Behavioral and cognitive skills training for increasing assertive behavior in college students were compared to an equally credible expectancy-control. One significant multivariate function successfully discriminated between the behavioral and control groups, and between the cognitive and control groups. This function was interpreted as showing enhanced behavioral/cognitive construction competencies in the behavioral and cognitive groups. A second function, though not significant, suggested that the cognitive training resulted in more aggressive behavior.

Ce travail de thèse invite à s’intéresser aux caractéristiques des comportements agressifs chez les personnes présentant une déficience intellectuelle (DI) avec ou sans trouble du spectre autistique (TSA). Pour cela, nous avons procéder à la validation de deux échelles américaines d’évaluation des comportements agressifs, « Children’s Scale of Hostility and Aggression : Reactive/Proactive » (Famer & Aman, 2009) et « Behavior Problem Inventory-S » (Rojahn et al., 2012). Les résultats ont montré de bonnes propriétés psychométriques. Cela nous a permis d’identifier des comportements hétéro et auto-agressifs différents en fonction de la présence ou non du TSA dans la DI. Enfin, l’étude du développement moral est pertinente pour mieux comprendre l'étiologie des comportements agressifs chez les personnes DI. En effet, les résultats ont mis en lumière des difficultés dans le traitement des informations (Intention – Conséquence). / This PhD work investigates the characteristics of aggressive behavior in people with intellectual disability (ID), with or without autism spectrum disorder (ASD). To do this, we have validated two American Aggressive Behavior Rating Scales, "Children's Scale of Hostility and Aggression: Reactive / Proactive" (Famer & Aman, 2009) and "Behavior Problem Inventory-S". (Rojahn et al., 2012). The results showed good psychometric properties. This allowed us to identify different hetero and auto-aggressive behaviors depending on presence or absence of ASD in the ID. Finally, the study of moral development is relevant to better understand the etiology of aggressive behavior in ID people. Indeed, the results have shown difficulties in the treatment of information (Intent - Consequence) of an event.

Atlantic spotted dolphins (Stenella frontalis) and bottlenose dolphins (Tursiops truncatus) are two sympatric species resident to the Bahamas. The visibility of the Bahamian water provided a unique opportunity to study spotted dolphin communication during aggression. This study’s main focus was to decipher any similarities or differences in the behaviors used by spotted dolphins during interspecific and intraspecific aggression. Both similarities and differences were discovered. Biting, following, and chasing behavioral events were used more during interspecific aggression, while the display behavioral class was used more than the contact behavioral class during intrabut not interspecific aggression. This study showed that spotted dolphins use more energy intensive and risky behaviors when fighting interspecifically. This could result from having to fight and defend females from a larger species, trying to avoid sexual harassment from bottlenose males, or needing to use behaviors that are more overt and easily understood during interspecies communication. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

