Willem Koops

Hostile Attribution of Intent and Aggressive Behavior: A Meta-Analysis

A meta-analytic review was conducted to explain divergent findings on the relation between childrens aggressive behavior and hostile attribution of intent to peers. Forty-one studies with 6,017 participants were included in the analysis. Ten studies concerned representative samples from the general population, 24 studies compared nonaggressive to extremely aggressive nonreferred samples, and 7 studies compared nonreferred samples with children referred for aggressive behavior problems. A robust significant association between hostile attribution of intent and aggressive behavior was found. Effect sizes differed considerably between studies. Larger effects were associated with more severe aggressive behavior, rejection by peers as one of the selection criteria, inclusion of 8- to-12-year-old participants, and absence of control for intelligence. Video and picture presentation of stimuli were associated with smaller effect sizes than was audio presentation. Staging of actual social interactions was associated with the largest effects. The importance of understanding moderators of effect size for theory development is stressed.

Emotions in social information processing and their relations with reactive and proactive aggression in referred aggressive boys.

We studied emotional aspects of social information processing (SIP) and their specific relations with reactive and proactive aggression in 54 boys ages 7 to 13 who had been referred for aggressive behavior problems and a comparison group. Participants listened to vignettes concerning provocations by peers and answered questions concerning SIP, own and peers emotions, and emotion regulation. Aggressive boys attributed more hostile intent, happiness, and less guilt; reported more anger; mentioned less adaptive emotion-regulation strategies; generated more aggressive responses; and evaluated aggressive responses less negatively than comparison boys. Hypothesized specific relations with reactive and proactive aggression were found, except for emotion regulation that was negatively related with both kinds of aggression. Potentially confounding effects of socially desirable answering, verbal intelligence, and recall of vignettes were controlled for.

Family functioning and psychosocial adjustment in overweight youngsters.

OBJECTIVE To analyze the relationship between family functioning and psychosocial adjustment in Dutch overweight children and adolescents. METHOD Seventy-three overweight (weight-for-height >P90) and 70 normal-weight youngsters between the ages of 10 and 16 years were recruited by school physicians during routine medical screening. The Family Dimension Scale, the Child Behavior Checklist, the Teacher Report Form, the Self-Perceived Competence Scale, and the Body-Esteem Scale were filled out, as well as a specific weight-related questionnaire. RESULTS Both parents and teachers report more behavior problems in overweight children, particularly in the younger than 13 age group. Lower body-esteem was found in older overweight girls, whereas in older overweight boys higher levels of body-esteem were found. More significant relationships were found with the weight-related Parental Concern Scale than with the Family Dimension Scale. DISCUSSION The results suggest that a developmental psychological approach reveals important age and sex differences. Weight-related instruments may be more useful than general questionnaires.

Measuring Self-Serving Cognitive Distortions with the “How I Think” Questionnaire

The aim of this study was to investigate the reliability and validity of the How I Think Questionnaire (HIT-Q), a paper-and-pencil instrument that measures self-serving, cognitive distortions. Our ...

Effects of the EQUIP programme on the moral judgement, cognitive distortions, and social skills of juvenile delinquents

Abstract A quasi-experimental pre-test/post-test study was carried out to investigate the effects of the EQUIP programme on moral judgement, social skills, cognitive distortions and social information processing of juvenile delinquents. The programme is designed to equip antisocial youth to think and act responsibly, and is a combination of Positive Peer Culture (PPC) and the teaching of helping skills. Participants were recruited from three comparable high-security correctional facilities for convicted boys between the ages of 12 and 18 years. One of these facilities implemented the EQUIP programme (n=31); the other two facilities provided the control group (n=25). Analysis of covariance on the post-test scores with the pre-test scores as the covariate showed a greater reduction of cognitive distortions in general for the EQUIP group when compared with the control group. No differences were found on moral judgement, social skills and social information processing. However, a few aspects of social information processing showed modest effect sizes in favour of the experimental group. It is concluded that to strengthen the effects of EQUIP a more intensive treatment is recommended. Future research on EQUIP should include more participants and investigate the impact of the programme on different types of antisocial youths.

