A developmental investigation of the relationship between appraisals and peer self-esteem in children experiencing peer-aggression

Christine Howe, Simon C. Hunter, Derek Heim, K. Durkin, D. Bergin

Research output: Contribution to conferencePoster

Abstract

Transactional models of stress and coping emphasize the role played by cognitive appraisals in determining psychological adjustment (Lazarus, 1999). This proposition has been supported by research examining young people's adjustment in relation to family conflict and break-up (Grych et al., 1992). Furthermore, this literature suggests that there is a change in the relationship between appraisals and adjustment at around 10 years of age: specificity of appraisal type (e.g. threat, blame) becomes relevant to outcome after 10 years, whereas before 10 there are either no effects of appraisal on adjustment or a diffuse effect of 'negative' appraisals more generally (Jouriles et al., 2000). However, it is currently unclear whether this developmental progression can be generalized from familial- to social-stressors experienced by children and young people. The current study therefore evaluates the model within the context of a commonly experienced social childhood stressor: peer-aggression.

Conference

ConferenceBiennial Meeting of the Society for Research in Child Development
CityBoston, Massachusetts
Period29/03/071/04/07

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aggression
self-esteem
coping
childhood
threat
literature

Keywords

  • bullying
  • aggression
  • self identity
  • depression

Cite this

Howe, C., Hunter, S. C., Heim, D., Durkin, K., & Bergin, D. (2007). A developmental investigation of the relationship between appraisals and peer self-esteem in children experiencing peer-aggression. Poster session presented at Biennial Meeting of the Society for Research in Child Development, Boston, Massachusetts, .
Howe, Christine ; Hunter, Simon C. ; Heim, Derek ; Durkin, K. ; Bergin, D. / A developmental investigation of the relationship between appraisals and peer self-esteem in children experiencing peer-aggression. Poster session presented at Biennial Meeting of the Society for Research in Child Development, Boston, Massachusetts, .
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title = "A developmental investigation of the relationship between appraisals and peer self-esteem in children experiencing peer-aggression",
abstract = "Transactional models of stress and coping emphasize the role played by cognitive appraisals in determining psychological adjustment (Lazarus, 1999). This proposition has been supported by research examining young people's adjustment in relation to family conflict and break-up (Grych et al., 1992). Furthermore, this literature suggests that there is a change in the relationship between appraisals and adjustment at around 10 years of age: specificity of appraisal type (e.g. threat, blame) becomes relevant to outcome after 10 years, whereas before 10 there are either no effects of appraisal on adjustment or a diffuse effect of 'negative' appraisals more generally (Jouriles et al., 2000). However, it is currently unclear whether this developmental progression can be generalized from familial- to social-stressors experienced by children and young people. The current study therefore evaluates the model within the context of a commonly experienced social childhood stressor: peer-aggression.",
keywords = "bullying, aggression, self identity, depression",
author = "Christine Howe and Hunter, {Simon C.} and Derek Heim and K. Durkin and D. Bergin",
year = "2007",
language = "English",
note = "Biennial Meeting of the Society for Research in Child Development ; Conference date: 29-03-2007 Through 01-04-2007",

}

Howe, C, Hunter, SC, Heim, D, Durkin, K & Bergin, D 2007, 'A developmental investigation of the relationship between appraisals and peer self-esteem in children experiencing peer-aggression' Biennial Meeting of the Society for Research in Child Development, Boston, Massachusetts, 29/03/07 - 1/04/07, .

A developmental investigation of the relationship between appraisals and peer self-esteem in children experiencing peer-aggression. / Howe, Christine; Hunter, Simon C.; Heim, Derek; Durkin, K.; Bergin, D.

2007. Poster session presented at Biennial Meeting of the Society for Research in Child Development, Boston, Massachusetts, .

Research output: Contribution to conferencePoster

TY - CONF

T1 - A developmental investigation of the relationship between appraisals and peer self-esteem in children experiencing peer-aggression

AU - Howe, Christine

AU - Hunter, Simon C.

AU - Heim, Derek

AU - Durkin, K.

AU - Bergin, D.

PY - 2007

Y1 - 2007

N2 - Transactional models of stress and coping emphasize the role played by cognitive appraisals in determining psychological adjustment (Lazarus, 1999). This proposition has been supported by research examining young people's adjustment in relation to family conflict and break-up (Grych et al., 1992). Furthermore, this literature suggests that there is a change in the relationship between appraisals and adjustment at around 10 years of age: specificity of appraisal type (e.g. threat, blame) becomes relevant to outcome after 10 years, whereas before 10 there are either no effects of appraisal on adjustment or a diffuse effect of 'negative' appraisals more generally (Jouriles et al., 2000). However, it is currently unclear whether this developmental progression can be generalized from familial- to social-stressors experienced by children and young people. The current study therefore evaluates the model within the context of a commonly experienced social childhood stressor: peer-aggression.

AB - Transactional models of stress and coping emphasize the role played by cognitive appraisals in determining psychological adjustment (Lazarus, 1999). This proposition has been supported by research examining young people's adjustment in relation to family conflict and break-up (Grych et al., 1992). Furthermore, this literature suggests that there is a change in the relationship between appraisals and adjustment at around 10 years of age: specificity of appraisal type (e.g. threat, blame) becomes relevant to outcome after 10 years, whereas before 10 there are either no effects of appraisal on adjustment or a diffuse effect of 'negative' appraisals more generally (Jouriles et al., 2000). However, it is currently unclear whether this developmental progression can be generalized from familial- to social-stressors experienced by children and young people. The current study therefore evaluates the model within the context of a commonly experienced social childhood stressor: peer-aggression.

KW - bullying

KW - aggression

KW - self identity

KW - depression

M3 - Poster

ER -

Howe C, Hunter SC, Heim D, Durkin K, Bergin D. A developmental investigation of the relationship between appraisals and peer self-esteem in children experiencing peer-aggression. 2007. Poster session presented at Biennial Meeting of the Society for Research in Child Development, Boston, Massachusetts, .