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The diploma thesis deals with the problem of aggressiveness and chicane among children at the second level of basic schools and its prevention in the Pilsen region. Further on it is also concerned with the teachers´ perspective and their awareness of the topic of chicane. In the theoretical part I am going to analyse the fundamental terms of the topic. The attention is going to be localized on the personality of the aggressor and the victims of chicane, on the cooperation of the school and parents, on the authority of the teacher or class and school climate. There is going to be a special chapter devoted to the description of the system concerning the prevention of the chicane. In the practical part I am going to endeavour to find out by the help of a questionnaire survey, how the schoolchildren are informed about the chicane and what kinds of form are used to this purpose. I compare these results with the theoretical knowledge.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-12T18:30:43Z No. of bitstreams: 1 vivianezeringotarodrigues.pdf: 1501252 bytes, checksum: 2b0228255aec40277c0d1870ac03da16 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-27T19:54:46Z (GMT) No. of bitstreams: 1 vivianezeringotarodrigues.pdf: 1501252 bytes, checksum: 2b0228255aec40277c0d1870ac03da16 (MD5) / Made available in DSpace on 2016-06-27T19:54:46Z (GMT). No. of bitstreams: 1 vivianezeringotarodrigues.pdf: 1501252 bytes, checksum: 2b0228255aec40277c0d1870ac03da16 (MD5) Previous issue date: 2013-02-22 / As formigas do gênero Solenopsis são comumente relatadas em ambiente urbano devido à capacidade de exploração de recursos e facilidade de encontro de locais de nidificação, o que favorece sua proliferação, vindo a acarretar acidentes. Os objetivos do presente estudo foram caracterizar os hábitos de nidificação de colônias de Solenopsis saevissima (Smith), assim como analisar sua resposta comportamental frente à perturbação das colônias em área urbana no município de Juiz de Fora, Minas Gerais. Para o estudo dos hábitos de nidificação foram realizadas observações quinzenais compreendidas entre 8 e 16h, de maio de 2011 a abril de 2012. Para cada colônia ativa foi registrado o tipo de substrato e as dimensões do ninho. A resposta comportamental foi estudada com auxílio de uma ferramenta (pá de metal) para a perturbação de 30 colônias, e o deslocamento foi verificado com uma régua de madeira (150cm) posicionada verticalmente sob a colônia perturbada e duas trenas perpendiculares entre si na horizontal (5m). Dados sobre temperatura e umidade relativa do ar foram registrados ao longo das coletas. A dispersão agressiva foi observada nas posições horizontal e vertical (em centímetros) durante três minutos, com coleta de dados a cada 20 segundos. Os resultados demonstraram que essas formigas estão presentes durante todo o ano nesse ambiente, permanecem ativas mesmo nos meses mais frios, e o substrato mais utilizado como base para construção dos ninhos foi a vegetação rasteira. O período seco (de abril a agosto) pode ser considerado o mais adequado para o controle destes insetos por apresentar o menor número de colônias ativas (28%). Com relação ao comportamento de deslocamento, os resultados demonstraram que a velocidade na vertical é significativamente maior que na horizontal (p=0,0007), e o deslocamento dessas formigas não tem relação com fatores abióticos e independe do tamanho externo da colônia. Os resultados deste estudo são importantes contribuições para o estudo da biologia e do comportamento agressivo de S. saevissima em ambiente urbano, podendo subsidiar estudos de controle a fim de minimizar os acidentes que essas formigas causam. / Ants of the genus Solenopsis are common in urban environments due to their capacity to explore resources and facility to establish nesting sites, which helps their proliferation and increases the occurrence of accidents with intruders. The aims of the present study were to characterize the nesting habits of Solenopsis saevissima (Smith), as well as to analyze behavioral responses to disturbances in colonies located in urban areas of Juiz de Fora, Minas Gerais. To study the nesting habits, observations were performed every two weeks from May 2011 to April de 2012, between 8:00 a.m. and 4:00 p.m. For each active colony the substrate and the dimensions of the nest were registered. To analyze the behavioral response, a shovel was used to disturb 30 colonies, and the displacement was verified with the aid of a wooden ruler (150cm long) positioned vertically over the disturbed colony and two (5m) measuring tapes perpendicular horizontally placed at the ground. Temperature and relative air humidity were registered during the observation period. The aggressive dispersion was observed in both directions, horizontal and vertical during three minutes, and the data were collected every 20 seconds. The results demonstrate that these ants are present throughout the year in this environment; that they remain active even in the coldest months and the substrate more utilized to build the nests was the undergrowth. The dry season (from April to August) can be considered more appropriate to controlling these insects due to the low number of active colonies. Regarding dislocation behavior, results show that the speed was significantly higher in the vertical than in the horizontal direction (p=0.0007), and it was not related to abiotic factors nor was dependent on the external size of the colony. These results add information on the biology and aggressive behavior of S. saevissima in urban environment.

The purpose of this study was to gain a better understanding of sexually aggressive behavior through the examination of humor appreciation among male undergraduates. As compared to nonaggressive males, sexually aggressive males showed a significantly greater appreciation for humor which negatively stereotyped females, portrayed prejudicial views of rape-and rape victims, and contained content related to male sex drive and virility. Differences in humor appreciation were also found for males with high sex drive. Additional findings included correlations between aggressive drive and sexually aggressive status, as well as between sex drive and likelihood to rape.

Aggression in dogs is a significant public health concern with 7.2 mortality cases per 100 million inhabitants and approximately 4.7 million dog bites annually. Canine aggression is typically viewed as a genetic trait and treated as pathology through the use of medical or respondent behavioral procedures. In this study the effects of the differential negative reinforcement of safe, alternative behaviors to aggression using distancing as the reinforcer were evaluated. The results demonstrated that even when the aggression was in evidence throughout most of the dog's lifetime, it responded quickly to changes in reinforcement contingencies.

Aggressive behavior of young children has always existed. In kindergarten, teachers and children will encounter the consequences frequently. However, not all teachers have enough experience and knowledge to deal with children’s aggressive behavior. Children’s aggressive behavior will not only affect the teacher’s curriculum, the relationship between teachers and children, but also the relationship between children. Therefore, the purpose of this systematic review is to provide teachers with interventions that can help young children reduce aggressive behavior while improving peer interaction. ERIC and PsycINFO were used to search peer-reviewed articles since these two databases have articles related to my topic, and data collecting and analyzing were conducted in March and April 2020. By including five relevant articles and summarizing and analyzing the contents of these five articles, it is concluded that there are two types of interventions in kindergartens to reduce children's aggressive behavior while improving their peer interaction. One type includes a method for the social story, which is a short, simple story written from a child’s perspective to provide guidance for appropriate social behavior for children with autism. The other intervention type teaches social skills. The advantage of this systematic review is that it is very practical for teachers because four of the five articles have an effect on aggressive behavior and/or peer interaction This paper analyzes relationships of children's aggressive behavior and does not include other elements such as children's language ability. In conclusion, teachers need to choose appropriate interventions, because some interventions cannot achieve the effect of reducing aggressive behavior and increasing peer interaction at the same time. / 幼儿的攻击行为一直都存在。在幼儿园时，由于教室里有不止一个的幼儿，教师更是会频繁的遇见这一情况，然而并不是所有的教师都有足够的经验和知识来应对幼儿的这一行为。幼儿的攻击行为不仅会影响教师的课程，教师与幼儿的关系，还会影响幼儿之间的关系。因此本文献综述的目的是给教师提供能帮助幼儿降低攻击行为的同时提高同伴互动的干预计划。ERIC和PsycINFO用于搜索同行评审的文章因包含最多与本篇论文主题相关的文献，并在3月和4月进行了数据收集和分析。通过纳入五篇相关文献并对这五篇文献内容的总结与分析得出教师在幼儿园中有不同的方法来减少儿童的攻击行为，促进他们的同伴互动。其中，干预分为两大类，一种是包括了社交故事的干预，另一种是教导学生社交技巧的干预，并且，社交故事的使用频率较高。但是，教师需要选择合适的干预，因为有些干预不能达到减少攻击性行为的同时增加同伴互动的效果。本片文献综述的优点是对于教师来说十分实用，而主要的不足点是只分析了幼儿的攻击行为与幼儿间的关系，并没有分析幼儿的语言能力等能够影响幼儿攻击行为的要素。

Violent video games have been questioned in its influence toward violence and aggressivebehavior in nowadays especially with adolescents and young adults which usually spend theirtime playing games more than other activity. The aim of this research is to find a correlationbetween violent video games exposure, aggressive behavior and self-control in an individual toanswer the question that “Is playing violent video games can lead a person to be more violence,aggressive and lack of self-control more than it should be?” The research will be studied with351 people in the Thailand Gamer Community. An aggressive behavior and impulsive behaviorwill be look into by self-questionnaire: Buss – Perry aggression questionnaire: BPAQ – ShortForm to measure aggressive behavior, the short version of the Self-Control Scale to measure animpulsive behavior and for a violent video games exposure, it will be measured by the time thatparticipants playing video games and how violent it exposure to violent video games andaggressive behavior but the results only show a slightly correlation between these two variables.Nevertheless, the results show no correlation between violent video games exposure andimpulsive behavior.