Girls and Aggression: Contributing Factors and Intervention Principles PDF
Preview Girls and Aggression: Contributing Factors and Intervention Principles
Girls and Aggression Contributing Factors and Intervention Principles Perspectives in Law & Psychology Sponsored by the American Psychology' Law Society /Division 41 of the American Psychological Association Series Editor: Ronald Roesch, Simon Fraser University, Burnaby, British Columbia, Canada Editorial Board: Jane Goodman-Delahunty, Thomas Grisso, Stephen D. Hart, Marsha Liss, Edward P. Mulvey, James R. P. Ogloff, Norman G. Poythress, Jr., Don Read, Regina Schuller, and Patricia Zapf Volume 6 MENTALLY DISORDERED OFFENDERS: Perspectives from Law and Social Science Edited by John Monahan and Henry J. Steadman Volume 7 EVALUATING COMPETENCIES: Forensic Assessments and Instruments Thomas Grisso Volume 8 INSANITY ON TRIAL Norman J. Finkel Volume 9 AFTER THE CRIME: Victim Decision Making Martin S. Greenberg and R. Barry Ruback Volume 10 PSYCHOLOGY AND LAW: The State of the Discipline Edited by Ronald Roesch, Stephen D. Hart, and James R. P. Ogloff Volume 11 JUDICIAL DECISION MAKING: Is Psychology Relevant? Lawrence S. Wrightsman Volume 12 PRINCIPLES OF FORENSIC MENTAL HEALTH ASSESSMENT Kirk Heilbrun Volume 13 DANGEROUS ADOLESCENTS, MODEL ADOLESCENTS: Shaping the Role and Promise of Education Roger J. R. Levesque Volume 14 TAKING PSYCHOLOGY AND LAW INTO THE TWENTY-FIRST CENTURY Edited by James R. P. Ogloff Volume 15 ADJUDICATIVE COMPETENCE: The MacArthur Studies Norman G. Poythress, Richard J. Bonnie, John Monahan, Randy Otto, and Steven K. Hoge Volume 16 EVALUATING COMPETENCIES: Forensic Assessments and Instruments (Second Edition) Thomas Grisso Volume 17 ADVERSARIAL VERSUS INQUISITORIAL JUSTICE: Psychological Perspectives on Criminal Justice Systems Edited by Peter J. van Koppen and Steven D. Penrod Volume 18 PARENTING EVALUATIONS FOR THE COURT: Care and Protection Matters Lois Oberlander Condie Volume 19 GIRLS AND AGGRESSION: Contributing Factors and Intervention Principles Edited by Marlene M. Moretti, Candice L. Odgers, and Margaret A. Jackson Girls and Aggression Contributing Factors and Intervention Principles Edited by Marlene M. Moretti Simon Fra.n!r Unil'ersiIY. Burnaby. British Columbia. CUI/lid" Candice L. Odgers U"hoersi/y of Virginia , Chariollesville, Virginia. U.SA Margaret A. Jackson Simon Fraser University. /J,/fnahy. British Columbia, Callada SPRINGER-SCIENCE+BUSlNESS MEDIA, LLC Library of Congress Cataloging-in-Publication Data ISBN 978-1-4613-4748-4 ISBN 978-1-4419-8985-7 (eBook) DOI 10.10071978-1-4419-8985-7 0 2004 Springer-Sdence+Busincss Media New York OrigiTUllly publishl'(\ by Kluwl'r 1 1'knuIll l'ublishl'T'S. New York in 2()(1.t Safteaver reprint af the hardcover 1s teditian 2004 10987654321 A c. 1. 1'. n.."Cord for this book is available from the Library ofCongrcss All rights rcscrVL'd. No part of this work may be rcproduc<.'<'i, s ton.>d in a rctrieval system, or Iransmitlcd in any (arm ur by any means, ck'Ctronic, mechanical, pholocopying, microfi lming, recording, ar otherwise, without wri tlen pi'rmission from Ihe Publisher, with thc exception of (lny maieriaJ supplilod spl>cifically for the purpose of being enlen..'<'i and c)«,'Cul<.>d on a com puler system, fur cxclusive use by the purchaser of the work. To Sean and Sarah, with much love always.-MMM To Nicole and Natasah, for their courage and great success in the face of adversity.-CLO For my parents.-MAJ Contributors JILL ANTONISHAK· Department of Psychology, University of Virginia, Char- lottesville, Virginia, United States, 22901. SIBYLLE ARTZ • School of Child and Youth Care, University of Victoria, Victoria, British Columbia, Canada, V8W 2Y2. LEENA K. AUGIMERI • Earlscourt Child & Family Centre, Toronto, Ontario, Canada, M6E 3V4. OZLEM AYDUK· Psychology Department, University ofCalifornia, Berkeley, California, United States, 94720. ERIN M. BOONE· Department of Psychology, University of Victoria, Victo- ria, British Columbia, Canada,V8P 5C2. DEBORAH A. CONNOLLY· Department of Psychology, Simon Fraser Univer- sity, Burnaby, British Columbia, Canada, V5A 156. NICKI R. CRICK· Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States, 