Relational Vulnerability:Relational Vulnerability:A Model for Understanding A Model for Understanding

Girls, Aggression, and AdjustmentGirls, Aggression, and Adjustment

Nicki Crick & Tasha GeigerNicki Crick & Tasha GeigerUniversity of MinnesotaUniversity of Minnesota

USAUSA

Melanie Zimmer-GembeckMelanie Zimmer-GembeckGriffith University, Gold CoastGriffith University, Gold Coast

AustraliaAustralia

This work was supported by grant from the National Institute This work was supported by grant from the National Institute of Mental Health awarded to Nicki Crick.of Mental Health awarded to Nicki Crick.

Thanks to all the members of theThanks to all the members of the

School Buddies Project!School Buddies Project!

What is Relational Aggression?What is Relational Aggression?

Physical aggression Physical aggression Behaviors that harm others Behaviors that harm others through damage (or threat of damage) to physical through damage (or threat of damage) to physical well-being.well-being.E.g., hitting, kicking, saying “I’m gonna beat you up if you don’t E.g., hitting, kicking, saying “I’m gonna beat you up if you don’t

do what I tell you”.do what I tell you”.

Relational aggression Relational aggression Behaviors that harm others Behaviors that harm others through damage (or threat of damage) to relationships, through damage (or threat of damage) to relationships, feelings of acceptance, friendship, or group inclusion.feelings of acceptance, friendship, or group inclusion.E.g., using social exclusion as a way to punish or control others, E.g., using social exclusion as a way to punish or control others,

spreading nasty rumors, giving someone the silent treatment, spreading nasty rumors, giving someone the silent treatment, saying “I won’t be your friend if you don’t do what I say”.saying “I won’t be your friend if you don’t do what I say”.

Overview of Relational Aggression and Overview of Relational Aggression and GenderGender

Research has shown that boys are more physically Research has shown that boys are more physically aggressive than girls.aggressive than girls.

Although findings are mixed in some cases, most Although findings are mixed in some cases, most studies find that girls are more relationally studies find that girls are more relationally aggressive than boys.aggressive than boys.

Numerous studies provide evidence that relational Numerous studies provide evidence that relational aggression is more salient for girls, and viewed as aggression is more salient for girls, and viewed as more hurtful by girls.more hurtful by girls.

Relational Aggression and AdjustmentRelational Aggression and Adjustment

A number of studies have shown that relational A number of studies have shown that relational aggression is associated with significant aggression is associated with significant concurrent and future adjustment problemsconcurrent and future adjustment problems Relational aggression in 3Relational aggression in 3rdrd grade predicts peer grade predicts peer

rejection three years later in 6rejection three years later in 6thth grade, even when a grade, even when a number of other important factors have been controlled number of other important factors have been controlled (e.g., concurrent and future levels of physical (e.g., concurrent and future levels of physical aggression, prosocial behavior)aggression, prosocial behavior)

Relational aggression is related to significant Relational aggression is related to significant internalizing and externalizing problems (e.g., internalizing and externalizing problems (e.g., depression, delinquent behavior)depression, delinquent behavior)

Study PurposeStudy Purpose

To test a To test a relational vulnerabilityrelational vulnerability model of model of the association between relational the association between relational aggression and social-psychological aggression and social-psychological problemsproblems

Identify factors that might be useful for Identify factors that might be useful for prevention and interventionprevention and intervention

Relational Vulnerability ModelRelational Vulnerability Model

RelationalAggression

Peer-RelatedStress

Peer rejection Peer and friend

victimization

Poor Social Skills Relational Inclusion Leadership

Maladjustment • Internalizing Externalizing

Relationally-Biased Social Information Processing

Cognitive sensitivity Emotional sensitivityPerceived peer and friend problems

ParticipantsParticipants

Approximately 300 childrenApproximately 300 children– Primarily 4th graders (74%)Primarily 4th graders (74%)

» 5th graders (18%), 3rd graders (6%), 6th graders (2%)5th graders (18%), 3rd graders (6%), 6th graders (2%)

