Aggressive Behavior In Children Research Articles

Is Problematic Media Use a Marker for Aggression in Children with Attention Deficit/Hyperactivity Disorder?

Background: Attention Deficit/Hyperactivity Disorder (ADHD) is associated with a series of problems, including aggressive behavior and problematic media use (PMU). However, the literature concerning the relationship between PMU and aggressive behavior patterns in children diagnosed with ADHD is limited. This study examines the relationships between PMU and aggression in children with ADHD. Methods: One hundred sixty-two children aged 6-12 years diagnosed with ADHD were included in the study. All participants were assessed with DSM-5-based psychiatric evaluations. Aggressive behaviors in children were evaluated using the Children’s Aggression Scale Parent Version (CAS-P). The children’s screen use was scored using the Problematic Media Use Measure Short Form (PMUM-SF). The data obtained were compared using statistical methods. Results: A significant correlation at the p<.05 level was determined between PMU and the severity of ADHD (mild-moderate and severe). PMU was positively and statistically significantly correlated with verbal aggression (r = 0.422, p < 0.001), aggression against objects and animals (r = 0.367, p < 0.001), provoked physical aggression (r = 0.365, p < 0.001) and unprovoked physical aggression (r = 0.283, p < 0.001). In addition, PMU significantly (p <0.001) predicted verbal aggression, aggression against objects and animals, and provoked and unprovoked physical aggression. Conclusions: A positive correlation was observed between PMU in children and the risk of aggression in this group, and PMU predicted aggression. These findings may contribute to the formation of guidelines for intervention when problematic behaviors emerge in children diagnosed with ADHD.

Does surgency moderate the relationship between parenting and children's aggression in middle childhood?

AbstractParenting and child temperament have both been linked to aggression among children. This study explores the moderating effects of children's surgency and sex and paternal/maternal parenting practices on aggressive behaviour in middle childhood. We analyse whether the moderating effects observed fit a Diathesis‐Stress, Differential Susceptibility or Vantage Sensitivity model. Participants were 203 school children aged 7–8 years (M = 92.42 months, SD = 3.52) from southern Spain. Maternal inconsistency and coercion and paternal hostility and indulgence, had a direct effect on children's aggressive behaviour. The effects of maternal hostility and anticipatory problem solving on children's aggression were moderated by surgency (Diathesis‐Stress), as was the effect of paternal coercion on aggression (Vantage Sensitivity). Children's sex was not found to moderate any effect. It therefore seems that not all children are equally sensitive to the influence of parenting on their aggression levels, and that this influence depends on their temperament.Highlights This study explores the moderating effects of children's surgency and sex and paternal/maternal parenting practices on aggressive behavior. Children's surgency moderated the effect of maternal hostility and anticipatory problem solving on children's aggression, with both effects fitting a Diathesis‐Stress model. Children's surgency moderated the effect of paternal coercion on children's aggression, with this effect fitting a Vantage Sensitivity model.

Aggressive behaviour in children with autism

The aim of this research was to examine characteristics and predictors of aggressive behaviour in children with autism spectrum disorders (ASD), as well as to determine the presence of aggressive behaviour exhibited by children with ASD. The sample included 43 participants diagnosed with ASD. The instrument used was the Behaviour Problems Inventory - BPI-01 (Rojahn et al., 2002), aggression subscale. Our findings indicate that the children with ASD from our sample exhibit low rates of aggressive behaviour. Among those participants who do exhibit aggression towards others, the most prevalent forms of aggression were verbal aggression, grabbing and pulling others, cruelty and property destruction. Gender and the type of school the participants attended were not predictors of aggressive behaviours, while aggressive behaviour can be predicted by the child’s functionality level, where participants with low functioning ASD exhibit more aggressive behaviours in comparison with participants with high functioning ASD. Also, aggressive behaviour can be predicted by age, where increase in chronological age is negatively correlated with aggression. It is crucial that special educators address the aggressive behaviour exhibited by children with ASD from an early age. Even though it is important to know the topographies of aggression among children with ASD, which were presented in our findings, it is more important to examine the most common functions of aggression, or the reasons why the children with ASD exhibit these behaviours.

Deviant peer affiliation, parent involvement, and aggressive behaviors of rural children in China.

Aggressive behaviors in early childhood may indicate future violence, so effective intervention measures should be taken on time to promote children's physical and psychological health. Based on sampling survey data from Jintang County in Sichuan Province of China, this paper analyzes the mechanism of rural children's aggressive behaviors from the perspective of peer influences and examines the role of parent involvement in it. The results show that the deeper the degree of deviant peer affiliation, the poorer the psychosocial adaptation of rural children, which is more likely to lead to aggressive behaviors. Parent involvement can effectively inhibit the aggressive behaviors of rural children arising from deviant peer affiliation.

The Relationship Between Parenting and Educational Environment on the Aggressive Behavior Of Street Children In The Emas Indonesia Foundation, Medan City

This study aims to determine the relationship between parenting and the educational environment on the aggressive behavior of street children at Yayasan Emas Indonesia Medan. This type of research is associative research. The data collection in this study was carried out through a survey approach with a quantitative descriptive type of research by distributing questionnaires to 30 respondents, while the population used in this study were street children who were recorded at the Golden Indonesia Foundation, Medan City, aged under 17 years. Data collection techniques were carried out by interviews, questionnaires and documentation studies. The data analysis tool used in this study uses SPSS (Statistical Product Software Solution). The data analysis techniques in this study were descriptive analysis, multiple linear regression analysis, hypothesis testing using a partial significant test (t test), simultaneous significant testing (F test), and testing the coefficient of determination (R2). The results of this study indicate that there is a relationship between parenting and the educational environment on the aggressive behavior of street children at Yayasan Emas Indonesia.

The effects of mobile phone use on students’ emotional-behavioural functioning, and academic and social competencies

ABSTRACT This correlational study investigates the relationship between mobile phone use among elementary school students in Iran during the Covid-19 epidemic, and its effect on emotional-behavioural functioning and academic and social competencies. A researcher-devised questionnaire, and the Achenbach Child Behaviour Checklist (CBCL)-parental version, was used to assess parental perception of the effects of mobile phone use. Questionnaires were completed by 500 parents, of which 470 were analysed. Findings showed a perceived relationship between the use of cyberspace (smartphone, tablet, games, and social networks) and anxious/depressed, withdrawn, somatic complaints, social problems, thought problems, attention problems, antisocial behaviour, and aggressive behaviour in children. Findings indicate that children’s cultural context affects their exposure to online dangers, including receiving threatening images and messages, and cyberbullying; the effects in the current study being lower than the international average. It is recommended that there should be focus on promoting students’ media literacy, and parental awareness.

Personality Traits and Family Environment: Antecedents of Child Aggression.

Previous research reported significant relationship between Big Five personality traits and aggression in both adolescent's and adult population. However, it is unclear about whether similar connection exist in early age. This study investigated how personality traits and family environment influence the development of aggression in school aged Saudi children. A sample of 315 school going children were recruited voluntarily to complete a set of measures examining Big Five personality factors, family environment and aggression. Correlation analysis were employed to evaluate association between Big Five personality traits, family environment and aggression. The results showed a significant relationship of Big Five personality factors and family environment factors to aggression. The findings of the study revealed that amongst the Big Five personality traits conscientiousness, agreeableness, and neuroticism were strongest antecedents of childhood aggression. Family environment characterized by family cohesion, expressiveness and conflict were appeared to be significant antecedents of aggressive behavior in children. This study expands our knowledge about the intervention strategies of aggression from Big Five traits and family environment perspectives.

Integrative Multi-omics Analysis of Childhood Aggressive Behavior

This study introduces and illustrates the potential of an integrated multi-omics approach in investigating the underlying biology of complex traits such as childhood aggressive behavior. In 645 twins (cases = 42%), we trained single- and integrative multi-omics models to identify biomarkers for subclinical aggression and investigated the connections among these biomarkers. Our data comprised transmitted and two non-transmitted polygenic scores (PGSs) for 15 traits, 78,772 CpGs, and 90 metabolites. The single-omics models selected 31 PGSs, 1614 CpGs, and 90 metabolites, and the multi-omics model comprised 44 PGSs, 746 CpGs, and 90 metabolites. The predictive accuracy for these models in the test (N = 277, cases = 42%) and independent clinical data (N = 142, cases = 45%) ranged from 43 to 57%. We observed strong connections between DNA methylation, amino acids, and parental non-transmitted PGSs for ADHD, Autism Spectrum Disorder, intelligence, smoking initiation, and self-reported health. Aggression-related omics traits link to known and novel risk factors, including inflammation, carcinogens, and smoking.

Child-therapist and parent-therapist alliances and outcome in the treatment of children with oppositional defiant/conduct disorder

Objective This study examined the quality of therapeutic alliance from different rater perspectives (child, parent, therapist) in cognitive behavioural therapy for children with oppositional defiant disorder (ODD) and conduct disorder (CD), and its association with symptom severity. Further, a panel model with an autoregressive cross-lagged panel design was used to explore whether therapist-rated and parent-rated therapeutic alliance influences change in symptom severity, or vice versa. Methods Sixty boys aged 6–12 years with a principal diagnosis of ODD/CD, and their parents, received individually delivered social competence training for childhood aggressive behaviour problems. Child, therapist, and parent ratings of therapeutic alliance and symptom severity were measured twice. Results Our results indicate good to very good therapeutic alliance that was relatively stable over time. The cross-sectional analyses of the alliance-symptom association revealed moderate correlations. However, effects of early alliance on later treatment outcome or of early symptom severity on later alliance were marginal. The only significant association was found between early parent-rated therapist-parent alliance and later parent-rated symptom severity. Conclusion Our study shows a moderate correlation between simultaneously assessed therapeutic alliance and symptoms. The findings of the panel model indicate that an early good therapeutic alliance is a component of later therapeutic success (parent perspective).

Intergenerational Effect of Parental Childhood Maltreatment on Chinese Preschool Children’s Aggressive Behavior

ABSTRACT Based on the conservation of resources theory and social learning theory, this study looked into the impact of parental childhood maltreatment (CM) history on their children’s aggressive behavior (CAGG) by examining the sequential mediation effect of parental psychological capital (PPC) and harsh parenting (HP). A total of 471 Chinese parents with preschool children reported on CM, psychological capital, and harsh parenting. Besides, children’s aggression was reported by their mothers. The results illustrated that parental CM is related to children’s aggressive behavior through the sequential mediation of psychological capital and harsh parenting. Interventions that reduce harsh parenting and increase parental psychological capital may prevent deleterious effects of parental childhood maltreatment history on child aggressive behavior.

The relationship between aggressive behaviors of preschool children and the violence against Iranian women in the COVID-19 pandemic

BackgroundDuring epidemics, supports are limited and individual and collective vulnerabilities as well as domestic violence are increased. Therefore, various groups in society, especially children and their mothers, are extremely vulnerable. This study aimed to assess the relationship between aggressive behaviors of preschool children and the violence against Iranian women during the COVID-19 pandemic.MethodsThis descriptive-correlational study was conducted in October–November 2020. Stratified random sampling was performed among preschool children in Kerman. Data were collected using the Violence toward Women Inventory and the Aggression scale for preschoolers Scale. Data were analyzed using SPSS25, ANOVA, independent t-test, and Pearson correlation test.ResultsThe results showed that the total mean scores of violence against women and preschoolers’ aggression were 54.43 ± 10.6 and 88.44 ± 6.5, respectively. The results showed a statistically significant difference in aggressive behaviors of preschool children, mother's job, number of children, mother's education, income, and age. A positive and significant relationship was also found between the subscales of violence against women and aggression in preschool children.ConclusionsThe results showed a positive and significant relationship between violence against women and aggression of preschool children. Therefore, it is recommended that parents identify and eliminate the risk factors for domestic violence during the COVID-19 in order to protect their children. Parents also must learn coping strategies for stress and resilience in the epidemic crises.

Effectiveness of Economic Token Techniques to Reduce Aggressive Behaviour in ADHD Children in SLBN Merangin

ADHD students are developmental disorders, attention disorders and concentration disorders, and cause excessive child behavior. Based on the problem above, students are very prominent in hitting, pushing, and pinching their friends. To reduce aggressive behavior the author uses the token economy technique so that students can reduce the aggressive behavior. This study aims to prove the effectiveness of the use of token economy techniques in reducing the physical aggressive behavior of ADHD children at SLBN Merangin. This type of research uses an experimental method using the Single Subject Research (SSR) research method, the design used is the Multiple-Baseline Across-Behaviors Design. Data collection techniques using observation and video recording. The data analysis technique uses analysis in conditions and analysis between conditions. In the form of graphic analysis, the results of economic research are effective in reducing aggressive behavior in ADHD children at SLBN Merangin.

2.6 Contributions to Aggressive Behavior of Impulsivity, Emotional Lability, and Mood Disturbances Among Youth Evaluated in Pediatric Settings

Childhood aggressive behavior correlates with impulse control deficits, transient emotional overreactivity, and more sustained mood disturbances. Few studies have modeled aggressive behavior using all of these factors, leaving their relative effects murky. This study: 1) evaluated their joint contributions to aggressive behavior; and 2) examined the extent of overlap between groups scoring in the clinical range in these areas.

