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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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерела
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
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
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.
Повний текст джерелаАнотація:
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.
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.
Повний текст джерелаАнотація:
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
11
Alawiyah, Tuti. "The Relationship Between Aggressiveness of Students and Student's Cognitive Achievement in Islamic Religious Education (Pai) in Sma Negeri 1, Cirebon City." International Journal of Nusantara Islam 8, no. 2 (December 10, 2020): 146–54. http://dx.doi.org/10.15575/ijni.v8i2.10513.
Повний текст джерелаАнотація:
Learning achievement which is influenced by the emotional level and learning activities of students makes researchers want to examine whether there is a relationship between aggressiveness and student achievement. There are negative and positive influences that arise at school, not all children who enter school are of good character, on the other hand there are children who attend school who come from families who pay less attention to children's interests in learning which often affect other friends. In education, aggressive behavior not only harms others but also harms oneself. This behavior can lead to bad character of students, especially in the subject of Islamic Religious Education that has been learned about the morals of fellow friends. The results showed a strong suspicion that there was a negative relationship between student aggressiveness and cognitive achievement, so it could be concluded that the higher the student's aggressiveness the lower the student's cognitive achievement
12
Guevara Parra, Mónica del Pilar. "Music therapy intervention to promote prosociality and to reduce the risk of aggression in children of primary basic and preschool in Bogota, Colombia." International Journal of Psychological Research 2, no. 2 (December 30, 2009): 128–36. http://dx.doi.org/10.21500/20112084.868.
Повний текст джерелаАнотація:
Our purpose in this intervention was to promote prosociality and to reduce the aggressiveness risk between primary and preschool students by implementing music therapy sessions. A quasi experimental study was adopted, considering pre-test and pos-test, as part of a model program of early prevention of aggressiveness at a secondary level focused on a specific group of children. Eighteen subjects between 5 and 9 years old were divided into three groups. The first group received the whole music therapy intervention (30 sessions), the second group received an incomplete music therapy treatment (15 sessions) and the third group or control group didnt get any intervention. Results showed that music therapy had significant effects on direct aggressiveness in the experimental groups one and two, whereas it didnt have any important result on indirect aggressiveness for the same groups. In reference to prosociality, music therapy intervention only affected the second group. In this specific case we concluded that music therapy represents an efficient secondary prevention strategy to reduce the direct aggressiveness risk.
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Del Can-Sanchez, Diego Jesús, Diego Jesus Del Can Sanchez, Antonio Jesús Martínez-Ortega, Alvaro Flores-Martínez, Eva Venegas-Moreno, María Elena Dios-Fuentes, Ainara Madrazo-Atutxa, et al. "Markers of Aggressiveness in Craniopharyngiomas." Journal of the Endocrine Society 5, Supplement_1 (May 1, 2021): A646. http://dx.doi.org/10.1210/jendso/bvab048.1317.
Повний текст джерелаАнотація:
Abstract Craniopharyngiomas (CP) are rare tumors that may be locally aggressive. The presence of functional estrogen receptors (ER) has been reported in CP and might be related to risk of recurrence. Our aim is to ascertain if the expression estrogen and progesterone receptor (PR) might be associated with to recurrence in CP. Material and Methods: Descriptive retrospective observational study of patients with confirmed histology of CP and tissue sample available admitted to Virgen Del Rocio University Hospital (Seville, Spain) from January 1967 to October 2020 were included. Estrogen and progesterone receptor expression was analyzed by Immunohistochemistry. Ki-67 levels were also analyzed. Two CP groups were considereded according to Ki67 levels: Group A (Ki67<10%) and group B (Ki67>10%). As all variables followed a non-parametric distribution, U Mann Whitney, Chi-Square, and Z-test with Benjamini-Hochberg correction were used when needed. Results: Our study population includes 80 patients (46 male and 34 female), with a median age at diagnosis of 34 years [10-50.00]. Twenty-six patients were under 18 years old (children) with a median age of 7 years [4.5-10.00], and 54 were adults (aged 18 and above) with a median age of 45 years [33-58.50]. Our data shows higher recurrence rates when Ki67 levels staining were higher than 10%: 8/14 (57.2%) in comparison with Ki67<10% (6/14, 42.9%, p=0.018). In children we found 6 samples with Ki67<10% and 6 samples with Ki67 >10%; recurrences were observed in 2/6 (33,3%) in the first group and in 6/6 (100%) in the second, respectively (p= 0,199). In adults, we found 9 and 3 patients for high and low Ki67 levels, respectively. Recurrences were observed in 4/9 (44,4%) in the group A and in 2/3 (66,7%) in the group B, respectively (p= 0,28). There were no differences between age groups. In patients with positive ER, we observed an increased rate of recurrence: 12/23 (52.17%) versus 2/13 (15,38%) in patients with negative ER stain but it was no significant. (p=0,21). No association between PR and recurrence was observed. Conclusions: In our series, patients with CP with high Ki67 levels are more likely to recur. No clear association between ER, PR expression and recurrence was observed. These findings support the use of Ki67 as a marker of recurrence in CP. Sources of Research Support: Spanish Ministry of Health, ISCIII co-funded with Fondos FEDER (PI16/00175) and Novartis Oncology Spain.
14
Wann, Daniel L., Tina M. Lane, Lisa E. Duncan, and Stephanie L. Goodson. "Family Status, Preference for Sport Aggressiveness, and Sport Fan Motivation." Perceptual and Motor Skills 86, no. 3_suppl (June 1998): 1419–22. http://dx.doi.org/10.2466/pms.1998.86.3c.1419.
Повний текст джерелаАнотація:
This study tested two hypotheses involving the use of sport spectating as an opportunity to spend time with one's family. First, it was hypothesized that scores on Family Motivation would be higher for fans who were married or had children than for unmarried fans without children. Second, it was predicted that among sport fans who were married or had children, those preferring a Nonaggressive sport would report higher scores on Family Motivation than those preferring an Aggressive sport. Analysis confirmed the first hypothesis while refuting the second.
15
Bardas, Dimitrios, Maria Litsa, Alexandra Bekiari, and Nikolaos Hasanagas. "Verbal aggressiveness and argumentativeness at the primary school: A gender-specific analysis." American Journal of Education and Learning 9, no. 1 (April 4, 2024): 76–87. http://dx.doi.org/10.55284/ajel.v9i1.1044.
