Spelling suggestions: "subject:"[een] AGGRESSIVE BEHAVIOUR"" "subject:"[enn] AGGRESSIVE BEHAVIOUR""
31 |
A socio- educative analysis of aggressive behaviour displayed by adolescent girlsGouws, Cheryl 06 1900 (has links)
The successful social development of adolescent girls is dependent on the
acquisition of the skills required to face the challenges of adult life. Young
girls are faced with the problem of a growing aggressive behaviour displayed
by the girls who are supposedly their friends. This aggressive behaviour may
negatively affect social, psychological or emotional development, possibly
resulting in long term social adjustment problems.
This investigation identifies the types and causes of aggressive behaviour
displayed by adolescent girls, with the intention of ultimately identifying
strategies to address aggressive behaviour. The implementation of a schoolbased
approach, including all sectors involved in the education of the child in
a whole-school programme to address aggressive behaviour, is recommended.
Including all parties, firmly committed to addressing aggressive behaviour
from a preventative perspective, may result in reducing aggressive behaviour
and possibly provide adolescent girls with the coping skills required for
successful social development. / Educational Studies / M.Ed. (Socio-Education)
|
32 |
Aggressiwiteit : 'n fundamenteel-andragogiese perspektief op selfbeeldvormingFourie, Hendrina Magdalena, 1948- 11 1900 (has links)
Text in Afrikaans / Teen die agtergrond van toenemende gewelddadige gedrag binne die konteks
van verskillende bevolkingsgroepe en gemeenskappe, is reeds ·heelwat
navorsing ten opsigte van die aard en oorsake van aggressiewe gedrag
onderneem. Aggressiwiteit as vorm van afwykende gedrag is nog nooit deur
die onderskeie gemeenskappe in die Republiek van Suid-Afrika aanvaar
nie.
Die oorsake van aggressiwiteit word deur verskillende navorsers vanuit
wydverspreide ooghoeke benader. Hoewel fisiologiese oorsake van
aggressiewe gedrag nie deur die skrywer ontken word nie, word in hierdie
studie die volwasse mens as verantwoordelike en verantwoordbare wese se
motivering vir aggressiewe gedrag van naderby beskou.
'n Weldeurdagte literatuurstudie oor aggressiwiteit sowel as die basiese
hunkeringe van die mens in die kontemporer-moderne wereld, het aan die
lig gebring dat mense verskillend optree al sou hulle aan dieselfde
samelewingseise blootgestel word. Ervaringsreste, veral ten opsigte van
pedagogiese verhoudings, blyk 'n groat rol in die vorming van die
selfbeeld sowel as belewing en hantering van krisissituasies te speel.
Die mens staan nooit alleen in die wereld nie, maar is voortdurend in
'n verhouding betrokke. Die noodwendigheid van verhoudings raak horn as
sosiale wese, en is ten nouste gekoppel aan belewing en beagting van die
self. Defhalwe word die ervaring van verhoudings uit veral die
kinderdae, of te wel pedagogiese verhoudings, as van deurslaggewende
belang by die vorming van die selfbeeld beskou.
Die bevindinge van hierdie studie is geverifieer by wyse van 'n
idiografiese ondersoek. Gevangenes wat aggressiewe misdade gepleeg het,
is op vrywillige basis by die navorsing betrek. Na aanleiding van
genoemde bevindings is dit nodig geag om 'n gestandaardiseerde vraelys
vir die meting van elkeen se selfbeeldstand in te skakel.
Aanbevelings is geformuleer nadat insig uit navorsingsresultate ten
aansien van die interafhanklikheid van pedagogiese verhoudings,
selfbeeldvorming en aggressiwiteit, verkry is. Hierdie aanbevelings is
veral gerig op steungewende, terapeutiese begeleiding van die
aggressiewe oortreder sodat hy vaardighede kan aanleer waar~olgens hy
lewenskrisisse kan begryp en hanteer. / Extensive research has already been undertaken in respect of the nature
of aggression against the background of increasingly violent behaviour
within different population groups and communities. Aggression as a form
of deviant behaviour has never been accepted by the various communities
in the Republic of South Africa.
Researchers have investigated the causes of aggression from a wide range
of perspectives. Although the author does not deny the existence of
physiological causes of aggressive behaviour, this research focuses on
the motivation for aggressive behaviour in the adult as responsible and
accountable being.
A thorough study of the literature concerning aggression as well as, the
basic yearnings of man in the contemporary modern world, revealed a
diversity in human behaviour even when people were confronted with the
identical demands of society. Past experience, especially in connection
with pedagogic relations, appears to have an important impact on not
only the formation of the self-image but also how people experience and
cope with crisis situations.
