Aggressive Behavior In Children Research Articles

Maternal Emotional and Behavioral Regulation/Dysregulation and Parenting Practices: A Systematic Review.

Emotional and behavioral regulations are crucial for the development of perceptive, responsive, and flexible parenting. Moreover, maternal emotional dysregulation constitutes a risk for maltreatment behaviors. The present study aimed to conduct a systematic review of empirical studies on the associations between mothers' emotional and behavioral regulations and parenting practices with their children or adolescents. A systematic review was conducted, including papers that addressed these variables, analyzing the direct effects, and moderation or mediation effects of maternal emotional and behavioral regulation on parenting practices, targeting child and adolescent samples. We identified 35 studies for analysis. Most of the studies (86%) showed significant associations between maternal emotional and behavioral regulation and parenting practices. Mothers' emotional dysregulation was related to a high risk of maltreatment and negative parenting, such as unsupportive reactions and harsh discipline. High maternal emotional dysregulation and negative parenting, in turn, were associated with children's aggressive behaviors. Conversely, when mothers exhibited high emotional regulation, they engaged in more positive and supportive parenting. Additionally, maternal behavioral regulation with inhibitory control and effortful control led to supportive and warm parenting. Individual and contextual factors, such as maternal victimization history and symptoms of inattention and hyperactivity, had effects on maternal emotional dysregulation, which, in turn, impacted their parenting practices. Consequently, emotional and behavioral regulation played a crucial role in mothers' parenting practices with their children and adolescents. The findings of the current review could contribute to planning parenting interventions, including maternal emotional and behavioral regulation skills, aimed at preventing maltreatment of their children.

Maternal suicide risk predicts preschooler emotional and behavioral problems

Maternal history of suicidal thoughts and behaviors (STBs) has been identified as a robust risk factor for offspring emotional and behavioral problems, including risk for offspring STBs. The impact of maternal history of STBs has been well-documented in adolescent and young adult samples, with emerging research highlighting the need to examine early clinical correlates of risk in young children, prior to the emergence of STBs. In an extension of prior work, the current study examined associations between maternal history of STBs and previously identified emotional and behavioral correlates of STBs (negative affect, internalizing problems, attention problems, aggressive behavior) in young children. These associations were examined in a mother-preschooler sample (n=158, mean preschooler age=41.52 months) with approximately half of mothers endorsing a history of STBs and 20% of the sample scoring at the threshold that indicates suicide risk. In multivariate models, maternal history of STBs was significantly associated with preschooler aggressive behavior, assessed via mother- (β=.19) and teacher-report (β=.21), as well as mother-reported negative affect (β=.22). Results document a link between maternal history of STBs and increased risk for heightened negative affect and aggressive behavior at home and school during the sensitive preschool period. Findings are discussed within the context of enhancing models of intergenerational transmission suicide risk.

Comment: Injuries that Hurt – A Comment to “Embitterment – Conception of a Potential Moderator to Dysfunctional and Aggressive Behaviour in Children and Adolescents”

AbstractThis comment discusses the article of Balder and Linden (2022), who debate the existence and role of embitterment in child and adolescent psychopathology. This topic appears highly relevant, but broader literature should be integrated when talking about embitterment. First, we question the conceptualization of embitterment as an emotion. We conceptualize it as a long-term emotion episode that stems from events involving severe and unresolved hurt feelings, also referred to as attachment injuries and narcissistic injuries. When overly intense, they might lead to PTED. In contrast to Balder and Linden (2022), we argue that specific psychotherapeutic treatments exist. Nonetheless, we join Balder and Linden (2022) in calling for more attention for embitterment and hurt feelings and their role in developmental psychopathology.

Emotion dysregulation and depressive symptoms mediate the association between inhibitory control difficulties and aggressive behaviour in children with ADHD.

Impulsive aggressive behaviour, although not a core symptom, is often part of the clinical presentation of attention-deficit/hyperactivity disorder (ADHD). Recently, impulsive aggression has been attributed to emotion dysregulation, which is currently conceptualised as a transdiagnostic factor and seems to contribute to the co-occurrence of other problems in ADHD. Thus, this study investigated the presence of impulsive aggressive behaviour and explored whether emotion dysregulation mediates the relationship between inhibitory control difficulties and aggressive behaviour in children with ADHD. Because ADHD may act as a risk factor for the development of other conditions, such as internalising problems, we aimed to understand whether depressive symptoms contribute to this relationship. Seventy-two children were recruited from a hospital and the community, 38 of whom had ADHD and 34 were typically developing (TD). Parents completed the Child Behaviour Checklist, the Behaviour Rating Inventory of Executive Function, and the Emotion Regulation Checklist. Simple mediation and serial mediation models were performed to test our hypotheses. Aggressive behaviour was significantly higher in ADHD children compared to TD children. Emotion dysregulation fully mediated the relationship between inhibitory control difficulties and aggressive behaviour in ADHD children. Adding depressive symptoms to the model increased the explained variance in aggressive behaviour. The main result of our study supports the role of emotion dysregulation and depressive symptoms in mediating the relationship between inhibitory control difficulties and impulsive aggressive behaviour in children with ADHD. This highlights that aggressive behaviour is, in part, a result of the inability of the child to appropriately regulate their emotions. Future interventions may be tailored to improve emotion regulation skills to address aggressive behaviour.

Aggressive behaviors and oppositional defiant disorder: An analysis of the relationship between aggressive behaviors in childhood

Child development is a period of learning processes, which is why dysfunctional behaviors are common. However, these behaviors may exist situationally or, depending on their persistence, may constitute oppositional defiant disorder. The aim of this article was to carry out a systematic review of studies focusing on certain aggressive behaviors in childhood and the possibility of a relationship with the diagnosis of ODD (Oppositional Defiant Disorder), seeking to identify their causes and repercussions from early diagnosis. The search for articles was carried out in the Scielo; Lilacs; BVS databases during the months of March to May, using the terms: "Oppositional Defiant Disorder", "Childhood", "Aggressiveness" and "Behavior". Thus, this is a systematic review of the literature of an exploratory and descriptive nature in the year 2023. The final database included in the analysis consisted of 7 articles published from 2019 to 2023. However, the selected studies show a clear relationship between the influence of context on the development of oppositional defiant disorder in childhood, so children who develop in environments with aggressive communication tend to be more likely to be diagnosed with ODD (Oppositional Defiant Disorder).

Metode Bimbingan Konseling Islami dalam Mencegah Perilaku Agresif pada Anak Berkebutuhan Khusus di Athaya Medan

This research is entitled "Islamic Counseling Guidance Methods in Preventing Aggressive Behavior in Children with Special Needs at Athaya Medan". The aim of this researh is to find out how Islamic counseling guidance methods are carried out in the process of preventing aggressive behavior in children with special needs, the inhibiting factors in the process of implementing Islamic counseling guidance, the impact of the results of Islamic counseling guidance, and the solutions to the aggressive behavior problems experienced by children with special needs at Athaya Medan. This researh is a field study with qualitative research. The research informants in this study are the Founder of ABK Athaya and also the counselor for children with special needs. Data collection for this research uses interview, observation, and documentation methods. Primary data sources are obtained from related research informants and secondary data sources are obtained from documentation, books, or literature related to this research. Data analysis techniques in this study include data reduction, data presentation, and conclusions. The results of this study show that the Islamic counseling guidance carried out by counselors for children with special needs includes therapy, learning to read Arabic letters, brain training skills, and playing with motor/educational toys. Children with special needs are also encouraged to do muhasabah (evaluate, reflect on the essence of themselves, and their attitudes and behaviors at present, which are in line with their condition, encouraged to think about what is best for them, so that they can achieve happiness in this world and the hereafter). Inhibiting factors that occur in communication in conveying language are very difficult and also difficult to understand, so guidance must be repeated. The success of guidance is seen in the improvement of emotional development or better behavior exhibited by children with special needs both in the school environment and outside the school environment by conducting Islamic counseling guidance in preventing aggressive behavior towards solutions to the problems faced by children with special needs.

Strategi Guru Dalam Mengatasi Perilaku Agresif Anak Usia Dini di TK Negeri Kihadjar Dewantoro 1

This study aims to determine the teacher's strategy in dealing with aggressive behavior in early childhood at Kihadjar Dewantoro 1 State Kindergarten, Kota Timur District, Gorontalo City. The method used in this research is descriptive qualitative with observation data collection techniques, interviews, and documentation. Based on the results of the research discussion, the strategy for dealing with early childhood aggressive behavior applied by teachers in Kihajdar Dewantoro 1 State Kindergarten, Kota Timur District, Gorontalo City, has been able to handle and minimize the occurrence of aggressive behavior. The results of this study describe the teacher's strategy for dealing with early childhood aggressive behavior in Kihajdar Dewantoro 1 State Kindergarten, Kota Timur District, Gorontalo City, that the strategy applied by the teacher has undergone changes for the better. Such as identifying children's problems by looking at and recording children's behavior with anecdotal notes. Then a gentle approach strategy by giving persuasion and giving praise. However, if a gentle approach strategy is not effective, a punishment strategy will be used.

