Aggressive Behavior In Children Research Articles

О возможности стандартизации параметров наблюдения по выявлению признаков агрессивного поведения у старших дошкольников

The urgency of work on improving the tools of psychologists in the diagnostics of aggressive behavior in childhood is due to the persistence of a high level of aggression among children and adolescents in modern society. According to official statistics on the identification of juvenile offenders having committed criminal acts from the beginning of the year up to May 2018, there were 1,066 crimes in Russia committed by children and adolescents. Although this figure remains rather high in comparison with the previous year. One of the ways to conduct preventive work on prevention of juvenile crime is early diagnostics and the work on correction of child behavior with signs of aggression. Besides addition the urgent problems of macrosocialization (deviant behavior, crime, risks of emotional development, etc.), there are microsocial problems- changing the microclimate of the family, the immediate environment and the children’s team of an aggressive child [6; 17]. The authors of the article examine the method of observation from the point of its application as an independent object of the scientific research in psychology. The analysis was carried out on the existing experience of using the observation method for studying children, including those with health limitations. An original scheme is proposed for standardized observation of pre-school children to identify the signs of their aggressive response. The article deals with the development of a procedure for observation of preschool children behavior to identify in it the signs of aggression, as well as conducting a pilot study of the proposed scheme for senior preschoolers in Moscow and the procedure for approbation of the observation scheme. Also step-by-step work on standardization and verification of the proposed monitoring scheme was described.

Cross-cultural effects of parent warmth and control on aggression and rule-breaking from ages 8 to 13.

We investigated whether bidirectional associations between parental warmth and behavioral control and child aggression and rule-breaking behavior emerged in 12 cultural groups. Study participants included 1,298 children (M = 8.29 years, standard deviation [SD] = 0.66, 51% girls) from Shanghai, China (n = 121); Medellín, Colombia (n = 108); Naples (n = 100) and Rome (n = 103), Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya (n = 100); Manila, Philippines (n = 120); Trollhättan/Vänersborg, Sweden (n = 101); Chiang Mai, Thailand (n = 120); and Durham, NC, United States (n = 111 White, n = 103 Black, n = 97 Latino) followed over 5 years (i.e., ages 8-13). Warmth and control were measured using the Parental Acceptance-Rejection/Control Questionnaire, child aggression and rule-breaking were measured using the Achenbach System of Empirically-Based Assessment. Multiple-group structural equation modeling was conducted. Associations between parent warmth and subsequent rule-breaking behavior were found to be more common across ontogeny and demonstrate greater variability across different cultures than associations between warmth and subsequent aggressive behavior. In contrast, the evocative effects of child aggressive behavior on subsequent parent warmth and behavioral control were more common, especially before age 10, than those of rule-breaking behavior. Considering the type of externalizing behavior, developmental time point, and cultural context is essential to understanding how parenting and child behavior reciprocally affect one another.

The Effectiveness of the Hijaashi Method to Reduce Aggressive Behavior in Children with Autism Spectrum Disorder in Jordan

In-Text Citation: (Abusinie & Baioumy, 2020) To Cite this Article: Abusinie, A., & Baioumy, N. (2020). The Effectiveness of the Hijaashi Method to Reduce Aggressive Behavior in Children with Autism Spectrum Disorder in Jordan. International Journal of Academic Research in Business and Social Sciences, 10(3), 183–201. Copyright: © 2020 The Author(s) Published by Human Resource Management Academic Research Society (www.hrmars.com) This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode Vol. 10, No. 3, 2020, Pg. 183 - 201 http://hrmars.com/index.php/pages/detail/IJARBSS JOURNAL HOMEPAGE Full Terms & Conditions of access and use can be found at http://hrmars.com/index.php/pages/detail/publication-ethics The Effectiveness of the Hijaashi Method to Reduce Aggressive Behavior in Children with Autism Spectrum Disorder in Jordan Ahmad Abusinie, Nashaat Baioumy Faculty of Islamic Contemporary Studies, University Sultan Zainal Abidin, Terengganu, MALAYSIA Abstract Children with autism spectrum disorder suffer from behavioral problems represented in aggressive behavior towards themselves and others, therefore, the child's inability to perform basic life skills, his isolation and his inability to integrate with others. As such, the present study aimed to prepare a training program based on the Hijaashi method in alleviating aggressive behavior in children with autism spectrum disorder in Jordan and verifying its effectiveness in the pre and post measurements. The present study used a quasi-experimental quantitative descriptive approach. To achieve the objectives of the study, an aggressive behavior measure consisting of 23 paragraphs was divided into two dimensions. The sample of the study consisted of (30) children with autism spectrum disorder chosen intentionally and distributed randomly to two control groups and consisted of (15) children, and experimental consisted of (15) children. Appropriate statistical analyzes were performed, such as manova, accompanying multiple variance (mancova), ancova analysis, arithmetic mean, and standard deviations. The results showed that there were statistically significant differences at the level of significance (? = 0.05) between the mean ranks of the experimental and control groups' scores on the scale of aggressive behavior in the dimensional measurement, and the presence of statistically significant differences at the level of significance (? = 0.05) between the average ranks of the experimental group on the scale of aggressive behavior in telemetry. Conclusion: The current study contributes to alleviating aggressive behavior in children with autism spectrum disorder in Jordan and developing basic life skills, increasing their effectiveness with others, avoiding isolation, introvertedness, and contributing to training specialists on how to prepare training programs that help these children to modify their behavior.

