, And Control". Springer, 2012.

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Granic, Isabela. A dynamic systems analysis of heterogeneous family processes underlying childhood aggression. 2001.

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Granic, Isabela. A dynamic systems analysis of heterogeneous family processes underlying childhood aggression. 2000.

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Aggression in Our Children. Jason Aronson, 1993.

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Leadbeater, Bonnie, i Clea Sturgess. Relational Aggression and Victimization and Psychopathology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0007.

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Reviews of the cross-sectional research support the associations between relational victimization and relational aggression and the development of internalizing and externalizing problems. We review longitudinal research examining these associations and processes that may explain how relational victimization becomes linked to the development of psychopathology, particularly in late childhood and early adolescence. Longitudinal research is reviewed that locates mediators of the association between relational victimization and psychopathology in either faulty cognitive processes or problematic peer behaviors. Little research focuses on the longitudinal associations between relational aggression and psychopathology; however, research has begun to demonstrate considerable overlap of this type of aggression with other antisocial behaviors. We propose a conceptual framework that integrates the personal and social aspects of identity development in late childhood and early adolescence. We aim to advance our understanding of why peer victimization is associated with internalizing problems, and why, indeed, this association can become life threatening.
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21

Leaper, Campbell. Gender Development During Childhood. Redaktor Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0014.

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This chapter reviews contemporary research on children’s gender development. Theories addressing cultural and social-structural, cognitive and motivational, and biological influences are summarized. These theoretical frameworks are used to interpret gender-related variations in the following areas: temperament, gender schemas, self-concepts, sexist attitudes, gender segregation and peer group relations, play, sports, academic achievement, communication style, direct and indirect aggression, sexual harassment, and friendship intimacy. Gender similarities and within-gender variability are emphasized.
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22

Trajectories of physical aggression from toddlerhood to middle childhood: Predictors, correlates, and outcomes. Boston, Mass: Blackwell, 2004.

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Characteristics of female aggression in relation to childhood peer acceptance: An exploratory study. Ottawa: National Library of Canada, 1994.

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Frank, Arsenio William, i NICHD Early Child Care Research Network., red. Trajectories of physical aggression from toddlerhood to middle childhood: Predictors, correlates, and outcomes. Boston, Mass: Blackwell, 2004.

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(Editor), David H. Crowell, Ian M. Evans (Editor) i Clifford R. O'Donnell (Editor), red. Childhood Aggression and Violence: Sources of Influence, Prevention and Control (Applied Clinical Psychology). Springer, 1986.

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Zimmer-Gembeck, Melanie J., Amanda L. Duffy, Samantha Ferguson i Alex A. Gardner. Relational Aggression in Dating and Romantic Relationships. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0016.

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Romantic relational aggression (RRA) is aimed at harming a romantic partner’s relationships with others. In this chapter, we discuss 15 RRA studies that show a high prevalence of RRA in surveys of adolescents, young adults, and married partners, and a gender difference (favoring females) in studies with large sample sizes. There is evidence of personal and social antecedents (e.g., parents and peers) of RRA, as well as poorer psychosocial outcomes from RRA. Researchers are identifying a developmental pathway from late childhood or adolescent general relational aggression to RRA, which seems to also involve attributions for and beliefs about aggressive and other hostile behavior, physiological and emotional reactions, and alcohol use. We present key future research directions, including the integration of RRA research with that from related fields, clarification regarding the conceptualization and measurement of RRA, and the development and evaluation of intervention programs aimed at reducing this form of aggression.
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27

Coyne, Sarah M., i Jamie M. Ostrov, red. The Development of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.001.0001.

