Готові списки джерел за темами / Aggressiveness in children

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Добірка наукової літератури з теми "Aggressiveness in children"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 30 липня 2024

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Статті в журналах з теми "Aggressiveness in children"

1

Douvlos, Christos. "Bullying in preschool children." Psychological Thought 12, no. 1 (April 30, 2019): 131–42. http://dx.doi.org/10.5964/psyct.v12i1.284.

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Анотація:
The present article aims to shed light on exploring the issue of bullying in preschool children, with a special focus on early forms of anti-social and aggressive behaviour and suggestions about the role of the school, based on the presentation of prevention and intervention programmes in preschool education settings. The most typical forms of bullying in preschool education settings are physical aggressiveness, social exclusion and rumor spreading. Most studies indicate that physical aggressiveness is prevalent in boys, while relational and verbal aggressiveness is prevalent in girls. The role of preschool educators is crucial, as they need to learn to identify and manage early forms of aggressiveness. Therefore, their training is imperative, as they need to carefully evaluate each incident, while creating a positive learning environment and applying strategies for bullying prevention and intervention.
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2

Shamukhametova, E. S., and O. V. Konovalova. "STUDY OF AGGRESSIVENESS IN SENIOR PRESCHOOL CHILDREN." Severny region: nauka, obrazovanie, cultura, no. 2 (54) (2023): 63–72. http://dx.doi.org/10.35266/2312-377x-2023-2-63-72.

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Анотація:
The relevance of the article is due to the fact that childhood is an important period when the groundwork for further personality development is laid and the main trends of such development are determined. Over-the-top aggressiveness is one of the main problems at this age. Child psychologists highlight the importance and complexity of the problem. The spread of violence among children is a concern to parents and professionals. The purpose of the article is to show the results of studying aggressiveness manifestation in senior preschool children. Theoretical approaches to the concept of child aggressiveness, its signs and reasons of manifestation in senior preschool children were analyzed by the authors. The study involved senior preschool children. Psychological methods were used to achieve the set goals and objectives of the study. To assess the objectivity of the obtained results, methods of mathematical statistics were applied. Criteria and indicators of aggressiveness manifestation were specified. Based on the obtained results it is proved that there are different forms of aggressiveness manifestation in children. The article is intended for educational psychologists, preschool teachers and professionals interested in child aggressiveness manifestation.
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3

Cardwell, Michael Steven. "Video Media–Induced Aggressiveness in Children." Southern Medical Journal 106, no. 9 (September 2013): 513–17. http://dx.doi.org/10.1097/smj.0b013e3182a5eef4.

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4

Zheng, Jia-Kun, and Qian Zhang. "Priming effect of computer game violence on children's aggression levels." Social Behavior and Personality: an international journal 44, no. 10 (November 10, 2016): 1747–59. http://dx.doi.org/10.2224/sbp.2016.44.10.1747.

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We investigated how aggression resulting from playing violent computer games varies by gender and trait aggressiveness level. In Study 1, 220 children rated 2 video games in terms of pleasantness, excitement, violent content, violent images, fear, interest, and reality. Results indicated that Virtual Cop2 and Fight Landlord games were perceived as violent and nonviolent, respectively. In Study 2, 240 different children responded to the Buss–Perry Aggression Questionnaire, played either Virtual Cop2 or Fight Landlord, and completed a semantic classification task involving rating whether 60 words were aggressive or nonaggressive. Results showed that boys, but not girls, displayed stronger aggression after playing Virtual Cop2, compared to Fight Landlord. Further, children with high trait aggressiveness exhibited strong aggression after playing Virtual Cop2, whereas those with moderate or low trait aggressiveness did not. Overall, our results indicate that gender and trait aggressiveness both affect aggression among children who play violent video games.
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5

Chervonyi, P. D., and A. V. Nadutyi. "Characteristic features of manifestations of aggressiveness in children." Bulletin of Kharkiv National University of Internal Affairs 105, no. 2 (Part 2) (June 29, 2024): 209–23. http://dx.doi.org/10.32631/v.2024.2.42.

