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This study examined how emotion and discipline differed in response to children's relational and physical aggression in African American and European American women. Affective (e.g., concern) and discipline responses of adults toward physical aggression have been linked with children's behavior problems. However, these reactions have not been explored as a function of ethnicity and only little examined as a function of gender. Even less is known about reactions toward relational aggression. Better knowledge about adult perceptions of children's aggressive behaviors could improve theoretical understanding of the development of these problems, and guide efforts at improving treatments. In the present study, hypothetical vignettes depicting a boy or a girl engaging in physical and relational aggression were used to assess how participants report they would respond to such behaviors in their own children. Consistent with initial hypotheses, adults were more concerned and embarrassed about physical aggressive behavior among children than relationally aggressive behaviors. Additionally, adults were more lax for relational aggression and more overreactive toward physical aggression. Adult behavioral responses toward relational aggression were more likely to include discussion and they were more likely to provide a consequence for physical aggression (i.e., adults displayed more reparation and reprimands for physical aggression). With respect to ethnicity, African Americans generally reacted more strongly to aggression, though European Americans made more reparation responses than African Americans for physical aggression. With regard to gender, participants were more overreactive to boys being relationally aggressive than girls and less overreactive to boys being physically aggressive than girls, and this finding appeared to be largely accounted for by African American participants. Results point to the need for psychoeducation regarding the seriousness of relational aggression.

Submitted by FLAVIA ARANTES TAPARO null (flavia-arantes@hotmail.com) on 2016-04-08T19:33:11Z No. of bitstreams: 1 Dissertação_Mestrado em Educação_Flávia Arantes Táparo.pdf: 966051 bytes, checksum: 3e26dca0c17b0f77a7021a0e53ff2728 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-04-11T17:49:01Z (GMT) No. of bitstreams: 1 taparo_fa_me_mar.pdf: 966051 bytes, checksum: 3e26dca0c17b0f77a7021a0e53ff2728 (MD5) / Made available in DSpace on 2016-04-11T17:49:01Z (GMT). No. of bitstreams: 1 taparo_fa_me_mar.pdf: 966051 bytes, checksum: 3e26dca0c17b0f77a7021a0e53ff2728 (MD5) Previous issue date: 2016-03-09 / Alterações comportamentais e ocorrência de acidentes podem causar diversos problemas para o desenvolvimento infantil, mas são escassos trabalhos que investiguem estas variáveis de modo integrado, na busca de indicadores para futura atuação. Este estudo teve como objetivos caracterizar o comportamento e a ocorrência de acidentes de escolares do 5º ano do ensino fundamental e verificar as relações entre ambas as variáveis e entre os dados do comportamento obtidos com diferentes informantes. A pesquisa foi realizada em uma escola da rede municipal de Ensino Fundamental de uma cidade do interior do estado de São Paulo. Participaram 60 alunos de quatro turmas de 5º ano, de ambos os sexos e média de idade de dez anos, seus respectivos responsáveis e as quatro professoras das turmas. Foram utilizados o Questionário de Capacidades e Dificuldades (SDQ) com responsáveis e professoras e o Questionário de Rastreamento de Acidentes (QRA) com os escolares, mediante Termo de Consentimento. Verificou-se predominância de perfil normal de escolares de ambos os sexos em todas as escalas do SDQ, tanto de dificuldades quanto de capacidades. Entretanto, houve padrão anormal de comportamentos, segundo os responsáveis, na escala de sintomas emocionais, com 26,9% para o sexo feminino e 38,1% para o masculino e, de acordo com as professoras, nas escalas de problemas de conduta e de hiperatividade, com 37,5% cada. Foi identificada a ocorrência de 1315 acidentes, predominando acidentes de bicicleta, causados por contato com material cortante e por impacto contra objetos, diferente da literatura, que aponta predominância das quedas. Foi observado maior número de acidentes para o sexo feminino, diferente da literatura. Não foi observada diferença estatisticamente significante na comparação dos perfis comportamentais dos escolares. Entretanto, foi observada diferença significativa no acidente causado por contato com material cortante. Nas respostas dos responsáveis e das professoras ao SDQ, houve correlação estatisticamente significante em quatro situações: 1) problemas de conduta segundo as professoras e os responsáveis; 2) problemas de conduta segundo as professoras e hiperatividade segundo os responsáveis; 3) hiperatividade segundo as professoras e segundo os responsáveis; e 4) comportamento pró social segundo as professoras e hiperatividade segundo os responsáveis. Nas análises de correlação entre as respostas dos responsáveis ao SDQ e das crianças ao QRA e entre as respostas das professoras ao SDQ e das crianças ao QRA predominantemente não houve correlação estatisticamente significativa, diferente da literatura. Foi observada correlação negativa entre o comportamento de hiperatividade das crianças, segundo as professoras, e o acidente de bicicleta e entre o comportamento de sintomas emocionais nas crianças, segundo as professoras, e o acidente do tipo impacto contra objetos. Concluiu-se que o perfil comportamental dos escolares esteve predominantemente dentro dos padrões de normalidade, que a ocorrência de acidentes foi importante e houve pouca correlação significativa entre os resultados, diferentemente da literatura. Sugeriu-se ampliação da amostra e de locais de coletas para investigar os resultados peculiares. / Children's behavioral changes or accidents in childhood can be particularly troublesome for child development, but there are scarce studies that investigate these variables in an integrated manner, seeking indicators for future practice. This study aimed to characterize the behavior and the occurrence of accidents with 5th year of elementary school students and examine relationships between both variables and between the behavior's data from different informants. The survey was conducted in a municipal elementary school of a medium-sized city in the state of São Paulo. Attended by 60 students from four classes of 5th grade, of both sexes and an averege age of ten years old, their family and the four teachers of the classes. The Strengths and Difficulties Questionnaire (SDQ) was applied with family members and teachers and Accident Tracking Survey (QRA) was applied with the students; the