– 52% males & 48% females52% males & 48% females

– EthnicityEthnicity» African-American = 22%African-American = 22%

» White = 41%White = 41%

» Latino = 12%Latino = 12%

» Asian = 16%Asian = 16%

» Other = 9%Other = 9%

MeasuresMeasures Relational AggressionRelational Aggression

– Children’s Social Behavior Scale (Teacher Reports; Children’s Social Behavior Scale (Teacher Reports; Crick, 1996)Crick, 1996)

» Relational aggressionRelational aggression (e.g., When mad at a peer, this child (e.g., When mad at a peer, this child ignores the peer or stops talking to the peer) ignores the peer or stops talking to the peer)

Lack of Social SkillsLack of Social Skills– Children’s Social Behavior Scale (Teacher Reports; Children’s Social Behavior Scale (Teacher Reports;

Crick, 1996)Crick, 1996)» Relational inclusionRelational inclusion (e.g., When this child notices that (e.g., When this child notices that

another kid has been left out of an activity or game s/he invites another kid has been left out of an activity or game s/he invites the kid to join the group)the kid to join the group)

» Leadership Leadership (e.g., Other kids follow this child’s lead in social (e.g., Other kids follow this child’s lead in social situations)situations)

MeasuresMeasures

Peer-Related StressPeer-Related Stress– Children’s Social Experiences Scale (Teacher reports; Children’s Social Experiences Scale (Teacher reports;

Cullerton-Sen & Crick, 2002)Cullerton-Sen & Crick, 2002)Relational peer victimizationRelational peer victimization (e.g., This child gets (e.g., This child gets

ignored by other children when a peer is mad at ignored by other children when a peer is mad at them)them)

Physical peer victimizationPhysical peer victimization (e.g., This child gets (e.g., This child gets pushed or shoved by peers)pushed or shoved by peers)

MeasuresMeasures

Relationally-Biased Social Information Relationally-Biased Social Information Processing Processing Why Kids Do Things (Crick, 1995; Crick, Grotpeter, & Why Kids Do Things (Crick, 1995; Crick, Grotpeter, &

Bigbee, in press)Bigbee, in press)

– Cognitive sensitivity to relational conflictsCognitive sensitivity to relational conflicts» Measures hostile attributions in relational conflictsMeasures hostile attributions in relational conflicts

– Emotional sensitivity to relational conflictsEmotional sensitivity to relational conflicts» Assesses degree of anger/distress in relational conflictsAssesses degree of anger/distress in relational conflicts

Relational ConflictsRelational Conflicts

Example:Example:– Imagine that you are in the bathroom one day after lunch. Imagine that you are in the bathroom one day after lunch.

While you are in there, two other classmates come in and While you are in there, two other classmates come in and start talking to each other. You hear one of them invite start talking to each other. You hear one of them invite the other one to a birthday party. The kid says that there the other one to a birthday party. The kid says that there are going to be a lot of people at the party. You have not are going to be a lot of people at the party. You have not been invited to this party.been invited to this party.

» Why hasn’t the kid invited you to the birthday party?Why hasn’t the kid invited you to the birthday party?» In this story, do you think the classmates were trying to mean or In this story, do you think the classmates were trying to mean or

not trying to be mean?not trying to be mean?» How upset or mad would you be if the things in this story really How upset or mad would you be if the things in this story really

happened to you?happened to you?

MeasuresMeasures

MaladjustmentMaladjustment– Internalizing: Children’s Depression Inventory Internalizing: Children’s Depression Inventory

(CDI; Self Reports; Kovacs, 1985)(CDI; Self Reports; Kovacs, 1985)– Externalizing: Children’s Behavior Checklist Externalizing: Children’s Behavior Checklist

(CBCL; Teacher Reports; Achenbach, 2001)(CBCL; Teacher Reports; Achenbach, 2001)

