Individual-group behavioral similarity and peer status in experimental play groups of boys: The social misfit revisited.

This study evaluated individual–group similarity and dissimilarity hypotheses generally stipulating that the behavioral correlates of status are moderated by the peer group context in which they are displayed. Thirty play groups of 5 or 6 unacquainted same-age boys participated in five 45-min sessions. Five behaviors described group and individual characteristics: reactive aggression, proactive aggression, solitary play, rough-and-tumble play, and positive interactive behavior. Individual social preference scores were computed following a variant of the J. D. Coie and K. A. Dodge (1983) procedure. The behavioral correlates of emerging peer status were examined as a function of the group's behavioral norms. Evidence of a dissimilarity effect was found for solitary play and reactive aggression whereas positive interactive behavior followed a rule of similarity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Profiles of peer competence in the preschool: Interrelations between measures, influence of social ecology, and relation to attachment history.

40 4–5 yr old first born Ss in 2 preschool groups, differing markedly in terms of classroom ecology, were observed throughout a school year. Peer competence was assessed via teacher rankings of social competence, peer sociometrics, and behavioral measures of social participation, attention structure, and social dominance. Rates of positive and negative affect, affiliation, leadership, assertiveness, and aggression were also recorded. Results show that individual rates of affective expression and social behavior were temporally stable and consistent across contexts for both classes. Teacher judgments and peer sociometrics were more robust with respect to the behavioral ecologies of the 2 classes and most consistently related to external criteria. Two dimensions of peer competence were evident: (1) an affiliative dimension characterized by emotional warmth, social maturity, and peer popularity and (2) a power dimension involving positive and negative affect and high peer status. Ss with secure attachment histories were higher on affiliative dimension, while anxious-resistant Ss were lowest in peer status. Definitions of behavior and response categories are appended. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dimensions of response to novelty are associated with social engagement and aggression in adult male rhesus macaques (Macaca mulatta).

In this study, the authors tested the hypothesis that behavioral response across social and nonsocial, novel and familiar conditions may be guided by the same trait(s) related to impulsivity in adult male rhesus macaques. The authors assessed 23 individuals' behavioral response to a series of nonsocial novel scenarios, as well as aggression and sociality within familiar and novel social contexts. Factor analysis of responses to nonsocial novelty identified two factors: Caution, which reflected latency to engage different novel situations, and Interest in Novelty, which consisted of duration and quality of exploration. Each dimension was associated with different social manifestations. Caution was negatively correlated with social aggression in novel and familiar social circumstances; Interest in Novelty was positively associated with social engagement in familiar, but not novel, social circumstances. The authors conclude that traits influencing impulsive response to novelty contribute to risky and normal social behavior across social contexts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status.

Two-dimensional sociometric models have had a critical role in the investigation of children's peer relations in the past decade. In a meta-analysis, fitting categorical models (L. V. Hedges, 1982), sociometric group differences on behavioral and information source typologies were assessed. The broadband behavioral analysis showed that popular children's array of competencies makes them likely recipients of positive peer nominations, whereas high levels of aggression and withdrawal and low levels of sociability and cognitive abilities are associated with rejected peer status. A consistent profile marked by less sociability and aggression emerged for neglected status. Controversial children had higher aggressive behavior than rejected children but compensated for it with significantly better cognitive and social abilities. The moderator effects of narrow-band behavioral categories and information source were also examined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between behavioral marital therapy outcome and process variables.

This study was conducted to identify therapist and client behaviors with a positive response to social learning-based behavioral marital therapy. A sample of 32 couples receiving treatment was examined. Immediately after each therapy session, the therapist, husband, and wife independently completed process ratings forms that measured therapist and client behaviors during the session. Composite scales, derived from these ratings, were entered into multiple regression equations to examine their relationship with posttherapy marital satisfaction. After controlling for pretherapy marital satisfaction and the other predictor variables, therapists', husbands', and wives' ratings of positive client behavior (i.e., collaboration, active participation, and homework compliance) were positively associated with therapy outcome. Implications for marital therapy and suggestions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impaired nitric oxide synthase signaling dissociates social investigation and aggression.

