Recently, with the development of new technology, researchers have focused on physiological predictors of aggressive behavior, specifically cortisol and alpha amylase. Gordis, Granger, Susman, and Trickett (2006) found the interaction between cortisol and alpha-amylase significantly predicted parent reports of aggression indicating that low levels of physiological reactivity was associated with higher levels of problem behavior. While this research has provided valuable information about aggressive behavior, a major limitation is the majority of research focuses on males, or has not examined gender differences explicitly. This study expanded on work by Gordis et al. (2006) and other researchers on the HPA axis and sympathetic nervous system responses and aggression by using a larger sample, focusing on female adolescents, examining both physical and relational aggression, and utilizing parent and adolescent reports of aggressive behavior. Based on prior literature, I expected that lower levels of salivary cortisol taken at the beginning of the interview and the beginning of the stress task would be associated with higher levels of physical and relational aggression in girls. I also hypothesized that lower levels of cortisol and α-amylase reactivity will be associated with higher levels of physical and relational aggression. Finally, I hypothesized that lower levels of cortisol reactivity coupled with higher levels of α-amylase reactivity will be associated with lower levels of aggressive behavior. Participants in the current study live in moderate- to high-violence areas in Richmond, VA. Participants were 146 adolescent females who were enrolled in a larger longitudinal study on coping with exposure to violence. Most of the adolescents were African-American (91.1%) with a mean age of 13.9 years old (range from 11-17). The changes in physiological responses were monitored during the interview process which included the administration of the Social Competence Interview (SCI). Aggression was measured using the Child Behavior Checklist and Problem Behavior Frequency Scales. In the analyses, I controlled for pubertal status, medication usage, race, and time of day which are all factors that can influence the level of cortisol and alpha-amylase. Results indicated that higher levels of basal cortisol were associated with higher levels of aggressive behavior. In contrast to previous research and prediction, results indicated that symmetry in α-amylase and cortisol predicted lower levels of self-reported physical aggression in girls. Asymmetry in the two systems was associated with higher levels of self-reported physical aggression. These results contribute to the mixed results on female physiological responses and aggression. It also provides support for symmetry in cortisol and α-amylase as a predictor of lower levels of aggressive behavior. Studying a child’s physiological reactions to stress can give insight into behavior regulation, help identify adolescents for prevention/intervention, and serve as markers of treatment progress. These data suggest that physiological associations with aggression may not be the same for males and females, or for youth living in extremely stressful circumstances. Further research is needed to replicate these finding, and specifically to compare these patterns of associations across gender.

High prevalence and the negative legal, health, and psychological consequences of adolescent dating aggression underscore the need to identify risk and protective processes associated with this type of aggression. Studying dating aggression in early adolescence is important, as this is the developmental time frame when most youth are establishing attitudes, beliefs, and norms for dating behaviors. The current study investigated longitudinal associations between perceived parental and peer support for violent and nonviolent responses to conflict and dating aggression perpetration among middle school students. Participants included 1,399 adolescents (52% female) in the sixth (n = 466), seventh (n = 467), and eighth (n = 466) grades. Results showed that peer support for nonviolent responses predicted lower frequencies of subsequent dating aggression among sixth graders, and perceived parental support for nonviolent responses resulted in decreased frequencies of dating aggression in the seventh and eighth grades. Peer support for violent responses predicted increased dating aggression in the seventh grade, and perceived parental support for violent responses led to higher frequencies of dating aggression in the eighth grade. Additionally, dating aggression predicted changes in adolescent perceptions of parental and peer support for violent and nonviolent responses. No sex differences were found in these models. Lastly, moderation analyses identified two significant interactions. These interactions illustrated that different combinations of parental and peer support for violent and nonviolent responses affected dating aggression perpetration, highlighting the importance of examining mixed messages and combinations of messages from parents and peers. Overall, the findings from the current study indicated that adolescent perceptions of parental and peer support for violent and nonviolent responses to conflict are important risk and protective processes, respectively, that are longitudinally associated with dating aggression. These findings can inform dating violence prevention programs, and stress the importance of adolescent, parental, and peer involvement in these programs.

