Résumés
Résumé
Les résultats de la présente étude, menée auprès de 191 filles d’âge scolaire primaire et de leurs familles accréditent l’hypothèse voulant que le développement des filles qui manifestent fréquemment des conduites agressives indirectes soit qualitativement différent de celui des filles non agressives, mais analogue à celui des filles directement agressives. Les résultats montrent que les filles manifestant des conduites agressives indirectes éprouvent significativement plus de difficultés sociales et de problèmes de comportements intériorisés et extériorisés que les filles non agressives. Leurs relations parentales sont également davantage détériorées. Toutefois, elles se distinguent des filles qui utilisent à la fois des conduites agressives directes et indirectes par la manifestation moindre de difficultés sociales et comportementales. Nos résultats indiquent qu’il importe de tenir compte de la présence des conduites agressives indirectes dans le dépistage et le développement des conduites mésadaptées chez les filles.
Abstract
This study examined the unique contribution of indirect aggression related to concurrent behaviour, social and family adjustment problems. A total of 191, 5th and 6th primary school girls (mean age 12.0 years) and their families participated. Results supported the hypothesis that the adjustment of indirectly aggressive girls is different than that of nonaggressive peers, but rather, are similar to that of overtly aggressive girls. No significant differences between the two groups were found. Indirectly aggressive girls showed significantly more internalizing and externalizing behaviour problems than their nonaggressive peers. These girls also experienced more social problems and parents reported less contentment regarding the relationship with their daughter. Our findings justify the need to consider indirect aggression as an important marker of risk in the prediction and development of girls’ maladjustment.
Parties annexes
Références
- Achenbach, T. (1991). Manual for child behavior checklist/4-18 and 1991 profile. Burlington, VT : University of Vermont, Department of Psychiatry.
- American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4e éd. rev). Washington, DC : American Psychiatric Association.
- Archer, J. (1992). Childhood gender roles : social context and organization. In H. McGurk (ed.), Childhood social development : contemporary perspectives (31-61). Hillsdale, NJ : Erlbaum.
- Archer, J. (2004). Sex differences in aggression in real-world settings : a meta-analytic review. Review of General Psychology, 4, 291-322.
- Atkins, M.S., & McKay, M.M. (1996). DSM-IV diagnosis of CD and oppositional defiant disorder : implications and guidelines for school mental health teams. School Psychology Review, 25, 274-283.
- Bertrand, M.-A. (2003). Les femmes et la criminalité. Montréal : Athéna.
- Bjorkqvist, K. (2001). Different names, same issues. Social Development, 10, 272-274.
- Bjorkqvist, K., Lagerspetz, K.M.J., & Kaukiainen, A. (1992). Do girls manipulate and boys fight ? Aggressive Behavior, 18, 117-127.
- Bonica, C., Arnold, D.H., Fisher, P.H., Zeljo, A., & Yershova, K. (2003). Relational aggression, relational victimization, and language development in preschoolers. Social Development, 12, 551-562.
- Bukowski, W.M., Sippola, L.K., & Newcomb, A.F. (2000). Variations in patterns of attraction to same- and other-sex peers during early adolescence. Developmental Psychology, 36, 147-154.
- Cairns, R.B., & Cairns, B.D. (1994). Lifelines and risks : passages of youth in our time. New York : Cambridge University Press.
- Cairns, R.B., Cairns, B.D., Neckerman, H.J., Ferguson, L.L., & Gariépy, J.-L. (1989). Growth and aggression : I. Childhood to early adolescence. Developmental Psychology, 25, 320-330.
- Cillessen, A.H., & Mayeux, L. (2004). Sociometric status and peer group behavior : previous findings and current directions. In J.B. Kupersmidt & K.A. Dodge (eds), Children’s peer relations : from development to intervention (3-20). American Psychological Association : Washington.
- Coie, J.D., & Dodge, K.A. (1998). Aggression and antisocial behavior. In N. Eisenberg (ed.), Handbook of child psychology : Vol. 3. Social, emotional, and personality development (5e ed., 779-862). New York : Wiley.
- Crick, N.R. (1997). Engagement in gender normative versus nonnormative forms of aggression : links to social-psychological adjustment. Developmental Psychology, 33, 610-617.
- Crick, N.R., & Grotpeter, J.K. (1995). Relational agression, gender, and social-psychological adjustment. Child Development, 66, 710-722
- Crick, N.R., Bigbee, M.A., & Howes, C. (1996). Gender differences in children’s normative beliefs about agression : how do I hurt thee ? Let me count the ways. Child Development, 67, 1003-1014.
- Crick, N.R., Casas, J.F., & Mosher, M. (1997). Relational and overt aggression in preschool. Developmental Psychology, 33, 579-588.
