Download or read book The Relationship Among Aggression Hyperactivity Prosocial Behavior and Social Status in Minority School aged Children from Low income Neighborhoods written by Alduan R. Tartt and published by . This book was released on 2000 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2000 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Socialization and Aggression written by Adam Fraczek and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt: Authors from Europe and the USA give a summary in this book of the current psychological knowledge about the socialization determinants of human aggressive behavior development and outline theoretical perspectives as wellas directions of future research. Thus, the volume includes theoretical and conceptual chapters concerning socialization and sources of aggression (Part I), chapters presenting a summary of empirical researchon early developmental determinants of aggressive and antisocial behavior patterns (Part II), chapters on the effects of social norms and education onaggression in children and youth (Part III), and finally contributions analyzing relationship between aggression as a psychological phenomenon and socio-cultural phenomena and processes (Part IV). The contributing authors have outstanding research experience and significant publications on socialization and aggression development. Their studies are embedded in various philosophical traditions and specific socio-cultural experiences; the book therefore provides a wide range of approaches and syntheses of current research.
Download or read book Factors Associated with Peer and Teacher Discordant Identification of Relationally Aggressive Students written by Chandler E. Puhy and published by . This book was released on 2019 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background Relational aggression is characterized by attempts to damage another's relationships or social status and is a major concern affecting both the health and academic outcomes of youth. Relational aggression needs more research and intervention work given historically inaccurate perceptions of this form of aggression as less deleterious than overt forms. It has also been less-often a topic of investigation among urban, minority youth, and thus research with this population is needed. Research and intervention are reliant upon teacher and peer identification of relationally aggressive students, which is often discordant. Aims The present study aimed to determine factors associated with teacher and peer discordant and concordant identification of relationally aggressive students while controlling for age, gender, and overt aggression. It was hypothesized that instances when the teacher does not identify a student as relationally aggressive, but peers do, are associated with higher teacher-rated academic motivation/engagement and prosocial behavior, lower peer-rated prosocial behavior, and higher popularity. It was hypothesized that instances when the teacher and peers agree that a student is relationally aggressive are associated with lower teacher-rated academic motivation/ engagement and prosocial behavior, lower peer-rated prosocial behavior, and higher popularity. Method Participants (N = 178) included youth aged 8 - 11 years (M = 9.8, SD = .95, 92% Black/African American, 51.1% female) at two urban elementary schools. Peer nomination procedures identified peers who were relationally aggressive, overtly aggressive, prosocial, and popular. Teacher ratings on the Children's Social Behavior Questionnaire (CSB-T; Crick, 1996) and Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 1999) provided ratings of prosocial behavior and academic motivation/engagement, respectively. Binomial logistic regressions were used to determine the contribution of each factor to the likelihood that a student would be identified as relationally aggressive by their peers, but not their teacher, or concordantly identified as aggressive by both their teacher and peers. Results Overall, 29% of students were discordantly classified by their teacher and peers. The first hypothesis was partially supported, and analysis resulted in a statistically significant model, [chi]2(4) = 26.356, p
Download or read book Aggression and Adaptation written by Todd D. Little and published by Routledge. This book was released on 2007-02-22 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Aggression and Adaptation raises thought provoking questions about interpersonal functioning within social groups. The reader may find him/herself entertaining thoughts about the nature of goodness as the chapters suggest that aggressive behavior can offer significant avenues for personal growth, goal attainment, and bolstering one's social standing. The volume brings to light alternative points of view to the prevailing orthodoxy that aggression equals pathology. Interdisciplinary in nature, the book features evolutionary, school, feminist, historical, and methodological perspectives. Adaptation is addressed at multiple levels, the first of which is ultimate causation. Four chapters cover the aggression-adaptation link from various evolutionary perspectives. Succeeding chapters focus on: adaptation as psychological adjustment; aggression in the peer system and the contexts in which these systems occur; and the self-other dialectic in societal context, highlighting that aggressive children are often well-embedded in the social network. Intended for researchers in developmental, evolutionary, social, personality, and educational psychology, as well as developmental psychopathologists, this book is also suitable for advanced courses on social-personality development, the psychology of violence, aggression, peer relationships, and human motivation.
Download or read book Linking Aggression and School Engagement written by Zehra V. Syed and published by . This book was released on 2012 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perspectives on School Aggression and Violence written by Council for Children with Behavioral Disorders and published by . This book was released on 1995 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: This monograph presents papers and dialogue group highlights from a symposium on the growing challenge of school aggression and violence, strategies to combat this aggression and violence, and ways to make schools safe again. An introductory paper by Cynthia L. Warger is titled "Responding to School Violence within an Educational Framework." Presentations by keynote speakers include: (1) "Aggression and Violence in the Schools: What Do We Know About It?" (Eleanor Guetzloe); (2) "School-Based Programs for the Prevention and Treatment of Aggression and Violence: Why Aren't They More Effective?" (Richard Van Acker); and (3) "Programs That Work in Reducing Aggression and Violence: Emerging Best Practices in Homes, Schools, and Communities" (Mary Lynn Cantrell and Robert P. Cantrell). Papers summarizing dialogue groups include: "School Aggression and Violence: Reactions from Practitioners in the Field" (Maureen A. Conroy and Dana Harader); "An Education Imperiled: The Challenge of Aggressive and Violent Behavior in the Schools" (Robert A. Gable and Nancy L. Arllen); "Voices on Violence: Concern and First Consensus" (Michael M. Gerber and Ann Fitzsimons); "Strategies To Reduce School Aggression and Violence" (Thomas R. Kelchner); "Teacher-Mediated Interventions for Reducing Classroom Aggression" (Robert B. Rutherford, Jr.); and "Creating Community: A Promising Concept for Preventing and Eliminating Aggressive and Violent Behaviors" (Jo M. Hendrickson and others). (Individual papers contain references.) (DB)
Download or read book Resources in Education written by and published by . This book was released on 1982 with total page 1034 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Development of Antisocial and Prosocial Behavior written by Dan Olweus and published by . This book was released on 1986 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Social Aggression in Children and Adolescents written by Cathy Longa and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Social aggression has been widely studied; however, findings have been inconsistent leading to confusion within the current literature. Previous research has linked social aggression to negative outcomes; including poor peer relations, internalizing symptoms, and low levels of empathy; as well as positive attributes, including prosocial behaviors, high social status, and social intelligence. This meta-analysis examined the relationship between social aggression and various correlates, both positive and negative, as well as how age and gender moderate these relationships. With 896 correlations derived from 108 studies (of a total of 107 published articles), the results using the random-effects model for computing overall effect sizes indicated that social aggression is related with maladaptive correlates, such as externalization (r= 0.46), internalization (r = 0.16), negative individual traits (r = 0.32), as well as negative peer relations (r = 0.28). However, findings also suggest that social aggression is associated with popularity (r = 0.22) and social skillfulness (r = 0.16). Implications, limitations, and future directions are discussed.
Download or read book Children s Aggressive and Prosocial Behaviours written by Ka-Yee Cavy Lee and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Children's Aggressive and Prosocial Behaviours: Exploring Age, Sex-related Differences, and the Role of Social Cognitive Functioning" by Ka-yee, Cavy, Lee, 李嘉怡, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: 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. DOI: 10.5353/th_b4765710 Subjects: Aggressiveness in children Interpersonal relations in children
Download or read book Multi level Correlates of Childhood Physical Aggression and Prosocial Behavior written by and published by . This book was released on 2005 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study identified independent individual, family, and neighborhood correlates of children's physical aggression and prosocial behavior. Participants were 2,745 2-11-year olds nested in 1,982 families, which were themselves nested in 96 Canadian neighborhoods. Hierarchical linear modeling showed that the total variation explained by the three-level model was 28.03% for physical aggression and 17.57% for prosocial behavior. For both childhood behaviors, approximately 66% of this explained variance was between individuals and up to 30% was between families. The smallest amount of observed variation was between neighborhoods. Significant individual-level predictors common to both childhood behaviors were child's sex and maternal hostility toward the target child. Specifically, boys had more mother-reported physical aggression and less prosocial behavior. Children who experienced greater-than-average maternal hostility (compared to siblings) were more physically aggressive and less prosocial. At the family level, significant common predictors were mother's depressed mood and punitive parenting. Children had higher levels of physical aggression and lower levels of prosocial behavior in families where mothers had greater depressed mood and used more punitive parenting practices. At the neighborhood level, greater perceived problems and lower poverty level were associated with higher levels of physical aggression. Results are discussed with reference to past and future studies of multilevel effects on children's socialization.