The Correlation of Smartphone Use Intensity with Aggressive Behavior in Early Childhood at TKIT Bina Insani (Kindergarten)

This study aims to analyse the relationship between the intensity of smartphone use and children's aggressive behaviour at Bina Insani IT Kindergarten, Serang Regency. This research uses descriptive correlation statistics with a quantitative approach. The sampling technique used in this study is a saturated sampling technique found in Non-Probability Sampling. The data collection technique is a questionnaire on the intensity of smartphone use and aggressive behaviour and photos of questionnaire filling activities. While the analysis technique used is using Pearson Product Moment using SPSS. The results in this study show a correlation coefficient value of 0.578, which indicates that the relationship is unidirectional and strong. Based on the results of the significance value between the variables of intensity of smartphone use and aggression, the significance value is 0.003 0.05, which means that there is a significant correlation. So it can be concluded that the intensity of smartphone use with aggressive behaviour affects behaviour in Bina Insani IT Kindergarten.

Rezultate științifice privind asigurarea activității psihologice în învățământul general prin prisma abordărilor societale contemporane

The article reflects the scientific results obtained by the members of the project The theoretical and methodological bases of ensuring psychological activity in the general education system, from the perspective of contemporary societal approaches, number 20.80009.1606.10, within the Institute of Research, Innovation and Technological Transfer of the Pedagogical University of State „Ion Creangă”. The importance and necessity of the research activities within this project is determined by the need to develop an integrated vision of the development of the psychological service in the general education system for: promoting quality in education; facilitating the training of children’s social skills in the learning and relationship process; preventing difficulties in child development by identifying risk factors; reducing violence and aggressive behavior of children and other educational actors; - school inclusion of children in difficulty; ensuring the activity of psychologists, teaching and management staff from the general education system with complex prevention, evaluation and psychological intervention methodologies; the development of a managerial system for ensuring psychological activity in general education.

The Mental Well-Being and Inclusion of Refugee Children: Considerations for Culturally Responsive Trauma-Informed Therapy for School Psychologists

Refugee children displaced by war suffer incredible amounts of physical and psychological trauma during and post-displacement. War is not partial to children, and they are subjected to as much extreme violence as adults. This paper explores the mental health of refugee children following war and was guided by the research question: What are the mental health experiences of refugee children displaced by war situations? A secondary data analysis was conducted on publicly available documentary short films and instructional videos on psychological therapy with refugee children and families. The data were analysed through Qualitative Conventional Content Analysis (QCCA). Three major categories emerged regarding the well-being of refugee children: (1) children are not spared from war trauma, (2) children live in perpetual fear and anxiety, and (3) war-related violence ignites aggressive behaviours in children. To increase positive mental health outcomes, school psychologists need to implement trauma-informed therapy that focuses on decreasing psychosocial reactions to war. Culturally responsive therapy is recommended as it places indigenous ways of being at the centre of the healing process.

Childhood Aggressive Behavior and Adolescent Substance Use Initiation.

Drug and alcohol use before the age of 14 is associated with adverse outcomes over the life course. While previous studies have identified numerous sociodemographic characteristics associated with youth substance use initiation, few have examined the relationship between behavioral characteristics, such as childhood aggression, and substance use initiation in adolescence. This longitudinal study consisted of 2985 children from the Future of Families and Child Wellbeing Study. Aggression was measured using primary caregiver report when the children were about the age of 9 and cigarette, alcohol, and marijuana use was measured using the child report when the children were age 9 and age 15. Separate multivariable Poisson regression models were fitted for each substance use initiation outcome. Childhood aggression was positively associated with the initiation of cigarette and marijuana use in adolescence (aRR = 2.3 [95% CI = 1.5,3.4] and aRR = 1.3 [95% CI = 1.1,1.6], respectively). Childhood aggression was not associated with adolescent alcohol use initiation (aRR = 1.2 [95% CI = 0.9,1.5]). The presence of aggressive behavior in childhood was associated with the initiation of cigarette and marijuana use in adolescence. These results may be used to identify children at higher risk of cigarette and marijuana use, who may benefit from additional monitoring for substance use initiation.

A social-ecological model of preschoolers' aggressive behavior: An exploratory analysis.

Understanding classroom-level correlates of preschool children's aggressive behavior is critical to identifying multiple avenues for intervention within schools. The present school-based study evaluated the reliability and validity of a classroom-level measure of physical and relational aggression and examined a social-ecological model to test whether individual variables (i.e., temperament), dyadic peer factors (i.e., peer victimization, the number of a child's play partners), and classroom-level aggression were associated with individual aggression. Observations of play partners and teacher reports of temperament (i.e., daring, prosociality, and negative emotionality), peer victimization (i.e., physical and relational victimization), and classroom aggression were collected in a sample of preschoolers (N = 307; Mage = 48.99 months, SD = 7.51). Observer reports of aggression were used to create aggression severity and directionality scores, reflecting the overall level of aggression a child displays and their propensity to use physical relative to relational aggression, respectively. There was evidence to support the reliability and validity of the classroom-level aggression measure providing initial support that this measure could be used by school psychologists. A multilevel regression model indicated that higher levels of negative emotionality, daring, and a greater number of play partners were associated with higher levels of aggression severity. Children in classrooms with more relational aggression were more likely to use relational instead of physical aggression. These findings demonstrate the importance for school psychologists to account for multiple levels of influence when examining preschoolers' aggression. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Predicting child externalizing behavior ratings in Head Start: Investigating the impact of child and teacher influences

One of the primary goals of early education is to promote overall school readiness, especially for children most at risk for educational challenges. However, there is a persistent disparity in equitable access to high quality early learning environments. This is due in part to children being suspended or expelled for displaying challenging behaviors even though for many children, some of these behaviors may be developmentally appropriate. The effects of exclusionary discipline can have long-term implications for their overall emotional and social development. Racial and gender-based disparities in school discipline begin as early as preschool. Some of these disparities can stem from disproportionality in teachers’ perceptions of children's behaviors. The ways in which teachers perceive and subsequently respond to preschoolers’ behavior have significant implications for children's experience in the classroom and are an important link in understanding decision-making pathways related to preschool expulsion. The goal of the present study was to examine factors that might predict teacher perceptions (i.e., ratings) of child externalizing (hyperactive and aggressive) behaviors. This study analyzed secondary data from a nationally representative study of Head Start. Findings indicated there were differences in how teachers rated children's externalizing behaviors based on child's sex and race. Further, a teacher's field of study, beliefs about family engagement, and attitudes toward Developmentally Appropriate Practices significantly predicted their ratings of children's aggressive and hyperactive behaviors. Policy recommendations are discussed.

Preschool - Aged Children's Media Use and Its Relationship to Their Prosocial and Aggressive Behavior

Abstract: The present study, exploring media exposure of preschool age children using media diaries had three major goals. First goal was to examine whether there was a relationship between the duration of children’s media use and their prosocial and aggressive behavior. Then, the second goal was to explore links between the content of media they use and children’s prosocial and aggressive behavior. Finally, informed by Displacement theory, we focused on exploring whether the time spent for developmentally enriching activities changed based on the time spent for media use. Parents of 52 preschool age children between the ages of 4 and 6 reported on their children’s media use on a media diary filled out throughout a weekend and the teachers assessed the prosocial and aggressive behaviors of the same children. The results showed that the aggressive behavior of the children increased as their time spent for playing video games increased. Also, the time they spent for engaging developmentally enriching activities decreased as the time they spent for playing video games increased. The results of the study contributed to the field as it provided an in-depth exploration of factors associated with media use habits of children at home using media diaries providing duration, content and context of media use and their relationship to children’s prosocial and aggressive behaviors.

Maternal pre-pregnancy weight status and gestational weight gain in association with child behavior: The mediating role of prenatal systemic inflammation

Maternal pre-pregnancy obesity and excessive gestational weight gain (EGWG) may predispose children to behavioral problems through increased prenatal inflammation. We investigated the association between maternal body mass index (BMI) and gestational weight gain (GWG), and child behavioral problems (primary aim), and the mediating role of prenatal inflammation (secondary aim). We used self-reported pre-pregnancy BMI and estimated-GWG data (N=1137) from a longitudinal cohort study. Maternal serum C-reactive protein (CRP) was measured in the 3rd-trimester. Parent-reported Child Behavior Checklist (CBCL) was used to assess child internalizing and externalizing behaviors at 3-years-of-age. We used analysis of covariance (ANCOVA), multiple linear regression, and mediation analyses for data analysis. Maternal obesity (F=21.98, df 3836), EGWG (F=6.53, df 2764), and their combination (F=18.51, df 3764) were associated with the 3rd trimester CRP, but not child behavior in the whole sample. Maternal underweight was associated with withdrawal problems in all children (β=0.56, 95%CI, 0.11,1.00) and aggressive behaviors in female children (β=2.59, 95%CI, 0.28,4.91). Obesity had a significant association with externalizing behaviors in female children after controlling for maternal CRP (β=3.72, 95%CI, 0.12,7.32). Both inadequate and EGWG were associated with somatic complaints in male children (β=0.50, 95%CI, 0.05,0.95; β=0.36, 95%CI, 0.01,0.71, respectively). Combined obesity/EGWG was associated with externalizing (β=6.12, 95%CI, 0.53,11.70) and aggressive (β=4.23, 95%CI, 0.90,7.56) behaviors in female children. We found no significant effects through CRP. Maternal pre-pregnancy BMI and GWG showed sex-specific associations with child behavioral problems. Prenatal CRP, although increased in obesity and EGWG, did not mediate these associations.

