Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-27T21:17:49.364Z Has data issue: false hasContentIssue false
  • English
  • Français

Teacher Reports of Peer Aggression in Preschool: its Relationship to DSM-IV Externalizing Symptoms

Published online by Cambridge University Press:  10 April 2014

Edelmira Domènech-Llaberia ,
M. Claustre Jané ,
Teresa Corbella ,
Sergi Ballespí ,
Mercè Mitjavila  and
Josepa Canals
Edelmira Domènech-Llaberia*
Affiliation:
Universitat Autònoma de Barcelona (Spain)
M. Claustre Jané
Affiliation:
Universitat Autònoma de Barcelona (Spain)
Teresa Corbella
Affiliation:
Universitat Rovira i Virgili (Spain)
Sergi Ballespí
Affiliation:
Universitat de Barcelona (Spain)
Mercè Mitjavila
Affiliation:
Universitat Autònoma de Barcelona (Spain)
Josepa Canals
Affiliation:
Universitat Rovira i Virgili (Spain)
*
Correspondence concerning this article should be adressed to Edelmira Doménech-Llaberia, Departamento de Psicología Clínica y de la Salud, Universitat Autònoma de Barcelona, Campus de Bellaterra, Edifici B, 08913-Bellaterra, Spain. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Objective: to establish the prevalence and associations of peer aggression as manifested in preschool children, in community-based populations and to study links with DSM-IV externalizing diagnoses. Method: Subjects were 1,104 children, 3-to-5-year-olds attending rural and urban pre-schools classes. Teachers completed the Peer Conflict Scale (PCS) to inform about direct physical and verbal aggression, object aggression and symbolic aggression and the questionnaire on psychopathology ECI-4. Results: 6.6% (n = 73) had at least one positive item on the PCS. This percentage dropped to 2.6% (n = 29) if we take into account a minimum of three positive items. Physical direct aggression was the more prevalent type of aggressive behavior, followed by verbal aggression, object aggression and symbolic aggression. Significant differences by gender and age were found. Peer aggression was associated with male gender from three years of age. Physical, object and verbal aggressive behavior was linked with externalizing disorders. This association was very strong with oppositional disorder. Conclusions: The present research with a Spanish population confirms the existence of peer aggression in preschoolers and the gender differences. Our chief contribution is about the age of emergence of sex differences and gender differences in different types of peer aggression.

Objetivo: Determinar la prevalencia de agresión preescolar hacia iguales en la comunidad y su correlación con categorías externalizantes del DSM-IV. Método: La muestra fue de 1104 niños de 3 a 6 años, procedentes de aulas preescolares urbanas y rurales. Se aplicó a los maestros la Peer Conflict Scale (PCS), para recabar información de agresiones físicas directas, verbales, con objetos y simbólicas, y el cuestionario de psicopatología ECI-IV. Resultados: Un 6.6% (n = 73) puntuó positivamente por lo menos en un item de la PCS. Este porcentaje decreció hasta un 2.6 % (n = 29) con una definición de caso más exigente (mínimo tres ítems positivos). La agresión física directa fue la forma más frecuente de agresión seguida de agresión verbal y agresión con objetos. Hubo diferencias significativas según edad y sexo. La agresión dirigida a iguales se asocia al sexo masculino desde los 3 años. La agresión física directa, con objetos y verbal correlaciona con trastornos externalizantes, principalmente con trastornos oposicionistas. Conclusiones: Esta investigación en población española confirma la existencia de agresividad hacia iguales en preescolares así como diferencias según sexo. Nuestra principal aportación es haber encontrado diferencias de sexo en el inicio y en los tipos de agresividad hacia iguales.

