A pesquisa tem como objetivo conhecer a dinâmica do comportamento antissocial na escola e a relação que o aluno estabelece com seus membros, especialmente com o professor. Foi utilizada a metodologia clínico-qualitativa. A pesquisa foi realizada em uma escola pública de Ensino Fundamental de 2º a 5º anos e foram acompanhados três alunos com comportamento antissocial, durante um ano letivo. Consideraram-se comportamentos antissociais aqueles definidos pela escola como o sendo, especialmente por tais alunos agredirem verbal e fisicamente colegas e adultos; excetuando-se os casos de comportamento definidos pela escola como antissociais, mas que tinham como característica o isolamento ou afastamento do aluno em relação às outras crianças ou aos adultos. O presente trabalho traz aspectos da educação e da escola, aborda temas como as políticas públicas educacionais e a intersecção das áreas de Psicologia e Educação. Apresenta algumas abordagens de questões escolares como a função da escola, a relação professor e aluno e o conceito de escola significativa. São apresentados alguns conceitos da teoria de D. W. Winnicott considerados importantes para a discussão da pesquisa: alguns aspectos do desenvolvimento, Winnicott e educação e a tendência antissocial para esse autor. Descreve-se a escola pesquisada, discute-se especialmente um aluno acompanhado e a escola como ambiente de crescimento. Por fim, apresentam-se algumas reflexões a partir da pesquisa; discute-se a relação dos professores com os alunos, a dificuldade de alguns adultos de notarem melhoras nas crianças, os sentimentos negativos do professor em relação ao aluno, a questão da tendência antissocial na escola e a possiblidade de o professor e a escola contribuírem para o desenvolvimento emocional da criança. Espera-se que o estudo possa contribuir para o entendimento do comportamento antissocial do aluno pelos membros da escola e, especialmente, pelo professor, com quem passa a maior parte do tempo do período escolar, e que isso possa possibilitar-lhes lidar melhor com seus alunos que apresentam tal comportamento. O conhecimento da teoria de Winnicott pode auxiliar o professor a promover a saúde e o desenvolvimento emocional do aluno e ajudar a criança que teve falhas ambientais a retomar esse processo, na medida em que compreende melhor o desenvolvimento infantil e suas dificuldades e as condições favoráveis para um amadurecimento saudável / This research aims at understanding the dynamic of antisocial behaviour at school and the relation the student establishes with the members of the school, especially the teacher. The clinical-qualitative methodology was used. This research was performed in a Primary Public School that offers from the second to the fifth grades. Three students who show antisocial behaviour were followed during a whole school year. We considered the antisocial behaviour described by the school as being actions that attack other children and adults verbally or physically, as well as the characteristics of isolation and withdrawal. Having said that, only the students who have actually attacked someone were selected for this research. After presenting aspects of education and the school, this research brings themes such as educational public policies and the intersection of Psychology and Education fields. It presents some approaches of school issues such as the function of school, the relationship between students and teachers and the concept of meaningful school. Some concepts from the theory of D. W. Winnicott are presented, which are considered important for the discussion in this research: some aspects of development, Winnicott and education, and the antisocial tendency according to this author. It describes the studied school, especially discussing one student and the school as a growth environment. At last, it presents some reflections that arose from this research: the relationship between teachers and students. It also discusses some aspects, such as the difficulty of some adults to see improvement in the children, the negative feelings of the teachers towards the student, the issue of antisocial tendency at school and the possibility of the teacher to contribute to the emotional development of the child. We hope that this study can contribute to a better understanding of the student antisocial behaviour from the members of the school and especially the teacher, with whom he/she spend most of his/her school time with. Understanding the dynamics of this behaviour can provide the school and the teacher with the opportunity to deal better with the students who show this behaviour. Knowing the theory of Winnicott can help the teacher so that he/she can promote the students health and emotional development and help the student who has had environmental drawbacks to retake this process, as he/she can better understand childrens development and its difficulties and the favourable conditions for a healthy development

No description available.

