Aggressive Children Research Articles

Social behaviour changes via mindfulness practices in early childhood

This study aims to investigate the effects of mindfulness practices on preschool children’s social behavioural development. The research was carried out with a total of 30 children, 13 of them in the experimental group and 17 in the control group, from the five-six age groups attending preschool education in two public schools in the 2021–2022 academic years. The purposive sampling method was preferred in determining the sample, and the design of the study was the quasi-experimental mixed method. In the study, Mindfulness Practice Toolkit (MPT), which was developed by the researcher, was used in the forms of observation, interview and anecdote as data collection tools during the practice processes. Besides, Pre-school Social Behaviour Scale-Teacher Form (PSBS-TF) was also utilized to examine the social behaviour developments of the participant children. The overall results of the investigation show an increase in positive social behaviours and a decrease in behaviours containing physical aggression and depressive emotion of participant children. Additionally, it was observed that children who participated in the mindfulness practice provided (/responded to) responses that include skills like identifying self-thoughts and feelings, controlling and accepting, determining behaviours upon the emotional state and establishing empathy and controlling negative behaviours.

Investigation of behavioral disorders (aggression) among healthy and infected intestinal parasites children attending kindergarten in Sari City, North of Iran

Background: The article explores the development of aggression in children in kindergartens in Sari City, examining the influence of psychological, social, biological, and environmental factors, including intestinal parasite infection, which can lead to neuropathic disorders, behavior, anemia, and malnutrition. Methods: Between 2015 and 2016, a cross-sectional study was conducted on 100 kindergarten children in Sari City, with 47 suffering from intestinal parasites and 53 suffering from the disease. Data was collected using grade tests and questionnaire sheets, using cluster sampling. Results: The study revealed that 24% of 24 children in kindergartens were aggressive, with 12 infected and 12 uninfected. There was no significant difference between children infected or uninfected, and no significant relationship was found between aggression rates in boys and girls. Conclusion: Our results demonstrate that, despite the significant relationship between aggression and intestinal parasite infection, the risk of exposure to aggression is higher in infected children, and the results represent that many factors should be studied about children’s aggression simultaneously.

Relationship Between Reactive Aggression in Deaf and Hard-of-Hearing Children and Attitudes Toward Having a Disabled Child Mediated by Maternal Chronic Fatigue: A Structural Equation Model

Background: Deafness and hearing loss can pose adverse developmental consequences in communicative, cognitive, and socioemotional areas for both the child and parents. Objectives: The present study aimed to investigate the mediating role of maternal chronic fatigue in the relationship between the reactive aggression of deaf and hard-of-hearing children and attitudes toward having a disabled child. Methods: This study employed a descriptive correlational research design. The statistical population of this study consisted of mothers of all deaf and hard-of-hearing elementary students in special centers for such children in Ahvaz, Iran, of whom 202 mothers were selected as the sample through convenience sampling. Data collection was performed using the Reactive-Proactive Aggression Scale, Attitudes of Parents with Special Needs Children toward Their Children Scale, and Chalder Fatigue Scale. The proposed model was examined using structural equation modeling (SEM), and indirect relationships between the research variables were tested by bootstrapping. Results: The mean and standard deviation (SD) of reactive aggression, attitudes toward having a disabled child, and maternal chronic fatigue were 20.37 ± 4.84, 73.16 ± 14.66, and 21.47 ± 6.12, respectively. The results showed a significant relationship between attitudes toward having a disabled child and maternal chronic fatigue and between maternal chronic fatigue and reactive aggression in children (P < 0.001). Nevertheless, no significant relationship was observed between attitudes toward having a disabled child and reactive aggression in children. The results also indicated that maternal chronic fatigue mediated the indirect relationship between attitudes toward having a disabled child and reactive aggression in deaf and hard-of-hearing children (P < 0.001). Conclusions: The study findings suggested that the finalized model was well fitted to the data; therefore, it can be used to identify the maternal factors causing reactive aggression in deaf and hard-of-hearing children.

