This study explored the effects of a gender-based violence prevention program called Owning Up on a group of middle school students in Tampa, Florida. The majority of participants were African-American at-risk youth who voluntarily participated in the intervention. This study is novel in that it is one of the first to empirically validate curricula that addresses an array of aggressive behaviors. A mixed methods design was used to gain insight into significant changes over time, as well as treatment integrity throughout the implementation. Findings from the study found females to be more aggressive than males on all forms of aggression across time. Additionally, results suggest that minimal gains were found between pre- and post-test administrations indicating that the intervention with this particular group may have not been effective. Cultural fit, systems-level issues, and problem-solving tactics are discussed to explain the findings.

Criminological, psychological, and developmental researchers have relentlessly explored behavioral characteristics and juvenile justice outcomes in an effort to establish the most appropriate means of analyzing childhood and adolescent problem behaviors. Cross-discipline, empirical evidence and factor analytic research has consistently identified the presence of two predictive concepts, physical aggression and nonaggressive rule-breaking. Research pertaining to the risk factors and correlates of these two distinct substructures of offending align with theoretically postulated typologies of delinquency and offending as well as the frequently cited patterns of delinquency and offending within reviews of longitudinal research. Using longitudinal data from a sample of 756 at-risk, males and females during late childhood and early adolescence, the present research examined variations in latent trajectories of physical aggression and nonaggressive rule-breaking as well as empirically substantiated risk factors that may influence problem behaviors and juvenile justice involvement. The findings support a 4-class model for both physical aggression and nonaggressive rule-breaking as well as a relationship between supported risk factors and latent class membership. A comprehensive understanding of physical aggression and nonaggressive rule-breaking may provide the basis for targeted, problem-specific strategies aimed at early intervention.

This study provided the first direct test of the cognitive underpinnings of the attention-allocation model and attempted to replicate and extend past behavioral findings for this model as an explanation for alcohol-related aggression. Men were randomly assigned to a beverage (Alcohol, No-Alcohol Control) and a distraction (Moderate Distraction, No Distraction) condition. All men were provoked by a male confederate and completed a dot probe task and a laboratory aggression task without distraction or while presented with a moderate distraction task. Results indicated that intoxicated men whose attention was distracted displayed significantly lower levels of aggression bias and enacted significantly less physical aggression than intoxicated men whose attention was not distracted. However, aggression bias did not account for the lower levels of alcohol-related aggression in the distraction, relative to the no-distraction, condition. Discussion focused on how these data inform intervention programming for alcohol-related aggression.

The purpose of the current study was to examine personal cognitive variables (adolescents&rsquo / beliefs supporting aggression, adolescents&rsquo / self-efficacy for alternatives to aggression, and adolescents&rsquo / personal value on achievement) as potential mediators of the relationship between perceived family factors (parental support for aggression, family conflict, and parental monitoring) and adolescents physical aggression among Turkish adolescents living in Ankara. Volunteered students (2443 sixth, seventh, and eighth graders) from randomly selected schools (36 primary school) participated in the study. Physical Aggression Scale, Beliefs Supporting Aggression Scale, Self- efficacy for Alternatives to Aggression Scale, Personal Value on Achievement Scale, Parent Adolescent Relationship-Monitoring Scale, Parental Support for Aggression Scale, and Family Conflict Scale were used in the data collection. Results of the SEM analyses showed that the models adequately described the data for the sample of male and female adolescents and the fit indices were all within the acceptable thresholds. When considering the explained variance in physical aggression / the latent model accounted for 48% of the variance in physical aggression among girls and 40% of the variance in physical aggression among boys. In general, the results suggested that the influence of perceived family factors on physical aggression can be mediated by personal cognitive factors. Moreover, the patterns of interactions and the strength of the relationships differed in boys and girls model. The results revealed that the proposed model of physical aggression, which was based on integration of problem behavior theory (Jessor, 1987) and social information processing model (Huesmann, 1998) was supported by the data.