AbstractJuvenile delinquency is a problematic social phenomenon that could lead to major future social problems. These social problems are very likely to affect the juveniles as well as the society overall. Because of this, it is extremely important, but also interesting, to investigate and highlight this particular problem. An effort made to counteract this problem is a community intervention team (Sociala insatsgrupper), which through collaboration with various authorities aim to help juveniles from a criminal life. The purpose of the study was to investigate how community intervention teams in the city of Malmö work with juveniles who are living a criminal lifestyle. We also intended to investigate how the information that emerged about the effort harmonized with selected theory and previous research. In order to achieve this, we chose to conduct a document analysis based on selected documents, all of which explain and describe the work with community intervention teams. The results from the study shows that the work done by the community intervention teams, are highly well functioning, due to the collaborations between different authorities. Further on, the result shows that the information from the chosen documents do harmonize with theory and previous research, about juvenile delinquency.

<p>Both basic personality traits and clinical personality disorders have been studied in the context of a wide range of behaviors, including antisocial behavior and aggression. Although the five-factor model (FFM) has been examined in relation to several types of non-partner aggression, relatively few studies have assessed the relations between FFM traits and intimate partner aggression perpetration. Additionally, some work has suggested that there may be differential personality correlates of intimate partner aggression versus other forms of aggression, but none has directly compared these types of aggression in terms of their personality trait profiles. The present study, reviewed and approved by the Institutional Review Board, sought to answer those questions as well as critically evaluate the potential mediating role of basic traits in the relation between personality disorder (PD) symptoms and outcomes related to aggression and antisocial behavior. A total of 307 participants, recruited from Amazon Mechanical Turk (MTurk), completed a number of questionnaires assessing personality traits, PD symptoms, and various types of aggressive and antisocial behavior. Findings suggest that traits related to Agreeableness and Conscientiousness generally demonstrated the strongest and most consistent (negative) relations across all measures of aggression and antisocial behavior; however, Neuroticism-related traits also demonstrated moderate (positive) correlations with certain types of aggression. PD symptoms almost all predicted aggressive and antisocial behavior, and although ASPD and BPD were two of the most robust PD symptom correlates across aggression and antisocial behavior outcomes, they were not always the strongest PD symptom correlate for each behavior. Personality profiles were moderately similar across aggression subtypes, but some showed more convergence than others. Finally, relations between PD symptom counts and aggressive and antisocial behavior were largely accounted for by more basic personality traits.</p>

Det pågår en ständig debatt mellan vilka åtgärder som bör tas vid ungdomsbrottslighet, där vissa vill skärpa straffen medan andra menar att rehabilitering är lösningen. Riskfaktorer för antisocialt beteende blir därför en avgörande faktor för att bättre kunna förstå orsakerna, och med kunskapen kunna förebygga uppkomst av antisocialt beteende och ungdomsbrottslighet. Syftet med denna studie var att undersöka hur fyra olika riskfaktorer för antisocialt beteende skilde sig åt mellan två grupper. Studiens deltagare bestod utav två grupper av gymnasieelever mellan åldrarna 15–19, varav en grupp bestod av individer med högt antisocialt beteende och den andra lågt antisocialt beteende. Med hjälp av en tvärsnittsdesign och en självskattningsenkät samlades data in från deltagarna. Resultatet visade signifikant skillnad mellan grupperna på 3 av 4 riskfaktorer, självkontroll, familjerelationer och skoltrivsel. Studien fann ingen signifikant skillnad gällande relation till vänner. Slutsatsen som kan dras utifrån urvalet är att signifikanta skillnader finns på tre av dessa riskfaktorer mellan olika nivåer av antisocialt beteende, där ungdomar med högt antisocialt beteende uppvisar fler riskfaktorer än ungdomar med lågt antisocialt beteende. Förebyggande åtgärder bör därför användas för att minimera riskfaktorerna och deras påverkan på antisocialt beteende och ungdomsbrottslighet. / There’s a constant debate about what measures should be taken against juvenile delinquency, where some want increased punishment and others see rehabilitation as the solution. Thus, risk factors for antisocial behavior become vital elements to better understand reasons behind, and with knowledge be able to prevent future antisocial behavior and delinquency. The aim of this study was to examine how four risk factors for antisocial behavior differed between two groups. Participants in this study consisted of two groups with students between the ages of 15-19, of which one group consisted of individuals with high antisocial behavior and the other group low antisocial behavior from our sample. Data was collected through a cross-sectional design with a questionnaire. The results showed significant differences on 3 out of 4 risk factors, selfcontrol, family relations and school satisfaction. No significant difference was found between the two groups regarding relations to friends. The conclusion that can be drawn from our sample is that there is a significant difference on risk factors between different levels of antisocial behavior, where adolescents with high antisocial behavior show more risk factors than adolescents with lower antisocial behavior. Crime preventive measures could hence be used to minimize these risk factors and their effect on antisocial behaviour and delinquency.

