The Relational Dynamics of Childhood Aggression: A Hierarchical Linear Model and Synergetic Analysis of Mother-Child Interactions
Open Access
- Author:
- Nissley-Tsiopinis, Jenelle D.
- Graduate Program:
- Psychology
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- July 01, 2005
- Committee Members:
- Jean E Dumas, Committee Chair/Co-Chair
Keith E Nelson, Committee Chair/Co-Chair
Cynthia Stifter, Committee Member
Brian A Rabian, Committee Member - Keywords:
- preschool
aggression
mother-child interactions
coping competence theory
dynamic systems theory
coercion theory - Abstract:
- The aim of this study is to examine the mother-child relationship for patterns of interaction linked with an assessment of preschoolers as aggressive and pinpoint individual characteristics of mothers and children that influence this relationship and are associated with changes in aggression over time. Under the theoretical framework of coercion theory, cognitive social learning theory, and coping competence theory and the conceptual framework of dynamic systems theory, the study had the following specific aims: (1) to determine whether individual aspects of maternal functioning and child functioning, which may function as possible control parameters under a dynamic systems framework, influenced both initial levels and changes in children’s aggressive behavior in predicted directions; (2) to determine whether patterns of interaction discriminated between mother-child interactions of dyads with aggressive preschoolers and comparison dyads in predicted ways; and (3) to exploratorily determine whether individual maternal and child characteristics which predicted changes in aggression over time were related to differences in mother-child interaction patterns. Participants were clinically aggressive and comparison preschool boys and their mothers, who were recruited by Speltz, Greenberg, and DeKlyen (1990, 1995) for the larger “Developmental Risk for Disruptive Behavior Disorders” study. Child ODD, ADHD and CD diagnostic criteria were determined via a multi-informant assessment. Maternal characteristics were assessed via self-report questionnaire measures, and child IQ and verbal fluency were assessed via child performance measures. Interaction variables were determined through microscopic coding of videotaped mother-child interactions. HLM and synergetics analyses were used to test the specific aims and capture the dynamic, interactive nature of childhood aggression. Results revealed that these analytic techniques provided additional information relative to that provided by traditional parametric analyses. Maternal efficacy and child ADHD emerged as the best predictors of changes in ODD symptoms. Dyads differed in predicted ways in their interactions and many of these differences were also related to maternal efficacy and child ADHD. Results provide preliminary evidence that a dynamic systems perspective on aggression development enhances the understanding provided by a coercion theory perspective by providing an explanation for discrepant findings. Results are discussed in light of their conceptual and clinical implications.