Using retrospective reports to develop profiles of harmful versus playful teasing experiences.

INTRODUCTION: The current investigation's central goal was to elucidate the complex features of peer teasing episodes that individuals use to interpret teasing as harmful versus playful. METHOD: In 2022-2023, we used semistructured interviews to gather retrospective reports of K-12 peer teasing experiences from a sample of 27 students from a university in southern Ontario, Canada (18-25 years old, 63% female, 78% White). RESULTS: Content analysis revealed the multifaceted nature of teasing, with participants defining teasing as harmful, playful, or including elements of both harm and pleasure. Harmful teasing experiences often included content that was sensitive to the target, occurred between both friends and nonfriends, and often included a power differential with the teasing perpetrator having more power than the target. Targets recalled negative emotional responses, with behavioral responses to mitigate the situation and reduce further teasing. In contrast, playful teasing often occurred between friends or close friends, was often motivated by positive interpersonal motives (e.g., for encouragement), and had positive impacts on the relationship between perpetrator and target. However, despite benign intent, some playful teasing was marked by negative emotional responses and feelings of harm. CONCLUSIONS: Results have implications for uncovering the nuanced and complex nature of teasing, and provide a preliminary profile of harmful versus playful teasing interactions.

Evolutionarily relevant aggressive functions: Differentiating competitive, impression management, sadistic and reactive motives.

This study investigated early adolescents' (ages 9-14; M = 11.91) self-reported, evolutionarily relevant motives for using aggression, including competitive, impression management, sadistic, and reactive functions, and examined differential relations with a range of psychosocial characteristics. As expected, competitive functions were associated with aggression and victimization in which the perpetrator had equal or less power than the victim, in line with the view that these are aversive and appetitive motives related to competition with rivals. Impression management and sadistic functions were associated with bullying and coercive resource control strategies (the latter for boys only), consistent with expectations that these are appetitive motives, with the former being more goal-directed and the latter somewhat more impulsive. Finally, as hypothesized, reactive functions were associated with emotional symptoms, hostility, victimization by bullying, and aggression by perpetrators with equal or less power than the victim, consistent with theory and research conceptualizing reactive aggression as an impulsive, emotion-driven response to provocation. The benefits of studying a wide range of evolutionarily relevant aggressive functions are discussed.

Power in Aggressor-Victim Relationships: Exploring Social, Physical, Gender- and Ethnicity-Based Power.

Theory highlights power in aggressor-victim relationships, yet empirical work assessing dyadic power is largely absent. Variability in power balance versus imbalance within aggressor-victim dyads (based on social, physical, gender- and ethnicity-based power) was explored. Participants (N = 952; grade 6-8; 50% girls, 44% Hispanic/Latina/o) nominated aggressors and victims (4662 aggressor-victim dyads; 642 strong dyads [based on reputational strength]; 169 sustained dyads [based on longevity]). Dyadic social power (social network centrality and prestige) was calculated from friendship nominations. Self-report was used for dyadic physical (body mass index), gender- and ethnicity-based power. Across power indicators, there were more power-balanced than imbalanced dyads (particularly for strong and sustained dyads). The findings challenge theoretical notions that aggressors are more powerful than their victims and have implications for aggressor-victim relationships.

A dyadic perspective on aggressive behavior between friends.

Youth are sometimes victimized by their friends, but we know little about the nature of these relationships. Taking a dyadic approach, we studied relationships characterized by both friendship and aggression. Participants (952 middle schoolers; 50% female; 44% Latinx) nominated friends and aggressive perpetrators and victims. Using two analytic samples of friend dyads (N = 6971) and aggressive dyads (N = 4662), results indicated that aggression by a friend was somewhat common. Compared with friend dyads without aggression, aggressive friend dyads were stronger (i.e., reciprocal) and longer lasting, though victimized youth were less satisfied with the friendship. Aggressive dyads who were friends more often had reciprocal aggression than aggressive dyads who were not friends. Results provide insight into the dynamics of aggression in close peer relationships.

Trauma-informed and relational approaches to service provision: building community-based project capacity to respond to interpersonal violence through a national initiative.

