Analiza la agresión de 72 niños y niñas entre 6 y 9 años de nivel socioeconómico (NSE) bajo y medio-alto de Lima Metropolitna. El muestreo fue no probabilístico incidental. Se utilizó el Psicodiagnóstico de Rorschach, según el Sistema Compresnsivo de Exner y las variables de agresión planteadas por Baity y Hilsenroth (1999) y definidas por EXner (1994), Holt (1971) y Giacomo y Meloy (1994). Así se encontró que ContAg presenta la medida mas elevada ; se hallaron también diferencias en AG, ContAg y A2 para los niños y diferencias de AgPot en el NSE bajo. Finalmente, se confirmó la asociación teórica de las distintas variables de agresión en dos factores: agresión primaria yagresión secundaria, planteada por Baity y Hilsenroth (1999). / Aggression was analyzed in 72 children between the ages of 6 - 9 years old of low and middle socioeconomic levels in Metropolitan Lima using a non-probability sample. The Rorschach Psychodiagnosis was used, according to Exner's Comprehensive System and the aggression variables proposed by Baity and Hilsenroth (1999) and defined by Exner (1994), Holt (1971), and Gacono and Meloy (1994). Using this methodology, it was discovered that ContAg is the most elevated measure; differences were also found in AG, ContAg, and A2 in children; and differences in AgPot were discovered in children of low socioeconomic levels. Finally, the theoretical association between the distinct variables of aggression was confirmed in two factors: primary aggression and secondary aggression, proposed by Bairy and Hilsenroth (1999). / Tesis

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. / Arts, Faculty of / Psychology, Department of / Graduate

No description available.

No description available.

This research study was designed to evaluate whether or not Gestalt therapy approaches could be used effectively when intervening with aggressive acts in a day care setting. Five focus children were observed at timed intervals as to whether or not they were aggressive, how the caretaker intervened, and how the children responded to the caretaker intervention. After a baseline of aggressive acts was established, caretakers were trained to use Gestalt therapy intervention methods. Comparisons were made to establish whether there were fewer aggressive acts after Gestalt therapy intervention methods were used and if the children responded more positively to these intervention methods. This study suggests that Gestalt therapy intervention methods could be used in a day care setting to effectively deal with children's aggression. / Master of Science

The phenomenon of aggression has been of interest to psychologists for many years, and has resulted in a variety of theories which-attempt to explain its existence in man. Aggression is prevalent in our primary schools today and it was this observation which initiated the research project. The Relationship Theory was applied in order to gain insight into the life-world of the aggressive child and to explore possible causes which may originate from changes in our society. / Psychology of Education / M. Ed. with specialisation in Guidance and Counselling (Psychology of Education)

The phenomenon of aggression has been of interest to psychologists for many years, and has resulted in a variety of theories which-attempt to explain its existence in man. Aggression is prevalent in our primary schools today and it was this observation which initiated the research project. The Relationship Theory was applied in order to gain insight into the life-world of the aggressive child and to explore possible causes which may originate from changes in our society. / Psychology of Education / M. Ed. with specialisation in Guidance and Counselling (Psychology of Education)

Thesis (M.A.)--University of Delaware, 2006. / Principal faculty advisor: Julie A. Hubbard, Dept. of Psychology. Includes bibliographical references.

The research reported in this thesis investigated the reputational orientations and aggressive behaviour of primary school aged bullies. It also sought to determine whether the reputational orientations of bullies who were loners differed to those who had established friendship networks. To achieve the research aims four separate yet inter-related studies were conducted. Study One explored the construct of reputation and its relevance to the bullying behaviours of 23 male and 23 female Grade 5 (10 year old) children from eight separate primary schools. All of these children had been suspended from school because of their bullying. Semi structured interviews revealed that reputation was an important construct to bullies, primarily because of the feelings of strength, power, and social status attributed to them by others as a result of their bullying. They also reported that the type of image and status they attained from bullying others was what they were actively seeking. To achieve their desired image different types of overt and covert bullying acts were perpetrated. The bullies also revealed that they carefully selected the physical locations where they bullied others so as to maximize the visibility of their actions to others. The school oval, playground and toilets were the most popular locations, but the use of new media such as mobile phones and the internet allowed them to bully others without the presence of an audience. The bullies also reported that their victims communicated what had happened to them to others, which disseminated their actions to a wider audience. It was clearly evident from Study One that the construct of reputation was important to bullies and was worthy of further investigation.

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Julie A. Hubbard, Dept. of Psychology. Includes bibliographical references.