55455. KIMBERLEY DASH.VA •Department of Psychology, Simon Fraser University, Burnaby, British Columbia, Canada, V5A 156. MANDEEP K. DHAMI • Department of Psychology, University of Victoria, Victoria, British Columbia, Canada,V8P 5C2. GERALDINE DOWNEY· Department of Psychology, Columbia University, New York, New York, United States, 10027. CATHERINE EMOND· School of Criminology, University of Montreal, Montreal, Quebec, Canada, H3C 3J7. TASHA C. GEIGER • Institute of Child Development, University of Min- nesota, Minneapolis, Minnesota, United States, 55455. vii viii CONTRIBUTORS WENDY L. HOGLUND· Department of Psychology, University of Victoria, Victoria, British Columbia, Canada,V8P 5C2. Roy HOLLAND • Maples Adolescent Treatment Centre, Burnaby, British Columbia, Canada, V5G 3H4. SHELLEY HYMEL· Faculty of Education, University of British Columbia, Vancouver, British Columbia, Canada, V6T 1Z4. LAUREN IRWIN· Department of Psychology, Columbia University, New York City, New York, United States, 10027 MARGARET A. JACKSON· School of Criminology, Simon Fraser University, Burnaby, British Columbia, Canada, V5A 1S6. NADINE LANCTOT • School of Criminology, University of Montreal, Montreal, Quebec, Canada, H3C 3J7. BONNIE J. LEADBEATER • Department of Psychology, University of Victoria, Victoria, British Columbia, Canada,V8P 5C2. MARC LE BLANC· School ofCriminology, University of Montreal, Montreal, Quebec, Canada, H3C 3J7. ZINA LEE· Department of Psychology, Simon Fraser University, Burnaby, British Columbia, Canada, V5A 1S6. KATHRYN S. LEVENE· Earlscourt Child & Family Centre, Toronto, Ontario, Canada, M6E 3V4. MARLENE M. MORETII • Department of Psychology, Simon Fraser Univer- sity, Burnaby, British Columbia, Canada, V5A 1S6. CARRIE FRIED MULFORD· Department of Psychology, University of Vir- ginia, Charlottesville, Virginia, United States, 22901. CANDICE L. ODGERS· Department of Psychology, University of Virginia, Charlottesville, Virginia, United States, 22901. DEBRA J. PEPLER· Department of Psychology, York University, Toronto, Ontario, Canada M3J 1P3. MELISSA RAMSAY· Department of Psychology, Columbia University, New York City, New York, United States, 10027. MARGE REITSMA-STREET· Studies in Policy and Practice in Health and Social Services, Faculty of Human and Social Development, University of Victoria, Victoria, British Columbia, Canada, V8W 2Y2. CONTRIBUTORS ix N. DICKON REPPUCCI· Department of Psychology, University of Virginia, Charlottesville, Virginia, United States, 22901. MELINDA G. SCHMIDT· Department of Psychology, University of Virginia, Charlottesville, Virginia, United States, 22901. TRACY VAILLANCOURT· Department of Psychology, McMaster University, Hamilton, Ontario, Canada, L8S 4L8. MARGARET M. WALSH· Earlscourt Child & Family Centre, Toronto, Ontario, Canada, M6E 3V4. TRISTIN M.WAYTE • Department of Psychology, Simon Fraser University, Burnaby, British Columbia, Canada, V5A 1S6. JENNIFER L. WOOLARD· Department of Psychology, Georgetown Univer- sity, Washington, DC, United States, 20057. MARION K. UNDERWOOD· School of Behavioral and Brain Sciences, Uni- versity of Texas at Dallas, Richardson, Texas, United States, 75083. MELANIE J. ZIMMER-GEMBECK •School of Applied Psychology, Griffith Uni- versity, Gold Coast, Queensland, Australia, 9726. Preface Despite decades of research on the involvement of boys and men in ag- gressive and violent behavior, little attention has been directed toward these issues in girls and women. The increasing involvement of young women in violence, both as perpetrators and victims, has led to urgent calls for more information on what causes aggression and violence in girls and what we can do about it. Indeed, both the Canadian Department of Justice and the Office ofJuvenile Delinquency and Prevention in the United States have openly expressed concern regarding the lack of information and programming for young females. In addition, recent media portrayals of high profile cases involving young women participating in brutal acts of violence have heighten public concern over the emergence of a new wave of "violent and aggressive girls". This book presents a collection