Aggression Problems Research Articles

Sex Differences in Adolescent Bullying Behaviours

In recent decades there has been a progressive increase in concern and research into the problems of peer aggression, both in the educational setting and more recently, online. The present study sought to explore sex differences in traditional bullying and cyberbullying, since current literature has not reached a consensus in how bullying involvement could be moderated by sex. The sample consisted of 3,174 adolescents aged 12-17 years old who completed a paper survey which included the European Bullying Intervention Project Questionnaire and the European Cyberbullying Intervention Project Questionnaire. The main results found no differences in cyberbullying rates for boys and girls. In the case of bullying, there were more bully-victims among the boys, but no differences were found in the pure victims or pure perpetrators. When analysing the specific bullying behaviours suffered or perpetrated, several differences were found. However, said differences were discrete and it seems that there are not distinctly differentiated bullying patterns, which discourages the use of clearly differentiated preventive strategies for boys and girls.

Comparative analysis of aggression levels in left-handed and right-handed adolescents

Introduction. The study examines the problem of aggression in education. Previous studies have discussed a number of reasons for school aggression. Left-handedness is frequently reported as an important risk factor of aggressive behaviours. The aim of this study is to compare the levels of aggressiveness between right-handed and left-handed adolescents. Materials and Methods. To date there has been little agreement on the assessment of handedness in scholarly literature. The authors of this article have divided the inventories aimed at assessing handedness into two groups: those identifying genetic predisposition, and those that assess the influence of social pressure. The study was conducted in St. Petersburg and involved 86 secondary school students aged between 11 and 15 years. Handedness was assessed using 7 tools frequently mentioned in scholarly literature. To assess the aggressiveness, the authors used Ch.D. Spielberger’s questionnaire (STAXI) adapted by A.B. Leonova. Results. It was found that the use of different inventory sets for assessing handedness significantly changes the distribution of adolescents according to this parameter. Tools which do not take into account social pressure identify significantly more left-handed people than those that depend on social pressure. The study has not identified significant differences between right-handed and left-handed adolescents in terms of the level of aggressiveness. At the same time, it was revealed that aggressiveness directed outward is higher in supposedly retrained left-handers. Conclusions. The study has not shown any significant differences in the level of aggressiveness between left-handed and right-handed adolescents. Future research should concentrate on the investigation of aggressiveness in retrained heft-handed adolescents.

Posturing for great power competition: Identifying coercion problems in U.S. nuclear policy

ABSTRACT The United States has adjusted its nuclear posture recently by adding nonstrategic weapons to its arsenal and raising the prospect of nuclear retaliation for nonnuclear attacks against command-and-control systems. Critics argue the former change is too dangerous due to the discrimination problem, while the latter change is too draconian due to the proportionality problem. I argue instead that new capabilities introduce a magazine depth problem, while new threats introduce an opportunistic aggression problem. This suggests that changes in force structure are not as dangerous as critics suggest, while changes in declaratory policy are more dangerous than they realize.

Aggressive behavior, emotional, and attention problems across childhood and academic attainment at the end of primary school

PurposeTo assess whether aggressive behavior and emotional problems from early childhood onwards are related to academic attainment at the end of primary education, and whether these associations are independent of attention problems.MethodsData on 2546 children participating in a longitudinal birth cohort in Rotterdam were analyzed. Aggressive behavior, attention and emotional problems at ages 1½, 3, 5 and 10 years were assessed with the Child Behavior Checklist. Academic attainment at the end of primary school (12 years of age) was measured with the CITO test, a national Dutch academic test score.ResultsAggressive behavior from age 1½ to 10 years was negatively associated with academic attainment, but these associations attenuated to non-significance when accounting for comorbid attention problems. For emotional problems, first, only problems at 10 years were associated with poorer academic attainment. Yet, when accounting for attention problems, the association reversed: more emotional problems from 1½ to 10 years were associated with a better academic attainment. Attention problems at ages 1½ to 10 years were negatively associated with academic attainment, independent of comorbid emotional problems or aggressive behavior.ConclusionsAttention problems across childhood are related to a poorer academic attainment, while emotional problems predicted better academic attainment. Moreover, the relationship between aggressive behavior and academic attainment was explained by comorbid attention problems. Future research should determine the mechanisms through which attention problems and emotional problems affect academic attainment, to inform strategies for the promotion of better educational attainment.

