The concept of social support has been found to be a protective factor in women's intimate partner violence victimization. However, little is known about the relationship between women's social support and their intimate partner violence perpetration. Research evidence demonstrates that women's perpetration of violence is surprisingly frequent, particularly in women younger than age 30. This study investigated the role of social support in heterosexual women's use and receipt of non-lethal aggression against an intimate partner among 673 female college students. The implications of these findings for research and practice are discussed.

This study aimed to examine whether mandrills (Mandrillus sphinx) reconcile their conflicts. The data were collected from a captive group of nine mandrills (5 males and 4 females) at the Lowry Park Zoo that ranged in age from 3 to 16 years at the time of study. After a conflict was observed, the behavior of one of the two former opponents was documented for a period of ten minutes using continuous recording methods. On the next possible observation day, at the same time of the previous conflict, the behavior of the same individual was recorded for an additional ten minutes. Former opponents exchanged peaceful or affiliative signals sooner after a conflict than during control periods. These post-conflict signals were selectively directed towards former opponents, and were most likely to be exchanged in the first two minutes after a conflict's termination. The silent bared-teeth face comprised 62.5% of the first peaceful interactions between former opponents. The best predictor of the likelihood of reconciliation was the dyad's baseline rate of silent bared-teeth face exchange. Mandrill dyads with higher rates of silent bared-teeth face exchange at baseline had higher conflict rates and spent less time in non-aggressive proximity than those with lower rates of silent bared-teeth face exchange. These results are consistent with the Insecure Relationship Hypothesis, which posits that individuals with insecure relationships are more likely to reconcile because their relationships are more likely to be damaged by a conflict than those with secure relationships. The exchange of peaceful post-conflict signals did not appear to have an effect on the behavior of the former opponents.

Published in 2007, the Personality Assessment Inventory – Adolescent (PAI-A) is rapidly becoming a widely used adolescent personality measure in psychological assessment, particularly with forensic/delinquent adolescents. The literature indicates forensic adolescent males differ in many domains from non-forensic adolescent males. It is important in adolescent forensic assessment research to align the PAI-A with the empirical literature. The goal of this literature review is understand the utility of the PAI-A for use with forensic adolescent males and provide a foundation for future research with the PAI-A and adolescent males. Particularly, this literature review seeks to identify particular PAI-A scales that are potentially descriptive of one’s forensic status and combine prior research findings to delineate among inherent characteristics of forensic violent, forensic non-violent and non-forensic community adolescent males. / text

Objectives: To examine the association between traumatic brain injury (TBI) in delinquent youth and facial emotion recognition (FER) abilities, offending, behavioural difficulties, aggression, empathic sadness and parenting. Participants & Setting: Forty-eight delinquent youth, aged 14 to 19 years, recruited from Youth Offending Teams and Targeted Youth Support. Main Measures: A cross sectional case-control design compared individuals in a TBI versus a non-TBI group on a forced-choice, FER paradigm assessing recognition accuracy to six basic emotions. Self-reported measures of TBI, behavioural difficulties, experience of parenting, reactive and proactive aggression, and empathic sadness. Results: History of TBI was reported by 68.7% of the sample, with 94% including a loss of consciousness. No significant differences were found between TBI and non-TBI groups on FER accuracy. Participants in the TBI group self-reported significantly higher proactive and reactive aggression and lower levels of parental supervision as compared to the non-TBI group. Tendency to incorrectly give ‘anger’ as a response on the FER task was strongly positively associated with proactive and reactive aggression. Conclusions: Future research requires larger samples recruited across settings to further investigate the association between FER abilities and TBI in this population. Findings highlight the need for TBI to be appropriately assessed and managed in delinquent youth, and highlights important aggression differences.

The ability of an animal to respond and adapt to stimuli is necessary for its survival and involves plasticity and coordination of multiple levels of biological organization, including behavior, tissue organization, hormones, and gene expression. Each of these levels of response is complex, and none of them responds to stimuli in isolation. Thus, to understand how each system responds, it is necessary to consider its role in the context of the entire organism. Here, I have used the African cichlid fish Astatotilapia burtoni and its extraordinary phenotypic plasticity to investigate how animals respond to a change in social status from subordinate to dominant and attempted to integrate these multiple levels of biological response, as well as the roles of several candidate neuromodulators,. First, I have described how male A. burtoni become more aggressive and reproductive during their transition to dominance as well as increasing circulating levels of testosterone and estradiol and the histological organization of their testes. I then mapped the distribution of expression of two behaviorally relevant neuropeptides, arginine vasotocin and isotocin, and their respective receptors, throughout the A. burtoni brain, and found that they were highly expressed in several brain areas important for social behavior and decision-making. I then investigated the role of arginine vasotocin in social status and behavior via pharmacological manipulation and qPCR, showing the importance of arginine vasotocin in controlling the transition to dominance. Lastly, I investigated the role of aromatase, testosterone, and estradiol in male A. burtoni, both in stable dominant males and in males as they transition to dominance, using pharmacological manipulation and quantitative radioactive in situ hybridization, illustrating that estradiol synthesis during dominance is dependent on aromatase activity and necessary for aggressive behavior. / text

