Magister Artium (Psychology) - MA(Psych) / The relationship between alcohol consumption and alcohol-related violence has been firmly established in a wide array of studies concerning various forms of violence including intimate partner violence, domestic violence as well as sexual assault. One factor which has been highlighted as having a moderating effect on the relationship between alcohol consumption and alcohol-related aggression is the specific aggression-related alcohol expectancies concerning the effects of alcohol consumption on aggressive behaviour. In light of the prevalence of alcohol-related violence in South African communities it becomes important to examine the specific factors that moderate the relationship between alcohol consumption and alcohol-related aggression and violence. The aim of this study was to examine aggressionrelated alcohol expectancies as a moderating factor in the relationship between alcohol consumption and alcohol-related aggression and to examine the possible influence of exposure to community alcohol-related aggression in the formulation of aggression-related alcohol expectancies. The main objectives of this were to examine aggression-related alcohol expectancies as well as exposure to community alcohol-related aggression as domains for intervention to prevent alcohol-related violence. / South Africa

Published article at Central University of Technology Free State, Bloemfontein / In South Africa the educational system has seen many changes over the past few years. Transformation in education has been introduced to correct imbalances of the previous South African educational system and to improve learner achievement in some of the previously disadvantaged schools. Despite changes that have been implemented, learners in many South African schools are still underperforming. The primary aim of this investigation reported in this article was to establish the extent to which selected micro communication factors, namely, immediacy, verbal aggression and compliance gaining influence learner achievement. The researcher argues that micro communication factors in the classroom could influence learner performance either positively or negatively. According to Robinson, learner achievement refers to the ability of a learner to succeed in an assessment and to display a satisfactory level of competence.

Text in Afrikaans / The aim of this study was to determine the value of Gestalt Play Therapy with the aggressive child in middle childhood. Literature regarding the different etiological theories on aggression, as well as the physical, cognitive, emotional, social and moral development of the aggressive child in his middle childhood was explored. The main concepts in Gestalt Play Therapy were discussed, followed by an outline of an intervention programme with the aggressive child in middle childhood in order to set objectives and establish a structure for the case study. The empirical part of the study was divided into a qualitative component consisting of the case study and unstructured interviews with the parent and teacher of the participant, while the participant's level of aggression before and after intervention was determined quantitatively by means of the Aggression Questionnaire of Buss and Perry. Analysis of the results showed a reduction in the level of anger, verbal and physical aggression and hostility of the participant. / Social Work / M. Diac. (Spelterapie)

Objective Adolescence is recognised as a risk period for offending and head injury (HI), with higher rates of HI found in the young offender (YO) population compared to the general population. Drug and alcohol use has also been associated with increased risk of offending. This study aims to explore the relationships between HI, Post-concussion symptoms (PCS), reactive and proactive aggression, and offending behaviour in YOs, whilst considering the effects of drug and alcohol use on these relationships. Participants A sample of ninety eight males was recruited from a Young Offender Institute: the age range was 16-18 years of age with an average age of 17. Design A between subjects cross sectional design was employed. Participants were recruited using an opportunistic sampling strategy. Main Measures Self-rated/report measures of: HI, Post-Concussion Symptoms (Adapted Rivermead Post-Concussion Symptom Questionnaire), Aggression (Reactive-Proactive Scale), criminal histories, and drug and alcohol history. Results HI was reported by 73.5% of the overall sample, with 61.1% reporting a “knock out”. Frequency and severity of HI was associated with significantly higher PCS scores. Examination of covariate- drug and alcohol use did not affect these relationships. PCS were a significant predictor of reactive aggression, total number of convictions and number of previous violent convictions. However, dosage of HI (severity and frequency) was not a significant predictor of reactive aggression or criminal profiles. Conclusions There appears to be a dose-response effect of severity and frequency of HI on PCS, with PCS predicting reactive aggression. Such symptoms may compromise functions and lead to increased aggression. This highlights the need for better screening and interventions for HI and on-going symptoms in YOs.

No description available.