Keywords

preschool peer aggressionpreschool externalizing disorderspeer conflict scale (PCS)agresión preescolar hacia igualestrastornos preescolares externalizantesPCS
Type
Articles
Information
The Spanish Journal of Psychology , Volume 11 , Issue 2 , November 2008 , pp. 433 - 442
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Achenbach, T. M. (1993). Taxonomy and co-morbidity of conduct problems: evidence from empirically-based approaches. Developmental Psychopathology, 5, 51–64.CrossRefGoogle Scholar
Alsaker, F. (1993). Isolement et maltraitance par les pairs dans les jardins d'enfants: Comment mesurer ces phénomènes et quelles sont leurs conséquences?. Enfance, 47, 241–260.CrossRefGoogle Scholar
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Association.Google Scholar
Asher, S. R., & Parker, J. C. (1989). The significance of peer relationship problems in childhood. In Schneider, B. H., Attili, G., Nadel, J., & Weissberg, R. P. (Eds.), Social competence in developmental perspective (pp. 5–23). Amsterdam: Kluwer.CrossRefGoogle Scholar
Björkqvist, K., Lagerpetz, K., & Kaukianen, A. (1992). Do girls manipulate and boys fight?: Developmental trends in regard to direct and indirect aggression. Aggressive Behavior, 18, 117–127.3.0.CO;2-3>CrossRefGoogle Scholar
Boulton, M. J., & Smith, P. K. (1994). Bully/victim problems among middle school children: Stability, self perceived competence, peer perceptions and peer acceptance. British Journal of Developmental Psychology, 12, 315–329.CrossRefGoogle Scholar
Bukowsky, W. M., & Adams, R. (2005). Peer relationships and psychopathology: Markers, moderators, mediators, mechanisms, and meanings. Journal of Clinical Child and Adolescent Psychology, 34, 3–10.CrossRefGoogle Scholar
Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry, 36, 113–149.CrossRefGoogle ScholarPubMed
Coie, J. D., Dodge, K. A., Ferry, R., & Wright, W. (1991). The role of aggression in peer relations: an analysis of aggressive episodes in boys' play groups. Child Development, 62, 812–826.CrossRefGoogle ScholarPubMed
Collell, J. (2003). Adaptació del CSBS-P. Unpublished manuscript, Universitat Autònoma. de Barcelona.Google Scholar
Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality and Individual Differences, 24, 123–130.CrossRefGoogle Scholar
Crick., N. R., Casas, J., & Mosher, M. (1997). Relational and overt aggression in preschool. Developmental Psychology, 35, 579–588.CrossRefGoogle Scholar
Dill, E. J., Vernberg, E. M., Fonagy., P., Twenlow, S. W., & Gammn, B. K. (2004). Negative affect and victimized children: The roles of social withdrawal, peer rejection, and attitudes toward bullying. Journal of Abnormal Child Psychology, 32,: 159–173.CrossRefGoogle ScholarPubMed
Dodge, K. A., Lochman, J. E, Harnish, J. D., Bates, J. E, & Pettit, G. S. (1997). Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth. Journal of Abnormal Child Psychology, 106, 37–51.CrossRefGoogle ScholarPubMed
Domènech-Llaberia, E., Jané, M. C, Canals, J., Ballespí, S., Esparó, G., & Garralda, E. (2004). Parental reports of somatic symptoms in preschool children: Prevalence and associations in a Spanish sample. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 598–604.CrossRefGoogle Scholar
Dunn, J. (2001). The development of children's conflict and prosocial behavior: Lessons from research on social understanding and gender. In Hill, J. & Maughan, B. (Eds.), Conduct disorders in childhood and adolescence. (pp. 49–66). Cambridge, UK: Cambridge University Press.Google Scholar
Earls, F. (1982). Application of DSM-III in an epidemiological study of preschool children. American Journal of Psychiatry, 139, 242–243.Google Scholar
Elinoff, M. J., Chafouleas, S. M., & Sassu, K. A. (2004). Bullying: Considerations for defining and intervening in school settings. Psychology in Schools, 41, 887–897.CrossRefGoogle Scholar
Escudé, C. (2003). Adaptació del CSEQ-SR.. Unpublished manuscript, Universitat Autònoma de Barcelona.Google Scholar
Farris, C. (2000). Cross-sex peer conflict and the discursive production of gender in a Chinese preschool in Taiwan. Journal of Pragmatics, 32, 532–568.CrossRefGoogle Scholar
Gadow, K. D. (1986). Peer Conflict Scale. Stony Brook, NY: University of New York at Stony Brook.Google Scholar
Gadow, K. D., Nolan, E. E. & Sverd, J. (1992). Methylphenidate in hyperactive boys with co-morbid tic disorder: II Behavioral effects in school settings. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 462–471.CrossRefGoogle Scholar
Gadow, K. D., Nolan, E. E., Sverd, J., Sprafkin, J., & Paolicelli, L. (1990). Methylphenidate in aggressive-hyperactive boys: I. Effects on peer aggression in public school settings. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 710–718.CrossRefGoogle Scholar
Gadow, K. D. & Sprafkin, J. (1997). Early Childhood Symptom Inventory-4. Norms Manual. Stony Brook, NY. Checkmate Plus.Google Scholar
Gadow, K. D. & Sprafkin, J. (2000). Early Childhood Symptom Inventory-4 Screening Manual. Stony Brook, NY. Checkmate Plus.Google Scholar
Gadow, K. D., Sprafkin, J. & Nolan, E. E. (1996). AD/HD School Observation Code Manual. Stony Brook, NY: Checkmate Plus.Google Scholar
Gadow, K. D., Sprafkin, J., & Nolan, E. E. (2001). DSM-IV symptoms in community and clinic preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 1383–1392.CrossRefGoogle ScholarPubMed
Gadow, K. D., Sprafkin, J, Nolan, E. E., & Kelly, K. A. (2001). A DSM-IV-referenced screening instrument for preschool children: The Early Childhood Inventory-4. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 604–612.Google Scholar
Hollingshead, A. B. (1975). Four factor index of social status. New Haven, CT: Yale University Department of Sociology.Google Scholar
Jané, M. C., Canals, J., Ballespí, S., Viñas, F., Esparó., G., & Domènech, E. (2006). Parents and teachers reports of DSM-IV psychopathological symptoms in preschool children: Differences between urban-rural Spanish areas. Social Psychiatry and Psychiatric Epidemiology, 40, 1–9.Google Scholar
Kaltiala-Heino, R., Rinpelä, M., Martumen, M., & Rimpelä, A. (2000). Bullying, depression and suicidal ideation in Finnish adolescents: School survey. British Medical Journal, 319, 348–351.CrossRefGoogle Scholar
Katz, L.F. (2005). Parental meta-emotion philosophy in families with conduct-problem children: Links with peer relations. Journal of Abnormal Child Psychology, 4, 1–9.Google Scholar
Keane, S. P., & Calkins, S. D. (2004). Predicting kindergarten peer social status from toddler and preschool problem behavior. Journal of Abnormal Child Psychology, 32, 409–423.CrossRefGoogle ScholarPubMed
Keenan, K., & Shaw, D. S. (1994). The development of aggression in toddlers: A study of low income families. Journal of Abnormal Child Psychology, 22, 53–77.CrossRefGoogle ScholarPubMed
Keenan, K., Shaw, D. S., Walsh, B., Delliquadri, E., & Giovannelli, J. (1997). DSM-III-R disorders in preschool children from low-income families. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 620–627.CrossRefGoogle ScholarPubMed
Khatri, P., Kupersmidt, J. B., & Patterson, C. (2000). Aggression and peer victimization as predictors of self-reported behavioral and emotional adjustment. Aggressive Behavior, 26, 345–358.3.0.CO;2-L>CrossRefGoogle Scholar
Kokkinos, C. M., & Panayiotou, G. (2004). Predicting bullying and victimization among early adolescents: Associations with disruptive behavior disorders. Aggressive Behavior, 30, 520–533.CrossRefGoogle Scholar
Koot, H. M., & Verhulst, F. C. (1991). Prevalence of problem behavior in Dutch children aged 2-3. Acta Psychiatrica Scandinavica. Supplementum, 83, 1–35.CrossRefGoogle Scholar
Kumpulainen, K., Rasanen, E., & Entonen, I. (1999). Children involved in bullying: Psychological disturbance and persistence in the involvement. Child Abuse and Neglect, 23, 1253–1262.CrossRefGoogle ScholarPubMed
Kyratzis, A. & Guo, J. (1996). Separate worlds for girls and boys?: The development of mixed-sex friendship groups. In Slobin, D., Gerhardt, J., Kyratzis, A., & Jiansheng, G. (Eds.), Social interaction, social context and language: Essays in honor of Susan Ervin-Tripp (pp. 555–575). Mahway, NJ: Erlbaum.Google Scholar
Lagerpetz, K., & Björkqvist, K. (1994). Indirect aggression in boys and girls. In Huesmann, L. R.. (Ed.), Aggressive behavior: Current perspectives (pp. 131–150). New York: Plenum.CrossRefGoogle Scholar
Lahey, B. B., Waldman, I. D., & Mc Burnett, K. (1999). Annotations of antisocial behavior: An integrative causal model. Journal of Child Psychology and Psychiatry, 40, 669–682.CrossRefGoogle ScholarPubMed
Loeber, R., & Hay, D. H. (1994). Developmental approaches to aggression and conduct problems. In Rutter, M. & Hay, D. H.. Development through life: A handbook for clinicians (pp. 488–515). Oxford: Blackwell.Google Scholar
Masten, A. S. (2005). Peer relationships and psychopathology in developmental perspective: Reflections on progress and promise. Journal of Clinical Child and Adolescent Psychopathology, 34, 87–92.CrossRefGoogle ScholarPubMed
Milich, R., Landau, F., Kilby, G., & Whitten, P. (1982). Preschool peer perceptions of the behavior of hyperactive and aggressive children. Journal of Abnormal Child Psychology, 10, 497–510.CrossRefGoogle ScholarPubMed
Miller-Johnson, S., Coie, J. D., Maumary-Gremaud, A., & Bierman, K. (2002). Peer rejection and aggression: An early starter model of conduct disorder. Journal of Abnormal Psychology, 30, 217–230.Google ScholarPubMed
