Cover art: “From Bondi to the city” by Sandy Weule This pastel was drawn specifically for the conference handbook. It is hoped the view from iconic Bondi Beach to the city will remind ISRA delegates of their stay near Sydney's beautiful beaches.
Thank you to UNSW’s School of Psychology and Head of School, Professor Simon Killcross, for providing generous funding for the World Meeting.
Thank you to the Macquarie University Faculty of Human Sciences who generously funded the pre-conference symposium and the international speakers.
International Society for Research on Aggression (ISRA) Scientific Program Program at a glance
(Note – see detailed program on page 16 for exact times) Time
Tuesday July 19
8.00am 8.30am 8.45am 9.00am 9.15am 9.30am
Thursday July 21 Council Meeting
Plenary Jack van Honk
Plenary Eddie Harmon -Jones
Friday July 22 ISRA Business meeting Poster #2 display Plenary Joanna Bourke
Symposium Session #1
Symposium Session #4
Symposium Session #6
Poster Session #3 on display Plenary Gawaian BodkinAndrews Symposium Session #9
Morning tea
Morning tea
Morning tea
Morning tea
Symposium Session #2
Symposium Session #5
Symposium Session #7
Presidential address: Kaj Björkvist Farewell BBQ and goodbyes
Lunch
BBQ lunch
Lunch
Welcome Preconference symposium at Macquarie University
9.45am 10.00am 10.15am 10.30am 10.45am 11.00am 11.15am 11.30am 11.45am 12.00pm 12.15pm 12.30pm 12.45pm 1.00pm 1.15pm 1.30pm 1.45pm 2.00pm 2.15pm 2.30pm 2.45pm 3.00pm 3.15pm 3.30pm 3.45pm 4.00pm 4.15pm 4.30pm 4.45pm 5.00pm 5.30pm 6.00pm 6.30pm 7.00pm+
Wednesday July 20 Registration
Symposium Session #3
Outing
Symposium Session #8
Harbour Cruise or Afternoon tea Poster Session #1 Opening celebration at Coogee Bay hotel Restaurant outing
visit Bara Barang Aboriginal Community
J P Scott Award Address: John Archer (video) with afternoon tea Poster Session #2
Gala Banquet
Saturday July 23
Visit to the Walkabout Wildlife Park
How to access free WIFI at the University of New South Wales Method 1: Click this link. The Event passphrase is ISRA2016. Method 2: Copy this link into your browser: https://adguest.unsw.edu.au/request/retreive/i9Rv0NQ!s373431i6K!hsR O@. The Event passphrase is ISRA2016. Method 3: If you home University participates in Eduroam, you can use it at UNSW. You select “Eduroam” in your list of available wifi connections. Then you will need the logon details that you usually use at your home University to connect. Here is a list of American universities that use Eduroam: https://www.eduroam.us/institutions_list. Many European universities also use Eduroam.
Conference calendar app and Facebook page The ISRA 2016 Conference Calendar and Map app is now live. You can download the app to mobile devices and use it to find out where and when ISRA events are on, see the location in Google maps, and have details sent to your phone. To access the conference calendar app for Android and Windows devices, go to: https://calendar.google.com/calendar/embed?src=9beqmt2cjt2bpn0cq0b 2432bok%40group.calendar.google.com&ctz=Australia/Sydney To access the conference calendar app for Apple devices, go to: https://calendar.google.com/calendar/ical/9beqmt2cjt2bpn0cq0b2432bok %40group.calendar.google.com/public/basic.ics Check out the ISRA 2016 Facebook page for updates and news. The ISRA website Scientific and Social Program section is at: http://www.iec.mq.edu.au/research/cfrc/isra_2016/scientific_social_progr am/. You can download the program and the conference handbook from here. 5
Table of Contents People of ISRA…………………………………………………………………………2 Transportation…………………………………………………………………………3 Travelling to/from the Preconference at Macquarie………..7 Travelling to/from the Main Conference at UNSW…………..8 Map of the Conference Venue………………………………………………….10 The Young Investigators Program…………………………………………....12 Preconference Speaker Abstracts………………………………………..…..13 Day-by-Day Schedule of talks and events………………………………...16 Keynote Speaker Abstracts and Bios…………………………………………23 Wednesday Symposia………………………………………………………………28 Thursday Symposia…………………………………………………………………..51 Friday Symposia……………………………………………………………………….65 Saturday Symposia…………………………………………………………………..86 Wednesday Posters………………………………………………………………….93 Friday Posters………………………………………………………………………….105 Social Program
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People of the International Society for Research on Aggression Officers
Editors
President-elect: Mike Potegal President: Kaj Bjorkqvist Past President: John F. Knutson Executive Secretary: Dominic Parrott Treasurer: Eric Dubow Archivist: Roger Johnson
John Archer, Editor-in-Chief, Aggressive Behavior School of Psychology, University of Central Lancashire, UK
Council Members
Committees
Council members elected in 2012 for a 4-year term (expiring in 2016) are: Doug Gentile (USA) Jane Ireland (UK) Simha Landau (Israel) Larry Owens (Australia) Tracy Vaillancourt (Canada)
Membership Committee Manuela Martinez (Chair)
Council members elected in 2014 for a 4 year term (expiring in 2018) are: Sarah Coyne (USA) Manuela Martinez (Spain) Andre Melzer (Luxembourg) Karin Österman (Finland) Wayne Warburton (Australia)
Lagerspetz Award Committee Karin Österman, Sarah Coyne, Georges Steffgen, Tom Gumpel, Marion Underwood, Barbara Krahe
Eric F. Dubow, North American Editor, ISRA Bulletin
John Paul Scott Award Committee Craig Anderson (Chair) Tracy Vaillancourt Georges Steffgen
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The 2016 ISRA Organising Committee Wayne Warburton Tom Denson Khandis Blake Joanne Beames Janine Fraser Matthew Hall Natalie Ippolito Naomi Millar Powell Cara Swit Chanelle Tarabay Lilli Toll
2016 ISRA Volunteers Ashleigh Armstrong Leidy Castro-Meneses Andrew Daniels Sarah Khalid Susan Kim Angela Mifsud Bethany Millar Powell Lauren Pearson Ellie Persaud Naomi Radom Karen Spooner Tomas Wee
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Transportation Opal cards It is necessary to purchase an Opal card for using public transport in Sydney. The Opal card can be used for all trains, buses, ferries and light rail systems in Sydney, as well as the Blue Mountains, Central Coast, Hunter, Illawarra and Southern Highlands regions. Anywhere in the State of New South Wales. Opal is an electronic ticketing system, similar to Oyster in London or Octopus in Hong Kong. You only need to purchase an Opal card once, add value by topping up, and you're ready to travel. Most Sydney public transport services do not accept cash or paper tickets. They only accept Opal card entry. To travel you must tap on and tap off using the Opal card readers at train stations, buses, ferry wharves and light rail stops. (The only exception for tapping off is the wonderful Manly Ferry service, as there is only one possible stop). The Opal system will automatically deduct the correct fare. When budgeting, remember that there is a $60 weekly cap. That is, with the exception of the airport trains (which are exempt from the cap and cost about $20AUD each way) you can travel to as many places as you want within a calendar week and the Opal card will stop deducting money once you reach $60. Thus, you shouldn’t need to spend more than $60 on public transport if you are here for less than a week (airport trains excepted). More fare information can be found here. Opal cards can be bought on arrival at the airport itself (international and domestic), at any local newsagency, or at any convenience store (a list of outlets at the airport and near Coogee are at the end of this page). Train stations also sell opal cards. Perhaps the best method is to go online and find a convenient retailer. You can place money on your Opal card in sellers or online at https://www.opal.com.au/.
Getting an Opal card Sydney International Airport
WH Smith International Airport Arrivals 2 Site 1-1082 International Terminal, Sydney International Airport, MASCOT NSW 2020. Phone 0404 162 551 WH Smith International Airport Arrivals 1 Site 1-1082 International Terminal, Sydney International Airport, MASCOT NSW 2020. Phone 02 9693 8516 Sydney International Airport train station, MASCOT NSW 2020
Domestic Airport
Newslink newsagency, Sydney T2 Domestic Airport, Terminal 2, Pier A, Airside, T2, Sydney Domestic Airport, MASCOT NSW 2020. Phone 02 8373 9527
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Coogee
Deli On Dolphin, 141 Dolphin St, COOGEE NSW 2034. Phone: 02 9665 4403 EzyMart Coogee, 227 Coogee Bay Rd, COOGEE NSW 2034. Phone: 02 8065 1817 City Mart Convenience Coogee, 250 Coogee Bay Rd, COOGEE NSW 2034. Phone: 02 9665 1778 P & L Mixed Business, 15 Havelock Ave, COOGEE NSW 2034. Phone:02 9665 5198 Bream Street Newsagency, 12 Bream St, COOGEE NSW 2034. Phone: 02 9665 3024 4 Square Food Store, 224 Carrington Rd, COOGEE NSW 2031. Phone: 02 9399 6713 Coogee Beach Newsagent 252 Arden St , COOGEE NSW 2034. Phone: 02 9665 1778 Coogee Convenience Store, 171-173 Carrington Rd, COOGEE NSW 2034. Phone: 02 9665 4238 Coogee Village News, Shop 8, 182 Coogee Bay Rd, COOGEE NSW 2034. Phone: 02 9665 5624 Woolworths Metro Coogee Coogee Bay Village, 184-196 Coogee Bay Rd, COOGEE NSW 2034. Phone: 02 8035 9257 MFC Coogee Supermarket 14 Bream St, COOGEE NSW 2034. Phone: 02 9664 4490 Ocean View Convenience Store, 190 Arden St, COOGEE NSW 2034. Phone: 02 9665 5983
Randwick
St Pauls Post Office, 70-72 Perouse Rd, RANDWICK NSW 2031. Phone: 02 9398 5704 The Spot Newsagency, 28 St Pauls St, RANDWICK NSW 2031. Phone: 02 9399 3962 Woolworths Randwick, 73 Belmore Rd, RANDWICK NSW 2031. Phone: 02 8035 9248 King of the Pack Randwick Shop 53b, Royal Randwick Shopping Centre, 73 Belmore Rd, RANDWICK NSW 2031. Phone: 02 9399 8974 Clovelly Mini Mart, 151 Clovelly Rd, RANDWICK NSW 2031. Phone: 02 9326 7067 7-Eleven Randwick, 128 Barket St, RANDWICK NSW 2031. Phone: 02 9314 7625 Budget Petrol Randwick, 8-10 Perouse Rd, RANDWICK NSW 2031. Phone: 02 8065 9611 Centennial Mini Mart, 38 Clovelly Rd, RANDWICK NSW 2031. Phone: 02 9398 9925 Cignall Randwick Plaza, 130-148 Belmore Rd, RANDWICK NSW 2031. Phone: 02 9398 3802 5
City Convenience Randwick, 9 Belmore Rd, RANDWICK NSW 2031. Phone: 02 9398 8900
Others
Maroubra: South Coogee Newsagent, 6 Malabar Rd, MAROUBRA NSW 2034. Phone: 02 9665 5012 South Coogee: Caltex South Coogee, 169 Malabar Rd, SOUTH COOGEE NSW 2034. Phone: 02 9315 5860 South Coogee: Supa Save Coogee, 4 Malabar Rd South, SOUTH COOGEE NSW 2034. Phone: 02 9665 2914
Trip planners The public transport function in Google Maps works very well in Sydney. If you like, NSW Transport has an excellent site (http://www.transportnsw.info/) which has an easy-to-use trip planner. This is one way to find the fastest and/or cheapest routes to use for journeys using public transport. You can also download the Opal travel app (another trip planner) here.
Getting from the airport to the City or Coogee Airport to Sydney city Trains leave from the international and domestic airport terminals to the city every 520 minutes. The train stations have entrances within the terminals and the trip cost is about $20AUD. The trip takes about 15 minutes to Central station. Taxis to the city cost $30-35AUD. Airport to Coogee Again, trains and buses are the cheapest option. The simplest route is to catch the airport train to Central station (see section above on trains from airport to the city). At Central Station take Exit 4 on the North concourse (see map here). Cross the road to the other side of Elizabeth Street and walk to Bus Stand E which is close to the corner of Kippax Street (see map). Buses to Coogee are red Metrobuses numbered M50. There is no timetable but the buses run regularly – every 10 minutes or so in peak hour and every 20 minutes or so at other times. The trip to Coogee is about half an hour. The bus terminates at Coogee on Arden Street, just up the road from the Crowne Plaza Hotel (see map here). Bus drivers are quite friendly, and will be happy to help ensure you disembark at the closest location to your hotel. Another way is to catch a train from the international or domestic airport terminals to Green Square station (just before Central Station) and catch the bus from there to Coogee. Various buses include the 370 on Botany Rd near Bourke St (2 mins from Green Square station) and the 314 on Belmore Rd opposite Silver St (5 mins from Green Square station). You will then arrive at a bus stop on Coogee Bay Road, approximately a short walk from the Crowne Plaza hotel. 6
Taxis can be found upon arrival at the airport. The fare to the Crowne Plaza will cost approximately $30-45AUD. Taxis are much quicker than public transport from the airport, taking only 25 minutes on average. If you prefer the comfort of a shuttle service, click on this link to book.
