Aggression and withdrawal related behavior within conflict management progression in preschool boys with language impairment
2007 (English)In: Child Psychiatry and Human Development, ISSN 0009-398X, E-ISSN 1573-3327, Vol. 38, no 3, 237-253 p.Article in journal (Refereed) Published
Objective This study examined conflict behavior in naturalistic preschool settings to better understand the role of non-affiliative behavior and language in conflict management. Method Free-play at preschool was filmed among 20 boys with typically developing language (TL) and among 11 boys with Language Impairment (LI); the boys 4-7 years old. Conflict behavior was coded and analyzed with a validated system. Post-conflict non-affiliative behavior (aggression and withdrawal) displays, and the links between the displays and reconciliation (i.e., former opponents exchange friendly behavioral shortly after conflict termination) was examined. Results Group comparisons revealed boys with LI displayed aggression in a smaller share of conflicts, but exhibited 'active' withdrawal (left the room), in a larger conflict share. Boys with TL overcame aggression (more common TL behavior) and after reconciled, to a greater extent than the boys with LI after active withdrawal (more common LI behavior). Also, after reciprocal or only verbal aggression, boys with LI reconciled to a lesser extent than boys with TL. Conclusions The boys with LI demonstrated difficulties confronting conflict management, as well as concluding emotionally heightened and aggressive behavioral turns.
Place, publisher, year, edition, pages
2007. Vol. 38, no 3, 237-253 p.
language impairment, conflict management, reconciliation, aggression, withdrawal, behavioral regulation
IdentifiersURN: urn:nbn:se:uu:diva-150073DOI: 10.1007/s10578-007-0057-6ISI: 000248055300006PubMedID: 17468840OAI: oai:DiVA.org:uu-150073DiVA: diva2:406388