Identification of aggression in Junior Primary school learners often becomes a difficult task due to the lack of appropriate measuring instruments. The assessment instruments used presently are unable to identify the subtypes of aggression. In order to address this limitation in the field of aggression, the present investigation was undertaken. A literature study was done where the concept aggression was defined and the relationship and differences between the subtypes of aggression (physical, verbal, reactive and proactive aggression) were examined. The factors that relate to aggression, namely, biological, personality, environmental and social, parental influence, frustration and media influences were identified. A reliable measuring instrument was developed to identify the four main subtypes of aggression in junior primary learners. The results of the empirical investigation indicated that there were significant positive correlations between the subtypes of aggression. Gender and intellectual potential do not appear to have a significant bearing on childhood aggression. The educational implications of the findings are discussed and guidelines regarding treatment of childhood aggression are given for both educators and parents. / Education Studies / M.Ed.

The study examines the culture of students' violent behaviour, with a focus on socialisation provided by schools and teachers. It explores the beliefs and wishes of teachers, students and parents in some townships of Gauteng Province about the role of teachers in addressing and preventing students' antisocial and violent behaviour in schools. The thesis offers six chapters divided into two components. The first component, chapters one to three, systematically explores socialisation of children by the home and the school. It discusses the historical/theoretical foundations of antisocial and violent behaviour of children/youth from low economic groups. The study utilises literature on strain theory on sociological considerations of adolescents' deviance from Durkheim (1897) to Messner and Rosenfeld (1994) in order to provide an in-depth appraisal of theoretical paradigms and thereafter. The second component, chapters four to six unpacked the research by analysing data from interviews and observations collected from township participants. It identifies five socio-educational factors that deterred students' antisocial behaviour. These included: teachers' attribution for success and failure; teachers' theoretical/practical leadership; the quality of the teacher-student relationship; the level of support to teachers and the function of home and community. The findings identify the approach to antisocial and violent behaviour in Gauteng townships to be punitive. Participants regard township school violence, especially in secondary schools, as serious. The present study concluded that socialisation fostered by a supportive teacher, acting with efficacy and caring, working with parents and the community, can prevent antisocial and violent behaviour. Furthermore, the study uncovered patterns indicating that socio-educational measures are a constructive means to respond to antisocial and violent behaviour.While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, incarceration) may be less effective than socio- educational measures in instilling prosocial behaviour. / Institute Educational Research / D.Ed. (Socio-Education)

A study was undertaken to examine the culture of violent behaviour, with a focus on socialisation provided by schools and educators. The role of teachers in addressing and preventing student antisocial and violent behaviour in school was explored. Participant observations and in-depth qualitative research interviews were conducted in United States public schools from September, 2000 through August, 2001. Analysis of recorded and transcribed data from initial interviews and observations revealed five socio-educational factors that precluded student antisocial behaviour. These factors included: teachers' theoretical/practical orientation; teachers' attributions for success and failure; the quality of the teacher-student relationship; the importance of home and community; and the level of support available to teachers. Preliminary interviews with five teachers and in-depth interviews with nine AfricanAmerican (Black) educators, from schools where violence was a serious problem were then conducted. Analysis of these qualitative interviews revealed four categories of educational dynamics that served to prevent violence, or moderate its severity: the teacher's qualities; the classroom context; the school context; and parental involvement and support. Within these four categories, nine specific factors were identified that served to prevent violent behaviour. These included: personal teaching efficacy; a caring teacher-student relationship; an academic activity orientation within the classroom; a sense of community within the classroom; obvious classroom ownership by the teacher; clear expectations that have been internalised by the students; support for teachers from administration; a supportive rather than threatening stance taken by police assigned to the school; and a high level of involvement by parents. The present study concluded that in addition to the socialisation fostered by a supportive, engaged classroom and school context, the teacher, acting with efficacy and caring, and working with parents and community, can prevent violent and antisocial behaviour. The study revealed patterns indicating that socio-educational measures are constructive means to respond to antisocial and violent behaviour. While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, and medication), may be less effective than socioeducational measures in instilling prosocial behaviour. Guidelines for the prevention of violent and antisocial behaviour are provided, with recommendations forfuture research. / Educational Studies / D. Ed. (Socio-Education)

