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1
Fisher, William I. "The relationship between memory and event-related potentials in pathologically impulsive aggressive juveniles : a retrospective chart study /." View online, 2009. http://ecommons.txstate.edu/psyctad/2/.
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2
Rivera, Michelle S. "Evaluating a Social Learning Theory of Dating Aggression: The Role of Relational Aggression." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/RiveraM2008.pdf.
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3
Ravn, Trina M. "Relational aggression and team cohesion among female adolescent athletic teams." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007ravnt.pdf.
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4
Dehn, Karalyn. "The connection between relational aggression and popularity." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007dehnk.pdf.
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5
Johnston, Rachel. "A review of literature about relational aggression in school-aged girls." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004johnstonr.pdf.
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6
Rainey, Jo Anne. "Early adolescent student aggression : differentiation of aggression levels in a middle school population /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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7
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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8
Ask, Alexander A. "To kill or not to kill : competition, aggression, and videogames, in adolescents /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09pha834.pdf.
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9
Johnston, Rachel. "Relational aggression in school-aged girls levels of awareness and practice of school psychologists in two states /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009johnstonr.pdf.
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10
Solarz, Mary. "Relational aggression an overview of the complicated behaviors of girls /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008solarzm.pdf.
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11
Wiecko, Filip Matthew. "Late onset offending fact or fiction /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/f_wiecko_061509.pdf.
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12
Dent, George Winnett Murdock Tamera Burton. "Social information processing as an explanation for the relationship between attachment and aggression in early adolescents." Diss., UMK access, 2005.
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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005.<br>"A dissertation in counseling psychology." Advisor: Tamera Murdock. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 102-115). Online version of the print edition.
13
Michéle, Willemse. "Exploring the relationship between self-efficacy and aggression in a group of adolescents in the peri-urban town of Worcester /." Link to the online version, 2008. http://hdl.handle.net/10019/932.
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Dehn, Karalyn. "Relational aggression and middle school teachers' perceptions." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009dehnk.pdf.
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Lee, Sara C. "Relational aggression and adventure-based counseling a critical analysis of the literature /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009leesa.pdf.
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Capuano, Angela M. "Empathy and Cognitive Distortion: Examining Their Relationship with Aggression in Adolescents." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1180535095.
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17
Allwood, Maureen A. "The relations of violence exposure, trauma symptoms and aggressive cognitions to youth violent behavior." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4148.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 7, 2006) Vita. Includes bibliographical references.
18
Schwab, Shannon Y. "Bullying and victimization in high school as perceived by female students in a midwestern university /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131428180.pdf.
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Pugh-Lilly, Aalece O. "Understanding aggressive behavior in black adolescent girls : an examination of casual attributions, perceptions of coping, problem solving appraisal, self-esteem and ethnic identity /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988691.
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Kunkle, Christine E. "Adolescents' perceptions of interparental conflict and the impact on their aggressive communication traits." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3530.
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21
Winkelspecht, Cami Ridley Blashfield Roger K. "Evaluation of a school-based peer mediation program assessing disputant outcomes as evidence of success /." Auburn, Ala., 2007. http://hdl.handle.net/10415/1353.
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22
Lee, Kaisa L. "A review of literature on relational aggression and social exclusion in adolescent girls." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009leeka.pdf.
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23
Marsh, Louise, and n/a. "Physical aggression among high school students in New Zealand." University of Otago. Dunedin School of Medicine, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080710.115418.
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Recent New Zealand (NZ) research found rates of physical fighting and weapon carrying among high school students in Dunedin were equal to that of rates for the United States (US). The NZ Government has identified violence as a priority health issue. However, NZ is lacking information on the prevalence of the problem, and the identification of factors which may provide clues for prevention. The current understanding of the social context in which physical aggression takes place, has focused on risk factors that are present in the adolescents� ecological frame. Emerging protective factors are increasingly being recognised as major determinants that can moderate the adverse effects of risk factors. However, little research into protective factors has been conducted in NZ.
The aim of this thesis was to investigate physical aggression among adolescents in NZ. This was explored through four in-depth studies: i) a national survey of secondary school principals and counsellors ii) focus groups with students in Otago; iii) an online survey with students in Otago and iv) a survey with teachers in Otago.
The national survey of secondary school principals and counsellors points to a degree of concern about physical violence in NZ. One in ten reported fights occurred frequently, and over a quarter of principals and over one third of counsellors reported that at least one student at their school had been caught carrying a weapon.
Focus groups with Otago adolescents indicated that fights often began as verbal disagreements escalating to physical fights, that a fight should be defined as serious as opposed to a play fight; and differences were also found between fighting at school and outside of school. Participants suggested that items may be reported as weapons, even though they are not being carried for such purposes. Previous estimates of aggressive behaviours may have been unjustifiably high and possibly hid signifcant differences in the nature of the aggression being reported.
A quantitative cross-sectional online survey was undertaken with Otago secondary school students, and confirmed that physical aggression among NZ adolescents is a significant problem. Mutivariate analyses identified the school as an important factor in the social system of adolescents; in particular feeling safe, not feeling alienated and being treated fairly. The results highlighted the need to concentrate on strategies that improve students� positive engagement with school as a means to reduce physical aggression.
The final study of Otago secondary school teachers showed that while teachers did not consider physical aggression as a major problem in their schools, they did report frequent occurrences of physical fighting. Respondents also reported some teachers experienced significant physical aggression from students.
Physical aggression among NZ adolescents is a significant public health problem that needs addressing. This behaviour impacts directly on the education offered to students, the safety of the environment in which learning takes place, and the stress of the work place for teachers. This thesis has identified school engagement as the most promising protective factors for young people against involvement in physical aggression.
24
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.<br>A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
25
LaTurner, Aaron J. "The effects of a psychoeducation program on forgiveness, revenge, and aggression in middle school adolescents." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325996.
