Дисертації: "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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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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6

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

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10

Lee, Ka-yee Cavy, 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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11

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

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

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12

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

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

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13

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

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

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14

Chau, Ka-kin Helen. "An oasis for children nursery and daycare centre in Victoria Park /." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B31984459.

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Thesis (M.Arch.)--University of Hong Kong, 1999.
Includes special report study entitled : Child's cognition of space. Content page of Thesis report missing. Includes bibliographical references. Also available in print.

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15

Chau, Ka-kin Helen, and 周家建. "An oasis for children: nursery and daycare centre in Victoria Park." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984459.

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16

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

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17

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

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18

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

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

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19

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

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20

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

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

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21

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

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

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22

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

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23

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

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24

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

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25

Siddons, Heather Michelle. "Anxiety in young children : direct and indirect connections with asthma, protective parenting and parental adjustment." Monash University, Dept. of Psychological Medicine, 2004. http://arrow.monash.edu.au/hdl/1959.1/5194.

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26

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

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27

Tucci, Joseph 1966. "Towards an understanding of emotional and psychological abuse : exploring the views of children, carers and professionals involved in the child protection system in Victoria." Monash University, Dept. of Social Work, 2004. http://arrow.monash.edu.au/hdl/1959.1/5477.

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28

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

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29

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

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30

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

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31

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

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32

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

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33

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

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34

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

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35

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

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

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36

Fischer, Imke. "Years of silent control the influence of the Commonwealth in state physical education in Victoria and New South Wales /." Connect to full text, 2001. http://hdl.handle.net/2123/4031.

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Thesis (Ph. D.)--School of Social, Policy and Curriculum Studies, Faculty of Education, University of Sydney, 2001.
Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.

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37

Repper, Karla K. Kistner Janet. "The relationship between anger rumination and aggression in childhood." 2006. http://etd.lib.fsu.edu/theses/available/06232006-213432.

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Thesis (Ph. D.)--Florida State University, 2006.
Advisor: Janet Kistner, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Sept. 13, 2006). Document formatted into pages; contains vii, 76 pages. Includes bibliographical references.

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38

Nhlapo, Lovia Thandiwe. "Educational strategies for the constructive management of a culture of aggression in a secondary school." Thesis, 2013. http://hdl.handle.net/10210/8367.

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Ph.D. (Education)
The purpose of the study was to develop the educational strategies for the management of a culture of aggression in a Grade 10 class constructively in a secondary school in the Sedibeng District of the Gauteng Department of Education. A qualitative, exploratory, descriptive and contextual research design was used to explore and describe a culture of aggression in a Grade 10 class in the secondary school in the Sedibeng District of the Gauteng Department of Education. In order to achieve the study objectives and coherence, this study was organised into three phases. Phase one focused on the first objective namely: to explore and describe a culture of aggression in a Grade 10 class in the secondary school in the Sedibeng District in the Gauteng Department of Education. Phase two focused on the development of a conceptual framework. Phase three focused on the second objective namely: to develop the strategies for the management of a culture of aggression in a Grade 10 class in the Sedibeng District of the Gauteng Department of Education. In the first phase an ethnographic approach was followed. Purposive sampling was utilized to select participants who met the inclusion criteria. Data were collected using group and individual interviews. Tesch’s method of qualitative data analysis was utilized to identify themes. From the findings of the study the researcher and the independent coder identified the following patterns from the individual and group interviews with participants.

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39

"A psycho-educational programme to facilitate the coping with aggression by educators in secondary schools in the South African society." Thesis, 2009. http://hdl.handle.net/10210/2095.

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D.Ed.
The researcher explored and described the teachers’ experience of aggression in a secondary school. In order to assist teachers who experience aggression in a secondary school, she developed, implemented and evaluated a Psycho-Educational Programme to facilitate their mental health. Aggression-related attitudes and behaviour has become part of the learning and teaching process, and directly contributes to the increased levels of stress and frustration for teachers, learners, and non-teaching staff. Despite this stressful environment, teachers are still expected to fulfil their normal duties as teachers. Teachers specifically ascribe disciplinary problems as one of the major reasons why they resign from teaching as profession. The research design was systemised into four sequential research steps. Step 1, the situation analysis, was conducted according to the qualitative research approach by means of individual phenomenological interviews with purposefully selected teachers. Tesch’s descriptive approach to data reduction was applied whereafter a literature control was conducted. Trustworthiness was ensured by adherence to credibility, transferability, dependability and confirmability. Step 2 introduced the development of a Psycho-Educational Programme to facilitate the mental health of teachers who experience aggression in a secondary school. The nature, content and extent of the programme were based on a conceptual framework. Step 3 and step 4 comprised the implementation and evaluation of the Psycho-Educational Programme according to the classical experiment approach. Participants completed the pre-test and post-test questionnaires. Adherence to internal validity, external validity, reliability and objectivity ensured the trustworthiness of the process. The following three themes emerged during the situation analysis: Theme 1: Teachers experienced feelings of anger, hurt, frustration and disappointment. Theme 2: Teachers experienced their locus of control in relation to aggression to be internal as well as external; and, Theme 3: Teachers were aware of barriers in the establishment and maintenance of constructive relationships at school. The evaluation of the data showed that the questionnaires were appropriate and valid. The variables; self-awareness internal locus of control and external locus of control and relationships, was effectively addressed in the Psycho-Educational Programme and also had a positive effect on the experimental group. The implementation of the Placebo Programme, however, had no significant impact on the control group. The public concern regarding aggressive behaviour at secondary schools is escalating, although contextualised research related to this issue is seriously lacking. The development, implementation and evaluation of the Psycho-Educational Programme, indicated that the aggression teachers experience in a secondary school can be managed by facilitating the mental health of the teachers. The study further allowed the researcher to practically demonstrate the value added to the study when both the qualitative and quantitative research approaches are appropriately included in the research design.