本研究以美國心理學會（APA）暴力預防處與美國幼兒教育協會所共同發展的ACT親職教育方案（Adults and Children Together- Raising Safe Kids Program）為範本，將一個在美國與世界各地發展將近15年的方案首度引進臺灣並應用於臺灣的家庭中，期待能夠藉由這一套社會認知取向的預防性介入「ACT親職教育方案」來增進父母的親職教養態度與知識，降低父母親的親職壓力，並進一步了解親職壓力與兒童行為問題的關聯性。 研究參與者為30位育有0-12歲孩子的父母，其中15位家長接受為期8週的ACT親職教育團體作為實驗處理，另外15位家長則未接受任何處理，有效樣本共23位，實驗組家長12位，對照組家長11位。本研究採用親職壓力量表簡式版與兒童行為檢核表實施前、後測，並針對實驗組實施三個月後的追蹤測量並輔以質性問卷蒐集更完整的資料。 本研究採用無母數統計法Wilcoxon等級檢定與Mann-Whitney U檢定，檢驗親職壓力感受在前測、後測及追蹤測量之間的差異，另以Spearman相關分析檢視親職壓力與兒童行為問題之間的關聯性。研究結果顯示，ACT親職教育為實驗組家長帶來正向的影響發生在三個月後的追蹤測量，特別是在「困難兒童分量表」的親職壓力上有顯著的改善，且親職壓力總分與兒童行為整體問題呈現高度正相關。 / This study investigated whether the ACTdults and Children Together: Raising Safe Kids (ACT-Rprogram causes effects on reducing parenting stress and examined the correlation between parenting stress and child behavioral problems. The ACT program, developed by American Psychological Association in collaboration with the National Association for the Education of Young Children, is a child maltreatment prevention program for parents of young children. Twenty-three parents having children aged 0-12 completed the Parenting Stress Index-Short Form (PSI-SF) and Child Behavior Checklist (CBCL). Twelve of these parents took part in eight-week ACT-RSK program and learned effective parenting including child development, anger management, social problem-solving skills, non-violent discipline and effects of violent media on children. The remaining eleven parents were placed on the wait listreceived treatment as usual. Wilcoxon signed rank test and Mann–Whitney U test were used to respectively compare the intra-group data and inter-group data. Results indicated a positive impact especially on the difficult child subscale of parenting stress during three-month follow-up. Qualitative data collected through open questions in three-month follow-up questionnaire also demonstrated that parents perceived numerous benefits to the ACT-RSK program and felt less stress in the area of parent-child interaction.

The pervasiveness of sexual violence on college campuses poses a significant problem for students and administrations that seek to promote healthy, safe, and equitable access to higher education. Although federal legislation under Title IX prohibits sexual violence as a form of gender discrimination, cultural climates that promote sexual violence—or rape cultures - continue to inform student experiences on college campuses. This thesis roots the discourse on campus sexual violence in the specific localized context at Scripps College. As a women’s college situated in a small, interconnected consortium of co-ed liberal arts colleges, the case of Scripps College raises critical questions about the ways in which gender and sexism play out on women’s bodies, and influence students’ experiences with embodiment on campus. In this thesis, I present a feminist analysis of the current institutional policies that address sexual violence on campus, in addition to the perspectives of eight student activists currently involved in gender justice work at Scripps College. Due to the fact that each of the Claremont Colleges, including Scripps, is currently in the process of re-evaluating their policies and grievance procedures that address sexual violence on campus, now is a key time to reflect on the past, present, and future of the Claremont Colleges and the role that these institutions play in either deconstructing or reinforcing patriarchal structures of power.