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Анотація:
Aggressive behavior in children is a serious problem that can have far-reaching consequences for both children themselves and their families, as well as for society as a whole. Understanding the characteristic features of aggressiveness in children is key to developing effective strategies for prevention and correction. Its manifestations can be different: from physical aggression (hitting, pushing) to verbal (insults, threats) and emotional (anger, resentment). In today's world, where children are constantly exposed to the flow of information, violence and stress, the issue of aggressive behavior is becoming more and more relevant. The increase in the number of cases of bullying, cruelty and violence among children indicates the need for a deep study of this problem. The purpose of the article is to study the characterological features of manifestations of aggressiveness in children, to identify factors influencing its development, and to provide recommendations for prevention and correction. Various types of aggression, factors that provoke it, and age-related features of its manifestations are described. The types of children's aggression are considered: physical aggression (is the most common type of aggressive behavior in children, it can manifest itself in the form of hitting, pushing, spoiling things), verbal aggression (verbal insults, threats, mocking) and emotional aggression (anger, resentment, hostility). Factors that can provoke aggressive behavior in children are described, in particular: family problems (brutal treatment by parents, quarrels, divorce), mental disorders (anxiety, depression, attention deficit hyperactivity disorder), media influence (children who often watch movies and violent TV shows, more prone to aggressive behavior). It is noted that in preschool age, aggression often manifests itself in a physical form, in elementary school age, verbal forms of aggression appear, and adolescence is characterized by aggression, which can manifest itself in various forms, in particular, group aggression is often observed. It is noted that aggressiveness in children is a complex problem that requires a comprehensive approach. It is important not only to punish children for aggressive behavior, but also to help them find healthy ways to express their emotions.
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6

Vandiver, Trish. "Children's Social Competence, Academic Competence, and Aggressiveness as Related to Ability to Make Judgments of Fairness." Psychological Reports 89, no. 1 (August 2001): 111–21. http://dx.doi.org/10.2466/pr0.2001.89.1.111.

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The relationship of 102 fifth and sixth graders' judgments of fairness with their academic and social competence and aggressiveness was studied. Children were given self-report and peer-nomination inventories measuring academic competence, social competence, and aggressiveness at a single point in time at the public school they attended. These measures were related to children's prediction of fairness on a distributive justice measure. Children who saw themselves as academically and socially competent scored higher on the distributive justice measure. Children whose peers saw them as less academically competent and more aggressive scored lower on the distributive justice measure. Analyses showed an association between children's academic competence, social competence, and aggressiveness scores and their scores on judgments of fairness.
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7

Sorey, William H. "Commentary on “Video Media–Induced Aggressiveness in Children”." Southern Medical Journal 106, no. 9 (September 2013): 518. http://dx.doi.org/10.1097/smj.0b013e3182a5ef29.

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8

Jamaluddin, Nuzliah, and Juli Andriyani. "Parent Parenting with Aggressiveness." Jurnal Counseling Care 3, no. 1 (November 18, 2019): 1–8. http://dx.doi.org/10.22202/jcc.2019.v3i1.3712.

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Анотація:
The background of the research is the use of parenting that is wrong from parents to children. The purpose of this research is to look at the relationship between parenting parents and the aggressiveness of students. This type of research is quantitative with a correlation approach. The sample in this study was 32 students and data collection techniques using a questionnaire and data analysis techniques using correlation analysis. Based on the analysis of the data it was revealed that 1) the aggressiveness of students in SMA Negeri 2 Indra Jaya was in the high group with a percentage of 43.7%, while the level of parenting (authoritarian) with a percentage of 40%, there was a significant relationship between parenting parents with aggressiveness students namely 0.608 with a strong correlation r value
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9

Deluty, Robert H. "Cognitive Mediation of Aggressive, Assertive, and Submissive Behavior in Children." International Journal of Behavioral Development 8, no. 3 (September 1985): 355–69. http://dx.doi.org/10.1177/016502548500800309.

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Анотація:
The present study explored the relationships among levels of aggressiveness, assertiveness, and submissiveness and (1) alternative-thinking ability, (2) judgments of response alternatives on a variety of indices including 'evaluative' and 'potency' dimensions, and (3) consequential thinking, for 188 fourth-sixth grade children. The five best predictors of aggressiveness, of assertiveness, and of submissiveness for both boys and girls represented combinations of alternative-thinking, consequential-thinking, and evaluative-judgment dimensions. The clinical implications of these findings for treating aggressive and submissive children are discussed.
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10

Bawono, Yudho, Kartika Febriana, and Setyaningsih Setyaningsih. "Storytelling: An Effort to Reduce Aggressiveness Madurese Pre-School Children." Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta 5, no. 1 (February 2, 2022): 394. http://dx.doi.org/10.22441/biopsikososial.v5i1.14570.

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Анотація:
This study aims to determine the effect of storytelling on the aggressiveness of Madurese ethnic preschool children. This study uses an experimental research approach. The experimental design used was a non-randomized pretest-posttest control group design. The research location is a Kindergarten in Bangkalan, with 20 preschool children in grade A and B as subjects. This study uses a measurement instrument in the form of an Aggressiveness Scale which is filled in based on observations and self-reports of children from parents. The collected data were tested using the non-parametric difference test, Wilcoxon. The results of this study were viewed from the aspect of aggressive behavior, namely: 1) physical aggression; 2) Verbal aggressive; and 3) Passive aggression. From the test results it was found that the experimental group experienced a decline and the untreated control group did not experience a decrease, so it can be said that the hypothesis in this study was accepted. Thus it can be concluded that storytelling can reduce the aggressiveness of Madurese ethnic preschoolers
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Дисертації з теми "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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2

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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Анотація:
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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7

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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8

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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Анотація:
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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Lee, Ka-yee Cavy, and 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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Анотація:
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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Книги з теми "Aggressiveness in children"

1

Parens, Henri. Aggression in our children. Northvale, N.J: Aronson, 1987.

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2

Lea, Pulkkinen, Martín Ramírez Jesús, and European Conference of the International Society for Research on Aggression (1987 : Seville, Spain), eds. Aggression in children. Sevilla: Publicaciones de la Universidad de Sevilla, 1989.

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3

Parens, Henri. Handling children's aggression constructively: Toward taming human destructiveness. Lanham [Md.]: J. Aronson, 2011.

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4

Merkens, Luise. Aggressivität im Kindes- und Jugendalter: Entstehung, Ausdrucksformen, Interventionen. München: E. Reinhardt, 1989.

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5

Masagutov, R. M. Detskai︠a︡ i podrostkovai︠a︡ agressii︠a︡: Psikhopaticheskie i sot︠s︡ialʹno-psikhologicheskie aspekty. Ufa: Bashkirskiĭ gos. medit︠s︡inskiĭ universitet, 2002.

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6

Shuralëva, E. V. Pedagogicheskai︠a︡ profilaktika agressivnogo povedenii︠a︡ podrostkov: Monografii︠a︡. Vladimir: Vladimirskiĭ gos. gumanitarnyĭ universitet, 2009.

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7

1950-, Finger-Trescher Urte, and Trescher Hans-Georg, eds. Aggression und Wachstum: Theorie, Konzepte und Erfahrungen aus der Arbeit mit Kindern, Jugendlichen und jungen Erwachsenen. Mainz: M.-Grünewald-Verlag, 1992.

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8

Canada. Human Resources Development. Applied Research Branch. Bullying and victimization among Canadian school children. Hull, Quebec: Human Resources Development Canada., 1998.

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9

Magwaza, A. S. Child aggression in South Africa: Disappearance of child-adult boundaries. KwaDlangezwa, South Africa: University of Zululand, 1985.

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10

Bromberger, Ofir. Alimut u-veʻayot mishmaʻat be-vet-ha-sefer: Seḳirat sifrut miḳtsoʻit. Yerushalayim: Mekhon Henriyeṭah Sold, 1994.

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Частини книг з теми "Aggressiveness in children"

1

Isaacs, Susan. "Destructiveness and Aggressiveness." In Troubles of Children and Parents, 179–94. Routledge, 2019. http://dx.doi.org/10.4324/9780429055195-8.

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2

Thomas, Troy. "Killers, Transgressors." In Poussin's Women. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463721844_ch04.

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The explosive aggressiveness or peevishness of women and goddesses in several works by Poussin result in tragic deaths. Works depicting killers in this chapter include Medea Killing her Children, Diana Killing Acteon, Landscape with Diana and Orion, and Diana Slaying Chione. Transgressors who suffer transformation or death include Myrrha in the Birth of Adonis; Aglauros in Mercury, Herse, & Aglauros, and Sapphira in the Death of Sapphira.
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Trancoso, Isabel, and Soraia M. Alarcão. "Assistive Technologies in Psychomotricity Sessions with Children Diagnosed with Autism Spectrum Disorder." In Media Literacy and Assistive Technologies for Empowerment in Autism, 129–34. Edições Universitárias Lusófonas, 2023. http://dx.doi.org/10.24140/asdigital.v1.p02.07.

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This chapter aims to describe how Psychomotricity can be beneficial for children with ASD through the use of ATs. We present a practical case of a seven-year-old girl whose main difficulties were establishing friendships and regulating her emotions, namely her aggressiveness. The results obtained after six months of follow-up revealed that the girl’s interactions with peers and family, her academic performance, and her ability to participate in group activities improved as her communicative skills were progressively encouraged. Although ATs were not used in this practical case, we suggest adapting the instruments used, hypothesizing that their use will be even more beneficial in intervention with children with ASD in the context of Psychomotricity.
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Guerra, Eraldo, and Felipe Furtado. "A Proposal for Multidisciplinary Software for People with Autism." In Mobile Networks and Cloud Computing Convergence for Progressive Services and Applications, 295–319. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4781-7.ch016.

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This chapter is about the study of treatments for autistic children and interventions of entertainment games with the purpose of developing a technological solution in order to promote a better adaptation between the autistic children and treatment, consequently showing better results in a shorter period of time. The multidisciplinary software for Autism treatment is being developed. It is based on PECs, ABA, and TEACCH methods, and it uses ludic games and activity interventions. Before applying technology to autism treatment, a deep study about autistic children is made. This way, concepts such as customization and the use of Kinect, Mobile (WP7), and Cloud Computer technologies take part as a stimulator system, since they are responsible for intensifying cognitive development and reducing the patient’s excitement, aggressiveness, and irritability.
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Solanto, Mary V. "Attention-Deficit/Hyperactivity Disorder: Clinical Features." In Stimulant Drugs and ADHD, 3–30. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195133714.003.0001.

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Abstract The condition now referred to as Attention-Deficit/Hyperactivity Disorder (ADHD) was first described by George Still in 1901 (Still, 1902). In papers based upon a presentation to the Royal College of Physicians in London, Dr. Still enumerated problems of over activity, inattention, and poor “inhibitory volition” that he observed in a case series of 20 children. Also noted were aggressiveness, defiance, resistance to discipline, “lawlessness,” spitefulness, and dishonesty. Today, the latter would be diagnosed as symptoms of Oppositional Defiant Disorder and/or Conduct Disorder, which are often seen in conjunction with ADHD.
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Siegel, Bryna. "Psychoactive Medications." In The World of The Autistic Child, 301–20. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195076677.003.0015.

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Abstract What role do psychoactive medications have in the treatment of children with autism or PDD? The short answer is that psychoactive medications treat symptoms. There are no medications that have been found effective in the treatment of autism as a whole. This is because autism is not just one thing, but a syndrome—or collection of symptoms, as we discussed in Chapter 1. Autism is a collection of overlapping groups of symptoms that vary from child to child. When medications are used to treat an autistic child, they are used to treat a particular symptom or group of related symptoms. Symptoms of autism and PDD that sometimes improve with the introduction of medications include hyperactivity, short attention span, stereotyped motor movements, self-injurious behaviors (SIBs), aggressiveness, social withdrawal, excessive anxiety, and poor sleep. Although all of these problems can occur in autistic children, none are symptoms unique to autism, nor are any of the medications used with children with autism or PDD used only for children with these two diagnoses. There are no separate medications that are used only for autism or only for PDD.
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Albano, Anne Marie, and Wendy K. Silverman. "Bipolar Disorder." In Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version, edited by Anne Marie Albano and Wendy K. Silverman, 118–24. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/med-psych/9780199348367.003.0017.

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Abstract This chapter details the section on Bipolar Disorder in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). The interview should ensure that the child's elevated mood or irritability is not accounted for by other disorders such as Oppositional Defiant Disorder (ODD), attention deficit hyperactivity disorder (ADHD), or substance use disorder. If the parent endorsed a Major Depressive Episode, the interviewer should inquire whether these symptoms occurred during the same 2-week period. If criteria are met for a Manic or Hypomanic Episode, the interviewer should consider a diagnosis of Bipolar Disorder. If the child's symptoms do not meet the full criteria for a Manic or Hypomanic Episode, the interviewer should consider a diagnosis of Bipolar Disorder, NOS. These children may have typical bipolar symptoms but not the DSM-5 required duration. In addition, these children may be characterized by severe irritability, aggressiveness, agitation, and/or mood lability. There may also be more rapid cycling of mood.
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Albano, Anne Marie, and Wendy K. Silverman. "Bipolar Disorder." In Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version, edited by Anne Marie Albano and Wendy K. Silverman, 88–94. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/med-psych/9780199348381.003.0016.

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Abstract This chapter discusses the Bipolar Disorder module in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). The elevated mood or irritability is not accounted for by other disorders such as Oppositional Defiant Disorder (ODD), attention-deficit/hyperactivity disorder (ADHD), or Substance Use Disorder. If the child endorsed a Major Depressive Episode, the interviewer should inquire whether these symptoms occurred during the same 2-week period. If criteria are met for a Manic or Hypomanic Episode, the interviewer should consider a diagnosis of Bipolar Disorder. If the child’s symptoms do not meet the full criteria for a Manic or Hypomanic Episode, the interviewer should consider a diagnosis of Bipolar Disorder, NOS. These children may have typical bipolar symptoms but not the duration required by DSM. In addition, these children may be characterized by severe irritability, aggressiveness, agitation, and/or mood lability. There may also be more rapid cycling of mood.
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Kiewitz, C., and J. Weaver. "The Aggression Questionnaire." In Handbook of Research on Electronic Surveys and Measurements, 343–47. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59140-792-8.ch047.

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We describe two short form versions of the self-report Aggression Questionnaire initially developed by Buss and Perry (1992). Often referred to as the Buss-Perry Aggression Questionnaire (BPAQ) the original inventory consists of 29 items that measure four aspects of trait aggressiveness – anger, hostility, verbal- and physical-aggression – that are typically used both individually and/or combined to create an overall aggressiveness index. The BPAQ is the successor of the Buss-Durkee Hostility Inventory (BDHI; Buss & Durkee, 1957). Perhaps more appropriate for Internet-based research are the AQ-12 and AQ-15 short forms derived from two different efforts to refine the BPAQ. One effort resulted in the AQ-12 (Bryant & Smith, 2001, p. 150), which uses 12 of the original 29 AQ items. The other effort yielded the AQ-15 by drawing from a 34-item AQ revision by the same authors (Buss & Warren, 2000, pp. 13, 65) and also from the AQ-12. Comparing the AQ-12 and AQ-15 reveals almost identical items for the anger, hostility, verbal- and physical-aggression subscales. The primary difference is that the AQ-15 features an additional 3-item subscale that assesses indirect aggression. Respondents typically rate items on both inventories using a Likert-type scale. Both forms can be used with adult/adolescent and normal/abnormal populations. For children, the AQ-15 may be preferable because it has a third-grade readability level. Research has shown both inventories to be quite reliable and valid measures of aggressive tendencies in individuals.
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Crawford, Andrea, and Agostino Gotti. "Let’s Make a Try!" In Handbook of Research on Didactic Strategies and Technologies for Education, 473–90. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch042.

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An educational/sporting experience known as “Let’s Make a Try!” is presented. The aim of the project was to introduce the sport of Rugby into the contexts of education and schooling, with specific attention to the learning and social aspects. From the context of extramural educational projects – related to the important experience “Progetto Provinciale Extrascuola” (1) in the Province of Bergamo – and a reading of the needs of children from 6 to 13 years old, particularly of those who took part in those projects that aimed at promoting the learning process, the attempt was made to create innovative situations for learning through the proposal of a little known and little practiced sport: Rugby. The experience gave interesting results in relation to the initial problem areas of these minors such as difficulty in respecting rules, the control of aggressiveness, low self esteem, and frustration in competitive situations. Contrary to the opinion commonly held by volunteers and educational professionals, these weaknesses were shown not to be structural, but open to improvement if put to the test in innovative and purposeful ways. The project has brought to life a new way for these children to approach relationships through the discovery of controlled physical contact, the sense of belonging to a group (team), and the taking of personal initiative.
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Тези доповідей конференцій з теми "Aggressiveness in children"

1

Гиниятова, Зульфия Мухтаровна, Галина Фанилевна Тулитбаева, and Камила Тасбулатовна Габдуллина. "THE RELATIONSHIP OF MENTAL STATE, AGGRESSIVENESS AND ANXIETY IN PRESCHOOL CHILDREN DURING THE PERIOD OF RESPIRATORY DISEASES." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Октябрь 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp299.2021.49.32.002.

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Представлены данные эмпирического исследования взаимосвязи психического состояния, агрессивности и тревожности у дошкольников в период респираторных заболеваний. Всего в исследовании приняло участие 71 ребенок младшего дошкольного возраста. Средний возраст по выборке 3,5 лет. В ходе исследования обнаружена взаимосвязь состояния дошкольника и его тревожности и агрессивности. The article presents the data of an empirical study of the relationship between mental state, aggressiveness and anxiety in preschool children during the period of respiratory diseases. A total of 71 children of primary preschool age took part in the study. The average age of the sample is 3.5 years. In the course of the study, the relationship between the state of a preschooler and his anxiety and aggressiveness was found.
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García-Vélez, Roberto, Luis Serpa-Andrade, and Graciela Serpa-Andrade. "Information and Communication Technologies Learning Methodologies for Children with ADHD." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001889.

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ADHD is a disorder due to attention deficit, impulsiveness and hyperactivity due to various functional disputes, these anatomical brain inconsistencies can be genetic and/or environmental that hinders the child's lifestyle and their environment. Within the educational field, teachers cannot distinguish the attitude of a child with ADHD from one without disorders, especially in the preschool stage, which motivates the search for teaching alternatives, among them we have information and communication technologies - ICT, which allow evaluating, diagnosing, enriching and strengthening the learning of children with or without ADHD through educational software on a mobile phone, a computer and/or digital whiteboard; increasing attention, concentration, creativity, security, decreasing aggressiveness, gradually developing positive behaviors, their self-esteem improves, they feel motivated and progressively create solutions to their internal conflicts in such a way that their community learning guarantees the development of new social skills such as respect, solidarity, empathy and identifies the emotions of other people allowing a positive incorporation into their daily lives, especially in the school environment.
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Alonso-Borso di Carminati, María de los Llanos, and Andrea Conchado Peiró. "ART THERAPY GROUPS IN THE SCHOOL SETTING: EFFECTS IN THE REDUCTION OF AGGRESSIVENESS FOR PRESCHOOL TO UPPER ELEMENTARY CHILDREN." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1555.

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Hameed Mayuuf, Hussain. "A Critical Stylistic Study of Family- Children Aggressive Speech in the Bluest Eye." In VIII. International Congress of Humanities and Educational Research. Rimar Academy, 2023. http://dx.doi.org/10.47832/ijhercongress8-3.

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This study applies Critical Stylistics in analyzing aggressive speech by adapting Jeffries (2010) model as the analytical framework within Toni Morrison's novel, The Bluest Eye. Due to the fact that aggression is a critical social behavior, it is studied in terms of linguistics, pragmatics, and even critical pragmatics however it is not tackled from a critical stylistic perspective. Thus, the study under scrutiny deals with aggression as a domestic and social behavior from a CS perspective aspiring to answer the questions of: 1. how aggressive language is displayed in parents-children communication through a critical stylistic standpoint? 2. What are the stylistic tools used in the novel to express the ideological effects? The study aims to investigate the linguistic markers of aggressiveness, contextual significance, and their influence on character development and interactions. It is hypothesized that: 1. Aggressive language has a major role in shaping character dynamics and the narrative. 2. Aggressive language is realized via two levels: ideational level and textual level to reveal the ideological effects. The study contributes to a nuanced understanding of language's portrayal of aggression and its implications in the context of the novel. It also reveals that aggression can be seen as a critical social behavior practiced by the aggressor for a particular reason such as want, desire, need or because of the psychological state of the aggressor
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Susini, Sandrine, Isabelle Rochet, Estelle Verronèse, Christine Bardin, Chantal Rigal, Cécile Conter, Perrine Marec-Bérard, et al. "Abstract 3112: Prospective immune phenotyping of neuroblastoma children at diagnosis reveals specific immune defects related to the aggressiveness of the disease." In Proceedings: AACR Annual Meeting 2019; March 29-April 3, 2019; Atlanta, GA. American Association for Cancer Research, 2019. http://dx.doi.org/10.1158/1538-7445.am2019-3112.

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Susini, Sandrine, Isabelle Rochet, Estelle Verronèse, Christine Bardin, Chantal Rigal, Cécile Conter, Perrine Marec-Bérard, et al. "Abstract 3112: Prospective immune phenotyping of neuroblastoma children at diagnosis reveals specific immune defects related to the aggressiveness of the disease." In Proceedings: AACR Annual Meeting 2019; March 29-April 3, 2019; Atlanta, GA. American Association for Cancer Research, 2019. http://dx.doi.org/10.1158/1538-7445.sabcs18-3112.

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Robles-Bykbaev, V., P. Solorzano-Guerrero, M. Cajamarca-Llivipuma, T. Pena-Novillo, Y. Robles-Bykbaev, F. Pesantez-Aviles, and A. Pacurucu-Pacurucu. "An interactive ecosystem based on Borda voting schemes and serious games to support the discovery of aggressiveness and inhibition traits on scholar children." In 2018 International Conference on Electronics, Communications and Computers (CONIELECOMP). IEEE, 2018. http://dx.doi.org/10.1109/conielecomp.2018.8327185.

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Nakano, Bruno Eiji, Gabriel Flamarin Cavasana, Paula Carolina Grande Nakazato, Alana Strucker Barbosa, Isabela Badan Fernandes, Eduardo Silveira Marques Branco, Sarah de Souza Chinelato, et al. "Huntington Disease-Like 2: a case report." In XIV Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2023. http://dx.doi.org/10.5327/1516-3180.141s1.494.

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Case presentation: Male, 56-year-old, previously epileptic started with involuntary movements in the right hand at 47 years old evolving to torso, incoordination, behavioral and cognition disturbs. Paternal grandmother, father and cousin with similar symptoms, in addition to four asymptomatic children. From the onset of symptoms, it progressively worsened presenting involuntary movements, hallucinations, aggressiveness and neck drop. During the neurological examination had frequent cervical falls, tremors at rest in the limbs, and mood swings. Cranial magnetic resonance imaging (MRI) was with atrophy of the caudate nucleus and putamen. Genetic test for Huntington’s Disease without evidence of characteristic expansion of the disease and Huntington Like 2 Test (Junctophilin-3) compatible with characteristic expansion of the disease. Discussion: Huntington’s Disease Like-2 has an autosomal dominant character. A rare disease related to repetitive mutations of cytosine-thymineguanine in the Junctophilin-3 gene. Frequently among 29–41-year-olds and represented by progressive movement disorders, dementia and psychiatric alterations and survival rate of 10 to 20 years after the onset of symptoms. Atrophy of the caudate and cerebral cortex is identified in cranial MRI. Diagnosis’ based on genetic testing and treatment is symptomatic in addition to genetic counseling. Conclusion: In this case the patient presented progressive movement disorders in addition to psychiatric and cognitive alterations as other family members without previous diagnosis of Huntington disease-like 2. Due to the rarity of the disease beside the genetic chance of hereditary cases follow-up with a specialist for symptomatic family members had been requested in addition to genetic counseling since 50% of siblings are at risk of developing the disease.
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Kiseleva, Elena Vasilievna, and Elena Safiullovna Shamukhametova. "The relationship between children's fears and the level of aggressiveness in senior preschool age." In Глобальные проблемы в междисциплинарных академических исследованиях. Москва: Научная общественная организация "Профессиональная наука", 2022. http://dx.doi.org/10.54092/9781678036652_71.

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Condruzbacescu, Monica. "THE IMPACT OF DIGITAL TECHNOLOGIES ON LEARNING." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-076.

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The paper focuses on the impact of digital technologies on learning. Internet-based and new media education builds an educational model tailored to the needs of younger generations and offers an alternative to traditional education. The interest of analysis developed in this study is directed to understanding the existing relationships between the traditional education system and the modern one. The in-depth analysis of the new media issues used in the field of education leads us to the conclusion that the online user has a wider range of possibilities when accessing such systems. Compared to the traditional education system, the new media have two fundamental characteristics. First of all, interactivity. The user simultaneously accesses multiple online components, which gives different opportunities in this environment. Second, the concept of ubiquity. All the more, the impact of digital technologies on younger generations, using them from their young childhood, seems to be profound, with major reverberations about how they learn. Research data support, at least partially at this time, these premises. There is research that demonstrates without a doubt the positive impact of digital technologies on cognitive development, the formation of decision-making abilities, the diminishing of cognitive degenerative processes at the old age, but also the augmentation of fine motor skills. There are also many studies whose results are known in the public domain and are aimed at negative effects, starting with the risks of small children's exposure to digital technologies, which can lead to major attention deficits around the age of 7-8 years, and may continue to show the adverse effects of certain types of content conveyed in this environment, impacting, for example, the aggressiveness or perverse effects of social media on personal identity and self-esteem. The paper also presents the first software e-learning Romanian platform - Wand.education. Wand.education is a state-of-the-art software that provides educators with an intuitive platform for creating interactive educational content in a simple and fast way. The platform is intended for both teachers, pupils and parents who can create and access interactive educational content. In conclusion, digital society networks, the internet and new media are the most important challenge of the moment in the educational process, the generated impact becomes a peak of the progress made in all spheres of social life. Contemporary systems develop the task of continuous human training. The development of specialized competencies is a current issue, the educational curriculum directs the training and education process to achieve a quality training, suitable for an informational society.
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