Повний текст джерелаАнотація:
The study examined the effects of verbal aggressiveness and argumentativeness in relation to gender. Two experimental groups (44 children-18 boys and 26 girls-for the study of verbal aggressiveness and 61 children-29 boys and 32 girls-for the study of argumentativeness) and a control group (29 children-17 boys and 12 girls) in three primary schools in Magnesia participated. A questionnaire was used before and after an intervention. Results: Verbal aggression had a stronger influence on boys than arguementativeness on girls. Regarding the variable “badly threateningly,” the influence for boys was statistically significant in the control group after relaxation time, with more participation for the male physical education instructor. Regarding the variable “badly threateningly,” the influence for girls was statistically significant in argumentativeness before and after the speech, with more participation for the male physical education instructor after the speech. Concerning the variable “came back,” the influence for boys was statistically significant in verbal aggressiveness before and after the speech, with more participation for the female physical education instructor after the speech and for the control group for girls before relaxation time that came before the female and young physical education instructor. The variable of “how much aggressive” showed that the influence for boys was statistically significant in verbal aggressiveness before the speech with more participation in young physical education instructors. Two experimental groups may be more beneficial in the early and terminal stages of learning for these two dependent variables.
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Vollrath, Margarete, Markus A. Landolt, and Karin Ribi. "Personality of children with accident‐related injuries." European Journal of Personality 17, no. 4 (July 2003): 299–307. http://dx.doi.org/10.1002/per.479.
Повний текст джерелаАнотація:
Previous studies based on a variety of behaviour, temperament, and personality measures identified a pattern of over‐activity, impulsiveness, emotional instability, and aggressiveness in children who are prone to accidents. The present study is the first to study accident‐prone children by means of a comprehensive test for the assessment of the Five Factor model (Hierarchical Personality Inventory for Children (HiPIC) (Mervielde & De Fruyt, 1999). 118 children, aged 6–15 years, who were hospitalized due to an accident‐related injury, were contrasted with 184 school‐children of the same age. Lower socio‐economic status was under‐represented in both groups. Children who were exposed to accidents had higher scores on the facets of energy, optimism, and non‐shyness (Extraversion domain), and lower scores on the facets of concentration and achievement striving (Conscientiousness domain). There was no indication of higher aggressiveness, impulsiveness, or emotional instability in the group exposed to accidents, and there were no gender‐by‐accident interactions. Results suggest that there is a relatively benign pattern of personality traits that is related to greater accident hazard in children. Copyright © 2003 John Wiley & Sons, Ltd.
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Silva, Deise Caroline Rodrigues da, and Andréia Cristiane Silva Wiezzel. "AS RELAÇÕES INTERPESSOAIS NA SALA DE AULA E A BRINQUEDOTECA ESCOLAR." Colloquium Humanarum 08, no. 1 (May 13, 2011): 77–81. http://dx.doi.org/10.5747/ch.2011.v08.n1.h0105.
Повний текст джерелаАнотація:
This work comes to present the partial results of a research and extension project called Interpersonal Relations and Contributions at the Dynamic Classroom, conducted by students and teachers in the FCT-UNESP at Presidente Prudente –São Paulo. The project involved studying interpersonal relationships among children attending kindergarten in a public school in the county. Aspects related to excessive timidity and aggression are investigated by researchers, who accompany the children in toy/play activitiesin school. The project seeks also to investigate the aggressiveness and shyness, to provide grants to teachers and parents on how they deal with childrens conflicts and also help children relate better within the school environment
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Serra Giacobo, Rodrigo, Ma Claustre Jané, Albert Bonillo, Sergi Ballespí, and Natalia Díaz-Regañon. "Somatic symptoms, severe mood dysregulation, and aggressiveness in preschool children." European Journal of Pediatrics 171, no. 1 (May 25, 2011): 111–19. http://dx.doi.org/10.1007/s00431-011-1495-5.
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Neri, Ludovico, Beatrice Marziani, Pierluigi Sebastiani, Tiziana Del Beato, Alessia Colanardi, Maria Pia Legge, and Anna Aureli. "Aggressiveness in Italian Children with ADHD: MAOA Gene Polymorphism Involvement." Diseases 12, no. 4 (March 31, 2024): 70. http://dx.doi.org/10.3390/diseases12040070.
Повний текст джерелаАнотація:
ADHD is a neurodevelopmental disorder that children and adults can develop. A complex interplay of genetic and environmental factors may underlie interindividual variability in ADHD and potentially related aggressive behavior. Using high-resolution molecular biology techniques, we investigated the impact of some MAOA and SLC6A4 variations on ADHD and aggressive behavior in a group of 80 Italian children with ADHD and in 80 healthy controls. We found that homozygous genotypes of MAOA rs6323 and rs1137070 were associated with an increased risk of ADHD (p = 0.02 and p = 0.03, respectively), whereas the heterozygous genotypes (GT of rs6323 and CT of rs1137030) (p = 0.0002 and p = 0.0006) were strongly linked to a lower risk of developing this disorder. In patients with aggressive behavior, we highlighted only a weak negative association of both MAOA polymorphisms (heterozygous genotypes) with aggressiveness, suggesting that these genotypes may be protective towards specific changes in behavior (p = 0.05). Interestingly, an increase in the GG genotype of rs6323 (p = 0.01) and a decrease in GT genotype (p = 0.0005) was also found in patients without aggressive behavior compared to controls. Regarding 5HTT gene genotyping, no allele and genotype differences have been detected among patients and controls. Our work shows that defining a genetic profile of ADHD may help in the early detection of patients who are more vulnerable to ADHD and/or antisocial and aggressive behavior and to design precision-targeted therapies.
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Jazariyah, Jazariyah, Rina Roudhotul Jannah, and Amin Sabi'ati. "Parenting Insight to Shape An Anti-Aggressive Behaviour." Indonesian Journal of Islamic Early Childhood Education 1, no. 1 (December 27, 2016): 109–20. http://dx.doi.org/10.51529/ijiece.v1i1.37.
Повний текст джерелаАнотація:
This study aimed to reveal the importance of knowledge parenting’s insight and skills of non-violence in early childhood as a manifestation of concern for child development. Parenting occupies an important position in shaping the character of children in the future. It received national attention in the world (WHO), as well as in Islam Religion. The results showed that increasing aggressiveness in juvenile cases such as bullying, fights, and fighting now is the impact on the parenting treatment with a high level of violence aggressiveness when one of them was a child. Children who are at the age of chronic and require the model in each of his behavior often become victims. Thus, in the development of children vulnerable to becoming victims or perpetrators of violence.
Keywords: Parenting Insight, Anti Aggressive Behavior.
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Dzepina, Davor. "Surgical and Pathological Characteristics of Papillary Thyroid Cancer in Children and Adolescents." International Journal of Pediatrics 2012 (2012): 1–6. http://dx.doi.org/10.1155/2012/125389.
Повний текст джерелаАнотація:
Background. Thyroid carcinoma is a relatively rare pediatric pathology, comprising around 3% of all childhood tumors. We investigated parameters of tumor aggressiveness, multicentricity, and locoregional metastatic spread patterns in patients up to 18 years of age and made comparison with the older group. All patients were operated upon with total thyroidectomy, with or without lymph-node neck dissection.Results. Patients with papillary carcinoma present with more advanced stage, larger primary tumor, and more commonly present with palpable thyroid and/or neck node. Overall, papillary cancer demonstrated pathological aggressiveness as defined by our criteria in 60%, multicentricity in 40%, and locoregional metastatic foci in 77% of cases. Multicentric tumor foci in both thyroid lobes and tumor aggressiveness were identified as a risk factor for metastatic development.Conclusion. By observing clinicopathological parameters, we demonstrated that papillary thyroid cancer behaves more aggressively in the younger group. We recommend total thyroidectomy with careful intraoperative exploration of thyroid bed and lateral neck in search for possible metastatic spread. In case of positive findings, it is obligatory to perform a standard neck dissection, keeping in mind that neck lymphonodes are primary site of locoregional recurrence. With meticulous attention to technical aspects of operation, perioperative morbidity should be minimal.
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Pazare, Pradeep, Swapnali Bansode, and Roopal Khobragade. "Covid 19 pandemic-lockdown and its psychological effects on children age group 4 to 10 years, a cross-sectional study from a school in Central India." Panacea Journal of Medical Sciences 12, no. 3 (November 15, 2022): 701–7. http://dx.doi.org/10.18231/j.pjms.2022.130.
Повний текст джерелаАнотація:
This study will provide an insight into the psychological impact of lockdown on young children. The current study is a questionnaire-based cross-sectional study. The research was done among parents of children ranging in age from 4 to 10 years old who attend various schools in Nagpur city. The research ran from March 2021 to August 2021, for a total of six months. The study enlisted the participation of parents of kids aged 4 to 10 years old. Sadness significant, found that children of both working parents are significantly sad as compared to non-working or only any 1 parent working (p= o.008). Also, children who are using smartphones for <2hours for playing games are significantly sad than others. (p=0.001). Aggressiveness was significantly (p= 0.002). Children of <7 years are significantly more aggressive than >7years. Anxiety was significantly more among females compared to male children (p=0.03). Also, children belonging to single parents and joint families were significantly more anxious compared to nuclear families (p=0.04).The lockdown due to the Covid-19 pandemic has caused profound psychological effects and has increased the rates of depression, anxiety, sadness, and aggressiveness in children.
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Escortell, Raquel, Beatriz Delgado, and María C. Martínez-Monteagudo. "Cybervictimization, Self-Concept, Aggressiveness, and School Anxiety in School Children: A Structural Equations Analysis." International Journal of Environmental Research and Public Health 17, no. 19 (September 24, 2020): 7000. http://dx.doi.org/10.3390/ijerph17197000.
Повний текст джерелаАнотація:
The rapid increase in cases of cybervictimization amongst children has led researchers to examine the psychoemotional factors related to cyberbullying behavior, in an attempt to prevent and minimize its impact. The objective of this study was to establish and contrast the fit of an explanatory model on cybervictimization based on its relationship with self-concept, aggressiveness, and school anxiety using a structural equations analysis. A total of 542 Spanish students aged 10–12 (M age = 10.97; SD = 0.74) completed a battery of questionnaires. An adjusted structural equations model was obtained (χ2 = 512.23; df = 99; p < 0.001; CFI = 0.928; NFI = 0.91; IFI = 0.928; RMSEA = 0.078). A direct and negative relationship was obtained between cybervictimization and self-concept and between cybervictimization and school anxiety. In addition, a direct and positive relationship was found between aggressiveness and self-concept and between aggressiveness and school anxiety. Indirect relationships were not found between the variables. The study’s findings demonstrate that the variables of self-concept and school anxiety are directly related to cybervictimization and that the improved psychoemotional adjustment of the youngest students may help to prevent the risk of being victimized over the Internet.
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Liashenko, Larysa. "The Psychology of Adaptive and Maladaptive Relationships between Parents and Children of Senior School Age." Collection of Research Papers "Problems of Modern Psychology" 63 (April 25, 2024): 129–80. http://dx.doi.org/10.32626/2227-6246.2024-63.159-180.
Повний текст джерелаАнотація:
The purpose of this article is: to study the concept of “child-parents adaptive relationships”; to describe The Humanistic Conception of child-parents adaptive relations; to present The Psychoanalytic Model of family adaptive education, The Transactional and The Behaviorist Models of Personality Adaptive Education; to describe the results of the experiment with the aim to explain that a person’s implementation of the feature of aggressiveness in destructive maladaptive behavior. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The pilot research was used as an empirical method. The results of the research. We proved, that socio-economic factors of family life (a quality of life, a status of a family, living conditions, monetary income, social status, a level of education of parents) does not have a direct impact on the manifestations of aggression of children, however, its pronounced disadvantage can motivate parents’ aggression towards children, causing the aggression as a response. Conclusions. We proved, that in the typology of a modern family, the main factors associated with manifestations of destructive aggressiveness of children are the influences of the socially disadvantaged microenvironment of the family, which predetermine its manifestations, and the profiles of parental attitudes in it, which determine its manifestations. The influence of the socio-economic characteristics of the family, its structure, composition and number, problems, associated with the health of its members, the culture of their communication, are of great importance in the manifestations of abnormal aggressiveness of children, but to a greater extent these manifestations are mediated by purely psychological family functioning parameters, also parental attitude profile.
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Petrochko, Zhanna, and Olesya Tatarenko. "USE OF ART TECHNIQUES TO PREVENT TEENAGER AGGRESSION IN MODERN CONDITIONS." Social work and social education, no. 2(9) (October 26, 2022): 218–29. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267351.
Повний текст джерелаАнотація:
The article discloses the problem of younger teenagers’ aggressiveness prevention in current challengeable times. The purpose of the article is to determine the benefits of using art therapy during a crisis period, as well as highlight using art techniques in the prevention of aggressiveness among younger teenagers in general secondary education institutions. Theoretical (analysis, synthesis, systematization, generalization) and empirical (survey of children aged 11-12) methods were used to prepare the article.The prevention of aggressiveness among younger teenagers is defined as a direction of socio-pedagogical activity, which involves a set of measures aimed at preventing, limiting, and localizing the phenomenon of aggressiveness among younger teenage children in the social environment. According to the results of the survey, the causes of aggressive behavior of teenagers were revealed (injustice; unpleasant situations and circumstances that provoke them; bullying, insults from classmates; comments from elders, teachers, parents, etc.). Methods of teenagers self-control in cases of strong angry emotions (such as conflict avoidance, communication with friends who keep spirits up, wishful thinking, relaxation, breathing techniques, constructive expression of resentment, etc.) are summarized.It is substantiated that art techniques is an effective method of preventing rising aggression in younger teenagers. It is noted that art therapy is a multifaceted technological tool that is attractive to children and easy to use. The key advantages of using art therapy during and after armed conflicts are highlighted. It was determined that such types of art therapy as video therapy, music therapy, photo therapy, etc., have particular importance now. The specified types are characterized, the advantages of their use in war conditions are outlined. Key considerations of art therapy application in institutions of general secondary education are disclosed.
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Onik Pratidina, Putu Ayu, Adijanti Marheni, and Marselius Sampe Tondok. "Peran Kontrol Diri sebagai Mediator Hubungan Komunikasi Efektif Orang Tua Remaja dengan Agresivitas Remaja." Psikologika: Jurnal Pemikiran dan Penelitian Psikologi 27, no. 1 (July 25, 2022): 73–88. http://dx.doi.org/10.20885/psikologika.vol27.iss1.art6.
Повний текст джерелаАнотація:
Aggressiveness is one of the most critical problems in adolescents in their relationships with other people. Various factors that influence adolescent aggressiveness include effective parent- adolescent communication and self-control. However, there is still limited research examining the effect of effective parent-adolescent communication on adolescent aggressive behavior, especially mediated by self-control. This study aimed to determine the effect of effective parent-adolescent communication on adolescent aggressiveness mediated by self-control. The participants of this study were 228 high school students, middle adolescence (15-18 years). Data were collected using the Parent-Adolescent Effective Communication Scale, Aggressiveness Scale, and Self-Control Scale. The hypotheses were tested using mediation analysis using the JASP statistical program. The results showed that self-control partially mediated the relationship between effective parent-adolescent communication on adolesent aggressiveness. Furthermore, parents’ communication with adolescent girls was more likely to be open than with boys. These results can be a reinforcement that effective parent-adolescent communication plays an important role in the development of a child from an early age because it supports the development of self-control and behavior of children.
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Oubrahim, Leïla, Nicolas Combalbert, and Véronique Salvano-Pardieu. "Moral judgement and aggressiveness in children and adolescents with intellectual disability." Journal of Intellectual Disabilities and Offending Behaviour 10, no. 2 (May 30, 2019): 21–33. http://dx.doi.org/10.1108/jidob-10-2018-0012.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to investigate the prevalence of aggressive behaviour among children and adolescents with intellectual disability (ID) and to demonstrate a possible link with moral judgement. Design/methodology/approach This study was carried out using two scales on a sample of 60 young people with ID in specialized schools. The first scale was “Behavior Problems Inventory-Short Form” (Rojahn et al., 2012) used to assess the frequency of aggressive behaviour and the second involved several scenarios about social situations of aggressiveness to assess moral judgement. Findings The main findings indicate that children and adolescents with ID gave more importance to the factor “consequences” than to that of “intent”. Moreover, there was a link between moral judgement and aggressive behaviour. Indeed, aggressive people found it harder to take into account the other’s point of view. Regarding moral judgement, they gave greater importance to the “consequences” factor than non-aggressive people. Originality/value The study aimed to establish, for the first time, a link between aggressiveness and moral judgement (blame) in ID (Anderson, 1996). This study clearly provides useful information regarding public health for patients, professionals and families. The authors were able to measure a similar frequency of aggressive behaviour in both children and adolescents with ID. The authors also highlighted a link between these aggressive behaviours and moral judgement. This knowledge should enhance understanding of manifestations of aggressiveness in this population, and improve diagnostic assessment. It should also help define appropriate directions for educational interventions to prevent the onset of aggressive behaviour or delinquency.
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Sokolova, Anastasia V., Elena V. Shuraleva, and Valeria S. Morozova. "Influence of muscular activity adaptation on dynamics of psychophysiological aggression indicators among children." Medicine and Physical Education: Science and Practice, no. 12 (2021): 67–74. http://dx.doi.org/10.20310/2658-7688-2021-3-4(12)-67-74.
Повний текст джерелаАнотація:
The aggressiveness issue among adolescents affects the whole society, arouses the scientific and practical interest of researchers and the deep concern of teachers and parents. However, attempts to explain the aggressive actions of young people are hampered by the fact that not only in everyday consciousness but also in many theoretical concepts, the phenomenon of aggression receives very contradictory interpretations, interfering with both its understanding and the possibility of influencing aggressiveness. The methodological basis for the study of student-athletes and children not involved in sports to determine the presence, type and level of aggressiveness of a student is methods of observation, expert assessments and questionnaires. Signs of aggression in a child: often loses control of himself; often argues, swears with adults; often refuses to follow the rules; often irritates people on purpose; often blames others for their mistakes; often gets angry and refuses to do anything; often envious, vindictive; sensitive, reacts very quickly to various actions of others (children and adults), which often irritate them. The method of expert assessments allows to determine the child’s aggression level in the monitoring process by various experts. Verbal methods involve the use of questionnaires, questionnaires, personality tests. Among the latter, the most popular is the Buss–Durkee Hostility Inventory, Freiburg Personality Inventory. Aggressiveness as a personality trait is manifested in all students, 10 out of 18 non-athletes (14–15 years old) are more aggressive and 6 out of 12 (11–12 years old) are equally aggressive athletes. The hostility level (aggression as an act of behavior) is largely predominant in non-athletes (14–15 years old), and also manifests itself noticeably at the age of 11–12 years. Students who do not play sports, in participating in school competitions as part of a class team, experience the tragedy of losing, unsuccessful performance, as a result, hostility arises in the post-competition period during everyday communication with peers, sometimes turning into a fight.
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Мамедова, Л. В., В. Ф. Рочев, and А. С. Дулесова. "Reducing the aggression of primary school children." Management of Education, no. 6(46) (December 15, 2021): 72–79. http://dx.doi.org/10.25726/u5573-0786-6177-f.
Повний текст джерелаАнотація:
В настоящее время перед педагогом стоит не легкая задача, ведь система образования должнане только обучать детей, но и сохранить то, что у них уже есть - физическое и психологическое здоровье.Психическое состояние детей младшего школьного возраста очень нестабильное и зачастую детипроявляют агрессию по отношению к одноклассникам и педагогу. Данная особенность может появится удетей в процессе обучения, а так же и до поступления в первый класс. Что в целом негативно влияет надисциплину и эффективность учебного процесса. Агрессия это необычно организованный процесс, длявыполнения определённой функции, а агрессивность является сложным компонентом являющимсячастью более сложной системы психики человека. Взрослые люди не желают сталкиваться с агрессиейтем более от детей, она всегда вызывает негативные эмоции, значительно усложняет общение и жизньв целом. Воспитать детей с агрессивным поведением очень сложно и необходимо для этого потратитьмного времени и сил. Помимо этого, агрессия наносит ущерб и материальному миру. В данной статьерассматривается профилактика и снижения агрессивности детей младшего школьного возраста,приведены методы и приёмы, используемые на практике. Так же приведены результаты диагностикиучеников 2 класса МБОУ СОШ №15 города Нерюнгри, на выявления уровня агрессивности детей. Currently, the teacher faces a difficult task, because the education system should not only teachchildren, but also preserve what they already have - physical and psychological health. The mental state ofprimary school children is very unstable and often children show aggression towards classmates and theteacher. This feature may appear in children during the learning process, as well as before entering the firstgrade. Which in general negatively affects the discipline and effectiveness of the educational process.Aggression is an unusually organized process to perform a certain function, and aggressiveness is a complexcomponent that is part of a more complex system of the human psyche. Adults do not want to face aggression,especially from children, it always causes negative emotions, significantly complicates communication and lifein general. It is very difficult to raise children with aggressive behavior and it is necessary to spend a lot of timeand effort for this. In addition, aggression also damages the material world. This article discusses the preventionand reduction of aggressiveness of primary school children, provides methods and techniques used in practice.The results of diagnostics of pupils of the 2nd grade of MBOU secondary school No. 15 of the city of Neryungriare also presented, to identify the level of aggressiveness of children.
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Guryanova, I. V. "Socio-pedagogical aspect of preventing aggressive behavior of adolescents in an educational organization." Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), no. 10 (September 16, 2022): 696–700. http://dx.doi.org/10.33920/pol-01-2210-09.
Повний текст джерелаАнотація:
The manifestation of aggression and aggressiveness of children is one of the most pressing problems in the life of the children's team. It requires special attention from both teachers and parents. Some forms of aggression are typical for most students. Aggression manifests itself in all age strata, not only in adolescents and adults, but also in children of primary school and preschool age. Almost all children quarrel and use physical and verbal aggression towards each other. Typically, with the assimilation of the rules and norms of behavior, these direct manifestations of child aggression give way to prosocial forms of behavior. However, in a certain category of children, aggression as a stable form of behavior not only persists, but also develops, transforming into a stable personality trait — aggressiveness. As a result, the productive potential of the child is reduced, the possibilities of full-fledged communication are narrowed, and his/her personal development is deformed. An aggressive child is a source of trouble, both for himself/herself and for others. Thus, the high practical significance of this issue determines the relevance of the study.
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Zulfarin, Dafina, Dwi Hastuti, and Diah Krisnatuti. "Parental and Peer Violence, Self-Esteem, Self-Control, and Aggressive Adolescent Behavior." Indonesian Journal of Multidisciplinary Science 2, no. 5 (February 2, 2023): 2365–78. http://dx.doi.org/10.55324/ijoms.v2i5.419.
Повний текст джерелаАнотація:
Aggressiveness behavior is an act of a person that aims to harm and harm others both verbally and physically. The main objective of this study was to analyze the influence of violence perpetrated by parents and peers, self-esteem, and self-control on aggressiveness behavior. This study used a cross-sectional study design with non-probability sampling and voluntary sampling techniques on 120 Vocational School adolescents who have intact families and live together in Bogor City. The data collection uses survey techniques. This study was analyzed using a structural equation model. The results of the study revealed that violence committed by parents and peers has a significant positive direct and indirect influence on the aggressiveness behavior of adolescents. Meanwhile, self-esteem and self-control have a significant negative direct influence on the behavior of aggressiveness. It is hoped that parents and the school can become role models for adolescents and can work together in educating children positively. Online promotion using influencers related to positive parenting needs to be done.
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Kazantseva, O., O. A. Sychev, and T. Tutereva. "Approbation of Russian Version of the Preschool Behavior Questionnaire." Клиническая и специальная психология 5, no. 4 (2016): 128–42. http://dx.doi.org/10.17759/cpse.2016050410.