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The Development of Relational Aggression provides a rich and detailed literature review on developmental processes associated with the perpetration of relational aggression (and related terms of indirect aggression and social aggression) across childhood, adolescence, and emerging adulthood (with a brief mention of relational aggression in adulthood). Relational aggression is defined as behavior that is intended to harm another’s relationships or feelings of inclusion in a group. Unlike physical aggression, the scars of relational aggression are more difficult to see. However, victims (and aggressors) may experience strong and long-lasting consequences, including reduced self-esteem, loneliness, substance use, eating pathology, depression, and anxiety. This volume begins by providing an overview of the field, including a discussion of definitions, developmental trajectories, methodology, and theoretical approaches. Additionally, the volume examines the biobehavioral and evolutionary processes associated with this type of behavior. The book also examines a number of risk factors and socializing agents and contexts (e.g., family, peers, media, school, culture) that lead to the development of relational aggression over time. An understanding of how these behaviors develop will help inform intervention strategies to curb the use of relational aggression in schools, peer groups, and family relationships, which are addressed in an extended chapter.
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28

Carolyn, Zahn-Waxler, Cummings E. Mark, Iannotti Ronald, Society for Research in Child Development. i Foundation for Child Development, red. Altruism and aggression: Biological and social origins. Cambridge: Cambridge University Press, 1991.

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Carolyn, Zahn-Waxler, Cummings E. Mark, Iannotti Ronald, Society for Research in Child Development. i Foundation for Child Development, red. Altruism and aggression: Biological and social origins. Cambridge [Cambridgeshire]: Cambridge University Press, 1986.

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30

Dishion, Thomas J. An Evolutionary Framework for Understanding Coercion and Aggression. Redaktorzy Thomas J. Dishion i James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.6.

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This chapter proposes an evolutionary framework for understanding the link between social exclusion and deep marginalization in the development of aggression and violence. It argues that (1) the evolution of language in the primate lineage provides unique capabilities for forming social groups and communities and also defining and signaling exclusion, marginalization, and social rejection; and (2) exclusion and marginalization in humans have historically been salient predictors of mortality and are evocative of self-organization into deviant social groups. The life history perspective offers a macrolevel explanation of the developmental cascade from early childhood defiance to more serious antisocial behavior and violence. An evolutionary framework also provides perspective about which interventions are most likely to be effective at specific points in development and which are potentially limited in effectiveness, or worse, iatrogenic.
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Granic, Isabela, i Jessica P. Lougheed. The Role of Anxiety in Coercive Family Processes with Aggressive Children. Redaktorzy Thomas J. Dishion i James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.18.

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The majority of aggressive children exhibit symptoms of anxiety. This chapter outlines a novel theoretical model that builds explicitly on coercion theory, linking aggression with the regulation of anxiety in both caregivers and children. Three hypotheses are suggested and data are applied to support this model: (1) unpredictable oscillations between permissive and hostile parenting (two distinct aspects of the coercive cycle) induces anxiety in children, which in turn triggers aggressive behavior; (2) peer relations and difficult school contexts exacerbate anxiety, which in turn may trigger bouts of aggression that function as regulation for distressing emotions; and (3) to improve the efficacy of treatments for childhood aggression, anxiety needs to be one of the primary targets of treatment. Almost no research has directly tested these hypotheses, but the chapter reviews extant research and theory consistent with these claims and suggests future research designs that can test them specifically.
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32

Altruism and Aggression: Social and Biological Origins (Cambridge Studies in Social and Emotional Development). Cambridge University Press, 1986.

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33

Trajectories of Physical Aggression from Toddlerhood to Middle Childhood: Predictors, Correlates, and Outcomes (Monographs of the Society for Research in Child Development). Blackwell Publishing Limited, 2004.

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34

Phillips, Katharine A. Body Dysmorphic Disorder in Children and Adolescents. Redaktor Katharine A. Phillips. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190254131.003.0014.

