Thèses : « Aggressiveness in children »

1

Henton, Lynn Bishop. « Subtypes of impulsive aggression in children and adolescents with impulsive aggression / ». Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Spencer, Debra Ann. « Factors that influence the sex difference in young children's physical aggression ». Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648255.

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3

Ellenbogen, Stephen. « From physical abuse victim to aggressor : exploring the relationship ». Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115674.

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This dissertation represents an attempt to better understand why physically abused children are more likely to develop aggressive tendencies. A sample of adolescents receiving child protection services was administered a battery of self-report measures on maltreatment, health, and well-being; an aggression measure was administered a year later. The specific focus was to determine whether aggressive youth were more likely to (1) have suffered harsher physical abuse, (2) generate violence outcome expectancies that favour recourse to aggression, and (3) report higher levels of abuse-related shame. Respectively, the second and third hypotheses were based on social information processing and shame-rage models of aggression.
Only the hypothesis of the fast study on maltreatment characteristics was supported. Victims of frequent and severe abuse were more likely to report aggression. As for the second and third study, the expectation of positive outcomes from violence and feelings of shame-rage (as indicated by high levels of guilt-free shame) were actually inversely related to aggression.
Even though these results went in the opposite direction of the hypotheses, they are not altogether in conflict with theoretical models. According to L. Rowell Huesmann's description of social information processing, a hostile worldview was considered a mediating factor in the development of aggression problems. The tendency for aggressive youth to expect negative rather than positive outcomes from violence can be interpreted as support for this view. Abuse-related shame was not related to aggression, but it did demonstrate the predicted association with anger and hostility. The suggestion therefore is that feeling shame as a result of abuse leads to pent-up rather than expressed rage.
Given these results, it is suggested that victims of harsh maltreatment be targeted for appropriate prevention and skills promotion programs. Also, future research should investigate whether the formation of problematic relationship schemas and the tendency to suppress abuse-related emotions contribute to the maintenance of aggression problems.

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4

Kantz, April Lynn. « Popularity and aggression among females in the eighth grade ». Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=671.

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5

Strand, Troy. « The impact of professional wrestling on children's aggressive behavior ». Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000strandt.pdf.

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Strand, Troy C. « Children's perceptions on professional wrestling ». Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002strandt.pdf.

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Scrimgeour, Meghan. « Empathy and aggression : a study of the interplay between empathy and aggression in preschoolers / ». Norton, MA : Wheaton College, 2007. http://hdl.handle.net/10090/788.

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McCarthy, Shauna K. « Social-cognitive predictors of reactive and proactive aggression investigation in a diverse, urban 5th grade sample / ». Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1129215634.

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9

Walker, Chrische' Marie. « The association between aggressive behaviors and academic self-esteem of preschool children ». Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4938.

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Thesis (M.A.)--West Virginia University, 2006.
Title from document title page. Document formatted into pages; contains vii, 62 p. Vita. Includes abstract. Includes bibliographical references (p. 37-41).

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10

Lee, Ka-yee Cavy, et 李嘉怡. « Children's aggressive and prosocial behaviours : exploring age, sex-related differences, and the role ofsocial cognitive functioning ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B47657108.

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Children’s social behaviours have significant implications to their adjustments. Aggressive children display emotional, behavioural, and social problems. On the other hand, prosocial children are better adjusted (for review, see Card, Stucky, Sawalani, & Little, 2008). Adopting the social cognitive approach, the present study aimed to investigate the relationships between several social-cognitive capacities related to empathy (i.e., perspective-taking, affect sharing, and emotion regulation) and social behaviours (physical aggression, relational aggression, and prosocial behaviours) in children. The results showed that perspective-taking was the most predictive factor of both prosocial and aggressive behaviours, whereas the capacity to share emotions and to modulate emotion was found to have little predictive value to both positive and negative social behaviours. In addition, the present study also investigated the sex-related and age differences of aggressive behaviours in children. Consistent with the findings of previous studies, this study found that boys enacted more physical aggression than girls. However, sex-related difference in relational aggression was not found. Besides, older children were found to use more relational aggression but the trend of decreasing physical aggression across development was not evident. Clinical implications of the present findings were discussed.
published_or_final_version
Clinical Psychology
Doctoral
Doctor of Psychology

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Brawley, Lisa. « Situational correlates of overt aggression, relational aggression and prosocial behavior among preschool children / ». View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1564.html.

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Thesis (M.A.)--Central Connecticut State University, 1999.
Thesis advisor: Laura Levine. " ... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 33-35).