- Crick, N.R., Werner, N.E., Casas, J.F., O’Brien, K.M., Nelson, D.A., Grotpeter, J.K., & Markon, K. (1999) Childhood aggression and gender : a new look at an old problem. In D. Bernstein (ed.), Gender and motivation. Nebraska symposium on motivation, 45, 75-141. Lincoln, NE : University of Nebraska Press.
- Delveaux, K.D., & Daniels T. (2000). Children’s social cognitions : Physically and relationally aggressive strategies and children’s goals in peer conflict situations. Merrill-Palmer Quarterly, 46, 672-693.
- Doyle, A.B., Moretti, M.M., Brendgen M., & Bukowski, W. (2004). Relations parents-enfants et adaptation pendant l’adolescence : constations tirées du troisième cycle de l’enquête HBSC et du deuxième cycle de l’ENEJ. Rapport technique présenté à la Division de l’enfance et de l’adolescence, Santé Canada.
- Farrington, D.P. (1995). The development of offending and antisocial behavior from childhood : key findings from the Cambridge study in delinquent development. Journal ofChild Psychology and Psychiatry, 36, 929-964.
- Feshbach, N.D. (1969). Sex differences in children’s modes of aggressive responses toward outsiders. Merrill-Palmer Quarterly, 15, 249-258.
- Feshbach, N.D., & Sones, G. (1971). Sex differences in adolescent reactions to newcomers. Developmental Psychology, 4, 381-386.
- Frick, P. (1991). The Alabama Parenting Questionnaire (APQ). University of Alabama : Unpublished rating scales.
- Galen, B.R., & Underwood, M.K. (1997). A developmental investigation of social aggression among children. Developmental Psychology, 33, 589-600.
- Giuli, C.A., & Hudson, W.W. (1977). Assessing parent-child relationship disorders in clinical practice : the child’s point of view. Journal of Social Service Research,1, 77-92.
- Hart, C.H., Nelson, D.A., Robinson, C.C., Olsen, S.F., & McNeilly-Choque, M.K. (1998). Overt and relational aggression in Russian nursery-school-age children : parenting style and marital linkages. Developmental Psychology, 34, 687-697.
- Henington, C., Hughes, J.N., Cavell, T.A., & Thompson, B. (1998). Journal of School Psychology, 36 (4), 457-477.
- Hudson, W.W. (1982). The clinical measurement package : a field manual. Homewood, IL : Dorsey Press.
- Huesmann, L.R., Eron, L.D., Guerra, N.G., & Crawshaw, V.B. (1994). Measuring children’s aggression with teachers’ predictions of peer nominations. Psychological Assessment, 6, 329-336.
- Kaukiainen, A., Bjorkqvist, K., Lagerspetz, K., & Osterman, K. (1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behaviour, 25 (2), 81-89.
- Khatri, P., Kupersmidt, J., & Patterson, C. (2000). Aggression and peer victimisation as predictors of self-reported behavioral and emotional adjustment. Aggressive Behaviour, 26, 345-358
- Lagerspetz, K.M.J., Bjorkqvist, K., & Peltonen, T. (1988). Is indirect aggression typical of females ? Gender differences in aggressiveness in 11-12-year-old children. Aggressive Behavior, 14, 303-315.
- Lancelotta, G., & Vaughn, S. (1989). Relation between types of aggression and sociometric status : peer and teacher perceptions. Journal of Educational Psychology, 81, 86-90.
- Lefkowitz, M.M., & Walder, L.O. (1984). Stability of agression over time and generations. Developmental Psychology, 20, 1120-134.
- Little, T.D., Jones, S.M., Henrich, C.C., & Hawley, P.H. (2003). Disentangling the « whys » from the « whats » of aggressive behavior. International Journal of Behavior Development, 27, 122-133.
- Loeber, R., & Keenan, K. (1994). Interaction between conduct disorder and its comorbid conditions : effects of age and gender. Clinical Psychology Review, 14, 497-523.
- McEvoy, T.L., Estrem, M.C., Rodriguez, & Olson, M.L. (2003). Assessing relational and physical aggression among preschool children : intermethod agreement. Topics in early child special education, 23, 53-63.
- Maccoby, E.E. (1998). The two sexes : growing up apart, coming together. Cambridge, MA : Belknap Press / Harvard University Press.
- Merten, D.E. (1997). The meaning of meanness : popularity, competition, and conflict among junior high school girls. Sociology of Education, 70, 175-191.
- Moffitt, T.E., Caspi, A., Rutter, M., & Silva, P.A. (2001). Sex differences in antisocial behaviour. Conduct disorders, delinquency and violence in the Dunedin longitudinal study. Cambridge : Cambridge University Press.