Travel to/from the Preconference at Macquarie University Getting from Coogee to Macquarie University Buses and trains are the least expensive option Best route from the Crowne Plaza Catch the M50 from Arden Street near Carr Street bus stop (2 minutes from the hotel). This bus is prepay only, so be sure to have an Opal card handy to use this service. Disembark at Central Station, Chalmers Street, Stand G (see the map here). This bus stop is very close to Central Station Exit 6 on the South Concourse. At the bottom of the steps turn right, go through the turnstiles and turn left into the first tunnel. Platform entrances are on the right. Walk up to Platform 16, where trains to Hornsby via Macquarie University leave every 15 minutes. The train trip takes about 35 minutes. PLEASE NOTE: there are also trains to Hornsby via Gordon. These DO NOT go past Macquarie University. Macquarie University Station is on Campus. For a campus map with details about how to find the preconference symposium, go here. If you wish to catch a taxi, a secure taxi rank is located at the Dolphin Street cul-desac, adjacent to the Beach Palace Hotel (or the hotel concierge can call you a taxi). The cost will be somewhere around $65-90AUD Best route from UNSW Gate 9 Catch the M50 bus from Gate 9 (these run every 10-20 minutes) and disembark at Central station, Chalmers Street, Stand G (see the map here). At the bottom of the steps turn right, go through the turnstiles and turn left into the first tunnel. Platform entrances are on the right. Walk up to Platform 16, where trains to Hornsby via Macquarie University leave every 15 minutes. The train trip takes about 35 minutes. PLEASE NOTE: there are also trains to Hornsby via Gordon. These DO NOT go past Macquarie University. Macquarie University Station is on Campus. For a campus map with details about how to find the preconference symposium, go here. You can also call a taxi to be ready for you at a time most appropriate to you at any university gate of your choosing. Alternatively, taxis can easily be caught from High Street and Belmore Road (a 5 minute walk from campus). A Taxi Stand is also located at the Prince of Wales Hospital, just next to the main campus. Approximate fare: AUD$60-95AUD. A map of UNSW can be found here and below:
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Getting from Macquarie University to Coogee Catch the train from Macquarie University Station to Central Station, about 35 minutes. At Central Station take Exit 4 on the North concourse (see map here). Cross the road to the other side of Elizabeth Street and walk to Bus Stand E which is close to the corner of Kippax Street (see map). Buses to Coogee are red Metrobuses numbered M50. There is no timetable but the buses run regularly – every 10 minutes or so in peak hours and every 20 minutes or so at other times. The trip to Coogee is about half an hour. The bus terminates at Coogee on Arden Street, just up the road from the Crowne Plaza Hotel and the Coogee Bay Hotel, site of the opening reception (see map here)!
Travelling to/from the Main Conference at UNSW Getting from Coogee to UNSW Bus: Catch the M50 or 370 bus from Arden Street, near Carr Street (approximately 2 minutes’ walk from the hotel). These buses are prepaid only, so an Opal Card is necessary. Disembark at gate 9 on High Street, as this is the most convenient entrance to the John Niland Scientia building. If you are uncertain of your whereabouts, ask the bus driver to call out the UNSW Gate 9 stop on High St (It’s the first UNSW bus stop). The drivers in Sydney are very nice about helping passengers find their stops. The approximate fare is $2-4AUD.
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Taxi or Uber: You can contact the concierge to organise a taxi for you. Alternatively, taxi ranks are located outside the Crowne Plaza pickup/dropoff on Carr St and at the Dolphin Street cul-de-sac, adjacent to the Coogee Pavillions pub. The approximate fare is $10-20AUD. Cabs can also be flagged down in the street. Your Uber app will work here too, but there is little difference between taxi fares and Uber fares (about 10-15% cheaper for Uber). Tipping is not expected for taxis. Walk: UNSW is about a 30 minute uphill walk from Coogee Beach (a good way to stretch out those jetlagged legs!). Walk up Coogee Bay Road to High Street and then to Gate 9 of UNSW.
Once you reach UNSW’s Gate 9, follow the purple path from the top of this campus map. If you came from the City via Anzac Parade, follow the purple line from the left of the map on the next page.
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To return back to Coogee from UNSW, cross the street at Gate 9 and walk back toward Coogee. If you are taking a bus, you will see a bus stop. Get on the 370 or red M50 bus and they will take you back to Coogee. If you’re walking, just follow your steps in reverse from where you came.
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Map of the Conference Venue: The John Niland Scientia Building
Leighton Hall = Plenary sessions, Symposia A, and Posters Gallery 1 = Symposia B Gallery 2 = Symposia C Foyer area is where morning and afternoon tea as well as lunch are served.
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The Young Investigators Program The Young Investigators (YI) Program for 2016 involves 13 participants, the largest group of grad students, post docs & assistant professors yet, coming from 7 countries with research interests that range from game theoretic approaches, brain neuroanatomy & neurochemistry and familial genetic linkages thru sexual dominance and intimate partner violence, to access to firearms and positive affect aspects of aggression. As in prior years, discussions planned for the pre-meeting workshop will include the development of grant proposals and papers for publication by various participants as well as broad-ranging exchanges about the nature of aggression & how best to study it. We hope that getting acquainted with other young investigators of their generation will lead to mutual support and fruitful collaborations as have developed out of past YI interactions. Subsequently, YIs will meet with a different panel of mentors during lunch or dinner each day for informal discussion. Mentors may include plenary speakers who are available for follow-up questions about their presentations. YIs will also meet & network with members of ISRA. It is our intent that these activities will encourage the YIs to continue developing their careers in aggression research. An announcement about submission of applications for the ISRA 2018 YI program in Paris will be made in the fall of 2017. The 2016 Young Investigators are: Laszlo Biro
Hungary
Institute of Experimental Medicine, Hungarian Academy of Sciences
Khandis Blake
Australia University of New South Wales and University of Melbourne
Irene Camerlink
UK
Scotland’s Rural College (SRUC),
Chen Chen
China
Institute of Forensic Science, Ministry of Justice
David Chester
USA
University of Kentucky
Hailey Holmgren
USA
Brigham Young University
Antonio Mendoza Diaz
Australia University of Sydney
Nathan Kolla
Canada
Timothy Schofield
Australia Australian National University
Svenja Senkans
Australia Swinburne University and Forensicare
Ian Stanley
USA
Florida State University
Imdadul Haque Talukdar
Finland
Åbo Akademi University
Stacey Tzoumakis
Sydney, University of New South Wales Australia
University of Toronto
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Preconference Speaker Abstracts Jack van Honk Title: On the prosocial qualities of testosterone and the antisocial properties of oxytocin Abstract: In how they would influence social behavior, the steroid hormone testosterone has a bad reputation, whereas the peptide hormone oxytocin has a good reputation. Testosterone is by the general public associated with violence and aggression, and in the scientific literature and media victimized as the chemical source of corruption and immorality. Indeed, in certain social conditions testosterone may motivate for rebellious, aggressive and violent behavior. However, in other conditions, testosterone may encourage behaviors that are socially protective, prosocial and altruistic. Likewise, oxytocin, popularly known as the 'lovedrug', is not categorically a prosocial hormone. Oxytocin even seems to promote ethnocentrism: its “love” is biased towards the in-group, and may even come at the expense of out-group hate. Furthermore, oxytocin evidently has positive effects on cognitive aspects of empathy, such as mind reading and emotion recognition. However, recent evidence suggests that this hormone may reduce empathy for pain, and reduced empathy for pain is a core psychopathic trait. At the preconference, I will present human behavioral and neuroimaging research with testosterone and oxytocin administration, which may change opinion on who’s bad.
Joanna Bourke Title: A Global History of Sexual Violence Abstract: Violence is an essentially contested concept. Despite the fact that cooperation and communion with other sentient beings is at the heart of what it means to be human, in every period of history and in every culture, the fleshly vulnerability of other sentient beings can provoke aggression. Frequently, it includes a sexual component. This paper explores how “sexual violence” has been defined and conceptualised from the nineteenth century to today in a global context.
Eddie Harmon Jones Title: Anger: Toward a psychophysiological understanding Abstract: In this talk, I will review research on anger that my lab has conducted since the late 1990s. I will discuss how anger differs from other negative emotions because it is associated with approach (the urge to go toward something) rather than avoidance. The talk will cover research on: (1) asymmetrical frontal cortical activity and its relationship with anger and other emotional variables; (2) relationships between anger and approach versus avoidance motivation; (3) and how anger may occasionally relate to some positive affective responses. This body of research has shed light on “angry” personalities as well as situations that influence anger and aggression.
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Gawaian Bodkin-Andrews Title: Aboriginality, Essentialism, and Epistemological Violence Abstract: It is the purpose of this presentation to explore representations of ‘Aboriginality’ across mainstream theory, empirical research, and opinion. More specifically, such research will be contrasted against standpoints adhering to, and emanating from, Indigenous Research Methodologies, critical theory, and long standing Indigenous ethical guidelines. Whilst the emphasis of this presentation will be surrounding representations of imposed ‘Aboriginal and/or Torres Strait Islander’/’Indigenous Australian’ labels when compared to more complex layers of Aboriginal and Torres Strait Islander identities, careful consideration will be given the potential impact of such representations on the current and future generations of Aboriginal and Torres Strait Islander youth. From this, the dangers of essentialism, stereotyping, and Eurocentric thinking will be outlined with regards to its significant risk of contributing to a form of epistemological violence that explicitly and implicitly contributes to the silences of Aboriginal and Torres Strait Islander voices, lower levels of social and emotional wellbeing, and the oppression and subjugations of Aboriginal and Torres Strait Islander ways of knowing, being, and doing.
Kay Bussey Title: Bullying and Aggression Across the Life Span: A Social Cognitive Theory Perspective. Abstract: The past decade has witnessed a proliferation of research on bullying and aggression with less attention to advancing theory. This presentation builds on Bandura’s classic work on aggression (1973) incorporating contemporary research on both bullying and aggression. It specifically focuses on recently conceptualized sociocognitive processes associated with these antisocial behaviours including outcome expectations, self-regulatory mechanisms (e.g. self-reactive influence, moral disengagement), and self-efficacy. The development and maintenance of these processes related to bullying and aggression through the complex mix of observational learning, enactive learning, and direct instruction is explicated. An important aspect of this approach is the broad array of social influences that impact bullying and aggressive conceptions and behaviour in different social contexts (e.g. home, school, the workplace) and for the different types of bullying and aggression (e.g. physical, verbal, relational, and cyber). The interplay between targets, bystanders, and perpetrators of bullying and aggression further adds to the dynamic conceptualization of aggressive and bullying conduct. Finally, the implications of this approach for reducing aggression and bullying at the individual, school, family and broader societal levels are considered.
Sally Fitzpatrick Title: Explorations into Social Bullying Abstract: Social bullying is recognised as a distinct form of interpersonal aggression in which at least one person aims to purposefully and repeatedly harm the social relationships of a less powerful person. The consequences include internalizing and externalizing distress, as well as a negative impact on relationships and belonging in the peer group. This presentation 14
explores current conceptualizations of social victimization, the progression of social victimization from preschool through to adolescence, and key predictors associated with the development and maintenance of social victimization. Specific focus will be given to the adaptive and maladaptive impact of social victimization on relationships in the peer group. Examination of how these factors are important for the development of research based intervention programs to address the negative impact of social bullying will be elucidated.
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Wednesday July 20, 2016. John Niland Scientia Building, University of NSW, Sydney Time
Event
LOCATION Gallery #1
Gallery #2
Registration
Main Hall Poster Session #1 on Display
8.45am
Welcome
Welcome
8:50 am
Welcome to Country
Welcome to Country
9:00–9:45am
Plenary Speaker
9:50–11:20am
Symposium #1
Plenary Speaker Jack van Honk Symposium #1a:
Symposium #1b:
Symposium #1c:
Cyberbullying and Cybervictimization: Predictors and Moderators of Adolescents’ Involvement in Cyberbullying and Subsequent Adjustment
Neurocognitive and Biological Characteristics of Individuals with Aggression Regulation Disorders and Associations with Treatment
Symposium #1c: A Social-CognitiveEcological Model of Exposure to EthnicPolitical Violence: Effects of Exposure on Palestinian Youths’ Aggressive and Violent Behavior
Ehrenreich Meter Bauman Hatchel
Smeijers Bakker McCloskey Verkes
Dubow Boxer Huesmann
8:00am-5.30pm
11:20–11:40am
Morning tea Break
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Other activity
Social Excursion
Time 11:40-1:10pm
1:10-2:00 2:00-3:30pm
Event Symposium #2
Main Hall Symposium #2a:
LOCATION Gallery #1 Symposium #2b:
Gallery #2 Symposium #2c:
Media Violence 1 – Short-term Effects
Gender, evolution, dominance and aggression
Aggression in Schools
Anderson Warburton Stockdale Prot
Camerlink Kasumovic Blake Patulny
Levy Gumpel Reynolds Chen
3:30-4:00pm
Afternoon Tea
4:00-5:30pm
Poster Session #1
Social Excursion
YI Lunch #1
Lunch (Provided) Symposium #3
Other activity
Symposium #3a:
Symposium #3b:
Symposium #3c:
Media Violence 2 – Long-term Effects
From Mice to [aggressive] Men: Genetics and Basic Brian Mechanisms
The Effects of Parents and Children on Aggression and Defending of Peer Victimization across Development
Huesmann Coyne Gentile Busching
Kolla Bortolato László Piotrowska
Bussey Nelson Meter Ehrenreich
Poster Session #1
6.00pm: Restaurant outing – participants who chose this outing during online registration will have identified one of six cuisines. Details on conference app and will be provided at conference.
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Restaurant outing
Thursday July 21, 2016. John Niland Scientia Building, University of NSW, Sydney Time 8:00am-1.10pm
Event Registration
Main Hall Registration
8.00-9.00am
ISRA Council Meeting
ISRA Council Meeting
9.00-9.05am
ISRA Website Update
ISRA Website Update
9:05–9:50am
Plenary Speaker
9:50–11:20am
Symposium #4
Plenary Speaker Eddie Harmon Jones Symposium #4a: Translational Approaches to Understanding Alcohol-Related Aggression: Individual, Relational, and Social Level Determinants Stapenbeck Sprunger Eckhardt
11:20–11:40am
LOCATION Breakout #1
Breakout #2
Other activity
ISRA Council Meeting
Symposium #4b:
Symposium #4c:
Advancing Knowledge about Adolescent Bystanders in Cyberbullying Episodes
Population Perspectives on Violence
Allison Bussey Fitzpatrick Spears
Gracia Connell Stanley Schofield
Morning tea Break
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Social Excursion
Time 11:40-1:10pm
1:10-2:00
Event Symposium #5
Main Hall Symposium #5a:
LOCATION Gallery #1 Symposium #5b
Gallery #2 Symposium #5c:
Emotions and Aggression
Sex Differences in Indirect/Social/ Relational Aggression
Aggression in the Real World: Threats, Suicides, and Campus Violence
Steffgen Lutz Chester Vasquez
Björkqvist Nelson Coyne Underwood
Twine Botha Warren Chan
Other activity
Social Excursion
BBQ Lunch (Provided)
2.00pm. Optional Outing Visit to Bara Barang Aboriginal Community Welcome to Country, Smoking Ceremony, guided visit to ancient carvings and bush tucker meal. Bus leaves 2.00pm. Arrive Bara Barang 3.15, Depart Bara Barang 7.00pm, Arrive at UNSW around 8.15pm OR Harbor Cruise: Cruise of Sydney Harbour from 3.00pm to 6.00pm. Drinks and canapes served. Watch the sun go down and the city lights come on from the harbour. Bus leaves around 2.30pm. At the conclusion of the Cruise, people can make their own arrangements for a meal and return to their hotel.
