title: [Emotion regulation strategies and aggressive behavior of preschool children].
abstract: The present study (N = 193) examined use of emotional regulation strategies in physically and relationally aggressive preschool children (mean age: 55 months), compared to non-aggressive peers. To assess emotion regulation, we conducted a structured videotaped behavioral observation of a situation where frustration was elicited. Afterwards, regulation strategies were analyzed in seven categories. Physical and relational aggression was rated by preschool teachers. Cut-off scores were used to classify children as relationally or physically aggressive. Results show that physically aggressive children focused their attention on frustrating stimulus and used venting and cognitive verbalization more often than non-physically aggressive children. Relationally aggressive children used venting more often than non-relationally aggressive children. Findings suggest that aggressive children would benefit from training in emotion regulation.
authors.affiliation: Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen. helmsen@uni-bremen.de
authors.forename: Johanna
authors.initials: J
authors.lastname: Helmsen
authors.forename: Franz
authors.initials: F
authors.lastname: Petermann
mesh_terms: D000223:Adaptation, Psychological; D000374:Aggression / Q000523:psychology*; D001288:Attention; D002675:Child, Preschool; D056348:Emotional Intelligence; D005260:Female; D005639:Frustration; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D010379:Peer Group; D010552:Personality Assessment; D012917:Social Adjustment; D014705:Verbal Behavior