There is convincing evidence that demonstrates traumatic stress and aggressive behavior are highly related among adolescents. The evidence is less clear regarding the direction of this relation. The purpose of this study was to examine the reciprocal longitudinal relations between physical aggression and traumatic stress among a predominantly African American sample of middle school students. Support was found for traumatic stress predicting increased levels of physical aggression across the winter to the spring of the sixth grade for boys and across all waves from the fall of the seventh grade to the fall of the eighth grade for both boys and girls. Conversely, physical aggression during the winter of the sixth grade predicted a decrease in traumatic stress in the spring of the sixth grade for both boys and girls. These findings suggest that interventions may need to incorporate skills that are aligned with trauma-informed care practices in order to reduce traumatic stress and physical aggression among adolescents.

The prevalence of physical aggression increases during adolescence and is associated with negative health outcomes. It is important to identify risk and protective processes for adolescent aggression in the context of the parent-adolescent relationship. The current study examined the potential moderating role of positive parenting at Wave 1 on relations between perceived parental messages supporting fighting at Wave 1 and adolescent aggression based on parent- and student-report at Wave 2. Participants included a sample of 537 adolescents and their primary caregivers, recruited from four sites in the U.S. No significant moderating effects were found. However, parental messages supporting fighting were positively associated with increased student-reported aggression six months later, and positive parenting was related to decreased parent-reported aggression over the same timeframe. Implications suggest that parental messages supporting fighting and positive parenting represent a risk and promotive factor, respectively, in relation to aggressive behavior in early adolescence.

- The relationship between destructiveness and law This thesis deals with the relationship between destructiveness and law. The aim of the thesis is to describe the destructiveness, its manifestations in society and its relationship to the law. To describe the topic I used findings of Fromm, Baumann, Lorenzo, Elias, Arendt, Karstedt and other psychologists, sociologists, social psychologists, criminologists and philosophers. Chapter One and chapter Two focuse on the concept of aggression and destructiveness and their manifestations in our society, as they are an integral part of it. In addition, culture and aggression constantly interact with each other. Western culture condemns violence, but the question is whether this refusal is sufficiently reflected in all areas of social life, for example when it comes to domestic violence, bullying or potential dangers of the presentation of violence in the media. Chapter Three examines rate of violence and violent crime and the suitability of Czech legislation in terms of its ability to maintain the lowest possible level of these rates. An important finding is that not only law, but also other normative systems and social institutions take part in protecting the society from violence. I also consider the influence of democracy and individualization and...

Doctor of Philosophy / Department of Psychology / Mark A. Barnett / To date, the research testing the predictors of relational aggression has largely mirrored that of the more robust physical aggression literature. Similar to the physical aggression literature, research on relational aggression has focused on age and gender differences and, more recently, the possible associations between relational aggression and other variables. However, there is a lack of research investigating the parent and peer behaviors that could potentially model relationally aggressive behavior in children. The current study drew upon social-cognitive models of aggression to test such associations. Specifically, I measured parents’ use of psychological control with their children, parents’ use of manipulative behavior with their children and other adults, and peer groups’ use of relational aggression to determine whether these variables predicted children’s use of relational aggression. It was expected that the aforementioned variables would be positively associated with children’s use of relational aggression. One hundred and sixty-five fourth-, fifth-, and sixth-grade children (52% male) enrolled in public elementary schools in the Midwest participated in the study. Additionally, 137 female and 70 male caregivers also participated. The children completed questionnaires to measure a) their use of relational aggression, b) their peers’ use of relational and physical aggression, c) the cohesiveness and distinctiveness of their main group of friends, and d) their parents’ use of psychological control. The caregivers also completed questionnaires that assessed a) their behaviors toward other adults when angry, b) how they respond to their children’s misbehavior, and c) social desirability. Consistent with Social Learning Theory and the Social-Cognitive Theory of Aggression, children’s use of relational aggression was positively related to their mothers’ use of psychological control and to their peer groups’ use of relational aggression especially when that peer group was seen as relatively cohesive and distinct. In addition, children’s use of relational aggression was more strongly associated with their parents’ use of psychological control than was their peer groups’ use of relational aggression. The current study was the first to examine and compare the associations between parent- and peer-related variables and children’s use of relational aggression.