Man is never in the world in isolation but is continuously involved in
relationships. This essentiality of relationships affects him as a
social being and is intimately a,ssociated with the experiencing and
evaluation of the self. Experiences with relationships, especially in
childhood, that is pedagogic relationships, are therefore, of cardinal
importance in self-image formation.
The findings of this research were verified by means of ideographic
studies. Prisoners who had perpetrated violent crimes were included in
this research on a voluntary basis. In accordance with the findings it
was considered necessary to incorporate a standardized questionnaire to
measure the state of the self-image of each prisoner.
Recommendations were formulated after obtaining insight arising from
research findings which focussed on the interdependence of pedagogic
relationships, self-image formation and aggression. These
recommendations are mainly directed at the supportive therapeutic
guidance of the aggressive transgressor in order that he may acquire
skills to understand and cope with the crises of life. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)
|
33 |
Dominanční hierarchie v samčí skupině lemurů vari (\kur{Varecia} spp.) v ZOO Ostrava / Dominance hierarchy in the male group of ruffed lemurs (\kur{Varecia} spp.) in the Ostrava ZOOSTEHLÍKOVÁ, Jitka January 2011 (has links)
This study investigates a dominance hierarchy in a male group of ruffed lemurs (Varecia spp.). I introduce a new method of data processing in unstable and inconsistent dominance hierarchy. Data were collected in the Ostrava ZOO during 30 days in the summer of 2009 and 28 days in the of winter 2010. The results demonstrate unusual structure in the sequences of agonistic interactions. The lemur group exhibited unstable and inconsistent dominance hierarchy with a low level of linearity. It appears that dominance hierarchy in ruffed lemurs is based on their social role in the family group and not on agonistic interactions.
|
34 |
A socio- educative analysis of aggressive behaviour displayed by adolescent girlsGouws, Cheryl 06 1900 (has links)
The successful social development of adolescent girls is dependent on the
acquisition of the skills required to face the challenges of adult life. Young
girls are faced with the problem of a growing aggressive behaviour displayed
by the girls who are supposedly their friends. This aggressive behaviour may
negatively affect social, psychological or emotional development, possibly
resulting in long term social adjustment problems.
This investigation identifies the types and causes of aggressive behaviour
displayed by adolescent girls, with the intention of ultimately identifying
strategies to address aggressive behaviour. The implementation of a schoolbased
approach, including all sectors involved in the education of the child in
a whole-school programme to address aggressive behaviour, is recommended.
Including all parties, firmly committed to addressing aggressive behaviour
from a preventative perspective, may result in reducing aggressive behaviour
and possibly provide adolescent girls with the coping skills required for
successful social development. / Educational Studies / M.Ed. (Socio-Education)
|
35 |
Aggressiwiteit : 'n fundamenteel-andragogiese perspektief op selfbeeldvormingFourie, Hendrina Magdalena, 1948- 11 1900 (has links)
Text in Afrikaans / Teen die agtergrond van toenemende gewelddadige gedrag binne die konteks
van verskillende bevolkingsgroepe en gemeenskappe, is reeds ·heelwat
navorsing ten opsigte van die aard en oorsake van aggressiewe gedrag
onderneem. Aggressiwiteit as vorm van afwykende gedrag is nog nooit deur
die onderskeie gemeenskappe in die Republiek van Suid-Afrika aanvaar
nie.
Die oorsake van aggressiwiteit word deur verskillende navorsers vanuit
wydverspreide ooghoeke benader. Hoewel fisiologiese oorsake van
aggressiewe gedrag nie deur die skrywer ontken word nie, word in hierdie
studie die volwasse mens as verantwoordelike en verantwoordbare wese se
motivering vir aggressiewe gedrag van naderby beskou.
'n Weldeurdagte literatuurstudie oor aggressiwiteit sowel as die basiese
hunkeringe van die mens in die kontemporer-moderne wereld, het aan die
lig gebring dat mense verskillend optree al sou hulle aan dieselfde
samelewingseise blootgestel word. Ervaringsreste, veral ten opsigte van
pedagogiese verhoudings, blyk 'n groat rol in die vorming van die
selfbeeld sowel as belewing en hantering van krisissituasies te speel.
Die mens staan nooit alleen in die wereld nie, maar is voortdurend in
'n verhouding betrokke. Die noodwendigheid van verhoudings raak horn as
sosiale wese, en is ten nouste gekoppel aan belewing en beagting van die
self. Defhalwe word die ervaring van verhoudings uit veral die
kinderdae, of te wel pedagogiese verhoudings, as van deurslaggewende
belang by die vorming van die selfbeeld beskou.
Die bevindinge van hierdie studie is geverifieer by wyse van 'n
idiografiese ondersoek. Gevangenes wat aggressiewe misdade gepleeg het,
is op vrywillige basis by die navorsing betrek. Na aanleiding van
genoemde bevindings is dit nodig geag om 'n gestandaardiseerde vraelys
vir die meting van elkeen se selfbeeldstand in te skakel.
