In today's society dogs have become more popular as pets. This increase may result in more dog owners with lack of knowledge on how to care for them. A major social issue is the societies viewpoint to fighting breeds and similar breeds with an aggressive behavior. We experience that there is an increasing problem with aggressive dogs and their owners in Sweden that needs to be taken seriously.The aim of our study is to find out if people in Sweden think there is a problem with aggressive dogs. The study has been carried out as a literature study and a survey. The survey sent to 87 individuals who hold knowledge about dogs. 49 individuals answered the survey and the answers were analyzed in the statistic program SPSS.The results showed that many thought it was better to have a positive learning then punishment that can reinforce aggression. Survey responses thought there was no difference between first-time dog owners and owners who have owned a dog before. They thought it has to do with how to embrace knowledge and personal qualification. Based upon the study a guideline for a dog license was developed as many people participating in the survey found the idea of a dog license an appropriate solution to reduce the problem. A guideline for an education material for children in elementary schools was also produced.

Syftet med denna studie var att få en inblick och förståelse för personalens uppfattningar om och upplevelser av ungdomars aggressiva beteenden som befinner sig på en SiS-institution. Dessutom har personalens bemötande gentemot dessa ungdomar belysts från svaren och resultaten av frågeställningarna. En kvalitativ forskningsmetod med utgångspunkt från hermeneutiken användes för att utföra studien tillsammans med semistrukturerade intervjuer med ett antal respondenter från en SiS-institution. von Wrights (2000) relationella och punktuella perspektiv användes som teoretisk utgångspunkt till studien. Resultatet redovisar att respondenterna uppfattade, upplevde och erfarar att ungdomarna som placeras vid institutionen minst någon gång under vistelsen uppvisar ett aggressivt beteende. Det kan även ses i resultatet att personalen upplever att dessa ungdomar i de flesta fall har många av de faktorer som orsakar ett aggressivt beteende med sig till institutionen från deras bakgrund och familjesituation.

Sammanfattning ART-metoden har i denna undersökning använts som en multimodal metod. ART-metoden utvecklades från början för barn som uppvisade ett aggressivt beteende. Där dess grundare Goldstein, Glick och Gibbs (2001) menade att ett aggressivt beteende var ett komplext socialt inlärt beteende och således inget barn föddes med. Detta resonemang resulterade i att beteendet enligt dem kunde läras om. Den mesta av forskningen som gjorts om ART-metoden innefattade barn som redan utvecklat svåra uppförandeproblem. I dessa forskningar lades fokus oftast på specifika barn, oftast pojkar. I detta arbete undersöktes om och i så fall vilka effekter en helklassintervention med ART-metoden hade på barns uppförandeproblem i hem och skola. Detta oavsett kön, om barnen var ”normala”, om de var på gränsen till att utveckla eller redan hade svåra uppförandeproblem. Grundtanken i ART-metoden var att programmet skulle utföras i tio veckor med tre lektioner i veckan för att metoden skulle hinna implementeras hos barnen. ART-metoden bestod av tre olika delar för att dämpa barnens uppförandeproblem. Interpersonell färdighetsträning, där barnen lärde sig sociala färdigheter, ilskekontrollsträning, där barnen lärde sig hantera sin ilska, samt moraliskt resonerande träning, där barnen genom KBT lärde sig moraliskt tänkande. Alla dessa tre delar var tänkta att stödja varandra och ge ett långvarigt resultat. I detta arbete genomfördes en longitudinell studie i sex klasser, två årskurs sex och fyra årskurs två. Varav en klass i årskurs sex och två klasser i årskurs två tog del av ART-metoden och de resterande klasserna fungerade som kontrollgrupp. Undersökningen genomfördes i skolan och hemmet. Detta med en förmätning som genomfördes innan klasserna fick ta del av ART-metoden och en eftermätning som genomfördes tio veckor senare direkt efter att ART-metoden var slut. I skolan genomfördes sedan en uppföljningsmätning för att se hur resultaten av ART-metoden blev under tid.