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Optional Outing: Harbour Cruise or Visit to Bara Barang
Friday July 22, 2016. John Niland Scientia Building, University of NSW, Sydney Time
Event
8:00am-5.30pm
Registration
Main Hall Poster Session #2 on Display
8.00am-9.00am
ISRA Business Meeting
ISRA Business Meeting
9:00–9:45am
Plenary Speaker
9:50–11:20am
Symposium #6
Plenary Speaker Joanna Bourke Symposium #6a:
11:20–11:40am
LOCATION Gallery #1
Gallery #2
Other activity
ISRA Business Meeting
Symposium #6b:
Symposium #6c:
Intimate Partner and Family Violence - Part 1
Targeting Specific Psychological Processes to Reduce Aggression in Children
Understanding Risk Factors for Sexual Assault: New Evidence from Chile, Germany, Turkey, and the U.S.A.
R. Anderson Darko Senkans Lila
Dadds van Dijk Lee Knutson
Swan Krahé Demirtas Schuster
Morning tea Break
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Social Excursion
11:40-1:10pm
1:10-2:00 2:00-3:30pm
Symposium #7
Symposium #7a: Intimate Partner and Family Violence - Part 2
Symposium #7b: Part 1: Aggression escalation and deescalation in humans and other animals: Evolutionary constraints, neurobehavioral mechanisms
Symposium #7c: Clinical and Developmental Studies of Aggression and Violence
Renaud Rodriguez Österman Tzoumakis
Sell Takahashi Daffern Potegal
Novaco Chen Chen Kimonis Goulter
Lunch (Provided) Symposium #8
YI Lunch #2 Symposium #8a: Intimate Partner and Family Violence - Part 3
Mendoza Pfiffner Tully Bloss
Symposium #8b: Part 2: Clinical implications and applications
Bowen Potegal
Symposium #8c: Moral Disengagement in the Production of Aggression Alleyne GutzwillerHelfenfinger Bussey Runions
3:30-4:00pm
Scott Award Address
Scott Address John Archer (video)
Afternoon Tea served
4:00-5:30pm
Poster Session #2
Poster Session #2
Lagerspetz Award meeting
6.30pm: Gala Banquet. Buses leave for Gala Banquet at 6.30pm. Banquet from 7.00pm-11.00pm at Cyrens Bar & Grill 21
Gala Banquet
Saturday July 23, 2016, John Niland Scientia Building, University of NSW, Sydney Time
Event
8:30am-12.20pm
Registration
9:00–9:45am
Plenary Speaker
9:50–11:20am
Symposium #9
Main Hall Plenary Speaker Gawaian BodkinAndrews Symposium #9a: Individual Differences
Ickes Miller Bondü Bond 11:20–11:35am
Morning tea Break
11:35-12:20pm
Presidential Address
12:20-1:30pm
Farewell BBQ and depart
LOCATION Gallery #1
Symposium #9b: Bullying, cyberbullying and online aggression: Multiple perspectives and approaches Green Spears Karklins Stretton
Gallery #2
Other activity
Social Excursion
Symposium #9c: Media and Technology
Keenan Hasan Overgaauw
Presidential Address: Kaj Björkqvist
Walkabout Wildlife Park
TBA
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Keynote Speakers’ Abstracts and Bios Presidential Address (Saturday, 11:35-12:20)
Childhood physical punishment as a predictor of victimisation from and perpetration of bullying and peer aggression at school Professor Kaj Björkqvist Åbo Akademi University, Vasa, Finland
In a representative study of school bullying on the Åland Islands, a surprise finding was made: among victims from school bullying, 39.5 % had been physically punished at home, while the percentage was only 16.8 % among non-victims. The finding raised the question whether exposure to physical punishment (PP) may put a child at greater risk for developing a ”victim personality”, depressed with low self-esteem, thereby signaling vulnerability to potential bullies looking for a suitable target. In a series of studies, it was found that PP was related not only to victimisation, but also to perpetration of bullying and aggression; the relationship tended to be stronger for girls than for boys, and highest in the case of cyber aggression. Depression was found to be a mediating variable between PP and victimisation, but not between PP and perpetration of aggression. That is, in those cases when a victim from PP is depressed, s/he is more likely to become a victim also of bullying and peer aggression. Data on the reduction of PP in Finland since the law against PP during all circumstances, including homes, was established in 1983 will also be presented. Brief bio: Kaj Björkqvist, PhD, is a Professor of Developmental Psychology at Åbo Akademi University, Vasa, Finland (since 1992) as well as a Licensed Psychologist. He also leads a study program in peace, mediation, and conflict research. He has published 13 books and more than 100 scientific articles. His research is focused mostly on human aggression, more specifically indirect aggression, sex differences in aggression, bullying and peer aggression, and global mental health. His work has been published in Japanese, German, Italian, Finnish, and Swedish. Possibly his best known books internationally are "Of Mice and Women: Aspects of Female Aggression", (Björkqvist & Niemelä, 1994) and "Cultural Variation in Conflict Resolution: Alternatives to Violence", (Fry & Björkqvist, 1997). He has also published a well-received book on chess, "Romantic D-openings: An Opening Repertoire for White". He is currently the President of the International Society for Research on Aggression (ISRA) Scott Award Address (Friday 3:30-4:30) 23
Why are men more violent than women? Professor John Archer University of Central Lancashire, England
Homicides to those of the same sex and to partners are much more commonly perpetrated by men than women. To understand the evolutionary principles that are responsible for these patterns, I consider first same-sex aggression from the perspective of sexual selection and second partner violence from the perspective of sexual conflict. The greater male than female violence to those of the same sex can be understood as part of a pattern of sexually-selected attributes possessed by human males, which includes size and strength, greater mortality, slower development, and threat display signals. The sex difference in aggression resides in the most escalated and risky forms of aggression, not in forms such as expression of anger and indirect aggression. As further evidence of past sexual selection, men have a greater variance in reproductive output than women, and the present-day population is descended from twice as many women than men. Sources of overlap in the physical and psychological attributes of men and women can also be viewed in an evolutionary context, as alternative reproductive strategies or as environmentally-dependent adaptations. Sexual conflict is derived from divergent genetic interests of males and females and greater male size and strength. Overlaid on these in modern western societies are attitudes that reduce male violence to women: despite these, escalated physical aggression and partner homicides are still more frequently perpetuated by men than women. In more traditional societies, patriarchal attitudes facilitate controlling and in some cases violent behaviour to partners, so that there is a more widespread differences in the male direction. Brief bio: John Archer is Professor of Psychology at the University of Central Lancashire, Preston, United Kingdom. He is the author of over 100 articles, most which are concerned with human aggression. He is the author of several books including The behavioural biology of aggression (1988, reprinted 2009), Grief and loss (1999), and (with Barbara Lloyd) Sex and Gender (1982, 1986 and 2002). He is a former President of the International Society for Research on Aggression (ISRA), a Fellow of the British Psychological Society, and is Editor-in-Chief of Aggressive Behavior (2012present). He published a target article in Behavioral & Brain Sciences (2009), on sex differences in aggression from an evolutionary perspective. He has also published extensively on partner violence, including a much-cited review in 2000 in Psychological Bulletin, and an article in the same journal on family violence in 2013. He has supervised over 20 doctoral students, including many who have gone on to successful careers of their own. 24
Wednesday’s Keynote Address, 9:00-9:45am
A New Look at the Human Amygdala and Psychopathy Professor Jack van Honk Utrecht University, Netherlands University of Cape Town, South Africa Amygdala dysfunction is considered to be importantly implicated in the pathology of psychopathy. The dominant theory is that amygdala impairments underlie practically every psychopathic trait. Accordingly, a structurally and functionally efficient amygdala should protect against psychopathic traits. Problematically, “the amygdala” as an entity is structurally and functionally non-existent. Although in humans typically investigated a single unit, the amygdala factually consists of structurally separate subdivisions with totally different, and even antagonistic functions; most prominently the central-medial amygdala (CMA) and the basolateral amygdala (BLA). On the basis of an established rodent dual-process model of the amygdala, the CMA subserves impulsive-emotional behaviors, while, crucially, the BLA sub-serves calculative-instrumental behaviors. Calculative-instrumental behaviors define psychopathy, thus BLA impairments may not protect from, but underlie psychopathic traits. To critically test this hypothesis we investigated a group of subjects with an extremely rare genetic syndrome, which results in selective bilateral damage to the BLA, but a structurally and functionally intact CMA. At the ISRA conference I will present data from a series of experiments in these BLA-damaged subjects targeting fear, social-economic behavior and morality in which they indeed emerge as reversed psychopaths. Consequently, the dominant theory on psychopathy and the amygdala is herewith structurally and functionally falsified. The BLA is, cross-species, a regulating neural hub subserving calculative-instrumental behavior, which characterizes psychopathy. Brief Bio: Jack van Honk is Professor of Social Neuroscience at Utrecht University in the Netherlands, and Professor in Clinical Neuroscience at the University of Cape Town in South Africa. His research focus is on the psychoneuroendocrine mechanisms underlying human social and emotional behavior, especially social fear and aggression. In his research in the Netherlands and South Africa, Jack van Honk specializes in causal research methodologies: Not only placebo-controlled administration of the hormones testosterone, cortisol and oxytocin, and opioid agonists and antagonists, but also transcranial magnetic stimulation (TMS) and transcranial direct current stimulation (tDCS). In South Africa, he is furthermore project leader on the research into Urbach-Wiethe disease, a rare genetic syndrome (knock-out-offunction mutation of the ECM1 gene), which causes bilateral calcification of the basolateral amygdala, a regulating brain hub in fear and aggression. Jack van Honk has published 135 peer reviewed articles, mostly in high-impact international journals such as PNAS, Nature, Neuroimage, Human Brain Mapping, Psychological Science, Psychoneuroendocrinology, Archives of General Psychiatry and Biological Psychiatry. These have been cited more than 8400 times and he maintains an H-index of 55. Finally, Jack van Honk is the Editor for invited reviews of Psychoneuroendocrinology, Academic Editor of Plos One, and Associate Editor of Frontiers in Behavioral Neuroscience, Frontiers in Emotion Science and BMC Psychiatry. Thursday’s Keynote Address, 9:00-9:45am 25
Understanding Racism and Bullying from Indigenous Standpoints Associate Professor Gawaian Bodkin-Andrews Centre for the Advancement of Indigenous Knowledges, University of Technology Sydney and the National Indigenous Research and Knowledges Network. Emerging research within Aboriginal and Torres Strait Islander contexts has done much to highlight the prevalence and negative impact of racism and bullying across nearly every level of education. Intriguingly, little research has sought to consider the extent to which these two forms of interpersonal stress and harm may be related to each other, or even conceptually confused with each other. It is the purpose of this presentation to not only review existing research on racism and bullying targeting Aboriginal and Torres Strait Islander students, but to emphasise theory and research led by Aboriginal and Torres Strait Islander scholars and/or actively embracing Aboriginal and Torres Strait Islander standpoints. By focusing on such a culturally specific epistemological lens, it is hoped that not only will the risk for confusing racism and bullying is lessened, but also culturally relevant and responsive agents of strength and resiliency will be identified. Brief Bio: Gawaian Bodkin-Andrews, of the D'harawal nation, is a researcher and lecturer whose outputs are increasingly encapsulating and promoting Aboriginal Australian standpoints and perspectives across a diversity of disciplines (most notably education and psychology). He has managed and led numerous research grants investigating a diversity of topics including, mental health, mentoring, identity, Traditional Knowledges, education, racism, and bullying. His projects have led to the development of a strong foundation in developing robust and diverse research designs, with an increasing dedication to Indigenous Research Methodologies. From this framework, he is continually developing his experience in applying quantitative and qualitative methods within his scholarly work. His research has also attracted a number of national and international awards (including the AARE Betty-Watts Indigenous Researcher award), and he has produced the Healing the Wounds of the Heart documentary focusing on developing resiliency against racism (https://www.youtube.com/watch?v=H0RosRz_HtQ) for Aboriginal youth. Friday’s Keynote Address, 9:00-9:45am
Sadists: A History of Rape-Murderers and Forensic Psychiatry Professor Joanna Bourke Birbeck College, London In Psychopathia sexualis (1886), Richard Von Krafft-Ebing coined the term “sadist” to refer to men (predominantly) who experience sexual pleasure in committing acts of cruelty. Non-consensual sadists have subsequently become the object of scientific inquiry. This paper explores the ways forensic psychiatrists have attempted to understand extreme cruelty from the late nineteenth century to the present.
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Brief Bio: Joanna Bourke is Professor of History at Birkbeck College, University of London, and Fellow of the British Academy. She is the prize-winning author of twelve books, including histories on modern warfare, military medicine, psychology and psychiatry, the emotions, and rape, as well as over 85 articles in academic journals. Among others, she is the author of Dismembering the Male: Men’s Bodies, Britain, and the Great War (1996), An Intimate History of Killing (1999), Fear: A Cultural History (2005) and Rape: A History (2007). Her book, What it Means to be Human was published by Virago in 2011. In 2014, she was the author of The Story of Pain: From Prayer to Painkillers (OUP) and Wounding the World: How Military Violence and WarPlay are Invading our Lives (Virago). Her books have been translated into Chinese, Russian, Spanish, Catalan, Italian, Portuguese, Czech, Turkish, and Greek. Saturday’s Keynote Address, 9:00-9:45am
Anger and its (surprising) relationship with positive emotions Professor Eddie Harmon-Jones School of Psychology, University of New South Wales In this talk, I will review research that suggests that anger may be related positively with certain positive emotions. In particular, research has revealed that anger is related to patterns of brain activity typically associated with positive emotions; anger is increased by some positive affect inductions; facial expressions of anger are confused with facial expressions of determination, which is often considered a positive emotion; and anger increases reward-related neural activity. Taken together, this body of research suggests a more complex relationship between anger and positive emotions. Brief Bio: Eddie Harmon-Jones is Professor of Psychology at The University of New South Wales. His research focuses on emotions and motivations, their implications for social and cognitive processes, and their underlying physiological substrates. In 2012, he received the Career Trajectory Award from the Society of Experimental Social Psychology. He has authored over 175 articles and book chapters, and has edited six scholarly books. Citations to his publications place him in the top 1% of cited scientists in Psychiatry/Psychology according to the Institute for Scientific Information’s Essential Science Indicators. He has served as an associate editor of the Journal of Personality and Social Psychology and the International Journal of Psychophysiology. He is currently an associate editor of the journals Psychological Science and Emotion.