PSYCHOLOGICAL SPECIFICATIONS OF AGGRESSION MANIFESTATION IN ADOLESCENCE

This publication analyzes psychological features of the manifestations of aggressive behaviour of the individual in adolescence. It is found that a problem of aggressiveness and aggression is relevant and untold, especially in adolescence. Many researchers are interested in this problem. The most common ways of study of aggression were investigated and concluded that there is no unified method of studying this topic. All the methods complement each other, showing different aspects of the current problem. Based on these provisions, it can be determined that aggression is an antisocial behaviour that violates any social or cultural norms. Psychodiagnostic methods have been selected and empirical investigations of the psychological features of manifestations of aggression in adolescence have been conducted. Selected techniques are aimed at diagnosing hostile human reactions, aggressive behaviour, to determine the index of lifestyle and propensity to conflict behaviour. Based on the obtained results of the diagnostic study, mathematical and statistical processing of the obtained data by the Pearson correlation coefficient was performed. It was found that a significant part of the studied students shows a tendency to aggressive behaviour and hostility. However, almost half of those surveyed in conflict behaviour are willing to cooperate. It is found a positive correlation connection between indexes like physical aggression and crowding out; irritation and substitution; suspicion and general level of aggression; verbal aggression and super-compensation, negative correlation between negativism and suspicion, suspicion and cynicism; anxiety and denial. It is defined that promising areas of further study may be research aimed at establishing the determinant of aggressive behaviour, in particular in adolescence.

Проявление подростковой агрессии в отношении учителя: распространенность, факторы, последствия, профилактика

Background. The relevance of studying students’ aggressive behavior towards teachers lies in the fact that despite the ongoing discussion in society, modern research shows that this problem is not given enough attention. The Objective. is to consider the students’ aggressive behavior towards teachers: to assess the prevalence of this problem, to analyze the background of students’ aggressive behavior towards teachers, and to assess the consequences of such behavior. Design. The paper presents an analysis of foreign and Russian research on the problem of aggression towards teachers. In addition, attempts are made to find the causes of students’ aggressive behavior towards the teacher through the analysis of psychological theories. The article also offers recommendations for reducing and preventing aggression towards teacher on the part of students. Research results. The indicators that demonstrate prevalence of aggression towards teachers raise the concern that this problem has negative long-term consequences for the lives of students, teachers and educational institutions. The use of psychological theories, models and concepts in explaining the reasons of aggression in the teacher’s direction on the part of students, allows not only to determine the reasons for aggressive behavior, but also to consider this problem at different levels of the educational process. The influence of school climate on the victimization of teachers was considered and recommendations were made for the implementation of preventive measures. Conclusion. On the basis of the analysis conducted, the study presents possible directions for further study of this problem. In particular, it is necessary to study the prevalence of aggressive behavior towards teachers in Russian schools and to develop a set of preventive measures aimed at the elimination of aggression towards teachers.

Проблемы и ресурсы комплексной профилактики агрессивного поведения в образовательной организации

The results of monitoring activities to prevent aggressive behavior of students in state schools of various regions of the Russian Federation are presented. The purpose of the monitoring was to gather information on topical issues related to aggressive behavior and the system of preventive measures. The study was attended by heads of 81 schools from 40 Russian regions. The research tool was a questionnaire developed by the authors, consisting of 137 questions. The survey was conducted in 2021. The results of the study showed that the problem of aggression among students, manifested in various forms – verbal, physical, social, cyber aggression, including conflicts and bullying, as well as autoaggressive behavior, is of high relevance. In addition, the data show that there is a lack of systematics in the preventive activities implemented in schools, both in the field of the forms of work used, and in the choice of the target audience, the number of specialists involved. Based on the results, a research and application approach is proposed to support and develop systemic prevention work in schools.