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12

Hogansen, Jennifer Malia. « Trajectories of co-occurring aggressive and depressive symptoms in children : prediction from child and family characteristics / ». view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136417.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-124). Also available for download via the World Wide Web; free to University of Oregon users.

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13

Gearity, Anne Redmond. « An exploratory study using self-regulation of arousal and mutual regulation as a paradigm for child treatment and staff training ». Click here for text online. The Institute of Clinical Social Work Dissertations website, 2003. http://www.icsw.edu/_dissertations/gearity_2003.pdf.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2003.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

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14

Morrow, Michael T. « Childhood aggression, depressive symptoms, and the experience of peer rejection ». Access to citation, abstract and download form provided by ProQuest Information and Learning Company ; downloadable PDF file 0.24 Mb., 52 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435923.

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Steiner, Gyla M. « An evaluation of an elementary behavior intervention program : one district's attempt to intervene with aggressive children in elementary schools / ». Thesis, Connect to this title online ; UW restricted, 2001. http://hdl.handle.net/1773/7666.

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16

Turcotte, Amy D. « Preschoolers' Beliefs About Overt and Relational Aggression ». Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4568/.

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This paper describes the development of the Beliefs About Overt and Relational Aggression Scale. The Beliefs About Overt and Relational Aggression Scale was designed to assess preschoolers' normative beliefs about these two types of aggression. Findings about the scale's internal reliability and test-retest reliability are presented. Findings about similarities and differences between beliefs about relational and overt aggression and gender are also discussed. Discussions about correlates of aggression, measuring aggression, and measuring beliefs are included.

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17

Crowell, Nicole. « Relational aggression and its relationships with physical aggression, verbal aggression, prosocial behaviors, and loneliness among fourth grade students in a midwestern rural community ». Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008crowelln.pdf.

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18

Rodgers, Carie S. « Family factors and relational aggression / ». view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978598.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 72-77). Also available for download via the World Wide Web; free to University of Oregon users.

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19

Crawford, N. Lynn. « The emotional responses of aggressive and withdrawn preschoolers to peer interactions ». Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41564.

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The emotions of aggressive and withdrawn children were examined in object-conflict and group-entry situations. Izard's (1977) differential theory of emotion suggests that aggressive children should have more hostile emotions, and withdrawn children more depressive emotions. Wright and Mischel's (1987) conditional approach to dispositional constructs suggests that aggressive children's hostility would be most evident during object-conflict, and withdrawn children's depressive responses most evident during group entry. Four- and 5-year-old boys and girls (N = 128) were assigned to aggressive, withdrawn, or control groups according to teachers' behaviour ratings. Interviews about children's emotional experiences in hypothetical object-conflict and group-entry situations failed to yield predicted group and situation differences. However, during semi-structured object-conflict and group-entry situations, aggressive children displayed more intense anger and more frequent anger blends, while withdrawn children were observed to show more intense sadness and more frequent fear-sadness blends. Displays of negative affect were related in theoretically meaningful ways to patterns of children's social behaviour. Failure to find situational specificity suggests that affective features of children's social competence may operate at a general level.

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20

Coleman, Janet Mills. « Encoding and retrieval of ambiguous information by aggressive and nonaggressive elementary boys / ». free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841135.

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21

Rivero, Arlene Jean Kaminski Patricia L. « Victimization and expressions of relational and overt aggression among boys and girls with ADHD ». [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12192.

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22

Bajgar, Jane. « The emotion style of aggressive-rejected children ». Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060824.111816/index.html.

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23

Choi, Hye-sung. « The effects of functional assessment and treatment on problem behaviors of one student with autism / ». Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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24

Giles, Jessica Wollam. « Young children's reasoning about the nature of aggression / ». Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3130199.

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25

Burton, David L. « Cognitive factors in sexually aggressive children / ». Thesis, Connect to this title online ; UW restricted, 1996. http://hdl.handle.net/1773/11185.

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26

Bessinger, Sharon B. « Violence in movies and aggressive play in children is there a connection ? / ». Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005bessingers.pdf.

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27

Fleetman, Kathy S. « Characteristics of relationally aggressive fifth grade girls ». Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p074-0070.

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28

Lau, Yi Hung. « Maternal psychological control and realtional [sic] aggression during early childhood do maternal warmth and child temperament moderate the assoicaition [sic] ? / ». Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Spring2008/Y_Lau_042108.pdf.

