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The development of boys' aggressive behaviour a process-person-context-time model /Dennis, Diane Joyce. January 1900 (has links)
Thesis (Ph. D.) -- University of Alberta, 2010. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Human Ecology." Title from pdf file main screen (viewed on December 29, 2009). Includes bibliographical references.
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The design of a lunchtime relational aggression prevention program targeting elementary school aged femalesElkinson, Lauren Brooke, January 2009 (has links)
Thesis (Psy.D.)--Rutgers University, 2009. / "Graduate Program in School Psychology." Includes bibliographical references (p. 138-145).
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Understanding bullying ; anti-bullying school policy development ; school bullying prevention and interventions through the fostering of positive school culture /Tapp, Rose Marie, January 2002 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Includes bibliographical references.
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Using peer influence with punishment and positive reinforcement to modify aggressive behaviors in a Head Start classroomBrown, David Richard January 1973 (has links)
No description available.
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The emotional responses of aggressive and withdrawn preschoolers to peer interactions / Aggressive and withdrawn preschoolers' emotional responsesCrawford, N. Lynn January 1993 (has links)
The emotions of aggressive and withdrawn children were examined in object-conflict and group-entry situations. Izard's (1977) differential theory of emotion suggests that aggressive children should have more hostile emotions, and withdrawn children more depressive emotions. Wright and Mischel's (1987) conditional approach to dispositional constructs suggests that aggressive children's hostility would be most evident during object-conflict, and withdrawn children's depressive responses most evident during group entry. Four- and 5-year-old boys and girls (N = 128) were assigned to aggressive, withdrawn, or control groups according to teachers' behaviour ratings. Interviews about children's emotional experiences in hypothetical object-conflict and group-entry situations failed to yield predicted group and situation differences. However, during semi-structured object-conflict and group-entry situations, aggressive children displayed more intense anger and more frequent anger blends, while withdrawn children were observed to show more intense sadness and more frequent fear-sadness blends. Displays of negative affect were related in theoretically meaningful ways to patterns of children's social behaviour. Failure to find situational specificity suggests that affective features of children's social competence may operate at a general level.
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How do teachers and learners in one Durban primary school understand and cope with bullying?Done, Thyananthy. January 2002 (has links)
There are evidently high incidences of bullying among learners in schools.
The problem is that victims and perpetrators, as well as teachers do not
understand what constitutes bullying and are unable to take appropriate
action when it occurs. Because of the poor understanding of bullying,
incidences remain unreported, and if they are, teachers are unable to deal
with them effectively.
This study aimed to examine the teacher's and learner' s understanding of
bullying and its prevalence in a Durban Primary School, and how they cope
with bullying incidents. It investigated the different forms that are commonly
found among the boys and girls. Because victims of bullying tend to be boys
more than girls and the perpetrators boys, gender socialization theories
(Connell, 1996; Fitzclarence 1995) were used to analyse the ways in which
the boys and girls understand and cope with bullying. Particular attention
was given to the experiences of the grade 7 learners.
The study utilised a descriptive survey design, in which qualitative
methodologies were used to address the identified research questions. Data
was collected through observations, questionnaires, unstructured interviews
and conversations.
The major findings confirmed that bullying is a problem at the Durban
primary school. Firstly boys and girls experience different forms of bullying.
Girls experience more indirect forms of bullying, whilst boys experience
more direct forms. Secondly, bullying has affected some of the learners to an
extent where they stay away from school. The learners are more comfortable
speaking to their peers about bullying than their parents and teachers.
However, the teachers seem to be largely unaware of the extent and
consequences of bullying.
One of the major implications of this study is that policies that specifically
address bullying in the school need to be developed to curb the problem. In
addition, initiatives should be taken to raise the teachers, parents and learners
awareness of the phenomenon of bullying and appropriate strategies
developed and implemented to curb it. / Thesis (M.Ed.) - University of Natal, Durban, 2002.
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Social and temperamental antecedents of young children's maladaptive social information processing in the development of internalizing and externalizing tendencies.Runions, Kevin C. L. January 2004 (has links)
Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Daniel P. Keating.
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Maternal mending of joint action with aggressive and nonaggressive preschool children during a social-competence interaction task.Sikljovan, Dara, January 2004 (has links)
Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Richard Volpe.
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The unique, independent influence of older sibling's physical aggression on the development of physical aggression in younger children.Bernardini, Silvia C., January 2005 (has links)
Thesis (Ph. D.)--University of Toronto, 2005.
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The emotion style of aggressive-rejected childrenBajgar, Jane. January 2006 (has links)
Thesis (Ph.D.)--University of Wollongong, 2006. / Typescript. Includes bibliographical references: leaf 170-208.
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