Aanbevelings is geformuleer nadat insig uit navorsingsresultate ten
aansien van die interafhanklikheid van pedagogiese verhoudings,
selfbeeldvorming en aggressiwiteit, verkry is. Hierdie aanbevelings is
veral gerig op steungewende, terapeutiese begeleiding van die
aggressiewe oortreder sodat hy vaardighede kan aanleer waar~olgens hy
lewenskrisisse kan begryp en hanteer. / Extensive research has already been undertaken in respect of the nature
of aggression against the background of increasingly violent behaviour
within different population groups and communities. Aggression as a form
of deviant behaviour has never been accepted by the various communities
in the Republic of South Africa.
Researchers have investigated the causes of aggression from a wide range
of perspectives. Although the author does not deny the existence of
physiological causes of aggressive behaviour, this research focuses on
the motivation for aggressive behaviour in the adult as responsible and
accountable being.
A thorough study of the literature concerning aggression as well as, the
basic yearnings of man in the contemporary modern world, revealed a
diversity in human behaviour even when people were confronted with the
identical demands of society. Past experience, especially in connection
with pedagogic relations, appears to have an important impact on not
only the formation of the self-image but also how people experience and
cope with crisis situations.
Man is never in the world in isolation but is continuously involved in
relationships. This essentiality of relationships affects him as a
social being and is intimately a,ssociated with the experiencing and
evaluation of the self. Experiences with relationships, especially in
childhood, that is pedagogic relationships, are therefore, of cardinal
importance in self-image formation.
The findings of this research were verified by means of ideographic
studies. Prisoners who had perpetrated violent crimes were included in
this research on a voluntary basis. In accordance with the findings it
was considered necessary to incorporate a standardized questionnaire to
measure the state of the self-image of each prisoner.
Recommendations were formulated after obtaining insight arising from
research findings which focussed on the interdependence of pedagogic
relationships, self-image formation and aggression. These
recommendations are mainly directed at the supportive therapeutic
guidance of the aggressive transgressor in order that he may acquire
skills to understand and cope with the crises of life. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)
|
36 |
Dominanční hierarchie v samčí skupině lemurů vari (\kur{Varecia} spp.) v ZOO Ostrava / Dominance hierarchy in the male group of ruffed lemurs (\kur{Varecia} spp.) in the Ostrava ZOOSTEHLÍKOVÁ, Jitka January 2011 (has links)
This study investigates a dominance hierarchy in a male group of ruffed lemurs (Varecia spp.). I introduce a new method of data processing in unstable and inconsistent dominance hierarchy. Data were collected in the Ostrava ZOO during 30 days in the summer of 2009 and 28 days in the of winter 2010. The results demonstrate unusual structure in the sequences of agonistic interactions. The lemur group exhibited unstable and inconsistent dominance hierarchy with a low level of linearity. It appears that dominance hierarchy in ruffed lemurs is based on their social role in the family group and not on agonistic interactions.
|
37 |
Guidance and support model to assist parents and learners with aggressive behaviourPadayichie, Kumaree 11 1900 (has links)
In the light of increasing concerns related to violence in the South African society, this study sought to explore the nature of aggression amongst Grade R learners through the voices of principals, phase heads, educators, parents and support staff. Bandura’s Social Learning Theory, Social Learning Cognitive Theory and Bronfenbrenner’ Bio-ecological Theory provided the theoretical lens for this qualitative study. The study was undertaken in two
primary schools and one nursery school with 22 participants in the Johannesburg area in
South Africa. Data was produced through interviews and questionnaires. The findings show that the nature of aggression is complex, multi-dimensional and contextual. Aggressive behaviour was conceptualised as interconnected physical and emotional states coupled with the verbal competence to act out aggressive behaviour. This was triggered by a number of factors included in the genetic and environmental domains. The exploration of approaches, methods and lines of intervention suggest the need for multi-stakeholders to work together for holistic and responsive interventions. These findings contributed to the development of the Tree of Nurturance in order to unravel a contextualised site-based model for intervention to address aggressive behaviour. / Early Childhood Education / D. Ed. (Socio-Education)
|
38 |
”Ja, man kan skylla på dem för det händer så mycket runt dem ändå” : En studie om hur förskollärare bemöter barn som utför kränkande handlingar i förskoleklassAssali, Zena, Vujkovic, Marija January 2021 (has links)
