Matching Items (3)
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- All Subjects: Action Research
- Creators: Dumka, Larry
Description
Thank you to Dr. Larry Dumka, my CARE program director, for giving such constructive feedback on this project. Thank you Dr. Scott Christopher, my thesis director, for not only guiding me in the right direction of this project but also for encouraging me to apply to the CARE program and thank you for helping me to calculate my results section. Thank you to Dr. Sarah McKenney for taking the time and effort to be my third reader. Thank you to my classmates in my CARE program for being supportive and insightful throughout the course of this project. I would especially like to thank Kamber Goff for doing such a wonderful job editing my paper. I also want to thank Against Abuse, Inc for accepting the CARE proposal and allowing me to work with an organization that I have come to truly admire.
ContributorsOxford, Nikki Jean (Author) / Christopher, F.Scott (Thesis director) / Dumka, Larry (Committee member) / McKenney, Sarah (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2013-05
Description
I would first like to thank Nikki Kontz, my project liaison from Teen Lifeline for her support and collaboration throughout the entire project. Secondly, I would like to thank my project mentor Professor Larry Dumka for his invaluable guidance, whose help as well as that of the entire CARE cohort made the project possible. Last but not least, a special thanks goes out to the Teen Lifeline crisis counselors and staff for gathering all the data needed to complete this study. Lastly, I would like to thank Carlos Valiente and Erin Pahlke who took the time to serve on my thesis committee.
ContributorsPatankar, Varun Ajit (Author) / Dumka, Larry (Thesis director) / Valiente, Carlos (Committee member) / Pahlke, Erin (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor)
Created2013-05
Description
It is widely recognized that peer-directed aggression and victimization are pervasive social problems that impact school-aged children and adolescents. This study investigated the developmental course of aggression and victimization, and more specifically, addressed three primary aims. First, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression and victimization. Second, developmental stability (and instability) were assessed by examining the extent to which individuals remain (or change) subgroups throughout childhood and adolescence. Third, group classifications and transitions over time were assessed as a function of children’s individual characteristics and their relational and contextual experiences.
The sample for this longitudinal study consisted of 482 children (50% females) who were followed over time from grades 1 to 11. Multiple-informant data on children’s physical, verbal and relational aggression and victimization (peer-reports), individual characteristics including emotion dysregulation, withdrawn behaviors (teacher-reports), and hostile and self-blaming attributions (self-reports), and their relational and contextual experiences including peer rejection, friendships, social hierarchy and classroom aggression (peer-reports) were assessed in grades 1, 5, 8, and 11. Data analyses primarily consisted of a series of person-centered methods including latent profile and latent transition analyses.
Most of the identified subgroups (e.g., aggressors, victims and aggressive-victims) were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal and relational), with the exception of one group that appeared to be more form-specific (i.e., relational aggressive-victims). Among children in each group there was a modest degree of intra-individual stability, and findings elucidated how some groups appeared to be more stable than others as well as developmental differences. Although group stability was fairly common across all groups, and over time, patterns of instability also emerged.
The combination of trends reflecting both stability and instability support the perspective that the development of aggression in childhood and adolescence is characterized by heterogeneity. In contrast to perspectives that highlight the individual stability of aggression (e.g., that it is a stable behavioral style or individual disposition), findings elucidate the individual, relational and contextual mechanisms by which developmental stability and instability were more pronounced.
The sample for this longitudinal study consisted of 482 children (50% females) who were followed over time from grades 1 to 11. Multiple-informant data on children’s physical, verbal and relational aggression and victimization (peer-reports), individual characteristics including emotion dysregulation, withdrawn behaviors (teacher-reports), and hostile and self-blaming attributions (self-reports), and their relational and contextual experiences including peer rejection, friendships, social hierarchy and classroom aggression (peer-reports) were assessed in grades 1, 5, 8, and 11. Data analyses primarily consisted of a series of person-centered methods including latent profile and latent transition analyses.
Most of the identified subgroups (e.g., aggressors, victims and aggressive-victims) were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal and relational), with the exception of one group that appeared to be more form-specific (i.e., relational aggressive-victims). Among children in each group there was a modest degree of intra-individual stability, and findings elucidated how some groups appeared to be more stable than others as well as developmental differences. Although group stability was fairly common across all groups, and over time, patterns of instability also emerged.
The combination of trends reflecting both stability and instability support the perspective that the development of aggression in childhood and adolescence is characterized by heterogeneity. In contrast to perspectives that highlight the individual stability of aggression (e.g., that it is a stable behavioral style or individual disposition), findings elucidate the individual, relational and contextual mechanisms by which developmental stability and instability were more pronounced.
ContributorsEttekal, Idean (Author) / Ladd, Gary W (Thesis advisor) / Dumka, Larry (Committee member) / Jager, Justin (Committee member) / Kochel, Karen P (Committee member) / Kochenderfer-Ladd, Becky (Committee member) / Arizona State University (Publisher)
Created2016