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Johnson, Cherry Lurae Flake. « Low academic performance and specific learning disabilities determining the better predictor of aggressive behavior at school / ». Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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30

Caldwell, Sandra L. « Predicting 36 month child aggression from the family management, child, risk, and contextual variables / ». Thesis, Connect to this title online ; UW restricted, 2004. http://hdl.handle.net/1773/7723.

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31

Sheppard, Laura Janine. « Negative behavior exhibited by preschool children in same-age versus mixed-age groups ». PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/3528.

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Perhaps due to the increase in the workforce of mothers with young children, much attention has been directed in the past decade towards the subject of out-of-home child care. In order to gain further understanding of the socialization of preschool children, an observational study was carried out which was designed to measure the amount of negative behavior expressed by children participating in mixed-age versus same-age preschool groups.

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32

Lento, Jennifer. « The role of child maltreatment and peer victimization in the prediction of playground social behaviors in early elementary school / ». Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3007142.

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33

Brooks, Michael Christopher. « Press start : exploring the effects of violent video games on boys / ». Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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34

De, Villiers Dirkie. « 'n Ericksoniaanse benadering tot sandspelterapie vir 'n deelnemer wat aggressie as ontwikkelingsteurnis ervaar ». Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-07242007-114126/.

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35

Kinch, John L. « Stimulus control : a coding of aversive stimuli and aggressive behavior ». Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2118.

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Treating aggressive behavior has been of interest to psychologists, sociologists, and law enforcement agencies for many years. Eron (1983) concluded that research should be directed towards understanding the early determinants of aggression before it escalates out of control. The purpose of the present study was to code aversive stimuli that precede aggressive behavior in boys. The following classes were used: Physically Aversive Stimuli, Verbally Aversive Stimuli, Socially Aversive Stimuli, Frustrating Stimuli, Neutral or No Stimuli, and Arguments. It was believed that particular stimuli would facilitate a greater frequency of aggressive behavior in the subjects. Observation revealed that physically aversive stimuli preceded twice the amount of aggression than all other stimuli. Verbally aversive stimuli preceded less aggression; however, the aggressive responses that did occur were more verbal than physical. Frustrating stimuli were not recorded during the study.

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36

Maxey, Win. « Gestalt therapy approaches with aggressive children in a day care setting ». Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/45822.

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This research study was designed to evaluate whether or not Gestalt therapy approaches could be used effectively when intervening with aggressive acts in a day care setting. Five focus children were observed at timed intervals as to whether or not they were aggressive, how the caretaker intervened, and how the children responded to the caretaker intervention. After a baseline of aggressive acts was established, caretakers were trained to use Gestalt therapy intervention methods. Comparisons were made to establish whether there were fewer aggressive acts after Gestalt therapy intervention methods were used and if the children responded more positively to these intervention methods. This study suggests that Gestalt therapy intervention methods could be used in a day care setting to effectively deal with childrenâ s aggression.

Master of Science

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37

Bergevin, Tanya A. « Relational and physical aggression in late childhood : links to social adjustment in group and dyadic relations ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0002/MQ39440.pdf.

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38

Waasdorp, Tracy Evian. « Coping with relational aggression within children's close friendships ». Access to citation, abstract and download form provided by ProQuest Information and Learning Company ; downloadable PDF file, 152 p, 2008. http://proquest.umi.com/pqdweb?did=1605136941&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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39

Lyle, Kelsey Ann. « Mothers' social coaching about relational aggression and its relation to indicators of peer competence ». Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Spring2009/K_Lyle_042309.pdf.

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Thesis (M.A. in human development)--Washington State University, May 2009.
Title from PDF title screen (viewed on Apr. 5, 2010). "Department of Human Development." Includes bibliographical references (p. 71-84).

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40

Cordin, Robin M. « Psychopathic-like-traits and aggression in suspended mainstream school children and adolescents ». University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0100.