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40

Wessels, Maria Magdalena. "Patrone van aggressie by Engelssprekende hoërskooldogters." Thesis, 2014. http://hdl.handle.net/10210/12147.

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41

Zagnoev, Daphne Tessa. "Aggressive behaviour of children as a function of classroom environment." Thesis, 2014. http://hdl.handle.net/10210/10824.

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M.A. (Psychology)
This study was conducted in an attempt to determine whether children defined as predominating on traits of aggressiveness, assertiveness and submissiveness would model aggressive behaviour elicited by an aggressive teacher within a classroom situation. The experimental hypotheses were: 1. Aggressive children will become more aggressive with an aggressive teacher. 2. Assertive children will become neither more aggressive nor more compliant with an aggressive teacher. 3. Submissive children will become more submissive with an aggressive teacher. One hundred and ninety six primary school pupils in standard two and three were assessed for aggressiveness, assertiveness and submissiveness within their specific classrooms by means of a self - report inventory. The teachers of the classes were tested and assigned to either an experimental aggressive group or a nonaggressive control group. Each class then underwent observation in order to determine whether aggressive teachers had any effects on the aggressive behaviour of aggressive, assertive and submissive children in the normal classroom situation. The results of the study did not substantiate the hypotheses. It was found that aggressive teachers did not necessarily elicit aggressive responses from the children. These findings suggested that situational constraints inhibited aggressive behaviour.

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42

Adams, Karen. "Koori kids and otitis media prevention in Victoria." 2007. http://repository.unimelb.edu.au/10187/2371.

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Otitis media and consequent hearing loss are known to be high in Koori communities. Previous research on otitis media in Koori communities has focused on its identification, treatment and management. Little research has focused on the prevention of otitis media. Victorian Aboriginal communities often have small populations which result in small sample sizes for research projects. Consequently use of traditional quantitative methods to measure of change arising from health interventions can be problematic. The aim of the research was to describe Koori children’s otitis media risk factors using a Koori research method in order to develop, implement and evaluate preventative interventions.

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43

Spielman, Darren A. "Reducing boys' aggression :: a basic human needs and skill training approach." 1999. https://scholarworks.umass.edu/theses/2332.

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44

Goldstein, Naomi E. "Contagion of aggression in the preschool classroom as a function of peer and teacher responses." 1998. https://scholarworks.umass.edu/theses/2326.

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45

Butler, Rose. "In fairness we trust : children making sense of economic insecurity." Phd thesis, 2014. http://hdl.handle.net/1885/155820.

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This thesis examines a series of social and emotional strategies undertaken by children to cope with social situations that arise through economic insecurity. Drawing on 18 months fieldwork in regional Victoria with children, parents and two school communities, I argue that children in this cultural environment make sense of economic insecurity through the re-appropriation of cultural narratives of "fairness". I distill four sets of strategies that children develop and enact in order to cultivate and sustain feelings of belonging when faced with situations of economic uncertainty. I call these practices Going Without, Staying Within, Cutting Down and Managing Stigma, and show how each is distinctively tied to cultural ideas around fairness. As I evidence, these strategies are shaped by children's own experiences of classed and racialised identities, cultural constructions of stigma, and the socio-cultural, political and economic environment in which they live. Through this analysis, I show how cultural narratives around fairness, recreated by children in different social spaces of everyday life, provide an avenue through which to repatriate feelings of envy and sustain meaningful relationships with others. Furthermore, I demonstrate ways in which such actions, while generating forms of inclusion, potentially recreate boundaries of exclusion in children's social worlds. More broadly, I argue that children's understandings of economic insecurity in post-industrial contexts are deeply tied to the dominant cultural narratives that underpin their lives. I contend that such narratives intersect with market-based imperatives, neoliberal articulations of childhood, and the culture-making practices of children's own collectively-focused peer group interactions. In making sense of economic insecurity, children must strategically balance these interests as they both compete and converge, in ways that generate and sustain feelings of belonging. By focusing on children's uses of "fairness" in this local context, I further bring to light the overt and subtle social and emotional impacts of broad economic restructuring on children and parents in Australia. The ethnographic focus here moves between the collective worlds of children and the private lives of their families, illuminating how market-driven global and state changes in education and employment are negotiated and absorbed in relationships between children, their peers and their parents. As I demonstrate, these structural and social transformations surface in daily life through dilemmas over care, dignity and belonging. The ways in which children use the cultural resources available to manage such experiences forms the subject of this thesis.