BACKGROUND: Community services that engage and service marginalized families can act as an important entry point for mothers and children experiencing interpersonal violence. The purpose of this study was to use an initiative that included training, implementation, and evaluation of an interpersonal violence intervention to understand changes in the capacity of service providers in community-based organizations to use trauma-informed and relational approaches to support mothers and children experiencing violence in relationships. METHODS: Participants (N = 27) were service providers from 14 community-based organizations across Canada, who had been trained to implement an interpersonal violence intervention with mothers in their communities. Using a phenomenological approach, participants engaged in an open-ended interview in which they were encouraged to reflect on their experiences in the intervention initiative, with prompts relating to the ways in which their work and their organization may have changed as a result of their participation. RESULTS: Findings indicated that participants were able to identify changes in four key areas related to trauma-informed practice: awareness (e.g., attitudes toward interpersonal violence), competency (e.g., application of trauma-informed knowledge), collaboration (e.g., working with other organizations to provide services to children and families), and safety (e.g., organizational policies to ensure safe, welcoming spaces). Further, participants identified these areas of change at the level of themselves as facilitators of the interpersonal violence intervention, their organizations, and their communities. CONCLUSIONS: Results indicate that, through training, implementation, and evaluation of an interpersonal violence intervention, service providers in community-based projects were able to extend trauma-informed and relational principles not only to the intervention itself, but also to their own work, as well as that of their organizations and communities. With some additional support, leveraging the existing capacities within community-based projects may be an effective means to support mothers and children experiencing interpersonal violence and other challenges.

Prestigious Youth are Leaders but Central Youth are Powerful: What Social Network Position Tells us About Peer Relationships.

Measures of social network position provide unique social and relational information yet have not been used extensively by researchers who study peer relationships. This study explored two measures-social network prestige and social network centrality-to improve conceptualization of their similarities, differences, and meaning within a peer relationships context. Prestige and centrality were computed from friendship nominations (N = 396 6th graders; 48% girls; 49% White) and participants nominated peers on several social indicators (e.g., aggressive, popular). Two example classroom networks were examined to visually depict social network position. Associations between measures of social network position and social indicators were examined using correlations and latent profile analysis. Latent profile analysis identified three profiles based on the social indicators, which differentially related to prestige and centrality. Overall, prestigious youth were generally well-liked, prosocial, and leaders, whereas central youth were powerful and aggressive. The results strengthen the conceptualization of these network-based measures, allowing them to be more readily used by peer relationships researchers to understand youth's interaction patterns and behaviors.

Developing and testing a readiness tool for interpersonal violence prevention partnerships with community-based projects.

Community-based projects that serve vulnerable families have the opportunity to identify and respond to interpersonal violence (IPV). We developed a readiness assessment tool to support selection of projects to participate in an initiative that involved implementing a community-based IPV intervention for mothers. The overarching aim of the current study was to describe the development of this tool and examine the reliability of coding, validity, and utility of the tool. After developing and refining the tool, 41 community-based projects completed the tool. Responses were coded and scored; scores were used to select projects for the initiative. Preliminary validation for the tool included (a) expert opinion, (b) uptake/implementation of the intervention, and (c) feedback and responses from service providers in terms of the usefulness and importance of the tool. This tool can be used by both researchers and service providers to assess community project readiness and capacity to provide trauma-informed services for vulnerable families.

A Dual Identity Approach for Conceptualizing and Measuring Children's Gender Identity.

The goal was to test a new dual identity perspective on gender identity by asking children (n = 467) in three grades (Mage  = 5.7, 7.6, 9.5) to consider the relation of the self to both boys and girls. This change shifted the conceptualization of gender identity from one to two dimensions, provided insights into the meaning and measurement of gender identity, and allowed for revisiting ideas about the roles of gender identity in adjustment. Using a graphical measure to allow assessment of identity in young children and cluster analyses to determine types of identity, it was found that individual and developmental differences in how similar children feel to both genders, and these variations matter for many important personal and social outcomes.

