Explore the vast range of titles available.

Abstract Access to limited resources may be achieved by dominance as well as by high rates of aggressive and affiliative behaviour. We investigated the relative effectiveness of dominance rank and aggressive and affiliative behaviour in accessing three material and three social resources. Aggressive and affiliative behaviour of 24 female long-tailed macaques was scored along with their success in resource access. Path models revealed that high-ranking individuals have more access to resources than low-ranking ones through their employment of both aggressive and affiliative behaviour. Physical aggression was effective in accessing two material resources (food and enrichment). Affiliative behaviour was effective in accessing one material (co-drinking) and one social (tolerance) resource. In conclusion, since aggressive behaviour was effective in accessing two material resources, while affiliative behaviour increased access to both a material and a social resource, affiliative behaviour is at least as important as aggressive behaviour for high-ranking individuals to access resources.

Dominance in the peer group is important for adolescents. Resource Control Theory posits that both coercive and prosocial (positively assertive) strategies are associated with dominance. Combining Resource Control Theory with Socioanalytic Theory on personality, we hypothesized that inspiring group members would be an additional effective strategy. This study examined whether the three behavioral strategies and two types of social skills (social competence and manipulation) predicted dominance (resource control and popularity). Participants were 619 Dutch adolescents (Mage = 13.1; 47% female) in the first grade of secondary school. They completed peer reports (behavioral strategies and dominance) and self-reports (social skills). Only inspirational and coercive strategies substantially predicted dominance. Main effects of social skills emerged. Moderation between strategies and social skills was only observed for girls (e.g., coercive strategy use was associated with more popularity for girls with higher levels of social manipulation skills). This study furthered our understanding of the predictors of dominance in adolescence by including inspirational behavior and examining prosocial and antisocial skills.

This experiment tested whether peer approval and disapproval experiences can cause immediate change in children's state self-esteem. Children's narcissistic traits and evaluator perceived popularity were examined as potential moderators. A total of 333 preadolescents (M = 10.8 years) completed personal profiles on the Internet that were ostensibly judged by a jury consisting of popular and unpopular peers. Participants randomly received negative, neutral, or positive feedback from the jury. Next, they could examine the feedback that each individual judge gave them. As expected, peer disapproval decreased self-esteem, especially in children high in narcissism. In contrast, peer approval increased self-esteem. Moreover, disapproved children's self-esteem recovery was dependent on the extent to which they subsequently viewed positive feedback from popular judges. These findings support sociometer theory.

The goal of this study was to examine how individual differences in physiological arousal and reactivity moderated the relation between peer victimization and reactive and proactive aggression. Participants were 58 adolescents (61.2% boys; 54.9% African American) in the age range of 12–15. Participants self-reported peer victimization, reactive aggression, and proactive aggression. Cortisol and respiratory sinus arrhythmia (RSA) were measured from participants before and during an online game in which they were socially rejected by unfamiliar peers. Results indicated that the relation between peer victimization with reactive aggression was significant and positive at low levels of resting RSA and when RSA withdrawal after rejection was high. The association between peer victimization with reactive and proactive aggression was also significant and positive at high levels of anticipatory cortisol. Findings provide further insight into the moderating role that physiological processes may have in understanding individual differences to peer adversity.

Adolescents have a strong desire to \"be themselves.\" How does experiencing authenticity—the sense of being one's true self—influence subjective well-being? What allows adolescents to experience authenticity? This research tests a working model of how authenticity is implicated in adolescents' well-being. Using survey, diary, and experimental methodologies, four studies (total N = 759, age range = 12–17) supported the main tenets of the model. Authenticity (a) enhances well-being, (b) covaries with satisfaction of psychological needs for relatedness and competence; is caused by satisfaction of the need for autonomy; and (c) mediates the link between need satisfaction and well-being. Authenticity is more than a powerful motive: It has robust, replicable effects on well-being and may thus be a pervasive force in positive youth development.