Does the association between relational aggression Does the association between relational aggression and depression depend on and depression depend on cognitive sensitivity to cognitive sensitivity to relational conflictsrelational conflicts??– Regression predicting depression: F (3, 295) = 10.76, Regression predicting depression: F (3, 295) = 10.76,

p<.001p<.001» relational aggressionrelational aggression ß = .21, p<.001ß = .21, p<.001» cognitive sensitivitycognitive sensitivity ß = .20, p<.001ß = .20, p<.001» interactioninteraction ß = .10, p<.08ß = .10, p<.08

– Interaction shows that children who are highly Interaction shows that children who are highly relationally aggressive and cognitively sensitive relationally aggressive and cognitively sensitive to relational conflicts are more depressed than to relational conflicts are more depressed than other children. Further, those who are other children. Further, those who are nonrelationally aggressive and not cognitively nonrelationally aggressive and not cognitively sensitive to relational conflicts are the least sensitive to relational conflicts are the least depressed.depressed.

Does the association between relational aggression and Does the association between relational aggression and externalizing depend on externalizing depend on cognitive sensitivity to cognitive sensitivity to relational conflictsrelational conflicts??– Regression predicting externalizing: F (3, 308) = 46.6, p<.001Regression predicting externalizing: F (3, 308) = 46.6, p<.001

» relational aggressionrelational aggression ß = .55, p<.001ß = .55, p<.001» cognitive sensitivitycognitive sensitivity ß = -.12, p<.05ß = -.12, p<.05» interactioninteraction ß = -.12, p<.05ß = -.12, p<.05

– Interaction shows that children who are highly Interaction shows that children who are highly relationally aggressive, but not cognitively sensitive relationally aggressive, but not cognitively sensitive to relational conflicts are more externalizing than all to relational conflicts are more externalizing than all other children. Also, those who are relationally other children. Also, those who are relationally aggressive aggressive and and cognitively sensitive to relational cognitively sensitive to relational conflicts have more externalizing problems than conflicts have more externalizing problems than nonrelationally aggressive children.nonrelationally aggressive children.

Does the relation between relational aggression Does the relation between relational aggression and depression depend on and depression depend on emotional sensitivity emotional sensitivity to relational conflictsto relational conflicts??– Regression predicting depression: F (3, 299) = 9.98, Regression predicting depression: F (3, 299) = 9.98,

p<.001p<.001» relational aggressionrelational aggression ß = .21, p<.001ß = .21, p<.001» emotional sensitivityemotional sensitivity ß = .15, p<.01ß = .15, p<.01» interactioninteraction ß = .12, p<.05 ß = .12, p<.05

– Interaction shows that children who are highly Interaction shows that children who are highly relationally aggressive relationally aggressive andand emotionally emotionally sensitive to relational conflicts are significantly sensitive to relational conflicts are significantly more depressed than others. more depressed than others.

Does the relation between relational aggression and Does the relation between relational aggression and externalizing depend on externalizing depend on emotional sensitivity to emotional sensitivity to relational conflictsrelational conflicts??– Regression predicting externalizing: F (3, 310) = 44.9, p<.001Regression predicting externalizing: F (3, 310) = 44.9, p<.001

» relational aggressionrelational aggression ß = .54, p<.001ß = .54, p<.001» emotional sensitivityemotional sensitivity ß =-.04, n.s.ß =-.04, n.s.» interactioninteraction ß =-.13, p<.01 ß =-.13, p<.01

– Interaction shows that children who are highly Interaction shows that children who are highly relationally aggressive, but not emotionally sensitive relationally aggressive, but not emotionally sensitive to relational conflicts are more externalizing than all to relational conflicts are more externalizing than all other children. Also, those who are relationally other children. Also, those who are relationally aggressive aggressive and and cognitively sensitive to relational cognitively sensitive to relational conflicts are more externalizing than nonrelationally conflicts are more externalizing than nonrelationally aggressive children.aggressive children.

Does the relation between relational aggression and Does the relation between relational aggression and depression depend on depression depend on peer stress (teacher’s reports of peer stress (teacher’s reports of relational and physical victimization by classmates) relational and physical victimization by classmates)?? Relational VictimizationRelational Victimization

– Regression predicting depression: F (3, 297) = 27.9, p<.001Regression predicting depression: F (3, 297) = 27.9, p<.001» relational aggressionrelational aggression ß = .40, p<.01ß = .40, p<.01

» relational victimization ß =-.41, p<.09relational victimization ß =-.41, p<.09

» interactioninteraction ß =.28, p<.07.ß =.28, p<.07.