Download or read book Differrences in Peer assessed Levels of Aggression and Withdrawal Among Social Status Groups written by Mary E. Kanard and published by . This book was released on 1993 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Hyperactivity impulsivity attention Deficit and Aggression in Relation to Violent and Chronic Offending written by Brian D. Setzler and published by . This book was released on 1998 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developmental Trajectories of Physical Aggression in Low income African American and Hispanic Children written by Daniel Frank Pacheco and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examined developmental trajectories of physical aggression in low-income African American and Hispanic preschoolers as they transitioned to primary school. Three developmental trajectories were expected to be identified in the data: a low physical aggression group, a group that begins higher in physical aggression that the low group but declines to near zero levels by Wave 4, and a group high in physical aggression across all four time points. More boys and African American children were expected to be classified into the high physical aggression group whereas children with higher inhibitory control competency were expected to be classified into the low physical aggression group. Additionally, cumulative risk was measured at all four time points and more cumulative risk was expected to be characteristic of the high physical aggression group. Data from the Dallas Preschool Readiness Project (DPReP), a longitudinal study of 407 low-income African American and Hispanic children and families, were used to estimate developmental trajectories across four waves beginning when the children were 21⁄2 years of age. Additional waves were included when children were 31⁄2, in kindergarten, and in first grade. Using group-based trajectory modeling, a model consisting of four trajectories of physical aggression was selected. The model identified a no physical aggression group (18%), a low declining group (41%), a high declining group (32%), and a high chronic group (9%). The groups did not differ by child gender but more Hispanic children were classified into the no physical aggression and low declining groups while more African American children were classified into high declining and high chronic groups. To gain a better understanding of the trajectories, cumulative risk and inhibitory control were modeled as predictors of physical aggression group membership but in different ways. Cumulative risk was modeled as a time-varying covariate of physical aggression and showed to distinguish the low declining and no physical aggression groups from high chronic and high declining physical aggression groups. Higher levels of cumulative risk characterized the high chronic physical aggression group and lower cumulative risk characterized the no and low declining physical aggression groups. Inhibitory control at Wave 2 when children were 31⁄2 distinguished the no physical aggression from the low declining and high chronic groups. No differences related to cumulative risk or inhibitory control were found between the high chronic and high declining groups. This study extends extant research on the developmental course of physical aggression at these early ages by examining individual differences related to variations in risk and inhibitory control within a high-risk sample of ethnic minority children. Most of the prior research investigating physical aggression in young children has included predominantly middle-income, Caucasian samples. The current study addressed the unanswered question of whether the developmental course of physical aggression in very young, low-income, African American and Hispanic children is similar to that found in Caucasian-majority samples in prior studies. The findings reported here show substantial within-group variability in physical aggression in low-income African American and Hispanic children. The current study findings appear to indicate consistency with prior research. That is, distinct high chronic, high declining, low declining and no physical aggression groups were identified from the analysis, with significant between group differences between the extreme groups. Inconsistencies with past research are discussed at length.
Download or read book The Development and Treatment of Girlhood Aggression written by Debra J. Pepler and published by Psychology Press. This book was released on 2005 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: An edited, interdisciplinary work resulting from a conference held at York University covering the causes of aggression in girls and intervention strategies for remediation. Should be of interest to clinical practitioners who deal with violent and aggressive adolescent girls, including educators and guidance counselors, clinical practitioners in private and institutional settings.
Download or read book Aggressive Boys in the Classroom written by Susan Trachtenberg and published by . This book was released on 1990 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:
