Tesis sobre el tema "Aggressiveness in women"

There has been a substantial amount of research on aggression in men's ice hockey. Although there is some research on aggression in women's ice hockey, there is still a noticeable absence of empirical research on various aspects of aggression. The purpose of this study was to investigate the prevalence and intent of aggressive behaviors in university women's ice hockey. Two methods of data acquisition were used: systematic observation (measured prevalence) and stimulated recall interviews (measured intent). Results revealed the presence of several aggressive techniques, such as body checking, punching, pushing, and cross checking. Several reasons for these aggressive behaviors emerged from the analysis, including frustration, intimidation, and protection. These findings augment the literature on aggression in women's ice hockey, providing insight on the prevalence as well as the mechanisms influencing aggressive behaviors.

The purpose of this study was to examine elite women's ice hockey, with particular emphasis on various aspects of aggression associated with the sport. A qualitative research methodology was employed. Participants included 4 coaches and 15 hockey players, from three elite levels of women's hockey. Each coach was interviewed using an in-depth open-ended format. Each athlete participated in a focus group interview. Commonalities emerged from the coach and athlete data, which resulted in the creation of three higher-order themes that were called (1) state of women's hockey, (2) coach and athlete issues, and (3) aggression in women's hockey. The data focused on the lives of those involved with the sport (coaches and athletes) and topics that were unique to women's ice hockey, including aggression. These results advance information concerning women's sport, coaching, and aggression in elite female athletics.

The present thesis and series of studies explores the underlying cognitive and neuropsychological processes that underlies propensity for aggressive response in adult men and women, both sober and intoxicated. Previous research demonstrated that poor executive functioning, either pre-existing (idiopathic) or induced by alcohol-intoxication, was associated with heightened aggressive responses. The first study demonstrates that although cognitively impaired when alcohol intoxicated, men with above average pre-alcohol Executive Cognitive Functioning (ECF) do not act aggressively if they are properly motivated to remain non-aggressive, suggesting some ability to use residual executive function. The second study directly compares the aggression-eliciting effects of alcohol in both men and women, an under-investigated issue. Results indicate that aggression levels in the women are not significantly less than those of men, and that alcohol-intoxication is not as predictive a factor in women as in men. The third study, a post-hoc analysis of the second, indicates that like for men, executive function level in women is highly related to propensity for aggressive response, in fact far more predictive than acute alcohol-intoxication. The fourth study was intended to investigate a possible behavioural explanation for the ECF-aggression relationship. Specifically, this study was designed to assess whether the aggression manifested by individuals with poor ECF was rapid or impulsive, i.e. due to a disinhibition process. Contrary to this popular contention, this study demonstrates that when faced with complex, social interactions, low-ECF individuals act aggressively, but only after a somewhat slow period of apparent contemplation. These findings and others conducted by the author are discussed in a speculative model of the ECF-aggression relationship. Means by which to test this model are proposed, as are other theoretical implications of the work.

Thesis (MA)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: Assuming a postmodern perspective, this literature study attempts to address unprivileged dichotomies in an endeavour to make audible the silence surrounding women, emotion and anger. In alignment with the postmodern assumptions of relativity, the tracing of anger involves acknowledging the physiological, social, intrapersonal, interpersonal, behavioural, cognitive and phenomenological propensities thereof. In a postmodern attempt to contextualise the discussion and to trace the relation of women and the female gender stereotype to anger, a selection of etiological perspectives and theories on anger are viewed within the cultural contexts thereof. Juxtaposed in a Western culture privileging reason to emotion, individuality and autonomy to relationship centeredness, a hypothetical understanding of the association between women and emotion is construed. The gender stereotypical erasure of anger from the female repertoire is also addressed. Integrating these assumptions with the possible positive and negative outcomes of anger, a preliminary understanding of the mechanism of and the silence surrounding women and anger is offered.
AFRIKAANSE OPSOMMING: Met 'n postmodernistiese aanslag poog die literatuurstudie om ongepriviligeerde dichotome aan te spreek en die stilte in die literatuur rondom vroue en woede hoorbaar te maak. In pas met die postmodernistiese aannames van relatiwiteit, vereis die beligting van woede erkenning aan die fisiologiese, sosiale, intrapsigiese, interpersoonlike, kognitiewe en fenomenologiese manifestasies daarvan. In 'n postmodernistiese poging om die bespreking te kontekstualiseer en om die verhouding tussen vroue en woede na te speur, is 'n seleksie van etiologiese perspektiewe en teoriëe oor woede binne die relevante sosio-kulturele konteks bespreek. Geposioneer in 'n Westerse kultuur, wat rede bo emosie en individualiteit en outonomie bo verhoudingsgerigtheid stel, is 'n hipotetiese verstaan van die verhouding tussen vroue en emosie gekonstrueer. Die beperkings wat geslagsrolstereotipes op vroue se uitdrukking van woede plaas, is ook aangeraak. Deur die gegewe te integreer met die moontlike positiewe en negatiewe impak van woede, is 'n voorlopige verstaan daarvan, asook van die stilte rondom vroue en woede gebied.