It was hypothesized that the self-esteem instability and emotional reactivity associated with narcissism may be related to the simplicity of cognitive self-representation known as low self-complexity. The relationships among narcissism, self-concept, affect and violent behaviour were investigated in two studies with samples of federally sentenced violent and sexual offenders. In the first study, participants completed personality inventories and a measure of self-complexity, while changes in self-esteem were tracked across two weeks. In the second study, participants completed the same battery of measures as in the first study in addition to several new measures of anger, aggression and previous violent behaviour. Also, official records were consulted to obtain collateral information regarding violent behaviour. Experiences of positive and negative events and the resulting changes in affect and self-esteem were tracked over six weeks. It was expected that self-complexity would mediate reactivity to daily events such that individuals low in self-complexity and high in narcissistic personality traits would report the greatest shifts in self-esteem and emotion. When positive and negative self-complexity were considered separately, some support was found for the hypothesized buffering effect. Generally, higher positive self-complexity was associated with better coping while higher negative self-complexity was associated with less desirable reactions to events. Theoretical and clinical implications of this finding are discussed along with limitations of these studies and suggestions for future research.

Social status is commonly established among individuals within groups of animals. Despite this common characteristic of social animals it is still unclear how individuals establish their status. I investigated the relationships between morphology, posture and behaviours with social status in red junglefowl hens. The hens tested were measured (weight, comb length, comb height and tarsus length) and exposed to three different behavioural tests (novel arena, novel object and interaction test). None of the morphological features were associated with social status. However, dominant hens initiated the first encounter in a dyad interaction and performed a higher proportion of aggressive encounters against the opponent. The dominant hens were also the ones displaying more spread tail feathers than the opponent after status being established. Aggressiveness and social status is strongly linked, showing that there is a scope of behaviours to affect the establishment of status.

This study explored the status quo of cyberbullying in online game among adolescents in Kaohsiung City with questionnaire survey. And to benchmark the eight forms of cyberbullying by Willard (2007), we try to find out the interactive online game in which the three types of separation, whichever is more prone to explore in the cyberbullying? And the relations about these acts of bullying and aggressive behavior and emotional capacity of relevant. The results showed: 1 .sample of subjects participating in the proportion of online games is 81%. 2 .bullying type in the online game " Flaming ", " harassment", " Denigration," " Impersonation," " outing " and " Trickery " in boys than girls suffer through. 3 .bullying situations, to play the on-line games up to 12.3%, 8.5% of network games to play second place, while 5% of web game ranked third, other network activities have been bullying accounted for 4 % at least. 4 .cases of bullying others, but also to play the online game up to 8.1%, 7.6% of network games to play second place, and the site of 4.5% in third webgame, and other network activity in those accounts have been bullying 4.2% at least. 5 .online games will have received nearly forty percent bullying / being bullying who is also the victim and offender, of which the highest rate of online gaming. 6. to participate in online gaming and bullying are bullying those who do not know the majority of objects begin with. 7. The online game unique "treasures", "Association" related behavior, bullying / being the number of frequent bullying. 8., indicating stronger explicit aggressive behavior, cyberbullying / bullying situation is more. Vietnam can not express hostility, their lower overall cyberbullying. Keywords¡GCyberbullying, OnlineGame , Aggression , Emotionalmanagement , Hostility

Relational aggression is an indirect type of aggression used to damage relationships with others. Adolescent girls frequently encounter this issue, and the ubiquity of technology has expanded the ways in which girls can attack one another, i.e. cyber-bullying. The causes of relational aggression are unknown and could involve a combination of factors, including victim and/or bully psycho-social adjustment, social expectations, or the implicit structure of female friendships in adolescence. The effects range from social anxiety to impacted school performance to depression and suicidality. Groups of friends act much like a family for adolescents in terms of support and intimacy. Using Murray Bowen’s family systems theory as a template, an intervention is proposed where girls are taught techniques that will strengthen relationships with others and themselves. / text

Executive functions (EF) are higher-level control processes that regulate lower-level processes to shape complex performance. Although remaining an elusive construct, researchers have dichotomized EF into “cool” cognitive processes, such as cognitive flexibility, and “hot” emotional processes, such as decision-making. The current study investigated both “cool” and “hot” EF as moderators of the relation between provocation and aggression. Undergraduate participants (N = 224) completed measures of “cool” and “hot” EF. Aggression was measured using a modified version of the Taylor Aggression Paradigm in which participants blasted an ostensive “partner” after receiving positive or negative feedback. The Wisconsin Card Sorting Task was associated with aggression for males, but not for females; the Trail Making Test- Part B was not related to aggression; the Iowa Gambling Task was the strongest predictor of aggression for both genders. Findings highlight the importance of including measures of “cool” and “hot” EF in the assessment of aggression.