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[Truncated abstract] The overall aim of the research reported in this thesis was to explore the viability and utility of the construct of psychopathy and aggression in children and adolescents. Specifically, by taking a developmentally informed approach it sought to develop new instrumentation which measured psychopathic-like-traits, and verbal proactive and reactive aggression in non-referred mainstream school children and adolescents. To achieve this, four separate yet interrelated studies were conducted. Study One comprised three phases relating to the development and validation of two new instruments. In Phase One the instruments currently used to measure psychopathy were reviewed and items relevant to young persons were selected for inclusion in a draft version of the new psychopathy screening instrument. Phase Two, which sought to further explore the construct of psychopathy in children and adolescents, comprised a series of interviews with school principals, deputy principals, psychologists, and education officers at the main juvenile detention centre in Perth, Western Australia. These interviews provided information relating to the behaviour and characteristics of children and adolescents who present with psychopathic-like-traits. As a consequence of the feedback from the Phase Two data, Phase Three reviewed the instrumentation currently used to measure aggression in children and adolescents. From this items were selected for possible inclusion in an aggression questionnaire. The data gathered over these three phases resulted in 117 psychopathy related items being generated for the new instrument, which were subsequently reduced to 56 when duplicated items were identified and the extant knowledge of the construct applied. The 56 items were retained in a draft version of the newly developed instrument, which was named the Child and Adolescent Psychopathy Screening Instrument (CAPSI). The Study One data revealed the instrumentation used to date provided few measures of physical and verbal aggression - a characteristic of psychopathic-like behaviour. Thus, a review of instrumentation together with the information from the interviews resulted in 63 aggression items being generated. ... Study Four utilised information from the CAPSI and the CASA in conjunction with in-depth interviews to generate case studies to further elucidate the characteristics of children and adolescents with psychopathic-like-traits and extreme aggression. Case studies were undertaken with seven male students ranging in age from 8 to 15 years who had been suspended from mainstream schools. All boys scored very highly on the new instruments. All presented with extreme aggression, with some exhibiting proactive or premeditated aggression combined with a superficially engaging personality, insincere charm, lack of remorse, and lack of empathy. The findings from all four research studies are discussed in the light of the literature reviewed and the aims of the research. Implications are then drawn for researchers and clinicians, and directions for further research are suggested.

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41

Cromie, Thetis Rachel. « The construction of the sexually aggressive child the sociology of representation an interpretive interactionsit investigation / ». Click here for text online. The Institute of Clinical Social Work Dissertations website, 2004. http://www.icsw.edu/_dissertations/cromie_2004.pdf.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2004.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

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42

Mikles, AnnMarie. « Contributing factors of aggression in elementary school age boys ». CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/477.

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Garcia, Arlene Elisa. « Are children remorseful after committing violent criminal acts ? » CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1177.

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44

Brown, Deborah D. (Deborah Dairy). « Aggression and Social Interest in Behavior Disordered Students ». Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330598/.

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This study investigated whether behavior disordered children would decrease aggressive behavior if their social interest were developed. Three hypotheses that were tested predicted that there would be a significant difference between the control group and the experimental group on adjusted mean scores on aggressive behavior on post test scores. The measuring instruments used were the Child Behavior Checklist Parent Report Form, the Child Behavior Checklist Teacher Report Form, and the Child Behavior Checklist Director Observation Form. It was also predicted that there would be a significant difference between the control group and the experimental group on post test adjusted mean scores as measured on the Social Interest Scale. An analysis of covariance was employed to test the data. Behavior disordered students in the experimental group participated in three activities designed to develop their social interest. They participated in peer tutoring, socialization with nursing home residents, and group discussions. Data were collected from parents, teachers, and observers of behavior disordered students in an elementary school in Northwest Louisiana during the summer term of 1987. Teachers did report a statistically significant difference between the experimental and the control groups in the decrease of aggressive behavior. These results are in accord with predictions generated by Adlerian theory and with naturalistic data. Parents and observers did not report a statistically significant difference between the two groups in the decrease of aggressive behavior. Significant differences were not found between the experimental and control groups in the development of social interest. Since the teachers did report statistically significant results in this study, it is recommended that these same activities to develop social interest be repeated, that counseling sessions be designed to be more therapeutic, and that additional modeling and role playing be included. It is further recommended that an instrument be developed to measure social interest in children, and that parents and teachers of the children be provided with education and training in Adlerian theory and its application to their interactions with children.

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Ferreira, Larissa David. « Agressividade Infantil no cotidiano escolar : recursos e estratégias para o professor da pré-escola / ». Bauru, 2016. http://hdl.handle.net/11449/147129.