Research on the various subtypes of aggression has documented differences in the experience of anger and the expression of angry aggression. Mixed proactive and reactive aggressive individuals exhibit reactive aggression but, unlike reactive aggressive individuals, fail to exhibit angry expressions or physiological arousal. Similar to the proactive group, individuals with psychopathic traits have been found to exhibit emotional underreactivity, and physiological underarousal, while still exhibiting reactive aggression. The present study examined 85 boys (ages 13 to 18) from a detention center. Three groups of aggressive boys were identified via cluster analysis based on the self-report of types of aggressive behavior: a primarily reactive aggressive group (n=29), a mixed reactive and proactive group (n=16), and a low aggressive group (n=40). The three groups were compared on aggressive responding (during a computerized provocation task with low and high provocation trials), on callous and unemotional traits (CU) and on psychophysiological indices of emotional reactivity. All aggressive groups showed greater aggressive responding to high provocation than to low provocation. The mixed aggressive group showed high aggressive responding across all provocation levels, including the no provocation condition, while the reactive aggressive group only showed high levels similar to the mixed aggressive group during low provocation. Unexpectedly, the reactive and mixed aggressive groups reported higher levels of CU traits than the other group. Although the groups did not differ on psychophysiological activity/reactivity, higher levels of CU traits were related to lower skin conductance responses to provocation. Thus, the contribution of high and low CU traits in the three groups to psychophysiological activity/reactivity was examined. Interestingly, the low and mixed aggressive groups who were high on CU traits had lower sympathetic arousal (indexed by skin conductance) and lower sympathetic reactivity to provocation. Thus, the mixed aggressive group showed a general disconnect between their angry aggression (on the provocation task) and their sympathetic reactivity to provocation. However, this was true only if they also showed high rates of CU traits. These results suggest that interventions targeted toward individuals who exhibit particular subtypes of aggression may be more beneficial if the presence of CU traits is also considered.

The purpose of this study was to examine the potential moderating effects of CU traits on the relationship between self-reported social intelligence and aggression in a community sample of boys and girls (ages 14-18). Four subtypes of aggression were measured: reactive overt, reactive relational, proactive overt, and proactive relational. Results indicated that there was not a significant association between social intelligence and any of the aggression subtypes. Neither CU traits nor empathy moderated the association between social intelligence and any of the four subtypes of aggression. Supplementary analyses were conducted to investigate whether level and type of aggression was related to levels of social intelligence and CU traits (or an interaction between the two). Results indicated that at high levels of CU traits, youth exhibited significantly higher levels of proactive overt and reactive overt aggression (t(113.06) than at low levels of CU traits.

The purpose of this study was to qualitatively explore the issues of race and mattering in relation to African American participation within historically White fraternities. Participant perspectives were obtained through six interviews with African American males at four collegial institutions within the Southeastern Region of the United States. Critical Race Theory was utilized to framed issues surrounding race in a homogenous Greek context. A second lens, Rosenberg and McCullough's (1981) concept of mattering, provided a comprehensive description of participants' feelings of significance within the inter-racial Greek experience. Thematic findings indicate that although African American members are recruited to be a part of a particular historically White fraternity's brotherhood, they initially experience marginality. Through continued interaction, the fraternal bonds become strengthened with participants rising to varying levels of leadership within the group, and, mattering to their White fraternal brothers. Other themes related to African American participation within historically White fraternities include: (a) One or no family member that attended college, (b) no immediate family members that are Greek, (c) significance of race is downplayed, (d) limited fraternal knowledge prior to entering college, (e) recruitment is driven by image, status, and counter assumption, (f) stereotypical organizations are racial holdouts; and, (g) discord exist with other African Americans that disapprove of the inter-racial experience.

Research shows that parental psychological control is associated with youth aggression in peer relationships. This includes various aggression roles (aggression and victimization), forms (overt and relational), and functions (proactive and reactive). The current study examined the role of two youth individual traits, Machiavellianism and dysregulation, in the association between psychological control and youth aggression. A sample of 142 participants (age M = 15.4, SD = 1.13, 93% male, 82% African-American) were recruited from several juvenile detention facilities in Louisiana. Participants completed a battery of questionnaires, including self-reports of Machiavellianism, dysregulation, aggression, victimization, and parental psychological control. Bootstrap analyses indicated youth Machiavellianism partially mediated the associations between psychological control and the aggression roles, forms, and functions. Youth dysregulation partially mediated the associations between psychological control and the aggression roles and forms. For the aggression functions, dysregulation partially mediated the association between psychological control and reactive aggression, and fully mediated the association between psychological control and proactive aggression. Regression analyses indicated psychological control and dysregulation were more strongly associated with reactive aggression than proactive aggression. Findings demonstrate the importance of the youth individual traits, Machiavellianism and dysregulation, in explaining the association between psychological control and youth aggression problems. These findings have implications for youth interventions, in that these individual traits may be useful targets to help decrease bullying and aggressive behaviors in peer relationships.