Does an aggressor's target choice matter? Assessing change in the social network prestige of aggressive youth.

Based on a social dominance approach, aggression is conceptualized as a strategy used to gain position, power, and influence within the peer network. However, aggression may only be beneficial when targeted against particular peers; both victims' social standing and the number of victims targeted may impact aggressors' social standing. The current study examined associations between aggressors' targeting tendencies (victims' social standing and number of victims) and aggressors' own social standing, both concurrently and over time. Analyses were conducted using three analytic samples of seventh and eighth grade aggressors (Ns ranged from 161 to 383, 49% girls; 50% Latina/o). Participants nominated their friends; nominations were used to calculate social network prestige. Peer nominations were used to identify aggressors and their victim(s). For each aggressor, number of victims and victims' social network prestige were assessed. Aggressors with more victims and with highly prestigious victims had higher social network prestige themselves, and they increased more in prestige over time than aggressors with fewer victims and less prestigious victims (though there were some differences across analytic samples). Findings have implications for the need to extend the social dominance approach to better address the links between aggressors and victims. Aggr. Behav. 43:364-374, 2017. © 2017 Wiley Periodicals, Inc.

Reciprocal Associations between Delinquent Behavior and Social Network Position during Middle School.

Delinquency and social standing are linked within middle school. Yet, theoretical explanations are generally unidirectional, and prevailing models are somewhat contradictory in terms of the directionality of the link between delinquency and social standing. The current study aimed to expand upon our current understanding of the social nature of delinquency by examining reciprocal associations between delinquency and social standing. We conceptualized social standing using two indices of social network position: social network prestige (how important or influential one is within the peer network) and social network centrality (how well-connected one is to peers in the network). We also assessed gender differences in associations. Ethnically diverse middle school students were followed longitudinally across one year (three waves; N = 516, M age = 11.91 years at the first wave; 47% girls; 55% Latina/o). Participants reported on their delinquent behavior and nominated friends within their grade; friendship nominations were used to calculate social network prestige and centrality. Results indicated that both indicators of social network position were associated with increases in delinquency across school years, but not within the school year. Further, delinquency was associated with increases in social network prestige but not social network centrality (again, only across school years). Similarities across gender were found. The findings highlight the need to expand upon current, generally unidirectional theories of the social nature of delinquency, and suggest important differences between change within vs. across the school year.

On the Association Between Self-Reported Own- and Other-Gender Similarity and the Use of Physical and Relational Aggression in Sixth Grade Children.

The goal was to assess the association between felt similarity to each gender (an aspect of gender identity) and girls' and boys' differential use of relational versus physical aggression. We extend past research on gender differences in the use of aggression by expanding the gender dichotomy and allowing for more variations in an individual's gender identity. Students (N = 414, 47 % female, 6th grade) reported how similar they felt to both their own- and other-gender peers, from which cluster analyses derived four typologies of perceived gender similarity (those who feel similar to their own-gender group; those who feel similar to the other-gender group; those who feel similar to both gender groups; those who feel similar to neither gender group). Peers reported which classmates were relationally and physically aggressive. Analyses compared how girls and boys in each typology of gender similarity differed in their use of relational and physical aggression. Results indicated that most children were engaged in gender normative aggression more than gender non-normative aggression (with the notable exception of low-gender similar girls). Findings were discussed in terms of their importance both for examining a broad spectrum of gender similarity and for understanding the use of aggressive behavior among children.

Development of Expectancies About Own- and Other-Gender Group Interactions and Their School-Related Consequences.

This study examined children's expectancies about interactions with own- and other-gender peers. Goals were to examine expectancies about the outcomes related to own- versus other-gender group interactions, assess cohort and temporal changes in expectancies, and assess the effect of expectancies on school-related outcomes. Students in second and fourth grades (N = 412, 47% girls, Mage  = 7.15 and 9.10 years, respectively) were followed longitudinally for 1 year. Results supported hypotheses that social costs and inclusion-enjoyment that children expect in interactions with own- and other-gender peers represent four constructs. Expectancies varied by gender, age, and differentially predicted school outcomes with inclusion expectancies more strongly relating to outcomes than cost expectancies. Implications of children's expectancies about gendered contexts are discussed.

