Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Sep. 20, 2006). PDF text: iv, 121 p. ; 4.96Mb. UMI publication number: AAT 3213439. Includes bibliographical references. Also available in microfilm and microfiche format.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Oct. 10, 2006). PDF text: xiii, 13-124 p. : ill. ; 4.95Mb. UMI publication number: AAT 3213468. Includes bibliographical references. Also available in microfilm, microfiche and paper format.

Thesis (M.S.)--Villanova University, 2006. / Psychology Dept. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains viii, 125 p. : ill. Includes abstract. Includes bibliographical references.

From Introduction: "That man is an aggressive creature will hardly be disputed. With the exception of certain rodents, no other vertebrate habitually destroys members of his own species. No other animal takes positive pleasure in the excercise of cruelty upon another of his kind" (A. Storr, 1968 p. ix). It is a sombre fact that man is the cruellest and most ruthless specie that has ever walked on earth. We recoil in horror when we read the daily newspaper or in a history book of the atrocities committed by man, but as A. Storr puts it: "....., we know in our hearts that each one of us harbours within himself those savage impulses which lead to murder, to torture and to war." (p. ix). Our warranted concern with this phenomenon is portrayed by the tremendous amount of research in this field which can be sub-divided into two distinct categories. The first category consist of those that emphasize nurture in their attempt to gain a deeper understanding of human aggression, of which the behaviourists and social learning theorists are staunch supporters. Underlying their concern and endeavour is the personal belief that aggression is attributable to environmental factors. In short, they maintain that humans are not aggressive by nature and if one follows their argument to its logical conclusion it would allow for a sigh of relief and inspiration. Their research results indicate that well deliberated methods of control would most certainly result in the extinction or near extinction of aggression. The second category consist of those, notably the psycho-analytic school of thought, who emphasize nature in their understanding of human aggression and do not allow themselves the naivety of projecting aggression into environmental conditions and situations. In short, they argue that aggression is innate and serves a particular function in the psychological development of the human being. It is their contention that aggressiveness supports the individual in his drive towards independence. The aim of this paper is to present both stances and to broaden the perspective by introducing a view that straddles both nature and nurture. Following this view, of whom Rollo May (1972) is a strong supporter, to its logical conclusion would indicate that aggression is the result of nature as well as nurture and that it serves the function of re-establishing a sense of worth and significance that has otherwise been thwarted. Finally, this paper sets out to prove that aggression and violence "feeds on a low self- esteem and self-doubt" (Toch. 69, p. 212).

D.Ed. / For the post modern individual, aggression and aggressive behaviour are part and parcel of daily life. Globally, in our own country and in our local communities the individual is exposed to and confronted with challenges and issues relating to the way aggression is experienced and managed. Incidents of violence, crime and abuse are rife. On top of that modern society sets high expectations and demands and this often go hand in hand with feelings of frustration and incompetence. Matters are complicated even further by socio economic issues like poverty, unemployment, corruption, political division, high rates of divorce and family violence. It is almost logical that stress and pressure will result in feelings of aggression which in turn will be expressed in aggressive behaviour. Aggression and aggressive behaviour are complex phenomena. The way in which aggression is experienced and managed probably depends a great deal on how and where he/she learned it. Due to this the suspicion arose that parents and the family context, may play an important part in the way adolescents learn, experience and manage aggression. The family context is the primary unit of education and can be seen as a micro cosmos which represents the broader society and because of this the suspicion arose that the adolescent, at home, comes into contact with role models that effect the way in which he/she experiences and manages aggression. This study endeavours to determine how adolescents experience and manage aggression in a family context. The overall goal of the study is to develop and implement a psycho-educational program that will facilitate the constructive and positive experience and management of aggression and also improve general mental well-being.