The major purpose of this dissertation was to investigate the construct validity of a new parent rating scale, the Home and Community Social Behavior Scales (HCSBS), that was used to measure the social skills and antisocial behaviors of at-risk youth in Northern Utah. The results indicate that the HCSBS possesses strong internal consistency with high alphas. Convergent validity with both teacher ratings and student self-ratings of social competence and antisocial behavior appeared slight. Discriminant validity was indicated by the near zero correlations between the HCSBS and the KTEA. The instrument appeared able to detect group differences as indicated by the large and clinically significant effect size differences between at-risk and non-at-risk sample mean scores, as well as a 92.37 correct classification percentage. Finally, the factor analysis of the HCSBS suggested four social competency factors and three antisocial behavior factors, which were extremely similar to the results obtained for the teacher version of the instrument. Directions for future research, as well as implications and limitations of the current study, are noted.

This study examines the moderating effect of six different parental behaviors on the level ofantisocial behavior in adolescents with psychopathic traits. Participants were 839 adolescents froma mid-sized town in Sweden between the ages of 13 - 15 years (M = 14.2, SD = .94). Parentalbehaviors and antisocial behavior were measured through adolescents' self-reports, psychopathictraits were measured using the Youth Psychopathic traits Inventory (YPI). The result from themoderation analysis showed that the three negative parental behaviors (bad reactions to disclosure,angry outbursts and coldness-rejection) had a significant positive moderating effect on the level ofantisocial behavior that the adolescents engaged in. The three positive parental behaviors (warmth,attempted understanding and control) however, did not have a significant moderating effect on thelevel of antisocial behavior. In sum, the result from this study suggests that negative parentalbehavior acts as risk factors for adolescents with psychopathic traits to engage in higher levels ofantisocial behavior. Furthermore, positive parental behaviors do not have a buffering effect againstantisocial behavior among these youths, indicating that it may be beyond the parents’ control toprevent the negative development of antisocial behavior among these youths.

The purposes of this study were to (a) test the validity of a sensory reactivity measure adapted for parents of preschool-age children, (b) examine if different modalities of sensory reactivity (i.e. smell, touch, taste, etc.) emerge together or if differing thresholds of reactivity exist between sensory modalities, (c) see how parental ratings of preschoolers' sensory reactivity are related to children's behaviors in the classroom, and (d) see if sensory reactivity bears different relationships to children's social behaviors than do other aspects of temperament. A total of 260 parents (242 mothers, 18 fathers) and 10 teachers of 260 children (131 male, 129 female; M = 63 months; SD = 8.80; range = 39-81) participated. Parents completed the newly developed Children's Sensory Reactions Questionnaire and the Colorado Child Temperament Inventory. Teachers completed the Social Skills Questionnaire. Exploratory and confirmatory factor analyses extracted two factors from the CSRQ measure: sensory reactivity and perceptual awareness. Examination of the associations of sensory reactivity and perceptual awareness and children's behaviors with peers resulted in several significant relationships. Specifically, sensory reactive children appear to be less sociable (i. e. prosocial, friendly), more likely to engage in immature solitary pretend play, and more prone to utilize instrumental aggression in peer interactions. Perceptually aware children, on the other hand, tend to be more sociable (i.. e., prosocial, friendly, controls impulses), better able to appropriately and punctually comply with tasks given by teacher, less likely to engage in a number of solitary play behaviors (i. e., passive withdrawal and immature play), less likely to utilize instrumental or reactive aggressive strategies, and more likely to dodge negative peer interactions by avoiding bullies. Furthermore, the associations which sensory reactivity and perceptual awareness bear to children's sociable, non-social, and anti-social behaviors contrast those of other dimensions of temperament such as child activity level and emotionality. Therefore, the constructs extracted from the newly developed Children's Sensory Reactions Questionnaire appear to contribute to our overall understanding of child temperament as well as the associations between temperament and young children's social, nonsocial, and antisocial behaviors.

No description available.

No description available.