participation of all was consented by signing the Term of Consent. There was a predominance of normal profile of students of both sexes in all SDQ scales, both in difficulties and in capabilities. However, there was an unusual standard of behavior, according to those responsible, in the emotional symptoms scale, with 26.9% for females and 38.1% for male and, according to the teachers, the scales of conduct problems and hyperactivity, with 37.5% each. The occurrence of 1315 accidents was identified, being bicycle accidents, contact with sharp materials and impact against objects, different from the literature, which indicates predominance in falls. There was a higher number of accidents for females, unlike literature. There was no statistically significant difference when comparing the behavioral profiles of schools. However, a significant difference was observed in the accident caused by contact with sharps materials. About the answers from their legal guardians and teachers of the SDQ, there was a statistically significant correlation in four situations: 1) conduct problems according to teachers and those responsible; 2) conduct problems according to teachers and hyperactivity, according to responsible; 3) hyperactivity according to the teachers and the responsible; and 4) social pro behavior according to the teachers and hyperactivity according to those responsible. In the correlation analysis between the answers of those responsible to the SDQ and children to the QRA and between the answers of teachers to SDQ and children to QRA predominantly there was no statistically significant correlation, unlike literature. Negative correlation between children's hyperactive behavior was observed, according to the teachers, and the bicycle accident and between the behavior of emotional symptoms in children, according to the teachers, and the accident of the type of impact against objects. We conclude that the behavioral profile of the students was mostly within the normal range, the occurrence of accidents was important and there was little correlation between the results, unlike literature. It is suggested larger sample collections and locations to investigate the peculiar results.

La violence dans les relations intimes à l’adolescence est un problème social important. La présente étude vise à bonifier les connaissances quant aux facteurs associés aux comportements de violence dans les relations intimes (VRI) à l’adolescence afin d’alimenter les pistes en matière de prévention. Plus précisément, il s’agit de vérifier si les problèmes de comportement à l’enfance peuvent être considérés comme un facteur de risque précoce à la perpétration de VRI à l’adolescence, puis de vérifier si l’engagement scolaire et la légitimité perçue de l’autorité à la mi-adolescence peuvent être considérés comme des facteurs compensatoires ou de protection en lien avec la perpétration de ces violences. Pour ce faire, les données utilisées proviennent de l’Étude longitudinale et expérimentale de Montréal (ÉLEM) ayant débuté dans les années 80. Initialement, l’échantillon était composé de 1037 garçons francophones blancs ayant été à la maternelle dans une école située dans un quartier défavorisé de Montréal. Parmi ces participants, 774 ont révélé déjà avoir été dans une relation amoureuse à 16 ou 17 ans. Les comportements des enfants entre 10 et 12 ans ont été évalués par les enseignants, dont les problèmes de comportement. Puis, la légitimité perçue de l’autorité ainsi que l’engagement scolaire ont été évalués de façon autorapportée à la mi-adolescence. La perpétration de violence psychologique, physique et sexuelle dans le cadre de relations intimes par les participants a aussi été évaluée de façon autorapportée, mais à la fin de l’adolescence. Les résultats découlant d’analyses de régression mettent en lumière le fait que les garçons présentant des problèmes de comportement pendant l’enfance sont à risque de s’engager dans des comportements de VRI physique à l’adolescence. Par ailleurs, les résultats indiquent que les garçons présentant un engagement scolaire élevé à la mi-adolescence sont moins à risque de s’engager dans des comportements de violence psychologique et sexuelle alors que ceux présentant un haut niveau de légitimité perçue de l’autorité à la mi-adolescence sont moins à risque de s’engager dans des comportements de toutes formes de VRI à l’adolescence. Ainsi, il semble que les problèmes de comportement à l’enfance soient un facteur de risque précoce à la VRI physique à l’adolescence, alors que l’engagement scolaire et la légitimité perçue de l’autorité sont des facteurs compensatoires en lien avec la perpétration de VRI à l’adolescence. Ces résultats pourront notamment servir au développement d’interventions préventives. / Teen dating violence (TDV) is a significant social issue. This study aims to enhance our understanding of factors associated with violent behavior in adolescent romantic relationships to inform prevention strategies. Specifically, the study seeks to determine whether childhood behavior problems can be considered an early risk factor for perpetrating TDV, and further investigates if school engagement and perceived authority legitimacy in mid-adolescence can act as compensatory or protective factors related to the perpetration of such violence. The data used in this study are from the Montreal Longitudinal and Experimental Study (MLES) initiated in the 1980s. The sample was initially consisted of 1,037 Caucasian French-speaking boys who attended kindergarten in a disadvantaged neighborhood in Montreal. Among these participants, 774 reported being in a romantic relationship at the age of 16 or 17. Children's behaviors between the ages of 10 and 12 were assessed by teachers, including behavior problems. Perceived authority legitimacy and school engagement were self-reported in mid-adolescence. Perpetration of psychological, physical, and sexual violence within romantic relationships by the participants was also self-reported, but at the end of adolescence. Results from regression analyses reveal that boys exhibiting behaviors related to conduct and oppositional disorders during childhood are at risk of engaging in physical TDV. Furthermore, results highlight that boys with high school engagement during mid-adolescence are less likely to engage in psychological and sexual violence, while those with a high level of perceived authority legitimacy during mid-adolescence are less likely to engage in any form of TDV. Thus, childhood behavior problems appear to be an early risk factor for physical TDV, while school engagement and perceived authority legitimacy act as compensatory factors related to the perpetration of TDV. These findings can be valuable for the development of preventive interventions.