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Relational Aggression, Victimization, and Language Development Implications for Practice

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Relational Aggression, Victimization, and Language Development Implications for Practice LWW/TLD LWWJ328-04 April 19, 2007 11:6 Char Count= 0 Top Lang Disorders Vol. 27, No. 2, pp. 146–166 Copyright c 2007 Wolters Kluwer Health | Lippincott Williams & Wilkins Relational Aggression, Victimization, and Language Development Implications for Practice Jamie M. Ostrov, PhD; Stephanie A. Godleski, BA This review explores the development of relational aggression and relational victimization among peers, with specific emphasis on clinical implications for speech–language pathologists. Develop- mental manifestations of relational aggression and victimization are reviewed from early childhood through emerging adulthood. The concurrent and prospective associations between relational ag- gression and language development are examined specifically. Best practices in the assessment and evaluation of relational aggression and victimization are introduced and the current empirically based interventions for relational aggression and victimization are highlighted. Finally, a develop- mental psychopathology framework is introduced to guide future clinical practice and scholarship in the study of children and adolescents with comorbid language and peer relationship problems. Key words: developmental psychopathology, language development, peer relationships, rela- tional aggression, relational victimization EER RELATIONSHIPS serve as a salient early and middle childhood period (Parker, Pcontext for social–emotional, cognitive, Rubin, Erath, Wojslawowicz, & Buskirk, and behavioral development (Hartup, 1996), 2006). The developmental psychology lit- beginning in early childhood and continuing erature indicates that skills acquired within throughout the lifespan (Rubin, Bukowski, & peer relationships during early childhood Parker, 2006). Meaningful and sustained peer (e.g., conflict resolution, emotion regulation, relationships become prominent around 30 perspective taking, friendship formation months of age and continue to exert a pow- capacity, and prosocial skills) are carried erful influence on children throughout the forward into peer interactions in middle childhood and adolescence (see Ostrov & Weinberg, 2004; Sroufe, Egeland, & Carlson, From the Department of Psychology, University at 1999). Buffalo, The State University of New York. Peer relationship problems may manifest We thank members of the Social Development Labora- in a number of ways, including aggression, tory for their assistance with the preparation of this victimization, social withdrawal, and peer manuscript. Special thanks to Adam Mullins and Emily rejection (Bierman, 2004; Parker et al., Ries for their contributions. We acknowledge the past work and ideas of Drs David H. Arnold, Nicki R. Crick, 2006). They also can be exacerbated by co- Teri L. Estrem, Craig H. Hart, Patricia H. Hawley, Jong- occurring language problems (Conti-Ramsden Hyo Park, and their colleagues for serving as the impe- & Botting, 2004; Gallagher, 1991; Redmond tus for the current review. We thank Dr Geralyn R. Tim- ler for her helpful guidance and support in the prepa- & Timler, in press). The present review ration of this manuscript. We also thank Dr Julie W. addresses the development of relational ag- Bowker for insightful suggestions on an earlier version gression and relational victimization, as well of this manuscript. as techniques for school-based assessment Corresponding author: Jamie M. Ostrov, PhD, Depart- and intervention for relational aggression ment of Psychology, University at Buffalo, The State Uni- versity of New York, 214 Park Hall, Buffalo, NY 14260 among peers. This article also introduces a (e-mail: [email protected]). developmental psychopathology framework 146 LWW/TLD LWWJ328-04 April 19, 2007 11:6 Char Count= 0 Relational Aggression, Victimization, and Language 147 for research and practice that may facilitate years, researchers and clinicians have been interdisciplinary collaboration among psy- directing more attention to the develop- chologists, mental health providers, and ment of physical and relational victimization speech–language pathologists (SLPs). (Juvonen & Graham, 2001). Within the scope of the present review, we focus only on rela- RELATIONAL AGGRESSION AND tional aggression and the chronic or frequent VICTIMIZATION: DEFINITIONS AND receiving of relational aggression, which DEVELOPMENTAL MANIFESTATIONS has been defined as relational victimization (Crick & Grotpeter, 1996) and not other Aggression is defined as the intent to conceptually related constructs (Bjorkqvist, hurt, harm, or injure another person (Dodge, 1994; Cairns, Cairns, Neckerman, Ferguson, Coie, & Lynam, 2006). Traditionally, physical & Gariepy, 1989; Galen & Underwood, 1997). aggression (e.g., hitting, kicking, punching, Developmental researchers have focused pushing) has been defined as the intent to on exploring the developmental manifes- harm another person via physical force or the tations of relational aggression and victim- threat of physical harm (Dodge et al., 2006). ization (Crick et al., 2001; Crick, Ostrov, & An additional subtype of aggressive behavior, Kawabata, 2007). During early childhood, relational aggression, is apparent during early relational aggression is often direct, and the childhood and continues throughout develop- identity of the perpetrator is known (Crick, ment. It is defined as using the removal or Ostrov, Appleyard, Jansen, & Casas, 2004). the threat of the removal of relationships as Even in contexts that involve malicious secret the means of harm (e.g., directly excluding spreading, the behaviors have been observed a child from play by saying “you can’t play to be overt (i.e., within earshot and view of with me,” or “you can’t be my friend”; Crick the victim) (Ostrov, Woods, Jansen, Casas, & & Grotpeter, 1995). Relational aggression may Crick, 2004). Finally, during early childhood, be displayed in both verbal (e.g., “You can’t the behaviors are often in response to a spe- come to my birthday party”) and nonverbal cific situation or event that occurred in the ways (e.g., placing hands on a chair so a child present moment and not in response to past may not sit at the snack table) and may be de- events (Crick, Werner, et al., 1999). In later de- livered in these direct ways or more covertly velopmental periods, the behaviors become (e.g., spreading malicious rumors about oth- more covert, involving more sophisticated ers) during later developmental periods. means of harm (Crick, Werner, et al., 1999). Whereas relational aggression focuses on The role of gender in the development of the child acting as the aggressor, relational relational aggression has often been explored victimization focuses on the child who is the in past research. In general, during early child- recipient of this aggression. Peer victimiza- hood and within peer contexts, girls are more tion has been characterized as frequent or relationally aggressive than boys, and they chronic receipt of aggressive behaviors from direct more relational aggression to female one or more peers over time (Olweus, 1995; peers than they do to male peers (Bonica, Schwartz, Dodge, Pettit, & Bates, 1997). Yeshova, Arnold, Fisher, & Zeljo, 2003; Crick, Recently, this definition has been expanded Casas, & Mosher, 1997; Crick, Ostrov, Burr, to include exposure to direct confronta- et al., 2006; Hawley, 2003; Nelson, Robinson, tion (e.g., physical, verbal, or nonverbal & Hart, 2005; Ostrov, 2006; Ostrov et al., aggression) or being threatened with the 2004; Ostrov & Keating, 2004; Russell, Hart, removal of the relationships as the means Robinson, & Olsen, 2003; Sebanc, 2003) of harm (e.g., relational aggression; Crick & although not all authors find these effects Grotpeter, 1995; Juvonen & Graham, 2001). (Estrem, 2005; Hart, Nelson, Robinson, Olsen, Less research has focused on the study of & McNeilly-Choque, 1998; Johnson & Foster, subtypes of peer victimization, but in recent 2005). One study conducted during the early LWW/TLD LWWJ328-04 April 19, 2007 11:6 Char Count= 0 148 TOPICS IN LANGUAGE DISORDERS/APRIL–JUNE 2007 school years indicated that 7- and 8-year-olds relational aggression has been associated inferred relationally aggressive story charac- with more severe forms of psychopathology ters as being female and physically aggressive including ADHD (Blachman & Hinshaw, 2002; characters as being male (Giles & Heyman, Zalecki & Hinshaw, 2004), borderline person- 2005). The findings are more mixed at subse- ality disorder features (Crick, Murray-Close, quent developmental periods and seem to be & Woods, 2005), internalizing (e.g., loneli- a function of the type of methods used and ness, social isolation, withdrawal, depressive the culture studied. However, the evidence symptoms), and externalizing problems (e.g., seems to indicate that girls continue to be delinquency; Crick & Grotpeter, 1995; Crick, more relationally aggressive than boys during Ostrov, & Werner, 2006; Murray-Close et al., middle childhood (Crick, 1996; Crick & 2007). In adolescence, relational aggression Grotpeter, 1995; Crick, Ostrov, & Werner, is predictive of eating disorders and per- 2006; French, Jansen, & Pidada, 2002; Murray- sonality disorders (Werner & Crick, 1999), Close, Ostrov, & Crick, 2007; Rys & Bear, alcohol use (Storch, Werner, & Storch, 2003), 1997) but not all authors find this effect symptoms of disruptive behavior disorders (David & Kistner, 2000; Tomada & Schneider, (Prinstein, Boergers, & Vernberg, 2001), as 1997). well as jealousy and poor relationship quality Across development, sanctions for physical within
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