Physical Aggression Behavior Research Articles

Developmental Course and Risk Factors of Physical Aggression in Late Adolescence

This study examined risk factors of physical aggression during transition from early to late adolescence using a two-wave longitudinal study. Specifically, we examined if risk factors in early adolescence predict physically aggressive behavior starting in late adolescence and why some adolescents desist physical aggressive behavior while others do not. The study sample consisted of 2289 Norwegian adolescents (1235 girls) who participated in the Young-HUNT1 study (mean age 14.5) and the follow-up study 4 years later, Young-HUNT2 study (mean age 18.4). One in six young adolescents reported engaging in physical fights. Moreover, physical aggression in early adolescence was significantly associated with male gender, attention problems, academic problems, being bullied, drinking alcohol, and smoking. Male gender and heavy drinking during early adolescence increased the risk for newly emerging aggressive behavior in late adolescence, whereas heavy drinking during early adolescence was a predictor for persistent versus desisting aggressive behavior in late adolescence.

Physical and Relational Aggressive Behavior in Preschool: School Teacher Rating, Teachers’ Perception and İntervention Strategies

In this study was aimed to determine the preschool teachers’ perception and intervention strategies of physical, relational aggressive behavior and investigate the whether preschool students’ this aggressive behavior differ based on preschool teachers’ intervention strategies. Sample group consisted of 42 pre-school teachers and 755 preschool students aged 4-5. Sequential explanatory design of explanatory design model, one of the mixed method designs, was used in the study. In the quantitative part of study relational screening model and the qualitive part of study semi-structured interview was used to assess teachers’ perception and intervention. Personal Information Form, Pre-School Social Behavior Scale-Teacher Form, and Teacher Interview Forms were used to collect data. Analysis of data was used descriptive statistics, One Way Anova analysis. Results indicated that children’s physical and relational aggressive behavior scores significantly differed preschool teachers’ intervention strategies of aggressive behavior. According to the results, moderate level meaningful relationships between teachers’ preschool teachers’ intervention strategies of physical, relational aggressive behavior and students’ physical and relational aggressive behavior. Teachers stated that they tried different ways to intervention strategies these problems. However, it was determined that pre-school teachers used the strategy of prohibition and punishment in physical aggression more than relational aggression.

THE PROBLEM OF ALCOHOL ABUSE IN THE FAMILY AND LOW ECONOMIC STATUS AS DETERMINANTS OF YOUTH RISK BEHAVIOR

Objectives: The text presents research on the impact of alcohol problems occurring in the family on the manifestations of youth's risk behavior. Methods: The study was conducted among Polish youth attending junior and senior high schools, as well as their parents. In total, 150 people participated in the study. The study was conducted on the basis of the questionnaire addressed to parents, elaborated by us and the Social Maladjustment Scale developed by Lesław Pytka, addressed to young people. The aim of the study was to find out whether the problem of alcohol abuse observed in at least one parent/guardian and - resulting from that - low economic status of the family determine the risk behavior of young people. The study focused to these risky behaviors that are most often manifested by young people, i.e. physical aggression, verbal aggression, alcohol consumption, truancy and excessive sexual behavior. In order to perform statistical analysis, the IBM SPSS statistical program was used. Results: the study confirmed out suppositions that alcohol abuse in the family has a significant impact on the manifestations of adolescent risk behaviors, but this significance has not been fully confirmed for all variables. However, the low economic status of the family only determines selected risk behavior of young people.

Aggression Type Influences Perceptions of a Woman's Body Size, Personality, and Behavior.

Although women engage in both physical and nonphysical aggression, little is known about how aggression type influences perceptions of their morphology, personality, and social behavior. Evolutionary theory predicts that women avoid physical aggression due to risk of injury, which could compromise reproductive success. Engaging in physical aggression might therefore decrease women's perceived mate value. However, physical aggression could be advantageous for some women, such as those who are larger in size and less vulnerable to injury. This presents the possibility that physically aggressive women might be perceived as larger and not necessarily lower in mate value. These hypotheses have not been tested. Across three studies, I used narratives to test the effect of aggression type (physical, verbal, indirect, nonaggressive) on perceptions of women's height, weight, masculinity, attractiveness, and social status. In Studies 1 and 2, participants perceived a physically aggressive woman to be both larger and more masculine than nonphysically aggressive women. In Study 3, participants perceived both a physically aggressive woman and a nonaggressive woman to be larger than an indirectly aggressive woman; the effect of aggression type on perceptions of a hypothetical man's height was not significant. I also found some evidence that aggression type influenced perceptions of attractiveness and social status, but these were small and inconsistent effects that warrant further study. Taken together, the results suggest that physical and indirect aggressive behavior may be associated with certain morphological and behavioral profiles in women.

