Aggressive Behavior In Children Research Articles

Identification of medical and psychological indicators of trouble in adolescents to ensure the safety of the educational environment and the prevention of auto-and hetero-aggressive behavior

Introduction. Aggressive behavior of children and adolescents in the educational environment should be assessed differentially depending on the nature of its manifestation and the age of the student. Extreme variants of aggression, expressed in attacks on educational institutions, are multifactorial in nature and combine auto- and hetero-aggressive tendencies.Goal. Identifying medical and psychological indicators of vulnerabilities in adolescents, warning of the possibility of their auto- and hetero-aggressive behavior, also in the educational environment.Material and methods. Qualitative and descriptive analysis of the empirical material of complex forensic psychological and psychiatric examinations of minors with suicidal and hetero-aggressive behavior.Results. Behavioral indicators and typological psychological features inherent in this category of adolescents are described. The order of work of specialists (teachers, school and clinical psychologists, social educators, psychiatrists) with adolescents displaying these behaviors is presented. Particular attention is paid to the clinical manifestations of mental disorders that can be found in such adolescents.Conclusions. Prevention of auto- and hetero-aggressive behavior of adolescents in the educational environment, starting with the fixation of described behavioral indicators, requires the consistent involvement of various specialists in work with adolescents and their interdisciplinary and interdepartmental interaction.

Influence of mother's emotional management training on verbal aggressive behavior of children aged 4-6 years old in Bogor City

Parents have a responsibility to keep their children's growth and development running optimally. Growth is more directed to physical changes according to age, while development refers to increasing the complexity of the functions and skills of children to adapt to their environment. The golden period of child development occurs at the age of under five years. At each stage of the child's age will experience changes that are very diverse and unique. One of the developments that must be achieved by children is emotional development. The factor that has the greatest influence on verbal aggressive behavior in children is the environment, namely family and school. Parents who are hard on their children can make their children harsh on others. Children have the nature of imitating what they get and feel. This study used aquasi-experimental method with a control group. By using the minimum sample formula for the two-group difference hypothesis test, the number of respondents was 27 people in the intervention group and 27 people in the control group. The results showed that in the intervention group, there was a significant difference in maternal violent behavior before and after the intervention with p value 0.034.

Generalized structural equation modeling: Symptom heterogeneity in attention-deficit/hyperactivity disorder leading to poor treatment efficacy.

BACKGROUNDTreatment efficacy for attention-deficit/hyperactivity disorder (ADHD) is reported to be poor, possibly due to heterogeneity of ADHD symptoms. Little is known about poor treatment efficacy owing to ADHD heterogeneity.AIMTo use generalized structural equation modeling (GSEM) to show how the heterogeneous nature of hyperactivity/impulsivity (H/I) symptoms in ADHD, irritable oppositional defiant disorder (ODD), and the presentation of aggression in children interferes with treatment responses in ADHD.METHODSA total of 231 children and adolescents completed ADHD inattention and H/I tests. ODD scores from the Swanson, Nolan, and Pelham, version IV scale were obtained. The child behavior checklist (CBCL) and parent’s satisfaction questionnaire were completed. The relationships were analyzed by GSEM.RESULTSGSEM revealed that the chance of ADHD remission was lower in children with a combination of H/I symptoms of ADHD, ODD symptoms, and childhood aggressive behavior. ODD directly mediated ADHD symptom severity. The chance of reaching remission based on H/I symptoms of ADHD was reduced by 13.494% [= exp (2.602)] in children with comorbid ADHD and ODD [odds ratio (OR) = 2.602, 95% confidence interval (CI): 1.832-3.373, P = 0.000] after adjusting for the effects of other factors. Childhood aggression mediated ODD symptom severity. The chance of reaching remission based on ODD symptoms was lowered by 11.000% [= 1 - exp (-0.117)] in children with more severe baseline symptoms of aggression based on the CBCL score at study entry [OR = -0.117, 95%CI: (-0.190)-(-0.044), P = 0.002].CONCLUSIONMediation through ODD symptoms and aggression may influence treatment effects in ADHD after adjusting for the effects of baseline ADHD symptom severity. More attention could be directed to the early recognition of risks leading to ineffective ADHD treatment, e.g., symptoms of ODD and the presentation of aggressive or delinquent behaviors and thought problems in children with ADHD.

Development of social feedback processing and responses in childhood: an fMRI test-replication design in two age cohorts.

This study investigated behavioral and neural correlates underlying social feedback processing and subsequent aggressive behaviors in childhood in two age cohorts (test sample: n = 509/n = 385 and replication sample: n = 354/n = 195, 7-9 years old). Using a previously validated Social Network Aggression Task, we showed that negative social feedback resulted in most behavioral aggression, followed by less aggression after neutral and least aggression after positive feedback. Receiving positive and negative social feedback was associated with increased activity in the insula, medial prefrontal cortex and ventrolateral prefrontal cortex. Responding to feedback was associated with additional activation in the dorsolateral prefrontal cortex (DLPFC) following positive feedback. This DLPFC activation correlated negatively with aggression. Furthermore, age analyses showed that older children showed larger reductions in aggression following positive feedback and more neural activation in the DLPFC when responding to positive feedback compared to younger children. To assess the robustness of our results, we examined these processes in two independent behavioral/functional magnetic resonance imaging samples using equivalence testing, thereby contributing to replicable reports. Together, these findings demonstrate an important role of social saliency and regulatory processes where regulation of aggression rapidly develops between the ages of 7 and 9 years.

Psychoeducation with The Small Group Discussion Approach Increases Knowledge of Parents in Caring for Children with Autism and Aggressive Behavior

Aggressive behavior in autistic children impacts the difficulties in taking care of the children related to parents’ literacy limitations. Previous evidence showed that psychoeducation improved the ability of parents to care for autistic children. However, there is a limiting use in the small group discussion (SDG) approach. This paper investigates the impact of psychoeducation with a small group discussion (SGD) approach on parents’ knowledge in caring for children with Autism and Aggressive Behavior.

Tantrum Behavior of Children Aged 3-7 Years Viewed from Parental Parenting

A temper tantrum is an emotional disorder in children through excessive emotional outbursts such as shouting and crying and is characterized by aggressive body movements caused by parenting. Parenting patterns significantly impact the next child's growth and development. The purpose of the study was to determine how much influence parenting styles have on temper tantrum behavior in children aged 3-7 years. The research was conducted in Garon Village, Kawedanan District, Magetan Regency. The research method uses a descriptive quantitative approach. The number of samples in this study was 40 parents who have children aged 3-7 years. The sampling technique used was a simple random sampling technique. They are collecting data in the study using a questionnaire. The data analysis technique used is multiple linear regression analysis with SPSS. The results showed that authoritarian parenting significantly influences physical, aggressive tantrum behavior in children with a t-count = 1.906, greater than the t table = 1.689. Second, democratic parenting substantially influences children's physical, aggressive tantrum behavior with a t-value = 1.743, which is greater than the t-table value = 1.689. Third, permissive parenting substantially affects children's physical, aggressive tantrum behavior with at count = 3.067, which is greater than the t table = 1.689. Parenting applied by parents has a significant influence on children's behavior, so it is hoped that parents will pay more attention to the parenting used according to the child's development to avoid temper tantrums.

Peran Pola Asuh Orang Tua dalam Perilaku Melanggar Peraturan di Pondok Pesantren Sunan Drajat Asrama Al-Khodijah

Family is the first thing that affects a child's education. The family is a powerful institution that stands in all corners of the world. The family is the place where humans are first educated and trained to navigate their lives. The first environment known to children is family, especially parents, children will imitate everything their parents do, starting from language, speaking style, behavior, including solving problems. Because parents are the first teachers for their children, the role of parents is very important for children, especially in children's behavior. This research approach uses a descriptive approach to the type of qualitative research. This approach was taken because in this research it seeks to examine social phenomena in a natural setting, not in controlled or laboratory conditions. Bogdan and Taylor, define a qualitative approach as a research procedure in the form of written or spoken words from people and observed behavior. The results of the study Parenting patterns are very influential in the behavior of female students. The better the parenting applied, the better the behavior of the female students. the behavior of female students in addition to parenting is parental control of children in boarding schools. If the parenting provided by parents is getting better, the child's aggressive behavior will be lower. Likewise, if the parenting provided by parents is not good, the aggressive behavior of children will also increase. But it would be better if it was balanced with parental control.

Comparative study of the manifestation of aggression in children with visual impairments in inclusive groups

The article presents the results of a study of aggressive behavior in children with visual impairments at preschool age. It determines the features of the manifestation of aggression and pronounced negative emotional states. The aim of the study was to investigate and compare the characteristics of aggression in visually impaired children and children with no visual impairment. The pilot study involved 30 boys aged 5 years (the average age of 5 years and 5 months) with visual impairments. For a comparative analysis of the data obtained, we examined 30 boys of the same age (the average age of 5 years and 4 months) who have not had visual impairments. In the methodological complex of studying the reactions to frustration situations, studying the value orientations of preschoolers and studying the aggressive behavior of visually impaired boys aged 5. In the study of value orientations and self-esteem, a tendency for more pronounced strength in visually impaired children was identifi ed.

A Single-Nucleotide Polymorphism in the Promoter of Porcine ARHGAP24 Gene Regulates Aggressive Behavior of Weaned Pigs After Mixing by Affecting the Binding of Transcription Factor p53.

Pigs are important biomedical model animals for the study of human neurological diseases. Similar to human aggressive behavior in children and adolescents, weaned pigs also show more aggressive behavior after mixing, which has negative effects on animal welfare and growth performance. The identification of functional single-nucleotide polymorphisms (SNPs) related to the aggressive behavior of pigs would provide valuable molecular markers of the aggressive behavioral trait for genetic improvement program. The Rho GTPase–activating protein 24 (ARHGAP24) gene plays an important role in regulating the process of axon guidance, which may impact the aggressive behavior of pigs. By resequencing the entire coding region, partially adjacent introns and the 5′ and 3′ flanking regions, six and four SNPs were identified in the 5′ flanking region and 5′ untranslated region (UTR) of the porcine ARHGAP24 gene, respectively. Association analyses revealed that nine SNPs were significantly associated with aggressive behavioral traits (p = < 1.00 × 10–4–4.51 × 10–2), and their haplotypes were significantly associated with aggressive behavior (p = < 1.00 × 10–4–2.99 × 10–2). The core promoter region of the ARHGAP24 gene has been identified between −670 and −1,113 bp. Furthermore, the luciferase activity of allele A of rs335052970 was significantly less than that of allele G, suggesting that the transcriptional activity of the ARHGAP24 gene was inhibited by allele A of rs335052970. It was identified that the transcription factor p53 bound to the transcription factor binding sites (TFBSs) containing allele A of rs335052970. In porcine primary neural cells, p53 binds to the target promoter region of the ARHGAP24 gene, reduces its promoter transcriptional activity, and then reduces its messenger RNA (mRNA) and protein expression. The results demonstrated that the ARHGAP24 gene had significant genetic effects on aggressive behavioral traits of pigs. Therefore, rs335052970 in the ARHGAP24 gene can be used as a molecular marker to select the less aggressive pigs.

Family Factors and Their Effects on Child Violent Behavior

The results from recent criminological research in the field of juvenile delinquency, address the family as an important factor that can influence on the children violent behavior. According to these findings, this paper will elaborate and analyze part of family characteristics that can influence, as a risk factors for children violent behavior.&#x0D; There are many characteristics that are related to the family which can be put in some correlation with the violent behavior of the child. Thus, the way the family function, the relationships that exist between family members, the size of the family, but also the circumstances in which family lives (especially economic circumstances) can further deepen or emphasize the negative individual characteristics of children. The upbringing style, the lack of attention, parental rejection, parental indulgence, negligence, the violent behavior in the home (physical and verbal aggression between parents and parent towards a child), increases the likelihood of negative behavior in children. In addition to the above-mentioned factors, based on a research review on child aggressive behavior, it has been concluded that the absence of a father, loss of a parent through divorce or death are factors that also can be associated with childhood aggression. Among the important family factors that will also be analyzed in this paper are the presence of alcoholism, criminal, and aggressive behavior in the family.

Anger in the art of adolescent child: artistic expression of emotions

One of the common problems in the field of care and education in the school, family and peer environment, and thus one of the most important challenges of a modern parent, teacher and educator is aggressive behaviour of children and adolescents, their prevention and therapy. A common cause of aggression is the inability to control the emotions accumulated in a young person. One of the least studied and at the same time one of the most significant emotions in this problem is anger. The aim of the article is to present the knowledge about anger, based on the literature, and to search for new opportunities to study emotions experienced by a person and to create new tools for educational work. One of the most popular methods used in the therapy and prevention of aggression are activities that motivate artistic expression. The author of the article, referring to her own experience of working as an art teacher, looks for the visual effects of emotions in the works of children aged 13–14. She describes her observations and using the following methods: research in action, research through art and analysis of Panofsky's artistic work, she presents the relationship between the emotion felt and the expression of artistic work not only in terms of colours, but also symbols used in the drawings. The presented research results do not provide certain and clear answers to the questions posed but indicate the need for more extensive research in this area.

Социально-психологические особенности детей дошкольного возраста с непопулярными социометрическими статусами

The article presents the results of the study of some socio-psychological characteristics of preschool children with unpopular sociometric statuses. The sociometric structure of a small social group is the result of its development and has a significant impact both on the functioning of the group itself and on the socio-psychological development of its members. On the one hand, personality traits along with other factors of psychical development and socialization contribute to or hinder the acquisition of favorable sociometric statuses. On the other hand, the possession of a certain sociometric status has an impact on the development of socio-psychological characteristics of the individual. Children with unpopular statuses are situated at the zone risk. The aim of the work was to study the socio-psychological characteristics of children with unpopular sociometric statuses. The study was conducted in preschool educational institutions of Petrozavodsk, Prionezhsky and Medvezhyegorsky districts of the Republic of Karelia. We used some methods to test the hypothesis. These are the «Secret» method, «Observation of children's communication», the Rosenzweig test, the «Monitoring aggressive behavior of children» method. The results of the study. The study found that neglected and ignored children have got by aggression and anxiety; demonstration of aggression and anxiety in children with unpopular sociometric statuses are determined by the strength of the need for communication (initiative). These qualities are inherent in children who have a high need for communication. In rejected and isolated children with low need for communication, these qualities are not expressed. Anxiety differs in situations of interaction with peers or adults. The results of the study determine new tasks and the direction of correctional and developmental work with unpopular children.

Stability of the effects of a social competence training program for children with oppositional defiant disorder/conduct disorder: a 10-month follow-up

The stability and effectiveness of the Treatment Program for Children with Aggressive Behavior (THAV) in terms of reducing behavioral problems in children with oppositional defiant disorder (ODD) and conduct disorder (CD) were examined at a 10-month follow-up (FU). A total of 76 families and their children (boys aged 6–12 years), who previously participated in a randomized controlled trial comparing THAV with an active control group, took part in the 10-month FU assessment. Outcome measures were rated by parents and included the evaluation of child aggressive behavior, prosocial behavior, problem-maintaining and problem-moderating factors, and comorbid symptoms. Linear mixed models for repeated measures (MMRM) were conducted. The results revealed that THAV effects remained stable (problem-maintaining and problem-moderating factors; comorbid symptoms) and even partially improved (aggressive behavior; ADHD symptoms) over the FU period. Additionally, the differences between the THAV intervention group and the control group, which were apparent at the end of the treatment (post), mainly also remained at the FU assessment. It can be concluded that THAV is an effective and stable intervention for boys aged 6–12 years with ODD/CD.

Reduction of aggressiveness level of children with hearing impairment in inclusive education

A high level of anxiety in children of primary school age with hearing disorders affects their communicative and emotional sphere, reduces motivation for learning and development. The article defines the phenomenon of aggressiveness. The signs and causes of aggression of children with hearing impairments in primary school are presented. The methods of psychological and pedagogical treatment that correct the aggressive behavior of primary school children with hearing impairments are introduced. The concepts of sand therapy, relaxation and art therapy are revealed. The possibilities of game therapy in working with younger schoolchildren are explained. Diagnostic research methods, such as the observation method, the "Self-portrait" method by A.Karelin, the "Hand testing” method by E. Wagner, Benevolskaya's questionnaire for teachers were performed.&nbsp; The performance of a teacher-psychologist in schools with inclusive experience include 4 areas: advisory, diagnostic, informational-educational and developmental. The article also defines the necessity and effectiveness of psychological and pedagogical correctional work in order to reduce aggressiveness in children with hearing impairments.&nbsp; The program of psychological and pedagogical correction of aggressive behavior in younger schoolchildren was proposed, edited and tested by authors of the article. Reduction in the aggressiveness of younger schoolchildren with hearing impairments who took participation in experiment confirmed the effectiveness of the program, which allows it to be used by modern psychologists and teachers in inclusive education. Key words: inclusive education, students with hearing impairment, children with special needs in learning, child aggressiveness, psychological and pedagogical correction.

Efficacy of cognitive behavioral therapy on aggressive behavior in children with attention deficit hyperactivity disorder and emotion dysregulation: study protocol of a randomized controlled trial

BackgroundAttention deficit hyperactivity disorder (ADHD) is frequently associated with emotional dysregulation (ED). ED is characterized by excessive and inappropriate emotional reactions compared to social norms, uncontrolled and rapid shifts in emotion, and attention focused on emotional stimuli. Few studies have evaluated non-pharmacological interventions to improve ED in children with ADHD. The current randomized controlled trial assesses the efficacy of a cognitive behavioral therapy (CBT) intervention compared with a theater-based intervention (TBI) in children with ADHD and ED.MethodsSixty-eight 7- to 13-year-old children with ADHD and ED will be recruited and randomly assigned to the CBT or TBI group. CBT aims to reduce ED by teaching anger management strategies. TBI seeks to reduce ED by improving emotion understanding and expression through mimics and movement. In both groups, children participate in 15 1-h sessions, and parents participate in 8 sessions of a parent management program. The primary outcome measure is the change in the “Aggression” sub-score of the Child Behavior Checklist (CBCL). Secondary outcome measures include overall impairment (Children’s Global Assessment Scale, Strengths and Difficulties Questionnaire), personality profile (Hierarchical Personality Inventory for Children), executive function (Behavioral Rating Inventory of Executive Function), quality of life (Kidscreen-27), parental stress (Parenting Stress Index, 4th edition), parental depression (Beck Depression Inventory-II), and impact of child disorders on the quality of the family life (Parental Quality of Life and Developmental Disorder).DiscussionChildren with ADHD and ED are at risk of functional impairment and poor outcomes and have specific therapeutic needs. This randomized controlled trial wants to assess non-pharmacological treatment options for this population.Trial registrationClinicaltrials.gov. NCT03176108. Registered on June 5, 2017.

The association between peer victimization and aggressive behavior in children and adolescents: A three-level meta-analysis

<p id="p00015">Aggressive behavior plays an important role in the social, emotional and psychological adjustment of children and adolescents. Children and adolescents with aggressive behavior are prone to violate social moral norms, and even commit crimes in serious cases. It is noted that peer victimization is an important predictor of aggressive behavior. Peer victimization refers to that individuals have experienced attacks by peers, such as physical and verbal victimization, attacks on property and social manipulation. Children and adolescents who have been victimized by peers will characterize the attacker as hostility, which will be generalized to the whole peer group, thus showing more aggressive behavior in future interpersonal communication. Several previous studies have examined the relationship between peer victimization and aggressive behavior in children and adolescents. However, due to differences in research design and inconsistent results, there is still some uncertainty about the relationship between peer victimization and aggressive behavior in children and adolescents, and the moderating effect on this relationship is not fully clear. Therefore, the present study employed a three-level meta-analysis to quantitatively synthesize the results of original literatures to obtain reliable estimates of effect sizes and examined a range of moderators (sample, publication, study design, outcome, and assessment characteristics). Through the retrieval of articles published before October 2020, the current meta-analysis identified 40 studies, with 25,605 participants (range of mean age: 6 ~ 19 years) and 333 independent effect sizes. The funnel plot and Egger's test results suggested an absence of publication bias in current meta-analysis. Analysis revealed a significant positive association between peer victimization and aggressive behavior in children and adolescents (<italic>r</italic> = 0.295, <italic>p</italic> &lt; 0.001), implying that children and adolescents showed a higher level of aggressive behavior when they experienced higher level of peer victimization. In addition, the present study found a significant moderating effect of peer victimization variable. Compared with physical victimization (<italic>r</italic> = 0.219, <italic>p</italic> = 0.005), the association between relational victimization (<italic>r</italic> = 0.298, <italic>p</italic> = 0.005) and aggressive behavior in children and adolescents was stronger. Moreover, the overall association was influenced by region. Aggressive behavior in children and adolescents was more strongly associated with peer victimization in Asia (<italic>r</italic> = 0.351, <italic>p</italic> = 0.006) than in South America (<italic>r</italic> = 0.149, <italic>p</italic> = 0.006). Study design was also a significant moderator. The association between peer victimization and aggressive behavior in children and adolescents was smaller in longitudinal (<italic>r</italic> = 0.234, <italic>p</italic> = 0.014) than in cross-sectional studies (<italic>r</italic> = 0.339, <italic>p</italic> = 0.014). Finally, the moderator analyses also showed that the informant of peer victimization was a significant moderator. The strength of the association between peer victimization and aggressive behavior in children and adolescents was significantly stronger when peer victimization was reported by teachers (<italic>r</italic> = 0.476, <italic>p</italic> = 0.023) than by peers (<italic>r</italic> = 0.290, <italic>p</italic> = 0.023). In addition, the present study found that the overall association between peer victimization and aggressive behavior in children and adolescents did not differ in strength across gender, age, publication, variable and informant of aggressive behavior. Moreover, to eliminate the multicollinearity between moderators, the current study built a multivariate model by including all significant moderators that had been identified in the bivariate models. The result indicated that at least one of the regression coefficients of moderators significantly deviates from zero (<italic>F</italic> (12, 316) = 3.973, <italic>p </italic>&lt; 0.001). In sum, the results of the current meta-analysis contribute to a better understanding of the association between peer victimization and aggressive behavior in children and adolescents. These results also provide a reference for future empirical studies on explaining aggressive behavior in children and adolescents.

Attention deficit hyperactivity disorder and its relation to aggressive behavior among primary school students of both genders in Riyadh, Saudi Arabia

The current study aimed to examine the correlation type between attention deficit hyperactivity disorders among primary school students of both genders in Riyadh, Saudi Arabia. It also sought to make comparisons between the male and female primary school students regarding attention deficit hyperactivity disorder and aggressive behavior. Further, the present study examined ADHD in children and its relationship to a number of other potentially related variables. The sample of the study consisted of 200 primary school students of both genders whose ages ranged between 9 to 13 years. To achieve the objectives of the study, it relied on the descriptive (correlative/comparative) method, especially the Pearson correlation coefficient and the T-test. The findings of the study show that there were more male children with attention deficit hyperactivity disorder (ADHD) and aggressive behavior than female students. The results of the study confirm the results of other studies. The study recommends that there is a need for early detection of children with developmental and emotional disorders (like children with ADHD). The results of the present study are also consistent with the findings of previous studies that indicated that attention disorder associated with hyperactivity is positively associated with aggressive behavior in children of both sexes. It also proposes to prepare and arrange guidance programs for them and their parents and strive towards achieving optimal treatment of such children in the school environment.