"Our society has generally viewed women as less aggressive and less likely to commit acts of violence in comparison to men. Statistics show that only 13 per cent of the violent crimes in the United States have been committed by women (Steffensmeier and Allan, 1996). However, employees at psychiatric hospitals often report problems of increased violent behavior among their female inpatients. This perception of the female inpatient population is further complicated by the mixed research findings regarding gender and violence. Considering the possible other environmental causations, gender alone should not prove an accurate variable in addressing violent behavior. Variables such as age, location, time, ethnicity, institutionalization and violence to self as opposed to violence to others will likely show significant relevance. This study will attempt to demonstrate how these other biopsychosocial variables play a role in violence prediction for this group of forensically committed patients other than gender."

In Britain, there have been growing concerns over the increasing female prison population and treatment of girls and women by the criminal justice system (see Carlen and Worrall, 2004; Hedderman, 2004; Batchelor, 2005; Hutson and Myers, 2006; Sharpe, 2009). In particular, there has been a rising female prison population in Scotland which has been associated with greater punitive controls over the behaviour of women (McIvor and Burman, 2011). The British press have depicted a social problem of certain young women becoming more violent and have attributed this to women’s liberation, particularly in the night time economy (MacAskill and Goodwin, 2004; Gray, 2006; Evening News, 2008). These concerns have attracted widespread media and political attention leading to a steady growth in academic research exploring the apparent rise of violent young women (Burman et al., 2003; Burman, 2004b; Batchelor, 2005). Despite this, there are relatively few studies that examine responses to young women with an emphasis on violent offences. Furthermore, there is a lack of research that has examined the role police officers have played in the control and depiction of young women’s violence. This research investigates the perceptions of and responses to young women depicted as violent from police officers in Scotland. Thirty three qualitative interviews were carried out with front line police officers in 2008 to investigate social control mechanisms employed to regulate the behaviour of young women. The research utilised feminist perspectives to develop an understanding of how young women deemed as violent face formal and informal mechanisms of social control from police officers. The study challenges the apparent increase in violence among young women and instead argues that institutional controls have contributed to young women being labelled as violent. Changes in police practices and zero tolerance approaches towards violence have resulted in a net widening effect that has impacted on the number of young women (and men) being brought to the attention of the police for violent offences. It is argued that this mechanism of institutional control could be a contributing factor towards the rise in the number of young women being charged for violent offences. Police discretion on the basis of gender did have an influence on arrest practices for some of the officers, but there was insufficient evidence to suggest the police officers responded any harsher or more lenient towards women. However, what was apparent was that police officers believed women needed to be ‘controlled’; they perceived them as more unmanageable than men and this defiance towards authority resulted in women being arrested. Women depicted as violent remain to be categorised on the basis of socially constructed gender norms and it is argued that this mechanism of discursive control continues to locate violence within the realm of masculinity. In conclusion, women who are depicted as violent are portrayed as unfeminine and in need of greater social control which is exercised through both formal and informal measures by police officers.