Comparison of the Effectiveness of Schema-Based Parenting and Mindful Parenting on Sleep Problems, Aggression, and Improvement of Social Interactions in Children with Mild Autism Spectrum Disorder

Objective: The aim of the present study is to compare the effectiveness of schema-based parenting and mindful parenting on sleep problems, aggression, and improvement of social interactions in children with mild autism spectrum disorder. Methods and Materials: The present study is applied in terms of its aim and quasi-experimental in terms of method, using a pretest-posttest design with a control group and a one-month follow-up period. The statistical population includes all children aged 7-12 years with mild autism spectrum disorder who were studying and receiving education in one autism center under the supervision of the Ministry of Education (Tabassum) and five autism centers under the supervision of the Welfare Organization (Ava, Armaghan Noor, Kavosh, Navid-e-Zendegi, and Takapo) in Mashhad. The groupings were conducted through random assignment. Out of these, 40 children (20 boys and 20 girls) and 40 mothers were selected as the research sample using purposive sampling. They were then randomly assigned to three groups: two experimental groups (each with 13 members) and one control group (with 14 members). Data collection was conducted using the Autism Social Skills Profile by Belini and Hopf (2007), the CARS questionnaire by Schopler (1988), the Aggression Questionnaire, and the Children's Sleep Habits Questionnaire by Owens, Spirito, and colleagues (2000). After collecting the questionnaires, the data were analyzed using SPSS-20 software. Findings: The results indicated differences in the effectiveness of schema-based parenting and mindful parenting on aggression in children with mild autism spectrum disorder. Additionally, there were differences in the effectiveness of schema-based parenting and mindful parenting on the improvement of social interactions in children with mild autism spectrum disorder. Furthermore, differences were observed in the effectiveness of schema-based parenting and mindful parenting on sleep problems in children with mild autism spectrum disorder. Conclusion: The study demonstrated that both schema-based and mindful parenting interventions significantly reduce aggression and sleep problems while enhancing social interactions in children with mild autism spectrum disorder. These findings suggest the effectiveness of incorporating these approaches in parenting programs to improve behavioral and emotional outcomes in children.

Gender differences and childhood aggression

Gender differences and childhood aggression

ОСОБЕННОСТИ АГРЕССИИ ОБУЧАЮЩИХСЯ МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА ИЗ СЕМЕЙ РАЗНОГО ТИПА

The article shows the importance of psychological and pedagogical activities for suppression of aggression in elementary school children based on the obtained diagnostic data and taking into account family features. The purpose of the article is a comparative analysis of aggression manifestation in elementary school children from one- and two-parent families. The results of the summative assessment are described. The assessment made it possible to identify the types (verbal, physical, instrumental, altruistic, selfaggression) and levels (high, medium, low) of aggression intrinsic to the children. It has been proven that aggression is more common in children from one-parent families. Boys from one-parent families are more aggressive than boys from two-parent families. There are minor differences in aggression of girls from oneand two-parent families. The need of psychological coaching for children and their families through the implementation of special education programs and arrangement of family clubs has been demonstrated.

Genealogy of child aggressiveness in the Diagnostic and Statistical Manual of Mental Disorders : diagnostic between clinic and politics

Resumo: Este artigo faz uma análise genealógica da inclusão da “agressividade infantil” e suas variações no Manual Diagnóstico e Estatístico de Transtornos Mentais (DSM) ao longo das suas edições. Começamos por avaliar a relevância da inclusão deste signo clínico nos critérios de diagnóstico, sobretudo a partir de 1980. Em seguida, analisamos as implicações clínicas e políticas desta inclusão, em particular no que concerne à construção de uma psicopatologia da infância e à definição social de normas de conduta. Por fim, analisamos como a ênfase colocada na normatização da agressividade infantil através de discursos normativos, em consonância com as exigências neoliberais de desempenho, contribui para o aumento da expressão da agressividade como forma de lidar com o mal-estar e com o sofrimento subjetivo.