Storytelling untuk mengurangi perilaku agresi pada anak

Aggression is any form of behavior that is intended to hurt someone physically or psychologically. The behavioral characteristics are based on several aspects, namely aspects of physical aggression, verbal, anger and hostility. Subject (female / 9 years) has a problem of aggressive behavior. The assessments used were clinical interviews, observations, psychological tests (CAT and CPM). The results showed that the subject carried out aggressive behavior as a result of the learning process modeling from his father, and followed the same behavioral response in order to get the wants and needs desired. The intervention given uses storytelling to reduce aggressive behavior in children. The results obtained that storytelling can effectively reduce aggressive behavior in children.

Correction of aggressive behavior in preschool children with hearing impairment

Introduction. At present, the causes and methods of manifestation of aggression in children with hearing impairment are considered as an insufficiently studied problem, and the available studies are contradictory: the unified principles, methods and techniques for diagnosing and correcting aggressive behavior in children are insufficiently developed and substantiated. Severe emotional states, including aggression, are a fairly common occurrence in older preschool children with hearing impairment, when they realize their difference from their normal hearing peers. Household methods of dealing with aggression do not always help, often exacerbate the problem. Preventive and corrective work should be based on the means available for understanding by children of preschool age. Fairy tale therapy has effective methods and techniques in correctional and developmental work with children with hearing impairment in work with manifestations of aggression.Materials and Methods. Review and critical analysis of scientific literature. Empirical research methods: study of medical records, experiment. Method of mathematical processing of research results.Results. Methods for diagnosing aggressive behavior and methods for its correction in preschool children with hearing impairment are analyzed. The initial level of manifestation of aggression in children of senior preschool age with hearing impairment was revealed. A program and methodological recommendations for the correction of aggressive behavior in senior preschool children with hearing impairment by means of fairy tale therapy in the conditions of a preschool educational organization have been developed. During the analysis of the results of the study of children in the experimental and control groups, a decrease in the indicators of the manifestation of aggressive behavior was observed, which confirms the effectiveness of the developed program.Discussion and Conclusions. The implementation of the program for the correction of aggressive behavior in children of senior preschool age with hearing impairments by means of fairy tale therapy should be carried out in the conditions of a preschool educational organization and boarding schools, when methods and techniques for preventing and correcting aggressive behavior of children based on fairy tales are included in the correctional and developmental lesson. taking into account in the process of its implementation the structure of hearing impairment, the psychological characteristics of preschool children with hearing impairment.

Animal Abuse and Bullying/Victimization in a Community Sample of School-Age Children

Abstract In recent years school bullying and other forms of aggressive behaviors in children and adolescents have become an issue of great concern among parents, psychologists, and educators. This study examined the relationship between school bullying and animal abuse in a community sample of school-age children. One hundred and seventy-four elementary school students from central Greece participated in the study and filled in self-report questionnaires which examined animal abuse, bullying – victimization, empathy, self-control, and peer interactions. Results showed that bullying behavior and peer victimization are associated with both direct abuse of animals and witnessing violence against animals. Multiple regression analysis indicated that witnessing animal abuse and being victimized by peers are positive predictors of bullying. Empathy, self-control, and peer interactions failed to predict school bullying. We discuss theoretical mechanisms linking bullying/victimization and animal abuse as well as directions for future research.

Neuroticism and Aggressive Behavior among Left-Behind Children: The Mediating Roles of Interpersonal Sensitivity and Bullying Victimization.

When children are “left behind”, aggressive behavior is a common manifestation of problem behaviors, and several previous studies suggested that neuroticism has characteristics such as oversensitivity and impulsivity, which may be important predictors of aggressive behavior. However, the mediating mechanisms underlying this relationship are unknown. This study is designed to analyze how neuroticism leads to left-behind children’s aggressive behaviors through mediators of interpersonal sensitivity and bullying victimization. A sample of 1478 Chinese children (67.72% left-behind children; 37.28% non-left-behind children) through whole-class contact and voluntary participation completed measurements of neuroticism, interpersonal sensitivity, bullying victimization, and aggressive behavior. Findings from the mediation analysis show that interpersonal sensitivity and bullying victimization could mediate the relationship between neuroticism and aggressive behavior among left-behind children separately and sequentially. These findings suggest helpful ways to reduce the aggressive behaviors of left-behind children by decreasing interpersonal sensitivity and bullying victimization.

