Aggressive Popularity Norms in Secondary School Classrooms (1 CE)

Number of Credits: 1

This course is for: Clinical Psychologists, Counselors, Marriage & Family Therapists, and School Psychologists

Course By: Ken Springer, PhD

Content By:  Laninga-Wijnen, L., Harakeh, Z., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. (2020). Who sets the aggressive popularity norm in classrooms? It's the number and strength of aggressive, prosocial, and bi-strategic adolescents. Journal of Abnormal Child Psychology, (48), 13-27.

https://doi.org/10.1007/s10802-019-00571-0

Course Description: Aggressive popularity norms are persistent and may adversely impact classroom environments, but the origins of these norms are poorly understood. The present study used a longitudinal approach to explore the emergence of aggressive popularity norms in 7th through 9th grade classrooms. Based on peer nomination methods, the researchers found that the composition of students in a classroom predicts the extent of aggressive popularity norms within that classroom. Specifically, a higher percentage of aggressive students predicted higher aggressive popularity norms if those students were also socially dominant or highly prosocial. At the same time, a higher percentage of non-socially dominant aggressive students predicted lower aggressive popularity norms, as did a higher percentage of socially dominant prosocial students. These and other findings suggest that interventions designed to reduce aggressive popularity norms in schools should take into account classroom composition.

Learning Objectives:

1. Describe the rationale for the study and the longitudinal methods used to obtain information about student composition and aggressive popularity norms
2. Describe the main findings of the study concerning the impact of aggressive, prosocial, and bi-strategic (both aggressive and prosocial) students on aggressive popularity norms
3. Integrate the strengths and limitations of the study, and summarize the practical implications for reducing aggressive popularity norms among adolescents

Course Outline:

• Read and understand Who sets the aggressive popularity norm in classrooms? It's the number and strength of aggressive, prosocial, and bi-strategic adolescents
• Review the Course Description and Learning Objectives
• Analyze the rationale for the study and the use of longitudinal survey methods to obtain information about student composition and aggressive popularity norms within classrooms
• Distinguish among the main types of students identified and how the prevalence of each type is linked to either increases or decreases in aggressive popularity norms
• Integrate the study's key findings, strengths, limitations, and clinical implications
• Work through the post-test questions, using the article as the sole basis for your answers
• Revisit the article for any missed questions and/or to better understand the impact of student composition on aggressive popularity norms in secondary school classrooms

Approvals: