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Brede Foy 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(1):97-118
The complicated interaction between individual pupils and class groups is highlighted in cases of classroom agression. The author's diagnostic-treatment model aims at examining individual aggressors partly through the use of teachers' assessments of them as members of the class group, at assessing the group's emotional climate, and at identifying the triggering-off stimuli within the group which provoke aggression. The aggressive behaviours seen in groups so analysed were categorized as (1) attention-seeking, (2) opting-out, (3) destructive, (4) impulsive and (5) anti-authority. Treatment has included adaptation of curricula according to the needs of individual students, development of appropriate disciplinary codes, time-off programmes, and constructive work with groups of disruptive students. It is essential that young people learn to keep aggression within acceptable boundaries, and to channel it into productive activities.
Zusammenfassung Die komplizierten Interaktionen zwischen einzelnen Schülern und Klassengruppen treten besonders bei Aggressionen innerhalb der Klasse in Erscheinung. Das Diagnose/Behandlungsmodell des Verfassers bezweckt, aggressive Individuen zu untersuchen — z. T. anhand ihrer Beurteilung als Mitglieder der Klassengruppe durch die Lehrer; das emotionelle Klima der Gruppe zu erkunden und die aggressionsauslösenden Impulse in der Gruppe zu identifizieren. Die in den so analysierten Gruppen festgestellten Verhaltensweisen wurden kategorisiert als: (1) Aufmerksamkeit-heischendes, (2) exklusives, (3) destruktives, (4) impulsives, (5) anti-autoritäres Verhalten. Zu den benutzten Behandlungsansätzen gehörten: Anpassung der Curricula an die individuellen Bedürfnisse der Schüler, Entwicklung geeigneter Disziplinarmassnahmen, Freizeitprogramme und konstruktive Arbeit mit Gruppen störungsverursachender Schüler. Wesentlich ist, dass die jungen Menschen lernen, ihre Aggressionen in annehmbaren Grenzen zu halten und sie in produktive Aktivitäten umzuleiten.
Résumé L'action réciproque compliquée entre les élèves pris individuellement et les groupes dans la classe est mise en évidence dans les cas d'agression dans la salle de classe. Le modèle diagnostique-traitement de l'auteur vise à examiner les agresseurs pris individuellement, en partie à l'aide de l'emploi des évaluations par les maîtres sur les agresseurs comme membres du groupe de la classe, à évaluer le climat émotionnel du groupe et à identifier les stimuli de déclenchement dans le groupe qui provoquent l'agression. Les façons agressives de se comporter vues dans les groupes ainsi analysés ont été classées comme (1) cherchant à attirer l'attention, (2) optant pour une non-participation au cours (3) destructive (4) impulsive et (5) anti-autorité. Le traitement a inclus une adaptation des curricula conformément aux besoins des étudiants individuels, le développement de codes disciplinaires appropriés, les programmes de récréation et le travail constructif avec des groupes d'étudiants disruptifs. Il est essentiel que les jeunes gens apprennent à maintenir leur agression dans des limites acceptables et de la concentrer sur des activités productives.相似文献
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School attachment is a robust predictor of adjustment in children and youth. Previous research has demonstrated effects of school context on student attachment, but individual‐level contributions have not been explored. Our study examined the role of affiliative orientation in school attachment and aggressive behavior in children and youth from Grades 3 through 12. A total of 834 students in three school districts completed self‐report measures of affiliative motivation, attachment to school, and frequency of physically and relationally aggressive acts. Results supported the hypothesis that students high in affiliative orientation reported higher levels of school attachment and lower levels of physical and relational aggression. Path analysis indicated that the relation of affiliative orientation to aggression was mediated by school attachment, but that the mediational effect was moderated by sex. Male students, and students of both sexes with low affiliative motivation, may receive special benefit from practices designed to increase school attachment. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 231–246, 2006. 相似文献
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Relational aggression, harm through injury or manipulation of a relationship, has become fashionable, particularly in the popular press. Mental health professionals in schools can better serve students when they understand what is known about relational aggression, how it influences social behavior, and how it is related to children's well‐being. This article discusses the definition, identification, and consequences of relational aggression. Available intervention programs are introduced, and future directions for research, assessment, and intervention are addressed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 297–312, 2006. 相似文献
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D W Shantz 《Child development》1986,57(6):1322-1332
Children's conflicts with one another during free play were observed to determine the relation between a child's rate of conflict participation and his or her rate of aggressive behavior during conflict episodes, and between these variables and the degree to which the child was liked or disliked by peers. 4 ad hoc play groups of 12 boys and 4 groups of 12 girls were formed. Each group included an equal number of first and second graders, and was observed for 10 1-hour play sessions. Sociometric interviews were conducted both before and after the set of 10 play sessions. Rate of conflict participation was positively related both to the percentage of physical (but not verbal) aggression exhibited per conflict episode and to the frequency of both types of aggression over the entire session. Although being liked by peers was not related to either conflict or aggression, being disliked was: Postsession dislike scores were primarily related to rate of conflict participation, not to the incidence of aggressive behavior. These patterns were characteristic of both boys and girls. 相似文献
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Jack Glascock 《Communication quarterly》2013,61(1):90-100
This paper examines gender and minority roles on non‐traditional network primetime programming. In all, 39 shows, 24 comedies and 15 dramas, were analyzed on the Fox, WB, and UPN networks. Compared to previous content analyses of traditional network programming, major male and female characters seem somewhat more equivalent but females more provocatively dressed. Males were over‐represented as participants in physical aggression. Black and white characters were also found equivalent in many respects, but program segregation still appears problematic. Blacks were more verbally aggressive, particularly in comedies, but less physically aggressive than warranted by their overall representation. 相似文献
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Brendgen M Boivin M Dionne G Barker ED Vitaro F Girard A Tremblay R Pérusse D 《Child development》2011,82(6):2021-2036
Aggressive behavior in middle childhood is at least partly explained by genetic factors. Nevertheless, estimations of simple effects ignore possible gene-environment interactions (G × E) or gene-environment correlations (rGE) in the etiology of aggression. The present study aimed to simultaneously test for G × E and rGE processes between aggression, on the one hand, and peer victimization and the teacher-child relationship in school, on the other hand. The sample comprised 124 MZ pairs and 93 DZ pairs assessed in Grade 1 (mean age = 84.7 months). Consistent with rGE, children with a presumed genetic disposition for aggression were at an increased risk of peer victimization, whereas in line with G × E, a positive relationship with the teacher mitigated the genetically mediated expression of aggression. 相似文献
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王金婷 《佳木斯教育学院学报》2014,(3):448-448
日本侵华战争是中国近代史上最为惨痛的长期战争,不仅给中国造成了巨大的损失和不可逆转的伤害,同时对日本本国也产生了负面影响。通过探究日本侵华的历史根源,能够帮助我们从多角度更加详细的阐发日本侵华的主要原因,深入评价日本侵华战争。 相似文献
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Janis Bullock 《Early Childhood Education Journal》1988,15(3):24-27
Summary Aggression in children is precipitated by a variety of events. Because of this, it is difficult to develop a neat, orderly
plan to prevent and control aggression. Rather, the preceding strategies have been suggested because they are generally effective
in altering behavior in the classroom. Teachers who use these suggestions will help children develop more appropriate ways
of interacting and will feel more competent in their role. 相似文献
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Parent-child physical aggression (PCPA) and adult intimate partner violence (IPV) are common forms of family violence that often co-occur. Their deleterious effects on children and adolescents have been well documented. However, important questions remain regarding whether the type of violence exposure, the experience of one or both forms, the chronicity of violent experiences, and the age, gender, and SES of the child, differentially influence developmental outcomes. Data on 2810 children from the Project on Human Development in Chicago Neighborhoods were analyzed. Children aged 3–9 at the outset were assessed three times, at 3-year intervals. Primary caregivers reported on IPV, PCPA, and children’s externalizing and internalizing symptoms. Children’s externalizing and internalizing symptoms were examined as a function of time, age, gender, socioeconomic status (SES), and the time-varying effects of cumulative IPV and PCPA exposure. Cumulative experiences of IPV and PCPA each adversely affected the developmental trajectories of both externalizing and internalizing symptoms, but in different ways; and they did so independently of participants’ age, gender, or SES, which all functioned as significant, independent predictors of child outcomes. PCPA was by far the more potent of the two forms of violence; and when both forms occurred, they worked additively to affect outcomes. Important questions remain regarding the reasons for the differential potency of these two forms of family violence on childhood symptoms, and related implications for interventions, as well as for later adult behavior. 相似文献
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Community violence exposure, social cognition, and aggression among urban elementary school children 总被引：1，自引：0，他引：1
The effects of witnessing community violence on aggressive cognitions and behavior were investigated in an ethnically diverse sample of 4,458 children living in urban neighborhoods. Prior violence exposure had a significant effect in increasing aggression, normative beliefs about aggression, and aggressive fantasy. Although exposure to violence predicted aggressive behavior both in Grades 1 through 3 (ages 5-8) and Grades 4 through 6 (ages 9-12), the effects on social cognition were only evident in the later grades. Furthermore, the effect of violence exposure on aggression in the later grades was partially mediated by its effect on social cognition. These findings suggest that witnessing community violence has an effect on children's aggressive behavior through both imitation of violence and the development of associated cognitions as children get older. 相似文献
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This is an exploratory study of the emotional and social functioning of young children with a manic-depressive parent. Seminaturalistic observations and experimental manipulations of the affective environment were used to assess 2-year-old children's regulation of emotion, as well as their aggression, altruism, and affiliative interactions. Children with a bipolar parent sometimes showed heightened distress and preoccupation with the conflicts and suffering of others, especially disturbances in adults. These children had difficulty in maintaining friendly social interactions, in sharing, and in helping their playmates. They also had difficulty modulating hostile impulses; they showed more maladaptive patterns of aggression toward peers and adults. These interpersonal and emotional problems of offspring of manic-depressives were often similar to those problems of manic-depressives that have been implicated in the clinical literature as possibly associated with the transmission of the disorder. This apparent congruence of findings obtained from different disciplines employing very different research strategies and studying people of different ages, attests to the utility of an explicit interdisciplinary approach in the area of developmental psychopathology. 相似文献
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Children's evaluations of retaliatory aggression 总被引：1，自引：0，他引：1
The present study examined how 5-10-year-old children's judgments of retaliation were affected by its severity relative to the initial provocation and by the causal nature of the initial provocation. 72 boys and girls first received information about property-damaging provocations that were portrayed as accidental, foreseeable, justifiably intended, or unjustifiably intended in nature. They were subsequently informed that the victim responded with interpersonal aggression or with a verbal reprimand. Children's perceptions of the causal nature of the provocation and their naughtiness and punishment judgments of the retaliator were assessed. 2 major findings were obtained, both of which were unrelated to age. First, children's perceptions of the initial provocation were more differentiated than has been reported in the past, but these perceptions did not correspond uniformly to the manipulations of causality. Second, although children's evaluations of the retaliator were not an inverse function of their own perceptions of the initial provocation, they did vary systematically according to these perceptions and the extremity of the retaliator's response. 相似文献
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10 abused toddlers (ages 1-3 years) and 10 matched controls from families experiencing stress were observed during social interactions with caregivers and with peers in their daycare settings. The abused infants more frequently physically assaulted their peers. They "harassed" their caregivers verbally and nonverbally, and they were the only infants who assaulted or threatened to assault them. The abused infants were much less likely than the controls to approach their caregivers in response to friendly overtures; when they did so they were more likely to approach to the side, to the rear, or by turning about and backstepping. In response to friendly overtures the abused infants more frequently avoided peers and caregivers or combined movements of approach with movements of avoidance. A similar behavior pattern has been identified by Main in maternally rejected infants in normal samples. 相似文献
15.
