Aggression Prevention Programs Research Articles

Residential Racial Segregation and Youth Firearm Aggression: Neighborhood Disadvantage and Exposure to Violence as Mediators

Youth interpersonal firearm violence disproportionately affects Black youth, with residential racial segregation as a key determinant. Racially segregated neighborhoods, which are economically isolated (e.g., neighborhood disadvantage), are linked to increased exposure to violence. This exposure, in turn, is a determinant of youth firearm aggression (i.e., using a gun on someone else). Mechanisms from residential racial segregation to firearm aggression, however, have not been evaluated. Therefore, we tested neighborhood disadvantage and exposure to violence as mediators in the association between residential racial segregation and youth firearm aggression. Participants were 338 Black youth who had used drugs in the past 6 months and sought care in an urban emergency department. Using serial mediation analysis, residential racial segregation was indirectly associated with youth firearm aggression via neighborhood disadvantage and then exposure to violence. While researchers have documented the association between structural racism and firearm violence injury and incidents, our study assessed multiple socioecological mechanisms simultaneously. Identifying the downstream socioecological consequences of residential segregation can guide the development of firearm aggression prevention programs addressing the consequences of racism.

Gender and age-related peculiarities in manifestation of different aggression types in older adolescents

This article is dedicated to the study of gender and age-related peculiarities in manifesting different aggression types in older adolescents. A theoretical literature review on the problem is presented with a particular emphasis on the dynamics in various aggressive manifestations in adolescents, age and gender related peculiarities in these manifestations, and the analysis of factors that may determine the differences in manifestation of aggression in boys and girls of different age groups. The results of an empirical study conducted on a large-scale sample of adolescents (N = 10 980) aged 15 to 18 years are presented. The data analysis shows that physical aggression is more pronounced in male respondents, while hostility and displays of anger are more pronounced among the female respondents. One-factor analysis of variance demonstrates a statistically significant influence of gender on the expression of all the aggression types. The largest effect size is observed in relation to anger, and the smallest — in expressions of hostility. We have also established the age-related differences in aggressive manifestations within the different aggression types in older adolescents. It was shown that physical aggression decreases significantly between the ages of 15 and 18, while anger and hostility manifestations remain stable after the age of 15. The effect of age on the expression of aggression was also statistically significant within all the aggression types. The largest effect size was observed for physical aggression, the smallest — for anger. The obtained results confirm the need to consider the age and gender characteristics when creating anger management and aggression prevention programs and to expand the research base of gender and age characteristics in adolescent aggression. Also, these results can be used for developing educational and preventive technologies for working with adolescent aggression.

Risk factors for perpetrating sexual aggression among adolescents: Differences by gender and sexual orientation.

Although anyone-regardless of gender or sexual orientation-can perpetrate sexual aggression, most studies examining risk factors for engaging in sexual aggression include samples of boys and men, and do not consider the sexual orientation of the respondent. The current study addresses this gap in the literature by examining how risk factors for sexual aggression vary as a function of gender and sexual orientation in a sample of 1782 high school youth. Participants completed surveys evaluating engagement in consent behaviors, rape myth acceptance, perception of peer rape myth acceptance, perceived peer engagement in violence, and perceived peer support for violence. A one-way MANOVA found that constructs varied as a function of gender and sexual orientation. Specifically, heterosexual boys reported lower engagement in consent behaviors, higher rape myth acceptance, and higher perceived peer support for violence compared to heterosexual girls and sexual minority girls. The results highlight the importance of considering gender and sexual orientation when designing sexual aggression prevention programs.

Social skills and aggressive behavior of adolescents

In order for a man as a social being to achieve appropriate social development, it is necessary to know and understand the norms, rules and values of the community in which the individual lives. School life takes place in the interaction between students and teachers. Different forms of aggressive behavior are observed in the school environment. Today, as a protective factor against aggressive behavior, special importance is attached to social skills, however, one of the questions is how effective are the programs based on social skills in preventing maladaptive behaviors among young people? Therefore, the main problem of this research was to examine the relationship between social skills and aggressive behavior of young people, while the aim of the work was to investigate the predictive values of social skills for aggressiveness, and to determine differences in relation to gender and school success. The research was conducted on a convenience sample of 823 adolescents from the area of Tuzla Canton, Bosnia and Herzegovina. The results of the research indicated that it is important to develop social skills in order to make aggressive behavior prevention programs more effective.

Prevalence and correlates of aggressive behavior in psychiatric inpatient populations.

Aggressive behavior in patients with psychiatric disorders is attracting increasing research interest. One reason for this is that psychiatric patients are generally considered more likely to be aggressive, which raises a related question of whether diagnoses of psychiatric disorders predict the prevalence of aggressive behavior. Predicting aggression in psychiatric wards is crucial, because aggressive behavior not only endangers the safety of both patients and staff, but it also extends the hospitalization times. Predictions of aggressive behavior also need careful attention to ensure effective treatment planning. This literature review explores the relationship between aggressive behavior and psychiatric disorders and syndromes (dementia, psychoactive substance use, acute psychotic disorder, schizophrenia, bipolar affective disorder, major depressive disorder, obsessive-compulsive disorder, personality disorders and intellectual disability). The prevalence of aggressive behavior and its underlying risk factors, such as sex, age, comorbid psychiatric disorders, socioeconomic status, and history of aggressive behavior are discussed as these are the components that mostly contribute to the increased risk of aggressive behavior. Measurement tools commonly used to predict and detect aggressive behavior and to differentiate between different forms of aggressive behavior in both research and clinical practice are also reviewed. Successful aggression prevention programs can be developed based on the current findings of the correlates of aggressive behavior in psychiatric patients.

Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators

School-based aggression prevention programs may not be equally effective for all students and classes, depending on student and class characteristics. This study investigated moderators of a cluster randomized controlled socio-ecological aggression prevention program’s effectiveness (change from pretest to posttest, sample: 2,042 preadolescents, mean age = 11.7 years, SD = 0.09, 47.6% girls) and sustainability (change from posttest to follow-up test, sample: 659 preadolescents, mean age = 12.7 years, SD = 0.08, 47.9% girls). The program worked better in multicultural classes, as greater ethnic diversity strengthened the program’s effectiveness and sustainability. Moderating effects of a positive social class climate and higher baseline levels of aggressive behavior and victimization were also found. These results advance socio-ecological theorizing and can help develop more contextualized interventions.

Is This WhatsApp Conversation Aggressive? Adolescents’ Perception of Cyber Dating Aggression

This study investigated adolescents' understanding of cyber dating aggression in terms of frequency and aggressiveness: how prevalent they perceived cyber dating aggression among adolescents and how aggressive they perceived such behaviors to be. To do so, different WhatsApp scenarios were presented to adolescents, controlling for the typology of cyber dating aggression (verbal/emotional, controlling, or sexual) and its publicity (public or private cyber dating aggression). The moderating effect of gender and moral disengagement (MD) was also analyzed. A total of 262 adolescents (56.5% girls; mean age of 14.46 years) participated in the study and answered a computer-based questionnaire. General linear models revealed that adolescents consider cyber dating aggression to be present in most adolescent romantic relationships. Controlling online behavior was perceived as the most frequent and the least aggressive behavior. Adolescents rated private cyber aggression as more frequent and less aggressive than public cyber aggressions. Controlling for gender, girls reported that cyber dating aggression was more common and more severe than boys. Moreover, participants with high levels of MD perceived cyber dating aggressions to be less aggressive than participants with medium-low MD. This study reveals the significance of the type of cyber dating aggression, the public/private dimension, gender, and MD as variables that influence adolescent understanding of cyber dating aggression. These results have implications not only for the design of cyber dating aggression prevention programs but also for future research on cyber dating aggression.

The Role of Sensitivity to Reward and Punishment in Aggression.

The study of the risk and protective factors in aggression is of fundamental importance for our society. The aim of this research was to clarify the role of sensitivity to reward/punishment in aggression and provide a better understanding of the mechanisms underlying this relationship, particularly given that previous studies in the literature have yielded mixed results. To this end, two studies were conducted. In Study 1 (484 participants; Mage = 39.09; 48.6s women), we explored the relationship between sensitivity to reward and punishment and four components of aggression: physical, verbal, anger, and hostility. In Study 2 (229 participants; Mage = 21.52; 56.77% women), we investigated the moderating role of emotion regulation ability in this relationship. The findings of Studies 1 and 2 supported the existence of a positive relationship between sensitivity to reward and aggression, that is, a high reactivity to reward acted as a risk factor. With respect to sensitivity to punishment, mediation analysis revealed that this variable may act both as a protective factor as well as a risk factor for behavioral aggression. A higher reactivity to punishment had a direct negative effect on physical and verbal aggression, inhibiting aggressive behavior. However, a higher reactivity to punishment also implied a positive indirect effect on physical and verbal aggression through an increase in anger and hostility. Interestingly, Study 2 revealed that these indirect effects were moderated by emotion regulation ability. Our results could help to inform the design of aggression prevention and intervention programs for reducing the impact of this behavior on our society.

Lessons from the Experience in Wuhan to Reduce Risk of COVID-19 Infection in Patients Undergoing Long-Term Hemodialysis.

Since December 2019, an outbreak of new coronavirus disease (coronavirus disease 2019 [COVID-19]) has developed into a world pandemic ([1][1]). The city of Wuhan in China, as one of the most seriously affected areas, is now out of the woods ([2][2]), and the aggressive quarantine performed by the

Intra-familial Violence and Peer Aggression Among Early Adolescents: Moderating Role of School Sense of Belonging

Aggression among peers during adolescence is associated with deleterious developmental outcomes. Family violence has been strongly associated with many forms of aggression - such as verbal and physical aggression. Yet, associations between sibling and peer aggression at school and the protective role of school belonging remain understudied. Thus, the present study addresses this gap. Middle school students (N = 1611) completed self-report surveys four times across 2 years in a U.S. Midwest state. A multi-level within- and between-person longitudinal design was employed to examine associations among sibling aggression perpetration, witnessing intrafamilial violence, and verbal and physical peer aggression at school. Also, the moderating effect of school belonging between family violence and peer aggression was also investigated. Higher levels of sibling aggression were associated with higher verbal peer aggression at both within- and between-person levels. Family violence was associated with higher verbal and physical peer aggression, but only at the between-person level and not within-individuals. Higher school belonging was associated with less verbal and physical peer aggression overtime. School belonging moderated the relation between sibling aggression and verbal as well as physical aggression; higher within-person level sibling aggression was associated with lower verbal and physical aggression when students reported a strong sense of school belonging. Aggression prevention programs that focus on fostering school connectedness may mitigate the transmission of violence from home to school.

Hostility, Anger, and Dominance as Mediators of the Sibling Aggression‒School Fighting Relationship: Mechanisms of Violence Generalization.

Prior research indicates that siblings play a significant role in the formation of aggressive behavior inside and outside the home. The purpose of the current investigation was to identify the mechanism that links aggression toward siblings, referred to in this study as sibling aggression, with school-related violence and fighting, referred to in this study as school fighting. It was predicted that hostility, anger, and dominance would mediate the sibling aggression‒school fighting relationship. Three candidate intermediary variables (hostility, anger, and dominance) were tested as putative mediators of the sibling aggression‒school fighting relationship in a group of 713 middle-school students (339 boys, 374 girls). It was hypothesized that all three candidate intervening variables would mediate the relationship between sibling aggression and school fighting, with no significant differences in strength of effect between the three mediators. The research hypothesis was partially supported: hostility, but not anger or dominance, successfully mediated the sibling aggression‒school fighting relationship and there was no difference in strength of effect between the three candidate mediators. A practical implication of these results is that aggression prevention and treatment programs may be enhanced by targeting children who display aggressive relationships with siblings and other children in the home in an effort to change cognitive and behavior patterns before they generalize to the school setting and negatively impact the child's relationships with schoolmates and peers.

The effect of an aggressive behavior prevention program on kindergarten students.

This quasi-experimental study with a pretest-posttest control group was conducted to determine the effects of the "Aggressive Behavior Prevention Program (ABPP)" on kindergarten students. The program was based on Social Cognitive Theory. The study was carried out with 90 children (intervention group=45, control group=45) who were registered in the kindergarten of a primary school. The ABPP was implemented with children and their families for 12weeks. Data were collected with a subscale of Aggressiveness of the Eyberg Child Behavior Inventory, the subscales of overt and relational aggression of the Preschool Social Behavior Scale-Teacher Form, and the Victimisation Scale. The ABPP significantly decreased levels of aggression among kindergarten students (p=0.019). No significant difference was found between the two groups for peer victimization. This is the first study in Turkey implemented by a nurse based in school and it is important because it offers an example for nurses' practice and research. Findings suggest that the ABPP is effective in reducing theaggression of children.

Development of an Aggression Scale for Adolescents: Based on Ajzen’s Theory of Planned Behavior

Purpose This study was conducted to develop a scale for measuring aggression in adolescents, based on Ajzen's Theory of Planned Behavior (TPB). Methods The participants were 38 adolescents in an in-depth study conducted to develop items for indirect measurement, 13 adolescents in a pre-test, and 289 adolescents in the present survey. The collected data were analyzed using content validity, the correlation coefficient, exploratory factor analysis, confirmatory factor analysis, reliability, and the Cronbach's α. Results In this study, the most important variable related to aggression was found to be aggression intention. This study included 4 factors of direct measurement and 6 factors of indirect measurement; therefore, 41 questions were developed. Increased levels of aggression were associated with higher scores for attitudes of aggression, subjective norms, perceived behavioral control, and aggression intention. Conclusion We found that the questionnaire used in this study was valid and reliable as a measurement scale to explain aggression in adolescents based on TPB. Aggression intention should be included in aggression prevention programs because it was linked to aggressive behavior. Key words: ì²­ì†Œë „; 공격성; 행위; 의도; 개발 Key words: Adolescent; Aggression; Behavior; Intention; Development

Lung Cancer–Related Clinical and Economic Impacts of Achieving a 5% Smoking Prevalence Rate by 2035 in Canada

Background: Smoking is responsible for nearly 85% of lung cancer cases and 30% of all cancer-related deaths. Canada has set an ambitious target to reduce tobacco use to 5% by 2035 in alignment with a world-wide tobacco endgame initiative. Aim: We project the impact of achieving a national 5% smoking prevalence rate by 2035 on population-level lung cancer outcomes and costs. Methods: OncoSim-Lung (version 2.5), led by the Canadian Partnership Against Cancer with model development by Statistics Canada, is a microsimulation model that incorporates Canadian demographics, risk factors, registry data, resource utilization and other data to project clinical and economic impacts of cancer control measures. Smoking cessation parameters were modified to reduce the current average national smoking prevalence rate of 18% over time to 5% in 2035. Impacts were compared with those in a reference scenario, which maintained the current prevalence rate. Outputs of interest included lung cancer incidence, mortality, treatment costs, and quality-adjusted life-years (QALYs). Costs and QALYs are undiscounted and reported in 2016 CAD. Results: Achieving a 5% smoking rate by 2035 would result in a 2017-2035 cumulative total of 31,000 fewer lung cancer cases, 21,000 fewer lung cancer-related deaths, and 457,000 additional QALYs compared with projections based on a constant smoking prevalence rate of ∼20%. When stratified by sex, there would be 15,600 and 15,700 fewer lung cancer diagnoses and 11,000 and 10,000 fewer lung cancer-related deaths for males and females respectively. Furthermore, treatment-related costs would be reduced by $680 million dollars. On average there would be 4,500 fewer lung cancer cases, 3,500 fewer deaths, and $35 million in cost savings annually. If a 5% smoking rate is sustained until 2050, then there would be a 15% reduction in lung cancer cases and a 13% reduction in deaths from 2017-2050. Conclusion: Reducing Canada's smoking prevalence to 5% by 2035 could result in a significant reduction in lung cancer cases, deaths and treatment costs. Like Canada, other countries with relatively high smoking prevalence could use averted treatment costs to offset costs of aggressive smoking prevention and cessation programs or redirect them to other healthcare services.

Aggression Profiles in the Spanish Child Population: Differences in Perfectionism, School Refusal and Affect.

The aim of this study was to identify the existence of combinations of aggression components (Anger, Hostility, Physical Aggression and Verbal Aggression) that result in different profiles of aggressive behavior in children, as well as to test the differences between these profiles in scores of perfectionism, school refusal and affect. It is interesting to analyze these variables given: (a) their clinical relevance due to their close relationship with the overall psychopathology; and (b) the need for further evidence regarding how they are associated with aggressive behavior. The sample consisted of 1202 Spanish primary education students between the ages of 8 and 12. Three aggressive behavior profiles for children were identified using Latent Class Analysis (LCA): High Aggression (Z scores between 0.69 and 0.7), Moderate Aggression (Z scores between −0.39 and −0.47) and Low Aggression (Z scores between −1.36 and −1.58). These profiles were found for 49.08%, 38.46% and 12.48% of the sample, respectively. High Aggression scored significantly higher than Moderate Aggression and Low Aggression on Socially Prescribed Perfectionism (SPP), Self-Oriented Perfectionism (SOP), the first three factors of school refusal (i.e., FI. Negative Affective, FII. Social Aversion and/or Evaluation, FIII. To Pursue Attention), and Negative Affect (NA). In addition, Moderate Aggression also reported significantly higher scores than Low Aggression for the three first factors of school refusal and NA. Conversely, Low Aggression had significantly higher mean scores than High Aggression and Moderate Aggression on Positive Affect (PA). Results demonstrate that High Aggression was the most maladaptive profile having a high risk of psychological vulnerability. Aggression prevention programs should be sure to include strategies to overcome psychological problems that characterize children manifesting high levels of aggressive behavior.

Preadolescents’ Daily Peer Victimization and Perceived Social Competence: Moderating Effects of Classroom Aggression

Few studies have assessed children’s daily peer experiences, and even fewer have considered their daily self-perceptions. This daily diary study examined relations between preadolescents’ daily reports of peer victimization and perceived social competence, along with moderating effects of classroom aggression. A racially diverse sample of 182 children in 5th grade (105 boys; M age = 10.64 years; 35% White, 31% Black, 17% Hispanic, 17% other or not reported) completed daily measures of peer victimization and perceived social competence, with most children completing measures on 8 school days. Teachers completed measures of aggression for each participating pupil. Four types of peer victimization (verbal victimization, social manipulation, social rebuff, and property attacks) predicted decreased daily perceived social competence. Daily social rebuff predicted decreased daily perceived social competence beyond the effects of the other types of victimization. Classroom aggression moderated the relation of verbal victimization with perceived social competence, such that this relation was significant in classrooms with lower aggression and nonsignificant in classrooms with higher aggression. Results indicate that preadolescents’ daily self-perceptions fluctuate with daily victimization by peers, particularly with social rebuff. Findings also suggest that the impact of verbal victimization on children’s self-views could be exacerbated in classrooms that better manage peer-to-peer aggression. Accordingly, targeted interventions appear critical for children who continue to experience peer victimization in schools with highly effective aggression prevention programs.