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Escamilla, Anna Gloria. "Effects of self-instructional cognitive-behavioral techniques on anger management in juveniles /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Oliver-McFarlane, Cheryl. "What is causing teenage girls to act out violently? : a qualitative perspective." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32829.
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The phenomenon of female teenage violence within the last decade has been receiving rapid social interest and concern. The present study is concerned with exploring causes for teenage girl violence. Specifically, this qualitative study seeks to explore and describe teenage girl violence from the experiences and perspectives of girls aged 16 to 19 years of age whom have been in the past arrested and/or incarcerated for violent crimes. Data was collected using a semi-structured interviewing format. Five teenaged girls having current or past involvement with the Child Welfare system were interviewed. Despite the study's limitations, findings indicated several variations on similar common themes. These themes are discussed using three main categories of findings: (1) entrance into the legal system, (2) social aspects and (3) cultural presence. The need for describing and understanding why teenage girls act out violently in the ways they do was evident from the perspective of the girls themselves.
28
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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29
Blahnik, Lowe Lori. "The effects of nurturing doll play on aggression in young boys." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/2206.
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This study examined the effects of teaching nurturance to preschool-aged boys on their aggressive, nurturant, and prosocial behavior. The subjects were four 4-year-old boys enrolled in a Head Start Program. Teachers identified two of the boys as aggressive and two as typical of their peers in aggressive behavior. The intervention, nurturing doll play, was introduced in a multiple baseline across subjects design. The boys were observed for aggressive, nurturant, and prosocial behavior during observational play sessions and in natural play settings. Results did not provide clear evidence that the intervention decreased aggression or increased nurturance or prosocial behavior in all 4 boys. However, after treatment was implemented, 2 boys showed a slight decrease in aggression, I boy showed an increase in nurturance, and 3 boys exhibited a small increase in prosocial behavior.
30
Haderer, Rebecca M. "Coping with relational aggression : a qualitative study /." Online version of thesis, 2009. http://hdl.handle.net/1850/9379.
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31
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.
32
Pimentel, Gisele Arendt. "Sexualidade e agressividade do adolescente no espaço escolar: contribuições psicanalíticas." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/2992.
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Previous issue date: 2017-04-20<br>The present research aims to cover the theme of Sexuality as an ontological category
within Psychoanalysis. In this way, the paper has investigated the relationship between
the aggressiveness and sexuality categories in adolescents at a school context, considering them interrelated in this research. Psychoanalysis, in its genesis, considers the relation of aggressiveness to sexuality in dealing with the drives of life and death, a basic
concept on the construction of psychoanalytic theory developed by Freud (1856-1939).
For this theory, aggressiveness is manifested from childhood, in the biological, psychological and social development of the individual, as explained by Freud through Sexuality. Pedagogy can rely on psychoanalytic theory to understand the link between aggressiveness and sexuality, in order to understand the adolescent subject in school routine.
Dialectical historical materialism was adopted as a theoretical-philosophical method,
which has made possible the comprehension of the investigated reality. This research
was constituted in the field of qualitative-quantitative research, having as a methodology, bibliographical review and field research. We chose as research procedures, the bibliographic review, in theses and dissertations, resulting from the masters and doctorate
courses of the stricto sensu programs of the Paraná’s state universities. We considered
as subjects of the research, 17 adolescents between 13 and 15 years of age, and 11
teachers who teach these students in different knowledge areas. The application of semiopen questionnaires to students and teachers was the instrument used to collect data in
the school environment. We identified the relationship aggressiveness-sexuality in adolescence, in the school context, from the theoretical knowledge psychoanalytic. In this
way, we understand the continued formation for teachers as a necessary course, aiming
at acting in emancipatory Sexual Education, which aims to promote the experience of
sexuality in a healthy, responsible and autonomous way, since, we believe in the valorization of everyday relationships for effective of the respect and pleasure of living, primarily, in the school space.<br>A presente pesquisa buscou abranger a temática da Sexualidade como uma categoria
ontológica dentro da Psicanálise. Nesse sentido, o trabalho investigou a relação entre as
categorias agressividade e sexualidade em adolescentes no contexto escolar, considerando-as interrelacionadas nessa pesquisa. A psicanálise, em sua gênese, considera a
relação da agressividade com a sexualidade ao tratar das pulsões de vida e de morte,
conceito basilar na construção da teoria psicanalítica, desenvolvido por Freud (1856-
1939). Para tal teoria, a agressividade é manifestada desde a infância, no desenvolvimento biológico, psicológico e social do indivíduo, bem como é explicada por Freud,
através da Sexualidade. A Pedagogia pode contar com a teoria psicanalítica para compreender o vínculo entre agressividade e sexualidade, a fim de entender o sujeito adolescente no cotidiano escolar. O materialismo histórico dialético foi adotado como mé-
todo teórico-filosófico, o que possibilitou a compreensão da realidade investigada. Esta
investigação constituiu-se no campo da pesquisa quali-quantitativa, tendo como metodologia, a revisão bibliográfica e a pesquisa de campo. Elegemos como procedimentos
de pesquisa, a revisão bibliográfica, em teses e dissertações, resultantes dos cursos de
mestrado e doutorado dos programas stricto sensu das universidades estaduais do Paraná. Consideramos como sujeitos da pesquisa, 17 adolescentes entre 13 e 15 anos de idade, e 11 professores que lecionam para esses discentes em áreas de conhecimento distintas. A aplicação de questionários semiabertos aos estudantes e aos professores foi o instrumento utilizado para coleta de dados no ambiente escolar. Identificamos a relação
agressividade-sexualidade na adolescência, no contexto escolar, a partir do conhecimento teórico psicanalítico. Desta forma, compreendemos a formação continuada para professores como um percurso necessário, visando a atuação em Educação Sexual emancipatória, que objetiva promover a vivência da sexualidade de forma saudável, responsá-
vel e autônoma, uma vez que, acreditamos na valorização das relações cotidianas para a
efetivação do respeito e do prazer de conviver, primordialmente, no espaço escolar.
