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Related Concept Videos

Bullying02:04

Bullying

A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is bullying.
Conduct Disorder01:28

Conduct Disorder

Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Aggression01:47

Aggression

Humans engage in aggression when they seek to cause harm or pain to another person. Aggression takes two forms depending on one’s motives: hostile or instrumental. Hostile aggression is motivated by feelings of anger with intent to cause pain; a fight in a bar with a stranger is an example of hostile aggression. In contrast, instrumental aggression is motivated by achieving a goal and does not necessarily involve intent to cause pain (Berkowitz, 1993); a contract killer who murders for hire...
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.

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Updated: May 20, 2026

Measuring Attentional Biases for Threat in Children and Adults
08:25

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Published on: October 19, 2014

Double Jeopardy: Child and School Characteristics That Predict Aggressive-Disruptive Behavior in First Grade.

Duane E Thomas1, Karen L Bierman, Celine Thompson

  • 1University of Pennsylvania.

School Psychology Review
|July 24, 2012
PubMed
Summary

Child and school factors significantly impact aggressive-disruptive behavior in first graders. Early intervention addressing both child vulnerabilities and school context is crucial for better behavioral adjustment.

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Area of Science:

  • Child Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Aggressive-disruptive behavior in early elementary school predicts later adjustment issues.
  • Understanding contributing factors is vital for effective interventions.

Purpose of the Study:

  • To investigate child vulnerabilities and school context's roles in first-grade aggressive-disruptive behavior.
  • To examine the combined and unique effects of these factors.

Main Methods:

  • Assessed child characteristics (aggression, attention problems, social cognition) and school factors (classroom quality, poverty).
  • Utilized parent ratings and child interviews in a sample of 755 first graders across diverse communities.
  • Employed linear and multilevel analyses.

Main Results:

  • Both child and school characteristics independently and cumulatively predicted aggressive-disruptive behavior.
  • Findings were consistent across different genders and racial groups.
  • Low-quality classrooms and higher poverty levels were associated with increased behavior problems.

Conclusions:

  • Child and school environments significantly influence the development of aggressive-disruptive behavior.
  • A comprehensive approach considering individual child needs and school context is necessary.
  • The predictive model is robust across diverse child populations.