Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 7, 2006) Vita. Includes bibliographical references.

No description available.

M.Ed. (Educational Psychology) / Violence and aggression is a worldwide phenomenon in the sports industry, especially in team sports like hockey. Scant research has been done on the topic, namely how players of a team sport like hockey, experience aggression. This research aims to explore and describe secondary school learners' experiences of aggression in a sport like hockey. On the basis of the results, guidelines and recommendations were made to facilitate them in dealing with the aggression in the right ways. A qualitative, exploratory, descriptive and contextual research design was used. Data was collected by means of semi-structured interviews, observations and field notes. Tesch's (1990) method for data analysis was used and a consensus discussion held with an independent coder. The uniqueness of this study is the exploration and description of secondary school students' experiences of aggression in a hockey team. The results clearly show that aggression is experienced on a regular basis during training or playing a game. The contributory factors include that aggression in hockey is experienced as a positive or negative incentive to achieve certain goals in the game, the coach's handling of spectators’ influence, and characteristics that contribute to hockey being a sport for discharging stress. The consequences of the aggression to players are emotional, psychological and physical in nature. It takes the form of fear, anger, frustration, powerlessness, helplessness and hopelessness. Further consequences are players’ absence from practices and games, the development of an I-do-not-care attitude and injuries. Guidelines for the managing of this phenomenon and recommendations for future research are described.

M.Ed. (Educational Psychology) / Increasing violence in South African schools is having ramifications. Newspapers report incidents of aggression in schools on an almost weekly basis. The educational environment in schools is deteriorating in this climate of violence. Incidents of violence in schools are but a part of a ripple effect caused by aggression in the broader community. Road rage, violence against women and children, racial conflict, as well as farm attacks are only a few examples of violence that occurs within the communities. Children who are raised in environments where such incidents are commonplace, view aggression as acceptable practice when solving problems. Although incidents of aggression at schools do receive attention, learners who attend schools catering for learners with special educational needs have been largely neglected in this regard. Education White Paper 6 of 2001 aims to implement inclusive education however, research has shown that learners with disabilities are frequently victimized by their peers. It is therefore vital that careful consideration be given to such learners, many of whom will be included in main stream schools where incidents of aggressive behaviour is commonplace. Learners with cerebral palsy form a small percentage of the learners who are accommodated in schools for learners with special educational needs. Aside from the fact thatthese learners are physically disabled, theyface many other barriers when trying to reach their full potential. The leamers' physical disabilities meanthat they often feel frustrated and excluded. Such feelings may be expressed through aggression. Other realities of life, such as dependence on their parents, can result in aggressive behaviour by the child with cerebral palsy. At the same time, the adolescent with cerebral palsy is also experiencing the normal changes and challenges that occur with and result from adolescence. The aim of this study is therefore to explore and describe how older adolescent boys with cerebral palsy experience aggression. The participants were between sixteen and eighteen years of age, mainly Grade 10 and 11 learners.

M.Ed. / It is clear to me that the need for the teacher and the school to provide educational help and support is greater than ever before. With reference to democratic values in a multicultural society Le Roux (1997:1) is of the opinion that teachers have a lot of responsibility for both “what” and “how” learners learn. To gain better understanding in the “functioning” of the modern educational system it is of the utmost importance to investigate “how” educational goals are attained in the modern classroom. In accordance with this reasoning not only the content of the teaching and learning experience is important but also the process of educational communication (Du Plessis, 1974:5). Especially where education is viewed as help and support to the youth, the helping relationship between teachers and the learners in their care occupies a central position (Okun, 2002:21). In accordance with this view teacher and learners in this study will be seen as senders and receivers of educational verbal and non verbal messages (Goleman, 1996:116; Goleman, 2006:14; Johnson, 2006:126). If the helping relationship is of great importance to teaching and learning and if this relationship is built and maintained via teacher-learner communication, how does the experience of aggression while communicating with their teachers affect learners? What is learners’ experience of aggression while communicating with their teachers? What can be done about the experience of aggression during teacher-learner communication? This research was done in two phases. In PHASE 1 the goal was to explore and describe grade eleven learners’ experience of aggression while communicating with their teachers. In PHASE 2 the goal was the description of guidelines for communication between secondary school learners and their teachers with special reference to the handling of aggression in the communication and relationship. It is a qualitative investigation to explore and to describe learners’ experience of aggression while communicating with their teachers. The research rests on Phenomenological principles and methods (Giorgi, 2002). I followed a functional approach and the research is carried out with the view of improving my own educational practice as well as educational practice in general. The method of data collection followed is a qualitative interpretive constructivist approach to the generation of new knowledge and the specific method employed is phenomenological interviews. The research was conducted at an ex-Model C school. The sample was purposive and grade 11 learners were given an opportunity to participate in the research on a voluntary basis. Grade eleven learners were given opportunity because, in my view, in general, they have both enough experience with teachers and the vocabulary to talk about a complex phenomenon such as the experience of aggression. The methods and procedures employed made extensive use of triangulation with a view to enhancing trustworthiness. Twelve individual phenomenological interviews were conducted as well as a focus group interview. There was a total of nineteen voluntary participants of which eighteen are Afrikaans first language speakers and one is an English first language speaker. Eight boys and eleven girls participated. All of the participants are seventeen years of age. All the participants, except one boy, also wrote a naïve sketch about their experiences before the phenomenological interview or focusgroup interview was conducted. During all the interviews, as well as directly afterwards, field notes were made, by the researcher. The central question of this investigation is: “What is grade eleven learners’ experience of aggression wile communicating with their teachers?” and this question was operationalised in the individual phenomenological interviews, focus group interview, and the naïve sketches as: “How is it for you when your teachers are aggressive when they talk to you?”