The distinction between reactive and proactive aggression: Utility for theory, diagnosis and treatment?

For theoretical, practical, and research purposes, aggression is often subdivided into subtypes. A frequently used distinction is that between reactive and proactive aggression. Reactively aggressive children behave aggressively in reaction to perceived provocation or threat. Proactively aggressive children behave aggressively to achieve particular goals. In this paper, the utility of distinguishing between reactive and proactive aggression is explored. Eight specific criteria are formulated for this purpose. Based on a review of the research to date, it is concluded that the distinction appears to be useful. Despite considerable overlap between the two subtypes of aggression, reactive and proactive aggression appear to constitute two separate forms of aggression with different precursors, correlates, outcomes, and indicated interventions. Suggestions for future research and further application of the distinction are discussed in the conclusion.

Social Information Processing in delinquent adolescents

Abstract In this study, Social Information Processing (SIP) and behaviour problems of incarcerated juvenile delinquents and non-delinquent peers were compared. Specific associations of SIP patterns with reactive and proactive aggression were assessed, and mediation of the relationship between intelligence and delinquency by SIP was examined. Participants were 42 incarcerated male delinquents, 40 non-delinquent adolescents in lower education, and 54 non-delinquent adolescents in higher education. Measures of behaviour problems, intelligence, and SIP were completed. Juvenile delinquents showed more externalizing behaviour problems and proactive aggression than their non-delinquent peers. Delinquent juveniles were more reactively aggressive than higher educated peers but no more than lower educated peers. Concerning SIP, juvenile delinquents attributed less sad emotions, generated fewer adaptive emotion-regulation strategies, and generated more aggressive responses than their higher educated peers. No group differences were found for hostile intent attribution or own emotions. Hostile intent attribution and adaptive emotion regulation related specifically to reactive aggression. The relation between intelligence and delinquency was not mediated by SIP.

The Effects of Emotion Regulation, Attribution, and Delay Prompts on Aggressive Boys' Social Problem Solving

Boys with aggressive behavior problems are frequently taught to “stop and think” before they act. In provocative situations, pausing to monitor their own feelings, to consider the feelings of others, or to delay their response is believed to reduce aggressive behavior. This study aimed to test these assumptions. Thirty-two highly aggressive boys in special education and 31 normal comparison boys were presented vignettes concerning provocation by a peer and given specific cognitive assignments. Participants were either asked to (1) monitor and regulate their own emotions, (2) consider the provocateurs emotions and intentions, (3) wait 10 s, or (4) answer a factual question. The cognitive assignments differentially affected response aggressiveness. Monitoring and regulation of own emotions reduced aggressiveness in the aggressive group. Considering the peers emotions and intentions tended to decrease aggressiveness in the normal comparison group and increase aggressiveness in the aggressive group. Delay increased response aggressiveness in the aggressive group as well. Answering factual questions had no effect on response aggressiveness. Implications for cognitive–behavioral interventions for aggressive boys are discussed.

Development in Processing of Multiple Emotional Situations

Abstract Two age groups of children (6- and 10-year-olds) were told stories that could lead to a simultaneous experience of two different emotions. In half of these situations both of the impulses were negative; in the other half, one was positive and the other negative. The 6-year-olds were inclined to ignore one of the two emotion impulses, especially when the two emotions were of opposite kinds. Childrens simultaneous experience of more than two emotions led to speculation about the origin of new emotions out of the blending of emotions. On the basis of a simple intensity index with every emotion, we could also investigate further the mutual intensity and influence of simultaneously occuring emotions.

Introduction: Evidence-based parent education programmes to promote positive parenting

This paper introduces the context and contributions of this special issue. The essence of promoting positive parenting is seeking not only to reduce the impact of risk factors, but also to increase that of protective factors, by reinforcing the parenting role. The paper makes clear that this aim is served only by developing evidence-based family education programmes aimed at supporting positive parenting. The special issue offers a broad range of such programmes from several countries.