The purpose of the present study was to identify clinically
relevant subtypes of aggressive
children based on measures of children's self-systems and significant
others' perceptions of
relationship quality. In a sample of aggressive second- and third-graders,
a cluster analysis
of these children's perceptions of support and significant others'
(mother, teacher, and peers)
perceptions of relationship quality revealed one subgroup in which self-
and other-ratings
were both below the group mean (concordant-negative), one in which
both were above the
sample mean (concordant-positive), and one in which they
were discrepant (high child-report
and low other-report). All three clusters were rated as more aggressive
than controls.
However, children in the discrepant group were rated as considerably more
aggressive and
delinquent than those in the two concordant clusters, who did not differ
from each other on
measures of internalizing and externalizing behaviors. Results are discussed
from an
attachment perspective and in terms of the clinical significance of this
self–other discrepancy.