Targeted Victimization: Exploring Linear and Curvilinear Associations Between Social Network Prestige and Victimization.

Are early adolescent victims of peer-directed aggression youth who hold prominent positions in the social hierarchy or those who are socially marginalized? The present study tackles this question by testing for linear and curvilinear relationships between social network prestige and physical and relational forms of peer victimization for boys and girls. Participants were 952 middle schoolers (age range = 10-14 years; 49.9 % girls; 44 % Latino). Participants nominated victims and friends; friendship nominations were used to calculate social network prestige. Both hypotheses received support, with variation by gender. Girls high in social network prestige were highly victimized. For boys, those both high and low in social network prestige were highly victimized, whereas those at mid-levels of social network prestige were low in victimization. The findings are discussed in relation to a social dominance model of peer-directed aggression, and the practical implications are discussed in relation to protecting youth who are frequent targets of peer victimization.

Gender-based relationship efficacy: children's self-perceptions in intergroup contexts.

This research introduces a new construct, gender-based relationship efficacy, which refers to beliefs about one's ability to relate to own- and other-gender peers. Study 1 investigated 204 fourth graders (M age = 9.56) and confirmed that own-gender and other-gender relationship efficacy represent distinguishable aspects of preadolescents' social competency beliefs that are differentially related to outcomes with own- and other-gender peers, including outcome expectancies and friendships with own- and other-gender peers. Study 2 provided further evidence of the distinctiveness of relationship efficacy for own- and other-gender peers among 403 seventh (M age = 12.48) and 453 eighth (M age = 13.50) graders and found gender and age differences. Developmental changes and implications for research on intergroup relationships are discussed.

A comparative effectiveness study of the breaking the cycle and Maxxine Wright intervention programs for substance-involved mothers and their children: study protocol.

BACKGROUND: Children of substance-involved mothers are at especially high risk for exposure to adverse childhood experiences (ACEs) and poor mental health and development. Early interventions that support mothers, children, and the mother-child relationship have the greatest potential to reduce exposure to early adversity and the mental health problems associated with these exposures. Currently, there is a lack of evidence from the real-world setting demonstrating effectiveness and return on investment for intervention programs that focus on the mother-child relationship in children of substance-involved mothers. METHODS: One hundred substance-involved pregnant and/or parenting women with children between the ages of 0-6 years old will be recruited through the Breaking the Cycle and Maxxine Wright intervention programs, in Toronto, Ontario, Canada and Surrey, British Columbia, Canada, respectively. Children's socioemotional development and exposure to risk and protective factors, mothers' mental health and history of ACEs, and mother-child relationship quality will be assessed in both intervention programs. Assessments will occur at three time points: pre-intervention, 12-, and 24-months after engagement in the intervention program. DISCUSSION: There is a pressing need to identify interventions that promote the mental health of infants and young children exposed to early adversity. Bringing together an inter-disciplinary research team and community partners, this study aligns with national strategies to establish strong evidence for infant mental health interventions that reduce child exposure to ACEs and support the mother-child relationship. This study was registered with clinicaltrials.gov (NCT05768815) on March 14, 2023.

Building elementary students' social and emotional skills: A randomized control trial to evaluate a teacher-led intervention.

The Faith and Wellness: A Daily Mental Health Resource is a school-based, teacher-led social-emotional learning (SEL) intervention resource for elementary students. It is designed to address the challenges faced by existing SEL interventions, including lack of time, training, and resources. Using a randomized control trial design, this study evaluates short-term outcomes associated with the use of this resource. Participants were elementary teachers (NT1 = 201, NT2 = 129) and students (NT1 = 242, NT2 = 183; ages 4-14; 47.5% girls) from 19 Catholic school boards in [PROVINCE]. Using multi-level models, significant small to medium effect sizes indicated that intervention group teachers: taught SEL more frequently; had higher confidence in teaching SEL; and had more positive perceptions of the classroom climate, students' SEL, and students' school engagement at Time 2 than comparison group teachers. Results for students were less robust, though there was indication of dosage effects. Results highlight the role of teachers and frequent delivery in effective SEL implementation. Supplementary Information: The online version contains supplementary material available at 10.1007/s12310-022-09538-x.