– Interaction shows that highly relationally aggressive Interaction shows that highly relationally aggressive children children and and relationally victimized are more relationally victimized are more depressed than peers. Also, nonrelationally depressed than peers. Also, nonrelationally aggressive children who are not relationally aggressive children who are not relationally victimized are less depressed than peers.victimized are less depressed than peers.

Does the relation between relational aggression Does the relation between relational aggression and externalizing depend on and externalizing depend on peer stress (teacher’s peer stress (teacher’s reports of relational and physical victimization by reports of relational and physical victimization by classmates)classmates)?? Relational VictimizationRelational Victimization

– Regression predicting ext.: F (3, 327) = 85.1, p<.001Regression predicting ext.: F (3, 327) = 85.1, p<.001» relational aggressionrelational aggression ß =-.12, n.s.ß =-.12, n.s.

» relational victimization relational victimization ß = .11, n.s.ß = .11, n.s.

» interactioninteraction ß =.67, p<.0001ß =.67, p<.0001

– Interaction shows that children who are Interaction shows that children who are relationally aggressive relationally aggressive and and relationally victimized relationally victimized are more externalizing than peers. Also, are more externalizing than peers. Also, nonrelationally aggressive children who are not nonrelationally aggressive children who are not relationally victimized are the least externalizing.relationally victimized are the least externalizing.

Does the relation between relational aggression Does the relation between relational aggression and depression depend on and depression depend on peer stress (teacher’s peer stress (teacher’s reports of relational and physical victimization reports of relational and physical victimization by classmates)by classmates)?? Physical victimizationPhysical victimization

Regression predicting depression: F (3, 304) = 6.32, Regression predicting depression: F (3, 304) = 6.32, p<.001p<.001

» relational aggressionrelational aggression ß = .15, n.s.ß = .15, n.s.

» physical victimizationphysical victimization ß = .06. n.s.ß = .06. n.s.

» interactioninteraction ß = .06, n.s. ß = .06, n.s.

Does the relation between relational aggression Does the relation between relational aggression and externalizing depend on and externalizing depend on peer stress (teacher’s peer stress (teacher’s reports of relational and physical victimization by reports of relational and physical victimization by classmates)classmates)?? Physical victimizationPhysical victimization

Regression predicting externalizing: F (3, 327) = Regression predicting externalizing: F (3, 327) = 104.2, p<.001104.2, p<.001

» relational aggressionrelational aggression ß =-.01, n.s.ß =-.01, n.s.

» physical victimization physical victimization ß = .08, n.s.ß = .08, n.s.

» interactioninteraction ß = .63, p<.001 ß = .63, p<.001

– Interaction shows that children who are Interaction shows that children who are relationally aggressive relationally aggressive and and physically victimized physically victimized are more externalizing than peers. Also, are more externalizing than peers. Also, nonrelationally aggressive children who are not nonrelationally aggressive children who are not physically victimized are the least externalizing.physically victimized are the least externalizing.

Does the relation between relational Does the relation between relational aggression and depression depend on aggression and depression depend on social skills? social skills?

• Relational inclusion:Relational inclusion:– Regression predicting depression: F (3, 302) = 8.45, Regression predicting depression: F (3, 302) = 8.45,

p<.001p<.001» relational aggressionrelational aggression ß = .26, p<.001ß = .26, p<.001» relational inclusionrelational inclusion ß = -.06, n.s. ß = -.06, n.s.» interactioninteraction ß = .14, p<.05 ß = .14, p<.05

– Interaction shows that children who are low on Interaction shows that children who are low on relational aggression and high on relational relational aggression and high on relational inclusion skills, experience significantly lower inclusion skills, experience significantly lower levels of depression than others.levels of depression than others.