Étude des comportements parentaux dans les liens entre symptomatologie du TDAH et comportements agressifs chez les enfants entre 3 et 6 ans

IntroductionChildren's aggressive behaviors have an important economic impact and have a significant impact on the child's and family's development. The literature emphasizes the importance of the association between aggression and deficit disorder of attention and hyperactivity. Principally studied in categorical approach in children over 6 years old, ADHD symptomatology is however present early. The literature also highlights an association between parental behavior and aggressive behavior in young children aged 3 to 6 years. A strong presence of negative parenting behaviors and a low presence of positive parenting behaviors are both associated with the presence of aggressive behavior of children. However, unlike the strength of this association considered in the literature, it seems that parental behaviors account for about 4 to 6 % of the child's aggressive behavior. ADHD is also associated with parental behavior in a bidirectional way. The symptomatology of ADHD would then be associated with a greater presence of negative parenting behaviors and a lower presence of positive parenting behaviors. For all these associations and variables, we find that most studies focus on clinical populations older than 6 years, with a psychopathology approach of aggressiveness (conduct disorder), and with a categorical approach to ADHD without distinction of inattention symptomatology and hyperactivity symptomatology. Our aim is to study the joint influence of positive and negative parental behaviors and symptoms of ADHD or inattention symptomatology or hyperactive behaviors, in a dimensional approach, on the presence of aggressive behaviors in children from 3 to 6 years old. MethodsParents of 160 children evaluated aggressive behaviors, inattention symptomatology and hyperactivity symptomatology by a modified version of the “Childhood Behavior Questionnaire”. Parental behaviors were assessed using a French adaptation of “Parenting Practices Scale”. The statistical analyzes performed were mainly regressions (simple, multiple and with interactions) according to the negative-binomial law derived from the Poisson's law. ResultsOur analyzes show that the symptoms of ADHD, inattention symptomatology or hyperactivity symptomatology and negative parenting behaviors were associated with aggressive behavior. positive parenting behaviors have not been associated with aggressive behavior. Multiple regression analyzes show that there is partial mediation but no moderation effect. The most explanatory models are those in multiple regression (negative and positive parental behaviors, symptomatology of ADHD or inattention symptomatology or hyperactivity symptomatology) without the interaction's terms. ConclusionThe presence of aggressive behaviors in children seems to be partly explained by parental behaviors, but it is all the more explained when the child has hyperactivity and inattention symptomatology. Finally, these results show that it is important for a clinician to consider the presence of ADHD symptomatology, even below a diagnosis of ADHD, when a young child exhibits aggressive behaviors and thus take this into account in the therapeutic work undertaken with the child and his family. These results also show the interest of working according to a dimensional approach of aggressive behavior, but also and especially ADHD. Finally, we discuss this involvement in the current debate on the etiology of ADHD.

Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors.

The purpose of this study was to examine the treatment effects of the Incredible Years Teacher Classroom Management (IY TCM), a universal classroom management intervention, on the outcomes of children with aggressive behavior in elementary school. Classroom management has been demonstrated as a factor in either escalating children's aggressive behavior or decreasing those problematic behaviors. Participants included 1,817 students (Grade K to 3) and 105 teachers from nine elementary schools in a large urban Midwestern school district. Teachers were randomly assigned to receive IY TCM or to a wait-list comparison group. The hypotheses were that baseline levels of aggression would moderate the relationship between intervention status and outcomes. Findings indicated the hypothesized moderation effect on several outcome variables; specifically, children with baseline aggression problems who were in IY TCM classrooms had significantly improved math achievement, emotional regulation, prosocial behaviors, and observed aggression in comparison to similar peers in the control classrooms. Implications for practice and future research based on the findings are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

A process model linking physiological arousal and fear recognition to aggression via guilt in middle childhood.

Aggression coincides with emotional underarousal in childhood, but we still lack an understanding of how underarousal contributes to aggression. With an ethnically diverse sample of 8-year-olds (N = 150), we tested whether physiological underarousal and lower fear recognition were indirectly associated with heightened aggression through dampened guilt feelings. Caregivers rated children's aggressive behavior. We assessed children's skin conductance (SC) and respiratory sinus arrhythmia (RSA) while they imagined transgressing norms and measured their fear recognition with a facial morph task. Children reported guilt or lack thereof after hypothetically transgressing. The interaction of decreasing SC and increasing RSA (i.e., physiological underarousal) and poor fear recognition were indirectly associated with higher aggression through their associations with lower guilt. Emotional underarousal may contribute to aggression by disrupting the normative development of guilt. We discuss strategies to improve social-emotional acuity and reduce aggression in children with blunted physiological arousal and fear recognition.

Content, diagnostic, correlational, and genetic similarities between common measures of childhood aggressive behaviors and related psychiatric traits.

BackgroundGiven the role of childhood aggressive behavior (AGG) in everyday child development, precise and accurate measurement is critical in clinical practice and research. This study aims to quantify agreement among widely used measures of childhood AGG regarding item content, clinical concordance, correlation, and underlying genetic construct.MethodsWe analyzed data from 1254 Dutch twin pairs (age 8–10 years, 51.1% boys) from a general population sample for whom both parents completed the A‐TAC, CBCL, and SDQ at the same occasion.ResultsThere was substantial variation in item content among AGG measures, ranging from .00 (i.e., mutually exclusive) to .50 (moderate agreement). Clinical concordance (i.e., do the same children score above a clinical threshold among AGG measures) was very weak to moderate with estimates ranging between .01 and .43 for mother‐reports and between .12 and .42 for father‐reports. Correlations among scales were weak to strong, ranging from .32 to .70 for mother‐reports and from .32 to .64 for father‐reports. We found weak to very strong genetic correlations among the measures, with estimates between .65 and .84 for mother‐reports and between .30 and .87 for father‐reports.ConclusionsOur results demonstrated that degree of agreement between measures of AGG depends on the type (i.e., item content, clinical concordance, correlation, genetic correlation) of agreement considered. Because agreement was higher for correlations compared to clinical concordance (i.e., above or below a clinical cutoff), we propose the use of continuous scores to assess AGG, especially for combining data with different measures. Although item content can be different and agreement among observed measures may not be high, the genetic correlations indicate that the underlying genetic liability for childhood AGG is consistent across measures.

Aggressiviness in boys and girls: evaluations made by mothers

Aggressiveness can be defined as any form of behavior intended to hurt a living being. It can be characterized as direct aggression, more common in boys’ behavior, and hostile aggression, more often practiced by girls. Objective: to describe and compare the frequency of direct aggressive behavior in children, considering: gender, age, family economic class and parenting styles. Method: 47 mothers of boys and girls were investigated, who responded to the Child Behavior Checklist for Ages 6–18, the Parenting Style Inventory and to the Brazilian Economic Classification Criteria. Results: no differences were found in the manifestation of aggressiveness in the studied variables and a weak negative correlation was found between parenting style and aggressiveness. Conclusions: to understand the development and maintenance of aggressive behaviors in childhood, interactions between environmental, biological, social, cultural, family and historical factors should be considered. The role of father figure, not assessed in this study, during development, is discussed.

Early Language Development and Child Aggression

Aggression observed in early childhood is considered to be an important problem. Multiple factors may play a decisive role in children’s aggressive behaviors. The aim of this study was to examine whether the receptive and expressive language skills of preschool children (39-75 months-old) had predictive role on the levels of physical and relational aggression. The sample of the present study consists of 109 preschool children (47 girls and 62 boys). The language development levels of children in the sample were evaluated by TEDIL (Turkish Early Language Development Test) and their aggression levels were evaluated via Preschool Social Behavior Scale which were filled by their teachers. Pearson product moment correlation coefficient and stepwise regression analysis were used to analyze the data. According to the findings of the study, there was a significant and negative relationship between children’s receptive and expressive language skills and physical and relational aggression levels. The results of regression analysis revealed that physical aggression was negatively and significantly predicted by expressive language skills. In addition, relational aggression is negatively and significantly predicted by both receptive and expressive language skills. The increase in children's language skills significantly explains the decrease in physical and relational aggressive behaviors. The relationship between language skills and aggressive behaviors of Turkish preschool children was examined for the first time in this study. It is thought that the present study will contribute to the literature since it reveals the current situation in terms of the relationships between children's language skills and aggression levels and provide opportunities to make comparisons with the results of international studies.

Submissiveness, assertiveness and aggressiveness in school-age children: The role of self-efficacy and the Big Five

The aim of the present study was to explain submissiveness, aggressiveness, and assertiveness in terms of self-efficacy and the Big Five personality traits. Participants were 398 primary-school children (49.5% girls) aged 8–11 years. Measures of submissiveness, aggressiveness, assertiveness, self-efficacy, and the Big Five personality traits were obtained from children self-reports. The results revealed statistically significant differences between submissive, assertive, and aggressive children on the Big Five personality traits and self-efficacy. Aggressive behaviours were predicted by agreeableness and self-efficacy in self-control. In addition, self-efficacy in self-control was negatively related to aggressiveness only when agreeableness was low; this relationship was insignificant in children with high agreeableness. The results also revealed some significant differences between submissive, assertive, and aggressive behaviour in school-age children; that is, on agreeableness and self-efficacy in self-control, assertive children and aggressive children sat at opposite ends of the continuum, while submissive children were situated in the middle.

The Development of Teacher Handbook on Preschool-Aged Children’s Aggressive Behavior and IT-Based Solutions

The current study aimed at developing a teacher handbook on preschool-aged children's aggressive behavior and its solution. The study was conducted in Kindergarten in Turi Subdistrict, Sleman, Yogyakarta. The subjects of the study were Kindergarten teachers, students, and parents. The data collection method consisted of interview, observation, and questionnaire. The present study was categorized as Research and Development (R&D). The study was conducted in six phases. Phase I involved survey and preliminary study, phase II involved prototyping of teacher handbook, phase III was initial evaluation, phase IV was product tryout, phase V was product revision, phase VI was the final product. The data were analyzed using quantitative analysis. Then it was converted into qualitative data by percentage formula in order to point out the product quality. The data were then analyzed using qualitative and quantitative descriptive method. The result of the study showed that the use of teacher handbook significantly affects the decrease in preschool-aged children's aggressive behavior. The result of paired sample t-test on the questionnaire score before and after the use of the teacher handbook was sig. (2-tailed) 0.000 < 0.05

Aggression based genome-wide, glutamatergic, dopaminergic and neuroendocrine polygenic risk scores predict callous-unemotional traits.

Aggression and callous, uncaring, and unemotional (CU) traits are clinically related behavioral constructs caused by genetic and environmental factors. We performed polygenic risk score (PRS) analyses to investigate shared genetic etiology between aggression and these three CU-traits. Furthermore, we studied interactions of PRS with smoking during pregnancy and childhood life events in relation to CU-traits. Summary statistics for the base phenotype were derived from the EAGLE-consortium genome-wide association study of children's aggressive behavior and were used to calculate individual-level genome-wide and gene-set PRS in the NeuroIMAGE target-sample. Target phenotypes were 'callousness', 'uncaring', and 'unemotional' sumscores of the Inventory of Callous-Unemotional traits. A total of 779 subjects and 1,192,414 single-nucleotide polymorphisms were available for PRS-analyses. Gene-sets comprised serotonergic, dopaminergic, glutamatergic, and neuroendocrine signaling pathways. Genome-wide PRS showed evidence of association with uncaring scores (explaining up to 1.59% of variance; self-contained Q = 0.0306, competitive-P = 0.0015). Dopaminergic, glutamatergic, and neuroendocrine PRS showed evidence of association with unemotional scores (explaining up to 1.33, 2.00, and 1.20% of variance respectively; self-contained Q-values 0.037, 0.0115, and 0.0473 respectively, competitive-P-values 0.0029, 0.0002, and 0.0045 respectively). Smoking during pregnancy related to callousness scores while childhood life events related to both callousness and unemotionality. Moreover, dopaminergic PRS appeared to interact with childhood life events in relation to unemotional scores. Our study provides evidence suggesting shared genetic etiology between aggressive behavior and uncaring, and unemotional CU-traits in children. Gene-set PRS confirmed involvement of shared glutamatergic, dopaminergic, and neuroendocrine genetic variation in aggression and CU-traits. Replication of current findings is needed.

Why Do Children Become Aggressive?

The term aggression is common in the media. What is sad is that we see cases of aggressive children which are worrying. It is true that this pandemic has made people understand how important health is and some parents of children with a high level of aggression have started doing cognitive behavioral therapy at certain psychologists. It is good, but still in some cases this aggression comes from internal causes, certain biochemical disorders. Increased testosterone levels in boys are a common cause. Psychologists at the beginning of therapy should suggest parents to perform a complete set of tests that should not miss the analysis of thesosterone, cadmium, and vitamin B12. In the case of vitamin B12, if it is in small amounts in the body it can affect the behavior leading to greater agitation and even aggression. What is again extremely important is to perform a brain MRI to observe the activity of the amygdala and cerebral cortex. A disorder of these can be the cause of aggressive behavior in children. A good collaboration between the family, the psychologist and the doctor will be able to lead to solving the problems of aggressive behavior.

Association between nutritional intake and aggressive behaviors in children and adolescents: The CASPIAN-IV study

OBJECTIVE: This study aims to explore the association of nutritional intake and aggression among a nationally representative sample of Iranian children and adolescents. METHODS: This nationwide cross-sectional study was conducted on a multi-stage sample of 14880 students, aged 6–18 years, living in 30 provinces in Iran. Parents were asked to report the dietary intake of their children as frequency of food groups and/or items. The validated questionnaire of the World Health Organization-Global School-based Health Survey (WHO-GSHS) was used to measure components related to aggression including physical fight, verbal aggression, and being bullied by other students. RESULTS: Participants consisted of 13486 students (90.6% participation rate) with mean age of 12.47 years (95% CI: 12.40, 12.54); 49.2% were girls, and 75.6% lived in urban areas. Physical fighting was more prevalent among urban boys[(48.63%), CI (46.75, 50.5)] while bulling was the most common aggressive behavior among boys [(29.7%), CI (28.03, 31.42)] and girls [(25.26%), CI (23.66, 26.93)] living in urban areas. Daily consumption of fast foods, sweets, soda, salty snacks and fried foods was higher among those participants who reported frequent experience of physical aggression and bullying. Bullying to others increased significantly with consumption of fast food (Odds ratio: 1.43, CI: 1.07, 1.92) and red meat (Odds ratio: 1.14, CI: 1.02, 1.28). Salty snack consumption showed a significant association with physical fighting (Odds ratio: 1.29, CI: 1.15, 1.44). CONCLUSION: The findings of this study suggest that some unhealthy foods might affect the mental health of children and adolescents. Improving dietary habits should be considered for prevention of violence in the vulnerable pediatric age group.

Does Media Violence Cause Violence? Can exposure to Violent TV Shows, Movies and Video Games turn people Aggressive and Desensitized to Violence?

The existing literature is indicative of the fact that violence has been rooted in the mass media like never before and with the growing advancement technological advancement children and adolescents spend considerable amount of time exposed to such violence through various sources of media. In order to address this growing concern, this paper analyses the impact of media violence exposure on the development of aggressive feelings, thoughts and behaviour in children and youth. The content analysis of TV shows, movies and video games as most commonly used sources of media have been analysed along with the studies that show rapid increase in violent behaviour after being exposed to virtual violence. It also explores the neurophysiological perspectives by analysing the consequences of exposure to violent media on adolescents’ brain through neuroimaging. Although limited research has been conducted in this field, but the empirical evidence demonstrates an alteration in the prefrontal mechanisms after exposure to violent media, that are responsible for controlling emotion and behaviour leading to aggression. Based on the current longitudinal research, it is also observed that excessive exposure to media violence makes the youth less emotional and desensitized towards real life violence which ultimately leads to aggressive behaviour and have negative long-term effects on the brain. Future research should integrate other risk factors and research paradigms in order to have a more comprehensive picture with continuous development in next generations’ media technology and changing horizons of violence.