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Wednesday Symposia 9:50-11:20, Symposia 1A, Main Hall Cyberbullying and Cybervictimization: Predictors and Moderators of Adolescents’ Involvement in Cyberbullying and Subsequent Adjustment Summary: Cyberbullying is “aggression that is intentionally and repeatedly carried out in an electronic context (e.g., e-mail, blogs, instant messages, text messages) against a person who cannot easily defend him- or herself “ (Kowalski, Guimetti, Schroeder, & Lattanner, 2014, p. 1072). Approximately 10% of youth report engaging in cyberbullying, and around 40% report having been victims. Although the negative consequences of cyberbullying and victimization are well documented (Kowalski, et al., 2014), developing prevention programs requires understanding more about predictors of involvement in cyberbullying, as well factors that moderate the impact of cyberbullying on individuals’ adjustment. These presentations will examine temperamental, cognitive, and social factors that predict risk for cyberbullying, but also moderate the risks associated with involvement. The first presentation will present observational data suggesting that impulsivity predicts negative and antisocial peer interactions via text message, which in turn leads to victimization and externalizing symptoms. The second presentation will discuss findings indicating that children who use social networking sites more frequently at T1 are both involved in more cyberbullying and share their passwords with peers more often at T2 (which were concurrently related). For the third presentation, an expert on the prevalence, predictors, and outcomes of cyberbullying, will present the factor structure of children and adolescents’ interpretations and coping strategies used when dealing with cyberbullying. For the final presentation, a leading scholar on how emerging media affects adolescents’ development will present results suggesting that recalled offline-social support reduces the association between both on- and off-line victimization and internalizing symptoms. Paper 1 Text message communication as a mediator of impulsivity and psychosocial maladjustment Samuel E. Ehrenreich & Marion K. Underwood, the University of Texas at Dallas Abstract: Impulsive adolescents engage in more social aggression, externalizing behaviors, and suffer from peer victimization (Blachman & Hinshaw, 2002; Hanish, et al., 2004). Given the ubiquity of cell phones among adolescents (Lenhart, 2015), impulsivity may manifest in text message communication, and texting impulsively may further contribute to psychosocial maladjustment. We hypothesized that negative features of text messaging would mediate the associations between impulsivity and social aggression, externalizing symptoms, and peer victimization. To test this, 144 adolescents (70 girls) rated their impulsivity during the summer prior to 10th grade. They were then provided with BlackBerry phones configured to capture all exchanged text messages. Four days of communication were coded during the 10th grade year for negative communication about themselves and others, sexual talk, talk about rule-breaking, and positive and neutral talk. At the end 28
of the school year, participants’ teachers rated their social aggression, externalizing behaviors, and peer victimization. The PROCESS macro, developed by Hayes (2013), was used to estimate both direct effects of impulsivity on the three outcome variables, as well as indirect effects of impulsivity through the four texting variables. Rule-breaking texts mediated the relation between impulsivity and externalizing behaviors (b = 1.82, p < .05). Negative texts about the self and others mediated the relation between impulsivity and victimization (b = .06, p < .05). The relation between impulsivity and social aggression was not mediated by any of the texting variables. Texting with peers may put impulsive adolescents at increased risk of social and behavior problems. Paper 2 When Sharing Is a Bad Idea: The Effects of Online Social Network Engagement and Sharing Passwords with Friends on Cyberbullying Involvement Diana J. Meter, The University of Texas at Dallas; Sheri Bauman, University of Arizona Abstract: Every day, children and adolescents communicate online via social networking sites (SNSs). They also report sharing passwords with peers and friends, a potentially risky behavior in regard to cyber safety. This longitudinal study tested the hypotheses that social network engagement in multiple settings would predict more cyberbullying involvement over time, and that youth who reported sharing passwords would also experience an increase in cyberbullying involvement. Data were collected at two time points one year apart from 1,272 third through eighth grade students. In line with the first study hypothesis, participating in more online SNSs was associated with increased cyberbullying involvement over time, as well as sharing passwords over time. Cyberbullying involvement at T1 predicted decreases in sharing passwords over time, suggesting that youth become aware of the dangers of sharing passwords as a result of their experience. Sharing passwords at T1 was unrelated to cyberbullying involvement at T2. Although it seems that youth may be learning from their previous mistakes, due to the widespread use of social media and normality of sharing passwords among young people, it is important to continue to educate youth about cyber safety and risky online behavior. Paper 3 Psychometrics can Inform us about Cyberbullying Sheri Bauman, University of Arizona Abstract: Psychometric analyses ensure that measures used in research are reliable and valid. These analyses may also reveal characteristics of the constructs being measured. On a survey completed by 1,387 youth in grades 3 – 8 in the southwestern USA, students answered questions about their digital behaviors. First, students read a hypothetical scenario of cyberbullying and were asked how likely they would be to respond in various ways. There were 15 items each describing how they might think (cognitions), how they might feel (emotions), and what they might do (actions). We expected factors corresponding to cognitions, emotions, or actions, or that the factor structure would align with the schema proposed by Causey and Dubow (1992): support seeking, self-reliance, problem solving, distancing, internalizing, and externalizing. We detected five factors: internalizing (12 items, 29
α=.90), hopelessness (8 items, α=.82), minimizing (7 items, α=.77), problem solving including support seeking (5 items, α=.74), and externalizing (5 items, α=.5) based on 426 cases with complete data on all items. The survey also included a 20-item scale, asking whether participants had experienced or perpetrated various types of cyberbullying. We hypothesized two factors, cyberbully and cybervictim. Instead, we found 5 factors: incidents involving email or images or lies, scary or mean texts, recipient of actions damaging to reputation or friendships, perpetrator of actions damaging to relationships or friendships, and exclusion. Alphas for each scale were .82, .77, .61, .59 for the first four factors. Exclusion was a 2-item factor that will not be retained in analyses based on these factors. Paper 4 Peer victimization and internalizing symptoms: Examining the buffering roles of online and offline social support Tyler Hatchel, Kaveri Subrahmanyam, Sonya Negriff, University of Southern California Abstract: Digital media have become an important social context for youth today, and provide both opportunities for peer victimization as well as peer support. An important question is whether online peer support can protect youth from the negative outcomes associated with peer victimization. This presentation will use a retrospective design to examine the moderating role of online and offline support in the relation between recalled victimization and internalizing symptoms. A diverse sample of 416 emerging adults aged 18-24 (M =20.69, SD = 2.21; Female = 59.9%). was recruited from a large public University in the West Coast of the U.S. Participants completed online surveys that assessed their recalled peer victimization (offline and online) as well as recalled social support (online and offline) during their adolescent years. They also completed measures of current social anxiety and depression symptoms. The data were analyzed using path modeling with Mplus. The model included peer victimization (combined score of offline and online scales) as the predictor of depressive symptoms and social anxiety (two separate manifest variables). Two different multiple group models were run to test the moderating effects of: 1) offline social support and 2) online social support. Results suggest that recalled offline support moderated the positive relation between peer victimization and internalizing symptoms, with a stronger effects for those in the low support groups. No moderating effects were found for recalled online support. Implications for policy and intervention as well and future directions will be discussed. 9:50-11:20, Symposia 1B, Gallery #1 Neurocognitive and Biological Characteristics of Individuals with Aggression Regulation Disorders and Associations with Treatment Summary: Despite the enormous health, social and economic consequences of aggression, the causes and treatment of aggression are poorly understood and understudied. This symposium will focus on neurocognitive and biological characteristics of individuals with problems of aggression regulation. All presenters will focus on different characteristics which are considered to be important regarding comprehending aggressive behavior and its treatment, such as oxytocin, cortisol, 30
testosterone, aggression subtype, cognitive biases, impulsivity, and the impact of substance use. The symposium covers a wide range of samples including youths with disruptive behavioral and autism spectrum disorders, adult forensic psychiatric outpatients, and individuals diagnosed with the intermittent explosive disorder. A bridge will build between scientific knowledge and clinical practice. Paper 1 Aggression Phenotypes in Adolescents with Aggression Problems: do they differ in oxytocin, cortisol, and/ or testosterone? M. Bakker, J. Glennon, N. Rommelse, C. Greven, P. Herpers, & J. Buitelaar Abstract: Aggression is an extensive social problem which is often seen in youths with disruptive behavioral disorders (DBD) and autism spectrum disorders (ASD). Although there are various treatments of aggressive behavior, none of them seems to be effective in all youths. This could be the result of approaching youths with either DBD or ASD as homogeneous groups. High values of testosterone are connected to a decrease in empathic skills, which in turn is connected to aggression or antisocial behavior. In contrast, it is proposed that cortisol has a modulating effect on this. In addition, since both empathy and oxytocin are connected to social functioning there may be a role for oxytocin on empathic processes. A total of 122 male participants (N=42 DBD, N=52 ASD, and N=28 controls were included in the current study aged 12-19 years (M = 15.4 years, SD = 1.9), were included to explore hormonal values (i.e. oxytocin, cortisol, testosterone, cortisol-testosterone ratio). Outcomes are explored within different subtypes of aggression and level of callous unemotional traits. (168 words) Paper 2 Neurocognitive Characteristics of Forensic Psychiatric Outpatients with Aggression Regulation Disorders and its Associations with Therapy Outcome. D. Smeijers, E. Bulten, J. Buitelaar, & R.J. Verkes Abstract: Although cognitive behavioral therapy has been shown to be (moderate) effective in the treatment of aggressive behavior in adolescents, little is known about the effectiveness in adults and it is clear to only a subgroup of patients benefits. Although there is a considerable amount of international research on a similar Aggression Replacement Training among youth, little is known about the efficacy among adults. It is remarkable that even though empirical evidence seems to be lacking, the use of this intervention is so widespread in clinical practice. The efficacy of this intervention for aggression was examined in relation to the specific types of aggressive behavior (i.e. proactive vs. reactive) in a population of forensic psychiatric outpatients (N = 169). Moreover, treatment mediators and moderators (i.e. psychological traumas in childhood, parental acceptance, and cognitive characteristics) were investigated. The current results lead to a better understanding of the underlying mechanisms of different forms of aggression and the importance for clinical practice regarding the making of informed decision whether this treatment is suitable for a specific individual patient will be highlighted.
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Paper 3 Intermittent Explosive Disorder: Neurocognitive Deficits and Treatment. M. McCloskey, A. Puhalla, M. Fahlgren, & M.E. Berman Abstract: Intermittent Explosive Disorder (IED) is the only adult psychiatric disorder for which affective aggression is pathognomonic. Despite the prevalence (~5%) and severity of IED, relatively little is known about the disorder. Neuroimaging studies suggest that IED may be associated with dysregulation of the emotion circuit, though this research only compared IED subjects to healthy volunteers. Self-report evidence also suggest those with IED have significant problems with emotion regulation and impulsivity. However, behavioral impulsivity tasks often fail to show significant differences between individuals with and without IED. Furthermore, there is a paucity of research on psychosocial interventions for IED, with only one published study showing that cognitive behavioral therapy is superior to a wait list control in reducing anger and aggression among those with IED. We will report the finding of our recent research suggesting that (1) Individuals with IED show greater dysregulation of the emotion regulation circuit than psychiatric control subjects do, and (2) impulsivity deficits in may specific to negative urgency. We will also report the findings from a recently completed randomized clinical trial showing that a cognitive behavioral intervention for IED reduces anger, aggression and neurocognitive deficits (e.g. negative urgency) relative to a supportive psychotherapy control treatment. (199 words) Paper 4 The impact of substance use on the treatment of aggression regulation R.J. Verkes, D. Smeijers, D. Spronk, J. van Wel, & J. Ramaekers Abstract: Many patients applying for treatment for a disorder of aggression control have a diagnosis of substance abuse. The association between impulsive interpersonal aggression and acute effects of alcohol use is well established. The impact of drugs of abuse on the disposition to react aggressively is less clear. Adequate treatment and management need further insight on this impact. We will present the results of two different studies. In the first study we investigated the comorbidity of disorders of substance use in a group of participants (n=169) of aggression replacement training (ART) during 12 weeks. We will discuss the impact of the continuation of alcohol and drug use on the outcome of ART. In another study we investigated by use of established paradigms, in healthy volunteers, the acute effects of cannabis and of cocaine on cognitive functions that are considered to be implicated in the disposition to react aggressively. Participants (n=120) received a single dose of cannabis, cocaine, or placebo in a randomized, double blind crossover design. Cannabis evoked a rather broad impairment in cognitive control suggesting that cannabis intoxication might lead to suboptimal auto-corrective behavior which can impair social interaction. Cocaine increased some forms of impulsivity. However, in general, cocaine enhanced cognitive control, associated with increased ‘feelings of control’ and over-confidence. This can easily result in risky behavior. Neither cannabis, nor cocaine appeared to enhance aggressive reactions per se. We will discuss the implications of our results on the accomplishment of adequate personalized treatment of individuals with aggression regulation problems.