M.Ed. (Educational Psychology)
The aggression phenomenon is embedded in the heart of the culture of society. Aggression is described as any kind of behaviour that intends to harm or hurt someone else and can be either physical or psychological (Feldman, 2001:299). It is internalised in childhood and adolescence, and manifests later in a variety of situations throughout life ahead (Tehrani, 2001:7). Unfortunately it does not stop at the school gates, but continues through the university stage, and is prominent in the workplace (Instructor, 2011:20). Like every country, South Africa also has its own challenges. Baron and Byrne (2004:437) state that aggressiveness results from increased levels of frustration arising from environmental challenges. South Africa is a country with exceptionally high levels of frustration and trauma (Einarsen, Hoel, Zapf & Cooper, 2003:212). Aggression in the form of house robberies, rapes, xenophobia, hijackings and road rage is everyday news. Research shows that a third of all people are exposed to some form of violence (Carstens, 2009:23). Frustration runs high. This creates a constant sense of uncertainty and insecurity, as well as fear, causing high stress levels - not only at personal levels, but also at a professional level. High stress levels are known for fuelling aggression in the workplace (Einarsen et al., 2003:15). This phenomenon has an effect on men as well as women in the workplace. The research question that arises here is: "What is the female teacher's experience of aggression in the workplace?" The research objective of this study was the exploration and description of women teachers’ experiences perceived as aggression. The design developed was exploratory, descriptive, contextual and qualitative in nature. The method was divided into two phases: a phenomenological approach was used to obtain the data in phase 1. In the second phase, guidelines were derived from the findings in the first phase. Women teachers, who met the criteria, participated by means of three options. Firstly, by means of an interview and secondly they could do an interview as well as write a naïve sketch to supplement the interview. Thirdly, they could also participate by writing a naïve sketch only. A trial pilot interview was conducted. xiii Since this research is sensitive in nature, the ethics was of particular importance. As recommended by Creswell (2008:13), ethical considerations were not considered as an afterthought, but applied right from the start of the research. The rights of participants were constantly taken into account. Honesty regarding the reporting of this information was applied. The recognition of the research area was taken into consideration, and permission was obtained from the appropriate persons and institutions, such as the participants, the school principals and the University of Johannesburg, to be allowed to do the research. The researcher used measures to ensure trustworthiness. Credibility, transferability, reliability and neutrality were implemented to further trustworthiness. The result of this research is condensed into four themes that developed from the data. The first theme is that different perceptions influence the experience of aggression of women teachers. Secondly, the contextual pressure in the school system forms an integral part of the experience of perceived aggression. The third theme is that manifestations of the perceived aggression are experienced. The fourth and last theme is the effect of aggression on women teachers. Guidelines for assisting female teachers experiencing aggression in the workplace were formulated. It was discussed by means of the above four themes and categories and recommendations were made. It was recommended that awareness of this problem in society should become an objective. "Tackle violence in society by starting in the workplace" (Einarsen et al., 2003:315).

Thesis (M.S.)--Eastern Illinois University, 2004.
Includes bibliographical references (leaves 72-81). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Impulsive-aggression was investigated in a female university sample. A base rate analysis of impulsive-aggression in male (n=220) and female (n=686) university students at the University of Tasmania was conducted. As expected, males showed higher levels of impulsivity and aggression than females, and females were more empathic than males. Results from a background questionnaire indicated that some students reported psychosocial factors consistent with characteristic impulsive-aggression. Four groups of female students (impulsive-aggressive, n=23; aggressive, n=24; impulsive, n=33; and control, n=119) were then selected on the basis of impulsivity scores and aggression scores. In comparison to other women the impulsive-aggressive group was more physically aggressive and had a greater tendency to fight or argue. They were also more likely to report a drug problem, were more sexually active, and were more likely to have faced charges as a result of antisocial activity. They also reported a large number of suicide risk factors with fewer protective social supports in place. Surprisingly, the impulsive-aggressive group did not differ from other groups on empathy scores and had lower lie scores than the other three groups. The profile of impulsive-aggressive women was similar to the diagnostic criteria for antisocial personality disorder. Subsequent investigation of psychopathic traits was conducted. Women in the impulsive-aggressive (n=11), aggressive (n=9), impulsive (n=7), and control (n=11) groups were individually interviewed following the semi-structured interview format from the PCL:SV (Hart, Cox, & Hare, 1995) and subsequently rated using the P-Scan (Hare & Herve, 1999). The impulsive-aggressive group (M=6.33, SD=3.48) scored significantly higher than all other groups (Ms<1.70, SDs<1.90) on total P-Scan psychopathy ratings and on the three facets of the P-Scan. Attentional bias was investigated with the above interviewees completing a modified Stroop task, a dot probe (words) task, and a dot probe (faces) task. No significant group differences were found for reaction times to unpleasant (aggressive) or pleasant (neutral/happy) stimuli on the Stroop task or on either of the dot probe tasks. However, impulsive-aggressive women tended to show an attentional bias towards impulsive-aggressive words (e.g., 'rape') on the dot probe (words) task, whereas aggressive women showed an attentional bias away from impulsive-aggressive words. This was evident at the longer 1500ms stimulus duration but not at the shorter duration (100ms). In general it was shown that impulsive-aggressive women were distinct from their aggressive (and other) peers. It was concluded that impulsive-aggressive women have characteristics in common with sub-clinical psychopathy, as evidenced by their P-Scan scores, antisocial behaviours, and responses to affective stimuli. Results show support for a dimensional diagnostic approach to this disorder. Further research of the relationship between impulsive-aggression and sub-clinical psychopathic tendencies is warranted.