Background: Face-to-face psychological treatments have difficulty meeting today’s growing mental health needs. For the highly prevalent posttraumatic stress (PTS) conditions, accumulating evidence suggests that writing therapy may constitute an efficient treatment modality, especially when administered through the Internet. We therefore conducted a meta-analysis to investigate the efficacy of writing therapies for PTS and comorbid depressive symptoms. Methods: The literature was searched using several structured and unstructured strategies, including key word searches of the PubMed, Web of Science, PsycINFO, and PILOTS databases. Six studies met eligibility criteria and were included in the analyses. These studies included a total of 633 participants, of which 304 were assigned to writing therapy. Results: Across 5 direct comparisons of writing therapy to waiting-list control, writing therapy resulted in significant and substantial short-term reductions in PTS and comorbid depressive symptoms. There was no difference in efficacy between writing therapy and trauma-focused cognitive behavioral therapy, but we caution that this finding was based on only 2 direct comparisons. Conclusions: Writing therapy is an evidence-based treatment for PTS, and constitutes a useful treatment alternative for patients who do not respond to other evidence-based treatments. Internet adaptations of writing therapy for PTS may be especially useful for reaching trauma survivors in need of evidence-based mental health care who live in remote areas or who prefer to retain their anonymity.

In two experiments, we investigated comprehension monitoring in 10–12 years old children differing in reading comprehension skill. The children’s self-paced reading times (Experiment 1) and eye fixations and regressions (Experiment 2) were measured as they read narrative texts in which an action of the protagonist was consistent or inconsistent with a description of the protagonist’s character given earlier. The character description and action were adjacent (local condition) or separated by a long filler paragraph (global condition). The self-paced reading data (Experiment 1), the initial reading and rereading data (Experiment 2), together with the comprehension question data (both experiments), are discussed within the situation model framework and suggest that poor comprehenders find difficulty in constructing a richly elaborated situation model. Poor comprehenders presumably fail to represent character information in the model as a consequence of which they are not able to detect inconsistencies in the global condition (in which the character information is lost from working memory). The patterns of results rule out an explanation in terms of impaired situation model updating ability.

Three studies evaluated psychometric properties of the Dutch version of the 9-item Acceptance and Action Questionnaire (AAQ)—a self-report measure designed to assess experiential avoidance as conceptualized in Acceptance and Commitment Therapy (ACT). Study 1, among bereaved adults, showed that a one-factor model, with AAQ-items constituting a single dimension of experiential avoidance, fitted the data well. The internal consistency and temporal stability of the AAQ were satisfactory. In Study 2, among undergraduate students, and Study 3, among 60 outpatients, higher AAQ scores were found to be significantly associated with psychopathology, maladaptive coping strategies, and neuroticism, attesting to the validity of the measure. In support of its incremental validity, Study 3 showed that the AAQ remained significantly associated with depression and anxiety after controlling for neuroticism and thought suppression. The current studies complement prior research supporting the psychometric properties of the AAQ and the ACT conceptualization of experiential avoidance.

Issue Title: Special Section: Children's Elementary School Social Experiences and Executive Functions Development A few previous studies have shown that narcissistic traits in youth are positively associated with bullying. However, research examining the developmental relationship between narcissism and bullying is lacking. Moreover, it is unclear whether narcissists constitute a homogeneous group and whether the bullying of narcissistic youth results in establishing social dominance over peers. The present work addresses these gaps. Children (N=393; M age=10.3; 51 % girls) were followed during the last 3 years of primary school. Person-centered analyses were used to examine whether groups with distinct developmental trajectories for narcissism and two bullying forms (direct and indirect) can be identified, and how these trajectories are related. Multiple groups emerged for all constructs examined. For girls, higher narcissism was neither related to more intense bullying, nor to higher social dominance. In contrast, highly narcissistic boys were more likely than their peers to show elevated direct bullying, and in particular elevated indirect bullying. Hence, high narcissism is a risk factor for bullying in boys, but not in girls. However, narcissism is not always accompanied by high bullying, given that many boys on the high bullying trajectories were not high in narcissism. Results show that among narcissistic youth only those who engage in high levels of bullying are high in social dominance.

Although there are good theoretical reasons to believe that youth who are high in alienation (i. e., estranged from society, significant others, and themselves) are prone to behave aggressively, empirical evidence is lacking. The present experiment tested whether alienation moderates the effects of acute peer rejection on aggression in youth. Participants (N = 121 ; mean age = 11.5 years) completed a personal profile (e. g., \"How do you describe yourself?\") that was allegedly evaluated online by a panel of peer judges. After randomly receiving negative or positive feedback from peer judges, participants were given the opportunity to aggress against them (i. e., by reducing their monetary reward and by posting negative comments about them online). As predicted, alienation increased participants' aggression against peers who had rejected them, but not against peers who had praised them, even after controlling for peer-nominated chronic rejection and peer-nominated aggression. Thus, alienated youth are more aggressive than others when they experience acute peer rejection.