The main objective of the present research was to contribute to the literature by examining relational aggression and friendship quality in a late adolescent sample. Specifically, these two studies sought to determine whether relationally aggressive behaviour is associated with both costs and benefits with respect to friendship quality for an older sample of adolescents. In the first study, a total of 1600 university students (74.7% female) responded to an online survey assessing their perceived friendship quality (comprised of positive and negative features) and their level of self-disclosure (i.e., intimacy) with a close same-sex friend. In addition, each participant rated their experience and use of relational aggression, in general (i.e., relational perpetration), within the friendship (i.e., relational victimization), and directed towards others outside of the friendship (i.e., dyadic aggression). Results indicated that both relational perpetration and relational victimization were predictive of negative outcomes for the friendship. A unique pattern for dyadic aggression was demonstrated in that it was associated with positive outcomes for the friendship. Self-disclosure moderated the relation between relational aggression variables and friendship features. The second study sought to investigate and identify associations between the same relational aggression variables, friendship quality, self-disclosure, and an additional measure of satisfaction in the close same sex friendships of 242 older female adolescents using a dyadic approach to account for interdependence in friendships. In contrast to Study 1, the results of the second study highlighted more costs than benefits when relational aggression is used within the friendship context. Specifically, for 121 female friendship dyads, the three forms of relational aggression were typically associated with poor outcomes for friendship quality. Analysis of similarities between friends demonstrated that dissimilar ratings of relational aggression resulted in better outcomes for the friendship. Dyads who reported greater similarities in self-disclosure were more satisfied, yet also rated their friendships as higher in negative features. These findings partially support conceptions of relational aggression as having both adaptive and maladaptive functions at the relational level for older adolescents and point to the importance of addressing issues of interdependence within friendships.

Purpose of Study: Research on psychiatric nurses’ attributions about patient aggression has so far focussed on attributions made at one point in time in response to one stimulus (vignette or real account of patient aggression). To date, no research has been conducted on how new information influences attributions made; on investigating differences in attributions in different settings; and there is inconsistent evidence regarding the impact of previous exposure to aggression. This research therefore seeks to rectify some of these gaps. This study will examine the impact of new information; the effect of incident setting; and previous exposure to aggression upon attributions made by psychiatric nurses about patient aggression. Investigation is also made into further examining the relationships between attributions, previous exposure to aggression, general health, and burnout; and how these relate to nurses’ acceptance or avoidance of their distressing experiences. Methodology: A mixed design was employed. A repeated measures design tested the effect of new information (history of aggression, diagnosis of schizophrenia, and substance misuse) upon attributions of locus, control, and stability, measured on a seven-point scale. The experimental stimulus was a vignette. Each participant was randomly assigned one vignette depicting an incident of aggression set either in a work or non-work setting (independent samples design). Five questionnaires were also completed: the General Health Questionnaire, the Acceptance and Action Questionnaire, the Maslach Burnout Inventory, the Exposure to Aggression and Violence Scale, and the Impact of Patient Aggression upon Carers Scale. Attributions were correlated with these measures. Results: A significant effect of new information about history of aggression and diagnosis of schizophrenia was found for attributions of control, but not locus or stability. Locus and stability attributions were affected by the incident setting. No effect of previous exposure to aggression was found on attributions. Several significant correlations were detected. The measure of nurses’ acceptance or avoidance of distressing experiences correlated more frequently with the other measures in comparison to attribution ratings. Conclusions: The impact of new information was not as large as expected. This may be related to methodological issues but consideration is given to other explanations. Calls for nurse training to include consideration of environmental and personal influences (including attitudes and self-awareness) are outlined.