D.Ed. (Psychology of Education)
Daily media reports alert nations worldwide of the ever escalating aggressive acts of behaviour over many decades and has subsequently aroused deep concern as progressive growth In population becomes increasingly evident. Our future lies in the hands of our youth who are exposed to a wide range of educational, family, employment, political and health challenges that depart in major ways from those of young people one or two generations ago. The educational challenge is not limited to academia solely but more Importantly focuses on the upholding and envisioning of a values-based education that stirs the conscience of a nation encouraging moral, responsible law abiding citizens. This responsibility lies squarely on the shoulders of our female educators amongst others in a democratic educational system. Female educators outweigh males significantly in number in our educational system yet research reveals that some female educators are not given sufficient support, acknowledgement and recognition for their committed roles In education. Faced with overwhelming demands female educators are expected to fulfil multiple roles and yet maintain a healthy balance between work commitments and family responsibilities. Some cultures have the added expectation that women bear the prime responsibility for childcare and domestic work. As a result, notable gender differences in aggression arise primarily from contrasting gender roles which augments into the workplace. The overall purpose of the study is to develop and describe a psycho-educational programme to be used as a framework of reference to facilitate the healthy self-management of secondary school female educators' experience of their aggression. The implementation and evaluation of the programme will serve as a facilitative process through the promotion of personal growth and the mobilisation of female educators to constructively self-manage their experience of aggression. Attempts to meet this broad objective were accomplished by employing an explorative, descriptive and contextual research design. In this research study field notes were used in conjunction with eight in-depth phenomenological Interviews conducted with female educators. The findings of their experiences of aggression at their secondary school evolved around their associated emotions; the resultant measures of support and the coping strategies the female educators sought as a current means of addressing their mental health status as educators and community stakeholders. The data analysis of the findings revealed that female educators do have the potential to facilitate and mobilise the available resources in order to promote their own mental health and grow towards wholeness. The future scenarios that schools are likely to face are both challenging and daunting: can schools actively shape the future by listening to the heartbeat of its female educators or merely respond to its exigencies. The liberal awakenings and gradual movement from oppression to equality for the female In South Africa as well as Issues of aggression, political violence, single parenting and abuse on women further extrapolate the need to listen to the voices of women. An awareness of their plight as evidenced In this study will hopefully draw attention to their needs and bring offers of subsequent support to the mothers of our nation which will inadvertently Impact on our youth ... our future as a nation. A shared vision building process will thus only become a living force when each Individual truly believes s/he can shape her/his future. The ability of our educational system to compete in an Increasingly global economy depends on our ability to prepare both learners and educators for new or changing landscapes.

Violence in schools is an everyday occurrence and, for the most part, it tends to be regarded as a male issue. There is little indication in media or research reports that female learners perpetrate violence in schools. Research suggests that school violence is caused by male teachers or learners, takes place amongst males and tends to be of a physical or sexual nature. There is, however, a less prominent body of international work, which has begun to explore female aggression and violence at schools. Thus far, there has been little comparable research in South Africa. The thesis is an exploratory study of female violence in schools. The subject is approached by examining the perceptions of male as well as female teachers in primary and secondary schools in Durban.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

Orientação: Joana Carvalho
Este estudo analisou a prevalência de comportamentos sexualmente agressivos em estudantes universitárias, e testou se existiam diferenças significativas entre estudantes sexualmente agressivas e estudantes não agressivas em sintomas psicopatológicos, crenças/mitos sobre a violência sexual e dificuldades de regulação emocional. A amostra foi composta por 331 estudantes universitárias, que responderam a questionários de autorresposta. Para comparar estudantes sexualmente agressivas e estudantes não agressivas em sintomas psicopatológicos, crenças/mitos sobre a violência sexual e dificuldades de regulação emocional foi realizada uma MANOVA. Cento e onze (33.5%) participantes reportaram já ter recorrido a comportamentos sexualmente agressivos. Especificamente, 67 (60.4%) participantes reportaram ter utilizado a estratégia de abuso sexual, 61 (55%) reportaram ter recorrido à estratégia de coação sexual e 12 (10.8%) reportaram ter recorrido ao uso da força física. Não foram encontradas diferenças significativas entre os grupos em sintomas psicopatológicos e dificuldades de regulação emocional. Foram encontradas diferenças entre os grupos para as crenças Representação Estereotipada e Consentimento da Vítima, no sentido das mulheres sexualmente agressivas endossaram mais estas crenças do que as mulheres não agressivas. Sintomas psicopatológicos, crenças/mitos sobre a violência sexual e dificuldades de regulação emocional parecem não atuar como fatores de risco dinâmicos para a violência sexual perpetrada por estudantes universitárias.
This study analyzed the prevalence of sexually aggressive behaviors in female college students and tested whether there were significant differences between sexually aggressive and nonaggressive students in psychopathological symptoms, rape myths, and difficulties in emotion regulation. The sample was composed of 331 female college students, who answered self-report measures. A MANOVA was performed in order to compare sexually aggressive students and non-aggressive students in psychopathological symptoms, rape myths and difficulties in emotion regulation. One hundred and eleven (33.5%) participants reported having resorted to sexually aggressive behaviors. Specifically, 67 (60.4%) participants reported using sexual abuse, 61 (55%) reported using sexual coercion and 12 (10.8%) reported using physical force. No significant differences were found between groups in psychopathological symptoms and difficulties in emotion regulation. Differences were found between groups for the Stereotyped Representation and Victim Consent beliefs, with sexually aggressive students endorsing these beliefs more than nonaggressive students. Psychopathological symptoms, rape myths and difficulties in emotion regulation do not seem to act as dynamic risk factors for sexual violence perpetrated by female college students.

