Manifestation Of Aggressive Behavior Research Articles

The Relationship between the Manifestation of Aggressive Behavior and Personality Traits as a Form of Deviation of a Modern Teenager

One of the pressing problems of modern society is the aggressive behavior of adolescents. Despite the large number of studies devoted to this topic, the question of defining aggression as an interdisciplinary phenomenon, as well as the causes and conditions for adolescents aggression, remains controversial and requires additional study due to the fact that today aggression is not just a behavioral reaction, but can also transform into a stable model of deviant behavior. Society has an objective need to resolve the issue of preventing teenage aggression and clarifying its causes. The author has made an assumption and empirically verified that aggressive behavior in its extreme form - in the form of deviant behavior - has a connection with unmet needs and the level of self-esteem of a teenager. In our study, we rely on the work in the field of aggressive behavior and deviant behavior of E.V. Leus and self-esteem of L.S. Vygotsky. The study was conducted using methods for diagnosing the level of aggressiveness of A. Bass and A. Darka to determine typical forms of aggressive behavior, assess the propensity for deviant behavior of E.V. Leus, studying the degree of satisfaction of the needs of students A.A. Andreev and the test “Personality Self-Esteem” by S.V. Kovaleva. As a result of the study, it was found that a high level of aggression manifests itself in a pronounced tendency to deviant behavior. It has also been established that the level of aggression is directly related to unmet needs for safety and social contacts, and a connection between a high level of aggression and an inadequate (overestimated or underestimated) level of self-esteem of adolescents has been identified.

Paranoia and Social Anxiety: Predicting Aggressive Behavior

Aggression is a transdiagnostic behavior that is associated with poor clinical outcomes. As such, it is important to understand factors that contribute to various manifestations of aggressive behavior. Recent research has revealed a subtype of individuals with social anxiety disorder (SAD) who tend to display relatively high amounts of aggression and experience more severe social anxiety and dysfunction compared to individuals in the prototypical SAD group. The current study used a status threat manipulation along with behavioral indices of aggression to examine the impact of paranoia and social anxiety symptom severity on aggression in a sample of undergraduates with social anxiety (N = 220). Analyses indicated that paranoia uniquely predicted indirect aggression whereas an interaction between social status threat, paranoia, and social anxiety severity uniquely predicted direct aggression. These findings suggest that paranoia may be a particularly important contributor to aggression among individuals with social anxiety.

Comprehensive Genome and Transcriptome Analysis Identifies SLCO3A1 Associated with Aggressive Behavior in Pigs.

Copy number variation (CNV) represents a significant reservoir of genetic diversity within the genome and exhibits a strong association with economically valuable traits in livestock. The manifestation of aggressive behavior in pigs has detrimental effects on production efficiency, immune competency, and meat quality. Nevertheless, the impact of CNV on the aggressive behavior of pigs remains elusive. In this investigation, we employed an integrated analysis of genome and transcriptome data to investigate the interplay between CNV, gene expression changes, and indicators of aggressive behavior in weaned pigs. Specifically, a subset of pigs comprising the most aggressive pigs (MAP, n = 12) and the least aggressive pigs (LAP, n = 11) was purposefully selected from a herd of 500 weaned pigs following a mixing procedure based on their composite aggressive score (CAS). Subsequently, we thoroughly analyzed copy number variation regions (CNVRs) across the entire genome using next-generation sequencing techniques, ultimately revealing the presence of 6869 CNVRs. Using genome-wide association study (GWAS) analysis and evaluating variance-stabilizing transformation (VST) values, we successfully identified distinct CNVRs that distinguished the MAP and LAP counterparts. Among the prioritized CNVRs, CNVR-4962 (designated as the top-ranked p-value and VST value, No. 1) was located within the Solute Carrier Organic Anion Transporter Family Member 3A1 (SLCO3A1) gene. The results of our analyses indicated a significantly higher (p < 0.05) copy number of SLCO3A1 in the MAP compared to the LAP. Furthermore, this increased copy number exhibited a positive correlation with the CAS of the pigs (p < 0.05). Furthermore, we integrated genomic data with transcriptomic data from the temporal lobe to facilitate the examination of expression quantitative trait loci (eQTL). Importantly, these observations were consistent with the mRNA expression pattern of SLCO3A1 in the temporal lobe of both MAP and LAP (p < 0.05). Consequently, our findings strongly suggest that CNVs affecting SLCO3A1 may influence gene expression through a dosage effect. These results highlight the potential of SLCO3A1 as a candidate gene associated with aggressive traits in pig breeding programs.

Factors of Spreading the Aggressive Behavior among Kindergarteners from the Perspective of Their Teachers in East Jerusalem

This research aims to investigate the factors behind the spread of aggressive behavior in kindergartens from the point of view of educators in East Jerusalem. The descriptive analytical approach and quantitative research methods were used, which included t-test, independent sample t-test, and analysis of variance. Before collecting data, the reliability and validity of the questionnaire were checked. The questionnaire tool was distributed to a sample of 150 kindergarten teachers working in educational centers located in East Jerusalem. The research reached a number of results, the most important of which is that there are statistically significant differences in the factors of the spread of aggressive behavior in kindergartens due to the variable of academic specialization in the questionnaire, except for the dimension. Findings of the study show that there is a lack of understanding of the factors that lead to aggressive behavior, which requires understanding the types and manifestations of aggressive behavior in detail. Familial reasons have a great influence on the aggressive behaviors and actions that some children practice in kindergartens, and social factors, such as the child’s lack of social skills, have a substantial impact on the child’s behaviors and expressions of aggression. The researcher recommended the necessity of holding seminars, lectures, meetings, and workshops specialized in raising and caring for children to overcome their developmental and behavioral problems. The study offers significant new information about the causes that lead to the spread of violent behavior among kindergarteners in East Jerusalem, as seen from the teachers’ perspective. To fully comprehend the elements that lead to violent behavior in this population, more study is necessary. This can assist in creating treatments and techniques that are more successful in reducing aggressive behavior in kindergarteners.

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.

Causes and manifestations of aggressive behavior in adolescence.

Causes and manifestations of aggressive behavior in adolescence.

Nonpharmacological Compensation of Aggressive Behavior of Individuals with Moderate Intellectual Disability and Behavioral Disorders-A Case Study.

The article discusses issues associated with the manifestations of aggressive behavior in an individual diagnosed with moderate intellectual disability and behavioral disorders (according to ICD-10; F7; F711—moderate intellectual disability, significant impairment of behavior requiring attention or treatment). In the research survey, we focused on a client corresponding with relevant features. The research was carried out at the beginning of hospitalization, ongoing hospitalization, and the end of hospitalization, followed by a recommendation to limit the legal capacity of the client and his placement in a residential care home. The case study points out individual approaches to special education and psychology and outlines the key steps in the cooperation of selected helping professions suggesting conclusions and recommendations for practice regarding these selected issues. Upon the termination of our investigation, there was a rapid deterioration of the client being admitted to the intensive care unit with a follow-up treatment in a long-term intensive care unit.

Aggressive behavior and empathy in preadolescents

The article addresses the issue of studying the characteristics of aggressive behavior in preadolescents. An important factor of aggression is empathy, the lack of which could create conditions for the development of aggressive behavior. Aggressive manifestations in preadolescents have traits caused not only by age and sex, but also by the ability to empathize. The characteristics of empathy, empathic abilities in preadolescents are still in the form of formation, they are unstable, and their development depends on the psychological climate in the family and the reference group of peers, as well as on the personality characteristics of preadolescents. Experimentally, it has been shown that there is an inverse relationship between the level of empathy and aggressive behavior in preadolescents, which allowed us to suggest that there are differences in the manifestations of aggressive behavior in preadolescents with different levels of empathy.

Child abuse and aggressivity: the childhood of serial killer, spree killer and mass murderer

This article aims at analysing the phenomenon of child abuse, the consequences that it may produce in the different evolutionary stages and the role it plays in the manifestation of aggressive behaviour in adulthood. Also, it examines the relationship between the different types of abuse suffered during childhood and the development of criminal phenomenologies such as serial killers, spree killers and mass murderers.

Взаимосвязь типов семейного воспитания и агрессивности в подростковом возрасте

This article analyzes the correlation between the type of family education and the manifestation of aggressive behavior in adolescence. The relevance of this study is determined by the influence of family education on the development of aggressive behavior of a teenager, as a result of which this is one of the most acute problems today. The aim of the study is to identify and study aggression in adolescents, as well as to establish the relationship between family education and aggression in adolescents. It is hypothesized that there is a connection between the aggression of adolescents and the type of family education. Materials and methods of research. The study involved students of 9 «B» in the number of 30 teenagers aged 14–15 years, including 15 boys and 15 girls. The stages and a set of psychological techniques are described. The results of the study showed that 66.7% (20 parents) have violations in family education. This number includes parents who have destructive and mixed types of family interaction, adolescents have a high and average level of aggression, of which 30% (9 adolescents) are boys and 36.7% (11 adolescents) are girls. Moreover, the level of aggressiveness is more pronounced in young men. Based on this, we can say that young men are more affected by the inharmonious style of family education. We found that the assumption that there is a link between the aggressiveness of adolescents and the type of family upbringing was confirmed. It is necessary to understand that what is laid down in the family is the determining reason for the development of a system of values and a culture of human relationships.

Deformations of the Image of the World of Youth in the Process of Socialization

The article analyzes psychological peculiarities of the image of the world and personal manifestations of the character of students with different forms of behaviour disorders. The types of image of the world and the personal traits of the character are analyzed. The peculiarities of the worldview of schoolchildren with aggression, autoaggression, overpriced hobbies, and emotional disorders are revealed. The influence of the image of the world on defects of the self-image and behaviour disturbance is established. The influence of a negative emotional background of the image of the world on the formation of dependent forms of behaviour is determined. It has been proven that the psychological correction of students with adaptation problems should include programs to stimulate a positive experience of the world and to restore an internal equilibrium. The directions of further exploration of the problems of psychology of addictive behaviours are outlined.During puberty, significant behavioral abnormalities may occur in children. With timely psychological and pedagogical intervention, destructive manifestations are situational or episodic. If parents and pedagogues do not resort to psychological correction, negative models of interaction between the teenager and the world become unlikely to overturn, and the troublesome behaviour becomes irreversible.The results of the study of the image of the world and the personal traits of students with different behavioral abnormalities are presented in this article.For example, it has been found that the adolescents’ use of profanity in communication with peers is caused solely by mechanisms of imitation and identification of the image of the world inherent in their family or social environment. In other words, there is a negative stimulation of the development of the image of the world of the child, the outward manifestation of aggressive behaviour. This, in turn, testifies to emotional-volitional instability and accentuation of character. Thus, the teenager demonstrates his/her “adulthood”.The article analyzes the causes of different types of addictive behaviour of young people: tobacco, gaming, computer, and more.Psychological correction in such cases should be aimed at establishing a dynamic equilibrium of the system “Image of the world – image of I”. That is, the child’s consciousness tries to adapt to the external conditions of being in a certain space, and this affects his/her behaviour. Under these conditions, responses may differ from generally accepted social norms.Stimulating self-development of the person and helping the teenager to form a realistic, content-rich worldview will positively affect the development of personal reflection and rethinking of one’s self-image.

Differential expression of 10 genes in the hypothalamus of two generations of rats selected for a reaction to humans.

Individual behavioral differences are due to an interaction of the genotype and the environment. Phenotypic manifestation of aggressive behavior depends on the coordinated expression of gene ensembles. Nonetheless, the identification of these genes and of combinations of their mutual influence on expression remains a difficult task. Using animal models of aggressive behavior (gray rats that were selected for a reaction to humans; tame and aggressive rat strains), we evaluated the expression of 10 genes potentially associated with aggressiveness according to the literature: Cacna1b, Cacna2d3, Drd2, Egr1, Gad2, Gria2, Mapk1, Nos1, Pomc, and Syn1. To identify the genes most important for the manifestation of aggressiveness, we analyzed the expression of these genes in two generations of rats: 88th and 90th. Assessment of gene expression levels was carried out by real-time PCR in the hypothalamus of tame and aggressive rats. This analysis confirmed that 4 out of the 10 genes differ in expression levels between aggressive rats and tame rats in both generations. Specifically, it was shown that the expression of the Cacna1b, Drd2, Egr1, and Gad2 genes does not differ between the two generations (88th vs 90th) within each strain, but significantly differs between the strains: in the tame rats of both generations, the expression levels of these genes are significantly lower as compared to those in the aggressive rats. Therefore, these genes hold promise for further studies on behavioral characteristics. Thus, we confirmed polygenic causes of phenotypic manifestation of aggressive reactions.

Protective and provocative family factors of aggressive behavior in children and adolescents

The article examines the protective and the provocative family factors of aggressive behavior in children and adolescents. The negative influence of aggression on the process of socialization is described as well as possible ways of preventive influence to even out the negative influence. During the analysis of scientific literature, including empirical studies of family factors and their influence on the manifestation of aggressive behavior in children and adolescents, two significant clusters are identified: a family’s socio-demographic factors and intrafamily psychological factors as well as social attitudes. In this article, the authors describe a family’s psychological factors, and social attitudes in terms of their protective or provocative influence on the manifestation of aggressive behavior in children and adolescents, as well as in terms of a possible preventive and/or corrective effect on these factors. The frequent manifestation of acts of aggression, as well as the high level of aggressiveness and hostility of children and adolescents relative to the average indicators of their society, is considered as a consequence of deviations in the process of their socialization. The relationship between aggressive behavior and socialization allow the authors to state the importance of a complex integrated approach to the prevention and correction of the aggressive behavior of children and adolescents from the “risk group” from such “agents” of socialization as family and school. The work also examines current examples of complex preventive impact on the personality of a student with the help of positive psychological interventions (PPI), based on the example of foreign experience in the use of PPI. In addition, it substantiates the need for coordinated interaction between the institution of the family and the educational institution for an effective positive impact on the processes of socialization, as well as for the prevention and/or correction of aggressive behavior of minors.

The essence and forms of manifestation of aggressive behavior in the Internet: sociological aspect

The essence and forms of manifestation of aggressive behavior in the Internet: sociological aspect

Compreensão de professores acerca dos motivos da agressão de estudantes

No presente artigo, analisam-se questões relacionadas aos motivos de manifestações de comportamentos agressivos dos estudantes dirigidos a professores, na Rússia. Tendo como ponto de partida notícias de fontes informativas sobre fatos reais de agressões no espaço escolar, o autor realizou uma investigação a respeito de como os professores compreendem os motivos que acreditam ser os mais significativos e que levam ao comportamento agressivo do aluno em relação ao professor. O artigo apresenta resultados de respostas a questionários aplicados a professores sobre os motivos que podem gerar comportamentos agressivos, destacando, especialmente, os mais significativos numa escala de 1 a 7. Os resultados permitiram caracterizar a dinâmica etária da alteração do significado das diversas razões para o comportamento agressivo de alunos dirigido ao professor para escolares dos anos iniciais, para escolares no limiar entre o primeiro e o segundo segmentos do ensino fundamental, para os que se encontram na etapa de transição para a adolescência, os da etapa final do segundo segmento do ensino fundamental (9º ano) e os da etapa final da escola (11º ano).

The Association Between Emotion, Social Information Processing, and Aggressive Behavior: A Systematic Review

Abstract. Aggressive individuals are thought to process social information in such a manner that the likelihood of engaging in aggressive acts increases drastically. Additionally, emotion and emotion regulation skills are implicated in aggressive and violent behavior as well. However, little attention has been paid to the reciprocal relations between emotion and emotion regulation and Social Information Processing (SIP) in explaining aggression. Therefore, the present study systematically examined extant research on the role of emotion and SIP in aggressive behavior. The results supported substantial overlap between emotion and emotion regulation processes and SIP in explaining aggression. Due to the paucity and nature of available studies, no firm conclusion can be drawn about the nature of their reciprocal relationships. However, the integration of cognition and emotion seems a promising avenue of research for explaining the development and manifestation of aggressive behavior, as well as to inform its prevention and treatment. Future research is needed to elucidate the likely intertwined roles of emotion and the entire SIP process in offender or at-risk populations.

Личностная агрессивность и конфликтность иностранных слушателей образовательных организаций МВЛичностная агрессивность и конфликтность иностранных слушателей образовательных организаций МВД РоссииД России

The article discusses the forms of manifestation of aggressive and conflict behavior among foreign students of St. Petersburg University of the Ministry of Internal Affairs of Russia in the context of their socio-psychological and cross-cultural adaptation in the learning process as part of international training groups, since the interaction of representatives of different cultures, especially in the initial stage, is often in conflict. The results of a study on the forms of manifestation of aggressive behavior among foreign students of a departmental university are presented. The study involved 60 foreign students, 30 students (representatives of the Tajik Republic), 30 listeners ( representatives of the Kyrgyz Republic), as well as cadets of the Academy of the Ministry of Internal Affairs of the Kyrgyz Republic named after E.A. Aliyev in the amount of 26 persons. Students who participated in the exemination study at different courses. The respondents studied the level of aggressiveness and aggressive state using the Bas - Darki questionnaire. In order to make it possible to validly predict the tendency to “open aggressive behavior” and to conduct an in-depth study of the personality, the projective “Hand-test” methodology was used, which compares favorably with relative simplicity. The experimental data obtained during the study were subjected to mathematical analysis. Data processing was carried out using the applied computer programs Excel 2010 and SPSS 21.0. The average values of all indicators and variance were calculated. The significance of differences was determined using the parametric t-Student test. The use of Student's parametric t-criterion did not reveal significant differences between the “Bass-Darki questionnaire” and “Hand-test” methods between “Kyrgyz listeners” and “Tajik listeners”. Based on this, we decided to use frequency analysis for more detailed detailing of the research results.

The Image of the World and the Personal Traits of Students with Addictive Behaviour

The article analyzes psychological peculiarities of the image of the world and personal manifestations of the character of students with different forms of behaviour disorders. The types of image of the world and the personal traits of the character are analyzed. The peculiarities of the worldview of schoolchildren with aggression, autoaggression, overpriced hobbies, and emotional disorders are revealed. The influence of the image of the world on defects of self-image and behaviour disturbance is established. The influence of the negative emotional background of the image of the world on the formation of dependent forms of behaviour is determined. It has been proven that the psychological correction of students with adaptation problems should include programs to stimulate a positive experience of the world, to restore internal equilibrium. The directions of further exploration of the problems of psychology of addictive behaviours are outlined. During puberty, significant behavioural abnormalities may occur in children. With timely psychological and pedagogical intervention, destructive manifestations are situational or episodic. If you do not resort to psychological correction, negative models of interaction between the teenager and the world strengthen, and the behaviour becomes irreversible. The results of the study of the image of the world and the personal traits of students with different behavioural abnormalities are presented in this article. For example, it has been found that adolescents’ use of profanity in communication with peers is caused solely by mechanisms of imitation and identification of the image of the world inherent in their family or social environment. In other words, there is a negative stimulation of the development of the image of the world of the child, the outward manifestation of aggressive behaviour. This, in turn, testifies to emotional-volitional instability and accentuation of the character. Thus the teenager demonstrates his/her “adulthood”. The article analyzes the causes of different types of addictive behaviour of young people: tobacco, gaming, computers and more. Psychological correction in such cases should be aimed at establishing a dynamic equilibrium of the system “Image of the world – image of ‘I’”. That is, the child’s consciousness tries to adapt to the external conditions of being in a certain space, and this affects the behaviour. Under these conditions, responses may differ from generally accepted social norms. Stimulating self-development of the person, helping the teenager to form a realistic, content-rich worldview will positively affect the development of personal reflection and rethinking of one’s self-image.

Epigenetics of Aggressive Behavior

Multiple studies demonstrating the association of aggressive behavior with allelic variants of neurotransmitter system genes appear to be controversial, while “risk” alleles have no effect on impaired gene expression and functioning of encoded proteins. To explain these associations, we suggested the role of deregulated epigenetic processes caused by the changes in the spatial configuration of transcribed proteins owing to the impaired interaction with noncoding RNAs, which results in modified functioning of genetic networks. Stressful life events occurring during the pre- and postnatal period causing changes in DNA methylation and histone modifications, which disrupt expression of neurotransmitter genes with a long-lasting effect, represent the key factors causing the manifestation of aggressive behavior. The role of stressful life events in epigenome modifications is assumed to be caused by stress-sensitive transposable elements (TEs), whose processing results in the formation of noncoding RNAs probably affecting histone modifications and methylation of certain genomic loci. Transposable elements represent the key sources of sites of binding to transcription factors and regulate genome expression, while their ability to locus-specific transpositions under the stress and self-regulation by noncoding RNAs can explain both the long-term effect of behavioral impairments and their transgenerational transfer. Prevention of behavioral impairments and phenotypic manifestations of genetic liability to aggressive behavior requires the examination of the individual nature of epigenetic modifications for the further targeted action and their correction.

Gender Differences in the Manifestation of Aggressive Behavior in Adolescents

This article presents the results of a study of thegender difference in presence of aggressive behavior of the teenagers. The gender difference in presence of aggressive behavior was determined and analyzed by the following methods as: Bassa-Darky questionnaire, The method of “Personal aggress and conflict” ( Ilyn E. P. and Kovalev P. A.) proposed for determination of subject to the conflict and aggress in purpose of personal characteristic. Scale: short temper, touchiness, intransigence, compromise, vindictiveness, intolerance to the others opinions, suspicion; positive aggressiveness, negative aggressiveness, conflict. The method of diagnosis of the self-esteem mental states (by Aizenk) proposed for determination of the level of following important mental traits: anxiety, frustration, aggressiveness and rigidity. For math treatment of the data, there was used the Spearmen’s correlation coefficient and U-criteria Manna-Whitney in the program of statistical treatment SPSS16. By the results of empirical study of gender differences in presence of aggressive behavior of teenagers, there are was confirmed the hypothesis, that the boys more often show aggressive behavior in comparison with girls, but girls dominated by physical and verbal types of aggressive behavior. By results of statistical analyses by Manna-Whitney criteria, there are was determined, that rigidity, immutability of behavior more pronounced at the boys. Boys often use physical force against other persons, and also express their negative feelings both through the form (cry, squeal), and through the content of verbal responses (curses, threats). In general, boys are more likely to show aggressive behavior, unlike girls.