Unintentional Misreporting on Self-Report Measures of Sexually Aggressive Behavior: An Interview Study

The development of effective sexual aggression prevention programs for men relies on data garnered from studies using self-report measures of sexual aggression perpetration. However, few studies have focused on understanding and improving self-report measures of sexual aggression perpetration. The current study used open-ended interviews to explore the nature and frequency of community men’s (N = 34) unintentional misreporting—including both overreporting and underreporting—on two self-report measures of sexual aggression perpetration: the Sexual Experiences Survey–Long Form Perpetration (SES-LFP; Koss et al., 2007) and the Sexual Strategies Scale (SSS; Strang, Peterson, Hill, & Heiman, 2013a). Item misinterpretation led to both overreporting and underreporting of sexual aggression, although underreporting was more common. Men’s interpretations of items, decision-making processes, and reasons for producing discrepant reports across measures were analyzed and discussed. Results could help inform efforts to refine self-report measurement of men’s sexual aggression.

Predictors of Sexual Aggression Victimization and Perpetration Among Polish University Students: A Longitudinal Study.

This two-wave study investigated predictors of sexual aggression victimization and perpetration in a convenience sample of 318 Polish university students (214 women), considering males and females from the perspective of both victims and perpetrators. At T1, we assessed participants' risky sexual scripts (defined as cognitive representations of consensual sexual interactions containing elements related to sexual aggression), risky sexual behavior, pornography use, religiosity, sexual self-esteem, and attitudes toward sexual coercion. These variables were used to predict sexual aggression perpetration and victimization reports obtained 12months later (T2) for two time windows: (a) since the age of 15 until a year ago and (b) in the past year. As expected, risky sexual scripts were linked to risky sexual behavior and indirectly increased the likelihood of victimization in both time windows. Lower sexual self-esteem predicted sexual victimization since age 15, but not in the past 12months. Pornography use and religiosity indirectly predicted victimization via risky scripts and behavior. Attitudes toward sexual coercion were a prospective predictor of sexual aggression perpetration. The results extend the international literature on sexual aggression and have implications for sexual education and sexual aggression prevention programs.

Preventing Exertional Death in Military Trainees: Recommendations and Treatment Algorithms From a Multidisciplinary Working Group.

Despite aggressive prevention programs and strategies, nontraumatic exertional sudden death events in military training continue to prove a difficult challenge for the Department of Defense. In November 2014, the 559th Medical Group at Joint Base San Antonio-Lackland, Texas, hosted a working group on sudden exertional death in military training. Their objectives were three-fold: (1) determine best practices to prevent sudden exertional death of military trainees, (2) determine best practices to establish safe and ethical training environments for military trainees with sickle cell trait, and (3) develop field-ready algorithms for managing military trainees who collapse during exertion. This article summarizes the major findings and recommendations of the working group.

A Comparison of the Evolution and Entropy of Responses to Picture Choices on an “Absurdum Questionnaire” between Members of Two Different Training Groups

The results of previous studies on a group-training program for group therapists supported the influence of group dynamics on the members’ individual choices of pictures presented to them in an “absurdum questionnaire.” The present analysis compared the responses obtained from previous studies with those from a group of psychiatric caregivers training to prevent and manage aggression of hospitalized patients. The evolution of the number and entropy of the responses to the picture choices were compared. The group analysis program was conducted at the Basque Foundation for the Investigation of Mental Health in Bilbao, Spain. The Preventive Approach and Controlled Intervention program for the prevention and management of aggression was held in Geneva, Switzerland. Data were collected from the participants in the group-analysis program during their 11 sessions of training and from those in the aggression prevention and management program during three days of a series of four-day courses. The participants were presented with an “absurdum questionnaire” containing 50 pairs of images, and were asked to choose one image from each pair. The evolution of the number of answers was not significantly different between the two training groups. The evolution of entropy revealed a clear difference with a gradual increase in the group-analysis program, and a decrease in the aggression-management training group. We interpret this difference in light of Bion’s view of group dynamics, with the group-analysis training being driven by Bion’s basic assumptions and the aggression-management training by Bion’s work group.