The role of trauma has been implicated in the etiology of juvenile delinquency (Esbensen & Huizinga, 1991; Dulmus, 2003). This is especially pronounced among inner city minority youth. Traumatic experiences can hinder an adolescent's social-cognitive development, prevent the use of adequate coping mechanisms and cognitive processes, such as social problem solving, and lead youth to disengage their moral controls (Ng-Mak, Salzinger, Feldman, & Stueve, 2002). The purpose of this study was to explore the effects of trauma and adjustment strategies among African American urban youth and how moral disengagement can be averted via mediation by the use of social problem solving skills. Bandura's theory of Moral Disengagement (Bandura, 1990) was used as a conceptual model to explain how these juveniles cope and adapt to their stressful inner city environments. Existing literature suggests that moral disengagement is associated with antisocial behavior. This study sampled forty-six adolescents at a predominately African-American inner city high school. Trauma was measured by the My Worst Experience Scale (MWES; Hyman, Snook, Berna, DuCette, & Kohr, 2002). Social-problem solving was assessed by the Social Problem Solving Inventory-Revised (SPSI-R; D'Zurilla, Nezu, & Maydeu-Olivares, 2002), social resources and support was measured by the Life Stressor and Social Resources Inventory-Youth Form (LISRES-Y; Moos & Moos, 1994), coping styles was assessed using the Coping Responses Inventory-Youth Form (CRI-Y; Moos, 1993), and moral disengagement was measured by the Multifaceted Moral Disengagement Scale (MDS; Bandura, 1995). Consistent with previous research, trauma was implicated in the etiology of antisocial behavior. Results found that social problem solving mediates the relationship between trauma and moral disengagement. However, social resources and support did not moderate the relationship between trauma and moral disengagement. Also, moral disengagement was not significantly correlated with specific coping styles. Based on these data, the findings of this study suggest that adolescents with more constructive or effective problem solving are not only less likely to engage in delinquent and aggressive behavior, but are also less likely to morally disengage or use moral justification to validate their transgressive behaviors. Implications for future research in addition to school and community-based interventions are presented.

<p>The main purpose of this study was to compare the levels of anger and aggression between male and female Police Academy students (N=106) and male university students (N=100), using 2 psychometric anger instruments; Novaco Anger Scale-1998-S (NAS-1998-S) and Aggression Questionnaire-S (AQ-S). Another aim was to examine if there was a difference in anger and aggression between male and female Police Academy students. Questionnaires were handed out to Police Academy students in Växjö and the result was compared to university students from a previous study by Lindqvist, Dåderman & Hellström (2003). Analyses using a series of Independent sample t-tests showed a significantly lower level of anger and aggression in the Police Academy sample. There were no significant difference in anger and aggression between males and females with the exception of two subscales of the NAS-1998-S and AQ-S; females scored significantly higher on NAS Arousal and males scored significantly higher on AQ Physical aggression.</p>

<p>En uppdelning av aggression i instrumentell respektive reaktiv har bekräftats av tidigare forskning. Föreliggande studie bygger på 40 domar från Svea hovrätt där gärningsmännen blivit dömda för mord eller försök till mord. Huvudsyftet var att undersöka om reaktiva gärningsmän kunde skiljas från instrumentella gärningsmän med avseende på brottskaraktäristika, ålder, påföljd samt brottsrubricering. Syftet var också att undersöka samband mellan gärningsmannens påverkan av alkohol och/eller droger och gärningsmannens grad av planering, målinriktning, arousal, provokation från offret, samt gärningsmannens relation till offret. Två oberoende bedömare (föreliggande studies författare) genomförde kodningar utifrån Cornells kodningsguide för våldshandlingar. Resultatet visade att instrumentella gärningsmän kunde skiljas från reaktiva gärningsmän utifrån deras planering, målinriktning, arousal och relation till offret. Resultatet visade också på en hög interbedömarreliabilitet mellan bedömarna gällande samtliga brottskaraktäristika. Endast ett signifikant samband hittades mellan variabeln arousal och gärningsmannens påverkan av alkohol och/eller droger. En slutsats var att det gick att bedöma gärningsmannens aggression utifrån hovrättsdomar innehållande mord och försök till mord.</p>