Dabar ne tik suaugę, bet ir vaikai tampa vis piktesni, agresyvesni, linkę savo problemas, konfliktus spręsti pasitelkdami psichologinę ar fizinę agresiją. Pastaruoju metu paskelbta daug straipsnių, psichologinių knygų apie agresiją, kalbama apie šias problemas įvairių televizijos, radijo laidų metu. Reikia atlikti dar daug tyrimų, kurie padėtų veiksmingai spręsti problemas, susijusias su agresijos raiškos būdais ir naudojimu, o ypač tarp vaikų. Keliama hipotezė: Jaunesniajame mokykliniame amžiuje agresyvus elgesys pakankamai paplitęs ir turi įvairias raiškos formas. Tyrimo objektas: Dviejų Vilniaus pradinių mokyklų 2-4 klasių mokiniai bei juos mokantys mokytojai. Tyrimo tikslas: Atskleisti mokinių agresyvaus elgesio raiškos pradinio lavinimo mokykloje ypatumus ir numatyti problemos sprendimo būdus. Uždaviniai: 1) Išanalizuoti agresijos aiškinimo teorinius aspektus. 2) Ištirti agresijos raišką pradinėje mokykloje. 3) Išsiaiškinti agresijos raiškos formas mergaičių ir berniukų grupėse.. 4) Numatyti mokinių agresyvaus elgesio prevencijos galimybes. Šis darbas padės daugiau atkreipti dėmesį agresyvaus elgesio apraiškas pradinėse klasėse. Padės giliau susimąstyti apie agresyvius vaikus, kurių netinkamais elgesys ilgainiui gali keistis, vis sudėtingėti. Mokykloje svarbu laiku identifikuoti vaikus, turinčius polinkį į agresyvų elgesį ir suteikti jiems profesionalią pagalbą. Vaiko problema yra svarbi visai mokyklos bendruomenei, todėl visi jos nariai turi kryptingai dirbti ir... [toliau žr. visą tekstą] / Nowadays not only adults but also children are becoming angrier, more aggressive and inclinable in solving their problems using physical or psychological aggression. A lot of articles, psychological books about aggression has been announced, these problems are discussed during various TV and radio shows. Many researches have to be done which would help to efficiently solve the problems associated with aggression expression manner and usage, especially among children Hypothesis: aggressivebehavior is common use and it has variaus forms of vent in junior school age. The object of research: 2-4 grade children and their teachers of 2 Vilnius primary schools. The aim of research: To exhibit the peculiarities of children aggressive behavior expression in primary schools and to provide the solutions for this problem. Goals: 1. To analyze the theoretic aspects of aggression explanation. 2. To research the expression of aggression in primary schools. 3. To find aggression expression forms in boys and girls groups. 4. To foresee the prevention possibilities of aggressive pupils behavior. This paper will help to attract attention to aggressive behavior manifestations in primary schools. It will also help to give a further thought about aggressive children, whose inappropriate behavior may change in the future and become more complicated. It is essential in schools to early identify children who have tendency in aggressive behavior and give them proper professional help. The child’s... [to full text]

The primary aim of the present investigation was to directly examine a theoretically-based, ecologically-valid intervention and proposed mechanism for reducing at risk men’s alcohol-related aggression toward women for the bar setting. This study was developed in response to a critical need to address barriers to interventions for alcohol-related. This literature called for research to empirically investigate (a) specific intervention techniques that reduce aggression, (b) in whom such interventions will have the greatest impact, and (c) the mechanisms that account for such effects. Results of this study evidenced that the attention-allocation model-inspired intervention, relative to control, was associated with less alcohol-related physical aggression toward a female confederate. This finding held for men who reported lower, but not higher, levels of masculine gender role stress. However, results of the study did not support the hypotheses that intoxicated men who received the intervention, relative to control, would display the lowest levels of negative cognition and that masculine gender role stress would moderate this effect. Thus, the present study successfully addressed two of the three barriers cited. Discussion focused on how these data inform intervention programming for alcohol-related aggression.

