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Bullying in schools: the role of empathy, temperament, and emotion regulationUnknown Date (has links)
Peer aggression and bullying are significant problems for children in American schools. While a large body of research has been conducted in this area, none to date has examined the combined roles of temperament (behavioral activation system, or BAS, and behavioral inhibition system, or BIS), and empathy in predicting participation in bullying interactions. Previous research has found that low empathy facilitates aggressive behavior, while high empathy inhibits it, and has linked poor emotion regulation to conduct disorders. Thus, if these factors can predict behaviors towards peers, they may also predict (independently and in combination) involvement in bullying, specifically the roles assumed in those interactions - that is: bully, victim, bully-victim (a child who is both bully and victim), or defender/protector. The present study tested 226 middle school students on a measure of empathy (Interpersonal Reactivity Index), and a measure of temperament (BIS/BAS Scales). The students also completed a Peer Nomination Inventory to identify children who were aggressive toward others, victimized by peers, and/or protected peers from bullies. Although not all predictions were supported, results showed that certain sub-components of empathy, such as empathic concern (affective empathy) and personal distress (a measure of emotion regulation) predicted the behavior of "pure bullies" (bullies who are not themselves victimized), but not of other aggressive children such as bully-victims. High BAS drive and low BIS were significant predictors of aggressive behavior, and BAS reward responsiveness predicted protective behavior. Victimized children had higher fantasy (ability to identify with fictional characters) and lower perspective-taking (cognitive empathy) skills, and tended not to have overlapping characteristics and behaviors with protective children. / These characteristics did not interact significantly with each other or with age, gender, ethnicity, or SES of students. It was concluded that pure bullies lack affective empathy, and victims lack cognitive empathy. That is, empathy is multidimensional and empathy deficits vary in type, but all lead to some form of socioemotional impairment. Furthermore, aggressive victims are a unique sub-group of children with unique characteristics. / by Chantal M. Gagnon. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.
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The effects of functional assessment and treatment on problem behaviors of one student with autism /Choi, Hye-sung, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 145-168). Available also in a digital version from Dissertation Abstracts.
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Types of aggression used by girls with and without attention-deficit/hyperactivity disorderOhan, Jeneva Lee 11 1900 (has links)
This thesis was designed to investigate differences in aggression between girls with and
without attention-deficit/hyperactivity disorder (ADHD). Forty girls with ADHD and 43 girls
without ADHD aged 9- to 12- years and their mothers and teachers participated. A multiassessment
methodology was used to investigate these differences, employing mothers' reports,
teachers' reports, and a laboratory aggression analogue task (a computer game involving
simulated girls in other rooms). The results indicated that mothers and teachers saw girls with
ADHD as having much higher levels of all types of aggression assessed, including overt,
relational, proactive, and reactive aggression, than girls in the control group. On the lab task,
girls with ADHD used a strategy that involved more threatening and bragging comments, and
social exclusions of their co-players. Expected differences on some of the lab task measures did
not emerge. Also, according to mothers, teachers, and the results from the lab task, girls with
ADHD were significantly less prosocial than girls in the control group. Where significant group
differences had been found, follow-up tests generally indicated that girls with ADHD and
comorbid oppositional-defiant disorder (ODD) were more aggressive than girls in the control
group, with girls with ADHD but not ODD falling in between. In sum, these results indicate
substantial cause for concern for the concurrent and future psychosocial well-being of girls with
ADHD.
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Female violence amongst learners' in Durban schools : educators' perspectives.Virasamy, Jean. January 2004 (has links)
Violence in schools is an everyday occurrence and, for the most part, it tends to be regarded as a male issue. There is little indication in media or research reports that female learners perpetrate violence in schools. Research suggests that school violence is caused by male teachers or learners, takes place amongst males and tends to be of a physical or sexual nature. There is, however, a less prominent body of international work, which has begun to explore female aggression and violence at
schools. Thus far, there has been little comparable research in South Africa. The thesis is an exploratory study of female violence in schools. The subject is approached by examining the perceptions of male as well as female teachers in primary and secondary schools in Durban. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.
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Interpreting the Reggio Emilia approach : implications for reducing violence and aggression in early childhood /Clarke, Susan. January 2005 (has links)
Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 76-85). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11769
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Aggressive and antisocial young children : risk assessment and management utilizing the early assessment risk list for boys (Earl-20B) /Hrynkiw-Augimeri, Leena K., January 2005 (has links)
Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 138-158).
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Sugar and spice the hidden world of pre-adolescent femaile aggression /Winsor, Sarah Crofton. January 2008 (has links)
Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 34-38)
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Coping with relational aggression within children's close friendshipsWaasdorp, Tracy Evian. January 2008 (has links)
Thesis (Ph.D.)--University of Delaware, 2008. / Principal faculty advisor: Aparna Bagdi, Dept. of Human Development & Family Studies. Includes bibliographical references.
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A comparative study of children from long and short term psychiatric hospital stays a research report submitted in partial fulfillment ... /McCarroll, Jacqueline Dolores. January 1974 (has links)
Thesis (M.S.)--University of Michigan, 1974.
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A comparative study of children from long and short term psychiatric hospital stays a research report submitted in partial fulfillment ... /McCarroll, Jacqueline Dolores. January 1974 (has links)
Thesis (M.S.)--University of Michigan, 1974.
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