The Lithuanian and foreign scientists state that media makes a huge impact to the opinion and habits of a society. Television provides the information in various formats using dynamic ways with special effects, which attract the attention of children. Thus television can be considered as most powerful and influential type of media affecting the behaviour of children and their social perceptions. This paper raises new a new problem such as lack of complex researches of media programs content and how they affect children’s behaviour and social perceptions. This area of research still needs more in depth studies because many scientist’s researches show the existence of a connection between violence seen on TV and aggressive behaviour however there have not been proved that particularly violence on TV has the most influence to the social skills development of teenagers. The research of legal basis has proved that broadcasters still can easily broadcast the TV programmes with violent acts in the prime time. The research of scientific literature discovered that violent TV shows have influence to psychological and physiological development of teenagers, their achievements in learning process. The research done by the author of this paper herself showed that half of 12-16 years old children spend 3 or more hours daily watching TV. According to the research done by the author, children who experience positive emotions watching violence on TV behaves more aggressively in their social... [to full text]

Šio darbo tikslas - išsiaiškinti, kokiais būdais galima būtų sumažinti paauglių agresiją laisvalaikio centre. Surinkta informacija apie 20 vaikų, lankančių laisvalaikio centrą. Jų amžius 9– 13 metų vaikai. Moksleiviai buvo grupuojami atsižvelgiant į lytį, bei pastebėtas agresyvaus elgesio apraiškas. Taip pat buvo apklausta 11 laisvalaikio centro darbuotojų bei 4 pradinės mokyklos mokytojai. Siekiant atskleisti vaikų, lankančių laisvalaikio centrą, agresyvių poelgių apraiškas, bei jų mažinimo galimybes naudoti du kokybinio tyrimo metodai – pusiau standartizuotas ir ekspertų interviu, kai pagrindiniai klausimai užtikrina interviu pradžią ir vyksmą. Tyrimo pradžioje atliktas žvalgomasis tyrimas, kurio metu pakoreguotas sudarytas klausimynas - klausimai labiau susieti su priekabiavimo problema. Gauti rezultatai parodė, kad apie 70% laisvalaikio centrą lankančių moksleivių yra įsitraukę į priekabiavimo reiškinį – patiria priekabiavimą arba priekabiauja patys. Laisvalaikio centrą lankančių vaikų, patiriančių priekabiavimą, savęs vertinimas žemesnis, nei priekabiavimo nepatiriančių vaikų. Yra ryšys tarp laisvalaikio centro lankančių vaikų agresyvių poelgių ir prievartos šeimoje patyrimo – priekabiaujantys prie bendraamžių vaikai dažniau iš savo tėvų patiria agresiją ar prievartą. Vaikų agresyvumas laisvalaikio centre pasireiškia nuolat. Yra išskiriami tokie priekabiavimo būdai: verbalinis priekabiavimas (prasivardžiavimas, negatyvūs komentarai, gąsdinimas)... [toliau žr. visą tekstą] / The aim of this work is to clarify the methods of teenagers’ aggression reduction in leisure center. The information has been gathered about twenty children who come to the leisure center. The age ranges from nine to thirteen years. The students have been grouped according to the sex and the noticed manifestation of aggressive actions. Eleven staff members of leisure center and four teachers of primary school have also been questioned. Seeking to discover children’s manifestation of aggressive actions and reduction methods there have been used two qualitative research methods – half standardized and experts’ interview – when the main questions guarantee the start and ending of the interview. In the beginning of the research there has been made an exploratory survey, which gave the possibility to correct the questionnaire – questions have been made more related to the problem of harassment. The results of the research have shown that about 70 per cent of students who come to the leisure center are involved into the phenomena of harassment – they harass or experience harassment. Self estimation of the children who visit leisure center and experience harassment is lower comparing with those who do not experience it. There has been detected the connection between the manifestation of children’s aggressive actions and the experience of coercion in their families. The teenagers who harass to their peers often experience aggression and harassment from their parents. The aggression... [to full text]

The gender normative hypothesis of relational aggression and psychopathology states that relational aggression is more detrimental to boys than it is to girls because relational aggression is more normative in girls. In the present study, this hypothesis was tested in a large sample of 6-to-18-year-old children and this hypothesis was also extended to the domain of age norms. Specifically, it was tested whether relational aggression would also be most detrimental outside of the age in which it is most normative. The results showed some evidence supporting the gender normative hypothesis. Specifically, it was found that relationally aggressive boys suffered more internalizing and externalizing problems than non-relationally aggressive boys did. Relationally aggressive girls, however, suffered only more externalizing problems than non-relationally aggressive girls did. Results did not support the age normative hypothesis. Implications of these findings and future directions are discussed.

