Personality Characteristics Of Children Research Articles

أنماط التعلق الآمن وغير الامن وعلاقتهما ببعض الخصائص الشخصية والمعرفية لدى الطفل في مرحلة الطفولة المبکرة

هدفت الدراسة إلى التعرف على العلاقة بين أنماط التعلق (الآمن، والغير آمن) وبعض خصائص الشخصية (تقدير الذات)، والکشف عن العلاقة بين أنماط التعلق (الآمن، ونمط التعلق الغير آمن) وبعض العمليات المعرفية (اليقظة العقلية) لدى الأطفال في مرحلة الطفولة المبکرة. کما هدفت الدراسة التعرف على مدى وجود فروق ذات دلالة إحصائية بين الذکور والاناث من حيث أنماط التعلق الآمن والغير آمن وأثرها على شخصية الطفل وبعض الجوانب المعرفية. وقد اعتمدت الدراسة على المنهج الوصفي (الارتباطي)، حيث استخدمت الباحثة مقياس أداة ملاحظة أنماط التعلق(الآمن، الغير آمن) من إعداد الباحثة، ومقياس تقدير الذات، ومقياس تورنتو لليقظة العقلية، وتم تطبيق أدوات الدراسة على عينة عشوائية مکونة من 100 فردا ، مقسمة إلى 50 طفل من أطفال الروضة (25 إناث – 25 ذکور)، وعينة من أمهات أطفال الروضة عددها 50، وتوصلت الدراسة لعدد من النتائج وهي: وجود علاقة ارتباطية طردية دالة إحصائيا عند مستوى دلالة 0.01 بين أنماط التعلق (الآمن، الغير آمن) وتقدير الذات لدى الأطفال في مرحلة الطفولة المبکرة، کما أظهرت النتائج وجود علاقة دالة إحصائيا عند مستوى دلالة 0.01 بين أنماط التعلق (الآمن، الغير آمن) واليقظة العقلية لدى أطفال العينة.کما کشفت النتائج عن وجود فروق ذات دلالة إحصائية عند مستوى دلالة 0,05بين الذکور والإناث في أنماط التعلق الآمن لصالح الذکور، وکشفت الدراسة أيضا عن عدم وجود فروق ذات دلالة إحصائية بين الذکور والإناث في تقدير الذات واليقظة العقلية. وفي ضوء نتائج هذه الدراسة أوصت الدراسة بعدد من التوصيات منها: نشر ثقافة التعلق الآمن بين معلمات رياض الأطفال، وسبل تنميتها عند الأطفال. والاهتمام بتثقيف أمهات أطفال الروضة تجاه تعزيز التعلق الآمن لأطفالهم. وکذلک إعداد برامج متخصصة حول مفهوم التعلق الآمن والغير آمن. Abstract The study aimed to identify the relationship between patterns of attachment (secure and insecure attachment styles) and the Child's Personal (self-assessment) and Cognitive Characteristics (mental vigilance), as well as to reveal the relationship between patterns of attachment(secure, insecure) and some cognitive processes (mental vigilance) in early childhood. The study also aimed to identifying the extent to which there are statistically significant differences between males and females in terms of secure and insecure attachment styles and their impact on the child’s personality characteristic and cognitive aspects. The study was based on the descriptive method, where the researcher used the scale of observation tool prepared by the researcher, the children's self-assessment observation form, the Toronto mental measurement, and the study tools were applied to a random sample of 100 persons, divided into 50 babies (25 females - 25 males). A sample of 50 mothers of the kindergarten children, the study found a number of findings: A statistical correlation at the level of an indication of 0.01 between patterns of attachment and early childhood self-esteem. The results also showed a statistically significant relationship at 0.01 sig. between the patterns of attachment and mental vigilance. The results also revealed differences of statistical sig. at 0.05 for males and females in patterns of secure attachment to males. The study also revealed that there were no statistically significant differences between males and females in self-esteem and mental vigilance. Based on the results of this study, the study recommended a number of recommendations, including: Spreading a culture of safe attachment among kindergarten teachers, and ways of developing them in children. Moreover, interest in educating kindergarten mothers towards promoting safe attachment for their children. As well as preparing specialized programs on the concept of safe and unsafe attachment.

Effect of Designed Practice Guidelines on Nurses’ Performance and Outcome of Children with Head Injuries

Contexts Acute head injury resulting from a trauma to the head, leading to brain injury or bleeding within the brain, it can cause edema and hypoxia. Head injury is the leading cause of death in the first four decades of life. Effective nursing management strategies for children with severe traumatic brain injury are still a remarkable issue and a difficult task for neurologists, neurosurgeons, and nurses.
 Aim: To evaluate the effect of designed practice guidelines on nurses' performance regarding the care of children with head injuries.
 Methods: A quasi-experimental research design utilized to conduct the current study on pediatric neurosurgery departments of Benha University Hospital and Benha Teaching Hospital. A purposive sample of 72 children with head injuries and a convenient sample of all available nurses. They were 62 nurses who are working on the previously mentioned study settings. Four tools used to collect data in this study. A structured interviewing questionnaire sheet developed to assess the studied nursing personal characteristic of the studied nurses and nurses' knowledge regarding head injuries. Child medical data record developed to assess children's personal and head injuries characteristics for children. Glasgow coma scale adopted to assess the child conscious level. Observational checklists to assess the actual nurses' practices regarding the care of children with head injuries.
 Results: There was a statistically significant improvement in nurses' knowledge and practice regarding the care of children with head injuries before and after the implementation of designed practice guidelines (p˂0.001). There was a statistically significant improvement regarding the occurrence of convulsion after the implementation of the program.
 Conclusion: The study concluded that the implementation of designed practice guidelines for nurses improves their knowledge and practice as well as reduced occurrence of frequency, duration, and timing of convulsion, which support the current research hypotheses. The study emphasizing the importance of implementing of designed practice guidelines for nurses caring of children with a head injury to reduce the occurrence of head injury complications, which is an effective and safe non-invasive intervention in neurosurgery and emergency departments as a standard of care for all head-injured children.

Personality Characteristics in Children and Adolescents with Internet and Smartphone Addiction

Personality Characteristics in Children and Adolescents with Internet and Smartphone Addiction

Teen mothers' educational attainment and their children's risk for teenage childbearing.

The children of teen mothers are at elevated risk for becoming teen parents themselves. The current study aimed to identify how levels of mothers' education were associated with risk of teenage childbearing for children of teen versus nonteen mothers. Through structural equation modeling, we tested whether children's environmental and personal characteristics in adolescence and subsequent sexual risk behaviors mediated the relationship between their mothers' educational attainment and their risk for teenage childbearing. With multiple-group models, we assessed whether the associations of maternal educational attainment with children's outcomes were similar for the children of teen and nonteen mothers. The sample (N = 1,817) contained linked data from female National Longitudinal Survey of Youth, 1979 (NLSY79) participants and their first-born child (son or daughter) from the NLSY79 Children and Young Adults. The mediating pathways linking higher levels of maternal education to lower risk for teenage childbearing, and magnitudes of the associations, were mostly similar for children of teen and nonteen mothers. However, nonteen mothers experienced greater associations of their high school diploma attainment (vs. no degree) with some of their children's outcomes. Also, the association of earning a high school diploma (vs. a GED) with household incomes was greater for nonteen mothers; there was no significant difference between degree types for teen mothers. Findings provide support for teen mother secondary school support programming, but point to a need for further research regarding the long-term behavioral and social outcomes associated with the high school equivalency certificate for teen mothers and their children. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The emergence of children's interest orientations during early childhood: When predisposition meets opportunity

Abstract There is growing evidence that even prior to school, young children are capable of exhibiting enduring, persistent interests. Such interests have potential consequences for the child's learning and behavior in school, peer interactions, and later patterns of achievement. We investigated the relations among young children's early interests, personal characteristics, and home environments to examine distinctive predictive profiles among young children with various types of early interest orientations. We followed 109 children from age 4 to 5 years through bimonthly parent reports and comprehensive assessments of child, family and home characteristics. Four types of early interests were identified: conceptual, procedural, creative, and socially-oriented. Results indicated that children's interests are not simple reflections of personal styles or predispositions, but are socialized and supported through an array of parental and home factors.

Predicting social withdrawal, anxiety and depression symptoms in pediatric brain tumor survivors

Objective: Pediatric brain tumor survivors (PBTSs) are at risk for impairments in social adjustment and psychological distress. This study investigated longitudinal associations between symptoms of social withdrawal and anxiety/depression in PBTS, as well as medical, demographic, and personal characteristics that may also influence reports of social withdrawal and anxiety/depression.Method: About 91 PBTS (51% male, mean age 11.21 years, off-treatment) participated. At baseline and 8 months follow-up, primary caregivers of PBTS completed measures of social withdrawal, anxiety, and depression symptoms. Medical information (e.g. tumor type and location, cranial irradiation therapy) and child personal characteristics (e.g. child’s age and gender, executive function, social skills) were obtained at baseline.Results: Baseline reports of depression symptoms and social skills predicted social withdrawal 8 months later. Social withdrawal at baseline predicted greater combined anxiety and depression symptoms 8 months later. Depression alone predicted greater anxiety symptoms at follow-up. Anxiety symptoms and poor global executive functioning predicted greater depression symptoms at follow-up.Conclusions: The social adjustment and psychological distress of PBTSs are interrelated and can influence each other across time. These findings support the importance of multifaceted interventions targeting both psychological distress and social adjustment, in order to support the optimal psychosocial adjustment of PBTSs.

ДОСЛІДЖЕННЯ ПСИХІЧНИХ СТАНІВ ТА ВЛАСТИВОСТЕЙ ОСОБИСТОСТІ МОЛОДШИХ ШКОЛЯРІВ І ЗОЗНАКАМИ ДЕЗАДАПТАЦІЇ

The authors describe and propose ways to determine the level of school disadaptation. Associated psychological factors are identified: levels of school motivation and adaptation, situational and personal anxiety, indicators and forms of aggression, self-esteem of depression. The obtained experimental data on the tendency to disadaptation are analyzed, as well as the psychological factors that influence the formation of disadaptation of young school children are investigated. Quantitative and qualitative analysis of mental states and personality characteristics of elementary school children with disadaptation shall be conducted to study their school disadaptation, organization of comprehensive psychological and pedagogical assistance to school children, teachers and parents. Existing research methods are mainly based on self-estimation methodologies. Experimental data on addiction to disadaptation was obtained, additionally, the psychological factors, which influence on disadaptation formation of elementary school children, were examined. The majority of examined children were found to have a low level of reactive anxiety and a high level of personal anxiety.

Low body esteem and dietary restraint among 7-year old children: The role of perfectionism, low self-esteem, and belief in the rewards of thinness and muscularity

Body image concerns and dietary restraint have been shown to emerge among young children (aged 5 to 8 years). However, to date, little is known regarding the way in which individual characteristics and endorsement of sociocultural appearance ideals are associated with these concerns and behaviors in this age group. The aim of the current study was to examine perceived rewards of thinness and muscularity as a mediator of the relationships between personality traits (perfectionism and self-esteem), and body esteem and dietary restraint among 7-year-old children. Participants were 261 children, Mage (SD) = 7.46 (0.32), assessed during interview on a range of scales measuring variables of interest. Findings revealed that, with the addition of direct pathways leading to dietary restraint, the model was a good fit to the data. Furthermore, multi-group analyses revealed no gender differences. These results highlight the role of children's individual personality characteristics as well as the degree to which they uphold thin and muscular appearance ideals in body image and eating concerns in 7 year olds. Additional efforts should be made to engage this age group with prevention resources and to target personality characteristics as well as beliefs in the rewards of appearance ideals.

Clustering of unhealthy lifestyle behaviours and associations with perceived and actual weight status among primary school children in China: A nationally representative cross-sectional study

Few studies have focused on clustering of unhealthy lifestyle behaviours among primary school children and potential associations with perceived and actual weight status.An index was constructed from adding up 13 unhealthy behaviours measured by survey responses. Multilevel linear regressions were used to analyse associations between child personal characteristics, perceived and actual weight status with the unhealthy lifestyle index among 11,157 children in primary schools across China. Parental and area factors were also taken into account, including education, weight status, physical activity, urban/rural and area socioeconomic circumstances.The unhealthy lifestyle index normally distributed, with 84.5% of children reporting between 2 and 6 unhealthy behaviours. Boys reported more unhealthy behaviours compared with girls (coefficient 0.32, 95%CI 0.26 to 0.37) and children in urban areas had fewer unhealthy behaviours than their rural counterparts (−0.29, 95%CI −0.56 to −0.03). An interaction revealed stronger ‘protective’ effects of living in cities for girls than boys, which were not explained by differences in child overweight/obesity. More unhealthy behaviours were characteristic of children in more affluent areas, and of those born to mothers and/or fathers with lower educational attainment. Children who perceived themselves as overweight or underweight both scored higher on the unhealthy lifestyle index.Unhealthy behaviours that could increase the risk of childhood obesity are common among Chinese primary school children, particularly among boys in cities, those in more affluent areas and with parents with lower education. There was no effect of actual weight status on number of unhealthy behaviours. Perceived, but not actual weight status, was also a significant correlate of unhealthy behaviours.Clustering of unhealthy lifestyle behaviours that could increase the risk of childhood obesity are common among Chinese primary school children, particularly among boys in cities, those in more affluent areas and with parents with lower education. Perceived, but not actual weight status, was also a significant correlate of unhealthy lifestyle. This has important implications for public health because understanding clustering of unhealthy lifestyle behaviours can be used to assist in the development of targeted obesity prevention initiatives.

Childhood Precursors of the Narcissistic Personality.

This research identifies the childhood personality characteristics that predict the presence of narcissism in adulthood. Using data from the longitudinal study of Block and Block (The California Child Q-set. Palo Alto, CA: Consulting Psychologists Press, 1980), childhood personality characteristics were assessed at age 11 (N = 100) using the California Child Q-set. A number of these were shown to differentially predict the presence of grandiose or vulnerable narcissism at age 23. Factor analyses of the Child Q-set items showed that the presence of Grandiose Narcissism was positively related to childhood factors representing social presence and negatively related to planfulness. In contrast, vulnerable narcissism was positively related to childhood impulsivity and negatively related to stable self-esteem. Both types of narcissism were positively related to childhood factors representing need for control.

ДЕПРЕССИВНОЕ РАССТРОЙСТВО С ХРОНИЧЕСКИМ ТЕЧЕНИЕМ

Despite the greater prevalence of chronic depression, there are controversial questions about the clinical and psycho-pathological structure of the course and determinants of chronic depressive disorder. There is an abundance of terms applicable to the long-term depressive disorders, and significant discrepancies in the assessment of these states. The allocation of chronic depression is not provided according to ICD-10 (1994). Chronic depression and dysthymia combine into one diagnosis persistent depressive disorder (dysthymia) according to DSM-V (2013). The possible determinants of chronic depression were analyzed: demographics (age and gender), social (education, socioeconomic and marital status) and psychobiological (children's experience, personal characteristics, previous mental and physical illness) vulnerability, stressful life events and social support, factors associated with the disease (severity of depression, comorbid conditions, number and duration of previous episodes).

Study of Personality Characteristics of Children with High and Low Challenging Behavior Patterns

Challenging behaviour is a broadly used term which generally refers to behaviour that is seen as abnormal within the context of person’s culture. It can denote a range of behaviours such as self injury, aggression, sexualised behaviour and destruction of property and often refers to more than one of these behaviours that co-exist. When children show persistent social, emotional and or behavioural difficulties, they need to be identified early, so that the abusive temperament may not convert into challenging personality traits. Growth period of late childhood is the period when they learn to regulate their emotions, cope with sensory input, express their desires, and develop relationships with others. Immature identity and self structure often pose vulnerability in their behaviour pattern and the child develops emotional outburst like crying, throwing, biting and deny social rules. Social agents like family, school and other systems train them to navigate the situation. However behaviour of this age group of children when appear worrisome often defined as challenging. Failing of address the challenging behaviours at this stage may create personality problem. Research outcomes indicate that services that address challenging behaviours may receive the health approach towards personality development. The broad objective of the study is to understand personality characteristics between children with high challenging behaviour and low challenging behaviour group. The sample of 150 parents and guardians are included for identifying the challenging behaviour patterns in children by administrating Coolidge Personality and Neuropsychological Inventory for Children. Out of this 30 children affected with challenging behaviour (high challenging behaviour N=15 & low challenging behaviour N=15) were selected for the study. Children Personality Questionnaire by Kapoor & Rao was administered on both the groups. To study how much they differ in terms of their personality characteristics out of 14 factors, groups differed on 5 factors A,D,E,I and Q4 differed on 5 factors A,D,E,I and Q4 of personality characteristics. High challenging behaviour children reported high warm hearted (A), excitable (D), dominant (E), tender minded (I) and with high ergic tension (Q4) (t< 0.05/ < 0.01).

Optimizing Co-parenting to Develop Entrepreneurial Personality in Children

Over the course of her career as a psychologist, the writer has encountered a lot of problems in children, which when being explored further on, turned out to originate from problems related to parenting and marriage. On the other hand, throughout the years of being a lecturer, the writer has become convinced that it is essential for Indonesia’s young generation to have entrepreneurial personality characteristics in order to improve the nation’s competitiveness. Her experience as a psychologist and her journey as a lecturer have inspired the writer to explore marital and parenting problems, and how both of them can be worked on to facilitate the development of entrepreneurial personality characteristics in children, for the sake of nation’s advancement.

Parenting Styles Influencing Personality Development of Catering Students

Family is the main pillar of child’s personality development. Elements of family life such as parenting style and parental attitudes profoundly affect the psychosocial and personality development of adolescents. Parenting style is a psychological construct representing standard strategies that parents use in child rearing. The quality of the relationship between parents and children are considered as the determining factor of adjustment, interpersonal interaction. Psychological and emotional atmosphere dominant on the family form the behavioral and personality characteristics of children. (Sarmast, 2006). Identity and personality formation during adolescence is profoundly influenced by the dyadic parent–child relationship. When parenting is dysfunctional, internalization and continuity of parental values become problematic. Various studies indicate that one of the most effective factors on the development and formation of adolescent personality is their parent’s parenting practices. (Belsky & Barrendz 2008; Prinzich et. al. 2004). The present study investigates two dimensions of parental style, “Care & overprotection” on adolescent personality. Personality development Index by K.V. Kaliappan & S. Karithikeyan and parental bonding instrument by Gordon Parker, Hilary Tupling are the tools used. The relationship and outcome of each dimension of parenting style will be discussed with personality of adolescent. SPSS package will be used for statistical analysis.

Longitudinale effecten van persoonlijkheidskenmerken van ouders en kinderen op opvoedgedrag

Abstract Longitudinal effects of parental and child personality characteristics on parenting1This study examined which parent and adolescent Big Five characteristics were related to parenting. Mothers (N = 467) and fathers (N = 428) reported on their personality using the Five Factor Personality Inventory, adolescents (N = 475) assessed their personality with the Hierarchical Personality Inventory for Children. Two types of parenting, overreactive discipline and warmth, were assessed two years later by parent self-reports, partner-reports and adolescent-reports, from which multi-informant factors were created. Results indicate that parental personality was more relevant for predicting overreactivity, and parent and adolescent personality were similarly relevant for predicting warmth. Associations were mostly similar for mothers and fathers of daughters and sons. Particularly parent and adolescent agreeableness, parent emotional stability, and adolescent extraversion were important predictors for both parenting behaviors. This knowledge about the individual characteristics that explain why parents parent the way they do can help the development of effective, individualized parenting interventions.

INNOVATIVE HEALTH SAVING TECHNOLOGIES IN EDUCATION

Health of person in many respects depends on him. Great importance are reasonable organization of vital functions, maintaining a healthy lifestyle and prevention of various diseases. In name of these noble goals and aspirations of need join forces and actions of state, society and people who live in our country. The analysis of data on a state of health which are trained in various regions of country shows that number of absolutely healthy children termination of high school falls. It testifies not only adverse living conditions, deterioration in ecological conditions, and also insufficient attention of teachers of educational institutions improving work with students about need find means preserve health of students at different stages of continuous education from preschool educational institution higher education institution. Keywords : education, health-educational institutions, health saving educational technologies, psychological adaptation of children, state of President of Republic of Uzbekistan I. A. Karimov speaking at meeting devoted Constitution day and Year of health» emphasized that the focus of our state and society is always a question of creation of decent living conditions for people, protection of public health. It would be desirable that all of us didn't forget simple, but at same time important truth: health of person in many respects depends on him. This, of course, of great importance are reasonable organization of vital functions, maintaining a healthy lifestyle and prevention of various diseases ... In name of these noble goals and aspirations of need join forces and actions of state, society and people who live in our country (Karimov I. A., 2004, December). Addressing these issues is becoming extremely urgent and employee's educational institutions decide in their pedagogical activity five basic functions: educational, educative, developmental, health saving, and also preparation of studying youth for forthcoming life (family, social and professional). An analysis of scientific and pedagogical sources shows that health saving pedagogical activity of teacher is defined as practical actions Directed transfer of socio-cultural experience through creation of appropriate age, personality and psychological characteristics of children's conditions, requirements, methods and techniques of training and education, specific and psychological features formation at them health saving behavior, personal experience to be healthy. The analysis of relationships of cause and effect of considered crisis situation has shown that it demands fastest and effective resolution. Certain steps in search of most rational ways of formation of a healthy lifestyle of students are so far taken. The health saving organization of training and education in educational institutions assumes realization of principles of healthy lifestyle which is based on psychology and pedagogical and medicobiological bases directed preservation of spiritual and physical wellbeing of students. Relevance of a problem of preservation of health trained in modern educational institutions gains special sharpness in conditions of influence of various factors of training environment. The analysis of data on a state of health which are trained in various regions of country shows that number of absolutely healthy children termination of high school falls. It testifies not only adverse living conditions, deterioration in ecological conditions, and also insufficient attention of teachers of educational institutions improving work with students about need find means preserve health of students at different stages of continuous education from preschool educational institution higher education institution. From a health-saving position concrete following requirements are imposed any occupation: a situation and hygienic conditions in room (temperature and humidity of air, rational lighting of educational room and a board, lack of monotonous, unintelligible sound irritants, etc.); quantity of types of educational activity (poll, letter, reading, hearing, story, examining of visual aids, answers

Parent insights into atypicalities of social approach behaviour in Williams syndrome.

Individuals with Williams syndrome have been reported to show high levels of social interest and a desire to interact with others irrespective of their familiarity. This high social motivation, when combined with reduced intellectual capacity and a profile of atypical social behaviour, is important in terms of social vulnerability of individuals with the disorder. Therefore, social approach to unfamiliar people and the role of this behaviour within the Williams syndrome (WS) social phenotype warrant further research to inform social skills' intervention design. The current study used parent interviews (n = 21) to probe aspects of social behaviour and interactions with strangers, as well as the impact of such behaviour on the family. Using thematic analysis, it was possible to explore themes that emerged from the interviews, offering qualitatively rich insight into the variability of social approach behaviour in WS. Thematic analysis confirmed a significant desire to interact with strangers as well as a lack of awareness of appropriate social boundaries. However, parental reports about their child's social approach behaviour varied considerably. The within-syndrome variability of the sample was emphasised in parental reports of their child's personality characteristics (e.g. levels of impulsiveness), as well as the level of parental supervision employed. These in-depth parent insights can help target the needs of individuals with WS and emphasise that an individual approach to intervention will be essential because of the heterogeneity of the WS social profile.

Relationship of child abuse with personality features and high risk behaviors in adolescents

Background: Children are one of the most vulnerable groups of the society and are constantly threatened by different people in their family or society. The aim of this study was investigating the correlation of child abuse with personality features and high risk behavior in high school students of Islamshahr, Iran. Methods: This study cross-sectional analytical was conducted on the high school girls and boys of Islamshahr in spring 2014.528 students were selected by cluster random sampling among 4 high schools (two female and two male high schools). Childhood trauma questionnaire, NEO-Five Factor Inventory and Youth Risk-Taking Scale were used for data collection. Data were analyzed by independence t-test, Pearson's correlation coefficient and multiple linear regression. Results: The results of independence t-test indicated significant differences between girls and boys in terms of child abuse and high risk experience (t=-2.16,p=0.03 and t=-5.03, P=0.001, respectively). Also, the results demonstrated a significant relationship between child abuse and personality characteristics, high risk behavior and all its subscales (P<0.05). The findings of multiple linear regressionindicated that child abuse could explain 14% total risk-taking, 25% neurotic personality feature , 14% extroversion, 10% agreeableness, 1% flexibility and 13% conscientiousness (P<0.05). Conclusion: According to the research findings, appropriate behavior with children is of great importance. Therefore, child abuse would form inappropriate personality features and increase risk behaviors among children.

Influence of gender differences on personality characteristics : A study of urban and rural children

Effects of gender and place of residence on personality characteristics of children were studied. A total of 400 children were the sample of this study of which 200 were from urban and 200 from rural area. Results revealed that male children were more aggressive than female. There was no difference between urban and rural children in aggressiveness vs submissive‐ness. The effects of gender and residence on extroversion vs introversion were not significant. The male children were more relaxed than female children. The effect of residential status on relaxed vs tense was not significant.&#x0D; Dhaka Univ. J. Biol. Sci. 24(1): 59-64, 2015 (January)

What Program Works with Bullying in School Setting? Personal, Social, and Clinical Implications of Traditional and Innovative Intervention Programs

Bullying and cyberbullying (the use of information and communication technologies to support deliberate behavior to harm others) are usually considered as the most prevalent types of school violence. In the literature, aggression is often conceptualized as emerging, being maintained, and modified by child's personality characteristics and the interactions between these and the social contexts (e.g., peers, family). The available research has certainly helped to improve the anti-bullying intervention programs and to predict models of victimization and perpetration, nevertheless there are still several difficulties in the management of specific prevaricating situations, due to the tendency to: (1) do not consider the subjective point of view of children and their definition of aggression, often different from the one proposed by adults (2) underestimate the role of adults and their relationships with the victims in modifying or exacerbating hostilities between peers (3) conceptualize bullying as an individual phenomenon (the characteristics of the bully and the victim) rather than interpersonal and socially constructed. The bullying phenomenon will be discuss departing from the critical analysis of different conceptualizations and introducing a relational perspective deriving from the labelling theory and Interactionism. Operational suggestions and strategies for teachers and families dealing with deviant minors will be presented.