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Body dysmorphic disorder (BDD) usually has its onset during childhood or adolescence. Prevalence studies indicate that BDD is common in adolescents. BDD symptoms in children and adolescents appear largely similar to those in adults, although BDD may be somewhat more severe in youth. Youth with BDD typically have poor psychosocial functioning and mental health–related quality of life. BDD often causes academic underachievement, social avoidance, and other types of psychosocial impairment; it may lead to school refusal and dropping out of school. Suicidal ideation and attempts, physical aggression behavior that is attributable to BDD symptoms, and substance use disorders are common risk behaviors in youth with BDD. BDD can derail the developmental trajectory, which makes appropriate treatment especially important during childhood and adolescence. Youth in mental health settings and cosmetic treatment settings, as well as youth who express suicidal ideation or have attempted suicide, should be screened for BDD.
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Eisenberg, Nancy, Tracy L. Spinrad i Amanda S. Morris. Prosocial Development. Redaktor Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0013.

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In this chapter, we distinguish between different forms of empathy-related responding (i.e., empathy, sympathy, personal distress) and prosocial behavior. The capacity for empathy and sympathy emerges in the early years of life and generally increases with age across childhood. Individual differences in sympathy and prosocial behavior covary, and both tend to be fairly stable across time. Prosocial tendencies are related to prosocial moral reasoning, social competence, self-regulation, and low aggression/externalizing problems. Although individual differences in prosocial and empathic/sympathetic responding are partly due to heredity, environmental factors are also associated with such differences. Authoritative, supportive parenting involving modeling, reasoning, and practices that help children to understand others’ internal states has been associated with higher levels of prosocial behavior. Moreover, securely attached children tend to be prosocial. In addition, peers and siblings can encourage, reinforce, and model prosocial behavior. School interventions, as well as experience with volunteering, appear to affect the degree to which children are sympathetic and engage in prosocial behavior.
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Cunniff, Christopher, i Raoul C. Hennekam. Smith-Lemli-Opitz Syndrome. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199972135.003.0038.

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Smith-Lemli-Opitz syndrome (SLOS) is characterized by prenatal and postnatal growth retardation, characteristic face, genital and distal limb anomalies, and intellectual disability. There is a weak correlation between the metabolic disturbances with clinical severity and with genotype, but wide ranges exist within each group. SLOS is infrequently described in adults. The associated malformations are usually treated in infancy and childhood and have only limited influences in adulthood. Main physical problems are scoliosis and pectus formation, sun sensitivity, and disturbed hearing and vision. Rarely adrenal insufficiency is present. Marked cognitive impairment and behavioral problems including self-harm and aggressive outbursts may have a significant impact on quality of life. Cholesterol supplementation decreases sun sensitivity, but cognition and behavior seem to respond less well.
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Ramaswamy, Vijay, Jason T. Huse i Yasmin Khakoo. Pediatric Brain Tumors. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199937837.003.0140.

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Cerebellar astrocytoma of childhood most commonly refers to cerebellar pilocytic astrocytoma, a World health Organization (WHO) Grade I tumor. However, on occasion cerebellar astrocytomas may demonstrate more aggressive histology including fibrillary astrocytomas, pilomyxoid astrocytomas, and rarely malignant lesions. In the near future, the diagnosis of cerebellar astrocytomas will be simplified by molecular analysis for BRAF fusions rather than a purely morphological approach. The emergence of next-generation sequencing can be expected to identify single nucleotide variations and further expand our understanding of both pilocytic astrocytomas as well as rare variants that occur in the cerebellum. Therapies targeting BRAF (B-raf protooncogene) are currently in clinical trial for adult malignancies and will eventually reach the pediatric population, allowing a targeted approach to recurrent and surgically inaccessible cases of pilocytic astrocytomas.
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Murphy, Claire Louise, Yiannis Ioannou i Nicola Ambrose. Juvenile systemic lupus erythematosus. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198739180.003.0008.