A combination of social withdrawal and increased aggression is characteristic of several mental disorders. Most previous studies have investigated the neurochemical bases of social behavior and aggression independently, as opposed to how these behaviors are regulated in concert. Neuronal nitric oxide synthase (nNOS) produces gaseous nitric oxide, which functions as a neurotransmitter and is known to affect several types of behavior including mating and aggression. Compared with wild-type mice, we observed that nNOS knockout mice showed reduced behavioral responses to an intruder behind a wire barrier. Similar results were observed in mice treated with the selective nNOS inhibitor 3-bromo-7-nitroindazole (3BrN). In habituation-dishabituation tests, treatment with 3BrN did not block recognition of male urine but did attenuate investigation time compared with oil-treated animals. Finally, nNOS knockout mice and 3BrN treated mice were significantly more aggressive than wild-type and oil-treated males, respectively. In general, these behavioral effects are less pronounced in pair-housed males compared with singly-housed males. Thus, nNOS inhibition results in a phenotype that displays reduced social investigation and increased aggression. These data suggest that further study of nNOS signaling is warranted in mental disorders characterized by social withdrawal and increased aggression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Crisis intervention training program: Influence on staff attitudes in a postacute residential brain injury rehabilitation setting.

Purpose/Objective: Acquired brain injury produces a host of behavioral changes, and specialized training in proper management of these behaviors is essential to resolve crises and calm aggressive clients. This study was conducted to determine whether crisis intervention training was effective in increasing staff comfort with difficult client behaviors in a residential rehabilitation program for individuals with postacute acquired brain injury and whether changes would be maintained over time. Research Method/ Design: Twenty-five rehabilitation staff members participated in Nonviolent Crisis Intervention training and completed the Rehabilitation Situations Inventory before training, immediately following completion of the program, and 1 month later. Results: Immediately following completion of the program, participants reported increased comfort when faced with client behaviors related to motivation and adherence, sexuality, and aggression and when interacting with other staff and client families. Changes in comfort level with sexual situations, aggression, and staff/staff interactions were maintained 1 month post training. Conclusions/Implications: These results suggest that crisis intervention training is effective in increasing levels of staff comfort with difficult situations commonly experienced in the rehabilitation setting and the changes are maintained following training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Environmental enhancement of prosocial television content: Effects on interpersonal behavior, imaginative play, and self-regulation in a natural setting.

Investigated whether (a) prosocial TV can affect the behavior of urban poor children and (b) environmental supports that stimulate rehearsal and labeling of TV content are effective in a field setting. The social, imaginative, and self-regulatory behavior of 141 children aged 2 yrs 4 mo–5 yrs 4 mo in Head Start centers was observed before and during 1 of the following 4 experimental treatments: (a) neutral films, (b) prosocial TV only, (c) prosocial TV plus related play materials, and (d) prosocial TV plus related materials plus teacher training for rehearsal using verbal labeling and role playing. Ss in each condition saw 20 films in 8 wks. Prosocial TV alone produced few behavioral differencs from the control group. When classrooms were otherwise comparable, Ss receiving TV plus related materials had high levels of positive social interaction with peers and adults, of imaginative play, and of assertiveness and aggression. Those whose teachers were trained as well showed high levels of positive social interaction with peers, imaginative play, and assertiveness, but did not increase in aggression. Self-regulatory behavior was unaffected. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Menstrual cycle and social behavior in vervet monkeys

We assessed the relationship between social behavior and the menstrual cycle in 11 adult female vervet monkeys (Cercopithecus aethiops sabaeus) living in an established, stable social group. The findings indicated that fluctuations in ovarian steroids are accompanied by behavioral changes in vervet monkeys. A significant increase in aggressive action, avoidance of social overtures, and retreats from threat occurred during the late luteal phase. However, the social environment can greatly affect behavior independent of the phase of the menstrual cycle. The 10 nondominant (or subordinate) individuals not only exhibited behavioral changes across their own menstrual cycles, but also were responsive to the dominant female's cycle. During the dominant female's late luteal phase, subordinate females significantly increased aggression and decreased social activity. Some of behavioral patterns in female vervet monkeys are therefore relatively independent of direct hormonal modulation and support the contention of the dominant female as the driving force for behavioral changes related to aggression and social interaction. The differential effect of hormones and social status and other environmental factors on behavior has not been critically evaluated in human studies of the premenstrual syndrome. The present study suggests that it is important to assess which behavioral patterns in women are hormonally mediated and which are dependent on the environment.     