Diagnoza empatii i agresji nastolatków w kontekście postaw rodzicielskich

<p>Celem badań była analiza związku między postawami rodzicielskim a poziomem empatii i agresji dorastających dzieci. W badaniach wzięło udział 201 adolescentów w wieku 16–18 lat wychowywanych w pełnej rodzinie w dużym mieście. Do pomiaru empatii użyto kwestionariusza IRI (Davis 1983), poziom agresji diagnozowano na podstawie wyników kwestionariusza Bussa i Perry’ego (1992), a KPR -Roc (Plopa 2008) użyto do pomiaru retrospektywnych zachowań rodzicielskich pod kątem pięciu postaw: akceptacja/odrzucenie, nadmierne wymagania, autonomia, niekonsekwencja oraz nadmierna ochrona. Wyniki badań własnych potwierdzają istnienie związku między postawami rodzicielskimi a poziomem zachowań empatycznych i agresywnych u dzieci. Umiejętność przyjmowania cudzej perspektywy oraz współodczuwania przez synów i córki zależy w dużym stopniu od postaw rodzica tej samej płci. Dla poziomu empatii dziewcząt predyktorami okazały się postawy matek, zaś poziom empatii chłopców w największym stopniu wyjaśniają postawy ojców. Ponadto, brak pozytywnych postaw ojców i duże nasilenie negatywnych ma związek z nieumiejętnością radzenia sobie z własnymi emocjami przez młodzież obu płci i wzmaga ich personalny dystres. Również diagnoza poziomu agresji młodzieńczej była rozpatrywana w kontekście pozytywnych oraz negatywnych postaw rodzicielskich, które mogą sprzyjać bądź hamować agresję swoich dzieci. Zarówno pozytywne jak i negatywne postawy obojga rodziców miały istotne znaczenie dla nasilenia agresji dzieci w zależności od rodzaju aktu agresywnego. Agresję bezpośrednią dziewcząt najsilniej wyjaśniały negatywne postawy obojga rodziców, zaś agresję pośrednią głównie postawy ojców. U chłopców, dla poziomu agresji fizycznej i werbalnej istotne okazały się postawy matek, zaś dla agresji pośredniej jak gniew i wrogość – głownie postawy ojców. Wyniki badań potwierdzają, że zarówno matka, jak i ojciec odgrywają istotną rolę w kształtowaniu odpowiednich społeczno-emocjonalnych umiejętności swojego dziecka. Dowiodły również istnienia odmiennych wzorców relacji pomiędzy postawami matek i ojców a zachowaniem empatycznym i agresywnym ich dzieci.</p>

Влияние на езика върху тревожността и агресивното поведение на деца в риск

Current study research the use of language towards aggressive behavior and anxiety of at-risk children deprived of parental care. At-risk youth raise outside their family and in residential care home centers are most vulnerable children with a high level of anxiety, aggression, and emotional disorders. Children without parents living in Bulgarian residential centers homes (N=40) divided into 3 age groups (aged 7–10; aged 11–14; and aged 15–17) comprised intervention performed by volunteers using 4 interaction strategies: normal voice and positive language (N+); high tone and positive language (H+); normal tone and negative language (N-) and high tone and negative language (H-). Intervention participants have been subjected to surveillance by independent observer in a pre-standardized checklist using the Buss-Durky classification of aggression and Prihojan classification of anxiety within structured scientific observation measuring 15 indicators of aggression, anxiety as a personal trait and interpersonal anxiety. Results of current study demonstrate contradictory tendencies and partially confirm the underlying hypothesis that lexical signs with negative semantic meaning and high tone with negative language would have strongest impact on increasing the aggression and anxiety of children only for children that are more aggressive in general. Analysis experienced that aggressive behavior, interpersonal anxiety and anxiety as a personal trait would increase with the use of negative language without raising the tone. The results in current research can help specialists to find suitable strategy and proper use of language for better results on socialization and adaptation of the child with behavior and emotional problems.