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9:50-11:20, Symposia 1C, Gallery #2 A Social-Cognitive-Ecological Model of Exposure to Ethnic-Political Violence: Effects of Exposure on Palestinian Youths’ Aggressive and Violent Behavior Presenters: Eric F. Dubow, Paul Boxer, and Rowell Huesmann, Bowling Green State University and the University of Michigan Summary: In this symposium, we present empirical findings based on a socialcognitive-ecological model for understanding the impact of exposure to ethnic– political violence on children’s psychosocial adjustment. The model emphasizes the interaction of observational and enactive learning across multiple social contexts in shaping cognitive and emotional self-structures that in turn shape youths’ social and emotional outcomes. Our analyses are based on our Palestinian-Israeli Exposure to Violence project, a 4-wave prospective study of 1500 Palestinian and Israeli youth starting in 2007. This symposium focuses on the Palestinian youth (a national representative sample from the West Bank and Gaza) for whom the 4th wave of data are available. The youth (200 youth in each of 3 age cohorts of 8, 11, and 14 yearolds in 2007) and their parents were interviewed annually for the first three years of the study and then a random sample of 400 were interviewed again 4 years later (ages 14, 17, and 20). In three symposium papers, we examine data relevant to three questions: 1) Does chronic exposure to ethnic-political violence differentially predict severe physical aggression toward in-group peers as well as actual participation in violent demonstrations against the out-group four years later?; 2) What individual or contextual factors moderate the relation between earlier exposure to ethnic-political violence and aggressive/antisocial behavior 4 years later?; and 3) Is there evidence of emotional sensitization/desensitization (using self-reports and skin conductance measures of anxious arousal in response to violent video clips as well as cortisol samples) to discriminate youth exposed to ethnic-political conflict who develop aggressive behavior versus post-traumatic stress symptoms? We discuss our findings in terms of informing our theoretical social-cognitive-ecological model and in terms of informing the development of intervention programs for war-affected youth. Paper 1 Consequences of Exposure to War Violence: Effects on Peer-Directed Violent Aggressive Behavior vs. Participation in Politically Motivated Violence toward the Out-group Eric F. Dubow, L. Rowell Huesmann, Paul Boxer, and Khalil Shikaki Abstract: Youths’ aggressive behavior toward in-group peers has been shown to be related to persistent exposure to ethnic-political violence (Barber, 2008; Boxer et al. 2009; Dubow et al., 2010; Huesmann, et al., in press; Kithakye et al., 2010; Qouta et al., 2008). This has been explained by social-cognitive models which posit that exposure to violence in any context leads youth to develop aggression-related cognitions such as normative beliefs justifying aggression, hostile attributional biases toward others, and aggressive scripts to guide behavior in social conflict situations (e.g., Huesmann & Kirwil, 2007). Applied to an ethnic-political context, Dubow et al. (2008) and Huesmann et al. (2012) incorporated aspects of social identity theory 33
(Tajfel & Turner, 1986) which suggests that one’s perceptions and reactions in response to exposure to ethnic–political violence are filtered through one’s ethnic identity. Thus, members of societies that suffer from political conflict develop beliefs about the enemy/out-group (e.g., Bar-Tal, 1996; Barrett & Oppenheimer, 2011; Hammack, 2008), and indeed show elevated feelings of hostility toward the enemy, ethnocentrism, and support for war (e.g., Beber et al., 2012; Canetti Nisim et al., 2009). In this paper, we use data from a prospective study of 600 Palestinian youth to examine the degree to which exposure to ethnic-political violence during the first three waves of data collection (childhood to early adolescence) predicts serious violent behavior toward in-group peers as well as actual participation in violent demonstrations against the out-group peers during late adolescence and young adulthood independently of other factors promoting aggressive behavior. Paper 2 Protective Factors and Resilience among Palestinians Exposed to EthnicPolitical Violence Paul Boxer, Eric F. Dubow, L. Rowell Huesmann, and Khalil Shikaki Abstract: The empirical literature on the effects of exposure to ethnic-political violence on youth has been consistent in showing that exposure has deleterious impacts on youth in terms of externalizing problems such as aggression and internalizing problems such as post-traumatic stress symptoms (e.g., Betancourt et al., 2010; Cummings et al., 2010; Kithakye et al., 2010; Qouta et al., 2008). At the same time, research also has indicated the resilience of children exposed to ethnicpolitical violence (e.g., Barber, 2009; Dubow et al., 2012; Garbarino & Kostelny, 1996; Punamaki et al., 1997), highlighting the need to identify protective factors that might moderate the negative effects of this exposure. We use a risk and protective factors approach to examine factors that exacerbate or moderate exposure effects on youths’ aggression and violent behavior in a representative sample of 600 Palestinian youth. The youth and their parents were interviewed for three consecutive annual waves from 2007-2010, with a 4th wave collected on a random sample of 400 in 2014. We examine what factors might exacerbate or protect participants from developing aggressive/antisocial problems in the context of exposure to persistent political violence in childhood and early adolescence. We focus on a range of variables including the child’s cognitive beliefs related to aggression, emotion regulation styles, and self identity processes; their parents’ mental health and parenting behaviors; and their adolescent competencies (e.g., post traumatic growth, civic behaviors). Paper 3 Consequences of Exposure to War Violence: Discriminating Those with Heightened Risk for Aggression from Those with Heightened Risk for PostTraumatic Symptoms L. R. Huesmann, Eric F. Dubow, Paul Boxer, and Khalil Shikaki Abstract: Persistent exposure to war violence has detrimental effects on youth. Some of those exposed to war violence are more likely to act aggressively afterwards (Boxer et al., 2013; Kithakye et al., 2010; Quota et al., 2008), and some are more likely to display post-traumatic stress symptoms (PTS) (e.g., Barber & Schluterman, 2009; Qouta et al., 2008). However, the concordance of these two 34
outcomes is not strong, and it is unclear what discriminates between those who are at more risk for one or the other. Drawing on prior research on desensitization and arousal and on recent social-cognitive theorizing about how high anxious arousal can inhibit aggression (Huesmann & Kirwil, 2007), we hypothesized that those who experience higher anxious arousal when exposed to violence or have a high baseline cortisol level will display a greater increase in PTS symptoms and a lower increase in aggression than others. We examined data collected between 2006-2014 in a 4-wave longitudinal study of 600 Palestinian youth living in war zones who were 8, 11, or 14 in 2006. The 400 participants were re-interviewed about their recent aggressive and internalizing behaviors gave a saliva-cortisol sample on the morning of the interview, and had their skin conductance and self-reports of emotions assessed while exposed to a violent film after the interview. Both anxious arousal in response to seeing the violent film and baseline cortisol level moderated the relation in the predicted directions between exposure to war violence over the past three years and current aggression and PTS symptoms.
11:40-1:10, Symposia 2A, Main Hall Media Violence 1 – Short term effects Summary: The proposed submission will consist of two different symposia examining the short-term and long-term effect of media violence on physiology, attitudes, and behaviors. This proposal (Media Violence 1 – Short term effects) will focus on the immediate effects of exposure to media violence in a variety of genres. Paper 1 (Anderson) will examine the impact of exposure to media violence on aggressive behavior in seven different countries. Paper 2 (Warburton) will examine the motivation behind playing violent video games and the effect on subsequent aggressive behavior. Paper 3 will use EEG to discuss the neural mechanisms underlying associations between media violence and aggressive behavior (Stockdale). Finally, paper 4 (Prot) will discuss the psychological and group processes for denying media violence effects. Collectively, these studies suggest consistent effects of exposure to media violence, though a number of moderators will be presented. Paper 1 Media Violence and Other Aggression Risk Factors in Seven Nations Craig A. Anderson1, Kanae Suzuki2, Edward L. Swing1, Douglas A. Gentile1, Sara Prot1, Chun Pan Lam1, Christopher L. Groves1, Akira Sakamoto3, Yukiko Horiuchi3, Barbara Krahé4, Margareta Jelic5, Wei Liuqing6, Roxana Toma7, Wayne A. Warburton8, Poesis Petrescu7, Xue-Min Zhang6, Sachi Tajima9, & Feng Qing6 1Iowa
State University, USA 3Ochanomizu University, Japan 5University of Zagreb, Croatia 8Macquarie University, Australia 9Tokai University, Japan
2University
of Tsukuba, Japan of Potsdam, Germany 6Beijing Normal University, China 7West University Of Timisoara, Romania 4University
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Abstract: Cultural generality versus specificity of media violence effects on aggression was examined in seven countries (Australia, China, Croatia, Germany, Japan, Romania, U.S.). Participants reported aggressive behaviors, media use habits, and several other known risk and protective factors for aggression. Across nations, exposure to violent screen media was positively associated with aggression. This effect was partially mediated by aggressive cognitions. The media violence effect on aggression remained significant even after statistically controlling a number of relevant risk and protective factors (e.g., abusive parenting, peer delinquency), and was similar in magnitude to effects of other risk factors. Finally, in support of the cumulative risk model, joint effects of different risk factors on aggressive behavior in each culture were larger than effects of any individual risk factor. Paper 2 Video games meet key needs but the content impacts behaviour Wayne Warburton, Robert Busching and Douglas Gentile Abstract: There appears to be a growing incidence of screen overuse, and in 2015 Internet Gaming Addiction was added to the DSM-V Appendices to stimulate further research. However little is known about why some people play video games to the point of pathology. Given anecdotal reports from clinicians that heavy ‘gamers’ are often socially isolated, lacking in agency and control, and low in self-esteem, we examined the impact of playing video games on basic human needs across three studies using an experimental design. We also examined the impact of game content on subsequent aggressive and prosocial behaviour. Using both commercial and purpose-built games it was found that playing any sort of video game restores basic needs such as belonging, control and self-esteem, but that playing games with violent content increases later aggression. Implications for understanding video game overuse and for clinical approaches will be discussed. Paper 3 Short-Term Effects of Media Violence on Emotional Face Processing Laura Stockdalea,b Robert G Morrisonb Rebecca L. Siltonb Brigham Young University Loyola University Chicagob Abstract: Decades of research of the effects of media violence exposure have shown that exposure to violence in the media causes increased aggressive behavior and decreased prosocial behavior and empathy for others (Anderson et al., 2011). However, the neural mechanisms underlying these changes in behavior are less well understood. Past behavioral research has shown that short-term exposure to media violence resulted in participants more quickly and accurately identifying angry emotional faces compared to happy faces (Kirsh & Mounts, 2007; 2009). Similarly, EEG research suggests that short-term exposure to violent film clips can alter the way the brain processes emotional faces, resulting in decreased attention to emotional information conveyed through faces (Stockdale et al., 2015). Likewise, chronic exposure to media violence may be related to delayed processing of the emotional information contained in faces (Stockdale et al., in preparation). Clearly exposure to media violence can alter the way the brain processes emotional faces, 36
however it is unclear if exposure alters explicit emotional processing in the same way as implicit emotional processing. In the current study 10 undergraduate students were shown a violent or a nonviolent film clip and then completed an explicit emotional processing tasking using angry and happy faces. A week later participants came back in the lab and completed the same task after viewing the opposite film clip. Preliminary results suggest that short-term exposure to violence in the media can alter the neural processes associated with explicit emotional processing as reflected in decreased P200 amplitudes and delayed latencies. Paper 4 “Violent media don’t affect me” – Exploring intergroup factors leading to science denial Sara Prot, Craig A. Anderson, Douglas A. Gentile, Muniba Saleem, Kevin Blankenship & Zlatan Krizan Abstract: Denial of scientific evidence is a fairly common phenomenon which has been documented in various areas, including media violence effects. Science denial is often accompanied by anger and aggressive actions towards scientists, leading some authors to label it “war on science” (Lewandowsky, Oberauer & Gignac, 2013). Science denial can be explained, in part, by well-established processes affecting individuals such as belief perseverance, confirmation bias and cognitive dissonance. However, recent research suggests that group processes may also play a key role in denial (Lewandowsky et al., 2013; Nauroth et al., 2014). The current research takes this reasoning a step further and frames science denial in terms of intergroup conflict. We propose that the relationship between denialists and scientists can be understood in terms of intergroup relations (scientists are viewed as a hostile outgroup). Three sets of studies applied principles of social identity theory (Study 1A, 1B, 1C), intergroup threat theory (Study 2A, 2B, 2C) and intergroup emotions theory (Study 3) to explore the mechanisms that lead to science denial. Special attention is given to predictors of angry denial and aggressive actions towards scientists.