Overview Of Aggressive Behavior In School-Age Children At SD Negeri 064990 Medan

Aggressive behavior can be understood as a behavior that aims to hurt others, both verbally and nonverbally, physically or psychologically and directly or indirectly. Aggressive behavior of school-age children that arise at the age of 6-14 years in the form of anger, irritation, envy, greed, jealousy, and likes to criticize. The purpose of this study was to determine the description of aggressive behavior in school-age children at SD Negeri 064990 Medan. The design used in this research is descriptive. The population in this study were school-aged children in grades IV, V, and VI at SD Negeri 064990 Medan. The sample is 180 respondents using total sampling technique. Data was collected using the Aggressive Behavior questionnaire. The results showed that most of the respondents had aggressive behavior in the moderate category as many as 98 students (54.4%). From the results of this study, it is hoped that the community and families will be better at providing education in the family as well as providing children with social skills and providing information about aggressive behavior to reduce the number of children who behave aggressively. Activities can be carried out through counseling to the community, especially families, to better understand aggressive behavior in children. From the results of this study, it is hoped that the community and families will be better at providing education in the family as well as providing children with social skills and providing information about aggressive behavior to reduce the number of children who behave aggressively. Activities can be carried out through counseling to the community, especially families, to better understand aggressive behavior in children. From the results of this study, it is hoped that the community and families will be better at providing education in the family as well as providing children with social skills and providing information about aggressive behavior to reduce the number of children who behave aggressively. Activities can be carried out through counseling to the community, especially families, to better understand aggressive behavior in children.

FEATURES OF AGGRESSIVE BEHAVIOR IN PRESCHOOL CHILDREN: PSYCHODIAGNOSTICS AND CORRECTION

Theoretical analysis of the manifestation peculiarities of aggressive behavior of preschool children has been done in the article. Children’s aggression is a widespread behavior among children, reflecting the difficulties of the transition process to the social type of child’s existence in society, mastering of social norms, formation of more adaptive forms of behavior in accordance with the requirements of the social environment. The reactive component dominates in aggressive behavior of a child, the basis of which is violation of interrelations with close environment, a child experiences discomfort in a particular situation and in a system of relations. Psychological support is systematically organized activity of a psychologist on formation of social and psychological conditions for successful development of a child. The tactics of psychological influence should be constructed depending on the nature and the content of aggressive behavior of a child. Among the tendencies of psychological support of aggressive child, the most effective are: socialization of aggressiveness; teaching children the methods of selfregulation, ability to control oneself in different situation; formation of new stereotypes of behavior and communicative skills; forming ability to empathy (using such mechanisms for empathy formation as emotional infection and identification), etc. The analysis of the empirical research results of psychological peculiarities of preschool children aggressive behavior showed, that increased aggressiveness is manifested in most children of the sample, as reflection of spontaneity and impulsivity. Theoretical analysis of existing studies shows that children with high degree of aggression are more likely to be socially incompetent in conflict issues and they have expressed deficit of basic social skills and abilities. Therefore, timely detection of aggressive tendencies in behavior of preschool children and their elimination by means of psycho correctional work is an actual problem.

The effectiveness of play therapy on the aggressive behavior of children with ADHD

Aim: The aim of this study was to determine the effectiveness of play therapy on the aggressive behavior of children with ADHD. Methods: The statistical population of this study includes all children with confrontational disobedience disorder in Babol in 2019, from which 60 people were purposefully selected and using a random method in two groups of play therapy and control group, each group was assigned 30 people. Data were obtained using a child behavioral problems questionnaire in three time periods: pre-test, post-test and follow-up. Play therapy was performed in ten sessions for 2 hours weekly for the experimental group. Analysis of variance with repeated measures and SPSS software were used to analyze the data. Results: The results showed that there was a significant difference between the effectiveness of play therapy on improving aggressive behavior (F=38.86, p&lt;0.001) in children with ADHD. Conclusion: The study showed that play therapy reduced the aggressive behavior of children with ADHD and this treatment can be used to improve the aggressive behavior of children with ADHD.