Text in Afrikaans
The researcher has identified the research problem for the study as the underlying dynamics of physical violence amongst adolescent girls in the school system. The purpose of this study was to investigate these dynamics. The researcher viewed the girls from a holistic perspective and tried to explore and describe the girls' behavior by bringing their environment into consideration. A qualitative study was used to determine the dynamics of physical violence among adolescent girls in the school system. Data was collected by means of semi-structured interviews. From this data it is evident that the dynamics of physical violence among girls is a multi-dimensional and complex phenomenon and cannot be attributed to a single factor. Because of this the researcher tried to make recommendations that touched each level of the girls' functioning. In such a way the researcher tried to address the problem holistically.
Social Work
M.Diac. (Spelterapie)

Orientação: Joana Carvalho
O objetivo foi estudar a prevalência de comportamentos sexualmente agressivos em estudantes universitárias e testar se existem diferenças nos níveis de Intimidade, Proximidade/Ligação aos Outros e Solidão entre mulheres sexualmente agressivas e mulheres não agressivas. A amostra incluiu 331 participantes que responderam a questionários de autorresposta. Para comparar mulheres sexualmente agressivas e mulheres não agressivas realizou-se uma MANOVA. Para testar o efeito preditor da Intimidade e Solidão nos comportamentos sexualmente agressivos, realizou-se uma Regressão Linear Múltipla. Os resultados mostraram que 33.5% das participantes já recorreram a estratégias sexualmente agressivas. Destas, 60.4% já recorreram ao abuso sexual, 55% à coação sexual e 10.8% à força física. Foram encontradas diferenças entre os grupos para o Fator 1 (Validação Pessoal) e score total da Intimidade e Solidão. Na Validação Pessoal e score total da Intimidade, as mulheres sexualmente agressivas apresentaram valores médios inferiores. Na Solidão, as mulheres sexualmente agressivas apresentaram valores médios superiores aos obtidos pelo grupo de controlo. Os resultados mostraram ainda que as variáveis preditoras explicaram 5.1% da variância dos comportamentos sexualmente agressivos. As dificuldades no estabelecimento de relações de intimidade e os sentimentos de solidão parecem desempenhar um papel importante na predisposição de comportamentos sexualmente agressivos em estudantes universitárias.
The goal was to study the prevalence of sexually aggressive behaviors in female college students and to test for differences in levels of Intimacy, Social Safeness, and Loneliness between sexually aggressive and non-aggressive women. A sample of 331 participants answered to self-response questionnaires. To compare the sexually aggressive and non-aggressive women, a MANOVA was performed. To test the predictor effect of Intimacy and Loneliness on sexual aggressive behaviors, a Multiple Linear Regression was performed. The results showed that 33.5% of participants have resorted to sexually aggressive strategies. Among these, 60.4% have resorted to sexual abuse, 55% to sexual coercion and 10.8% to physical force. Differences between groups were found for Factor 1 (Personal Validation) and total score of Intimacy and Loneliness. In Personal Validation and the total score of Intimacy, sexually aggressive women had lower mean values. In Loneliness, sexually aggressive women had higher mean values in comparison with the control group. The results showed that the predictor variables explained 5.1% of the variance of sexually aggressive behaviors. Difficulties in establishing intimate relationships and feelings of loneliness seem to play an important role in predisposing female college students to sexually aggressive behaviors.