Повний текст джерелаАнотація:
The article presents the results of elaboration of revised Russian version of the Preschool Behavior Questionnaire by L. Behar. Was drawn up a questionnaire for teachers and parents, as a result of task selection. This version includes 15 items which describe common emotional and behavioral problems of preschool children. Approbation of this version was realized in the sample of 480 children of the age of 3-6 years old, each of them was assessed by preschool teacher and mother. The results of confirmatory factor analysis confirm three factors structure of questionnaire, which include correlated factors of aggressiveness, anxiety and hyperactivity. The internal consistency of scales is good (Cronbach’s alpha are 0.71–0.85). The preliminary data proving validity of the aggressiveness and hyperactivity scales are obtained. The percentile norms for estimation of test results are provided. The obtained results lead us to conclusion that this questionnaire may be used for screening of emotional and behavioral problems in preschool children although validity of anxiety scale needs further research.
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KATSUMA, Lisa, and Katsuyuki YAMASAKI. "Relationships between relational aggressiveness and sympathy in Japanese elementary school children." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 2EV094. http://dx.doi.org/10.4992/pacjpa.74.0_2ev094.
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Bae, Joo-Ran and 최선남. "Effects of group art therapy on the aggressiveness of withdrawn children." Korean Journal of Art Therapy 21, no. 1 (February 2014): 89–109. http://dx.doi.org/10.35594/kata.2014.21.1.005.
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Charlebois, Pierre, Marc Leblanc, Claude Gagnon, and Serge LarivÉe. "Methodological Issues in Multiple-Gating Screening Procedures for Antisocial Behaviors in Elementary Students." Remedial and Special Education 15, no. 1 (January 1994): 44–54. http://dx.doi.org/10.1177/074193259401500107.
Повний текст джерелаАнотація:
Multiple gating, which is considered to be a cost-effective screening method for identification of children at risk of developing serious antisocial behaviors, uses relatively inexpensive ratings as a first gate and more sophisticated assessments in the following steps. Different assessment strategies were tested to find a combination of predictors at the beginning of elementary school that could effectively identify children who are at risk of developing serious antisocial problems. All boys in 54 schools, located in low socioeconomic districts in montreal, were assessed in the first step of the screening procedure. A sample of 84 boys was randomly selected from a larger pool of 250 kindergarten boys who had an “aggressiveness-hyperactivity-distractibility” score above the 70th percentile on the preschool behavior questionnaire. In the second step, observed task-inappropriate behaviors were compared to mothers' and teachers' ratings of inattention and of aggressiveness (at ages 6 to 7), as predictors of extreme antisocial behavior at age 10. Results indicated that observed task-inappropriate behaviors and teacher ratings of inattention were better predictors of diversity of offending than were mother ratings of aggressiveness. The best predictive combination consisted of extreme scores above the 70th percentile and observations of task-inappropriate behaviors in multiple settings.
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Vlasova, Galina V., and Pavel V. Pavlov. "Age aspects of the course of chronic otitis media with cholesteatoma in children (clinical and immunological characteristics)." Pediatrician (St. Petersburg) 10, no. 5 (January 28, 2020): 13–18. http://dx.doi.org/10.17816/ped10513-18.
Повний текст джерелаАнотація:
Cholesteatoma of the middle ear is the disease, the course and prognosis of which can not be considered without taking into account the patients age. In pediatric otorhinolaryngology, such patients require special attention due to the aggressiveness of cholesteatoma in children. The rapid growth and a high number of recurrences after surgical treatment are features of the course of this disease in children. The causes of the aggressiveness of this disease in children have not been studied. Objective: to identify clinical and immunological features in children with middle ear cholesteatoma in different age groups that contribute to the aggressive course of the disease. A retrospective analysis of 143 medical case reports of children from 1 to 17 years old who received surgical treatment of middle ear cholesteatoma was carried out in the Department of othorhinolaryngology (St. Petersburg State Pediatric Medical University) from 2000 to 2018. Comparative analysis of clinical manifestation, anamnesis of ear disease, concomitant diseases, immunological reactivity (the content of lymphocytes, their subpopulations and interleukin-2 in peripheral blood) and results of surgical treatment of middle ear cholesteatoma in different age groups has been performed. Cholesteatoma is more aggressive in young children. Frequent infections of the upper respiratory tract, eustachian tube dysfunctions, immune disorders in children under 7 years of age lead to an unfavorable course and prognosis of middle ear cholesteatoma.
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Feyh, Janelle M., and Cooper B. Holmes. "Use of the Draw-a-Person with Conduct-Disordered Children." Perceptual and Motor Skills 78, no. 3_suppl (June 1994): 1353–54. http://dx.doi.org/10.2466/pms.1994.78.3c.1353.
Повний текст джерелаАнотація:
The Draw-A-Person test was administered to 40 conduct-disordered and 40 nonconduct-disordered children and adolescents. There were 20 boys and 20 girls, ages 10 to 16 years, in each group. Two independent judges rated the drawings for presence or absence of indicators of aggressiveness that should accompany a conduct disorder, but no significant differences were found between groups or sexes.
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Spadaro, Francesco. "A commentary on "The cannibalistic impulses in parents" by George Devereux." International Journal of Forensic Psychotherapy 1, no. 2 (December 16, 2019): 159–63. http://dx.doi.org/10.33212/ijfp.v1n2.2019.159.
Повний текст джерелаАнотація:
In this paper Devereux, a Hungarian ethno-psychoanalyst, naturalised French, reports some of his studies made among various populations among which he worked. These included Hawaiians, Indigenous American Indians, and some ethnic groups of the Aleutian Islands, Canada, and countries in Africa. It shows how among mothers and fathers there exists a diffuse cannibalistic instinct to which the baby may respond with a counter cannibalistic position. These impulses assume a universality and can be considered the unconscious universal origin of aggressiveness towards the other. Cannibalistic impulses represent a primitive matrix of parental aggressiveness, in which other causes of aggressiveness towards newborns and children may fit: jealousy, envy, perversions, and oedipal elements. Forensic psychotherapy may benefit from this knowledge indicating the psychic levels and capacities of the patients and evaluating the strength of these impulses in their psychopathology which may correlate to their inner time and their search for narcissistic power.
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Tur-Porcar, Ana-M., Anna Llorca-Mestre, and Vicenta Mestre-Escrivá. "Aggressiveness, instability and social-emotional education in an inclusive environment." Comunicar 29, no. 66 (January 1, 2021): 45–55. http://dx.doi.org/10.3916/c66-2021-04.
Повний текст джерелаАнотація:
In the context of inclusive schools, social-emotional learning encourages student involvement in classroom life and is related to a decrease in maladaptive behaviour. The objective of this study is to analyse the impact of a social-emotional education program on aggressiveness and emotional instability in childhood. Participants were 555 children aged 7 to 12 years (M=9.2 and SD=1.5), 55.5% boys and 45.5% girls. The children were students of primary education at six public schools in Valencia (Spain). The sample was distributed into an experimental group (317 children; 57.2% of the total participating population) and a control group (238 children). The teachers of the experimental group received training to implement the program in class. The teachers of the control group received no training and did not apply the program. The results in the pre-test and posttest phases in both groups are analysed. In the pretest phase, significant differences appeared between the groups: the experimental group showed higher levels of aggressiveness and emotional instability than the control group. In the post-test phase, aggressiveness and emotional instability decreased significantly in the experimental group (medium-high effect size), whilst aggressiveness and emotional instability increased in the control group. The effects of the program on the students are discussed further. En el marco de la escuela inclusiva, el aprendizaje socioemocional y personalizado fomenta la implicación del alumnado en la vida del aula y se relaciona con la disminución de la conducta desadaptativa. El objetivo de este estudio es analizar el impacto de un programa de educación socioemocional en la agresividad y la inestabilidad emocional en la infancia. Han participado 555 niños/as de 7 a 12 años (M=9,2 y DT=1,5), 55,5% niños y 45,5% niñas. Estudian Educación Primaria en seis colegios públicos del área metropolitana de Valencia (España). La muestra se ha distribuido en un grupo experimental (317 niños/as; 57,2% de la población total participante) y un grupo control (238 niños/as; 42,8% del total). El profesorado del grupo experimental recibió formación para implementar el programa en clase. El profesorado del grupo control no recibió formación ni aplicó el programa. Se analizan los resultados en la fase pretest y postest en ambos grupos. En la fase pretest, aparecen diferencias significativas entre los dos grupos: el grupo experimental muestra niveles más altos en agresividad e inestabilidad emocional que el grupo control. En la fase postest bajan significativamente la agresividad y la inestabilidad emocional en el grupo experimental, con un tamaño del efecto medio-alto; mientras que en el grupo control suben la agresividad y la inestabilidad emocional. Se discuten los efectos del programa en el alumnado.
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Rodríguez Escobar, Francisco Javier, Eva Hernández Granda, Juan Herrero Olaizola, Cristina Estrada Pineda, Claudia Chan Gamba, and Carolina Bringas Molleda. "Relationship between violence and social integration in classrooms of elementary education." International Journal of Psychological Research 3, no. 2 (December 30, 2010): 34–42. http://dx.doi.org/10.21500/20112084.810.
Повний текст джерелаАнотація:
The aggressiveness in the school classrooms is a growing up phenomenon that is now in the center of the social concern. This study was conducted in a Elementary School Center at The Principality of Asturias, and aims to establish the relationship between the interactions the children make with their peers and the violent behaviors inside of the school based on the age and gender. Participants were 132 students. The results support the idea that boys show more violent behavior than girls, the age issue was significant (the upper grade of the student means more use of the violence). Besides the kids seen by their teacher as violent are rejected and less popular in the class; this does not happen in the case of both girls and the children of the lower grades, because there is not a significant correlation between aggressiveness and integration into the group
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De Araújo, Fernanda Ribeiro, and Nancy Ramacciotti De Oliveira-Monteiro. "Aggressiviness in boys and girls: evaluations made by mothers." Psico 51, no. 2 (February 12, 2020): e31881. http://dx.doi.org/10.15448/1980-8623.2020.2.31881.
Повний текст джерелаАнотація:
Aggressiveness can be defined as any form of behavior intended to hurt a living being. It can be characterized as direct aggression, more common in boys’ behavior, and hostile aggression, more often practiced by girls. Objective: to describe and compare the frequency of direct aggressive behavior in children, considering: gender, age, family economic class and parenting styles. Method: 47 mothers of boys and girls were investigated, who responded to the Child Behavior Checklist for Ages 6–18, the Parenting Style Inventory and to the Brazilian Economic Classification Criteria. Results: no differences were found in the manifestation of aggressiveness in the studied variables and a weak negative correlation was found between parenting style and aggressiveness. Conclusions: to understand the development and maintenance of aggressive behaviors in childhood, interactions between environmental, biological, social, cultural, family and historical factors should be considered. The role of father figure, not assessed in this study, during development, is discussed.
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Gameiro, Fátima Cristina da Silva Ribeiro, Paula Isabel Marques Ferreira, Beatriz Alice Leal da Silva Alves Rosa, and Ana Margarida Lopes Pedro. "Emotional and relational regulation of children and youth in residential care." STUDIES IN SOCIAL SCIENCES REVIEW 4, no. 1 (April 14, 2023): 218–31. http://dx.doi.org/10.54018/sssrv4n1-010.
Повний текст джерелаАнотація:
Family relationships have been shown to play an important role in the way children/youth evaluate themselves, influencing their emotional and relational regulation, more specifically, their self-concept, self-esteem, perception of social support and behavior. In order to compare the adjustment of children/youth living in residential care and in family, 169 children/youth aged between 10 and 21 years were studied, 62 living in residential care units and 107 with their families, 93 females and 76 males. The Piers-Harris Self-concept Rating Scale, Rosenberg Self-esteem Scale, Procidano and Heller's Perception of Social Support from Friends and Family and Buss and Perry's Aggressiveness Questionnaire were applied via google forms and in person. The results showed that children and youngsters in residential care show statistically significant differences from those who live with their families in all the parameters analyzed. They are more fragile in terms of self-concept (except for the anxiety domain) and self-esteem, show a lower perception of social support from peers and family, and show a higher perception of aggressiveness, both in general and in the instrumental, affective and cognitive dimensions. We conclude that all participants showed weaknesses in terms of anxiety management, and that institutionalized children/youth were more psychologically and relationally maladjusted and more aggressive, thus demonstrating the urgency for a multidisciplinary intervention in this population, by promoting personal and relational skills.