近年來校園暴力日趨嚴重，許多研究者對此問題欲深入探討及分析。學者Dodge & Coie(1987)提出自發式攻擊及反應式攻擊作為瞭解攻擊行為的向度，且理論成因跟社會適應的表現有所不同，然而國內缺乏針對攻擊類型的研究與中文攻擊行為評估量表。因此本研究試圖透過翻譯及驗證Little & Jones等人(2003)所發展之模型與攻擊行為評估量表，以期使國內引入攻擊類型分類的模型，並使評估少年攻擊行為時能夠更精準。 / 翻譯的攻擊行為評估量表，將攻擊行為依照攻擊形式與攻擊功能分成六個分量表，分別是：純粹的外顯攻擊、反應式外顯攻擊、工具式外顯攻擊、純粹的關係攻擊、反應式關係攻擊、工具式關係攻擊；因此本量表既能夠評估外顯與關係攻擊，亦能夠評估工具式與反應式攻擊。 / 研究者以361名國中學生作為受試者，以自陳問卷蒐集所需資訊，效度驗證除了以SEM進行模型適配度分析之外，另以人際互動、負向情緒、敵意歸因與結果預期作為效標變項，進行效標關連效度之考驗。研究結果顯示此中文攻擊行為評估量表具有良好的效度。 / 在效度驗證之外，本研究尚進一步討論攻擊形式與功能對於上述四個效標變項的解釋力，結果發現在工具性挑釁情境中，只有攻擊功能對效標具有顯著的解釋力；而在關係挑釁情境中，攻擊形式與功能均對效標有顯著解釋力。 / Because violence in the campus becomes more and more serious in recent years, many reserachers want to study and analyse this probem. Dodge & Coie(1987) found theoretical and social adaptive distinction by dividing aggression into proactive aggression and reactive aggression. However, there are few studies in Taiwan and there is no the Chinese aggressive scale which is divided aggression into proactive(instrumental) aggression and reactive aggression. This research attempts to use Little et al.’s (2003) Model and to translate their aggressive scale into Chinese. With Little et al.’s Model and Chinese aggressive scale , it will be more accurate in assessing adolescent aggressive behavior. / According to form and function, the translated aggressive scale divides aggression into six subscales, which including: pure overt aggression, instrumental overt aggression, reactive overt aggression, pure relational aggression, instrumental relational aggression, reactive relational aggression. The aggressive scale not only can assess overt and relational aggression, but also can assess instrumental and reactive aggression. / The 361 research subjects were junior high school students. Necessary information was collected by using self- rated questionnaire. In order to examine the validity of the aggressive scale, this research not only evaluated model fit with SEM but also examined criterion-related validity of aggressive scale and the criterion are interpersonal index, negative emotion, hostility, and outcome expectance. The results showed the aggressive scale have appropriate validity. / Besides testing validity, this research further discussed if the four criterion could be explained by the form and function of aggression .The results showed the criterions in the instrumental provocative situation can be explained only by the function of aggression. However, the criterions in the relational provocative situation can be explanted by both the form and function of aggression.

Tyrimo objektas – moksleivių agresyvumas ir vidinė darna. Tyrimo tikslas – nustatyti Kauno miesto 12-13 ir 15-16 metų paauglių agresyvumo raišką ir vidinę darną. Uždaviniai: 1. Nustatyti paauglių agresyvumą ir vidinę darną, jų ryšį. 2. Išanalizuoti paauglių agresyvumą ir vidinę darną pagal lytį. Hipotezė: agresyvių paauglių vidinė darna yra mažesnė. Išvados 1. Atlikus tyrimą nustatyta, jog Kauno miesto mokyklų paaugliai pasižymi vidutiniškai išreikšta agresija (p<0,001). Manoma, jog agresyvus elgesys yra dažnas reiškinys mokymosi įstaigoje. Kauno miesto mokymosi įstaigų paaugliams buvo nustatyta vidutinė vidinės darnos reikšmė (p<0,001). Atlikus tyrimą, pastebėta, jog tie paaugliai kurie surinko aukštus agresijos klausimyno balus, pas juos vidinė darna buvo ženkliai mažesnė, negu tų paauglių kurie buvo surinkę žemesnius balus. 2. Išanalizavus, agresyvų elgesį pagal lytį, nustatyta, jog vaikinai surinko aukštesnius balus, nei merginos (P<0,05). Analizuojant vidinę darną, skirtumas tarp lyčių buvo statistiškai nereikšmingas (p>0.05). Rekomendacijos, pasiūlymai 1. Būtina skirti daugiau lėšų ir priežiūros, agresijos prevencinių priemonių, įgyvendinimui mokymosi įstaigose. 2. Neužtenka įrengti kameras mokymosi įstaigų kiemuose ar viduje, turi būti atsakingas už tai žmogus, ir visa tai stebėti. 3. Reikėtų skatinti mokinių bendradarbiavimą tarpusavyje pamokų metu, taip stiprinant mokinių ryšį tarpusavyje ir kartu mažinant mokinių atsiskyrimą, izoliaciją nuo klasės draugų. 4... [toliau žr. visą tekstą] / The object of research - students aggressiveness and sense of coherence . The aim – to identify connection between agression and internal coherence at Kaunas city in 12-13 and 15-16 years old adolescents. Objectives: 1. To indetify adolescent aggression and internal coherence. 2. To analyze adolescent aggression and internal coherence by gender; Hypothesis: The aggressive adolescent sense of coherence is lower. Findings 1. Research showed that aggressive behavior is a common phenomenon in the school. Descending the internal consistency of increased aggression, adolescents noted a lower level of internal coherence . 2. Analyzed the aggressive behavior by gender it‘s seen that both girls and boys average aggression occurs. Sense of coherence with the boys was slightly higher. 3. The connection between aggressive behavior and internal coherence is that adolescents are often more aggressive behavior if sense of coherence is lower. Recommendations, suggestions: 1. Necessary to devote more resources and maintenance to aggression prevention in learning institutions. 2. It is not enough to install cameras at learning institutions yards or inside, responsible worker should be to watch records. 3. Cooperation among the students during the lessons should be promoted to enhance student‘s relationship with each other and to reduce separation and isolation from classmates . 4. It is recommended to perform regular aggression prevention research and to draw conclusions.