Managing suicidal emergencies: Recommendations for the practitioner.

All practicing psychologists with an active caseload occasionally encounter a patient or client whom they consider to be a suicidal emergency. Few psychologists, however, have had education or training focused on managing such cases. The current article conceptualizes what a "behavioral emergency" is, gives recommendations for containing the emergency client's emotional turmoil, and sets forth an evidence-based approach, using diagnosis-specific risk factors, for improving the clinician's ability to estimate suicide risk. Recommendations are also given for appropriate responses to the patient or client on the basis of the level of estimated risk. Having such an algorithm or plan for dealing with the suicidal client is essential to good practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Positive talk training in an adult with traumatic brain injury

Social skills often create a barrier to placement in less restrictive environments for persons with TBI. This case study illustrated the use of a positive talk program in the treatment of a person with long-standing social skill deficits. Occupational therapy intervention with speech-language consultation began with an evaluation of the cognitive barriers that influenced the client's social behavior. Work with the client's concrete concept formation, decreased memory, and poor generalization skills led to the development of the positive talk training program described. Through an understanding of the underlying cognitive deficits that influenced the client's behavior, the clinical team was able to develop an individual treatment plan. The intervention resulted in modification of behavior that would have required placing the client in a restricted environment. In the final analysis, the client's social skills improved to a level where he could be discharged to a less restrictive environment.     

Relational and overt aggression in preschool.

This research was designed as an initial attempt to assess relational aggression in preschool-age children. Our goal was to develop reliable measures of relational aggression for young children and to use these instruments to address several important issues (e.g., the relation between this form of aggression and social–psychological adjustment). Results provide evidence that relationally aggressive behaviors appear in children's behavioral repertoires at relatively young ages, and that these behaviors can be reliably distinguished from overtly aggressive behaviors in preschool-age children. Further, findings indicate that preschool girls are significantly more relationally aggressive and less overtly aggressive than preschool boys. Finally, results show that relational aggression is significantly related to social–psychological maladjustment (e.g., peer rejection) for both boys and girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating biological and social processes in relation to early-onset persistent aggression in boys and girls.

This study examined the relationship between biological and social risk factors and aggressive behavior patterns in an Australian high-risk sample of 370 adolescents. Perinatal, temperamental, familial, sociodemographic, and behavioral data were collected during interviews completed during pregnancy, immediately postpartum, and when the children were 6 months old and 5, 14, and 15 years old. Youths were given tests of verbal and neuropsychological functioning at the age 5 and age 15 follow-ups. Youths were divided into early-onset persistent aggression, adolescent-onset aggression, and nonaggressive behavior groups. Results revealed that the interaction of biological and social risk factors was significantly related to early-onset persistent aggression. Gender and developmental phase of measurement moderated the relationship between biosocial risks and the outcomes of early-onset persistent aggression and adolescent-onset aggression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Naloxone-induced opiate withdrawal produces long-lasting and context-independent changes in aggressive and social behaviors of postdependent male mice.

The purpose of this study was to determine whether an environment associated with naloxone-induced morphine withdrawal affects aggressive or social behaviors in postdependent mice. Morphine-dependent or saline-treated mice received 3 naloxone injections in 1 of 2 different environments (A or B); 15 days afterward, when the mice were completely drug free, an aggression test was carried out in Environment A. All the mice suffering morphine withdrawal showed a significant increase in aggression, irrespective of the environment in which the withdrawal took place. In these conditions, the impact of morphine dependence and the 3 induced withdrawals was so profound that the environment could not be discriminative. In addition, modifications in the behavioral profile of postdependent mice that suffered only spontaneous withdrawal were long-lasting, with the mice carrying out more attacks during social investigation without presenting threat postures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An analog study with beginning therapists suggesting bias against "activity" in women.

Investigated the effects of client sex and therapist attitudes toward women on treatment planning for an "active" client by having 28 social workers, 28 psychiatrists, 2 nurses, and 3 psychologists (aged 20–30 yrs) formulate a treatment plan for either a male or female client whose cases were identical except for client sex. The client was portrayed as active in work, sex, and interpersonal relationships. Results show bias against activity in women: The female client was seen as having an intrapsychic problem requiring individual insight-oriented therapy, while the male client, with the same presenting problem of marital conflict, was seen as having an interpersonal relationship problem requiring couples' therapy. Activity in a woman was viewed as neurotic. The conflict was conceptualized as unresolved issues about sexual identification, implying normal femininity had not been achieved. Therapists expected that the woman would make the concessions in the relationship and would compromise her career ambitions to achieve a more satisfactory balance of the roles of career woman and wife. It is suggested that therapists must reexamine their conceptualization of activity in men and women and the consequences of their beliefs in everyday clinical practice. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dimensions and types of social status: A cross-age perspective.

In Exp I, peer perceptual correlates of social preference (SP) and social impact (SI) were investigated with 311 3rd, 5th, and 8th graders. SP was highly positively related to cooperativeness, supportiveness, and physical attractiveness and negatively related to disruptiveness and aggression. SI was related to active, salient behaviors of both positive and negative valence. Whereas the correlates were found to be similar at each grade level, greater proportions of the variance in these dimensions could be predicted at younger than older ages. In Exp II, these dimensions were used to assign 531 Ss to 5 sociometric status groups: popular, rejected, neglected, controversial, and average. Peer perceptions of the behavioral correlates of these groups were solicited and found to reveal distinct profiles. A previously unidentified group of controversial children was perceived as disruptive and aggressive (like the rejected group), but also as social leaders (like popular Ss). It is suggested that researchers consider controversial children as a distinct group in future behavioral and epidemiological studies. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do perceived popular adolescents who aggress against others experience emotional adjustment problems themselves?

Aggression is associated with a host of behavioral, social, and emotional adjustment difficulties. However, some aggressive youth are perceived as “popular” by peers. Although these perceived popular aggressive youth appear relatively well adjusted, especially in the social domain, the emotional well-being of these youth is understudied. The current findings indicate that perceived popularity buffers adolescents who hurt others through relational aggression from internalizing symptoms. In contrast, perceived popularity did not buffer adolescents who engaged in overt verbal and physical aggression from internalizing symptoms. The results suggest that relationally aggressive perceived popular adolescents may be especially resistant to intervention if their aggression helps them manipulate their social worlds but does not contribute to internalizing symptoms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social-cognitive influences on change in aggression over time.

This study examined whether social cognitions that have been assumed to influence aggression actually forecast change in aggressive habits over time. Participants were 189 3rd- through 7th-grade boys and girls; data on social cognitions and social behaviors were collected in the fall and spring of the school year. Aggression-encouraging cognitions assessed in the fall indeed promoted aggression over the school year, but such developments hinged critically on child sex and on initial (fall) levels of aggression and victimization. Results illustrate the principle that cognitions affect behavioral development mainly when the child's transactions with the social environment support the use of the cognitions as guides for behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relapse prevention planning principles for criminal law practice.

Recent research in rehabilitation indicates the relative success of cognitive–behavioral models geared to relapse prevention planning. Thus far, most of the successful programs involve persons who are already in prison or on probation. The basic approach to relapse prevention planning is to encourage the offender to analyze the chain of events and behaviors that lead to law-violating behavior and to come up with a plan both to avoid high-risk situations and to deal satisfactorily with such situations if they occur. The author proposes that criminal defense lawyers should become familiar with techniques of relapse prevention planning and use such techniques to work with a client and to propose a probationary plan with relevant, responsive, and workable conditions of probation. This enhances the chance for a probationary disposition, and the very process of attorney–client interaction may begin the rehabilitative process. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Two case studies of child-centered play therapy for children referred with highly disruptive behavior.

This article presents two cases with strong evidence measures in which child-centered play therapy (CCPT) was provided for children referred for highly disruptive behavior, including attention problems and aggression. Apparent progress was evidenced on the Teacher Report Form (TRF) of the Child Behavior Checklist (Achenbach & Rescorla, 2001). One client had a waiting period equal to his treatment period in which ratings were stable before change across his treatment period. The cases provide opportunities to consider how CCPT may work differently for similar behavioral difficulties in individual children. Researchers conceptualized each client's areas of difficulty and apparent treatment effects as an expert panel, aided by indications from the TRF. Individual discussions are provided regarding rationales for apparent progress and why CCPT seemed to have been effective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)