Готові списки джерел за темами / Aggressiveness in children Victoria

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Добірка наукової літератури з теми "Aggressiveness in children Victoria"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 29 січня 2023

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Статті в журналах з теми "Aggressiveness in children Victoria"

1

Tucker, Herbert F. "Rossetti's Goblin Marketing: Sweet to Tongue and Sound to Eye." Representations 82, no. 1 (2003): 117–33. http://dx.doi.org/10.1525/rep.2003.82.1.117.

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Recent criticism putting the market back in Christina Rossetti's ''Goblin Market'' (1862) makes, and leaves, space for consideration of the poem's relation to marketing-as-advertising. Written to be read by adults in silence as if out loud to children, the poem trades in the mystique of a virtual orality that is structurally analogous to its goblin merchants' mystification, through promotional language, of both the nature of their retail business and the origins of the produce they sell. The virtual-oral mode of the poem creates rich opportunities for local wordplay to highlight that mystification at a juncture in economic history when with new subtlety and aggressiveness a burgeoning advertising business was transforming Victorian consumerism. The miracle of a sister's redemption from goblin taste stakes on Rossetti's Christian belief her congruent faith as a poet: that a modern tongue may be redeemed by art, in spite of art's collusion with the forces by which it must circulate to earn a hearing.
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2

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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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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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

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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6

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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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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8

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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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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9

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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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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Lilly, Iwona. "Dear Mother Victoria." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 32 (March 15, 2021): 213–26. http://dx.doi.org/10.14746/ikps.2021.32.11.

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Motherhood is by many, especially women, one of the greatest experiences in life. The ultimate goal that women, if not all than many, should achieve. Nowadays, we are flooded with help books, websites, guides that lead us through pregnancy and then assist us during the first months of our new born baby. This blessed state seems to be cherished now above all, however, this view was not always the same. Throughout history we can see many women for whom maternity was not meant to be and still they were able to fulfil their life-time goals devoting themselves to other areas of life. For some, maternity was rather a political aspect that would secure the future of the nation. In my article I will focus on the aspect of motherhood through the eyes of Queen Victoria for whom, indeed, maternity was rather an unwelcomed addition to her royal life. I will discuss her own rigid upbringing which can help to understand her later attitude towards her own children. The trend, where there were no proper roles ascribed to parents in terms of their influence on their children, was predominant in the 19th century and based on this we can see how important it was for character creation
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Дисертації з теми "Aggressiveness in children Victoria"

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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This dissertation represents an attempt to better understand why physically abused children are more likely to develop aggressive tendencies. A sample of adolescents receiving child protection services was administered a battery of self-report measures on maltreatment, health, and well-being; an aggression measure was administered a year later. The specific focus was to determine whether aggressive youth were more likely to (1) have suffered harsher physical abuse, (2) generate violence outcome expectancies that favour recourse to aggression, and (3) report higher levels of abuse-related shame. Respectively, the second and third hypotheses were based on social information processing and shame-rage models of aggression.
Only the hypothesis of the fast study on maltreatment characteristics was supported. Victims of frequent and severe abuse were more likely to report aggression. As for the second and third study, the expectation of positive outcomes from violence and feelings of shame-rage (as indicated by high levels of guilt-free shame) were actually inversely related to aggression.
Even though these results went in the opposite direction of the hypotheses, they are not altogether in conflict with theoretical models. According to L. Rowell Huesmann's description of social information processing, a hostile worldview was considered a mediating factor in the development of aggression problems. The tendency for aggressive youth to expect negative rather than positive outcomes from violence can be interpreted as support for this view. Abuse-related shame was not related to aggression, but it did demonstrate the predicted association with anger and hostility. The suggestion therefore is that feeling shame as a result of abuse leads to pent-up rather than expressed rage.
Given these results, it is suggested that victims of harsh maltreatment be targeted for appropriate prevention and skills promotion programs. Also, future research should investigate whether the formation of problematic relationship schemas and the tendency to suppress abuse-related emotions contribute to the maintenance of aggression problems.
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4

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

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5

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

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

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

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

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9

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

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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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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 Victoria"

1

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

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2

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

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3

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

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4

Keltikangas-Järvinen, Liisa. Aggressiivinen lapsi: Miten ohjata lapsen persoonallisunden kehitystä. Helsingissä: Otava, 1985.

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5

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

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6

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

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7

Fighting, teasing, and bullying: Simple and effective ways to help your child. Wellingborough: Thorsons, 1989.

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8

Mi nombre es Victoria. Buenos Aires: Editorial Sudamericana, 2009.

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9

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

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10

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

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Частини книг з теми "Aggressiveness in children Victoria"

1

Swain, Shurlee. "A Motherly Concern for Children: Invocations of Queen Victoria in Imperial Child Rescue Literature." In Children, Childhood and Youth in the British World, 27–40. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-48941-8_2.

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2

Henson, Rebecca. "Reading and Literacy Development Manager, State Library Victoria, Melbourne, Australia." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 157–63. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-15.

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3

Henson, Rebecca. "Reading and Literacy Development Manager, State Library Victoria, Melbourne, Australia." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 157–63. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-15.

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4

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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Ledger-Lomas, Michael. "Meine zweite Heimat." In Queen Victoria, 42–77. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198753551.003.0003.

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Анотація:
This chapter argues that Victoria’s marriage to Albert instilled in her a Protestant identification with the Duchy of Saxe-Coburg and Gotha and with German Lutherans. Although Coburgers could be flexible about Protestantism when it came to making dynastic alliances, Victoria and Albert nonetheless regarded marriage as a medium through which they could build religious and political affinities between Britain and Protestant Germany, and especially with Hohenzollern Prussia. The chapter highlights the importance of her children Victoria and Alice’s marriages as attempts to bring about spiritual and political reform in Germany, before explaining why thesyts were ultimately unsuccessful.
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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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7

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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Purcell, Carl. "Every Child Matters and the Children Act 2004." In The Politics of Children's Services Reform, 61–74. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447348764.003.0005.

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This chapter highlights the political drivers of Labour’s structural reforms to English local government through an examination of the Every Child Matters Green Paper and the subsequent passage of the Children Act 2004. It is argued that the initiation of the Green Paper chaired by Paul Boateng, then Chief Secretary to the Treasury, was not a response to the Victoria Climbié Inquiry. Safeguarding and child protection policies did not receive the explicit prioritisation that Lord Laming had called for. Labour’s structural reforms were designed to address concerns relating to the delivery of a broader range of policy priorities incorporating health, education and crime and anti-social behaviour. Moreover, social services and social work were largely overlooked under the new structural arrangements with the focus being primarily on the early intervention and preventative responsibilities of universal services including schools and health service providers. The chapter also discusses the involvement of children’s sector NGOs in the development of Labour’s reforms and how opposition to structural reform was ultimately ignored.
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McNamara, Patricia. "The “New Era” in Victorian Therapeutic Residential Care." In Revitalizing Residential Care for Children and Youth, 405—C27.P97. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197644300.003.0027.

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Abstract This chapter offers an overview of developments in policy, practice and research since the advent of what was described as Victoria’s “new era” of therapeutic residential care a decade ago. Not all developments have been positive. However, advances have clearly been made in policy development. Raising the leaving care age in Victoria is one of the most important because it has the capacity to much improve post-care education and training outcomes. Reducing the size of residential homes to better meet individual need and facilitate best possible matching of young people is another welcome development. Practice improvements such as higher staff training benchmarks and more intensive therapeutic responses to young people and families are also noteworthy. Perhaps most important is the gradual reframing of Victorian therapeutic residential care as an opportunity for hope, healing, and moving forward; too often it has been deemed a “last resort,” signaling the young person’s arrival at the “end of the line” after a dispiriting out-of-home-care journey.
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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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Тези доповідей конференцій з теми "Aggressiveness in children Victoria"

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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Анотація:
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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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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