A comparison of relational and physical aggression correlates in young children

Current prevention and intervention programs designed to reduce and avert early childhood aggression focus primarily on physical aggression. Presently no empirically validated prevention/intervention programs specifically address relational aggression. Relational aggressors use their peer relationships when engaging in aggressive acts (to tell someone that they cannot be your friend). While a number of researchers have examined the characteristics of physical aggressors, less is known about the characteristics of relational aggressors. Given the first step to ameliorating relational aggression is accurate assessment, it is essential that the characteristics of relational aggressors be identified. Inaccurate assessment or misinformation regarding correlates of relational aggression renders interventions ineffective or even detrimental.;The primary aim of this research is to explore how correlates of relational aggression differ from correlates of physical aggression. The principle research questions that guide this project include: (1) Is relational and physical aggression related in preschool children? (2) What is the relationship between relational aggression and the following variables: gender, perspective taking skills, and expressive language abilities? and (3) What is the relationship between physical aggression and the following variables: gender, perspective taking skills, and expressive language abilities?;This project used inferential statistics to assess correlates of physical aggression and relation aggression in 103 children enrolled in early childhood programs in Alachua County Florida. The Expressive Vocabulary Test was used to assess expressive language abilities; the Preschool Social Behavior Scale-Teacher Form was used to assess levels of physical and relational aggression; and the Early Childhood Social Cognitions Interview and Relational Aggression Perspective Taking Questions were used to measure each participating child's level of perspective taking skills. Anticipated benefits of this project include (a) furthering knowledge of relational aggression correlates and possible predictors, (b) differentiating predictors and correlates of relational aggression from predictors and correlates of physical aggression, and (c) utilizing information regarding the correlates of relational aggression to make recommendations concerning the development of relational aggression intervention and prevention programs.