Thesis (M Social Work (Social Work))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The purpose of this study is to develop a theoretical framework for social workers in nongovernmental organisations with regards to the nature and scope of social casework intervention with aggressive adolescents. The research was done based on an extensive literature study, which focussed on theories of aggression and factors which contribute to aggressive behaviour in adolescents, as well as the nature and scope of social casework intervention with aggressive adolescents. A combined qualitative and quantitative research method and an explorative and describing research design have been used in this study, since this combination resulted in reaching the goal of the study. The empirical research investigated the nature and scope of social casework intervention with aggressive adolescents. The universe consisted of all nongovernmental organisations in the Boland-district. Semi-structured questionnaires were used as an interview instrument with a purposive sample of 20 social workers. In light of the findings derived from the literature study and empirical research, appropriate conclusions and related recommendations were made. The main conclusion for this study is that various factors, such as the caseload of social workers and involvement of significant others during intervention, influence participants’ ability to utilise case work effectively during intervention with aggressive adolescents. The main recommendation of this study is that the delivery of social services be prioritized to avoid social work tasks or situations hindering or prohibiting intervention with aggressive adolescents. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ‘n teoretiese raamwerk vir maatskaplike werkers in nieregeringsorganisies te bied vir die aard en omvang van maatskaplike gevallewerkintervensie aan adolessente met aggressiewe gedrag. Die ondersoek is gedoen aan die hand van ‘n uitgebreide literatuurstudie, wat gefokus het op teorieë oor aggressie en faktore wat tot aggressiewe gedrag by adolessente aanleiding gee, sowel as die aard en omvang van maatskaplike gevallewerkintervensie aan adolessente met aggressiewe gedrag. ‘n Gekombineerde kwalitatiewe- en kwantitatiewe navorsingsbenadering en ‘n verkennendeen beskrywende navorsingsontwerp is in hierdie studie benut, aangesien hierdie kombinasies die gestelde doelwitte van die studie die beste kon bereik. Die empiriese ondersoek het die aard en omvang van maatskaplike gevallewerkintervensie aan aggressiewe adolessente verken. Die universum het bestaan uit alle nie-regeringsorganisasies in die Boland-distrik. Semi-gestruktureerde vraelyste is as ‘n onderhoudskedule benut. ‘n Doelbewuste-steekproef het uit 20 maatskaplike werkers bestaan. Op grond van die bevindings, voortspruitend uit die literatuurstudie en empiriese ondersoek, kon toepaslike gevolgtrekkings en verbandhoudende aanbevelings gemaak word. Die hoofbevinding van hierdie studie is dat verskeie faktore soos die grootte van maatskaplike wekers se gevalleladings en die betrokkenheid van betekenisvolle ander tydens intervensie, respondente se vermoë beïnvloed om gevallewerkintervensie te benut. Die kernaanbeveling van hierdie studie is dat dienslewering geprioritiseer moet word dat intervensie met betrekking tot aggressiewe adolessente nie ten koste van ander maatskaplikewerk-take en situasies, benadeel word nie.

