Citation

Galán CA, Feldman JS, McClaine RN. Aggress. Violent Behav. 2022; 66: e101766.

Copyright

(Copyright © 2022, Elsevier Publishing)

DOI

10.1016/j.avb.2022.101766

PMID

unavailable

Abstract

Gender differences in physical aggression across early and middle childhood have been reliably established, with boys engaging in physical aggression more often than girls. The social information processing (SIP) model is an empirically-supported model initially developed to understand the etiology of physical aggression in boys. However, it remains unclear the extent to which this model also applies to girls who are more likely to engage in relational than physical aggression. The purpose of the current review is to examine the applicability of the SIP model to relational aggression in girls, using gender-schema and social-cognitive theories of gender development to inform our understanding of how gender socialization processes influence the development of SIP skills and displays of aggression. We argue that although a gender-linked version of the SIP model provides compelling theoretical predictions of when and why girls will engage in relationally aggressive behavior, empirical evidence in support of this model is mixed. After critically evaluating empirical literature in this area, we then briefly review evidence regarding the efficacy of SIP-focused interventions for physical and relational aggression and discuss their applicability to males and females. We conclude the paper by discussing limitations of extant research and highlighting future directions in this area.

Language: en

Keywords

Childhood; Gender socialization; Physical aggression; Relational aggression; Social cognition; Social information processing