Антропологія жертви у культурних практиках постсучасності

The article examines the anthropological dimension of the victim phenomenon through the prism of Rene Girard's concept and modern studies of nihilistic tendencies of cultural scenarios with dominant polar psychotypes. The significance of Rene Girard's theory in the study of the archetypal basis of victim behavior, its historical sources and myth-ritual basis is studied. The cultural specifics of modern forms of counteracting victimhood and value contradictions of the victim's figure in the conditions of new threats to humanity, changes in the space of culture in the direction of increasing dependence on media communication platforms, are revealed. Some aspects of the victim's behavior have been linked to identity patterns which suggests a hedonistic-entertaining culture format that results in narcissistic choices or escapist behavior. The article clarifies the nature of the interaction between the images of the victim in the era of multimedia communication and cultural practices which acquire the character of a ritual response to the archaic internal conflict in the context of cultural-traumatic discourse. Examining the sacred nature of the victim in the processes of desacralization of modern culture, according to R. Girard, preservation and essential transformation of this defining archetype as a medium of aggression is concluded. In the modern scenarios a model of total victim is formed that has lost the function of channeling social aggression, falling into a vicious circle of destruction of either oneself or others (W. Kraus), or which is "stuck" in the "triangle of fate", where everyone is a victim (S. Karpman). A hedonist who suffers from shortcomings in a flat everyday life, having lost the tragedy of his own existence in the culture, acts as its repressed subject, but is not aware of it, according to the psychoanalytic theory of cultural trauma. However, in everyday practices (bullying, gaslighting, trolling) anyone can be a victim at any time. In a more global dimension, we are talking about the collective nature of sacrifice, as evidenced by the tendencies of radicalism, terrorism, war, genocide, etc. It is possible to eliminate human inherent aggressive instincts only through the step-by-step development of the value sphere (W. Kraus). This is the only thing that can prevent the self-destruction of the mankind and solve the problem of intraspecific aggression, which was considered from different points of view by K. Lorentz and R. Girard.

VERBAL FORMS OF AGGRESSION (BASED ON AUDIO RECORDINGS): LEXICO-SEMANTIC AND STYLISTIC ASPECTS

The article is devoted to the current problem of verbal aggression. The aim of the study is to identify the types of verbal aggression and the means of its realization. The object of research comprises lexico-semantic and stylistic methods of expression of aggressiveness in extremist-terrorist texts. It is noted that the peculiarity of the texts of extremist and terrorist orientation can be attributed to the fact that this discourse is characterized by internal and external precedence. Crimes of extremist orientation can be divided into those accompanied and non-accompanied by physical violence . The latter make up the category of the so-called “verbal aggression”. As a result of the actual material analysis, several types of extremist verbal acts are identified and characterized. The research method of selection of material is the method of directed sampling; when analyzing the actual material, the methods of contextual, discursive and component analysis, as well as the methods of corpus linguistics are used: automated information extraction and the natural language processing methods. The practical significance of the work consists in the fact that the results of the study can be used in various linguistic, primarily lexicological and semasiological seminars, when reading courses “Modern lexicology”, “History of Language”, writing qualification papers, which include theoretical and methodological issues of lexicology, lexicography, theory and practice of mass media, and stylistics of modern media. The author of the study comes to the conclusion that in the era of information civilization, the concept of verbal aggression is gaining more and more global and expansive content. The word does not only become an instrument of attack and defense in dialogue, but is also a tool of mass control and suppression. Information warfare turns out to be the main form of war.

Supplemental Material for Exposure to Peer Aggression and Adolescent Sleep Problems: Moderation by Parental Acceptance

Supplemental Material for Exposure to Peer Aggression and Adolescent Sleep Problems: Moderation by Parental Acceptance

Longitudinal association between emotion-relatedparenting behavior and child aggression: The moderating role of parent-child physiological synchrony.

Considering the high prevalence of aggressive problems found in middle childhood and their negative impacts on children's overall adjustment, it is important to explore factors that may give rise to childhood aggression, as well as the underlying mechanisms involved within the family context. Applying a biopsychosocial approach, the aim of our study was to examine the relations between emotion-related parenting behavior (ERPB, e.g., parental psychological control and parental emotion dysregulation) and childhood aggression with a focus on the potential moderating effects of parent-child physiological synchrony on these relations. Eighty-nine parent-child dyads (total N = 178) participated in the study (child M age = 8.76 years, SD = 1.81 years, 49 boys). At T1, ERPB was observed and coded from dyadic interaction and parent-child physiological synchrony was assessed using interbeat interval (IBI) calculated from the participant's heart rate (HR) during an interaction task. Parents also reported their child's aggressive behavior at T1 and 9 months later (T2). The results showed that for children demonstrating stronger physiological synchrony with their parents, higher levels of parental psychological control and parental emotion dysregulation predicted their more aggressive behavior. Our findings suggest that for certain negative types of ERPB, parent-child physiological synchrony seems to be a risk factor for the development of children's aggressive behavior.

A quasi-experimental pilot study to the effects of Responsive Aggression Regulation Therapy (Re-ART) Outpatient for young adults.

It is important to provide treatment for juvenile and young adult violent offenders, since no or (too) late treatment increases the risk of recidivism and persistent aggressive behavior in adulthood. In this study, we investigated the efficacy of the intervention Responsive Aggression Regulation Therapy (Re-ART) Outpatient, which has been developed for adolescents and young adults between 16 and 24years old with severe aggression problems. This quasi-experimental (pilot) study compared the effects of Re-ART Outpatient (n=47) with a control group (n=29) receiving treatment as usual on measures regarding risk of violent recidivism, impulsivity, emotional/personal functioning, family functioning, motivation, handling anger, self-reported problem behavior, coping skills, and cognitive distortions. Re-ART showed significantly better results than the control group on risk of violent recidivism, impulsivity, emotional/personal functioning, motivation, handling anger, certain coping skills, and certain cognitive distortions. Family functioning and self-reported rule-breaking behavior did not differ significantly between the groups. The results implicate that Re-ART is a promising outpatient intervention for young adults with severe aggressive behavior. The results can be explained by the fact that Re-ART treats both systemically and individually and pays specific attention to stress reduction and the improvement of executive functions.

The Mediating Role of Parents and School in Peer Aggression Problems

Starting from the ecological framework, the present study aimed to examine the mediating effects of parental supervision and school climate on the relationship between exosystem variables (time spent with media and perceived neighbourhood dangerousness) and peer aggression problems (peer aggression and victimisation). The participants were 880 primary school students. The data were analysed with multiple regression. The results show that both mediators (parental supervision and school climate) have statistically significant partial mediating effects on peer aggression and victimisation. If students experienced more parental supervision, there was a decrease in the relationship between a) time spent with media and peer aggression, and b) perceived neighbourhood dangerousness and peer aggression and victimisation. Identical findings were obtained for positive school climate. Thus, positive school climate and parental supervision served as protective factors against the negative influence of dangerous neighbourhoods and excessive use of media on peer aggression problems.

PENERAPAN PELATIHAN KETERAMPILAN SOSIAL DAN EMOSI UNTUK MENGURANGI AGRESIFITAS PADA ANAK DENGAN BORDERLINE INTELLECTUAL FUNCTIONING

This research was aimed to investigate effectiveness of implementation of social and emotional skills training to reduce aggressiveness on child with borderline intellectual functioning (BIF). The participant was a 7 years old boy who was diagnosed having BIF that complained having difficulty to regulate his emotion when he was angry. The training program was adapted from Friendship Group Program that developed by Bierman et al. (2017), yet implemented in individual setting and adjusted to the child needs. In this program, researchers involved parent in the sessions and provided tasks to encourage him to practice the skills at his natural setting. It was single-subject design research to examine cause-effect relationship on the program deliver. The success of program implementation was evaluated qualitatively using interview, observation, and task evaluation; and quantitatively by comparing the score of Child Behavioral Checklist (CBCL) on social competence, social problem, and aggression problem. The result indicated that there were increase on social and emotional skills, and decrease on aggressiveness behavior on child with BIF.

Bidirectional Relations between Adverse Childhood Experiences and Children’s Behavioral Problems

Research has shown that adverse childhood experiences (ACEs) increase the risk of poor health and well-being, yet less is known about the pathways through which these life outcomes emerge. For instance, prospective, longitudinal research into the link between ACEs and the trajectories of children’s behavioral problems is limited. Moreover, no longitudinal study has investigated whether children’s behavioral problems also increase their risk of adverse experiences over time. Therefore, the main purpose of this study is to explore bidirectional relations between adverse childhood experiences (ACEs) and children’s behavioral problems in a sample of low-income children. This study uses the Fragile Families and Child Wellbeing Study, a birth cohort study of 4898 children followed from birth through 15 years of age. A random intercept cross-lagged panel model was fit to examine the bidirectional relations between ACEs and child behavioral problems. Study findings indicated that age 5 ACEs score significantly predicted age 9 anxious or depressed problems and age 9 aggressive problems. Age 5 anxious or depressed problems also significantly predicted age 9 ACEs exposure. From age 3 to age 9, ACEs also played a dominant role in the bidirectional relations with behavioral problems. There were certain bidirectional relations between ACEs and child behavioral problems. The findings have implications for understanding the etiology and consequences of adversities as well as the design of prevention and intervention strategies.

Σεξουαλική επιθετικότητα νέων ανδρών και παράγοντες που την ενισχύουν

Objectives: The current study aimed at assessing the prevalence and risk factors for the perpetration of sexually aggressive behaviours, in men aged 18-30 years in the city of Heraklion, Crete. Methods: Stratified sampling was used to select the study sample. A total of 241 individuals accepted to participate in the study out of 335 initially found to meet the inclusion criteria (gender, age). For the needs of the current study a semi-structured questionnaire was used, including 4 sections and 43 items. The questionnaire examined the participants’ sociodemographic characteristics, their past sexual activity and experiences, their attitudes towards the rape myths, and the prevalence of perpetrating sexually aggressive behaviours. Results: Participants were men (n=241) with a mean age of 23.9 years (SD 3.4) and had their first sexual intercourse at the age of 17.2 years (SD 2.0). Out of a total of 241 participants, 8 (3.3%) reported a history of sexual victimization without intercourse before the age of 14 years and 2 (.8%) reported sexual victimization with intercourse at the same age. Based on the results of the multiple regression analysis, higher acceptance of rape myths was found to be associated with increased likelihood of perpetrating sexually aggressive behaviours (p<.001; CI=.721;1.471) after controlling for the participants’ sociodemographic characteristics and their past sexual activity and experiences. Conclusion: Future attempts to prevent or address the problem of sexual aggression could take into account the risk factors identified in the current study.

Σεξουαλική επιθετικότητα νέων ανδρών και παράγοντες που την ενισχύουν

Objectives: The current study aimed at assessing the prevalence and risk factors for the perpetration of sexually aggressive behaviours, in men aged 18-30 years in the city of Heraklion, Crete. Methods: Stratified sampling was used to select the study sample. A total of 241 individuals accepted to participate in the study out of 335 initially found to meet the inclusion criteria (gender, age). For the needs of the current study a semi-structured questionnaire was used, including 4 sections and 43 items. The questionnaire examined the participants’ sociodemographic characteristics, their past sexual activity and experiences, their attitudes towards the rape myths, and the prevalence of perpetrating sexually aggressive behaviours. Results: Participants were men (n=241) with a mean age of 23.9 years (SD 3.4) and had their first sexual intercourse at the age of 17.2 years (SD 2.0). Out of a total of 241 participants, 8 (3.3%) reported a history of sexual victimization without intercourse before the age of 14 years and 2 (.8%) reported sexual victimization with intercourse at the same age. Based on the results of the multiple regression analysis, higher acceptance of rape myths was found to be associated with increased likelihood of perpetrating sexually aggressive behaviours (p<.001; CI=.721;1.471) after controlling for the participants’ sociodemographic characteristics and their past sexual activity and experiences. Conclusion: Future attempts to prevent or address the problem of sexual aggression could take into account the risk factors identified in the current study.

Social and socio-psychological peculiarities of adolescent aggression in modern Russian society: regional aspect

Urgent problems of adolescent aggression as an integral part of deviant behavior, which often manifests itselfprecisely in the adolescent complex "transitional" period of human development, which is very often accompanied by various negative manifestations of personality disharmony (including aggressiveness), requiring constant detailed and deep attention and analysis, since there is a danger that the aggression of adolescents can go into adulthood, turn from a social pathology into a social norm, have been considered. Based on a comprehensive theoretical analysis and consideration of the results of empirical research aimed at studying the social and socio-psychological aspects of adolescent aggression, the well-reasoned patterns of the structure of adolescent aggression of schoolchildren of the Perm Territory, the prevailing forms of their aggression have been highlighted and described. Factors influencing the overall the level of aggression and on the types of aggression, as well as the influence of aggression on the assessment of life success and well-being in schoolchildren, have been identified and analysed.

TEENAGERS’ AGGRESSION AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM

The article analyses a sufficient number of psychological literature on the problem of aggression. We have revealed the state of development of the problem under study in science, its conceptual and theoretical foundations, namely the following provisions: determination of personality behaviour by dialectical unity of external and internal (dependence of behaviour on biological and social factors); abrupt, stage personal development in ontogeny; personality development is caused by a complex influence on her psyche of heredity, environment, upbringing. The driving force behind personality development is contradiction. The development of aggression occurs in the process of socialization of the individual, and its manifestations depend on individual-psychological characteristics, social competence in the conditions of aggression, cognitive and psycho-emotional state, etc.We have found out that there are different approaches to the study of aggression, the reasons for its occurrence, to determine its nature and structure of aggressive personality behaviour. It has been established that, despite the controversy of this issue, its various interpretations, psychologists are united in the fact that aggression is a form of behaviour aimed at harming another living being. Aggressiveness is a personality trait that expresses readiness for aggression. Aggressive behaviour is a complex and multifaceted process that involves various factors, both social and biological. We have identified the prerequisites and causes of aggression in adolescence. The authors identified criteria and indicators that diagnosed the aggression of adolescents in two secondary schools: district and city. We found the levels of aggression in adolescents from both schools based on the interpretation of the obtained data. As a result of correlation measurements, we found a higher level of aggression in adolescents of urban school.

Responsive Aggression Regulation Therapy (Re-ART) Improves Executive Functioning in Adolescents and Young Adults with Severe Aggression Problems: A Pilot Study.

This pilot study (N=25) compared the effects of a short, four-month version of Responsive Aggression Regulation Therapy Outpatient (Re-ART Compact) and the entire, ten-month intervention (Re-ART Complete) on specific executive functioning (EF) and the risk of violent recidivism in adolescents and young adults (13-23years). Re-ART is a cognitive behavioral-based intervention for adolescents and young adults with severe aggression problems. The Re-ART Compact and Re-ART Complete groups were comparable on the EF measures inhibition, flexibility, emotion regulation, self-evaluation, and self-control, but the Re-ART Complete group showed more improved risk of violent recidivism. We conclude that Re-ART Compact can be used as a compact, short intervention for EF, which is a valuable addition to the field of forensic mental health care where many problem behaviors relate to poor EF.