Effect of Bullying and Aggression on Social Communication of Children who Stutter

Background: Bullying and aggression in school settings have a profound impact on children, especially those with communication challenges like stuttering. Previous research has indicated that children who stutter may face increased risks of bullying, leading to adverse social, psychological, and academic outcomes. Objective: The primary objective of this study was to investigate the relationship between bullying, aggression, and social communication skills in children who stutter, and to understand the prevalence and impact of bullying on this particular group. Methods: In this cross-sectional study, data were collected from 385 stuttering adolescents aged 10-18 years, alongside their parents, at Eman Clinic, Children's Hospital, and GHQ Hospital in Faisalabad. The study utilized the Olweus Bullying Victim Questionnaire (OBVQ) and the Bus Perry Aggression Questionnaire to assess bullying and aggression. The Social Communication Questionnaire (SCQ) was employed to evaluate social communication skills. Data analysis was performed using SPSS version 25, focusing on descriptive statistics and correlation analysis. Results: The age distribution of respondents showed 38.2% (150) in the 10-12 age group, 34.6% (136) in the 13-15 age group, and 25.2% (99) in the 16-18 age group. Regarding gender, 59.0% (232) were female and 39.0% (153) were male. The correlation analysis revealed a significant positive correlation between bullying and aggression (r = .435, p < .000), while the relationships between bullying and SCQ (r = -.046, p = .371), and aggression and SCQ (r = .051, p = .323) were not statistically significant. Conclusion: The study highlights a significant correlation between bullying and aggression in stuttering adolescents, suggesting that as bullying increases, so does aggression. However, the impact of bullying and aggression on social communication skills was less clear, indicating a need for further research. These findings underscore the necessity of developing supportive measures in educational and healthcare settings for stuttering children to combat bullying and its adverse effects.

Reactive, Proactive, Relational, and Slow Dissipation of Aggression in Children

This study investigated the associations between aggression subtypes (reactive, proactive, relational, and slow dissipation of aggression), callous-unemotional traits (CU), irritability (IRR), and sex among children. The sample included 508 children 5 to 12 years of age, rated by their mothers. A 4-factor model of aggression subtypes (reactive, proactive, relational, slow dissipation) provided a good fit to the data. Correlations between aggression subtypes and demographic variables were generally nonsignificant, except for a unique association between relational aggression and sex, with girls exhibiting higher scores, and proactive aggression was associated with younger age. Both CU and IRR correlated positively with all types of aggression. Slow dissipation of aggression showed a unique association with IRR, whereas reactive aggression was uniquely associated with both CU and IRR. Regressions showed an interaction between CU, IRR, and sex for slow dissipation and relational aggression. Interactions showed that boys with high levels of both CU and IRR demonstrated slower dissipation of aggression, indicating a tendency to hold grudges, and that sex differences in relational aggression depended on the co-occurrence of CU and IRR. This study sheds light on the interplay among aggression subtypes, CU, IRR, and sex in children. Findings emphasize the need for psychiatrists and other mental health professionals to consider the multifaceted nature of aggressive behavior and the role of CU and IRR when assessing aggressive children or developing treatment plans for them. Further research is warranted to examine these relationships longitudinally and across diverse populations. •Recognize the different types of aggression: Look beyond angry outbursts and consider reactive, proactive, relational, and slow dissipation of aggression to target intervention.•Emotional traits matter: Assess for callous-unemotional traits and irritability alongside aggression. High levels of both, especially in boys, may indicate greater difficulty managing anger and holding grudges.•Gender differences exist: Girls may be more prone to relational aggression compared to boys.•Proactive aggression might be more common in younger than in older children. Tailor interventions accordingly.

Books: The Unofficial Guide to Therapeutic Parenting for Childhood Aggression and Violence: Creative ways to tackle aggressive behaviour.

Books: The Unofficial Guide to Therapeutic Parenting for Childhood Aggression and Violence: Creative ways to tackle aggressive behaviour.

Risk Factors Associated With Bullying in Context of a Territory Exposed to Armed Conflict: A Cross-sectional Study.