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Orientador: Rita Melissa Lepre
Banca: Andreia Cristiane Silva Wiezzel Suguisava
Banca: Antonio Francisco Marques
Resumo: O presente estudo preocupou-se em pesquisar a agressividade infantil dando continuidade ao estudo realizado durante a graduação, destacando a influência do meio e do desenvolvimento emocional nas atitudes das crianças. Buscou investigar e pontuar recursos e estratégias para lidar e ou evitar as manifestações agressivas das crianças de Educação Infantil, analisando as possíveis causas da agressividade infantil do ponto de vista da psicanálise de Winnicott. Para isso foi realizado um estudo de casos múltiplos, onde observou-se três escolas em contextos diferentes (uma pública central, uma pública de periferia e uma particular) e entrevistou-se cinco professoras dessas escolas afim de compreender o fenômeno em diferentes variáveis. Os dados obtidos indicaram que a redução dos momentos de brincadeira e o excesso de preocupação com conteúdos pedagógicos na pré-escola influencia consideravelmente no aumento de manifestações agressivas das crianças, assim como técnicas de relaxamento e a presença de uma outra pessoa auxiliando a professora podem contribuir na amenização dos atos agressivos. Como produto desse estudo foi elaborado um guia de orientações para professores com o objetivo de propiciar a reflexão diante de recursos e estratégias que podem ser empregados diante da agressividade infantil pensando no desenvolvimento das crianças.
Abstract: The present study was concerned in the research of child aggressiveness continuing the study performed during the grauation, highlighting the influence of the environament and emotional development in the atitudes of children. Sought to investigate and rate resources and strategies to address and prevent aggressive manifestations of children from Early Childhood Education, analyzing the possible causes of childhood from the Winnicott's psychoanalysis point of view. For this, a study of multiple was performed where three schools in diferent contexts were observed (a public school in the suburbs, a public school in the periphery zone and a private school) and five teachers in these schools were interviewed in order to understand the phenomenon in different variables. The data indicated that the reduction of playful moments and excessive concern with educational content in preschool greatly influences the increase of agressive manifestations in children, as well as relaxation tehcniques and the presence of another person assiting the teacher can contribute the amelioration of aggressive acts. As a product of this study, a guide was prepared with guidelines for teachers in order to promote reflection on resources and strategies that can be applied on child aggression while thinking about the development of children
Mestre

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46

Arsiwalla, Dilbur D. Pettit Gregory S. « The interplay of positive parenting and positive social information processing in the prediction of children's social and behavioral adjustment ». Auburn, Ala, 2009. http://hdl.handle.net/10415/1812.

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47

Wilson, Brittany. « Child Centered Play Therapy with Children Exhibiting Aggressive Behaviors ». Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849767/.

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Aggressive behaviors in childhood currently serve as the leading cause of counselor referrals within the United States. Children exhibiting maladaptive aggressive symptomology are at an increased risk for highly externalized and problematic behaviors across the lifespan. Emotional self-regulation and empathy are two constructs currently believed to be closely related to aggression, but a lack of research exploring these variables currently exists in the counseling literature. In this study I examined the effect of child-centered play therapy (CCPT), is a manualized, developmentally responsive, and nondirective intervention, on these variables. Participants were 71 students from four Title 1 elementary schools in the southwest U.S. referred by teachers for aggressive behavior (12 females, 59 males; age range 5-10 years with mean age 6.28. The sample consisted of 52.1% (n = 37) children identified as African American, 21.1% (n = 15) as Latina/Latino, 19.7% (n = 14) as Caucasian, and 7% as multiracial (n = 5). Participants were randomly assigned to 8 weeks of a twice-weekly CCPT experimental group (n = 36) or a waitlist control group (n = 35). Results of descriptive discriminant analyses (DDA) of the Social Emotional Assets and Resilience Scale and the Children’s Aggression Scale scores revealed that parents perceived children’s group membership in CCPT as significant and reasonably predictive of improvement in children’s aggression, self-regulation, and empathy. However, teachers did not perceive a statistically significant difference between the two groups with respect to these variables. These results suggest the relevancy of CCPT for parents in providing children with a developmentally responsive intervention to reduce aggressive behaviors and support their healthy development.

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Wong, Jennifer S. « No bullies allowed understanding peer victimization, the impacts on delinquency, and the effectiveness of prevention programs / ». [Santa Monica, Calif. ] : Pardee Rand Graduate School, 2009. http://www.rand.org/pubs/rgs_dissertations/2009/RAND_RGSD240.pdf.

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Brown, Sharice Angel. « Adult perceptions of children's relational and physical aggression as a function of adult ethnicity and child gender ». Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/91/.

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Senich, Samantha. « Mother's social cognitions and discipline responses differences between physical and relational aggression / ». Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Spring2006/S%5FSenich%5F030306.pdf.

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Thèses sur le sujet « Aggressiveness in children »

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