The Physical Punishment in the Emerging of Children Aggressive Behaviours

The focus of the present study is the exploration of factors related to physical parental punishment and the display of aggression among school-age children. The study was conducted in Tirana and Durres with children of seven elementary schools, in a total of 830 children of the group-age 7 to 11 years old. Our aim is to identify the differences between physically punished children and physically non-punished children in the emergence of aggressiveness in general, identification of forms of aggression that exhibit the physically punished children, identification of gender differences in the manifestation of forms of aggression in physically punished children. We used the Direct and Indirect Aggression Scales (Bjorkqvist, Lagerspetz & Osterman, 1992) and four questionnaires were designed to collect information from the child whether the parents were involved in these forms of punishment or not. The results of the study showed that there were differences in the display of aggressiveness among physically punished children and physically non-punished children; there was also a tendency for physically punished children to exhibit a higher level of Direct Aggression. Findings also emerged in terms of gender differences in the appearance of aggressiveness in physically punished children. The conclusions highlight the role played by the physical punitive factor in the emergence of aggressive behaviour in children. In this context, the role of parental patterns and what they transmit to the child should be taken into account by the authoritarian figures that are in daily contact with the child - parents or teachers.

Predictors of Aggressive Behaviour in Children with Autism Spectrum Disorder

Introduction: Aggressive behaviour is not the main symptom of autism spectrum disorders, and if it occurs in this population, it is a consequence of some other factors. Objectives: With regard to that, the aim of this paper is to determine to what extent certain aspects of executive functions, severity of autism, sleep habits, and parenting actions contribute to the manifestation of different forms of aggressive behaviour in children with an autism spectrum disorder. Methods: The sample included 40 children with autism spectrum disorders, 5-7 years of age (M=6.18, SD= .55). The following instruments were used in the assessment: The Children’s Scale of Hostility and Aggression – Reactive/Proactive, Gilliam Autism Rating Scale – Third Edition, The Children’s Sleep Habits Questionnaire and Behavior Rating Inventory of Executive Function. Results: The obtained results showed that sleep problems were the most significant predictor of verbal, physical and covert aggression. From the domain of behavioural aspects of executive functions, only task monitor was a significant predictor of bullying, and inhibit and shift were significant predictors of hostility. From the field of autistic disorders, significant predictors of aggressive behaviour were emotional responses (as predictors of bullying, covert aggression and hostility), and maladaptive speech (as a predictor of verbal aggression, covert aggression and hostility). Punitive discipline was a significant factor only in explaining verbal aggression. Conclusion: Practical implications of this research indicate that, in treating aggressive behaviour in children with ASD, more attention should be paid to sleep habits, practising task monitor, inhibit and shift skills, and avoiding rigorous punitive measures.

ОСОБЛИВОСТІ ПСИХОДІАГНОСТИКИ ПОВЕДІНКОВИХ РОЗЛАДІВ ДОШКІЛЬНИКІВ З ПОРУШЕННЯМ ІНТЕЛЕКТУАЛЬНОГО РОЗВИТКУ

Дослідження поведінкових розладів дошкільників з порушеннями інтелектуального розвитку розглянуто як невід’ємну складову психологічного супроводу дітей, а отримані діагностичні дані – як основу для здійснення подальшої ефективної психокорекційної роботи. Обґрунтовано необхідність створення комплексного та ґрунтовного підходу до діагностики особливостей поведінкових розладів старших дошкільників з інтелектуальними порушеннями. Проаналізовано сучасні наукові дослідження і визначено, що поведінкові розлади дітей з порушеннями інтелектуального розвитку досліджуються з погляду біологічного, соціального та психолого-педагогічного підходу. У статті феномен поведінкових розладів розглянуто в межах психолого-педагогічного підходу, зазначено його переваги. Визначено, що найбільш поширеним видом поведінкових розладів серед дітей дошкільного віку з порушеннями інтелектуального розвитку є агресивна поведінка. Виділено основні критерії для діагностики агресивної поведінки дошкільників з порушеннями інтелектуального розвитку, а саме: рівень самоконтролю, тип локусу контролю, рівень дисципліни, риси особистості, особливості емоційної сфери та взаємин дошкільників. До кожного критерію підібрано психодіагностичні методики з урахуванням особливостей дітей дошкільного віку з порушеннями інтелектуального розвитку. Представлено результати діагностики за кожним критерієм. На основі отриманих даних визначено рівні сформованості агресивної поведінки у дітей старшого дошкільного віку з порушеннями інтелектуального розвитку. Наведено характеристики дітей старшого дошкільного віку з порушеннями інтелектуального розвитку з високим, середнім і низьким рівнем сформованості агресивної поведінки.