of cutting edge interdisciplinary per- spectives that address risk and protective factors, developmental pathways and intervention principles specific to the problem of aggression and vi- olence in the lives of young women. The collection seeks to represent the full social-psychological context in which girls lives unfold with the goal of leading the field to a developmental-ecological understanding of the issue. With this goal in mind, perspectives were sought from the disci- plines of psychology, criminology, education and sociology. In the first section of the book, the question of gender specificity in the form and func- tion of aggression is addressed from a psychological perspective. Downey, Irwin, Ramsay and Ayduk discuss the significance of rejection sensitivity in determining how girls interpret and respond to experiences in close relationships, and how this in tum can lead to engagement in aggressive behavior. Next, Geiger, Zimmer-Gembeck and Crick examine the defini- tion, measurement and prevalence of relational aggression, its causes and consequences, and the importance of identifying relational aggression as a target of therapeutic intervention. The function of aggression from an xi xii PREFACE attachment perspective is then considered by Moretti, DaSilva and Hol- land, who suggest that aggression may develop in girls under conditions of adversity as a desperate attempt to coerce others into meeting attach- mentneeds. Turning to the importance of social-interpersonal context, Vaillancourt and Hymel review research on the complex processes through which peer relationships contribute to aggressive behavior. They suggest that future research must go beyond the examination of family influences to more fully consider how aggressive behavior is promoted and maintained within peer groups. Finally, Lanctot, Emond and LeBlanc present research that illus- trates the diversity of developmental trajectories among aggressive girls. Their findings challenge researchers to further investigate the complex relationship between risk factors, both psychological and social, over de- velopment. In the next section of the book, the importance of social-cultural con- text is discussed with attention to the factors that contribute to discrimi- nation and victimization of girls. In her chapter, Jackson references three studies which consider the voices of young immigrant and refugee girls and their service providers in the identification of racial and gender factors that impact both on girls being targeted for violence and/or on girls be- coming violent themselves. Artz offers insights into the importance of the social conditions of young girls which shape their sexual and gender iden- tity, their moral identity and their action. From her analysis of girls lived experiences, she argues we must move away from the traditional deficit model to a model of inclusion, relationship building and community part- nership. Reitsma-Street examines restrictive welfare and punitive justice policies that increase the vulnerabilities of girls to violence, especially if they live in low income communities. Section three of the book presents perspectives on intervention, link- ing risk factors and early identification with specific treatment programs. Applications to both juvenile justice system and school based program- ming are presented. Pepler, Walsh and Levene review the process of de- veloping and evaluating a promising new gender specific program, the Earlscourt Girls Connection, which addresses young troubled girls' de- velopmental issues within multiple relationship contexts. Levene, Walsh and Augimeri describe a risk assessment instrument specifically for girls that guides the delivery of clinical intervention. They also provide more in- depth information on the intervention programs provided at the Earlscourt center. The ability of the Earlscourt group to translate developmental the- ory and research into practice serves as an excellent model for the de- velopment of future interventions and programming for girls. Leadbeater and her colleagues also provide an example of an intervention that, while
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