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Juvenile-onset systemic lupus erythematosus (JSLE) is similar to adult-onset SLE, but there are distinct differences in clinical features, serology, and management requirements. It is more aggressive than adult-onset SLE with frequent renal and haematological manifestations and higher mortality rates. The cause of JSLE is unknown but appears to be multifactorial with genetic, immunological, hormonal, and environmental influences. Macrophage activation syndrome is a potentially life-threatening complication, and may mimic the underlying disease or be confused with sepsis. Transferring care from paediatric to adult care can be a difficult milestone and should be tailored to the individual patient. Management requires a multisystemic, holistic approach with recognition of psychosocial factors that occur during normal childhood and adolescence. International collaboration and further research is needed to optimize care for these patients.
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King, Robert A. Psychodynamic Perspectives on OCD. Redaktor Christopher Pittenger. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190228163.003.0007.

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A psychodynamic perspective attempts to understand the symptoms of obsessive-compulsive disorder (OCD) and obsessive-compulsive personality disorder (OCPD) in terms of excessive, maladaptive efforts to cope with perceived dangers posed by aggressive or sexual impulses and in terms of distorted information processing and rigid cognitive styles that are intolerant of ambiguity. The psychodynamic perspective also sees OC phenomena against the backdrop of normal childhood development and the vicissitudes of conscience formation, as well as culturally defined notions of ordered boundaries/transgressions and cleanliness/pollution. This perspective provides valuable insights into the subjective experience of patients with these disorders. Similarly, although psychodynamic therapy in its classic form appears to be ineffective for the core symptoms of obsessions and compulsions, the psychodynamic approach can be very helpful in understanding what patients make of their symptoms and in forming a therapeutic alliance that facilitates more evidence-based approaches.
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Kimonis, Eva R., i Georgette E. Fleming. Disruptive and Conduct Disorders, Delinquency. Redaktorzy Thomas H. Ollendick, Susan W. White i Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.27.

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Disruptive and conduct disorders, comprising oppositional defiant disorder and conduct disorder, are characterized by behaviors that violate the rights of others or bring the individual into significant conflict with societal norms or authority figures. These disorders are highly prevalent, emerge early in childhood, and are associated with profound disability and societal burden. Given the heterogeneity in presentation and outcomes of youth with disruptive and conduct disorders, attempts have been made to identify more homogeneous subgroups. Notably, children displaying callous–unemotional traits (e.g., lack of empathy, remorse/guilt) represent a distinct group with severe, aggressive, and chronic conduct problems. To identify this and other important clinical considerations, it is imperative that conduct problem assessment is effective and comprehensive. Assessment findings should inform implementation of evidence-based treatment tailored to the child’s and family’s individual needs. Additional clinical considerations and recommendations for the next frontiers of research into disruptive and conduct disorders are discussed.
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Widiger, Thomas A., red. The Oxford Handbook of Personality Disorders. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199735013.001.0001.

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On the cusp of the newest edition of the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM), the field of personality disorders is thriving and productive. This is certainly a time of major transition for the classification, study, and treatment of personality disorders, as the personality disorders section of the DSM is undergoing major revision, leaving researchers and clinicians to wonder whether their area of specialty in the field of personality disorders will be retained, deleted, or revised in DSM-5. In advance of DSM-5, The Oxford Handbook of Personality Disorders provides a summary of the latest information concerning the diagnosis, assessment, construct validity, etiology, pathology, and treatment of personality disorders. The text looks at personality disorders proposed for retention in DSM-5. It also investigates personality disorders that are slated for deletion. The book further examines issues concerning three disorders that have never obtained or had previously lost official recognition (i.e., passive-aggressive, depressive, and racist). The book also includes articles authored by members of the DSM-5 Personality Disorders Work Group, which succinctly outline and explain the proposals, as well as articles by authors who raise significant questions and concerns (often differing) about these proposals. The text includes special coverage of largely neglected areas of investigation (i.e. childhood antecedents of personality disorder, cross-cultural validity). The book finally looks into controversial areas for the DSM, such as schizotypal personality disorder, narcissism, depressive personality disorder, dependent personality disorder, and dimensional classification.
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