D.Ed. / The existential philosopher, Jean Paul Sartre (Jordaan and Jordaan, 1998:544) maintains in the drama ‘Huis Clos’: “Hell is the presence of other people”. For Jean Paul Sartre (1998:30) people are at the mercy of their freedom and doomed to choices but this is absurd because it is unavoidable for people to come up against the tragedy of suffering. Victor Frankl (Meyer, Moore and Viljoen, 2000:556) is an existential psychologist with a particularly positive focus and he believes that the indestructible meaning of life and self is to be found in suffering. Researchers have found that the victims of bullying find themselves in this particular piece of the puzzle of life. For many victims it may feel as if they have been trapped in a labyrinth. The researcher has long been a reflector on the reason and purpose of human existence and under the influence of Victor Frankl (Meyer et al, 2000:562) came to the conviction that values play an important role in the lives of people. In addition, the will to find meaning is the real motivation that underlies human behaviour. The researcher admires Frankl (Meyer et al, 2000:556) who maintains that even in suffering (such as being bullied) meaning can be found to enrich the victim’s lives if they are taught to handle bullies. Human beings are people whose humanity includes the freedom of responsibility, a quality unique to the human race. Freedom of responsibility implies that when people are continually faced with choices they have the freedom to choose and they are free to act as well. People can do nothing about the things that happen to them, such as being bullied. But they can choose how they feel about it and how they react to it (Frankl 1959:178). People’s (victim’s) primary need is the need to make sense of life (Frankl 1959:178). The moment suffering gains meaning, it looses it unbearableness and becomes a life task, one that offers the highest challenge and reward (Frankl 1978:43). In this study the researcher uses a psycho-educational programme with the victims to guide them in the managing of the behaviour of bullies. The researcher used the following two lines of investigation: “tell me how you have been bullied” and “tell me what your experience of bullying is”. The purpose of this viii study is the description, implementation and evaluation of a psycho-educational programme to promote the management of bullies. The afore-mentioned proposal was realised from a methodological point of view by using a qualitative investigation. In this regard the research was both exploratory and descriptive. Research was done by means of the writing of scenarios by the participants, partially structured interviews, notes by the participants, focus group interviews, as well as observations of the participants and the taking of field notes by the researcher. The results obtained from this research were analysed and categorised. The findings of this data are presented by means of a literature rubric. The researcher abided strictly by ethical procedures and confidentiality. The following main themes were identified: direct bullying acts and indirect bullying acts. Under direct bullying acts the following categories were identified: physical acts and verbal acts. Different subcategories were identified. Under indirect bullying acts these categories were identified: psychological acts under which different subcategories were identified. The results of the data analysis revealed that the experience of bullies evokes feelings of heartache, emotional pain, anger and fear in the participants. In addition the participants described their experience of bullies in terms of incidents that relate to physical, emotional and verbal abuse. It was also found that learners are still reliant on teachers to solve bullying behaviour constructively at school. The research also made it clear that this psycho-educational programme would make a valuable contribution towards the guidance of the participants in managing the behaviour of bullies. The research also highlighted the need for the participants to go through a process of self analysis to discover who they are and that this would guide them towards self-assertive actions, realistic observations of bullying acts, humour, self- transcendence (which shows that the participants are not only tuned into themselves, but also look outwardly), as well as respect for the uniqueness of others. These aspects should make a contribution towards the meaningful management of bullying behaviour. In the research it also came to the fore that in many instances the participants, had inadequate behavioural skills. It was necessary for the participants to be educated in ix behavioural skills and in self-determining actions, self assertive behaviour, the recognition of inappropriate behaviour through realistic observation, the learning of friendship skills, together with humour and self-transcendence, respect and value for the uniqueness of others by making use of the three Ws (as discussed in the programme). In this regard in the research it became clear that the facilitator plays an important role in the guidance of the participants. The facilitator must guide the participants in managing the behaviour of bullies. Consequently a psycho-educational programme was developed whereby the behaviour of bullies can be managed. This programme was developed from the themes and categories of the research. The purpose of this programme is to empower the participants to manage the behaviour of bullies. The implementation of the programme is discussed next. The programme was presented over a time period of ten weeks. It was presented during the Life Orientation lessons. It was presented to the Grade 9 group and also worked into the year plan. The entire group participated voluntarily in this dynamic programme. Finally the participants’ experiences of the programme were presented in focus group interviews. The data was collected and analysed and the conclusions were made that the psycho-educational programme leads to the enlightenment of the participants regarding what bullies are, the kinds of bullies, the extent and effectiveness of bullies, as well as the negative effects of bullies on their victims. In addition the participants discovered the uniqueness of their self image and that this knowledge empowered them to discover paradigms and habits of self upliftment. The self upliftment of the participants enabled them to develop self-assertive behaviour as well as the sharpening of particularly effective behavioural skills such as the realistic observation of certain behaviour and the value of friendship skills. The necessary skills in regards to goal setting, choices, problem-solving and conflict management were developed by the participants as skills for managing the behaviour of bullies. This thesis therefore offers a psycho-educational programme for guidance of victims in the management of the behaviour of bullies. It could make a positive contribution to their effective functioning in their social worlds.