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

Parenting styles, empathy and aggressive behavior in preschool children: an examination of mediating mechanisms.

This study examined the interplay between parenting styles, empathy, and aggressive behavior in Chinese preschool children aged 3-5 years. Data were collected from 87 participants using the Child Behavior Checklist, Children's Empathy Quotient, and Parenting Style Questionnaire, and were subsequently analyzed. The findings revealed significant age and gender differences in empathy, but not in parenting styles or aggressive behavior. Additionally, a substantial correlation was identified between authoritarian parenting style and aggressive behavior, as well as between children's empathy levels and aggressive behavior. This indicates that empathy may act as a mediator between parenting style and aggressive behavior. Our findings suggest that an authoritarian parenting style influences aggressive behavior both directly and indirectly through its effect on children's empathy. These results point toward the possibility that an authoritarian parenting style may stifle the development of empathy in preschool children, subsequently heightening their aggressive behavior.

Self-esteem and cortical thickness correlate with aggression in healthy children: A surface‐based analysis

Aggressive behavior can have serious physical, psychological, and social consequences. However, little is known about the personality and neurological antecedents underlying aggressive behavior in children. The objective of this study was to investigate the relationship between self-esteem, aggression, and brain structure (i.e., cortical thickness and surface area) in a population of healthy children (N = 78; 9–12 years; mean age: 9.95 ± 0.90 years). The results revealed that self-esteem showed a negative association with aggression and significantly predicted aggressive behavior. No gender differences were found in aggression and its neural correlates. We performed the cortical parcellation method to further explore the neural foundations underlying the association of self-esteem with aggression. Children with higher aggression had increased cortical thickness in four clusters after multiple comparison correction: right medial orbitofrontal cortex, right lateral orbitofrontal cortex, right superior frontal gyrus, and left insula. In a mediation analysis, cortical thickness in the right medial orbitofrontal cortex contributed to the effect of self-esteem on aggression. These findings extend our understanding of morphological correlates of aggression in children, suggesting that an increased cortical thickness in childhood is a potential mechanism linking low self-esteem to aggression.

Aggressive Behavior in Children with Intellectual Limitations from The Teachers' Perspective

The current study aimed to identify the level of aggressive behavior of mentally limited children from the teachers' point of view in and to determine the nature of the differences between the average responses of teachers of mentally limited students in diagnosing the level of aggressive behavior due to a variable gender, academic qualification and years of experience. The study sample consisted of (100) male and female teachers from the category of mentally retarded children in Jerusalem. They were chosen by a simple random method using the aggressive behavior scale. The results concluded that the level of aggressive behavior came to medium degrees, that is, the presence of aggressive behavior among children with mental limitations from the teachers' point of view. The behaviors came in order: aggressive behavior towards oneself, aggressive behavior towards others, aggressive behavior towards objects and possessions, and verbal aggressive behavior. The results also showed no statistically significant differences at the significance level (0.05??) in the averages of teachers' responses to diagnosing the level of aggressive behavior. The results also show children with mental limitations in Jerusalem due to gender, educational qualification, and years of experience.

Cultural heterogeneity, family dysfunction and inadequate school support: Ethnic disparities in bullying victimization within China's multiethnic regions

AbstractFew studies have discussed ethnic disparities in school bullying victimization within developing countries. Based on an empirical survey of 1763 children in the Tibetan, Hui and Miao regions in China, this study reached two findings: First, there are significant ethnic disparities in bullying victimization within China's multiethnic regions, where a balanced representation of different cultures can contribute to reducing the risk of victimization. Second, the bullying victimization of different ethnicities is associated with microsystem factors, including the ethnic composition of a school, family dysfunction and children's aggressive behaviour, which displays more homogeneity than heterogeneity.