11:40-1:10, Symposia 2B, Gallery #1
Gender, evolution, dominance and aggression Paper 1 Aggression as an applied welfare problem studied through a game theoretical approach Irene Camerlinka, Simon P. Turnera, Gareth Arnottb aAnimal Behaviour & Welfare, Animal and Veterinary Sciences Research Group, Scotland’s Rural College (SRUC), Edinburgh, UK; bInstitute for Global Food Security, School of Biological Sciences, Queen's University, Belfast, UK Abstract: Aggression between group housed pigs has been a longstanding animal welfare issue in commercial pig husbandry. Despite decades of research, aggression 37
between pigs is poorly understood at a fundamental level. We combine game theory models from behavioural ecology with applied animal behaviour studies to deepen our understanding of aggression between pigs. This 3-year project is aimed at gaining insight into the information-gathering and decision-making capabilities of pigs to improve their welfare. In a first experiment (Animal Behaviour 108(2015):183-191), 57 dyadic contests took place between size-matched pigs which differed in their aggressiveness assayed as a personality trait. Aggressiveness did not affect the contest duration or chance of winning, suggesting that aggressiveness was not a component of fighting ability. Aggressiveness as a personality trait did influence the initiation of attacks and the type of behaviour displayed. In a recently finished second experiment we tested pigs’ ability to assess their own fighting ability and that of their opponent, making reference to appropriate game theory models based on either selfor mutual assessment. This involved staging dyadic contests between pigs (n=316) matched for either high or low aggressiveness. Dyads were either size-matched or size asymmetric, as recommended to distinguish between assessment strategies. Initial results highlight that high aggressive dyads were able to establish dominance relationships sooner than low aggressive dyads, although at greater physiological costs. Findings will be presented that reveal the assessment strategy used, whether this differs according to aggressiveness and prior experience of fighting, and the welfare implications for current husbandry practices. Paper 2 Using Evolutionary Theory to Understand the Attraction of Violent Video Games Michael Kasumovic, Khandis Blake, Tim Schofield, Miriam Capper, Thomas Denson, University of New South Wales Abstract: A common statement in the literature is that playing violent video games make people aggressive. But this is such a broad statement and categorization of the effect of playing violent video games and such a simplification of a complex suite of processes that it largely holds no meaning. Should it really surprise us that playing a competitive game can make people behave aggressively when almost anything in life can do the same? Rather than exploring what violent video games do to people, I will use this talk to explore an evolutionary perspective on why individuals are driven to play violent video games in the first place. I will discuss the results of several studies that explore the role of social competition as a driver of the desire to play violent video games and discuss the factors that moderate this desire. I will also discuss a study that explored how individuals respond to social cues of aggression after playing violent video games and how this relates to an evolutionary understanding of human behaviour. Paper 3 Men’s aggression towards sexualised women restores feelings of sexual dominance Blake, K. R., Bastian, B., Denson, T.F. Abstract: Researchers have become increasingly interested in the saturation of popular Western culture by female hypersexualisation. This trend encompasses the tendency for women to be sexually objectified in mass media, a shift towards more permissive sexual attitudes, and a preoccupation with sexual identities. In the current 38
study, we examined whether female sexualisation increases the likelihood of male aggression. One-hundred and fifty-seven men interacted with a woman presented as high or low in sexual openness under the guise of a dating game. They completed a task measuring sex goal activation and were rejected by the woman and told they were a substandard romantic date. All participants then completed a laboratory analogue of aggressive behaviour ostensibly against the woman they interacted with. To investigate whether aggression restored feelings of dominance over women, participants then rated their feelings of sexual dominance. We found that interacting with a sexually open woman increased men’s sex goals. Sex goal activation, in turn, predicted increased aggression, which elevated feelings of sexual dominance over women. Effects held when controlling for the influence of trait aggressiveness and negative affect. These findings imply that scenarios that activate male sex goals increase the likelihood of aggressive responses. By keeping men in a perpetual state of low sex goal activation, Western cultural hypersexualisation increases the likelihood that men will perpetrate aggression against women. Paper 4 Are men angry at work? Comparing workplace harassment and anger amongst Australian men and women Roger Patulny, Senior Lecturer in Sociology and Social Research Methods, University of Wollongong Abstract: While there is clear evidence that men are more likely to perpetrate violence in our society (ABS, 2013), the emotional dynamics that underlie this pattern of male aggression in Australia are not fully understood. Literature has attributed male violence and anger to a range of factors associated with dominant notions of masculinity that facilitate, or even celebrate, aggression (Flood 2004). Such ideals may be considered pervasive in the paid work sphere, where men still generally enjoy privilege relative to women. However, little is known about how men’s own experiences of aggression in this environment are also associated with negative emotions such as anger, stress, and tension. This paper addresses these issues using national data from a unique, new module on emotions in the 2015-16 Australian Survey of Social Attitudes. It examines the incidence of workplace bullying and harassment and the concomitant experience of recent anger amongst Australian men and women. The key, interim findings are that: people who are bullied and harassed at work are more likely to be angry (and also envious); women are more likely to report being bullied and harassed at work; women in general are more likely than men to report being angry in the last week, but there are no differences in reported anger between women who have been bullied and harassed at work and other working women; men who have been bullied and harassed at work are much more likely to report being angry; and that male professionals are the most likely occupation to get bullied and harassed at work, and are also the most likely to be angry. Causality issues prevent strong conclusions: does being harassed make people angry, or are angry people drawn to situations where they are (or perceive themselves to be) harassed? However, the stronger connection between workplace harassment and anger for men supports the thesis of threatened male status at work. The finding that women who work exhibit a greater likelihood of anger in general suggests that many women have their own frustrations with work that require further exploration.
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11:40-1:10, Symposia 2C, Gallery #2
Aggression in Schools Paper 1 Bystander involvement in school violence: Fixed roles or intervention styles? Michal Levy, The Hebrew University of Jerusalem, David Yellin, Teacher’s College, Thomas P. Gumpel, The Hebrew University of Jerusalem Abstract: Understanding the social complexity of violent episodes in the school and of the partipatory roles for participants has typically identified five discrete non-victim bystander. Despite the fact that the aggressor initiates the aggressive act, assistants willingly assist, either by actively participating in the event or by indirectly supporting the aggressor. Reinforcers encourage the aggressor by calling the victim derogatory names, by laughing at the victim or by cheering him or her on. In addition to these pro-aggressor roles, a large number of students choose not to involve themselves in the event by refraining from any direct physical involvement or from siding with any party. These students are known as the “outsiders” or “passive bystanders”. The last role consists of the “defenders” who defy the aggressor and try to encourage the victim. Three aims were examined in this study. First, we reevaluated the number and type of bystander roles in aggressive school incidents. Second, we examined the association between experiences in aggression and victimization episodes and between bystander intervention styles. Third, we estimated causal relationships between the different bystander intervention styles, by examining two directional casual paths. Participants were 1,521 adolescents (62% boys, 38% girls) from 15 Israeli religious and secular middle and high schools. The data analysis indicated two intervention styles: “help-recruiter” and “passive-bystander.” We distinguish between the “participant role approach” and the “bullying circle” in order to address the theoretical difference between social categorization of fixed bystander roles as opposed to rating bystander intervention styles on a continuum. Paper 2 Why do they do it? Reexamining participant roles of aggressors and bystanders in school violence episodes Thomas P. Gumpel, PhD, The Hebrew University of Jerusalem, Michal Levy, The Hebrew University of Jerusalem, David Yellin Teacher's College Abstract: We explored the relationship between psychopathy and narcissism and how they interact with different participant roles and school aggression and examined how these variables work together to influence aggressive outcomes in subclinical populations of aggressive middle and high school students. A series of within and between subjects analyses, followed by hierarchical regressions showed that different scales of the Anti-social Processes Screening Device (APSD) (Study 1, N = 3981) and the Narcissistic Personality Inventory (NPI) (Study 2, N = 1661), are predictive of aggression and that the aggressive-victims’ scores are highest on these measures; non-aggressors did not show elevated psychopathy or narcissism scores. 40
It is clear that some psychopathy traits are more common in the aggressor rather than the non-aggressor participant roles. Further, narcissism and aggression appear are related for males and females; however, when examining high aggression males and high aggression females, we found that males were more influenced by leadership and authority aspects of narcissism and females were more influenced by self-absorption/self-admiration aspects of narcissism. Generally, participants break down into three primary groups: perpetrators, helpers, and bystanders. We also reevaluated the number and type of bystander roles (Study 3, N = 1521). For both genders, being a helper (as either a help-seeker or defender) is positively correlated with exploitiveness. We present two structural models, illustrating the path leading to and from pro-social and anti-social bystander intervention styles. Paper 3 Bullying, peer aggression and victimization: Investigating supportive school climate, student well-being, and social identity. Reynolds, K. J., Turner, I., Lee, E., Subasic, E., Bromhead, D. Abstract: For a long time, getting in a fight at school or being called names was considered an unpleasant but ‘normal’ part of growing up. Now that bullying, violence and victimisation are the subject of scientific research, a very different picture of harm is emerging. This paper explores the relationship between aggression and well-being in more detail and includes measures of the school social environment (school climate and school identification) as an additional explanatory factor. Responses from a survey of 1809 Australian students in grades 7-10 are reported (study 1) that also includes a three-year longitudinal sample of over 500 students (study 2). The survey included measures to assess (1) a range of demographic characteristics, (2) self-reported aggression and experience of victimization, (3) individual student well-being variables of depression and anxiety (4) the climate of the school (academic support where students are supported in their learning and group support where students are valued and respected as school members), and (5) students’ sense of belonging and connection to the school (school identification). Findings suggest a reciprocal relationship between well-being and aggression and that social (school) identification and school climate are significant predictors of aggression in schools. In line with predictions it was also found that changes in school climate perception, school identification, and well-being explained changes in aggressive behaviours over time. Implications for research and school safety are outlined. Paper 4 Perception of seriousness of victimization and help seeking among JHS students in China Chen, J.*, Mizuno, H.**, & Toda, Y.** *Nagoya University ** Osaka University of Education Abstract: The aim of this study was to examine how victimization experience and perception of its seriousness relate to help seeking behavior among junior high school students in China, Shang Hai. The questionnaire consisted of 1) victimization scale, 2) perception of seriousness of victimization, 3) causal attribution and 4) help 41
seeking behavior. Totally 331 public school students fulfilled the questionnaire and 221 (108 boys, 113 girls) were analysed after excluding answers with missing data. Factor analysis on the victimization scale revealed three factors: overt victimization, covert victimization, and cyber victimization. SEM results showed that mostly there were no pathways from victimization subscales to help seeking items. However, perception of seriousness of victimization was related to help seeking from friends, family and teachers. Mediating effects of other variables were also investigated and discussed. 2:00 - 3:30, Symposia 3A, Main Hall Media violence 2 – Long term effects Summary: The proposed submission will consist of two different symposia examining the short-term and long-term effect of media violence on physiology, attitudes, and behaviors. This proposal (Media Violence 2 – Long term effects) will focus on the long-term effects of exposure to media violence. Each study presented in this symposium will be longitudinal in nature and will included a minimum of three years of testing. Two studies will examine potential mediators: Paper 1 (Huesmann) will examine normative beliefs as a mediator and paper 2 (Coyne) will examine selfregulation, values, and empathy as potential mediators of the effect of violent media on aggressive behavior. Two other studies will examine potential moderators of the effect: Paper 3 (Gentile) will examine neighborhood and Paper 4 (Busching) will examine parental control as moderators. Collectively, these studies suggest a number of mechanisms for the long-term effect of exposure to media violence. Results will be discussed using a risk and resilience approach. Paper 1 The Role of Normative Beliefs in Mediating the Long Term Effects of Exposure to Media Violence on Aggression L.Rowell Huesmann, University of Michigan Abstract: The primary psychological processes through which media violence affects aggression in the short-run are priming of existing aggressive scripts or angry emotions, mimicry of new scripts, and arousal of angry emotions through excitation transfer. For long-term effects the primary processes are observational learning of social cognitions supporting aggression (hostile attributional biases, aggressive social scripts, normative beliefs supporting aggression) and desensitization of negative emotions associated with aggression. In this paper I present evidence from multiple empirical studies that one of the most important of these social-cognitions that mediate the long-term effects is normative beliefs about aggression. Normative beliefs are are used to evaluate potential scripts for solving a social problem and eliminate from consideration those that seem inappropriate for that person. Often they are generally agreed upon social norms, but sometimes they are specific to the person. In this paper 1) I present evidence that such normative beliefs mediated the significant effects of exposure to TV violence at ages 6 to 10 on aggression 15-years later. 2) I present evidence that such normative beliefs mediated significant effects of violent video game playing at ages 7 and 9 on aggressive behavior at ages 10 and 42
12, and 3) I present evidence that normative beliefs mediated the effects of both TV violence viewing and violent game playing on serious violence and violent crime among high risk/delinquent adolescents and young adult criminals. The effects remain even when one controls for prior aggression and other causes of aggression within the person, family, and environment. Paper 2 Longitudinal associations between violent video game play and externalizing behavior during adolescence Sarah M. Coyne*, Wayne Warburton**, and Laura M. Padilla-Walker*. *Brigham Young University, **Macquarie University Abstract: Numerous studies have shown a link between exposure to playing violent video games and aggressive behavior. However, criticisms of the field suggest that most studies examine “lower-level” forms of aggressive behavior and that measurement lacks external validity. Indeed, there are few studies examining violent video game play with externalizing behavior (e.g., vandalism, delinquent behavior, substance use), and even fewer examining these relationships in a longitudinal context. Additionally, few studies examine long-term mediators of these relationships. Accordingly, the aim of the current study was to examine associations between violent video game play, externalizing behavior, and prosocial behavior over a six-year time period. A number of mediators including empathy, selfregulation, and values were examined as potential mediators. Participants consisted of 500 adolescents who were tested once a year for six years. A cross-lag panel model revealed that violent video game play predicted higher levels of externalizing behavior and lower levels of prosocial behavior six years later, even after controlling for initial levels of behavior. When mediators were added to the model, selfregulation mediated the relationship between violent video game play and externalizing behavior. Additionally, empathy and endorsing a benevolent value system mediated the link between playing violent video games and prosocial behavior. Results will be applied to the General Aggression Model. Paper 3 Violent video game exposure within a broader risk and resilience approach: The moderating effect of neighborhood Douglas A. Gentile, Sara Prot, Brad Bushman, L. Rowell Huesmann, Craig A. Anderson, & Paul Boxer. Abstract: Although media violence generally and violent video game exposure specifically have been linked to increased risk of aggression in childhood, studies are only beginning to examine how risk and resilience factors combine to moderate the effects of each other. This study examined how neighborhood influences the effects of violent video game exposure in a large longitudinal study. We measured 1,421 children (47% female) annually for three years, beginning in 2nd grade (N=447), 4th grade (N=517), and 9th grade (N=457). Children were sampled from urban, suburban, and rural regions. Several risk factors for aggression were measured, including violent video game exposure. Overall, violent video game exposure was 43
related to later aggression, but there were significant differences by region. Violent game exposure was least predictive of aggression in the urban sample, compared to the suburban and rural samples. Theoretical and practical aspects are considered. Paper 4 The Impact of Parental Control on Children’s Exposure to Media Violence and Aggressive Behavior: Evidence from a Four-Wave Longitudinal Study of German Adolescents Robert Busching and Barbara Krahé, University of Potsdam, Germany Abstract: Parents often express concern about the level of violence in their children’s media diet, since multiple studies have shown that exposure to media violence promotes aggression. Therefore, they often aim to restrict their children’s access to violent. This presentation investigates the link between parental control of violent media use and aggressive behavior in the course of adolescent development. In addition, we examined the hypothesis that the reduction in violent media use as a result of parental control leads to reduced aggression via a change in the normative approval of aggression. A sample of N = 1852 adolescents was studied at four waves with one-year intervals. We obtained participants’ reports of parental control at T1 and violent media use, normative beliefs about aggression and physical aggression at each data wave. In addition, parent reports of parental control were assessed at T1 and T2, and teacher reports of aggressive behavior were obtained at each wave. Latent slope analyses showed that higher parental control predicted a reduction of media violence exposure over time. This reduction in media violence exposure predicted lower normative approval of aggression, which in turn predicted later self-reported physical aggression as well as teacher ratings of aggression. Parent-reported control was unrelated to violent media use and showed weak relations with children’s reports. Combining the findings with evidence from a schoolbased intervention to reduce media violence us, we will discuss possible ways of influencing adolescents’ media diet to break the link between media violence use and aggression. 2:00 – 3:30, Symposia 3B, Gallery #1 From Mice to [aggressive] Men: Genetics and Basic Brian Mechanisms Paper 1 Association of Low Activity Monoamine Oxidase-A Genetic Variants and Abnormal Amygdala Morphology in Violent Offenders with Antisocial Personality Disorder Nathan J. Kolla1-2*, Raihaan Patel3, Mallar Chakravarty3, Jeffrey Meyer1-2 1 = Department of Psychiatry, University of Toronto, Toronto, Canada 2 = CAMH Research Imaging Centre, Toronto, Canada 3 = Douglas Imaging Centre, Montreal, Quebec
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Abstract: Violent offending is increased among individuals with antisocial personality disorder (ASPD). Morphological abnormalities of the amygdala, a key brain emotion processing region, are present in violent offenders. Among healthy males, monoamine oxidase-A (MAO-A) genetic variants associated with low transcription in vitro (MAOA-L) are related to structural abnormalities of the amygdala. However, it is currently unknown whether amygdala morphology in ASPD relates to MAO-A genetic polymorphisms. We hypothesized that amygdala surface area abnormalities would associate with MAOA-L genotype in violent ASPD males. Methods: We studied 18 males who had ASPD and a history of violence and 20 healthy male controls. Genomic DNA was extracted from peripheral leukocytes with MAO-A genetic polymorphisms determined using standard PCR procedures. Each subject underwent a T1-weighted MRI anatomical brain scan that provided vertex-wise measures of amygdala shape and surface area. Results: A group × genotype interaction predicted surface area in regions of the right amygdala (t=3.4, p=0.002, df=32, FDR=10%). ASPD subjects with MAOA-L showed decreased surface area in right basolateral amygdala (t=3.4, p=0.005, df=13, FDR=10%) and increased surface area in the right anterior cortical amygdaloid nucleus (t=3.4, p=0.005, df=13, FDR=10%) compared with healthy MAOA-L carriers. No group differences were observed among carriers of the high MAO-A allele (MAOA-H). Conclusions: This is the first study to describe genotype-related morphological differences of the amygdala in a population marked by high aggression and violence. Deficits in emotional regulation that contribute to the violence of ASPD may relate to morphological abnormalities of emotion processing regions under genetic control.
