Preventing Aggressive and Violent Behavior: Using Prevention Programs to Study the Role of Peer Dynamics in Maladjustment Problems

• NCJ Number: 220820
• Journal: European Journal on Criminal Policy and Research Volume: 13 Issue: 3-4 Dated: 2007 Pages: 277-296
• Author(s): Pol van Lier; Frank Vitaro; Manuel Eisner
• Date Published: 2007
• Length: 20 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: Netherlands

Annotation

This study reviews prevention programs that analyze the role of peer dynamics in the development to aggression and violent behaviors.

Abstract

As illustrated in this paper, many recent prevention programs for aggressive children include a peer component where normative peers are involved as socialization agents in the hope to change aggressive children’s behaviors. Preventive interventions with normative peers should be the easiest to implement and may also have the strongest impact during early childhood. In turn, it is expected that normative children’s perceptions towards aggressive children will be modified if they have the opportunity to witness their newly learned skills. With regard to peer influences on aggressive behavior, the conclusion may be that current knowledge warrants preventive intervention trials that would correspond to small scale efficacy trials. When implementing prevention programs aimed at the peer context, there should be an awareness of what is known and what is not known about peer dynamics. Two processes in the relationships between children have been associated with adverse developmental outcomes in children: peer rejection and affiliation with deviant peers. These processes have been linked to negative outcomes, such as aggression, delinquency, violence, and school failure. Many prevention programs aim at manipulating peer dynamics in their effort to prevent aggression and violence. These programs can provide valuable insight through which peer dynamics are linked with aggression and violence. The focus of this paper was (1) to establish the current state of knowledge with respect to the use of peers in prevention programs for aggressive children and (2) to use the results generated from these prevention programs to stretch the knowledge further of the role of peers in the development of aggression and related antisocial behaviors. References