Physical aggression during early childhood: trajectories and predictors.

By Richard E. Tremblay, Dan Nagin, J. Séguin, M. Zoccolillo, Philip David Zelazo, M. Boivin, D. Perusse, Christa Japel. The Canadian child and adolescent psychiatry review = La revue canadienne de psychiatrie de l'enfant et de l'adolescent, 2004

1,086 citations recorded by the source corpus.

Subfields: Clinical Psychology, Pediatrics, Perinatology and Child Health, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0f6aef7fecca684d7121a38dfb9d821619966ffc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Pediatrics, Perinatology and Child Health

In Social Psychology

Citations in the corpus

Classifying life course trajectories: a comparison of latent class and sequence analysis (2012, methodology): “Using either LCA or SA techniques, individuals are assigned to homogeneous classes that are interpreted as representing typical behaviors (Aassve et al., 2007; McVicar and Anyadike-Danes, 2002; Blair-Loy, 1999; Macmillan and Eliason, 2003; Amato et al., 2008; Nagin and Tremblay, 2005; Roeder et al.,”
Female and male antisocial trajectories: From childhood origins to adult outcomes (2008, positive): “…interest and research directed at understanding trajectories of antisocial behavior has focused primarilyon males (Lacourse, Nagin, Tremblay, Vitaro, & Claes, 2003; Schaeffer, Petras, Ialongo, Poduska, & Kellman, 2003; Shaw, Lacourse, & Nagin, 2005; Tremblay et al., 2004; Wiesner & Capaldi, 2003).”
Child and adolescent mental disorders: the magnitude of the problem across the globe. (2008, background): “Developmental epidemiology (Tremblay et al., 2004; Costello et al., 2006; Kellam & Werthamer-Larsson, 1986; Angold et al., 1999) and cultural epidemiology combining traditional epidemiology with qualitative study including 'explanatory models of illness' capture a more comprehensive understanding…”
Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start (2016, background): “…Emotional inconsistency—that is, teachers who appear enthusiastic or attentive and at other times act flat or withdrawn—may overburden children’s self-regulatory resources (Curby, Brock, & Hamre, 2013; Curby et al., 2011; Tremblay et al., 2004; Zinsser, Bailey, Curby, Denham, & Bassett, 2013).”
Peer Relationships, Child Development, and Adjustment: A Developmental Psychopathology Perspective (2015, background): “As noted, the preschool years appear to be critical years for learning to regulate aggression (Tremblay et al., 2005).”
Rough-and-Tumble Play and the Development of Physical Aggression and Emotion Regulation: A Five-Year Follow-Up Study (2010, methodology): “…decline is likely due to the development of the self-regulatory abilities that serve to inhibit physical aggression and develop more socially appropriate alternatives (Bongers et al. 2004; Côté et al. 2007; NICHD Early Child Care Research Network 2004; Tremblay et al. 1999; Tremblay et al. 2004).”
Assessment and Implementation of Positive Behavior Support in Preschools (2007, background): “However, these challenging behaviors are expected to decrease during the preschool years, when language, social and emotional regulation, and cognitive problem-solving skills increase (Campbell, 1995; Tremblay et al., 2004).”
The Development of Physical Aggression from Toddlerhood to Pre-Adolescence: A Nation Wide Longitudinal Study of Canadian Children (2006, background): “For instance, levels of indirect aggression have been shown to increase during the course of childhood (Côté et al., in press; Vaillancourt, 2005).”