Antecedents of Aggression and Peer Victimization: A Prospective Study.

Autor/in	Schwartz, David
Titel	Antecedents of Aggression and Peer Victimization: A Prospective Study.
Quelle	(1993), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Aggression; Bullying; Child Abuse; Discipline; Early Experience; Elementary Education; Elementary School Students; Family Environment; Family Influence; Longitudinal Studies; Males; Peer Relationship; Preschool Children; Preschool Education; Social Development; Victimization; Violence + Suchen Sie Ihr Suchwort? Mobbing; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Disziplin; Frühbeginn; Elementarunterricht; Familienmilieu; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Male; Männliches Geschlecht; Peer-Beziehungen; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gewalt
Abstract	As part of a longitudinal study of children's social development, this study explored preschool home environments of elementary school children who were persistently bullied and victimized by their peers. Subjects included approximately 200 children randomly sampled from predominantly lower and middle socioeconomic populations. One-fourth of the children were African-American. In the summer before the children began kindergarten, researchers interviewed the child's mother about the child's home experiences, including exposure to harsh punishment, violence, aggressive role models, and marital conflict, and about the family's exposure to stressful challenging events. The children were followed for 5 years with a variety of measures obtained each year. A victim-aggression status was determined for each child using sociometric interviews with the child's classmates. Children were classified as aggressive victims, passive victims, aggressive nonvictims, and normative contrasts. Because few girls were classified in the extreme categories, analysis was limited to male subjects. Analyses revealed that third and fourth grade aggressive victim status was significantly predicted by preschool exposure to violence, marital conflict, stressful challenging events, harsh restrictive discipline, and physical harm by family members. No clear pattern regarding histories of passive victims emerged. A developmental pathway can be hypothesized in which preschool exposure to violence and aggressive role models provides boys with the opportunity to learn goal-oriented aggressive behaviors. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC