Aggressive Behavior In Children Research Articles

MỐI QUAN HỆ GIỮA HÀNH VI TRỪNG PHẠT THỂ CHẤT CỦA CHA MẸ VÀ HÀNH VI GÂY HẤN CỦA VỊ THÀNH NIÊN: VAI TRÒ TRUNG GIAN CỦA SỰ GẮN BÓ KHÔNG AN TOÀN

This study examines the relationship between prior parental physical punishment and future aggressive behavior in children, as well as the mediating role of anxious and avoidant attachment in the relationships. Using an 8-month longitudinal study design, data were collected at 3 waves, with a 4-month interval across waves. 762 students participated at Wave 1 (Mage = 12.1 (SD = 1.14), 48% female). The number decreased to 484 at Wave 2 and 368 at Wave 3. The Harsh Punishment was used to measure physical punishment at Wave 1, the Experiences of Close Relationship (short version) was used to measure avoidant and anxious attachment at Wave 2, and the Aggression Scale was used to measure aggressive behavior at Wave 3. Results showed that parents' physical punishment behavior significantly predicted the development of future aggressive behavior, and that anxious attachment played a mediation role in the relationship. These findings suggest the urgent need for developing measures to treat physical punishment and parent-child attachment as a solution to effectively address the prevalence of school violence in Vietnam.

Comparison of Two Controlled Trials Designed to Reduce Aggressive Behavior in China

Objective: This report describes the outcomes of two controlled trials of a social information-processing intervention, the Let's Be Friends (LBF) program, which was designed to reduce aggressive behavior in primary school children in rural China. Method: A blocked clusters design with random sampling was used in each trial. Combining the two trials and adjusting for differences between the studies, we estimated outcomes across all treated ( n = 698) and control ( n = 710) group children; additionally, we compared Trial 1 treated children with Trial 2 treated children. Results: Across the combined studies, significant differences on children's social skills and behavior favored the LBF condition. However, the outcomes for Trial 2 demonstrated less robust behavioral effects, suggesting that the program was weakened by pandemic-related implementation and measurement challenges. Conclusion: The LBF appears to strengthen the social competence of children in rural China. However, conducting school-based interventions during environmental disruptions requires alternative delivery and measurement strategies.

Cannabidiol for treatment of Irritability and Aggressive Behavior in Children and Adolescents with ASD: Background and Methods of the CAnnabidiol Study in Children with Autism Spectrum DisordEr (CASCADE) Study.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder commonly associated with behavioral challenges. There are few evidence based pharmacological interventions available for the treatment of behavioral symptoms associated with ASD. Cannabidiol (CBD), the non-psychoactive component of cannabis, has potential neuroprotective, antiepileptic, anxiolytic, and antipsychotic effects and may be useful in treating the behavioral symptoms of ASD. We describe the research methods of a 27-week double-blind placebo-controlled cross-over trial of cannabidiol for the treatment of irritability and aggression associated with ASD, utilizing the irritability subscale of the Aberrant Behavior Checklist-2nd edition (ABC-2) as the primary outcome measure. Adverse effects and safety monitoring protocols are included. Several secondary and exploratory outcomes measures also include anxiety, communication, repetitive behaviors, attention, hyperactivity, autism family experience, and telehealth functional behavior assessment. There is a significant need for clinical research exploring alternative medications for the treatment of behavioral symptoms of ASD. Cannabidiol (CBD) is being studied for the management of irritability, aggression, and other problem behaviors associated with ASD.

Parenting Patterns and Child Behavior

This study aims to compare the parenting patterns of single and full parents and their impact on child behavior in Sementara, Pantai Cermin Sub-district, Serdang Bedagai Regency, Indonesia. Parenting plays a crucial role in shaping a child's personality and future. Based on Bronfenbrenner's ecological theory, the home environment, especially parental parenting, has the greatest influence on child development. This study focuses on three parenting styles: authoritarian, democratic, and permissive. Authoritarian parenting is characterized by strict rules and limited freedom, while democratic parenting prioritizes the child's interests and involves discussions between parents and children. Permissive parenting provides loose supervision and unrestricted freedom for children to behave and act as they wish. Previous studies have shown that single mothers tend to apply authoritarian parenting, resulting in spoiled children with difficulty interacting, while single fathers tend to apply permissive parenting, leading to more independent children who are easier to make friends. Additionally, authoritarian, democratic, and permissive parenting styles have been associated with aggressive behavior in children, obtained through social learning. Democratic parenting has been found to increase children's motivation and achievement at school, while authoritarian parenting inhibits children's socialization skills. This study provides important insights into the impact of parenting patterns on child behavior in the context of single and full parents in Sementara, Indonesia.

IISCA를 활용한 기능적 의사소통 훈련이 자폐성장애 아동의 공격행동과 의사소통 행동에 미치는 효과*

The purpose of this study was to investigate the effects of functional communication training (FCT) using Interview-informed Synthesized Contingency Analysis (IISCA) on the aggressive behavior and functional communication behavior of children with autism spectrum disorder (ASD). The functions of aggressive behavior in two children with ASD were analyzed using IISCA, and functional communication training was implemented using a multiple baseline design across subjects. The study was conducted over a total of 26 sessions, divided into four phases: functional analysis, baseline measurement, intervention, and maintenance. To enhance the effectiveness of the intervention, prompting was provided using a most-to-least strategy. The results of the analysis indicated that, compared to the baseline, both children exhibited a significant reduction in aggressive behavior and a significant increase in functional communication behavior during both the intervention and maintenance phases. The findings of this study suggest that functional communication training using IISCA is effective in reducing and maintaining reductions in aggressive behavior, as well as in increasing and maintaining functional communication behavior. This study is significant in that it demonstrates the effectiveness of behavioral interventions using IISCA, thereby highlighting the potential for introducing a new method of functional analysis.

Characteristic features of manifestations of aggressiveness in children

Aggressive behavior in children is a serious problem that can have far-reaching consequences for both children themselves and their families, as well as for society as a whole. Understanding the characteristic features of aggressiveness in children is key to developing effective strategies for prevention and correction. Its manifestations can be different: from physical aggression (hitting, pushing) to verbal (insults, threats) and emotional (anger, resentment). In today's world, where children are constantly exposed to the flow of information, violence and stress, the issue of aggressive behavior is becoming more and more relevant. The increase in the number of cases of bullying, cruelty and violence among children indicates the need for a deep study of this problem. The purpose of the article is to study the characterological features of manifestations of aggressiveness in children, to identify factors influencing its development, and to provide recommendations for prevention and correction. Various types of aggression, factors that provoke it, and age-related features of its manifestations are described. The types of children's aggression are considered: physical aggression (is the most common type of aggressive behavior in children, it can manifest itself in the form of hitting, pushing, spoiling things), verbal aggression (verbal insults, threats, mocking) and emotional aggression (anger, resentment, hostility). Factors that can provoke aggressive behavior in children are described, in particular: family problems (brutal treatment by parents, quarrels, divorce), mental disorders (anxiety, depression, attention deficit hyperactivity disorder), media influence (children who often watch movies and violent TV shows, more prone to aggressive behavior). It is noted that in preschool age, aggression often manifests itself in a physical form, in elementary school age, verbal forms of aggression appear, and adolescence is characterized by aggression, which can manifest itself in various forms, in particular, group aggression is often observed. It is noted that aggressiveness in children is a complex problem that requires a comprehensive approach. It is important not only to punish children for aggressive behavior, but also to help them find healthy ways to express their emotions.

Analysis of Aggressive Behavior in Early Children

The teacher's strategy in this research is the effort made by the teacher to achieve the goal of fostering and handling aggressive behavior in early childhood which is a problem in the learning process at school. Aggressive behavior in this research is the child's attitudes, actions and words when the child interacts with other people which shows anger and emotional outbursts as well as harsh words such as scolding and shouting at other people expressed by the child which can disrupt the learning process at school. The aim of this research is to determine teachers' strategies for dealing with aggressive behavior in early childhood. This research is qualitative research with the nature of a case study and is described descriptively. Data collection techniques in this research are observation, interviews and documentation. The data analysis technique in this research uses a model, namely data reduction, data presentation and drawing conclusions. The results of this research are about the teacher's strategy in dealing with children's aggressive behavior, namely the teacher embracing the child when the child takes action. aggressive, persuade teachers and give good advice to children, teachers must also be gentle in dealing with children who behave aggressively. Based on this research case study, it is known that the strategies implemented by the teacher can reduce children's aggressive behavior well using the Book Antiqua font size.

Penerapan Pola Pengasuhan Permisif terhadap Perilaku Agresivitas Siswa di SD Negeri 1 Kapongan

Permissive parenting has a bad influence on a child's character or behavior. The impact of permissive parenting on children includes behavior that contains elements of aggressiveness in the form of verbal or non-verbal. Factors that cause aggressive behavior include bad parenting patterns given by parents. The goal to be achieved in this research is the influence of permissive parenting on aggressive behavior. The sample in the research was 125 students from SD Negeri 1 Kapongan, Situbondo Regency. Data was collected through a scale of permissive parenting patterns modified from (Arifin, 2019) and aggressive behavior modified from (Helmi, 2018). Next, analysis was carried out using statistical regression analysis. Based on the research results, a significant value = 0.000 < 0.05 was produced with the regression coefficient value being positive, therefore the conclusion was drawn that there was a positive influence between permissive parenting patterns on aggressive behavior at SD Negeri 1 Kapongan, Situbondo Regency or it could be interpreted as high levels of permissiveness applied by people. When older, a child's aggressive behavior increases. Likewise, the opposite is true if parents are not permissive in implementing their parenting style, making their children less aggressive in their behavior.

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

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

Maternal suicide risk predicts preschooler emotional and behavioral problems

Maternal history of suicidal thoughts and behaviors (STBs) has been identified as a robust risk factor for offspring emotional and behavioral problems, including risk for offspring STBs. The impact of maternal history of STBs has been well-documented in adolescent and young adult samples, with emerging research highlighting the need to examine early clinical correlates of risk in young children, prior to the emergence of STBs. In an extension of prior work, the current study examined associations between maternal history of STBs and previously identified emotional and behavioral correlates of STBs (negative affect, internalizing problems, attention problems, aggressive behavior) in young children. These associations were examined in a mother-preschooler sample (n = 158, mean preschooler age=41.52 months) with approximately half of mothers endorsing a history of STBs and 20 % of the sample scoring at the threshold that indicates suicide risk. In multivariate models, maternal history of STBs was significantly associated with preschooler aggressive behavior, assessed via mother- (β=0.19) and teacher-report (β=0.21), as well as mother-reported negative affect (β=0.22). Results document a link between maternal history of STBs and increased risk for heightened negative affect and aggressive behavior at home and school during the sensitive preschool period. Findings are discussed within the context of enhancing models of intergenerational transmission suicide risk.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Childhood Aggressive Behavior and Adolescent Substance Use Initiation.

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

THE INFLUENCE OF THE FAMILY ENVIRONMENT ON THE DEVELOPMENT OF AGGRESSION IN PRESCHOOL CHILDREN

This article examines the influence of the family environment on the development of aggressive behavior in preschool children. The study analyzes various aspects of family dynamics, such as the degree of conflict in the family, the level of parental support and negative impact, as well as the general atmosphere in the house. The study also draws attention to the role of parents in modeling aggressive behavior and the ways in which they can mitigate or enhance this process. The results indicate the importance of creating a supportive and stable family environment for the prevention of aggressive behavior in preschool children, which can have long-term positive consequences for their social and emotional development.