Bullying and the Abuse of Power.

Dan Olweus pioneered research on school bullying and identified the importance of, and risk factors associated with, bullying and victimization. In this paper, we conduct a narrative review of the critical notion of power within bullying. Specifically, we discuss Olweus's definition of bullying and the role of a power imbalance in distinguishing bullying behavior from other forms of aggression. Next, we discuss the changing nature of research on aggression (and the adaptiveness of aggression) throughout the years, the important role of power in these changes, and how the concept of power in relationships has helped elucidate the developmental origins of bullying. We discuss bullying interventions and the potential opportunities for interventions to reduce bullying by making conditions for bullying less favorable and beneficial. Finally, we discuss bullying and the abuse of power that extends beyond the school context and emerges within families, workplaces, and governments. By recognizing and defining school bullying as an abuse of power and a violation of human rights, Olweus has laid the foundation and created the impetus for researching and addressing bullying. This review highlights the importance of examining abuses of power not only in school relationships, but across human relationships and society in general.

Using social network position to understand early adolescents' power and dominance within a school context.

In social groups, such as school-based peer networks, youth often vie for power and dominance over others. Different strategies may be used to gain power (i.e., coercive and/or cooperative strategies), and with varying levels of success. Using a social networks approach, we examined whether and how social network centrality and social network prestige were associated with social strategies, social power, and peer reputation. Participants were fifth- to eighth-grade elementary school students (N = 466, 51% girls, 63% White) in southern Ontario, Canada. Peer nominations were used to assess social network centrality and prestige (via friendship nominations), social power strategies (coercive and cooperative strategies), social power, and peer reputation (popularity and likeability). Results indicated that coercive and cooperative strategies were used by youth high in both centrality and prestige, but that only high prestige related to power, popularity, and likeability. Results have implications for the usefulness of a social networks approach to understanding the structure of youths' social relationships and power in school settings, as well as practical implications for teachers and other school staff. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A national implementation of a community-based intervention for mothers experiencing violence in relationships.

Interpersonal violence is a significant concern for families; thus interventions to support vulnerable mothers and children experiencing violence are essential. The purpose of this study was to present preliminary evaluation results from the national dissemination of an interpersonal violence intervention for mothers delivered in community-based programs across Canada. In 18 communities, 184 mothers participated in the intervention. Mothers reported on measures related to the self, relationships, parenting, and knowledge of community services, both before and after the intervention. Mothers comprised a high-risk, vulnerable population. Results indicated feasibility and acceptability, based on a high proportion of intervention completers and high levels of satisfaction. Women reported improvements in self-esteem, self-efficacy, relationship capacity, parenting stress, knowledge of community services, and understanding of relevant concepts compared to before the intervention (with small to medium effects). Additional analyses supported some of these findings as particularly robust. We discuss the importance of community-based projects in reaching diverse families, sustaining engagement with high levels of satisfaction, and supporting mothers in making changes relating to themselves, their relationships, and their parenting. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Cumulative Risk, Protection, and Early Intervention: Neurodevelopment in Sibling Groups Exposed Prenatally to Substances.

Mothercraft's Breaking the Cycle is an early intervention program for substance-exposed children with neurodevelopmental vulnerabilities. Within three substance-exposed sibling groups (N = 8; 0-6 years), we 1) described longitudinal neurodevelopmental trajectories, 2) explored the balance of cross-domain cumulative risk and protection on neurodevelopment, and 3) generated hypotheses on how cumulative risk, protection, and early intervention impact neurodevelopment. Neurodevelopment is potentially shaped by the balance of risk and protection. Postnatal risk (birth/postnatal, child, parent-child interaction) and relational protection (family, parent-child interaction) appear to have the most salient impact on neurodevelopment. Early intervention is thought to be important as soon as possible and before age 3 years.