- Newcomb, A.F., Bukowski, W.M., & Pattee, L. (1993). Children’s peer relations : a meta-analytical review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113, 99-128.
- Offord, D.R, Boyle, M., & Racine,Y. (1992). The epidemiology of antisocial behavior in childhood and adolescence. In D.J. Pepler & K.H. Rubin (eds), The development and treatment of childhood aggression (31-54). Hillsdale, NJ : Erlbaum.
- Ollendick, T.H. (1995). Assessment of anxiety and phobic disorders in children. In K.D. Craig & K.S. Dobson (eds), Anxiety and depression in adults and children (99-124). Thousand Oaks, CA : Sage.
- Olweus, D. (1993). Bullying at school : what we know and what we can do. Oxford, UK : Blackwell.
- Owens, L., Slee, P., & Shute, R. (2000). It hurts a hell of a lot… The effects of indirect aggression on teenage girls. School Psychology International, 21, 359-376.
- Ortega, R., Mora-Merchán, J.A., Singer, M., Smith, P.K., Pereira, B., & Menesini, E. (2000). Final report of the working group on general survey questionnaires and nomination methods concerning bullying. TMR Network Project.
- Patterson, G.R., Forgateh, M.S., Yoerger, K.L., & Stoolmiller, M. (1998). Variables that initiate and maintain an early-onset trajectory for juvenile offending. Development and Psychopathology, 10, 531-547.
- Pepler, D., & Craig, W. (1999). What should we do about bullying ? Research into practice. Peacebuilder : Schools & Youth, 2 (1), 9-10.
- Pepler, D.J., & Sedighdeilami, F. (1998). Les filles agressives au Canada. Direction générale de la recherche appliquée. Développement des ressources humaines. Canada.
- Prinstein, M., Boergers, J., & Vernberg, E.M. (2001). Overt and relational aggression in adolescents : social-psychological adjustment of aggressors and victims. Journal of Clinical Child Psychology, 30, 479-491.
- Poulin, F., & Boivin, M. (1995). Agressivité et statut auprès des pairs chez les garçons du primaire : un examen de la règle de dissimilarité. Revue canadienne des sciences du comportement, 27, 286-300.
- Poulin, F., Dishion, T. J., & Haas, E. (1999). The peer influence paradox : friendship quality and deviancy training within male adolescent friendships. Merrill-Palmer Quarterly, 45, 42-61.
- Quiggle, N.L., Garber, J., Panak, W.F., & Dodge, K.A. (1992). Social information processing in aggressive and depressed children. Child development, 63, 1305-1320.
- Rose, A.J., Swenson, L.P., & Waller, E.M. (2004). Overt and relational aggression and perceived popularity : developmental differences in concurrent and prospective relations. Developmental Psychology, 40, 378-387.
- Robins, L.N. (1986). The consequences of conduct disorder in girls. In D. Olweus, J. Block & M. Radke-Yarrow (eds), Development of antisocial and prosocial behaviour : research, theories, and issues (385-414). Orlando, FA : Academic Press.
- Roecker Phelps, C. (2001). Children’s responses to overt and relational aggression. Journal of Clinical Child Psychology, 30 (2), 240-252
- Schaughency, E. A., & Rothlind, J. (1991). Assessment and classification of attention deficit hyperactive disorders. School Psychology Review, 20, 187-202.
- Serbin, L.A., Moskowitz, K.S., Schwartzman, A.E., & Ledingham, J.E. (1991). Aggressive, withdrawn, and aggressive/withdrawn children in adolescence : into the next generation. In D.J. Pepler & K.H. Rubin (eds), The development and treatment of childhood aggression (55-70). Hillsdale, NJ : Erlbaum.
- Serbin, L.A., Cooperman, J.M., Peters, P., Lehoux, P.M., Stack., D., & Schwartzman, A.E. (1998). Intergenerational transfer of psychosocial risk in women with childhood histories of agression, withdrawal or agression and withdrawal. Developmental Psychology, 34, 1246-1262.
- Shaffer, D., Lucas, C.P., & Richters, J.E. (1999). Diagnostic assessment in child and adolescent psychopathology. New York : Guilford.
- Shelton, K.K., Frick., P.J., & Wootton, J.M (1996). The assesmnet of parenting practices in families of elemantary school-aged children. Journal of Clinical Child Psychology, 25, 317-329.
- Smith, P.K. et al. (1997). Modified bully/victim questionnaire used in international survey. Goldsmiths College, University of London.
- Statistique Canada (2000). Femmes au Canada 2000 : rapport statistique fondé sur le sexe. 89-503-XPF.