The Efficacy of Antipsychotics in the treatment of Physical Aggressive behavior in Patients with Dementia in Nursing Homes

The Efficacy of Antipsychotics in the treatment of Physical Aggressive behavior in Patients with Dementia in Nursing Homes

Early Language Development and Child Aggression

Aggression observed in early childhood is considered to be an important problem. Multiple factors may play a decisive role in children’s aggressive behaviors. The aim of this study was to examine whether the receptive and expressive language skills of preschool children (39-75 months-old) had predictive role on the levels of physical and relational aggression. The sample of the present study consists of 109 preschool children (47 girls and 62 boys). The language development levels of children in the sample were evaluated by TEDIL (Turkish Early Language Development Test) and their aggression levels were evaluated via Preschool Social Behavior Scale which were filled by their teachers. Pearson product moment correlation coefficient and stepwise regression analysis were used to analyze the data. According to the findings of the study, there was a significant and negative relationship between children’s receptive and expressive language skills and physical and relational aggression levels. The results of regression analysis revealed that physical aggression was negatively and significantly predicted by expressive language skills. In addition, relational aggression is negatively and significantly predicted by both receptive and expressive language skills. The increase in children's language skills significantly explains the decrease in physical and relational aggressive behaviors. The relationship between language skills and aggressive behaviors of Turkish preschool children was examined for the first time in this study. It is thought that the present study will contribute to the literature since it reveals the current situation in terms of the relationships between children's language skills and aggression levels and provide opportunities to make comparisons with the results of international studies.

Analyzing the Cyberbullying Behaviors of Sports College Students

Studies conducted show that verbal and physical aggressive behaviors particularly among students are affected by the cyberbullying behaviors that are recently becoming even more prevalent with the increase in the social media tools. Such a case may also raise the need for investigating the cyberbullying behaviors of students of sports education in particular. Therefore, the aim of this study is to determine the cyberbullying behaviors of Sports College students. The sample of the study consists of 658 students (465 males and 193 females) studying at Sports Colleges in four different cities in Turkey. Among the quantitative research methods, scanning method has been used in the study. The “Cyberbullying Scale of Sports Audience” developed by Dogar and Karaca (2019) has been used in the study as data collection tool. It consists of 7 questions, which have one-dimension and 5-point Likert scale. The data obtained has had normal distribution. The student t-test has been used for dual comparisons, and one-way analysis of variance (ANOVA) with Tukey post hoc test has been used for multiple comparisons. The level of significance has been selected as p

Treatment-Induced Changes in Undercontrolled and Overcontrolled Anger Subtypes of Perpetrators of Intimate Partner Violence and 5-Year Recidivism

This study examines different types of partner-violent males based on anger profiles. A cluster analysis of 483 self-reports completed by partner-violent men using the State-Trait Anger Expression Inventory (STAXI-2) identified two clusters of Undercontrolled and Overcontrolled anger profiles. The Undercontrolled men presented with higher pre-intervention scores than Overcontrolled men on Borderline Personality Organization, psychopathic traits, impulsiveness, physical aggression, verbal aggression, alcohol use, and partner-abusive behavior. Following completion of a cognitive-behavioral therapy program, there was a significant reduction in intimate partner violence for both subtypes, although Undercontrolled individuals continued to present more frequent psychological aggression and dominant and jealous tactics. Recidivism was predicted by pretreatment levels of hostility and treatment completion. Men with greater pretreatment to posttreatment changes in anger control were less likely to recidivate at 1, 3, and 5 years after treatment. The results suggest that perpetrators with different profiles would benefit from different types of intervention.

Developmental trajectories of physical aggression and prosocial behavior in early childhood: Family antecedents and psychological correlates.

Research has documented various family and individual risk factors associated with severe conduct problems, but little is known about the developmental origins of children who engage in both aggressive and prosocial interactions with others. The present study utilized growth-mixture modeling to identify distinct trajectories of physical aggression and prosocial behavior across the preschool years in a large (n = 424), diverse (42% immigrant) Canadian sample. Parent ratings of aggression and prosocial behavior were assessed at ages 3, 4.5, and 6 years. Observed mother-child interactions and mother-reported child exposure to interparental conflict were measured at 1.5 and 3 years. Children's psychological functioning (language ability, academic achievement, theory of mind understanding) was assessed at ages 3 and 4.5. Four trajectory classes emerged. Most children (74%) showed low/moderate-declining aggression and high/moderate-increasing prosocial behavior (prosocial and desisting classes), whereas a minority (7%) were highly aggressive and relatively low in prosocial behavior (chronic aggressive class). The remaining 19% of children exhibited low-increasing aggression and moderate-stable prosocial behavior (escalating class). Increased exposure to interparental conflict between 1.5 and 3 years uniquely predicted membership in the escalating compared with the prosocial group, whereas prosocial and escalating children did not differ in positive parent-child interactions in toddlerhood. Children in the escalating class demonstrated typical psychological functioning relative to prosocial children, and both outperformed chronically aggressive youth. These findings highlight the need to move beyond a singular deficit-model to consider alternative pathways by which socially skilled children may develop aggressive tendencies. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Heterogeneity in the Co-occurrence of Substance Use and Posttraumatic Stress Disorder: A Latent Class Analysis Approach

Objective: Posttraumatic stress disorder (PTSD) often co-occurs with substance use (SU). Although there has been independent research on subgroups of participants based on their PTSD or SU responses, rarely are PTSD-SU typologies examined consistent with a precision medicine approach (and corresponding person-centered statistical approaches). The current study examined the nature and construct validity (covariates of depression, physical aggression, verbal aggression, anger, hostility, reckless and self-destructive behaviors [RSDB]) of the best-fitting latent class solution in categorizing participants based on PTSD (PTSD Checklist for DSM-5) and alcohol/drug use responses (Alcohol Use and Disorders Identification Test Alcohol Consumption Questions, Drug Abuse Screening Test). Methods: The sample included 375 trauma-exposed participants recruited from Amazon’s Mechanical Turk online labor market. Results: Latent class analyses indicated an optimal three-class solution (low PTSD/SU, moderate PTSD/drug and high alcohol, and high PTSD/SU). Multinomial logistic regressions indicated that depression (OR = 1.22) and frequency of RSDBs (OR = 1.20) were significant predictors of the moderate PTSD/drug and high alcohol class versus the low PTSD/SU class. Depression (OR = 1.55) and frequency of RSDBs (OR = 1.19) were significant predictors of the high PTSD/SU class versus the low PTSD/SU class. Only depression (OR = 1.27) was a significant predictor of the high PTSD/SU class versus the moderate PTSD/drug and high alcohol class. Conclusions: Results provide construct validity support for three meaningful latent classes with unique relations with depression and RSDBs. These findings improve our understanding of heterogeneous PTSD-SU comorbidity patterns and highlight acknowledgment of such subtyping (subgrouping) in considering differential treatment options, treatment effectiveness, and resource allocation.

Effectiveness of DementiAbility Methods: The Montessori Way on agitation in long-term care home residents with dementia in Hong Kong.

To investigate the effect of the DementiAbility Methods: The Montessori Way (DMMW) on agitation in long-term care home residents with dementia. The activities using the DMMW are hypothesized to reduce agitation in terms of its frequency and disruptiveness to greater extent than structured social activities as control. Forty-six long-term care home residents with dementia were randomly allocated to receive the DMMW (n=23) or structured social activities as control (n=23). Each participant received six intervention sessions of 45minutes each within 2weeks, at long-term care home. Agitation in terms of frequency and disruptiveness before and after the intervention were compared. The results showed that the DMMW resulted in significant reduction in overall frequency and disruptiveness of agitation. The DMMW group had significant reduction in frequency and disruptiveness of verbal aggressive, physical nonaggressive, and physical aggressive behaviors after the intervention. The present findings support the potential of the DMMW as a safe and efficacious therapeutic intervention for addressing agitation in long-term care home residents with dementia, relevant to Hong Kong culture.

