Peer-Nomination of Aggression scale

Peer-Nomination of Aggression Scale (PNAS) is a self-report measure of aggression that is used to assess the level of aggression in an individual. It is a widely used tool in research on aggression and has been used in a variety of settings, including schools, prisons, and mental health clinics. The PNAS is a questionnaire that consists of 20 items, each of which is rated on a 4-point scale. The items measure various types of aggression, such as physical, verbal, and relational aggression. The items are designed to assess the frequency and intensity of aggressive behavior. The PNAS also includes items to assess the individual's perception of how their peers view their aggressive behavior. The PNAS has been found to be a reliable and valid measure of aggression. Studies have found that the PNAS is sensitive to changes in aggressive behavior over time and is able to distinguish between individuals who are more or less aggressive. It has also been found to be a useful tool in predicting future aggressive behavior. The PNAS is a useful tool for assessing aggression in individuals and can help to identify those at risk for aggressive behavior. It is important to note, however, that the PNAS is not a diagnostic tool and should not be used to diagnose individuals with aggression-related disorders. Furthermore, it is important to note that the PNAS does not measure the underlying causes of aggression and should not be used to make decisions about treatment. Overall, the Peer-Nomination of Aggression Scale is a useful tool for assessing aggression in individuals and can help to identify those who are at risk for aggressive behavior. It is important to note, however, that the PNAS is not a diagnostic tool and should not be used to make decisions about treatment.
1. Who are you?
2. Who are the children who always sit around you?
3. Who would you like to sit next to in class?
4. Who likes to share with others?
5. Who does not obey the teacher?
6. Who often says “Give me that!”?
7. Who gets along well with others?
8. Who are the children who are usually chosen last to join in group activities?
9. Who gets picked on by other kids?
10. Who gets out of their seat a lot?
11. Who gives dirty looks or sticks out their tongue at other children?
12. Who makes up stories and lies to get other children in trouble?
13. Who does things that bother other children?
14. Who helps other kids?
15. Who are the children you would like to have for your best friends?
16. Who are the children that you really don’t like?
17. Who wiggles or moves around in their seat a lot?
18. Who gets hit and pushed by other kids?
19. Who starts a fight over nothing?
20. Who pushes or shoves other children?
21. Who is always getting into trouble?
22. Who says mean things?
23. Who takes other children’s things without asking?
24. Who does nice things to help other people?
This scale is composed of six subscales: aggression‚ popularity‚ rejection‚ victimizationhyperactivity‚ and prosocial behavior. Students are given a list of the names of the children in their class‚ separated by gender‚ and are asked to mark the names of everyone who fit each question as it is read aloud. “No Boy” and “No Girl” are included as acceptable responses. Students ratings are then compared with teacher ratings.
 
•           Violence and Bullying
•           Delinquency and Antisocial Behavior
 
This instrument can be found on pages 173-174 of Measuring Violence-Related Attitudes‚ Behaviors‚ and Influences Among Youths: A Compendium of Assessment Tools‚ available online at:http://www.cdc.gov/violenceprevention/pdf/YV_Compendium.pdf .
Children grades 1-6.
 
For This scale is copyrighted. For permission to use‚ please contact:
L. Rowell Huesmann‚ Ph.D.
Research Center for Group Dynamics
5030 Institute for Social Research
426 Thompson Street
Ann Arbor‚ MI 48106-1248
Tel: (734) 764-8385
Fax: (734) 763-1202
 
The scale taps six domains. Scores on each scale range from 0 to 1. Each score represents the total proportion of times the child has been nominated on behaviors in that domain. The Aggression scale is calculated by summing the number of times a child is nominated by peers on 10 aggression items (5‚ 6‚ 11‚ 12‚ 13‚ 19‚ 20‚ 21‚ 22 and‚ 23) and dividing by the total number of nominators. A maximum score of 1 signifies that the child has been nominated on every aggressive behavior by every nominator. A minimum score of 0 signifies that the child has not been nominated by anyone for any behavior.
The Prosocial scale is calculated similarly‚ using 4 prosocial items (4‚ 7‚ 14 and 24). The score indicates the proportion of times the child was nominated on these items by the nominator out of all possible times the child could have been nominated.
The Popularity scale is based on items 3 and 15‚ with a higher score indicating greater popularity. The Rejection scale uses items 8 and 16‚ and a higher score means that the child is rejected more for social contact by his or her peers. With the Victimization scale (items 9 and 18)‚ a higher score means more victimization. And with the Hyperactivity scale (items 10 and 17)‚ higher scores indicate greater hyperactivity.

Orpinas‚ Eron LD‚ Walder LO‚ Lefkowitz MM. Learning of aggression in children. Boston‚ MA: Little‚ Brown and Co.‚ 1971.

Huesmann LR‚ Eron LD‚ Lefkowitz MM‚ Walder LO. Stability of aggression over time and generations. Developmental Psychology 1984;20(6): 1120-1134.

Huesmann LR‚ Eron LD‚ Guerra NG. Victimization and aggression. Philadelphia‚ PA: Society for Life History Research‚ 1992.

Huesmann LR‚ Eron LD‚ Guerra NG‚ Crawshaw VB. Measuring children’s aggression with teachers’ predictions of peer-nominations. Psychological Assessment 1994;6(4):329-336.