Proactive and Reactive Aggression: An Analysis of Subtypes Based on Teacher Perceptions

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Abstract
Examined differences in teachers' perceptions of academic and social behavior in two subtypes of aggression in children identified as proactive and reactive. Subjects were 88 boys, ages 6 to 12 years, referred by teachers to a school-based social skills program for aggressive children. On the basis of median splits on teacher-rated measures of proactive and reactive aggression, children were categorized as: high proactive/high reactive, high proactive/low reactive, low proactive/high reactive, and low proactive/low reactive. As expected, the low proactive/low reactive group was rated as more competent in certain behaviors relative to the high proactive and/or high reactive boys. Mixed-aggressive and low proactive/high reactive children were viewed as highly aggressive and lacking in problem-solving, sharing, and negotiating abilities. Unlike the low proactive/high reactive group, the mixed-aggressive group, although seen as relatively popular and happy, had difficulty keeping out of fights and displayed poor sportsmanship.