Aggressive Behavior In Children Research Articles

The Influence of Parenting Styles on Child Development

The Influence of Parenting Styles on Child Development is a quantitative survey research study that investigates the intricate connection between parenting styles and their profound impact on the development of children. Employing a convenient sampling technique, the study involved a sample size of 150(83 males, 67 females) parents, aiming to explore the diverse parenting styles and their potential implications for child development across various domains. This research examines four primary parenting styles: authoritative, authoritarian, permissive, and neglectful, each characterized by distinct combinations of parental warmth and control. By surveying and analyzing the responses and behaviors of participating parents, the study illuminates the far-reaching influence of these parenting styles on child development. In terms of cognitive development, the study's findings reveal significant differences based on parenting style. Authoritative parenting, characterized by high levels of warmth and reasonable control, is associated with positive cognitive outcomes in children. Such children tend to exhibit better problem-solving skills, higher academic achievement, and greater intellectual curiosity. Conversely, authoritarian parenting, which emphasizes strict control and lacks warmth, tends to yield children with increased anxiety, lower self-esteem, and diminished cognitive growth. Emotional development is another critical dimension explored in this research. Children raised by authoritative parents typically demonstrate enhanced emotional regulation and resilience. On the contrary, children subjected to authoritarian parenting often struggle with emotional expression and may face challenges in forming healthy emotional bonds. The study also delves into social development, highlighting the profound impact of parenting styles in this realm. Authoritative parenting contributes to the development of socially competent and well-adjusted children, while authoritarian parenting may lead to social withdrawal or aggressive behavior in children. The research underscores the importance of a balanced and supportive approach to parenting in fostering healthy social relationships and interpersonal skills. Overall, this quantitative survey research study sheds light on the pivotal role of parenting styles in shaping the trajectory of child development. Its findings underscore the significance of authoritative parenting, which combines warmth and appropriate levels of control, as an effective approach to nurturing well-rounded and thriving children.

Neurodevelopmental Manifestations and Birth Defects in Prader-Willi Syndrome: Findings from a Study in Western Ukraine

Prader-Willi syndrome (PWS) is a genetic disease characterized by mental retardation, as well as autism spectrum disorders, obesity and mood disorders. The aim of our study was to research a spectrum of genetic heterogenity and different clinical neurodevelopmental manifestations. Materials and methods: clinical, molecular, genetic and psychological methods were used. We observed 9 children (5 boys and 4 girls) with Prader-Willi syndrome from Lviv and Ivano-Frankivsk regions (Western Ukraine) who were diagnosed and followed-up at the Institute of Hereditary Pathology, National Academy of Medical Sciences of Ukraine, Lviv, for 4 years (2019–2022) and underwent molecular genetic testing. The ages of children ranged from 1 month to 7 years, with the mean value amounting to 3.6 years of age. Results: Our study revealed that 6 (66.7%) out of 9 children with PWS had birth defects. At ultrasound during pregnancy, we observed certain clinical features of the fetus, including fetal intrauterine development delay –5 (55.5%), and higher nuchal translucency measurement – 3 (33.3%). According to the checklist of autism spectrum disorders (CASD), 3 of the examined children with autism syndrome were at risk and required further monitoring, while 5 children scored 18-20 points, which indicated the presence of autistic spectrum and required in-depth monitoring during diagnosis. Stereotypical and repetitive play as a manifestation of problems with social interaction was observed in 3 boys with PWS. In our study, parents had no complaints about aggressive behavior in children with this syndrome. Conclusions: In cases if the children have signs of autism or developmental delay, they should undergo genetic counseling.

Systematic Review and Meta-Analysis of Interventions to Improve Children's Social Information-Processing Skills

Purpose: We undertook a systematic review and meta-analysis of intervention research studies focused on strengthening the social information-processing (SIP) skills of children. Methods: A systematic search and review process was employed to identify, screen, and summarize research on SIP-guided interventions. Results: The search recovered 183,184 citations published from 1997 to 2022. After screening, 42 articles were retained for a full-text review. Findings from the 15 studies using more rigorous designs [i.e., 8 individual-level randomized control trials (RCTs), 5 cluster-level RCTs, and 2 quasi-experimental studies with statistical controls for selectivity] suggest that SIP-focused interventions produced statistically significant treatment effects on cognitive skills, with mean effect sizes of 0.35 on encoding, 0.13 on hostile attribution bias, 0.13 on goal formulation, 0.16 on response decision, and—more behaviorally—0.37 on aggressive and disruptive comportment. Conclusions: SIP-focused interventions are effective. If widely implemented, they hold the potential to reduce aggressive behavior in childhood.

Normative Beliefs and Aggression: The Mediating Roles of Empathy and Anger

AbstractThis study examined a two-mediator model with both empathy and anger as mediators in the association between children’s normative beliefs about aggression and forms (relational and physical) and functions (reactive and proactive) of aggressive behavior. Ninety-eight children (54% males, Mage=46.21months, SD = 8.84months) reported their approval of relationally and physically aggressive behaviors depicted in iconic (animation) and enactive (toy figurines) hypothetical scenarios. Children’s aggression, empathy and anger were measured using teacher reports. No main effects of normative beliefs about aggression on the corresponding aggressive behavior were found. Normative beliefs about aggression were negatively associated with empathy and empathy was significantly associated with relational aggression, suggesting that developing social emotional processes mediate the relation between social cognitions and aggression. Anger was associated with aggression, but not normative beliefs about aggression. The findings provide support for the distinction between subtypes of aggressive behavior in young children and the developing social-cognitive and affective processes that influence these behaviors.

Theory of Mind and Young Children's Behaviour: Aggressive, Victimised, Prosocial, and Solitary.

Theory of mind (ToM) undergoes significant developments during childhood, particularly between the ages of four and seven years. A growing body of research has indicated that children's social understanding may be related to their social behaviour with peers, in line with Theory Theory which proposes that children's social cognition is influenced by and influences their peer interactions. The current study examined the relationship between ToM and behaviour among 193 children aged 4-7 years. Children carried out a battery of ToM tasks, and teaching staff reported on children's aggressive, prosocial, and solitary behaviour and victimisation experiences. Aggression was not directly related to ToM; prosocial behaviour was positively associated with ToM for girls but not boys. Solitary behaviour and victimisation were negatively related to ToM. When this was broken down by gender, there was only a significant association between solitary behaviour and ToM for boys. When controlling for the relationship between behaviours, the only significant predictor of ToM was solitary behaviour for boys. ToM was also a significant predictor of solitary behaviour for boys, demonstrating that there is a bidirectional relationship at play. The findings highlight the importance of looking across these four behaviour types and understanding the relationship between behaviour profiles and ToM for boys and girls separately.

What if children affected by sleep disorder and aggression could regulate their emotions?

ABSTRACT The present study examined whether emotion regulation plays a mediating role in the relationship between aggressive behavior and sleep disorders in young children. Data were collected during pandemic via the Sleep Disturbance Scale for Children, the Aggression Tendency Scale and the Emotion Regulation Check List from 662 mothers with children aged 36–72 months. The data were tested with Pearson product-moment correlation coefficient and structural equation model analyses after the normality test. It was seen that there was a positive relationship between the aggressive behaviors of children and their sleep disorders. However, it was understood that both aggressive behaviors and sleep disorders of children had a negative and significant relationship with their emotion regulation skills. While children’s sleep disorders have an important predictive power in the emergence of aggressive behaviors, the mediating role of emotion regulation skills has eliminated the significance in this predictive power.

Aggression Is Associated With Social Adaptive Functioning in Children With ASD and Anxiety.

Social adaptive functioning is notably compromised and may be further impaired by aggressive behavior in children with autism spectrum disorder (ASD). This study examined the association between aggressive behavior and social adaptive skills in children with ASD and the contribution of aggressive behavior to social adaptive skills in a combined sample of children with and without ASD. Participants consisted of children, ages 8 to 15 years, with ASD (n = 52) and who were typically developing (n = 29). Results indicate that aggressive behavior is negatively associated with social adaptive skills in children with ASD and that it contributes to reduced social adaptive functioning above and beyond ASD diagnosis. Findings underscore the importance of considering the role of aggressive behavior when evaluating and promoting social functioning in children with ASD.

The Impact of Upin and Ipin Animation on Aggressive Behavior in Children Aged 5–6 Years: A Quantitative Experimental Study

The study aimed to investigate the impact of the Upin Ipin animated film on the aggressive behavior of 5-6-year-old children at TK Dharma Wanita I Blitaran. This research employed a pretest-posttest control group design, and data were collected through observation sheets and documentation. Data analysis was conducted using SPSS 24. The study revealed that the Upin Ipin animated film significantly influenced children's aggressive behavior. The research findings indicated that the experimental group experienced increased aggressive behavior. The average pretest score was 6.60, while the average posttest score was 7.90. The results of the hypothesis test using paired sample t-test showed a significant value of 0.000 < 0.05, leading to the rejection of the null hypothesis (H0) and acceptance of the alternative view (Ha). The experimental group exhibited increased aggressive behavior after watching the film, as evidenced by the higher average posttest scores than the pretest scores. However, this study also acknowledges its limitations in scope, as it focused solely on 5-6-year-old children and the influence of a specific animated film. The research emphasizes the importance of parental guidance in children's media consumption. While animated films like Upin Ipin can potentially influence aggressive behavior, they can also serve as practical educational tools to promote positive social behavior and other essential skills, depending on their content and presentation. The novelty of this research lies in its focus on the influence of a specific animated film, Upin Ipin, on children's aggressive behavior.

Dampak Negatif Gadget pada Perilaku Agresif Anak Usia Dini

Technology that is currently developing has an influence on aggressive behavior in children, so there needs to be prevention efforts in this deviant behavior. The purpose of this study was to determine the influence of gadgets and the factors that cause aggressive behavior, forms of aggressive behavior, the impact of aggressive behavior, and efforts to handle aggressive behavior in early childhood. The method used in this research is a case study which is presented with a qualitative descriptive research type by presenting the data in a narrative manner, as well as data obtained through observation. In this study, the subject is one girl who behaves aggressively aged 5-6 years because of the influence of unlimited gadgets. The results of the research obtained are the influence of the use of gadgets that are not restricted and supervised. This causes aggressive behavior in children who find it difficult to control their desire to convey messages, such as shouting, crying, and making physical contact when someone interferes with playing gadgets. The influence of gadgets on aggressive behavior in children requires serious efforts for parents or adults who are around children so that they do not have a negative impact on children's development in the future.

Social information processing, normative beliefs about aggression and parenting in children with mild intellectual disabilities and aggressive behavior

BackgroundHigh levels of aggressive behavior in children with mild intellectual disabilities to borderline intellectual functioning (MID-BIF) are associated with deviant social information processing (SIP) steps. The current study investigated deviant SIP as a mediating mechanism linking both children’s normative beliefs about aggression and parenting to aggressive behavior in children with MID-BIF. Additionally, the mediating role of normative beliefs about aggression in linking parenting and deviant SIP was investigated. Methods140 children with MID-BIF in community care in the Netherlands, their parent(s) or caretaker(s), and their teacher participated in this cross-sectional study. Structural equation modeling was performed to test mediations. Models were run separately for parent and teacher reports of aggression, and included three deviant SIP steps (interpretation, response generation, response selection). ResultsA total indirect effect through deviant SIP steps was found from normative beliefs about aggression to teacher-reported aggression, but not to parent-reported aggression. An indirect effect was found from positive parenting through normative beliefs about aggression to deviant SIP. ConclusionThe results of this study suggest that, next to deviant SIP and parenting, normative beliefs about aggression may be a relevant intervention target for children with MID-BIF and aggressive behavior.

Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship.

Callous-unemotional (CU) traits are associated with social adjustment difficulties, but few studies have examined the underlying mechanisms in Chinese preschoolers. This study examined the relationship between CU traits and social adjustment among Chinese preschoolers as well as the moderating role of the teacher-child relationship in the association. Participants were 484 preschool children aged 3-6 years old from Shanghai, China (Mage = 5.56 years, SD = 0.96 years). Parents reported children's CU traits and teachers reported their relationship with children and rated children's social adjustment as well. The results revealed that (1) children with higher CU traits positively related to aggressive and asocial behavior with peers, but negatively related to prosocial behavior; (2) the teacher-child relationship moderated the relationship between CU traits and social adjustment in children. Specifically, teacher-child conflict exacerbated the aggressive and asocial behavior of children with CU traits and reduced the prosocial behavior of children with CU traits. These findings extended the current research on CU traits and had important implications for early interventions targeted at children with CU traits.

Barriers experienced by nurses in communication for sexual health education for children with intellectual disability: a qualitative study

Nurses have important responsibilities in the development of health and care services for children with intellectual disabilities. This is because it is usually the nurse who first encounters the child in all kinds of care and treatment services. Barriers to the provision of sexual healthcare by nurses have not yet been clearly discovered. This study aimed to identify the barriers experienced by nurses regarding communication for sexual health education for children with intellectual disabilities. This study was carried out with 19 nurses through in-depth interviews. The thematic analysis method was used for data analysis. Four themes emerged related to barriers in communication for sexual health education for children with intellectual disabilities by nurses as (1) communication of nurses with their patients, (2) communication on an individual level, (3) communication on the family level, and (4) institutional factors. These barriers included the lack of knowledge of children, families, and nurses, insufficient institutional support, attitudes towards sexuality and stigmatization of the family, and the prevention of sexual health education services by the aggressive behaviors of children. It is recommended to provide sexual health education to nurses and families to minimize problems in the sexual health of children with intellectual disabilities. Nurses should also be trained on sexual health policy and how to put it into practice.

The Influence of Family on Young Children’s Aggressive Behaviors

The family has a significant influence on the life of a child. It is important to note that most behaviors a child exhibits are directly linked to what they have experienced in life. Especially aggressive behaviors among children have a familiar tendency when they manifest. The parenting style, the behavior of the family as well as the socioeconomic status of the family have an impact on the aggressive behavior expressed by various children. This paper aims to establish the influence of family on young children's aggressive behaviors, analyze why families impact young children's aggressive behavior, and finally draw relevant conclusions. Reviewing previous studies found that some aspects of the family impact children's aggressive behavior. Some findings include how preschool children express aggressive behavior, including shouting, irritability, restlessness, and impulsiveness. Childhood families have a considerable role in designing the behavior of a child. This varies from families from loving and supportive families to those that come from unconducive families to raise good child behaviors such as those that have episodes of parents fighting. The significance of this paper on the influence of family on young children's aggressive behavior is that it assists in understanding the factors that contribute to aggression in children. The past limitations of the references include being correlational, making it hard to establish the cause. Some of the prospects include the role of specific familiar processes in determining aggressive behavior in children.

Examining the Potential Influence of Violence Exposure on the Link Between Callous-Unemotional Traits and Delinquent and Aggressive Behavior in Children and Adolescents

Callous-unemotional traits have been consistently tied to non-violent and violent criminal involvement among adolescents and adults. However, research has yet to fully explore potential underlying mechanisms that explain how and why these associations exist. The current study addresses this gap by analyzing data drawn from the National Survey of Child and Adolescent Well-Being I (NSCAW I) to examine violence exposure as a potential moderator to the association between callous-unemotional traits and delinquent and aggressive behaviors. Our analyses revealed that callous-unemotional traits were significantly associated with both delinquent and aggressive behaviors. However, we found no evidence to suggest that violence exposure moderates this association. We conclude by discussing the implications of our study for future research.

The Association between Physical Environment and Externalising Problems in Typically Developing and Neurodiverse Children and Young People: A Narrative Review.

The physical environment is of critical importance to child development. Understanding how exposure to physical environmental domains such as greenspace, urbanicity, air pollution or noise affects aggressive behaviours in typical and neurodiverse children is of particular importance given the significant long-term impact of those problems. In this narrative review, we investigated the evidence for domains of the physical environment that may ameliorate or contribute to the display of aggressive behaviours. We have considered a broad range of study designs that include typically developing and neurodiverse children and young people aged 0-18 years. We used the GRADE system to appraise the evidence. Searches were performed in eight databases in July 2020 and updated in June 2022. Additional articles were further identified by hand-searching reference lists of included papers. The protocol for the review was preregistered with PROSPERO. Results: We retrieved 7174 studies of which 67 are included in this review. The studies reported on green space, environmental noise and music, air pollution, meteorological effects, spatial density, urban or rural setting, and interior home elements (e.g., damp/sensory aspects/colour). They all used well validated parent and child reported measures of aggressive behaviour. Most of the studies were rated as having low or unclear risk of bias. As expected, noise, air pollution, urbanicity, spatial density, colour and humidity appeared to increase the display of aggressive behaviours. There was a dearth of studies on the role of the physical environment in neurodiverse children. The studies were heterogeneous and measured a range of aggressive behaviours from symptoms to full syndromes. Greenspace exposure was the most common domain studied but certainty of evidence for the association between environmental exposures and aggression problems in the child or young person was low across all domains. We found a large knowledge gap in the literature concerning neurodiverse children, which suggests that future studies should focus on these children, who are also more likely to experience adverse early life experiences including living in more deprived environments as well as being highly vulnerable to the onset of mental ill health. Such research should also aim to dis-aggregate the underlying aetiological mechanisms for environmental influences on aggression, the results of which may point to pathways for public health interventions and policy development to address inequities that can be relevant to ill health in neurodiverse young people.

An Overview of Aggressive Behaviors in Children with Autism Spectrum Disorder

Children and adolescents with autism spectrum disorder (ASD) frequently exhibit symptoms of irritability and aggression, which may appear as tantrums, self-injury, and violent behaviors. As a result, parents often bring their children to the emergency room or seek psychiatric treatment. Aggression refers to conduct that poses a threat or inflicts injury by bodily or verbal actions, such as striking, biting, hurling things, or using offensive language against another individual. Aggressive behaviors can detrimentally impact the patient's quality of life, increase their stress levels, and hinder their ability to get educational and social assistance. A multidisciplinary approach is crucial for assessing patients and selecting the most effective treatment. Both non-pharmacologic and pharmacologic treatments are available to address violent behavior in children with ASD. As a health practitioner, it is crucial to understand the circumstances that might trigger aggressiveness in children with ASD and possess the knowledge and skills to effectively manage and treat these patients. By doing so, we can optimize their outcomes and enhance their overall quality of life.

Study of aggressive behavior of primary school age children with psychophysical disorders

The article highlights the categories of children that belong to children with psychophysical developmental disorders and shows their age characteristics. It is noted that these are children aged 6–7 to 10–11 years who have been diagnosed with hearing impairment (deaf, reduced hearing); visual impairment (blind, low vision); intellectual impairment (mentally retarded, delayed mental development); speech disorders; disorders of the musculoskeletal system; a complex form of impairment (mentally retarded blind or deaf; deaf-blind, etc.); emotional and volitional disorders and children with autism.Due to subjective reasons, children of primary school age with disorders of psychophysical development often demonstrate aggressive behavior without understanding its meaning. The nature of this behavior in many cases is determined by their age characteristics. The reasons for such behavior are the influence of both internal and external factors, which are characterized in the article.An analysis of the works of scientists who tried to explain the peculiarities of the development and manifestation of aggressive behavior in children of primary school age with disorders of psychophysical development was carried out. The presence of various assumptions and arguments for the existence of various reasons for the appearance of aggressive behavior in children with disorders of psychophysical development has been confirmed in the scientific literature. However, a lack of scientific publications on researching the levels of aggressive behavior in children of primary school age with disorders of psychophysical development during the period of active hostilities was found. This became the goal of the study, which revealed a high level of aggression in children of this category. In particular, the use of Bassa-Darka, "Non-existent animal" and "Cactus" methods for diagnosing aggressive behavior in children of primary school age with psychophysical developmental disorders made it possible to reveal a pronounced high level of aggression in the respondents.The data obtained as a result of the diagnosis of the level of aggressive behavior in the specified category of children made it necessary to study the specific causes of such behavior and to develop ways and means of correcting the aggressive behavior of elementary school students with psychophysical development disorders.

Effects of school connectedness on the relationship between child maltreatment and child aggressive behavior: A mediation analysis

BackgroundChildren growing up in a vulnerable and unstable family environment including child maltreatment, poor family functioning, and low social-economic status, are at higher risk of developing undesirable behavioral outcomes compared to peers in the general population. School life plays a critical role during the development of adolescents. ObjectiveThe purpose of this study is to examine the role of school connectedness in the relationship between child maltreatment and aggressive behavior. Participants and settingThis study employed the Fragile Family and Child Well-being Study – Year 15. The final analytic sample size is 2285 families. MethodsMediation analyses were conducted to evaluate the impact of CPS on child aggressive behavior mediated by school connectedness using OLS regression with robust standard errors. The bootstrap was used to estimate the standard error of the indirect effect. ResultsThe total effect of CPS contact on child aggressive behaviors was 0.14 (p < .001). The direct effect of CPS contact on child aggressive behavior was 0.13 (p < .001). The indirect effect, that school connectedness significantly mediated the relationship between CPS and child aggressive behavior, was tested and found statistically significant (Coef. = 0.01, p < .05). ConclusionsFindings of the mediation model suggest that interventions targeted at improving school connectedness among adolescents involved in the child welfare system may promote positive outcomes by reducing aggressive behaviors among youth growing in fragile families. On-going trainings are needed for schoolteachers and social workers to better engage adolescents with child maltreatment at school.

Intergenerational transmission of aggression: A meta-analysis of relationship between interparental conflict and aggressive behavior of children and youth

Intergenerational transmission of aggression: A meta-analysis of relationship between interparental conflict and aggressive behavior of children and youth

The causes and corrective countermeasures of children’s aggressive behavior caused by parenting style

Aggressive behavior in young children is one of the key topics of today’s research. Some researchers have found that different parenting styles have a significant impact on children’s aggressive behavior, but there is still a lack of a unified explanation for its causes and how to correct it. Therefore, the research topic of this paper is the causes and corrective countermeasures of aggressive behavior in young children caused by parenting styles. The research methods of this paper are as follows: firstly, the literature research in related fields in recent years is collected, and secondly, the collected literature is analyzed. The study found that there is a significant positive correlation between children’s aggressive behavior and doting, laissez-faire and authoritarian factors, and there is a significant negative correlation with democratic factors, and the older parents are more likely to use inappropriate parenting methods for education. In general, democratic parenting is very desirable, and at the same time, it is supplemented by the guidance and intervention of parents and kindergartens to show its effectiveness.