Paper 2 On the quest for biomarkers and neurodevelopmental predictors of antisocial behavior: lessons from animal models Marco Bortolato, MD PhD; Sean C Godar, PhD, Department of Pharmacology and Toxicology, University of Utah, USA Abstract: Ample evidence has shown that antisocial behavior (AB) results from critical interactions of genetic and environmental vulnerability factors occurring at multiple early-life and juvenile developmental stages. In particular, one of the bestcharacterized gene x environment (GxE) interactions in AB involves 1) the gene MAOA, encoding the monoamine catabolic enzyme monoamine oxidase A; and 2) child maltreatment. Our group has recently reproduced this GxE interaction in a mouse model, based on the exposure of hypomorphic MAOA transgenic mice (MAOANeo) to early stress (ES; a combination of daily maternal separation and saline injection sessions) during the first postnatal week. In striking resemblance with ESexposed MAOANeo mice began exhibiting aggressive responses from late adolescence; similarly to the neurodevelopmental trajectory described in AB patients, this abnormal behavior escalated with age, reaching a peak in young adulthood. Conversely, non-stressed MAOANeo mice and ES-subjected wild type littermates did not exhibit any such behavior. In consideration of the high construct and face validity of our model, we are currently examining whether aggression in ESexposed MAOANeo mice may be predicted by early molecular biomarkers and/or behavioral/physiological phenotypes. Our ongoing studies have documented 45
alterations in resting heart rate, locomotor behavior and communication patterns highly reminiscent of corresponding changes in patients affected by conduct disorder and AS. Aggression in our mouse models is also predicted by early-life changes in serotonin and glutamate receptors in the prefrontal cortex, as well as early alterations in cytokine profile. These results may point to the identification of reliable biochemical predictors of antisocial behavior, and elucidate the mechanisms of GxE interactions in AB. Paper 3 Photostimulation of distinct prefrontal-hypothalamic projections differently modulate aggressive behavior Laszlo Biro1, Eszter Sipos1, Mate Toth1, Biborka Bruzsik1, Imre Farkas2, Diana Balazsfi1, Dora Zelena1, Jozsef Haller1 1Laboratory of Behavioural and Stress Studies, Department of Behavioural Neurobiology, Institute of Experimental Medicine, Hungarian Academy of Sciences, Budapest, Hungary; 2Laboratory of Endocrine Neurobiology, Institute of Experimental Medicine, Hungarian Academy of Sciences, Budapest, Hungary Abstract: Aggression control is associated with many cognitive and emotional aspects processed by the prefrontal cortex (PFC). Previous studies suggested that the PFC inhibits the hypothalamic areas of aggression via indirect pathways through the amygdala. Although our former studies showed that the infralimbic and prelimbic regions of the PFC send direct projections to the mediobasal and lateral hypothalamus in rats (MBH and LH respectively), the role of these projections in aggressive behavior is still unknown. We used an optogenetic projection targeting approach to investigate the contribution of prefronto-hypothalamic pathways to the manifestation of aggression. MBH regulates intraspecific aggression, and photostimulation of the PFC-MBH pathway resulted in elevated attack numbers accordingly. Despite of the LH is generally known for the regulation of predatory behavior, it is also implicated in the intraspecific aggression. Activation of the PFCLH pathway altered merely the qualitative aspects of aggression, namely the ratio of attacks targeted vulnerable bodyparts and non-signalled attacks was increased. To understand the behavior effect of projection stimulation we determined the phenotypes of the presynaptic prefrontal neurons in the hypothalamus. Immunostaining for vesicular glutamate transporter 1 (vGLUT1) and vesicular GABA transporter (vGAT) showed that the prefrontal input of the examined hypothalamic areas was exclusively glutamatergic. The axonal phostimulation of these glutamatergic neurons was sufficient to induce elevated neuronal activity in the postsynaptic hypothalamic areas indicated by increased number of c-Fos positive neurons. Overall, our data implies the PFC directly modulates the quantitavive and qualitative proporties of aggressive behavior via distinct excitatory hypothalamic projections.
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Paper 4 Born to Drive? The behavioural genetics of driving behaviour Dr Patrycja J. Piotrowska, University of Sydney (
[email protected]) Dr Richard Rowe, University of Sheffield (
[email protected]) Dr Christopher B. Stride, University of Sheffield (
[email protected]) Dr Damian Poulter, University of Greenwich (
[email protected]) Abstract: Road traffic crashes pose a serious public health concern, and driver behaviour is an important contributor to crash risk. It is likely that different factors contribute to the causation of a range of risky driving behaviours. A number of studies have noted familial similarity in driving behaviours which may reflect a combination of genetic and environmental transmission. This study explored the origins of familial correlation in a range of risky driving behaviours such as ordinary violations, aggressive violations, errors and slips using a genetically sensitive design. Sample and Method: The present analyses focus on wave 4 of the Genesis 1219 longitudinal study of twins and siblings. A total of 1,556 individuals (from 896 families) participated at this contact, and current analyses focussed on 91 monozygotic and 162 dizygotic twin pairs. Driving behaviour was measured using a shortened form of the Manchester Driver Behaviour Questionnaire. The questionnaire distinguishes four sub-scales: ordinary violations, aggressive violations, errors and slips. Genetic and environmental effects were estimated in a series of structural equation models. Results: Aggressive violations and slips were strongly genetic with no evidence that shared environmental effects were influential. Genetic effects were marginally significant for ordinary violations. In contrast, there were significant common environmental effects on errors with no significant genetic variance. Conclusions: Our results highlight the importance of considering genetic effects in the aetiology of risky driving behaviours. Potentially important sources of genetic variance and the implications for road safety interventions that approach crash risk at a family level are considered.
2:00 – 3:30, Symposia 3C, Gallery #2 The Effects of Parents and Children on Aggression and Defending of Peer Victimization across Development Summary: Parents have long been studied as part of the social-ecological context that affects child development (Bronfenbrenner, 1986; Espelage & Swearer, 2010), including involvement in peer aggression in different roles. Family composition, parents’ beliefs, parenting styles, and parenting behavior may all influence children’s involvement with aggression as aggressors or in other participant roles, such as the role of defender, a label given to youth who defend others from peer victimization (Salmivalli et al., 1996). Less frequently, child effects on parenting, or parent outcomes have been investigated. Four papers discuss the effects of parents or parenting on involvement with peer aggression from early childhood to adulthood. The first paper describes the effects of parents’ beliefs about aggression and behavioral responses toward aggression among preschoolers. Parents differed in how they viewed overt and relational aggression. They reported they would discipline their children differently depending on the type of aggression in which their child was 47
involved. Parents’ beliefs and behavioral responses were associated with preschoolers’ relational aggression. The second paper reports the association between parenting styles (authoritative, authoritarian) and guilt induction and child’s defending in the 4th grade. Parenting did not predict boys’ defending, but among girls, paternal reasoning and maternal warmth predicted defending, whereas paternal hostility and maternal guilt induction predicted less defending. In the third paper, the effect of parents’ psychological control on adolescent and parent social aggression was studied across four years. The bidirectional parent and child effects of adolescent and parent aggression were also investigated. The hypothesis that psychological control would lead to parents’ increased manipulative and hostile interactions with their own peers was supported. The fourth paper describes results from a study that followed a sample from ages 9-18. Results showed that permissive parenting affected the trajectory of aggressive behavior among participants from elementary school until adulthood. Paper 1 Parental Beliefs and Practices Associated with Preschoolers’ Aggression Kay Bussey, Elise Gillard, and Frances Houwing, Macquarie University, Sydney Australia Abstract: Young children’s aggression has been a relatively neglected topic by aggression researchers. This is despite many observational studies reporting that children under three years of age engage in overt (physical and verbal) and relational aggression. Although peers are important sources of influence on children’s aggressive behaviour across all age groups, parental influence may be particularly important in the early years. However, little research has examined the role of parents in relation to children’s early aggressive behavior. This study aimed to fill this gap by examining the role of parents in children’s overt and relational aggression in the preschool years. Participants included 116 (61 girls) middle-class Australian children (3-5 years), their parents, and 20 preschool teachers. The children and parents completed interviews and questionnaire-based measures (vignettes and sociocognitive measures) while teachers rated children’s overt and relational aggression (PSBS-T; Crick, Casas, & Mosher, 1997). Teachers reported that children engaged in more relational than overt aggression. Parents’ beliefs and responses to the two forms of aggression differed. They viewed overt aggression as more serious, less moral, and more hurtful than relational aggression. They also reported intervening more frequently with power assertive disciplinary techniques when their child engaged in overt than in relational aggression. The results further revealed that preschoolers’ teacher-reported relational aggression was directly linked to parents’ permissive sociocognitive beliefs and behavioral responses towards relational aggression. These results suggest that parental education about how to respond to preschoolers’ aggressive behavior may provide an important addition to aggression-reducing intervention programs. Paper 2 Combatting Peer-Group Aggression: Do Parents Promote Defending Behavior? David A. Nelson, Martina Bailey, Laura M. Padilla-Walker, & Sarah M. Coyne, Brigham Young University, Utah, USA 48
Abstract: Two decades ago, Salmivalli, Lagerspetz, Bjӧrkqvist, Ӧsterman, and Kaukiainen (1996) refocused research on bullying by describing it as a group phenomenon, in which every child plays some role in either promoting or undermining it. The majority of children, in particular, tend to directly or indirectly reinforce the bullying. In contrast, some students actually take steps to ensure that bullying stops, and are referred to as defenders. Whereas prior studies document personal attributes of defenders, no study has yet ascertained whether these defending tendencies might be associated with family environment. In this study, we consider dimensions of authoritative parenting (warmth, reasoning), authoritarian parenting (verbal hostility, corporal punishment) and guilt induction. We expected authoritative dimensions of parenting to be supportive of children’s defending behavior, and authoritarian dimensions and guilt induction to undermine defending behavior. Our sample included 101 boys and 118 girls in the fourth grade. All came from dual-parent families in the Western United States. Both mothers and fathers were invited to complete parenting questionnaires, and 184 fathers (84%) did so. The sample was predominantly Caucasian (90.2%). Peer nominations of defending behavior were obtained, which included physical, verbal, and relational defending. A multiple-group, multivariate multiple regression conducted in SEM showed no significant parenting predictors for boy’s defending behaviors. In contrast, paternal reasoning and maternal warmth were significant predictors of more defending behavior in girls, whereas paternal verbal hostility and maternal guilt induction were associated with girls’ diminished defending behavior. Implications of these findings will be discussed. Paper 3 The Effect of Psychological Control on Parents’ and Children’s Social Aggression Diana J. Meter, Samuel E. Ehrenreich, & Marion K. Underwood, The University of Texas at Dallas, Texas, USA Abstract: This study investigated the relations between psychological control (PC) and child and parent social aggression over four years. Previous research showed a relation between parents’ PC and adolescents’ relational aggression (Kuppens et al., 2013). Through PC interactions with parents, children may learn the effectiveness of hostile and manipulative behavior (Kawabata et al., 2011), which could lead to social aggression with peers. Parents’ use of PC with children may reinforce their own notions of the appropriateness of manipulative and hostile interactions, increasing their socially aggressive interactions with their own peers. Participants were 174 U.S. high schoolers, their parents, and their favorite teacher. Adolescent participants were 9th graders at T1 and were ethnically diverse. Ten percent of the parent participants were dads. Three subscales of PC were parceled into indicators of the latent construct of PC (Barber, 1996; Nelson et al., 2005).The Social Behavior Scale, Teacher Version (Crick, 1996) measured child’s social aggression. The Indirect Aggression Scale measured parents’ social aggression with parents’ peers (Forrest et al., 2005). The association between parent’s PC and parent’s and child’s social aggression from 9th to 12th grade was tested with a longitudinal structural equation model. Parent and child’s social aggression did not impact each other over time. PC was not associated with child social aggression. PC was associated with increases in parent’s social aggression between 10th and 11th and 11th and 12th grades. The
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hypothesis that PC would lead to parents’ increased manipulative and hostile interactions with their own peers was supported. Paper 4 Family predictors of continuity and change in social and physical aggression from ages 9 to 18 Samuel E. Ehrenreich, Kurt J. Beron, Dawn Y. Brinkley, Marion K. Underwood, The University of Texas at Dallas, Texas, USA Abstract: This research examined developmental trajectories for social and physical aggression for a sample followed from age 9 to 18, and investigated possible family predictors of following different trajectory groups. Participants were 158 girls and 138 boys, their teachers, and their parents (21% African American, 5.3% Asian, 51.6% Caucasian, and 21% Hispanic). Teachers rated children's social and physical aggression yearly in grades 3-12. Participants' parent (83% mothers) reported on family income, conflict strategies, and maternal authoritarian and permissive parenting styles. The results suggested that both social and physical aggression decline slightly from middle childhood through late adolescence. Using a dual trajectory model, group-based mixture modeling revealed three trajectory groups for both social and physical aggression: low-, medium-, and high-desisting for social aggression, and stably-low, stably-medium, and high-desisting for physical aggression. Membership in higher trajectory groups was predicted by being from a single-parent family, and having a parent high on permissiveness. Being male was related to both elevated physical aggression trajectories and the medium-desisting social aggression trajectory. Negative interparental conflict strategies did not predict social or physical aggression trajectories when permissive parenting was included in the model. Permissive parenting in middle childhood predicted following higher social aggression trajectories across many years, which suggests that parents setting fewer limits on children's behaviors may have lasting consequences for their peer relations. Future research should examine transactional relations between parenting styles and practices and aggression to understand the mechanisms that may contribute to changes in involvement in social and physical aggression across childhood and adolescence.
