Proactive and Reactive Aggression

Abstract

Overview Although some question the utility of distinguishing between proactive and reactive aggression, these subtypes represent distinct functions of aggression that differentially relate to a host of child and adolescent outcomes. This essay reviews the research relating to these different functions of aggression and their associated outcomes. These functions and outcomes are important to distinguish for many reasons, not the least of which is to help develop targeted prevention and intervention strategies for adolescent problem behavior. Proactive and Reactive Aggression During Adolescence Child and adolescent aggression researchers often categorize aggression by the function or motivation behind the behavior, namely proactive and reactive aggression. Proactive aggression is planful, instrumental, and goal oriented in nature (Dodge 1991; Vitaro and Brendgen 2011) and is associated with the expectation of reward when utilizing aggression (Crick and Dodge 1996; Dodge et al. 1997; Marsee and Frick 2007; Smithmyer et al. 2000). An example of proactive aggression would be a teen encouraging others to "gang up" on another teen in order to get the individual to comply with their demands. Reac-tive aggression, on the other hand, is immediate and emotional in nature (Dodge 1991; Vitaro and Brendgen 2011). Reactive aggression occurs in response to perceived threat and involves hostile attribution biases (Dodge and Coie 1987; Hub-bard et al. 2001; Lobbestael et al. 2013). An example of reactive aggression would be a teen punching a peer after the peer made fun of or teased him or her. These subtypes of aggression appear to be best explained by different theories, and there is growing evidence suggesting unique developmental correlates of these aggression sub-types. Different underlying motivations suggest that distinguishing these subtypes of aggression has implications for targeted prevention and intervention to prevent the development of subsequent problem behavior.