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46

Anderson, Helen Jennifer. "'Mean girls', bystanders and their victims : an investigation into relational aggression amongst girls, from a developmental perspective." Thesis, 2010. http://hdl.handle.net/10413/7491.

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Relational, or indirect, bullying amongst girls has more recently received greater attention from researchers across the globe, in recognition of its potentially devastating psychological effects. Particularly in South Africa, with its unique history of apartheid, racial and gender inequalities and violent struggles amongst marginalized communities to be given the freedom to have a voice, the tendency of girls to „hide‟ their aggression, and to express it in covert ways needs to be understood and addressed. Additionally, in South African schools, many educators do not adequately appreciate the grim reality of girls‟ aggression as an antecedent to serious psychiatric illness. These girls are already coping with the effects of the HIV/AIDS pandemic, which is leaving many of them orphaned and raising younger siblings whilst still children themselves, thereby increasing their vulnerability to psychiatric adjustment difficulties. The present study therefore investigated the prevalence and psychological effects of relational bullying, and explored the developmental trajectory of different types of bullying amongst school-aged South African girls. The sample included 169 learners, from grade One to grade Twelve, in an independent school located in an urban area of KwaZulu-Natal. A self-report questionnaire, including direct questions and projective techniques, was utilized to collect data relating to the nature of girls‟ experiences of bullying, the psychological effects thereof, their friendships and their levels of social, cognitive and moral functioning. The current study showed a 33.5% prevalence rate of bullying victimization amongst the sample. It was hypothesized from a review of the literature that as girls grow older, and their skills in the cognitive, social and moral reasoning domains improve, friendship ties become closer and more important, and they utilize increasingly sophisticated forms of relational aggression. The research findings supported this prediction. In addition, it was found that older girls are increasingly negatively affected by girl-bullying, as reflected in a range of psychologically unhealthy reactions, which may constitute the precursors to psychiatric illness in adulthood.
Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

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47

Smith, Carla E. "Naturalistic observations of girls' and boys' playground aggression /." 2004. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99239.

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Thesis (Ph.D.)--York University, 2004. Graduate Programme in Psychology.
Typescript. Includes bibliographical references (leaves 104-113). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99239

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48

Schaber, Pamela McDonald. "The effectiveness of a classroom-based intervention for social aggression." Thesis, 2007. http://hdl.handle.net/2152/3295.

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This study sought to determine if a six session classroom intervention coupled with a teacher education program was sufficient to alter behaviors related to socially aggressive behaviors of fourth grade students. The treatment manual for this intervention was developed by Pamela McDonald Schaber and Daniel Hoard (Schaber and Hoard, 2006), following a review of the literature on ecological intervention for overt and social/relational aggression. The objectives of the intervention were to reduce aggressive behaviors through an ecological approach by: 1) educating students on types of bullying (physical and social), the role of the bystander in contributing to bullying, and the consequences for individuals and the classroom environment when bullying occurs; 2) challenging sympathetic attitudes about the appropriateness of bullying; 3) providing students with strategies for intervening when they observe bullying; 4) modeling bystander interventions; 5) giving students an opportunity to practice bystander interventions; and 6) empowering classrooms to develop a code of conduct for working together to reduce bullying. Participants were 71 fourth grade students from a Central Texas elementary school. Participants completed the Social Experiences Questionnaire -- peer-report which is a peer-rating measure of their classmates' frequency of social aggression and prosocial behavior. They also completed the Participant Roles Questionnaire -- self-report to determine how often they engaged in the different roles associated with bullying (i.e., bully, defender, assistant...). The main findings were that social aggression decreased for boys but not girls, and bully behavior decreased for both boys and girls. Unexpected findings were that prosocial behavior decreased from pre-test to post-test, and there were no changes evidenced in defender, assistant, and reinforcer behaviors. Implications and limitations for the findings are provided.
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49

"Aggressive models and assertive behaviour of children in the classroom." Thesis, 2014. http://hdl.handle.net/10210/12775.

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Weigel, Stephanie M. "Preschoolers' social information processing and aggression." 2008. http://proquest.umi.com/pqdweb?did=1622195061&sid=16&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008.
Title from title screen (site viewed Mar. 10, 2009). PDF text: 59 p. : ill. ; 585 K. UMI publication number: AAT 3336685. Includes bibliographical references. Also available in microfilm and microfiche formats.

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Дисертації з теми "Aggressiveness in children Victoria"

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