In 2003, Congress passed the Prison Rape Elimination Act to address the problem of sexual violence in prison. Although research has shed light on the prevalence and incidence of sexual violence in U.S. prisons, few studies examine inmates’ perceptions of rape and safety from rape in prison. This study examined rape perceptions and the likelihood to seek mental health treatment in prison of three distinct groups of male inmates who are at greater risk of sexual victimization or exposure to sexual violence while incarcerated: gay and bisexual inmates, inmates with a juvenile incarceration history, and inmates who were first incarcerated in the adult criminal justice system during adolescence or emerging adulthood. This study examined the relationships between sexual orientation and inmates’ perceptions of the threat of rape and seeking of mental health treatment in prison. Data from 409 incarcerated men residing in 23 maximum security correctional institutions revealed that gay and bisexual inmates were significantly more likely than straight inmates to fear the threat of rape and to voluntarily request mental health treatment in prison. Incarcerated men with a history of childhood abuse were significantly more likely than inmates without an abuse history to fear the threat of rape. Having a history of childhood sexual abuse, identifying as black, and being incarcerated for longer than 18 years also significantly predicted increased likelihood to voluntarily request mental health treatment in prison. Implications for practice and policy are discussed. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

自古以來婚姻暴力在臺灣社會是被忽視的議題，直到1998年臺灣通過家庭暴力防治法，成為全亞洲第一個完成立法的國家，也是一部保障被害人人權的法律。在實務上，家庭暴力防治法實施19年來，對家庭暴力防治法的效用為何，一直存在不同的爭論。在臺灣對婚姻暴力受暴者的保護，從保護人權的理想到權利的賦予，再從權利賦予看到權利對社會影響，法律實施多年後，實務上看到人權保護與權利賦予，中間產生非常大的落差，而產生落差的原因，是本研究所要回答的問題。 近年來西方創發第四種新權利理論，突破以往權利理論的框架，將自我與權利是循環（recursive）影響的觀點，然而華人的自我與西方自我截然不同。心理學家幫助我們把自我內在的基本心理結構做了許多描述和區分；人類學則說明華人自我和西方自我的不同，華人自我是差序格局，自我悠遊在父母兄弟姊妹之間的關係中。而本研究的自我與新權利理論不同之處在於，新權利理論的自我是個人主義式的自我，而本研究的自我是包含他人，在心理學和人類學的相互補充下，形成本研究重要的論述基礎。 本文研究方法有文獻回顧、質性深度訪談及個案分析三種。質性深度訪談，以受婚姻暴力女性的權利意識為主軸，訪談兩對曾有婚姻關係之夫妻，在婚姻中有發生過婚姻暴力，且法院核發保護令，本研究以兩對夫妻為個案分析對象。本研究結發現，在臺灣自我會影響權利，而距離和情是影響自我發展範圍大小及輕重的關鍵因素；性別會影響對雙方所認知產生距離的原因，以及雙方對夫妻之情轉變看法的關鍵有所不同。 本研究最後根據研究結果提出四項結論與建議，一、自我和權利是臺灣受婚姻暴力女性權利實踐的樣貌；二、在婚姻中的人權與權利主張中間有一段很大的落差；三、影響自我與權利的關鍵因素是距離和情；最後第四點，對臺灣婚姻暴力防治提出建議。 / Since ancient times, intimacy violence in Taiwan society is a neglected issue, until 1998, Taiwan through the Domestic Violence Prevention Act, to become the first in Asia to complete the legislation of the country, but also a protection of the human rights of the law. In practice, the implementation of the Domestic Violence Act 19 years, the effectiveness of the law on the prevention of domestic violence, there have been different debates. In Taiwan, the protection of intimacy violence by the violence, from the protection of human rights to the right to the right to give, and then given the rights from the right to see the social impact of the law after years of practice to see the protection of human rights and rights, the middle of the very The big gap, and the cause of the drop is the answer to this question. In recent years, the West created the fourth new theory of rights, breaking the framework of the previous theory of rights, the self and the right is recursive (recursive) the impact of view, but the Chinese self and Western self is very different. Psychologists help us to self-inner basic psychological structure to do a lot of description and distinction; anthropology is that the Chinese self and Western self is different, the Chinese self is the pattern of differences, self-leisurely in the relationship between parents and brothers and sisters. The difference between the self and the new right theory of this study is that the self of the new right theory is an individualistic self, and the self of the study contains other people, which are important in the complementarity of psychology and anthropology. The basis of the discussion. This article has three kinds of literature review, qualitative depth interview and case analysis. Qualitative depth of interviews, to intimacy violence women's rights awareness as the main axis, interview two pairs of marriages have marriages, intimacy violence in the marriage, and the court issued a protection order, the study of two couples as a case study Object. This study concludes that Taiwan's self affects rights, and distance and love are the key factors influencing the size and severity of self-development. Gender will affect the causes of the perceived distance between the two sides and the key to the change of husband and wife's feelings Different. In the end of this study, four conclusions and suggestions are put forward according to the research results. First, the self and the right are the practice of women's sexual rights in Taiwan. Second, there is a great gap between the human rights and rights in marriage. The key factors influencing the self and the right are the distance and the situation. Finally, the fourth point is to make suggestions on the prevention and control of intimacy violence in Taiwan.