33
Mashalaba, Eugenia Dudu. "The evaluation of a multi-modal cognitive-behavioural approach to treating an adolescent with conduct disorder." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/180/1/mashalaba-ma.pdf.
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Conduct Disorder (CD) is a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms or rules are violated. It is one of the most common problems in South African schools, particularly in those that are poverty-stricken. The child who participated in the study lived in the shelter that was for homeless and disadvantaged children. He attended at Amasango School where the majority of children in the shelter attended. There were many conduct-disordered children in the shelter and the school, particularly in the school. They disrupted classes making in difficult for teachers to carry out their education activities. The aim of this study was to draw on the standard procedures of the CBT in order to design interventions that would be effective in reducing aggressive behaviour in an adolescent who had CD Adolescent-Type and who lived at the shelter. This case study evaluated the effectiveness of a multi-modal CBT programme in a 16 year-old Black male who had been displaying aggressive behaviour for about a year. The treatment consisted of 23 sessions and included teacher counseling, contingency management, self-control and self-instructional training. The treatment was evaluated qualitatively by means of interviews with the child and teacher and quantitatively by means of repeated applications of behaviour checklists completed by the teacher. The results showed a decrease in the client's aggressive behaviour and an increase in prosocial behaviour. The client ultimately ceased from all aggressive behaviour towards his peers and this outcome was sustained during his last two months in therapy.
34
Lo, Piccolo Giuseppe. "Images violentes et violence de l'imaginaire : le Photolangage comme dispositif de transformation de la violence auprès d'adolescents agresseurs sexuels." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20055/document.
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Dans cette recherche, je me propose d'interroger la méthode Photolangage©, dispositif à médiation thérapeutique, comme outil pour favoriser les processus de lien et de symbolisation dans la situation groupale. L'idée est d'observer à l'œuvre de manière profitable ses fonctions de contenance et transformation de la réalité psychique et, en particulier, la possibilité de double contenance - de la part du groupe et de l'objet médiateur - de mouvements pulsionnels intenses et à leur transformation à travers ce type de dispositif. L'objet de la recherche traite donc des potentialités d'une telle technique thérapeutique et de comment, ce type de dispositif peut contenir et transformer - et éventuellement prévenir - les manifestations agressives, voire violentes, des sujets qui prennent part à l'expérience. Pour ce faire, j’ai participé à la mise en place et la co-animation d’un groupe d'adolescents engagés dans des agirs sexuels violents. Je présenterai ainsi le cas d'un dispositif expérimental et original d'un petit groupe avec des mineurs auteurs de violence sexuelle dont le cadre prévoyait l'alternance de séances de groupe de parole et de séances à médiation Photolangage©. L'observation et l'analyse d'un tel dispositif et d'une telle clinique permettent de mettre en évidence les processus en jeu dans ce cadre singulier et de mettre l'accent sur l'apport de la médiation par la photographie au sein d'une telle prise en charge. Le Photolangage© sera présenté dans sa double fonction de dispositif de soin et de recherche. Le rapport entre image et imaginaire et entre image et affect sera le noyau à partir duquel j'aborderai la question de la transformation de ces mêmes affects et de la violence. Il s'agit alors d'apporter la preuve de la pertinence et de l'efficacité de ces groupes spécifiques et de leur capacité à mieux contenir la violence que les dispositifs individuels, comment de mieux gérer et transformer, en vue d'une meilleure intégration sociale des sujets<br>This research explores the use of Photolangage© as a therapeutic tool for promoting relational processes and the development of symbolisation in group settings. Its capacity to hold and transform psychic reality is examined, particularly the possibility of dual holding of intense drives - by the group and by the mediating object – and of their transformation through the use of this kind of therapeutic method. The potential of such a therapeutic technique is explored, how it can contain, transform and perhaps even predict aggressive or violent behaviours in participants of the group. To this end, I took part in setting up and co-leading a therapy group for adolescents who engage in violent sexual acts. The case study presents an experimental and innovative small group therapy structure, with sexually aggressive minors, which was organised so that verbal sessions alternated with Photolangage© sessions. Observation and analysis of this method and this clinical practise bring to light the processes at work within this unusual framework, and highlight the role that mediation via photography can play at the heart of therapeutic support groups.This research presents the dual functions of Photolangage© as therapeutic and research methodology. The relationship between image and imagination, and between image and emotion, form the core from which questions about transformation of emotions and violence are broached. The relevance and efficiency of these specific groups and their capacity to contain and hold violence better than individual therapy structures is explored; how to better manage and transform, for improved social integration of our patients
35
Drummond, Jason A. "The relation between playing violent single and multiplayer video games and adolescents' aggression, social competence, and academic adjustment." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1236354262.
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Kruger, Richard. "Maatskaplike gevallewerkintervensie aan adolessente met aggressiewe gedrag." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6857.
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Thesis (M Social Work (Social Work))--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: The purpose of this study is to develop a theoretical framework for social workers in nongovernmental
organisations with regards to the nature and scope of social casework
intervention with aggressive adolescents.
The research was done based on an extensive literature study, which focussed on theories of
aggression and factors which contribute to aggressive behaviour in adolescents, as well as the
nature and scope of social casework intervention with aggressive adolescents.
A combined qualitative and quantitative research method and an explorative and describing
research design have been used in this study, since this combination resulted in reaching the
goal of the study. The empirical research investigated the nature and scope of social
casework intervention with aggressive adolescents. The universe consisted of all nongovernmental
organisations in the Boland-district. Semi-structured questionnaires were used
as an interview instrument with a purposive sample of 20 social workers.
In light of the findings derived from the literature study and empirical research, appropriate
conclusions and related recommendations were made. The main conclusion for this study is
that various factors, such as the caseload of social workers and involvement of significant
others during intervention, influence participants’ ability to utilise case work effectively
during intervention with aggressive adolescents. The main recommendation of this study is
that the delivery of social services be prioritized to avoid social work tasks or situations
hindering or prohibiting intervention with aggressive adolescents.<br>AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ‘n teoretiese raamwerk vir maatskaplike werkers in nieregeringsorganisies
te bied vir die aard en omvang van maatskaplike gevallewerkintervensie
aan adolessente met aggressiewe gedrag.
Die ondersoek is gedoen aan die hand van ‘n uitgebreide literatuurstudie, wat gefokus het op
teorieë oor aggressie en faktore wat tot aggressiewe gedrag by adolessente aanleiding gee,
sowel as die aard en omvang van maatskaplike gevallewerkintervensie aan adolessente met
aggressiewe gedrag.
‘n Gekombineerde kwalitatiewe- en kwantitatiewe navorsingsbenadering en ‘n verkennendeen
beskrywende navorsingsontwerp is in hierdie studie benut, aangesien hierdie kombinasies
die gestelde doelwitte van die studie die beste kon bereik. Die empiriese ondersoek het die
aard en omvang van maatskaplike gevallewerkintervensie aan aggressiewe adolessente
verken. Die universum het bestaan uit alle nie-regeringsorganisasies in die Boland-distrik.
Semi-gestruktureerde vraelyste is as ‘n onderhoudskedule benut. ‘n Doelbewuste-steekproef
het uit 20 maatskaplike werkers bestaan.
Op grond van die bevindings, voortspruitend uit die literatuurstudie en empiriese ondersoek,
kon toepaslike gevolgtrekkings en verbandhoudende aanbevelings gemaak word. Die
hoofbevinding van hierdie studie is dat verskeie faktore soos die grootte van maatskaplike
wekers se gevalleladings en die betrokkenheid van betekenisvolle ander tydens intervensie,
respondente se vermoë beïnvloed om gevallewerkintervensie te benut. Die kernaanbeveling
van hierdie studie is dat dienslewering geprioritiseer moet word dat intervensie met
betrekking tot aggressiewe adolessente nie ten koste van ander maatskaplikewerk-take en
situasies, benadeel word nie.
37
Willemse, Michele. "Exploring the relationship between self-efficacy and aggression in a group of adolescents in the peri-urban town of Worcester." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1515.
Texto completo da fonteResumo:
Thesis (MA (Psychology))--University of Stellenbosch, 2008.<br>Adolescence is a trying developmental stage and the high levels of violence that many adolescents are exposed to in South Africa could negatively influence their well-being. Self-efficacy is reported to be an important protective factor for adolescent well-being. Hence, the first aim of this study was to determine the nature of the relationship between perceived self-efficacy and self-reported aggression in an adolescent sample. The second aim was to explore whether there are differences in perceived self-efficacy and self-reported aggression pertaining to gender, age and residential area respectively.
Three high schools in the peri-urban area of Worcester from mid to low socio-economic communities were selected and 344 (13 – 19 years) Afrikaans speaking high school learners were randomly sampled. The Self-efficacy Questionnaire for Children and the Aggression Questionnaire were used to measure self-efficacy and aggression.
The findings from this research indicate that there was a significant negative relationship between self-efficacy and aggression. However, a positive correlation was found between emotional self-efficacy, verbal aggression and hostility for the total group. Females and peri-urban adolescents scored significantly higher in the total self-efficacy scale and subscales, namely, academic, social and emotional self-efficacy than the males and rural adolescents. Males also reported significantly higher physical aggression scores than females, whereas females reported significantly higher hostility scores.
38
Sullivan, Daniel Lawrence. "Exposure to violence and self-reported aggression among a sample of high school learners in the Stellenbosch district." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50350.
Texto completo da fonteResumo:
Thesis (MScPsy)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: The phenomenon of violence is an all-too-common experience for many people around
the world. In South Africa the legacy of a system of institutionalised violence has
influenced the fabric of this society. The consequences of violence on South African
youth are of major concern for the country's future. This research examines the types and
contexts of exposure to violence and the types of self-reported aggression in a sample of
426 adolescent learners from three schools in the Stellenbosch District. The role of
gender in mediating the type and the location of violence exposure and aggressive
behaviour is also explored in this study.
A questionnaire consisting of modified versions of the Screen for Adolescent Violence
Exposure (SAVE) and the Aggression Questionnaire (AQ) was administered to 187 male
and 239 female adolescents from three schools.
The sample reported being exposed to moderately high levels of indirect violence in their
community. This exposure was significantly correlated to high levels of self-reported
aggression. Results from the Analyses of Variance indicated that females were exposed
to more physical/verbal abuse at home, while males more frequently witnessed traumatic
violence at school and in the community. The learners reported high levels of aggression,
particularly with regard to physical aggression, verbal aggression and hostility. From
these observations, females were found to be more hostile, while males demonstrated
higher levels of physical aggression. Analysis of the gender differences suggested that males were more likely to display verbal aggression when exposed to violence, while
females' exposure to physical/verbal abuse at school appeared to increase their levels of
anger.
The findings from this study indicate that adolescents exposed to high levels of violence
are at risk of presenting with elevated levels of aggression. Efforts need to be made to
reduce the levels of exposure to violence and adolescents' levels of aggression. It is
suggested that adolescents be taught prosocial skills with regard to conflict situations.<br>AFRIKAANSE OPSOMMING: Geweld is vir baie mense dwarsoor die wêreld 'n alledaagse verskynsel. Die stelsel van
geinstitusionaliseerde geweld in Suid-Afrika het die wese van die samelewing beinvloed.
Die gevolge van geweld op die Suid-Afrikaanse jeug is vir die land se toekoms
kommerwekkend. Hierdie studie ondersoek die tipes en inhoud van blootstelling aan
geweld, die tipes van selferkende aggressie en die verband tussen blootstelling en
aggressie. Die studie ondersoek ook die rol van geslag in die blootstelling aan geweld,
asook dié van aggressiewe gedrag. Die ondersoekgroep was 'n groep van 426 adolessente
leerders van drie skole in die Stellenbosch Distrik.
'n Vraelys, bestaande uit aangepaste weergawes van die "Screen for Adolescent Violent
Exposure (SAVE)" (Hastings & Kelley, 1997) en die "Aggression Questionnaire (AQ)"
(Buss & Perry, 1992) is gebruik om 187 manlike en 239 vroulike adolessente by die drie
skole te toets.
Daar is gevind dat die ondersoekgroep blootgestel was aan redelike hoë vlakke van
indirekte geweld in hulle gemeenskap wat beduidend korreleer met hul hoë selferkende
aggressie. Resultate van die variansie-ontleding wys dat meisies meer blootgestel is aan
fisiese/verbale geweld tuis, terwyl seuns weer meer dikwels getuies van traumatiese
geweld by die skool en in die gemeenskap was. Die leerders het hoë vlakke van
aggressie, veral fisiese aggressie, verbale aggressie en vyandigheid gerapporteer. Van die
bevindings kan afgelei word dat meisies meer vyandig is, terwyl seuns weer hoër vlakke van fisiese aggressie geopenbaar het. Analise van die geslags verskille dui aan dat seuns
meer geneig is tot verbale aggressie wanneer hulle aan geweld blootgestel word, terwyl
meisies meer geneig is tot woede wanneer hulle aan fisiese of verba Ie geweld by die
skool blootgestel word.
Die bevindings dui aan dat adolessente wat blootgestel word aan hoë vlakke van geweld
geneig is tot hoë vlakke van aggressie. Pogings behoort aangewend te word om geweld
en die vlakke van aggressie verminder. Daar word aanbeveel dat adolessente sosiale
vaardighede geleer moet word om konfliksituasies beter te kan hanteer.
39
Brown, Adam. "Understanding male juvenile sexual offenders : an investigation of experiences and internalized masculinity : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5870.
Texto completo da fonte
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Pais, Ana. "A raiva em pré-adolescentes e adolescentes: A importância dos maus sentimentos." Master's thesis, Instituto Superior de Psicologia Aplicada, 2000. http://hdl.handle.net/10400.12/752.
Texto completo da fonteResumo:
Dissertação de Mestrado em Psicologia Legal<br>Este trabalho de reflexão e investigação tem como principal objectivo aprofundar o nosso olhar e a nossa capacidade de compreensão da adolescência. Assim, queremos contribuir para sistematizar conhecimentos da psicologia em torno do "ser adolescente" e deste modo levar o entendimento e saberes teóricos/reflexão e de acção aos vários contextos onde os adolescentes vivem e interagem; dando especial atenção ao contexto educativo. É também nosso objectivo perceber a ''importância dos maus sentimentos" e especificamente a Raiva - Estado, Traço e Expressão de Raiva; os sentimentos de raiva sentidos ou exteriorizados estão directamente implicados e presentes no desenvolvimento pessoal.
A avaliação do Estado, Traço e Expressão da Raiva foi feita através de respostas individuais dos sujeitos ao questionário "State-Trait Anger Expression Inventory" - STAXI. Utilizámos a adaptação para a população portuguesa "Inventário de Estado-Traço de Raiva" de Silva D., Campos R. e Prazeres N. (1999).
Desenvolvemos a nossa investigação com 552 sujeitos (373 rapazes e 268 raparigas) distribuídos por 12 grupos correspondendo a 6 níveis de escolaridade (do 7o ao 12° ano). Afim de se manter a variável contexto os sujeitos frequentam todos a mesma escola.
As nossas hipóteses: a) "Existem diferenças significativas entre rapazes e raparigas face ao Estado, Traço e Expressão da Raiva"; b) "Existem diferenças significativas entre sujeitos de diferentes níveis de escolaridade face ao Estado, Traço e Expressão da Raiva".
O trabalho estatístico foi levado a cabo em SPSS - Estatística Descritiva, Teste-T e ANOVA; com grau de significância de 0.05.
Os resultados obtidos sendo demonstrativos de traços comuns na forma de sentir a raiva pelo universo dos sujeitos no nosso estudo, revelam igualmente a presença de características próprias, onde se puderam verificar diferenças estatisticamente significativas.
41
DeLabar, Claire Rachel. "Exposure to altruistic behavior as a moderator of the impact of exposure to violence on social information processing among incarcerated adolescents." View full text, 2002.
Encontre o texto completo da fonte
42
Lister, Kelly M. "Aggression and prosocial behavior in adolescents' Internet and face-to-face interactions." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1194123016.
Texto completo da fonte
43
Gunderson, Jennifer R. "Impact of Real Life and Media Violence: Relationships between Violence Exposure, Aggression, Hostility, and Empathy Among High School Students and Detained Adolescents." Connect to Online Resource-OhioLINK, 2006. http://www.ohiolink.edu/etd/view.cgi?acc_num=toledo1166023506.
Texto completo da fonteResumo:
Dissertation (Ph.D.)--University of Toledo, 2006.<br>Typescript. "Submitted as partial fulfillment of the requirements of the Doctor of Philosophy in Clinical Psychology." Bibliography: leaves 82-99.
44
González, García Abel. "El ciberbullying o acoso juvenil a través de Internet: un análisis empírico a través del modelo del Triple Riesgo Delictivo (TRD)." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/384709.
Texto completo da fonteResumo:
Los problemas de los jóvenes en el ciberespacio son múltiples y variados. Especial interés requieren las conductas antisociales generales online, el fenómeno de sexting y el de ciberbullying. A través de esta investigación, con una muestra de 297 escolares de Educación Secundaria de Institutos Públicos de la Comunidad de Madrid, se pone de manifiesto que existe un 5,1% de agresores y un 10,3% de víctimas en un total de 8 conductas de ciberbullying en el último año. Además se halla que la conducta antisocial en general, es decir, dirigida contra cualquier persona en el ciberespacio, se concreta en el envío de rumores, cotilleos o bromas pesadas (23,9%) o la difusión de secretos (12,6%); los comportamientos de sexting en los que se solicita la fotografía íntima de otra persona suponen el 10,1% y el envío de fotografías íntimas propias por solicitud de terceros en el 16,7% del total de la muestra analizada. Se puede observar que las conductas menos graves (conducta antisocial online en general) son las que se producen en mayor medida, mientras que las menos frecuentes son las más graves: las conductas de ciberbullying, donde los rasgos característicos es que se produzca en el contexto escolar, que sean frecuentes y en las que exista una desproporción de poder entre agresores y víctimas, en las que se busca la exclusión de las víctimas, incluso del ámbito offline.
Asimismo no se encuentran diferencias estadísticamente significativas en cuanto al sexo de los implicados o el curso en el que se producen las conductas de acoso. Sí se observa en un primer momento, una alta correlación entre las 16 conductas de agresión y victimización por ciberbullying, con un índice correlacional de .93.
De igual forma, mediante la aplicación de los principales postulados del modelo del Triple Riesgo Delictivo (TRD), se trata de llegar a un modelo explicativo del ciberbullying, donde los factores de riesgo del grupo de agresores (el 26,7% de la muestra) se dividen en: a) personales: baja autoestima y alta impulsividad; b) carencias de apoyo prosocial: percepción de falta de apoyo por parte del profesorado; y c) oportunidades delictivas: precipitadores situacionales o percepción de la facilidad de agresión en el ciberespacio. Por último el modelo estadístico que reúne todas las variables de riesgo indica que la alta impulsividad y la existencia de precipitadores situacionales es capaz de explicar hasta un 30% de la varianza de la conducta de ciberbullying.
Entre las principales conclusiones se encuentra que las conductas de agresión en el ciberespacio son variadas y diferentes a las del ámbito offline, porque operan diferentes factores de riesgo en cada una de ellas. De igual forma, uno de los principales factores de riesgo para el ciberbullying es la percepción de los agresores de la falta de apoyo por parte del profesorado, por lo que se pone de manifiesto la importancia de esta figura en la prevención del ciberbullying. Junto a este riesgo interactúan los riesgos personales de baja autoestima y alta impulsividad, y los riesgos de oportunidades delictivas en el ciberespacio relativos a la percepción de la facilidad de la agresión en el ciberespacio (precipitadores situacionales).
Las implicaciones de este estudio se concretan en que se debe contar con los factores de riesgo que se detectan en esta investigación en los programas preventivos para hacer frente al problema de ciberbullying, así como poner el énfasis en la importancia del apoyo que puedan brindar los adultos a los jóvenes en la prevención del ciberbullying, y más en concreto los profesores.<br>There are a lot of juvenile problems in cyberspace, but the worst ones are antisocial behaviour, sexting and cyberbullying. The consequences for the victims are quite serious and they are likely to affect their future lives. This study aims to know and explain the cyberspace problems detected in 297 Secondary School students in Madrid in the last year. It reveals a percentage of 10,3% of cyberbullying victims and 5,1% of bullies . 10,1% of the sample asked another person for intimate pictures (sexting perpetrators) and 16,7% were solicited to send intimate pictures . The most frequent cyberbullying behaviour is to make defaming comments (18,7% of bullies and 18,3% of victims).
No difference has been found by sex or age in bullies and victims . However, there is a strong victims-bullies relationship (correlational index in the 16 ciberbullying behaviours=.93)
The second part of the study shows risk and protective factors in the Triple Offending Risk Model (TORM). This theoretical model proposes that offending depends on personal risk factors, on social deficits and on offending opportunities. In cyberbullying, the Model founds that the personal risks are impulsiveness and self-steem; social deficits imply the perception of lack of teachers support; and opportunities in cyberspace are situational precipitators. The set of impulsiveness and situational precipitators explain 30% of ciberbullying variability.
In conclusion, cyberbullying and other cyberspace problematic behaviours are different because they depend on a variety of risk factors. For example, the most characteristic ciberbullying behaviours are the victim-perpetrator power imbalance and the total exclusion of the victim. Consequently, cyberbullying can be specially prevented with the support of teachersand the integration of prevention programmes addressed to reducing impulsiveness in students and showing the consequences of the use of the Internet
45
Kruger, Martha Margaretha. "Bullying in secondary schools : teachers' perspectives and experiences." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17929.
Texto completo da fonteResumo:
Thesis (MEd(Psych) --Stellenbosch University, 2011.<br>ENGLISH ABSTRACT: Bullying seems to be a pervasive problem in most secondary schools and teachers have
the daily task of dealing with it. Not only do teachers have to unravel the complex
dynamics of bullying, they also often have to navigate a school climate and culture that is
not conducive to addressing bullying. In South Africa, there are many unique contextual
factors which impact on teachers’ management of bullying, such as community violence
overflowing into the school, increased administrative load and limited support from
school management, parents and education authorities. Therefore, teachers’ abilities to
conceptualise bullying, recognise and respond to incidents of bullying, and their
knowledge of the nature and extent of bullying behaviour impact greatly on anti-bullying
strategies.
The theoretical framework which informed this study is the social context perspective
which drew on views from both social constructionism and the bio-ecological framework.
The social context perspective emphasises the interactions between individuals and the
systems as delineated in the bio-ecological model. Furthermore, this study did not aim to
reveal the “truth” about school bullying. The intention has rather been to provide a
comprehensive picture as was portrayed by the participants in this study. This picture
included the nature and extent of bullying in their secondary school, the teachers’
perspectives and experiences of bullying, and proposed prevention and intervention
strategies which they aim to implement at their school. In keeping with the constructionist
nature of the process of inquiry, a qualitative, interpretivist research approach was used.
Purposive sampling was used to identify potential participants who were then asked to
volunteer to be part of the study. Data was generated through semi-structured interviews
with individuals and focus groups. Furthermore, the constant comparative method was
used to analyse the data.
The research findings indicated that the teachers experience and perceive a wide variety
of bullying behaviours which take place at various sites, both within and outside the
school grounds and that involve a diverse range of individuals within the school
community. Furthermore, the teachers conveyed several factors which they experienced
as maintaining bullying and highlighted their perceived effects thereof. In addition to this,
the participants shared knowledge about their teaching practices and suggested a few
strategies on how to deal with bullying more effectively in their school community.<br>AFRIKAANSE OPSOMMING: Afknouery word beskou as ‘n deurlopende probleem in hoërskole en onderwysers moet
die gevolge daarvan daagliks hanteer. Onderwysers moet nie net die komplekse
dinamiek van afknouery ontrafel nie, maar worstel ook met ‘n skoolklimaat en -kultuur
wat nie toepaslik is om afknouery te bekamp nie. In Suid-Afrika is daar unieke
kontekstuele faktore wat ‘n invloed het op hoe onderwysers afknouery hanteer. Dit sluit
onder andere in die geweld wat oorvloei vanuit die gemeenskap na die skool, verhoogde
administratiewe werklading asook beperkte ondersteuning van die skool se bestuurspan,
ouers en die onderwysowerhede. Daarom speel onderwysers se vermoëns om
afknouery te konseptualiseer, insidente van afknouery te herken en daarop te reageer,
asook hulle kennis van afknougedrag ‘n groot impak op anti-afknouery strategieë.
Hierdie studie word gekonseptualiseer vanuit ‘n sosiaal-konstruktiwistiese en bioekologiese
perspektief. ‘n sosiale konteksperspektief beklemtoon die interaksies tussen
individue en die sisteme wat uiteengesit is in die bio-ekologiese model. Die doel van
hierdie studie was nie om die “waarheid” oor afknouery in die skool te openbaar nie. Dit
was eerder om die deelnemers se perspektief in diepte te analiseer en beskryf. ‘n
Kwalitatiewe, interpretivistiese navorsingsbenadering is daarom gevolg. ‘n Doelgerigte
steekproef is gebruik om potensiële deelnemers te identifiseer en hulle is gevra om
vrywillig deel te neem aan die studie. Data is gegenereer deur semi-gestruktureerde
individuele en fokusgroeponderhoude. Verder is die konstante vergelykende metode
gebruik om die data te analiseer.
Die navorsingsbevindinge het aangedui dat die onderwysers ‘n wye verskeidenheid
afknougedrag van diverse groepe en individue binne en buite die skoolterrein ervaar. Die
onderwysers het verskeie faktore identifiseer wat afknouery moontlik instandhou en het
die moontlike gevolge van afknouery uitgelig. Laastens het die deelnemers kennis oor
hulle onderwyspraktyke gedeel en voorstelle gemaak oor hoe om afknouery meer
effektief in hul skoolgemeenskap te hanteer.
46
Carina, Sandra Cristina. "O processo de resolução de conflitos entre pre-adolescentes : o olhar do professor." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251730.
Texto completo da fonteResumo:
Orientador: Orly Zucatto Mantovani de Assis<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-13T20:23:08Z (GMT). No. of bitstreams: 1
Carina_SandraCristina_D.pdf: 883383 bytes, checksum: 03d3d88c1e105e3e3b78767b3dab991e (MD5)
Previous issue date: 2009<br>Resumo: O cotidiano escolar é permeado por inúmeros conflitos interpessoais entre crianças e adolescentes. São situações muitas vezes julgadas como negativas pelos educadores, como algo a ser evitado. Não raro, os educadores distanciam-se de entender que suas formas de intervenção são geradoras de comportamentos submissos por parte de seus alunos. Tais comportamentos são oriundos de um ambiente em que o professor normalmente utiliza formas autoritárias para resolver os problemas que enfrenta no cotidiano escolar, colocando, muitas vezes, seus alunos em situações de humilhação, exposição, ou pura obediência a uma autoridade, sem que esses sejam convidados a pensar nas soluções que levem em conta as necessidades dos envolvidos, ou seja, em estilos assertivos de resolução de conflitos. Diante de tal justificativa, a presente pesquisa buscou investigar quais formas de resolução de conflito são comumente utilizadas pelos adolescentes, ainda que a partir de dilemas hipotéticos, e confrontá-las às formas que os professores apontaram como as que esses mesmos adolescentes utilizavam quando envolvidos em situações de conflitos. A amostra foi constituída por um total de trinta e nove participantes, préadolescentes entre onze e treze anos, estudantes do sexto ano de uma escola pública da região de Campinas, interior de São Paulo, e por cinco professores desses mesmos adolescentes. O instrumento utilizado consistiu numa entrevista semi-estruturada com professores e um instrumento criado por Robert Deluty e adaptado por Maria Isabel Leme que avalia simultânea e comparativamente três tipos de tendências de resolução de conflitos interpessoais - agressivo, assertivo e submisso - nas respostas dos pré-adolescentes a conflitos interpessoais hipotéticos cujos conteúdos sejam de provocações, perdas, frustrações etc. Os resultados obtidos nos permitem comprovar nossa hipótese de que a forma pela qual os adolescentes nas situações hipotéticas resolvem seus conflitos não coincide às formas apontadas previamente pelos professores das tendências de resolução de conflitos utilizadas por esses mesmos adolescentes quando envolvidos em situação de conflito no cotidiano escolar. Esses adolescentes estão mais propensos a estilos submissos de resolução de conflito do que a formas assertivas ou agressivas.<br>Abstract: The daily school life is permeated by a lot of interpersonal conflicts among children and adolescents. These situations are often judged as negative by educators, like something to be avoided. Sometimes educators don't make an effort to understand that their forms of intervention are generating submissive behaviors from their students. Such behaviors are derived from na environment where the teacher usually uses authoritari/an ways to solve the problems faced in the daily school life, putting their students in situations of humiliation, exposure or pure obedience to the authority, without letting them think about the solutions that take into account their needs, I.e., in assertive styles of conflict resolution. From such reason, this research tried to investigate what forms of conflict resolution are commonly used by adolescents, even from hypothetical dilemmas, and face them to the ways that teachers identified as being the ones that adolescents used in conflict situations. The sample consisted in a total of thirty-nine participants, preadolescents from eleven to thirteen years old, students in the sixth year of a public school in Campinas, countryside of São Paulo, and five teachers of these adolescents. The instrument used was a semi-structured interview with teachers and an instrument created by Robert Deluty and adapted by Maria Isabel Leme that evaluates simultaneously and comparatively three types of trends of interpersonal conflicts resolution - aggressive, assertive and submissive - in the responses of pre-adolescents to hypothetical interpersonal conflicts whose contents are of provocations, losses, frustrations etc. The results allow us to prove our hypothesis that the way adolescents in hypothetical situations solve their conflicts does not coincide with those pointed out by the teachers. These adolescents are more prone to submissive styles of conflict resolution that assertive or aggressive ways.<br>Doutorado<br>Psicologia Educacional<br>Doutor em Educação
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Neto, Andreia Filipa de Sá. "Measures of aggression and victimization in Portuguese adolescents." Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/14155.
Texto completo da fonteResumo:
Mestrado em Psicologia Forense<br>Victimization and aggression among adolescents in school settings is not a recent issue. It is however a growing problem not yet fully understood or properly evaluated. The goal of this thesis was to prepare and validate an instrument that addresses aggression, victimization and prosocial behavior in a quantitative, accessible and relatively fast format. The Revised Peer Experience Questionnaire (RPEQ) fulfills these needs since it accesses these tree constructs at once, for both aggressors and victims. For this purpose, a sample of 941 adolescent was recruited (49.1% males and 50.9% females). Participants’ age varied from 9 to 20 years old, and girls were significantly younger than boys. Regarding their school grade, 82.5% of the students attended middle school grades and 16.4% attended high school grades. Confirmatory factor analysis confirms the internal structure of the bully and victim versions of the instrument, as evaluating overt, relational and reputational aggression/ victimization and providing/ receiving prosocial behavior, respectively. This measurement model was invariant across genders, and presented adequate internal consistency and convergent validity indicators. Descriptive analysis furthermore shows that boys are more aggressive in overt and relational forms and victimized through overt aggression, whereas girls tend to be more aggressive and victimized relationally. More than any type of aggression or victimization, both boys and girls, revealed higher values for engaging and receiving prosocial behavior. Results from this research suggest that the RPEQ is a reliable and valid, structurally sound measure of aggression, victimization and prosocial behavior in this Portuguese school-based community sample. The use of this measure may assist researchers in gaining a better understanding of adolescent aggression, either performed or received, and may aid in the design of specific intervention strategies.<br>A agressão e vitimização entre adolescentes em contexto escolar não é uma problemática recente. É, isso sim, uma realidade em crescimento no contexto escolar, ainda não totalmente compreendida ou adequadamente avaliada. O objetivo desta tese foi preparar e validar um instrumento que avaliasse a agressão, vitimização e comportamentos prossociais de uma forma quantitativa, acessível, de confiança e relativamente rápida. O Questionário Revisto de Experiencia Entre Pares (QREEP) cumpre estes requisitos na medida em que avalia estes três constructos de uma vez, quer para as vítimas, quer para os agressores. Com este objetivo, foi recrutada uma amostra de 941 adolescentes (49,1% rapazes, 50,9% raparigas). A idade dos participantes variou entre os 9 e os 20 anos, sendo que as raparigas foram significativamente mais novas que os rapazes. No que respeita à escolaridade, 82,5% dos estudantes frequentavam entre o 5º e o 8º ano de escolaridade, e 16,4% frequentavam anos entre o 9º e o 12º ano de escolaridade. A análise fatorial confirmatória sobre os dados demonstram uma boa estrutura interna em ambas as versões do instrumento, bullying e vitimização, nas suas formas aberta, relacional e reputacional, bem como, o dar e receber comportamentos prossociais na versão bullying e vitimização respetivamente. Este modelo de medida foi invariante entre géneros e apresentou uma consistência interna e indicadores de validade convergente adequados. A análise descritiva mostrou que os rapazes são mais agressivos na forma aberta e relacional e vitimizados através de agressividade aberta, ao passo que, as raparigas tendem a ser mais agressivas e vitimizadas de forma relacional. Os níveis de comportamentos prossociais foram mais elevados do que qualquer tipo de agressividade ou vitimização para ambos os sexos. Os resultados desta investigação sugerem que o QREEP é válido e de confiança, estruturalmente estável nas medidas de agressão, vitimização e comportamento prossocial na presente amostra de adolescentes, recolhida em contexto escolar. O uso deste instrumento pode auxiliar investigadores na aquisição de um conhecimento mais profundo sobre comportamentos associados à agressividade na adolescência, quer dada quer recebida, bem como, no auxílio à planificação de estratégias de intervenção.
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Lancaster-Knobel, Esther S. "Correlates of verbal aggression and physical aggression among post- adolescent students." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/826.
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This study explored the correlation between verbal aggression and physical aggression among post-adolescent students, and included demographic factors such as biological sex, socioeconomic status, and the highest education level achieved by parents. The study is predicated on a paucity of evidence regarding the relationship among these factors in young adults. Two-hundred thirty-eight community college students responded to a self-report questionnaire designed to measure individual differences and demographic characteristics. Results indicate that verbal aggression and physical aggression are significantly correlated and that males report higher verbal aggression than females. Gender differences for physical aggression were not significantly different. None of the other demographic variables demonstrated significant differences. Implications are discussed in terms of societal benefits of preventative treatment for verbal aggression and the role that communication scholarship and education might play in intervention.
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Winsor, Sarah Crofton. "Sugar and spice the hidden world of pre-adolescent femaile aggression /." View online, 2008. http://hdl.handle.net/10090/7236.
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"Development of a psycho-educational programme to assist adolescents to cope with aggressive peers at a secondary school." Thesis, 2015. http://hdl.handle.net/10210/14802.
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