The purpose of this study is to investigate how preschool teachers face children who they perceive as children with behavioral problems and how they act in the daily work to prevent and counter violations. The study aims to observe how preschool teachers deal with children who they experience as having behavioral problems in the form of aggression. The study also intends to compare two preschool classes in two municipalities where some residential areas are socio-economically vulnerable. For the collection of empirical data, the study was conducted as a qualitative study consisting of interviews with teachers and observations of children and teachers. The two selected schools were deliberately chosen based on geographical areas with known socio-economic vulnerability. The results predict that the preschool teachers encountered situations where difficulties arise, and which can be considered crucial for the children's biological, cognitive, and emotional development. The difficulties highlighted in this study are analyzed with theoretical concepts such as the punctual and relational perspective, the intercultural perspective and theories of socio-economic impact, conflict management, power and norms, aggression, and more. These theories count as significant developmental aspects in children's critical periods. The results show that the teachers in theory share a common view of the prosocial development work with children who are regarded by the preschool teachers as "children with behavioral problems". Despite this, we found significant contradictions that create a distance between what preschool teachers say they do and what they do in practice. The results of this study also show that preschool teachers use methods and strategies, in which children who are perceived as having behavioral problems get reprimanded, are threatened with punishment, and are made invisible. / Syftet med denna studie är att undersöka hur förskollärare bemöter barn som de upplever som barn med beteendeproblem och hur de agerar i det dagliga arbetet för att förebygga och motverka kränkningar och beteendeproblem i form av aggression. Studien ämnar även att jämföra två förskoleklasser i två kommuner där en del bostadsområden är socioekonomiskt utsatta. För insamlingen av empiriska data genomfördes studien som en kvalitativ studie bestående av intervjuer med förskollärare samt observationer av barn och förskollärare. De två utvalda skolorna valdes medvetet utifrån geografiska aspekter med känd socioekonomisk sårbarhet. Resultaten förutspår att lärarna stött på situationer där svårigheter uppstår och som kan anses vara avgörande för barnens biologiska, kognitiva och emotionella utveckling. De svårigheterna som lyfts fram i denna studie analyseras med teoretiska begrepp som det punktliga och relationella perspektivet, det interkulturella perspektivet samt teorier om socioekonomisk påverkan, konflikthantering, makt och normer, aggression med fler. Dessa teorier räknas som viktiga utvecklingsaspekter i barns kritiska perioder. Resultaten visar att förskollärarna i teorin delar en gemensam syn på det prosociala utvecklingsarbetet med barn som av förskollärare betraktas som "barn med beteendeproblem". Trots detta fann vi betydande motsättningar som skapar ett avstånd mellan vad förskollärare säger att de gör och vad de faktiskt gör i praktiken. Studiens resultat visar även på medvetna och omedvetna metoder och strategier som förskollärare använder sig av i bemötandet av barn som upplevs ha beteendeproblem. Barnen blir tillsagda, hotade med bestraffning och osynliggjorda respektive bemötta med positiv uppmuntran.
|
39 |
Learners' aggressive behaviour in secondary school: a psycho-social perspectiveGasa, Velisiwe Goldencia 30 June 2005 (has links)
This study was undertaken to determine the extent of aggressive behaviour exhibited by secondary school learners.
Many factors were considered when investigating the problem of aggressive behaviour. The problem was traced from the theorists' perspectives and factors related to the family, school and community. An extensive literature review showed that the above factors contribute to aggressive behaviour among adolescents.
In order to support or reject the findings of the literature study, quantitative (questionnaire) research and qualitative research (interviews) were conducted. The results of the quantitative research concerning learners' aggressive behaviour in secondary schools were analysed and interpreted while at the same time a deeper understanding of aggressive behaviour was revealed through qualitative research.
The results of the empirical research indicated that the more negative the family climate, school climate, community climate or influence of friends are, or the more negative the emotional self-concept of the adolescent is, the more aggressive the adolescent is, and vice versa. Based on these findings recommendations for the implementation of prevention programmes were made. / Educational Studies / D. Ed. (Socio-Education)
|
40 |
Learners' aggressive behaviour in secondary school: a psycho-social perspectiveGasa, Velisiwe Goldencia 30 June 2005 (has links)
This study was undertaken to determine the extent of aggressive behaviour exhibited by secondary school learners.
Many factors were considered when investigating the problem of aggressive behaviour. The problem was traced from the theorists' perspectives and factors related to the family, school and community. An extensive literature review showed that the above factors contribute to aggressive behaviour among adolescents.
In order to support or reject the findings of the literature study, quantitative (questionnaire) research and qualitative research (interviews) were conducted. The results of the quantitative research concerning learners' aggressive behaviour in secondary schools were analysed and interpreted while at the same time a deeper understanding of aggressive behaviour was revealed through qualitative research.
The results of the empirical research indicated that the more negative the family climate, school climate, community climate or influence of friends are, or the more negative the emotional self-concept of the adolescent is, the more aggressive the adolescent is, and vice versa. Based on these findings recommendations for the implementation of prevention programmes were made. / Educational Studies / D. Ed. (Socio-Education)
|
Page generated in 0.056 seconds