Does the relation between relational Does the relation between relational aggression and depression depend on aggression and depression depend on social skills? social skills?

• Leadership skills:Leadership skills:– Regression predicting depression: F (3, 304) = 9.00, Regression predicting depression: F (3, 304) = 9.00,

p<.001p<.001

» relational aggression ß = .47, p<.05relational aggression ß = .47, p<.05

» leadership leadership ß = .03, n.s. ß = .03, n.s.

» interactioninteraction ß =-.31, .n.s. ß =-.31, .n.s.

Does the relation between relational Does the relation between relational aggression and externalizing depend on aggression and externalizing depend on social skills? social skills?

• Leadership skills:Leadership skills:– Regression predicting externalizing: F (3, 327) = 62.5, Regression predicting externalizing: F (3, 327) = 62.5,

p<.001p<.001» relational aggression ß = .95, p<.001relational aggression ß = .95, p<.001» leadership leadership ß = .07, n.s. ß = .07, n.s.» interactioninteraction ß =-.54, p<.001 ß =-.54, p<.001

– Interaction means that children who are Interaction means that children who are relationally aggressive relationally aggressive andand who lack leadership who lack leadership skills are the most externalizing. Those who are skills are the most externalizing. Those who are not relationally aggressive and who do have not relationally aggressive and who do have leadership skills are the least externalizing.leadership skills are the least externalizing.

Does the relation between relational aggression Does the relation between relational aggression and externalizing depend on and externalizing depend on social skills? social skills?

• Relational inclusion:Relational inclusion:– Regression predicting externalizing: F (3, 325) = 83.6, Regression predicting externalizing: F (3, 325) = 83.6,

p<.001p<.001» relational aggressionrelational aggression ß = .39, p<.001ß = .39, p<.001

» relational inclusionrelational inclusion ß =-.33, p<.001ß =-.33, p<.001

» interactioninteraction ß = .23, p<.05ß = .23, p<.05

– Interaction shows that children who are low on Interaction shows that children who are low on relational aggression and high on relational relational aggression and high on relational inclusion skills are less externalizing than other inclusion skills are less externalizing than other children. Further, those who are high in children. Further, those who are high in relational aggression and low in relational relational aggression and low in relational inclusion skills are the most externalizing.inclusion skills are the most externalizing.

ConclusionsConclusions Relationally aggressive children who exhibit relational Relationally aggressive children who exhibit relational

vulnerability appear to be particularly likely to experience vulnerability appear to be particularly likely to experience adjustment problemsadjustment problems Lack of social skills, exposure to peer-related stress, and Lack of social skills, exposure to peer-related stress, and

relationally-biased social information processing patterns relationally-biased social information processing patterns combine with relational aggression to predict risk for combine with relational aggression to predict risk for maladjustmentmaladjustment

The moderators appear to differentially predict internalizing The moderators appear to differentially predict internalizing vs. externalizingvs. externalizing Children who were relationally aggressive and exhibited Children who were relationally aggressive and exhibited

relational vulnerability tended to have the highest internalizing relational vulnerability tended to have the highest internalizing scores.scores.

These components of relational vulnerability may offer a These components of relational vulnerability may offer a starting place for interventionstarting place for intervention

Conclusions cont’dConclusions cont’d

Need to look at how all of the components Need to look at how all of the components in the model are associated (e.g., mediating in the model are associated (e.g., mediating effects are possible).effects are possible).

Need to examine these associations Need to examine these associations longitudinallylongitudinally

Relevance for InterventionRelevance for Intervention

Relational aggression is harmful. Teachers and Relational aggression is harmful. Teachers and parents should take this behavior seriously, and parents should take this behavior seriously, and work to reduce its occurrence.work to reduce its occurrence.

Promote relational inclusion and leadership skillsPromote relational inclusion and leadership skills Point out hostile attributions to children, and teach Point out hostile attributions to children, and teach

to evaluate evidence before jumping to to evaluate evidence before jumping to conclusionsconclusions

Monitor and teach emotion regulation skillsMonitor and teach emotion regulation skills