The diploma thesis is of theoretic-empirical character, with focus on aggression in children at middle school level. The First part describes theory, typology and development phases of aggression. The thesis also deals with the periods of pubescence. Attention is given to oddities in aggressive expressions of children in the pubescence period. Furthermore gives information about possible causes of aggression. The thesis deals also with prevention and possibilities of handling aggression. Connected with the thesis is the practical part which is made using survey research. Results are written down and compared with the in advance stated hypothesis.

Depression is one of the most disabling mental disorders with respect to years living with symptoms and life lost prematurely. Understanding the development of depression symptoms in childhood and adolescence is important considering the increase in prevalence in adolescence and the substantial continuity of depression symptoms over time. Interpersonal perspectives on depression emphasize the interpersonal environment in the development, and remission of symptoms. In the present dissertation, the interpersonal environment focus was peer experiences. Specifically, the conditions under which peer experiences and depression symptoms were associated concurrently and longitudinally were examined in preschool, childhood, and adolescence. Different types of peer experiences were associated with depression symptoms in specific ways. In Study 1, the type of aggression and informant mattered where relational peer victimization and depression symptoms were associated in the presence of relational aggression when data were reported by teachers. In Study 2, informant and type of peer experience mattered such that when examining competing models of directional association of peer experiences and depression symptoms, depression symptoms predicted peer rejection across reporters and depression predicted peer victimization when data were self-reported. In Study 3, the type of aggression mattered again but peer-reported peer victimization was associated with self-reported depression symptoms in the presence of overt aggression for girls concurrently and over time. The effect was stronger for those who transitioned to high school. The conditions under which peer experiences and depression symptoms were associated depended on type of aggression (i.e., relational peer victimization and relational aggression in preschool and overt aggression for girls in late childhood and adolescence), type of relationship disturbance (i.e., peer victimization and peer rejection), informant, and whether individuals transitioned to high school.

The origins of aggression warrant extensive investigation given its substantial cost to both victims and perpetrators. However, only recently have researchers begun to understand the prevalence and harm associated with relational aggression, which is behaviour intended to damage another person’s feelings, relationships, or social status, such as social exclusion or spreading rumors. Even with this heightened research interest in relational aggression there is a paucity of studies conducted with children prior to age four, the developmental period in which relational aggression begins to emerge. In this dissertation we ascertain what unique lags in development or blossoming capacities coincide with the emergence of both physical and relational aggression during early childhood. In Study 1, we examined differential predictors (sex, age, prosocial behaviour, internalizing problems, and impulsivity) of teacher-rated aggression style (physically aggressive, relationally aggressive, or combined physically and relationally aggressive) among preschoolers (N = 429; M = 41.29, SD = 8.14) using multinomial logistic regression. Being a boy and being higher on impulsivity were both substantial risk factors for use of physical aggression (alone or combined with relational aggression). In Study 2, we explored longitudinal associations between preschoolers’ (N = 126; Mage = 39.15 months, SD = 6.67) assessed language (receptive and expressive vocabulary), parent-rated working memory, and teacher-rated aggression (physical and relational) across one year using an autoregressive cross-lagged panel model. Longitudinally, physical aggression showed stability and both better working memory and previously higher physical aggression predicted higher relational aggression over one year. There were no longitudinal links between language and aggression when simultaneously accounting for working memory in the model, emphasizing the need to account for working memory in this association in future research. In Study 3, using four, separate multivariate multiple regressions, we examined the linear and interactive effects between negative emotionality and several aspects of self-regulation (inhibitory, emotional [soothability], attentional [attention span], and metacognitive [working memory] control) in the prediction of preschoolers’ (N = 198; M = 33.65 months, SD = 5.02) physical and relational aggression. Poorer inhibitory and metacognitive control were associated with higher physical aggression regardless of trait negative emotionality, highlighting the importance of self-regulation rather than emotional reactivity in models of physical aggression. Poorer inhibitory control was also linked to higher relational aggression. Also, negative emotionality was most strongly linked to relational aggression at higher levels of emotional control or attentional control. In summary, the results of the present dissertation support a skill-deficit model of preschool physical aggression (alone or in combination with relational aggression) and both a skill-deficit and developmental advancement model for preschool relational aggression.

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