Thesis (MScPsy)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The phenomenon of violence is an all-too-common experience for many people around the world. In South Africa the legacy of a system of institutionalised violence has influenced the fabric of this society. The consequences of violence on South African youth are of major concern for the country's future. This research examines the types and contexts of exposure to violence and the types of self-reported aggression in a sample of 426 adolescent learners from three schools in the Stellenbosch District. The role of gender in mediating the type and the location of violence exposure and aggressive behaviour is also explored in this study. A questionnaire consisting of modified versions of the Screen for Adolescent Violence Exposure (SAVE) and the Aggression Questionnaire (AQ) was administered to 187 male and 239 female adolescents from three schools. The sample reported being exposed to moderately high levels of indirect violence in their community. This exposure was significantly correlated to high levels of self-reported aggression. Results from the Analyses of Variance indicated that females were exposed to more physical/verbal abuse at home, while males more frequently witnessed traumatic violence at school and in the community. The learners reported high levels of aggression, particularly with regard to physical aggression, verbal aggression and hostility. From these observations, females were found to be more hostile, while males demonstrated higher levels of physical aggression. Analysis of the gender differences suggested that males were more likely to display verbal aggression when exposed to violence, while females' exposure to physical/verbal abuse at school appeared to increase their levels of anger. The findings from this study indicate that adolescents exposed to high levels of violence are at risk of presenting with elevated levels of aggression. Efforts need to be made to reduce the levels of exposure to violence and adolescents' levels of aggression. It is suggested that adolescents be taught prosocial skills with regard to conflict situations. / AFRIKAANSE OPSOMMING: Geweld is vir baie mense dwarsoor die wêreld 'n alledaagse verskynsel. Die stelsel van geinstitusionaliseerde geweld in Suid-Afrika het die wese van die samelewing beinvloed. Die gevolge van geweld op die Suid-Afrikaanse jeug is vir die land se toekoms kommerwekkend. Hierdie studie ondersoek die tipes en inhoud van blootstelling aan geweld, die tipes van selferkende aggressie en die verband tussen blootstelling en aggressie. Die studie ondersoek ook die rol van geslag in die blootstelling aan geweld, asook dié van aggressiewe gedrag. Die ondersoekgroep was 'n groep van 426 adolessente leerders van drie skole in die Stellenbosch Distrik. 'n Vraelys, bestaande uit aangepaste weergawes van die "Screen for Adolescent Violent Exposure (SAVE)" (Hastings & Kelley, 1997) en die "Aggression Questionnaire (AQ)" (Buss & Perry, 1992) is gebruik om 187 manlike en 239 vroulike adolessente by die drie skole te toets. Daar is gevind dat die ondersoekgroep blootgestel was aan redelike hoë vlakke van indirekte geweld in hulle gemeenskap wat beduidend korreleer met hul hoë selferkende aggressie. Resultate van die variansie-ontleding wys dat meisies meer blootgestel is aan fisiese/verbale geweld tuis, terwyl seuns weer meer dikwels getuies van traumatiese geweld by die skool en in die gemeenskap was. Die leerders het hoë vlakke van aggressie, veral fisiese aggressie, verbale aggressie en vyandigheid gerapporteer. Van die bevindings kan afgelei word dat meisies meer vyandig is, terwyl seuns weer hoër vlakke van fisiese aggressie geopenbaar het. Analise van die geslags verskille dui aan dat seuns meer geneig is tot verbale aggressie wanneer hulle aan geweld blootgestel word, terwyl meisies meer geneig is tot woede wanneer hulle aan fisiese of verba Ie geweld by die skool blootgestel word. Die bevindings dui aan dat adolessente wat blootgestel word aan hoë vlakke van geweld geneig is tot hoë vlakke van aggressie. Pogings behoort aangewend te word om geweld en die vlakke van aggressie verminder. Daar word aanbeveel dat adolessente sosiale vaardighede geleer moet word om konfliksituasies beter te kan hanteer.

Many cardiovascular psychophysiological studies have found evidence of lower arousal states in aggressive individuals and hyper-arousal states in individuals exposed to chronic stress. However, most of these studies have relied on clinical diagnoses or self-reports to identify aggressive and victimized individuals. The present study used peer nominations to identify aggressive, victimized, and non-aggressive or victimized adolescents (mean age = 12.09 yrs.) to examine if any psychophysiological differences exist during resting and startle conditions. ANOVAs revealed that high aggressive/low victimized adolescents had a lower resting heart period/rate compared to high victimized/low aggressive adolescents. Further analyses revealed a statistical trend of lower resting heart period variability in high victimized/low aggressive individuals compared to non-aggressive non-victimized controls. Due to evidence suggesting that individuals with high self-reported empathy display less aggression, empathy as a moderator for aggression was investigated. Although gender differences w3ere found across measures, empathy ws not found to moderate aggression. / by Christopher Aults. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 120-130). Available also in a digital version from Dissertation Abstracts.

The phenomenon of female teenage violence within the last decade has been receiving rapid social interest and concern. The present study is concerned with exploring causes for teenage girl violence. Specifically, this qualitative study seeks to explore and describe teenage girl violence from the experiences and perspectives of girls aged 16 to 19 years of age whom have been in the past arrested and/or incarcerated for violent crimes. Data was collected using a semi-structured interviewing format. Five teenaged girls having current or past involvement with the Child Welfare system were interviewed. Despite the study's limitations, findings indicated several variations on similar common themes. These themes are discussed using three main categories of findings: (1) entrance into the legal system, (2) social aspects and (3) cultural presence. The need for describing and understanding why teenage girls act out violently in the ways they do was evident from the perspective of the girls themselves.