| Popis: |
The collection of chapters in this book heralds a burgeoning research and clinical interest in the nature of girls’ aggression, its developmental course, and the outcomes experienced by aggressive girls. Girls’ aggression has been shown to take somewhat different forms than that of boys, with generally lower levels of physical aggression and a higher reliance on socially directed aggression (Bjorkqvist, Osterman, & Kaukiainen, 1992; Cairns, Cairns, & Neckerman, 1989; Crick & Grotpeter, 1995; Pulkinnen, 1992; Underwood, 2003; Xie, Cairns, & Cairns, in press). Nonetheless, from a developmental perspective, the individual and family risk factors that contribute to boys’ aggression appear to operate in the development of girls’ aggression as well (Moffitt, Caspi, Rutter, & Silva, 2001; Pepler & Sedighdeilami, 1998). For example, troubled family contexts and ineffec-tive parenting, which are risk factors for the development of aggressive behaviour problems in boys, also relate to the development of girls’ ineffec-tive. Some outcomes are also common for aggressive girls and boys, such as conflictual peer relations, poor academic performance, school drop out, substance use, and truancy (Cairns & Cairns, 1994; Pepler, Craig, Connolly, & Henderson, 2002; Pepler & Sedighdeilami, 1998), although some, such as the latter two, are particularly characteristic of girls (Robins, 1986). |