Supplemental Material for Developmental Trajectories of Physical Aggression and Prosocial Behavior in Early Childhood: Family Antecedents and Psychological Correlates

Supplemental Material for Developmental Trajectories of Physical Aggression and Prosocial Behavior in Early Childhood: Family Antecedents and Psychological Correlates

ВПЛИВ ТИПУ БАТЬКІВСЬКОГО СТАВЛЕННЯ НА ФОРМУВАННЯ НАСИЛЬНИЦЬКОЇ АБО ЖЕРТОВНОЇ ПОВЕДІНКИ ДИТИНИ

У статті актуалізовано проблему впливу типу батьківського ставлення на формування насильницької або жертовної поведінки дитини. Особлива увага звертається на ставлення батьків, яке через наслідування, може вести до здійснення агресивних вчинків дитиною при спілкуванні з однолітками, до розвитку агресивності, схильності до насилля та віктимної поведінки у зрілому віці. Опираючись на результати власного дослідницького пошуку, автор наголошує на зв’язку типів батьківського ставлення «Маленький невдаха» та прямою фізичною агресивною поведінкою, самооцінкою,  «Прийняття-відторгнення» та непрямою вербальною агресивною поведінкою, прямою фізичною агресивною поведінкою, непрямою фізичною агресивною поведінкою, самооцінкою. Потенційні кривдники виховуються батьками, які ігнорують їх здібності, інтереси, думки, почуття, через це дитина відчуває постійний емоційний дискомфорт. До типів батьківського неконструктивого ставлення відносимо: недооцінювання здібностей та рівня інтелекту дитини; прагнення батьків до симбіотичних стосунків із дитиною; вимагання від дитини безумовної покори і дисципліни; сприймання дитини молодшою, порівняно з реальним віком. &nbsp

Verifying the ecological model of peer aggression on Croatian students

AbstractUsing the ecological approach, the goal of this study was to determine the predictors of physical and verbal peer aggressive behavior. The participants were 880 school students from the fifth to eighth grade (48% boys and 52% girls) and the same number of parents (19% fathers and 61% mothers) as well as 107 teachers. The main analysis was performed using multivariate–multilevel modeling. The following significant predictors of physical peer aggression were obtained: Boys, a greater degree of impulsivity, more parental punishment, poorer school success, more time spent with the media, and the perception of great neighborhood dangerousness. For verbal peer aggression, the significant predictors were: A greater degree of impulsivity, lower level of affective empathy, more parental punishment, lack of parental supervision, lesser peer acceptance, large differences in family income, more time spent with the media, and the perception of great neighborhood dangerousness. A moderating effect of neighborhood dangerousness and parental supervision was found. The results were interpreted within Bronfenbrenner's ecological model.

Structural Brain Connectivity in Childhood Disruptive Behavior Problems: A Multidimensional Approach

BackgroundStudies of white matter connectivity in children with disruptive behavior have yielded inconsistent results, possibly owing to the trait’s heterogeneity, which comprises diverse symptoms like physical aggression, irritability, and delinquency. This study examined associations of global and specific white matter connectivity with childhood disruptive behavior problems, while accounting for their complex multidimensionality. MethodsIn a large cross-sectional population-based study of 10-year-old preadolescents (n = 2567), we assessed four previously described empirically derived dimensions of disruptive behavior problems using the Child Behavior Checklist: physical aggression, irritability, disobedient behavior, and delinquent behavior. Global and specific white matter microstructure was assessed by diffusion tensor imaging. ResultsGlobal fractional anisotropy and mean diffusivity were not associated with broad measures of disruptive behavior, e.g., Child Behavior Checklist externalizing problems scale. Global fractional anisotropy was negatively associated with delinquent behavior (β = −.123, pfalse discovery rate adjusted = .028) and global mean diffusivity was positively associated with delinquent behavior (β = .205, pfalse discovery rate adjusted < 0.001), suggesting reduced white matter microstructure in preadolescents with higher levels of delinquent behavior. Lower white matter microstructure in the inferior longitudinal fasciculus, superior longitudinal fasciculus, cingulum, and uncinate underlie these associations. Global white matter microstructure was not associated with physical aggression, irritability, or disobedient behavior. ConclusionsDelinquent behavior, a severe manifestation of childhood disruptive behavior, was associated with lower white matter microstructure in tracts connecting frontal and temporal lobes. These brain regions are involved in decision making, reward processing, and emotion regulation. This study demonstrated that incorporating the multidimensional nature of childhood disruptive behavior traits shows promise in advancing the search for elucidating neurobiological correlates of disruptive behavior.

Beliefs about Fighting and Their Relations to Urban Adolescents' Frequency of Aggression and Victimization: Evaluation of the Beliefs about Fighting Scale.