The pervasiveness of sexual violence on college campuses poses a significant problem for students and administrations that seek to promote healthy, safe, and equitable access to higher education. Although federal legislation under Title IX prohibits sexual violence as a form of gender discrimination, cultural climates that promote sexual violence—or rape cultures - continue to inform student experiences on college campuses. This thesis roots the discourse on campus sexual violence in the specific localized context at Scripps College. As a women’s college situated in a small, interconnected consortium of co-ed liberal arts colleges, the case of Scripps College raises critical questions about the ways in which gender and sexism play out on women’s bodies, and influence students’ experiences with embodiment on campus. In this thesis, I present a feminist analysis of the current institutional policies that address sexual violence on campus, in addition to the perspectives of eight student activists currently involved in gender justice work at Scripps College. Due to the fact that each of the Claremont Colleges, including Scripps, is currently in the process of re-evaluating their policies and grievance procedures that address sexual violence on campus, now is a key time to reflect on the past, present, and future of the Claremont Colleges and the role that these institutions play in either deconstructing or reinforcing patriarchal structures of power.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 157-169). / Also available by subscription via World Wide Web / xi, 169 leaves, bound ill. 29 cm

The study examines the culture of students' violent behaviour, with a focus on socialisation provided by schools and teachers. It explores the beliefs and wishes of teachers, students and parents in some townships of Gauteng Province about the role of teachers in addressing and preventing students' antisocial and violent behaviour in schools. The thesis offers six chapters divided into two components. The first component, chapters one to three, systematically explores socialisation of children by the home and the school. It discusses the historical/theoretical foundations of antisocial and violent behaviour of children/youth from low economic groups. The study utilises literature on strain theory on sociological considerations of adolescents' deviance from Durkheim (1897) to Messner and Rosenfeld (1994) in order to provide an in-depth appraisal of theoretical paradigms and thereafter. The second component, chapters four to six unpacked the research by analysing data from interviews and observations collected from township participants. It identifies five socio-educational factors that deterred students' antisocial behaviour. These included: teachers' attribution for success and failure; teachers' theoretical/practical leadership; the quality of the teacher-student relationship; the level of support to teachers and the function of home and community. The findings identify the approach to antisocial and violent behaviour in Gauteng townships to be punitive. Participants regard township school violence, especially in secondary schools, as serious. The present study concluded that socialisation fostered by a supportive teacher, acting with efficacy and caring, working with parents and the community, can prevent antisocial and violent behaviour. Furthermore, the study uncovered patterns indicating that socio-educational measures are a constructive means to respond to antisocial and violent behaviour.While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, incarceration) may be less effective than socio- educational measures in instilling prosocial behaviour. / Institute Educational Research / D.Ed. (Socio-Education)