Mills, R. S. & Rubin, K. H. (1990). Parental beliefs about problematic social behaviors in early childhood. Child Development, 61, 138–151.CrossRefGoogle Scholar
Monks, C., Ortega, R., & Torrado, E. (2003). Unjustified aggression in preschool children. Aggressive Behavior, 28, 458–476.CrossRefGoogle Scholar
Nolan, E. E., & Gadow, K. D. (1994). Relation between ratings and observations of stimulant drugs response in hyperactive children. Journal of Clinical Child Psychology, 23, 78–90.CrossRefGoogle Scholar
Nolan, E. E., Gadow, K. D., & Sprafkin, J. (2001). Teacher Reports and DSM-IV, ADHD, ODD, and CD Symptoms in schoolchildren. Journal of Clinical Child and Adolescent Psychopathology, 40, 241 249.Google ScholarPubMed
Olson, S. L., Bates, J., Sandy, J. M. & Lanthier, R. (2000). Early development precursors in middle childhood and adolescence. Journal of Abnormal Child Psychology, 28, 119–133.CrossRefGoogle ScholarPubMed
Olson, S. L., & Lifgren, K.(1988). Concurrent and longitudinal correlates of preschool peer sociometrics: Comparing rating scale and nomination measures. Journal of Developmental Psychology, 9, 409–420.Google Scholar
Olweus, D.(1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.Google Scholar
Olweus, D. (2001). Peer harassment: A critical analysis and some important issues. In Juvonen, J. & Graham, S. (Eds.), Peer harassment in school (pp. 3–20). New York: The Guilford Press.Google Scholar
Ortega, R., & Monks, C. (2005). Agresividad injustificada entre preescolares. Psicothema, 17, 453–458.Google Scholar
Pellegrini, A. D., Bartini, M. & Brooks, F. (1999). School bullies, victims, and aggressive victims: Factors relating to group affiliation and victimization in early adolescents. Journal of Educational Psychology, 91, 216–224.CrossRefGoogle Scholar
Prinzie, P., Onghena, P., Hellinckx, W., Grietens, H., Chesquière, P., & Colpin, H. (2004). Parent and child personality characteristics as predictors of negative discipline and externalizing problem behavior in children. European Journal of Personality, 18, 73–102.CrossRefGoogle Scholar
Richman, N. (1977). Is a behavior checklist for preschool children useful? In Graham, P. J. (Ed.), Epidemiological approaches in child psychiatry (pp. 125–137). London: Academic.Google Scholar
Richman, N., Stevenson, J., & Graham, P.J. (1982). Preschool to school: A behavioral study. London: Academic.Google Scholar
Rubin, K.H., Hastings, P., Chen, X., Stewart, S. & Mc Nicho, K. (1998). Intrapersonal and maternal correlates of aggression, conflict, and externalizing problems in toddlers. Child Development, 69, 1614–1629.CrossRefGoogle ScholarPubMed
Schaeffer, C. M., Petras, H., Petras, N., Poduska, J., &, Kellan, S. (2003). Modeling growth in boy's aggressive behavior across elementary school: Links to later criminal involvement, conduct disorder, and antisocial personality disorder. Developmental Psychology, 39, 1020–1035.CrossRefGoogle Scholar
Shelton, T. L, Barkley, R. A, Crossvalt, C., Moorehouse, M., Fletcher, K., Barret, S., Jenkins, L., & Metevia, L. (1998). Psychiatric and psychological morbidity as a function of adaptative disability in preschool children with agressive and hyperactive-impulsive-inattentive behavior. Journal of Abnormal Child Psychology, 26, 475–494.CrossRefGoogle Scholar
Shiels, A., & Cicchetti, D. (2001). Parental maltreatment and emotion disregulation as risk factors for bullying and victimization in middle school. Journal of Clinical Child Psychology, 30, 349–363.CrossRefGoogle Scholar
Sprafkin, J., & Gadow, K. D. (1996). Early childhood symptoms inventories. Stony Brook, NY: Checkmate Plus.Google Scholar
Sprafkin, J., Volpe, R.J., Gadow, K.D., Nolan, E.E. & Kelly, K. (2002). A DSM-IV referenced screening instrument for preschool children: The Early Childhood Inventory-4. The American Journal of Child and Adolescent Psychiatry, 41, 604–612.CrossRefGoogle ScholarPubMed
Tapper, K., & Boulton, M. (2004). Sex differences in levels of physical, verbal, and indirect aggression amongst primary school children and their associations with beliefs about aggression. Aggressive Behavior, 30, 123–145.CrossRefGoogle Scholar
Viñas, F., Jané, M. C., Canals, J., Esparó., G., Ballespí, S., & Domènech-Llaberia, E. (2008). Evaluación de la psicopatología del preescolar mediante el Early Childhood Inventory IV (ECI-IV): Concordancia entre padres y maestros. Psicothema, 20, (3). 481–486.Google Scholar
Willoughby, M., Kupersmidt, J., & Bryant, D, (2001). Overt and covert dimensions of antisocial behavior in early childhood. Journal of Abnormal Child Psychology, 29, 177–187.CrossRefGoogle ScholarPubMed