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Thursday Symposia 9:50-11:20, Symposia 4A, Main Hall
Translational Approaches to Understanding Alcohol-Related Aggression: Individual, Relationship, and Social Level Determinants Summary: An extensive literature supports an association between alcohol use and interpersonal aggression. Across diverse methodologies and many decades of empirical investigation in this area, there is little debate on several fundamental points: (1) The pharmacological effects of alcohol are at least a contributing cause of aggression; (2) This relationship is exceedingly complex, as evidenced by myriad moderating variables and various putative mechanisms by which aggression is facilitated in at-risk individuals and/or situations; and (3) Effective interventions that break this robust and complicated association are limited. The next generation of research in this area must bring greater clarity to this complex association such that intervention-based research and practice can more effectively address this critical public health problem. The studies that comprise this symposium are innovative with respect to methodology and significant with respect to the individual, relationship, and social factors investigated as risk factors for alcohol-related aggression. At the individual level, a primary focus across all presentations is the investigation of the interaction between individual alcohol use and existing intrapersonal risk factors (e.g., negative affect, expectancies, drinking motives). At the relationship level, each presentation contributes original findings to understanding the overlap between specific interpersonal and/or dyadic factors (e.g., negative conflict tendencies) that increase risk for peer and/or intimate partner aggression. At the broader social/community level, findings will be presented about the interactive effect of alcohol use and social isolation on interpersonal aggression. Together, these presentations will identify key risk factors for alcohol-related aggression that may have significant implications for prevention methods, especially among individuals at high risk for engaging in aggression during alcohol intoxication. Paper 1 An Examination of Men’s Aggression Perpetration Profiles and Their Associations with Alcohol Consumption, Alcohol Expectancies, and Drinking Motives Cynthia A. Stappenbeck, Kelly Cue Davis, William H. George, Kelly F. Kajumulo, Jeanette Norris, University of Washington, Seattle, WA, USA Abstract: Scant research has examined the association between alcohol and patterns of aggressive behavior. We used latent class analysis (LCA) to empirically identify subgroups of men based on their perpetration of different forms of aggression: physical and psychological aggression towards partners and peers, unwanted sexual contact, and attempted and/or completed rape. Then we examined differences among subgroups on alcohol consumption, expectancies, and drinking motives. Our community sample consisted of 296 social drinking young men. Using Mplus we identified four subgroups: Low Aggression (35.4%), High Aggression 51
(18.0%), Low Partner/Peer and High Sexual Assault (20.4%), and Moderate Partner/Peer and Low Sexual Assault (26.2%). Next, we conducted ANOVAs in SPSS to test differences in alcohol consumption and alcohol expectancies among groups. The groups did not differ on their typical weekly drinking quantity, frequency, or heavy episodic drinking in the past year. However, men in the Low Aggression group had significantly lower sexual enhancement and lower sex drive alcohol expectancies than the High Aggression group. Men in the Low Aggression group endorsed lower sexual disinhibition alcohol expectancies than the High Aggression and Low Partner/Peer and High Sexual Assault groups. Men in the Low Aggression group had lower power and aggression alcohol expectancies than all other men. Finally, men in the Low Aggression group reported lower conformity and coping drinking motives than the High Aggression group and lower social drinking motives than the Low Partner/Peer and High Sexual Assault group. Results provide an understanding of the nexus of aggression perpetration and suggest possible targets for interventions.
Paper 2 Effects of Alcohol on Affective and Behavioral Reactions to Ostracism Joel Sprunger, Andrew Hales, Christopher Eckhardt, Kip Williams, Purdue University, West Lafayette, IN, USA Abstract: Interpersonal aggression is a serious social problem with severe physical and psychological consequences for its victims. Ostracism is a powerful form of social aggression that normatively produces strong negative experiences and precipitates reactive aggression for those subjected to it. Little is known about the role of alcohol intoxication in facilitating affective and behavioral reactions to social exclusion. At present, two prominent models for understanding alcohol’s effects on behavior offer conflicting predictions regarding alcohol’s aggression-facilitating or mitigating influence. Specifically, Alcohol Myopia Theory proposes that if an inebriate is ostracized they will become more aggressive due to a myopic focus on the instigating situation. However, Pain Overlap Theory proposes that the inebriate would be less aggressive relative to sober individuals due to a generalized physiological and affective numbing effect of alcohol intoxication. The current research measured the specific effects of physiological alcohol intoxication on state affect and behavior in reaction to social exclusion in the laboratory. Male and female participants were randomly assigned to receive alcohol, placebo, or control beverages. They were then socially-excluded by two virtual confederates prior to a laboratory aggression paradigm in which participants are able to aggress toward one of their ostracizers. The results showed greater negative affect and behavioral aggression for intoxicated individuals relative to placebo or no-alcohol controls. The current findings support Alcohol Myopia Theory, that alcohol’s myopic focus enhanced the instigating influence of provocative cues and increased the urge to behave aggressively toward ostracizers. Implications for research, prevention, and intervention for alcohol-facilitated aggression are discussed.
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Paper 3 Mechanisms of Alcohol-Induced Intimate Partner Violence Christopher Eckhardt (Purdue University, West Lafayette, IN, USA), Dominic J. Parrott, Kevin Swartout (Georgia State University, Atlanta, GA, USA), Joel Sprunger, Andrea Massa (Purdue University) Abstract: The association between alcohol use and intimate partner aggression (IPA) is supported by ample empirical evidence. While much research indicates various situational and dispositional moderators of the alcohol-IPA association, there has been almost no research on factors that might explain how alcohol increases IPA risk. In the present research, we examined alcohol intoxication as a predictor of IPA and investigated alcohol’s impact on attentional deployment during relationship conflict. From a community sample of 239 heterosexual couples, an index participant was identified who reported (1) a one-year history of consuming at least five (for men) or four (for women) drinks per drinking day, and (2) perpetration of psychological or physical aggression toward their partner. The index participant was randomly assigned to consume an alcohol or alcohol-free beverage, followed by engagement in two tasks: (1) completing a dot-probe task assessing attentional bias towards anger or aggression related words, and (2) competing in a laboratory aggression task in which participants believed they were delivering, and receiving, electric shocks to and from their partners. Physical IPA was defined by shocks administered during the task. Results indicated that, relative to sober subjects, individuals who consumed alcohol exhibited greater attentional biases towards anger-related words (p < .048). In addition, intoxicated participants delivered significantly higher shocks for a longer duration to their supposed intimate partners (p < .043). Results support the attention allocation hypothesis of Alcohol Myopia Theory and suggest important process-level factors that, in turn, may activate other clinically relevant aggressogenic affective and cognitive processes.
Discussant Peter Miller, Ph.D., Deakin University (Melbourne, VIC, AUS)
9:50-11:20, Symposia 4B, Gallery #1
Advancing Knowledge about Adolescent Bystanders in Cyberbullying Episodes Summary: In this symposium, researchers from New South Wales and South Australia examine the role of students who witness cyberbullying episodes. To date, most research has focused on cyberbullies and cybervictims; less research has focused on cyberbystanders. This symposium addresses this gap in the literature by using a range of methods to examine the influence of personal and social factors on cyberbullying bystander behaviour . Presentation 1 addresses the question of why cyberbully bystanders, like traditional bystanders, are reluctant to intervene in cyberbullying episodes. The results show that to understand factors associated with 53
bystanders’ intervention in cyberbullying episodes it is necessary to consider individual as well as group level morality. Presentation 2 looks closely at how interveners respond to cyberbullying. Adolescents who held stronger self-efficacy beliefs in their ability to intervene in bullying episodes did so by supporting, standing up for, and offering advice to victims. Presentation 3 considers the impact of witnessing cyberbullying on bystanders. Although the anxiety and depression levels of those who witnessed cyberbullying were elevated, greater mindfulness and emotional regulation capabilities attenuated these negative impacts. Presentation 4 draws attention to the social context in which the cyberbullying occurs. It is necessary to consider the bystanders’ alignment with either the victim or the perpetrator and the interplay between bystander online and offline responding. Together, these studies advance knowledge about the role of bystanders in cyberbullying episodes by showing the importance of personal and social factors associated with bystanders’ intervening in cyberbullying episodes, by showing the variability in adolescents’ responses to witnessing cyberbullying, by assessing the mental health impact of witnessing cyberbullying on not only the victim but on bystanders, and by considering a more complex model of bystanders that recognizes the social context in which cyberbystanding occurs. The presenters will discuss the implications of their findings for anti-bullying programs. Paper 1 Bystander Intervention in Cyberbullying: The Role of Individual and Collective Moral Variables Kimberley Allison and Kay Bussey, Macquarie University, Sydney, Australia Abstract: Despite their potential to reduce or remedy the impact of cyberbullying, most bystanders tend not to intervene in the incidents which they witness. Social cognitive theory suggests that this response is likely due to a complex pattern of interactions between personal, behavioural and environmental factors, which is further shaped by the social and cultural context. However, this theory has not been empirically tested in the context of cyberbullying bystanders. In this study, 563 grade 7 and 9 students completed a survey to examine the associations between intervention and morality, at the individual and peer-group levels. Results revealed that intervention was significantly associated with gender, grade, previous experiences of cyberbullying, and the interaction between individual and collective moral variables. Females reported more frequent intervention than did males, while grade 7 students reported more frequent intervention than did grade 9 students. Intervention was also positively correlated with previous victimisation and witnessing. Finally, collective moral disengagement moderated the effects of individual morality. In disengaged classes, higher moral standards were associated with more frequent intervention, while in morally engaged classes lower moral disengagement was associated with more frequent intervention. These results suggest that consistent with social cognitive theory, individuals’ perceptions of social norms moderate the influence of individual morality on intervention. Paper 2 Cyber Witnesses’ Responses to Cyberbullying Episodes Kay Bussey and Sally Fitzpatrick, Macquarie University, Sydney, Australia Abstract: Cyberbullying is a significant problem with profound effects on victims. School students who are cyberbullied suffer mental health problems including 54
depression, suicide, self-harm, and low self-worth. They are subject to physical illness, become isolated from the peer group, and their academic performance diminishes (Kowalski, Limber, & Agatson, 2012). Most research on cyberbullying has focused on the perpetrators and victims. There is less research on those who witness bullying and intervene in the cyberbullying episode. The aim of this study is to begin to address this gap by investigating socicognitive factors associated with intervening (moral disengagement and self-efficacy for intervening) and strategies used by interveners in cyber bullying episodes. Participants were 942 mainly White boys and girls from grades 7 to 9 (Mage = 13.21 years). Students completed a questionnaire comprising the participant role scales (cyberbullying, cyber victimization, cyber witnessing, and cyber intervening), moral disengagement, and intervention self-efficacy. Those participants who intervened in cyber bullying episodes responded to open-ended questions about the intervention strategies they used. Regression analyses showed that participants who held stronger beliefs in their ability to intervene in bullying episodes were more likely to do so. Qualitative analyses revealed that the most common intervention responses to cyberbullying were to provide support to the victim, to defend the victim, and to offer advice to the victim. Notably, however, the most common response to cyberbullying was not to intervene (54.3%). It is therefore important for intervention programs to strengthen children’s self-efficacy beliefs for intervening. Paper 3 Mental Health Outcomes for Bystanders of Cyberbullying Sally Fitzpatrick and Kay Bussey, Macquarie University, Sydney, Australia Abstract: The negative consequences of cyber bullying on youth mental health outcomes are well established (Perren et al., 2010). Analogous to traditional forms of bullying such as physical and relational bullying, it is likely that maladjustment is not only experienced by victims but also by those who witness cyberbullying. The aim of the current study was to investigate mental health outcomes, and associated emotional processes, for witnesses of cyberbullying. Participants were Australian students (N = 639, 380 male) in grades 5, 7, and 9. The Cyberbullying QuestionnaireRevised (Gamez-Guadiz et al., 2014) measured how often children witnessed cyberbullying. Shortened verisons of the CESD-C (Faulstitch, 1986) and SASC (La Greca & Stone, 1993) measured depression and anxiety symptomology. Finally, youth completed measures of emotional dysregulation and mindfulness. As expected, linear regressions revealed that higher levels of cyberwitnessing were associated with increased depressive (b=.74, p