School violence and bullying are current and problematic events during adolescence. They are likely to have a marked presence in places highly exposed to armed conflict and violent environments, representing a double public health problem. The study aims to estimate the prevalence of different types of school violence perpetrated and experienced by school adolescents in a community with a history of exposure to armed conflict. Two thousand one hundred eighty-five school adolescents from a municipality in Colombia (males = 54.1%, 14-16 years = 38.6%) participated in the study. Nine educational institutions were included. A systematic random sampling was designed, with a proportional allocation of 35% within each school year from sixth to eleventh grade. The School Coexistence and Circumstances Affecting it-ECECA survey was applied. The prevalence and risks of bully and bullying were estimated. RRa were calculated with the 95% confidence interval adjusted for the other confounding variables. Analyses were constructed from generalized linear models, under the Poisson family and a logarithmic link function. We found a 9.3% of bullying victimization and a 3.5% prevalence of bully. A higher risk of bully was found among males, persons between 10 and 14 years of age, residents of rural or urban dispersed areas, residents of violent neighborhoods, alcohol consumers at school, and victims of aggression in childhood (RRa > 1.0, p-values <.05). The risk of victimization of bullying was higher in students younger than 15 years old, as residents of urban areas, having a history of childhood aggression, suffering abuse by a close person, and as alcohol users at school. This study provides evidence of risk factors for aggression and bullying that have implications for possible prevention measures in multiple social domains, including the individual, the family, and the school environment.

Conséquences à l’adolescence des violences sexuelles dans l’enfance : penser le repérage au cours de l’hospitalisation pédopsychiatrique des adolescents

IntroductionFew studies have systematically searched for a history of sexual violence in adolescents with severe psychiatric disorders hospitalized in departments of child psychiatry. Here, we present the results of a retrospective study conducted on the records of all adolescents hospitalized in a child psychiatry department in the Seine Saint-Denis department between 2017 and 2021. Study objectivesThe aim of the study was to investigate the frequency of Antecedents of Sexual Aggression (AAS) in adolescents hospitalized in child psychiatry departments and to attempt to describe chronological and symptomatological links between these antecedents and hospitalization in child psychiatry, with the aim of proposing possible screening and management recommendations. Material and methodsWe conducted a retrospective study based on analysis of the medical records of 141 adolescents hospitalized in a child psychiatry department between 2017 and 2021. ResultsBy recalling the epidemiology of sexual aggression in childhood and adolescence (frequent, involving both boys and girls, in a third of cases intrafamilial, and in about half of the situations uncrushed and unaccompanied) our study underlines the importance of their detection by physicians and caregivers. The significantly higher prevalence of suicide attempts and self-harm should draw particular attention to the risk of a history of sexual assault, as these symptoms are strongly associated in our study. The significantly higher prevalence of depression and borderline personality disorder may provide a better understanding of the repercussions of sexual assault in adolescence. The short delay between the sexual assault and its disclosure in our observation, and the fact that most disclosures of intra-family sexual assaults were made during hospitalization, underline the value of systematic hospitalization of adolescents, particularly after a suicide attempt. The reassuring environment of hospitalization may encourage a more rapid disclosure of sexual assault, and thus lessen its devastating psychic effects during adolescence. A potential weakness of our study is that, even in a specialized service, such antecedents are probably still undervalued and insufficiently noted in medical records. More attention should certainly be paid during child psychiatric interviews to any history of sexual assault. Nevertheless, given the scarcity of systematic studies on the subject, this study paves the way for prospective studies. Recommendations can also be made for less serious situations, with no proven psychiatric disorders, but following a suicide attempt. In such cases, the patient could be hospitalized in a pediatric ward, with appropriate psychological support, rather than in a child psychiatry ward. Regardless of where adolescents who have attempted suicide are psychologically cared for, greater attention needs to be paid to any history of sexual aggression, so as to identify it as early as possible, provide secondary prevention and avoid the psychic deterioration of the adolescent process which would be weakened as a result.

The Relationship Between Attachment Style and Aggression in Young School-Aged Children with Intellectual Disabilities

Attachment, which forms during childhood, specifically from the first year of life, is manifested as an emotional bond between the child and the primary attachment figure. It becomes a predictive factor for action mechanisms in emotionally charged situations. The purpose of this research was to investigate the relationship between the type of attachment and aggressiveness in young school-aged children with intellectual disabilities. We were interested in determining the extent to which the dominant attachment type influences the onset of behavioral disorders and aggressive reactions. The results obtained in the research process demonstrated the extent to which the dominant attachment type influences aggressive manifestations in children with intellectual disabilities.

Does marital satisfaction predict children aggression? Insights from parents' and children's psychological distress

AbstractMarital satisfaction is a key indicator of family members' life satisfaction and mental and physical health. Parents' marital functioning affects their children's development. Given the significant impacts of marital satisfaction on children's psychological and behavioural development, the influencing paths need to be explored. This study aims to extend prior research by examining the direct effect of marital satisfaction on children's aggression and the intermediary roles of parents' and children's psychological distress. Using multi‐stage cluster random sampling, a total of 971 children and their parents were recruited in Shaanxi Province in Mainland China. Self‐reported questionnaires regarding marital satisfaction, psychological distress and aggression were completed. Results showed no significant direct impact of marital satisfaction on children's aggression, but children's psychological distress mediated this link. Moreover, parents' and children's psychological distress served as sequential mediators in the nexus between marital satisfaction and children's aggression. It means that a chain mediating mechanism existed. A better understanding of the underlying mechanisms may offer valuable insights that would aid policymakers and clinicians in designing effective prevention and interventions targeting children's behavioural problems.

Affective Contributions to Instrumental and Reactive Aggression in Middle Childhood: Variable- and Person-Centered Approaches

ABSTRACT Objective Research on the role of affect in childhood aggression motives has largely focused on domain-level affective traits. Lower-order affective facets may show more distinct relationships with instrumental and reactive aggression – at both the variable and individual levels – and offer unique insights into whether and how several forms of affect are involved in aggression motives. Method Caregivers (98% mothers) of 342 children (M age = 9.81 years, 182 girls, 31% White) reported on children’s aggression and affect-relevant personality traits, personality pathology, and callous-unemotional traits. Results Both reactive and instrumental aggressions were characterized by higher levels of trait irritability, fear, withdrawal, sadness, and callous-unemotional traits in zero-order analyses. Instrumental aggression was characterized by low trait positive emotions. Reactive aggression was uniquely associated with irritability, fear, withdrawal, and sadness, whereas instrumental aggression was uniquely associated with callous-unemotional traits and (low) positive emotions. Groups identified by latent profile analyses were differentiated only by aggression severity. Conclusions The findings support both the similarity and distinction of reactive and instrumental aggression vis-à-vis their affective phenomenology. Consistent with existing theories, reactive aggression was linked to multiple forms of negative emotionality, whereas instrumental aggression was linked to higher levels of callous-unemotional traits. In a novel finding, instrumental aggression was uniquely characterized by lower positive emotions. The findings highlight the utility of pre-registered approaches employing comprehensive personality-based affective frameworks to organize and understand similarities and differences between aggression functions.

Emotion regulation strategies and symptoms of depression, anxiety, aggression, and addiction in children and adolescents: A meta-analysis and systematic review.

Emotion regulation strategies and symptoms of depression, anxiety, aggression, and addiction in children and adolescents: A meta-analysis and systematic review.

Early Childhood Aggression in Autistic and Non-Autistic Preschoolers: Prevalence, Topography, and Relationship to Emotional Reactivity

Despite heightened rates of aggressive behaviors among older autistic youth relative to non-autistic peers, less is known about these behaviors during early childhood. This study included 3 objectives to address this gap: (1) to establish the prevalence and topography (frequency, severity, type, context) of aggressive behaviors in a large sample of preschool-aged children using a developmentally sensitive parent-report measure; (2) to identify clinical correlates of aggression; and (3) to investigate whether different subgroups of autistic children can be identified based on their profiles of aggression, emotional reactivity, and autism traits. Data were analyzed from parents of 1,199 children 2 to 5 years of age (n= 622 autistic children) who completed the Multidimensional Assessment Profiles Scales (MAPS) aggression subscale and the Emotion Dysregulation Inventory-Young Child (EDI-YC) reactivity subscale. Autistic preschoolers had 2 to 6 times higher odds of experiencing frequent aggression (more days than not) compared with non-autistic preschoolers. Hierarchical multiple regression analyses revealed that autism diagnosis, traits, and suspected and diagnosed attention-deficit/hyperactivity disorder (ADHD) were positively associated with aggression; however, heightened emotional reactivity explained the greatest degree of added variance in aggression total scores. Machine learning clustering techniques revealed 3 distinct subgroups of autistic preschoolers, with cluster membership driven primarily by aggression and reactivity scores, and less so by autism traits. Autistic preschoolers display more frequent parent-reported aggressive behaviors, and emotional reactivity may play an important role in aggressive behavior presentation. Future developmental screening and early intervention tailoring for aggression may benefit from assessing reactivity early in development. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented racial and/or ethnic groups in science. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented sexual and/or gender groups in science. One or more of the authors of this paper self-identifies as living with a disability. The author list of this paper includes contributors from the location and/or community where the research was conducted who participated in the data collection, design, analysis, and/or interpretation of the work.

Learning Model to Overcome Aggressive Behavior Early Childhood

This research aims to determine the characteristics of early childhood behaviour, the factors that influence aggressive behaviour in early childhood, and the learning models used by educators to overcome aggressive behaviour. This research uses qualitative research methods with case studies. The subject selection method used purposive sampling included educators, parents of educational participants, and the head of the PAUD program. The research results show that a differentiated learning model using loose parts media can change children's aggressive behaviour. Before implementing the educator model, educators take an individual approach to children. The characteristics of children who have aggressive behaviour in PAUD are shown verbally, such as mocking, speaking harshly, shouting, getting angry, and spreading things when their desires are not fulfilled, while aggressive actions through non-verbal actions in early childhood, such as hitting, pushing, and grabbing. Toy friends. Factors that influence aggressive behaviour in this research are biological or innate, environmental factors and parenting patterns that spoil children too much. Keywords: Learning Model, Behavior Childhood Aggression, Early Childhood

Therapeutic Drug Monitoring to Optimize Risperidone Treatment in Children with Autism Spectrum Disorder.

Risperidone is an atypical antipsychotic drug used to treat irritability and aggression in children and adolescents with autism spectrum disorder. In an earlier study, the sum trough concentration of risperidone and its metabolite (9-hydroxyrisperidone) was positively correlated with weight gain and effectiveness. The aim of this study was to determine the therapeutic window for risperidone sum trough concentrations that balances weight gain with treatment effectiveness in this population. In addition, the effect of therapeutic drug monitoring (TDM) on treatment optimization was simulated. In a retrospective cohort (n = 24 children), the target window for risperidone leading to the least increase in body mass index z-scores while retaining effectiveness as measured by the irritability subscale of the Aberrant Behavior Checklist was determined using receiver operating curve analysis. This target range was used to simulate the effect of TDM using a population PK model implemented in the software platform InsightRX. Dosing advice was based on plasma trough concentrations and the dose administered at 12 weeks to simulate whether more children would be on target at 24 weeks after the start of treatment. A risperidone sum trough target range of 3.5-7.0 mcg/L would minimize increase in body mass index z-score and optimize effectiveness. Dosing advice using TDM and a population PK model would lead to a larger proportion of children achieving the target concentration range (62.5% versus 16.7%). TDM may be a useful tool for optimizing risperidone treatment in children and adolescents with autism spectrum disorder.

Aggression and Irritability in Middle Childhood: Between- and Within-Person Associations

ABSTRACT Objective This study tested predicted bidirectional associations between irritability and physical and relational forms of aggression, disentangling theorized within- and between-person effects using latent curve models with structured residuals (LCM-SR) over one year in middle childhood. Gender differences and robustness of results when controlling for other externalizing problems (i.e., attention problems, delinquency) were also considered. Method Children in third, fourth, and fifth grade (N = 704, 49.9% female) were recruited from schools in a large midwestern city. The sample was diverse in regard to race/ethnicity (31% Black, 29% White, 13% Hmong, 14% Latinx, 4% Native American, 4% Asian, 5% other races/ethnicities). Irritability, attention problems, and delinquency were measured using teacher-report, and physical and relational aggression were measured using self-report at three time points over one calendar year. Results At the between-person level, higher mean levels of irritability predicted higher initial levels of physical and relational aggression. Irritability continued to predict higher levels of physical aggression across the course of the study, whereas the effect of irritability on relational aggression diminished. Boys showed higher starting levels of physical aggression, but no other significant gender differences emerged. No significant within-person associations were found. Conclusions The present study suggests that irritability may represent a between-person risk factor for high levels of physical and relational aggression in middle childhood, although effects on physical aggression may be more persistent. This highlights the importance of considering affective processes to understand the development of aggression trajectories.