Bidirectional associations between family conflict and child behavior problems in families at risk for maltreatment

BackgroundChildren's exposure to family conflict is associated with the development of behavior problems. However, it remains unclear whether this association (1) functions bidirectionally and (2) exists independent of more severe forms of violent victimization. ObjectiveThe present study aimed to examine bidirectional and transactional associations between family conflict and children's behavioral problems, controlling for time-varying violent victimization experiences. Invariance testing examined whether these models differed by gender and by maltreatment status prior to initial recruitment. Participants and settingParticipants were caregiver-child dyads identified prospectively as being at risk for maltreatment and family violence exposure prior to age four (N = 1281; 51.4 % female; 74.6 % persons of color). MethodsCaregivers were interviewed prospectively about family conflict, children's aggressive and delinquent behavior, and children's victimization experiences at child ages 6, 8, and 10. ResultsAfter controlling for prior victimization, significant cross-lagged bidirectional associations were identified between family conflict and child behavior problems. Indirect effects from age 6 to age 10 externalizing problems through age 8 family conflict were not supported. Several bidirectional paths were stronger among boys than girls. Results revealed little evidence for moderation by prerecruitment maltreatment status. ConclusionsFindings support a conceptualization of the family-child relationship that is reciprocal in nature and highlight the importance of non-violent, everyday negative family processes. Interventions aiming to improve child behavior problems by targeting severely dysfunctional family processes should also address non-violent, lower-level patterns of negative family interactions, such as everyday instances of blame, criticism, nonacceptance, and favoritism.

Caregivers' everyday moral reasoning predicts young children's aggressive, prosocial, and moral development: Evidence from ambulatory assessment.

Developmental theories have proposed caregiver reactions, in particular caregivers' moral reasoning with their children, as crucial factors in children's developing morality. Yet, empirical evidence is scarce and mainly restricted to laboratory contexts. Here, we used the ambulatory assessment method to investigate how caregiver responses to moral transgressions longitudinally relate to children's emerging moral agency. On the first measurement point, mothers (N=220) reported on nine consecutive evenings on a moral transgression of their 5- to 46-month-olds', their emotional and verbal reactions, and how in turn their child reacted. Five months later, mothers reported on their child's aggressive and prosocial (helping, sharing, comforting) behavior. Our results demonstrated that (1) caregiver reasoning supported children's sharing and comforting behavior and was related to lower levels of children's aggressive behavior half a year later, that (2) caregiver reasoning reactions supported children's negative evaluations of their own transgressions while compliance-based caregiver reactions (e.g., physical interventions, reprimands) were predictive of children's subsequent emotional distress and anger, and that (3) caregiver social conformity and reflective functioning abilities emerged as determinants of caregiver negative moral emotions. Thus, this study uses an innovative methodological approach to uncover key characteristics of caregiver moral reactions supporting the development of morality.

BULLYING AS AN OBJECT OF CRIMINOLOGICAL RESEARCH

The article is devoted to the concept of bullying, its social danger. The main types of bullying and its characteristics are identified. The state and tendencies of bullying spread in Ukraine and abroad are studied. Peculiarities of foreign experience in combating bullying in schools are considered and appropriate proposals are given. It is noted that today in the world there is no single point of view on the definition of “bullying”, however, in many sources the opinion of scientists coincides that it should be understood as harassment, aggressive persecution of one of the team members (students, colleagues, colleagues) by another person or group of persons, aimed at causing fear in the victim and subjugating it to himself. UNICEF defines bullying as the unwanted aggressive behavior of school-age children that results in the child being bullied by another child or group of children in order to humiliate, intimidate and demonstrate force, and the authors agree. The Ukrainian legislation gives a broader definition of bullying – Article 173-4 of the Code of Administrative Offenses of Ukraine “Bullying (harassment) of a participant in the educational process” states that “bullying (harassment), ie the actions of participants in the educational process, which are psychological, physical, economic, sexual violence, including the use of electronic means of communication committed against a minor or a minor or such a person against other participants in the educational process, as a result of which the mental or physical health of the victim may or may not have been harmed …”. Therefore, the typical features of bullying are: systematic action; the presence of the parties (offender (bully), victim and observers); actions or omissions of the offender, as a result of which there is physical or moral damage. Suggestions for the prevention of bullying in Ukrainian schools: 1) in junior classes in the course “I explore the world” should pay attention to the dangers of child bullying (especially cyberbullying) in the school environment with the involvement of relevant professionals, for which it is advisable to show situations with facts of such violence and discuss them with children in order to avoid such in the future; 2) school psychologists should more often conduct psychological work with primary school students, especially with conflicting children; 3) distribute booklets “Violence – no!” Among schoolchildren; 4) conduct mediation between the victim and the perpetrator, where it is necessary to consider and discuss the causes and consequences of the conflict, as well as make appropriate decisions aimed at eliminating the negative consequences and not repeating them in the future. Key words: child abuse, bullying, violence, cyberbullying, harassment, physical violence, mental violence.