This study investigated the structure and concurrent validity of the Beliefs About Fighting Scale (BAFS). Participants were 2,118 students from three urban middle schools who completed measures of their beliefs, frequency of physical aggression, victimization, and nonviolent intentions. Ratings of students' frequency of physical aggression, physical victimization, and nonviolent behavior were also obtained from their teachers. The majority of the sample was African American (81%). Confirmatory factor analyses supported a model with separate factors representing beliefs against fighting, beliefs that fighting is sometimes necessary, beliefs supporting reactive aggression, and beliefs supporting proactive aggression. Support was also found for strong measurement invariance across sex, grade, and groups that differed in whether a violence prevention program was being implemented at their school. The four BAFS factors were associated with adolescents' frequency of aggression, victimization, and nonviolent behavior. This study underscores the importance of assessing multiple aspects of beliefs associated with aggressive behavior.

FFM facets and their relations with different forms of antisocial behavior: An expanded meta-analysis

Research examining the relation between personality and antisocial and aggressive behaviors has shown that traits related to antagonism and disinhibition are the most important correlates of such behaviors. However, much of this research has focused on personality at a higher-order level, such as the domain level within the Five Factor Model (FFM). The present meta-analysis specifically focused on the lower-order facet scales of the FFM (as measured by the NEO-PI-R and IPIP-NEO) which have been shown to add important predictive utility above the domains. Expanding on previous work, the current study examined the relations between the FFM facets and a variety of antisocial behaviors including physical aggression, relational aggression, reactive aggression, proactive aggression, and non-violent antisocial behavior. Meta-analytic results show that a subset of FFM facets, primarily those related to antagonistic and disinhibited behavior, showed the most consistent relations with antisocial behaviors. However, effect size magnitudes were influenced by what type of antisocial behavior was examined. The results are discussed within the broader context of research on personality and antisocial behavior, etiological models of aggressive behavior, and the degree to which the results match the trait profiles of constructs with robust links to antisocial behavior (i.e., psychopathy).

Identifikasi Ciri-Ciri Penyebab Perilaku Agresif Verbal dan Perilaku Agresif Non Verbal Pada SMP Negeri 13 Palangka Raya

This study aims to identify the characteristics of aggressive verbal behaviour and aggressive non-verbal behaviour. The type of research used is a quantitative descriptive approach. With a sample of 83 students. Data analysis using the percentage formula using SPSS software version 20. The results of the study show that: (1) the factors causing aggressive verbal behaviour of students in Palangka Raya Public Middle 13 are categorised as very dominant (84%) in the indicator denies. (2) The causes of non-verbal (physical) aggressive behaviour of students in Palangka Raya 13 Junior High School are categorised as very dominant. Namely, there are two indicators: indicators like to steal (90%), and signs wish to damage other people's property (86%)&#x0D;

Victimization, Aggression, and Other Problem Behaviors: Trajectories of Change Within and Across Middle School Grades.

This study examined trajectories of victimization and problem behaviors within and across three grades of middle school. Participants were 2,166 adolescents from three urban middle schools in the United States who completed measures of victimization, physical and relational aggression, substance use, and delinquent behavior. Latent curve analyses modeled changes in each construct across 12 waves collected every 3months. In each case, the best-fitting model required separate linear slopes to represent changes within each grade and a factor representing decreases in the summers. Positive cross-construct correlations were found for intercepts, linear slopes, and measures within waves. The findings suggest strong associations among victimization and problem behaviors, and individual differences in their patterns of change both within and across grades.

Undergraduate Placements in Geriatric Care Facilities: Students Gaining Experience With Challenging/Responsive Behaviors.

Undergraduate nursing students may experience challenging behaviors in residents during their clinical placement in geriatric long-term care (GLTC) facilities. Bachelor of Nursing students participated in an anonymous online questionnaire (n = 116). The students witnessed a wide range of challenging behaviors, also referred to as responsive behaviors, in GLTC residents. The most frequent behaviors included agitation/restlessness, repetitive talk, and wandering. Although behaviors such as physical aggression and disinhibited sexual behavior were experienced less frequently, students found these behaviors the most distressing. Students felt ill-prepared to manage these behaviors, which was associated with higher levels of distress. The students demonstrated good theoretical knowledge about responsive behaviors, but the lack of personal experience in managing such behaviors left the students feeling ill-prepared and distressed. Incorporating the opportunity to experience behaviors in a supported environment, such as in simulation, could reduce student distress and increase their sense of competency. [J Nurs Educ. 2017;56(10):623-627.].