M.Ed. / The focus of this study was to portray aggression in the working environment by way of a qualitative study. There exists preconceptions about aggression in the workplace and this causes a process whereby aggression is not understood. It is also not addressed because of the fact that management does not understand aggression. For the purpose of this study Afrikaans speaking management of secondary schools was chosen. There is a need for research into aggression at the workplace. The study made use of phenomenological interviews with seventeen participants of two Afrikaans speaking schools in the East-Rand, Gauteng Province. Data analysis was done by using the open-coding method of Tesch. The study also made use of field notes and a pilot study. Literature was used to verify and compare results. Guba's model of trustworthiness ensured the trustworthiness of the research. After the data analysis was conducted, it was evident that management viewed that frustration and stress together with conflict play a part in their experience of aggression in the workplace. Guidelines were given for management to cope with aggression. The researcher ensured that a high extent of ethics was followed throughout the study.

The issues explored in this study concern the role of shame, guilt, and the beliefs supporting aggression and the implications of these factors for individual adjustment. Issues surrounding the definition of emotions in general and the theories explaining emotions were also explored. The theories of shame and guilt, the development of shame, the connections between shame and anger, shame and the development of psychopathology, shame and the development of aggression were discussed as well. Characteristics of aggressive and non-aggressive adolescent girls were determined. The sample consisted of adolescent girls ranging in ages from thirteen to eighteen years. Four groups were randomly selected from four different pools of adolescent girls: aggressive in care, aggressive public, non-aggressive in care, and non-aggressive public. The participants were further classified into high, moderate, and low aggressive adolescent girls. The study consisted of participants answering self-report measures on aggression, self-conscious emotions, shame, self-esteem, and beliefs supporting aggression. Clear characteristic differences were revealed using analysis of variance and post hoc least significant difference tests between high, moderate, and low aggressive adolescent girls. Correlations and multiple regression analysis also confirmed these characteristics. Aggressive adolescent girls were characterised by reporting physical aggression, verbal aggression, anger, hostility, low self-esteem, shame, guilt, the belief that aggression increases self-esteem, the belief that aggression improves negative self-image, and the belief in the legitimacy of aggression. Low aggressive adolescent girls were characterised by reporting pride in self, state pride, and positive self-esteem. Pearson product-moment correlations indicated that each aspect of aggression was significantly related to shame and to low self-esteem (both Cook and Rosenberg measures). Significant positive correlations were found between the beliefs supporting aggression and all the aspects of aggression. Positive correlations were disclosed between state guilt, physical aggression, verbal aggression, anger, and hostility. Significant positive correlations were found between state pride and positive self-esteem measures (Cook and Rosenberg). Correlations between shame and Cook's low self-esteem, and shame and Rosenberg's low self-esteem showed that these variables were positively related. Verbal abuse was moderately correlated with physical aggression, anger, and hostility. Guilt proneness and state guilt were not related. Surprisingly, neither physical, sexual, nor verbal abuse were related to shame proneness or state shame. Physical aggression was predicted primarily by one variable: the belief in the legitimacy of aggression in conjunction with one other variable such as state shame, low self-esteem, or state guilt. This pattern was also true for anger. Verbal aggression was predicted by the legitimacy of aggression and one other variable, state shame. The legitimacy of aggression was also a primary variable in the prediction of hostility. An exploratory principal factor analysis produced five factors. The first factor describes the characteristics of shamed adolescent girls. The second factor describes the characteristics of the aggressive adolescent girl. The third factor could be interpreted as the characteristics of the non-aggressive adolescent girl, which include self-conscious affect as described by Tangney (1995). Factor four describes the beliefs in the justification of aggression that would benefit the aggressor, while factor five describes the justification of aggression that dehumanises the victim. Discussion and implications focus on the characteristics of high and low aggressive adolescents and interpretations of the meaning of these characteristics are offered. In addition, limitations of the research design are discussed and suggestions for future research are proposed. / Graduate