- Schumacker, R.E, & Lomax, R.G. (1996). A beginner’s guide to structural equation modeling. Mahwah, NJ : Lawrence Erlbaum.
- Szatmari, P., Boyle, M., & Offord, D.R. (1989). ADHD and CD : degree of diagnostic overlap and difference among correlates. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 865-872.
- Tomada, G., & Schneider, B.H. (1997). Relational aggression, gender, and peer acceptance : invariance across culture, stability over time, and concordance among informants. Developmental Psychology, 33, 601-609.
- Tremblay, R.E, Boulerice, B., Haren, P.W., McDuff, P., Perusse, D., Pihl, R.O., & Zoccolillo, M. (1995). Les enfants du Canada deviennent-ils plus agressifs à l’approche de l’adolescence ? In Grandir au Canada : Enquête longitudinale nationale sur les enfants et les jeunes. Direction générale de la recherche appliquée, Politique stratégique, Développement des ressources humaines Canada et Statistique Canada.
- Tremblay, R.E., Japel, C., Pérusse, D., et al (1999). The search for the age of “onset” of physical aggression : Rousseau and Bandura revisited. Criminal Behaviour and Mental Health, 9, 8-23.
- Underwood, M.K. (2003). Social aggression among girls. New York : Guilford Press.
- Underwood, M.K., Kupersmidt, J.B., & Coie, J.D. (1996). Childhood peer sociometric status and aggression as predictors of adolescent childbearing. Journal of Research on Adolescence, 6, 201-223.
- Vaillancourt, T., Brendgen, M, Boivin, M., & Tremblay R. (2003). Longitudinal confirmatory factor analysis of indirect and physical aggression : evidence of two factors over time ? Child Development, 74, 1628-1638.
- Valla, J.P., Breton, J.J., Bergeron, L., Gaudet, N., Berthiaume, C., St-Georges, M., Daveluy, C., Tremblay, V., Lambert, J., Houde, L., & Lépine, S. (1994). Enquête québécoise sur la santé mentale des jeunes de 6 à 14 ans. Rapport synthèse. Hôpital Rivière-des-Prairies et ministère de la Santé du Québec.
- Verlaan, P. (1995). Gender-related aggressive strategies, psychosocial adjustment and parental influences in middle childhood. Thèse de doctorat, Department of psychology, Concordia University.
- Verlaan, P. (2005). Commentary : Listening to the voices of aggressive and violent girls. In D. Pepler, K. Madsen, C. Webster, & K. Levene (eds), The development and treatment ofgirlhood aggression. Hillsdale, NJ : Erlbaum.
- Verlaan, P., Déry, M., Toupin, J., Pauzé, R. (2005). Les conduites agressives indirectes : développement, caractéristiques et processus relationnels. Revue de psychoéducation, à paraître.
- Verlaan, P., Déry, M., Pauzé, R., & Morasse, C. (2001). Les facteurs de risque associés aux troubles des conduites selon l’âge de survenue sont-ils les mêmes chez les garçons et chez les filles ? In J.C. Kalubi & J.P. Pourtois (eds), Partenariat, coopération et appropriation des savoirs (105-121). Sherbrooke : Éditions du CRP.
- Verlaan, P., Joly, J., Trudel, M., Déry, M., & Bernard-Veilleux, S. (2002). Reliability, validity and structure of the french version of the TMR bully-victim peer evaluation questionnaire. XVII Biennal Meeting of the International Society for the Behavioural Development. Canada.
- Walker, H.M., & McConnell, S. (1988). Walker-McConnell scale of social competence and school adjustment. Austin, TX : PRO-ED.
- Walker, H., & McConnell, S. (1993). Technical manual for the Walker-McConnell scale of social competence and school adjustment. Austin : PRO-ED.
- Wolke, D., Woods, S., Blommfield L., & Karstad L. (2000). The association between direct and relational bullying and behaviour problems among primary school children. Journal of Child Psychology and Psychiatry, 41, 989-1002.
- Xie, H., Cairns, B.D., & Cairns, R.B. (2002). The development of social agression and physical aggression : a narrative analyses of interpersonal conflicts. Aggressive behavior, 28, 341-355.
- Xie, H., Cairns, B.D., & Cairns, R.B. (2005). The development of aggressive behaviors among girls : measurement issues, social functions and differential trajectories. In D. Pepler, K. Madsen, C. Webster & K. Levene (eds), The development and treatment of girlhood aggression. Hillsdale, NJ : Erlbaum.
- Zoccolillo, M. (1993).Gender and the development of conduct disorder. Development and Psychopathology, 5, 65-78.