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Gutt, Elisa Kijner, Sandra Petresco, Renata Krelling, Geraldo F. Busatto, Isabel A. S. Bordin, and Francisco Lotufo-Neto. "Gender differences in aggressiveness in children and adolescents at risk for schizophrenia." Revista Brasileira de Psiquiatria 30, no. 2 (June 2008): 110–17. http://dx.doi.org/10.1590/s1516-44462008000200005.
Повний текст джерелаАнотація:
OBJECTIVE: This study aimed to investigate whether differences in aggression-related behavioral problems occur between boys and girls at high risk for schizophrenia living in the city of São Paulo, Brazil. METHOD: Using the Child Behavior Checklist, we compared the prevalence of behavioral problems between genders for the offspring (6-18 years) of mothers with diagnosis of schizophrenia and a comparison group of children born to women with no severe mental disorders recruited at the gynecology outpatient clinic of the same hospital. The Structured Clinical Interview for DSM-IV Axis I Disorders, Patient Edition was applied for the evaluation of diagnostic status of mothers. RESULTS: Male children of women with schizophrenia had a lower prevalence of aggressive behavior compared to females (4% vs. 36%; p = 0.005), whereas no gender differences regarding aggression were detected in the comparison group (24% vs. 32%; p = 0.53). Logistic regression analyses showed that male gender and being a child of women with schizophrenia interacted so as to favor lower prevalence of aggressive behavior (p = 0.03). CONCLUSION: These findings reinforce the notion that behavioral gender differences related to schizophrenia are already detectable in childhood.
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Soga, Sachiko, Satoshi Shimai, and Keiko Otake. "An analysis of the relationship between aggressiveness and personality traits of children." Japanese journal of psychology 73, no. 4 (2002): 358–65. http://dx.doi.org/10.4992/jjpsy.73.358.
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Lisboa, Valéria Cristina Antunes, Maria Cristina Merlim Felizola, Luiz Antônio Nogueira Martins, Soraia Tahan, Ulysses Fagundes Neto, and Mauro Batista de Morais. "Aggressiveness and Hostility in the Family Environment and Chronic Constipation in Children." Digestive Diseases and Sciences 53, no. 9 (July 1, 2008): 2458–63. http://dx.doi.org/10.1007/s10620-008-0230-1.
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Urbain-Gauthier, N., and J. Wendland. "Aggressiveness in young children. Interaction between temperament and environmental and interactional factors." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (July 2012): S151. http://dx.doi.org/10.1016/j.neurenf.2012.04.165.
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Lemmer, Gunnar, Mario Gollwitzer, and Rainer Banse. "On the psychometric properties of the aggressiveness-IAT for children and adolescents." Aggressive Behavior 41, no. 1 (December 19, 2014): 84–95. http://dx.doi.org/10.1002/ab.21575.
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Atroshenko, T. Yu. "PREVENTION OF AGGRESSIVENESS IN INTERNALLY DISPLACED CHILDREN BY MEANS OF ART THERAPY." Innovate Pedagogy 2, no. 58 (2023): 156–59. http://dx.doi.org/10.32782/2663-6085/2023/58.2.32.
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Ali, Nayab, Mussawir Shah, Intikhab Alam, and Shakeel Ahmad. "Corporal Punishment: Parents Perception in District Malakand, Khyber Pakhtunkhwa, Pakistan." Peshawar Journal of Psychology and Behavioral Sciences (PJPBS) 1, no. 2 (January 12, 2016): 137–50. http://dx.doi.org/10.32879/pjpbs.2015.1.2.137-150.
Повний текст джерелаАнотація:
This paper shed light on parent’s psychological perception about children corporal punishment in District Malakand, Khyber Pakhtunkhwa, Pakistan. A total of 202 respondents (parents) were selected through simple random sampling procedure to portray information. Chi square χ2 and Gamma statistics were used to determine the level of association and strength and direction of relationship. Majority of the respondents i.e. 82.7% had opined that corporal punishment increases aggressiveness in children, it promotes depression (82.2%), fear and terror 153(75.7), eliminate confidence and damage IQ of children146 (72.3). Moreover, at bivariate level a positive (γ=.977) with significant relationship (P<0.05) was discovered between corporal punishment increases aggressiveness with corporal punishment. A positive (γ=.972) with significant relationship (P<0.05) was discovered between corporal punishment promotes depression with corporal punishment. Similarly, A positive (γ=.954) with significant relationship (P<0.05) was discovered between corporal punishment stimulate nervousness with corporal punishment. A positive (γ=.944) with significant relationship (P<0.05) was discovered between corporal punishment leads to fear and terror with corporal punishment. A positive (γ=.914) with significant relationship (P<0.05) was discovered between corporal punishment eliminate confidence with corporal punishment. A positive (γ=.913) with significant relationship (P<0.05) was discovered between corporal punishment damage IQ of children with corporal punishment. Apositive (γ=.915) with significant relationship (P<0.05) was discovered between corporal punishment decline feelings of sympathy with corporal punishment. It is concluded from the study findings that corporal punishment results in emotional distress, lack of confidence, increase aggressiveness, fear and terror, depression, damage IQ of children etc. Regular periodic refreshers courses need to be arranged by the education department to emphasize the worse effects of corporal punishment and certain psychological assessment tests of children at school by medical officers to mitigate the social and psychological distress, as resulted from use of corporal punishment.
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Sultana, Fahema, and Mst Maleka Pervin. "Influence of gender differences on personality characteristics : A study of urban and rural children." Dhaka University Journal of Biological Sciences 24, no. 1 (January 15, 2015): 59–64. http://dx.doi.org/10.3329/dujbs.v24i1.46309.
Повний текст джерелаАнотація:
Effects of gender and place of residence on personality characteristics of children were studied. A total of 400 children were the sample of this study of which 200 were from urban and 200 from rural area. Results revealed that male children were more aggressive than female. There was no difference between urban and rural children in aggressiveness vs submissive‐ness. The effects of gender and residence on extroversion vs introversion were not significant. The male children were more relaxed than female children. The effect of residential status on relaxed vs tense was not significant.
Dhaka Univ. J. Biol. Sci. 24(1): 59-64, 2015 (January)