The gender normative hypothesis of relational aggression and psychopathology states that relational aggression is more detrimental to boys than it is to girls because relational aggression is more normative in girls. In the present study, this hypothesis was tested in a large sample of 6-to-18-year-old children and this hypothesis was also extended to the domain of age norms. Specifically, it was tested whether relational aggression would also be most detrimental outside of the age in which it is most normative. The results showed some evidence supporting the gender normative hypothesis. Specifically, it was found that relationally aggressive boys suffered more internalizing and externalizing problems than non-relationally aggressive boys did. Relationally aggressive girls, however, suffered only more externalizing problems than non-relationally aggressive girls did. Results did not support the age normative hypothesis. Implications of these findings and future directions are discussed.

Aktualumas. Agresyvaus elgesio priežastys aiškinamos įvairiai. Kai kurie psichologai agresiją sieja su konstituciniais, fiziologiniais arba genetiniais veiksniais. Kiti mano, kad agresija yra išmoktas fenomenas, kurį (tiesiogiai arba netiesiogiai) pastiprina tėvai, bendraamžiai, žiniasklaida bei kita vaiką supanti aplinka. Pvz., L. Eron (1982) pabrėžia išmokimo svarbą vaiko agresyvaus elgesio raidoje ir teigia, kad agresija gali būti išmokta jau ankstyvame amžiuje, o po to išplėsta, perkelta į kitas situacijas. Teigiama, kad agresyvų elgesį gali sukelti tam tikros socialinės sąlygos (pvz., šeimos struktūra, pajamos ir kt.). Apie mokinių agresyvaus elgesio ypatumus, lyčių agresyvaus elgesio skirtumus, tyrimų atlikta labai mažai. Kadangi mokyklose agresyvaus elgesio problema yra aktuali ir reikalaujanti sprendimo, tai ir paskatino ištirti vyresnių klasių mokinių (6—18 m.) agresyvumo raiškos ypatumus ir agresijos sąsajas su adaptacija mokymosi įstaigose. Tyrimo tikslas — atskleisti 10—12 klasių mokinių, agresyvumo apraiškų ir adaptacijos mokymosi įstaigoje sąsajas. Uždaviniai: 1. Įvertinti 10—12 klasių vaikinų ir merginų agresyvumo apraiškų skirtumus. 2. Išanalizuoti 10—12 klasių mokinių agresyvumo apraiškų skirtumus tarp vidurinių bei gimnazijos tipo mokyklų. 3. Palyginti 10—12 klasių mokinių adaptacijos skirtumus tarp vidurinių bei gimnazijos tipo mokyklų. 4. Nustatyti koreliacinius ryšius tarp 10—12 klasių mokinių agresyvumo ir jų adaptacijos mokymosi įstaigose lygio... [toliau žr. visą tekstą] / Relevance. The reasons of aggressive behaviour can be explained in many ways. Some psychologists relate aggression with constitutional, physiological and genetic factors. Some think that aggression is a learned phenomenon, which is (directly or indirectly) reinforced by parents, contemporaries, media and other environment that surrounds the child, e.g. L. Eron (1982) emphasizes the importance of learning in the development of aggressive behaviour of the child. He claims that the aggression can be learned even in the early age, then expanded and put in other situations. It is said that aggressive behaviour can be caused by some of the social circumstances (e.g. family structure, income etc.). Only few researches are made about the peculiarities of aggressive behaviour of the students, about the differences of aggressive behaviour of sexes. The problem of aggressive behaviour at school is very relevant and requiring a solution. This encouraged me to survey the peculiarities of expression of aggression of the students of the senior classes (16-18 years) and the connection between aggression and adaptation in learning institutions. The aim of the survey – to reveal the manifestations of aggression of the students from 10-12 forms and the connections of adaptation in learning institutions. Tasks: 1. To value the differences of manifestations of aggression of males and females from the 10-12 forms. 2. To analyze the differences of adaptation of 10-12 forms students in... [to full text]