Cynthia Hudley William D. Wakefield Brenda Britsch Su‐Je Cho Tara Smith Marlene Demorat 《Psychology in the schools》2001,38(1):43-56
We investigated how overtly aggressive behavior was differentially perceived by two types of perceivers, teachers and peers, as a function of student neighborhood, gender, and grade level. Participants (N= 765) were predominantly African American students in grades 3‐5 recruited from two urban public schools in southern California. The neighborhoods surrounding the two schools differed in levels of identified violent crime and economic levels. Teachers in the community experiencing more violence perceived student behavior to be relatively less aggressive and more similar across genders than did teachers in the less violent community. Peers in the community experiencing more violent crime perceived both boys and girls to be somewhat aggressive, whereas in the less violent community, boys were perceived as aggressive more so than were girls. In general, agreement between teacher and peer perceptions was stronger for boys than for girls. © 2001 John Wiley & Sons, Inc. 相似文献
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Matthew M. Martin Carolyn M. Anderson Patricia A. Burant Keith Weber 《Communication quarterly》2013,61(3):304-317
This study focused on verbal aggression in sibling relationships. The study examined the relationship between (a) verbal aggressiveness with satisfaction and interpersonal trust, (b) the relationship between teasing and verbal aggressiveness, (c) whether people more satisfied with their siblings report that receiving verbal aggression is more personally hurtful, and (d) whether sibling sex influenced verbal aggression in the relationship. Results support the destructiveness of verbal aggression in that verbal aggressiveness was negatively related to satisfaction and trust. Teasing was found to be positively related to being verbally aggressive. Sibling satisfaction was positively related to being hurt from receiving verbally aggressive messages. Results involving sex show that women are more satisfied and report using less verbal aggression and teasing than the other sibling dyads. Conclusions, future directions, and limitations are discussed. 相似文献
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Early Childhood Education Journal - 相似文献
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Aggressive interactions between fishes commonly take place in a social environment in which uninvolved individuals (bystanders)
have an opportunity to gather information about interactants. Signals frequently used during such interactions are designed
to transmit information about resource-holding power and/or intention. They are generally related to the level of escalation
reached and the eventual outcome of a fight. We consider here the information available in signaling and nonsignaling aspects
of aggressive interactions. We focus, in particular, on information available to bystanders. We summarize evidence that bystanders
alter their behavior toward interactants on the basis of information acquired while bystanding, and we discuss the sources
of information that may result in this change of behavior. In particular, we distinguisheavesdropping (i.e., extracting information from signaling interactions) as a subset ofbystanding (i.e., extracting information from all available sources). We conclude that considerations of aggressive strategies should
include potential costs and benefits resulting from wider social contexts in which aggression occurs. 相似文献
19.
George T. Taylor 《Learning & behavior》1976,4(2):139-144
The relationship between affiliation and aggression was examined in two experiments. In the first study, each of 12 male albino rats was allowed to choose in a T-maze between two alternatives. One alternative housed a more aggressive target male and the other housed a less aggressive target male. The subjects preferred the less aggressive target animal. A second investigation allowed each of 36 male albino rats to choose between a target animal and an empty compartment. The results were that all the subjects preferred to affiliate with the target animal. However, as the level of aggressiveness by the target animal increased, the level of gregariousness decreased. The data suggest that an important determinant of affiliation is the behavior, and specifically the aggressiveness, of the target animal. 相似文献
20.
Sex and aggression: the influence of gender label on the perception of aggression in children 总被引：1，自引：0，他引：1
To investigate the influence of gender label on adults' perceptions of aggression in children, a videotape of 2 preschool children playing roughly in the snow was shown to 175 college students (139 females, 36 males) who were asked to judge the degree of aggression displayed by 1 of the children (the target child). In the videotape, the children's snowsuits disguised their actual gender, and 4 experimental conditions were created by varying the gender label of both the target and the other (nonrated) child. Hence, the 4 conditions consisted of all possible combinations of gender; boy-boy, boy-girl, girl-boy, and girl-girl. All subjects viewed the same film; only the gender labels used to describe the children varied. Subjects' aggression ratings of the target child varied significantly as a function of the gender label attributed to both the target and the nonrated child. Specifically, the boy-boy condition was rated as significantly less aggressive than the other 3 conditions, which did not differ in level of perceived aggression. This effect was particularly strong among subjects with more experience with children. The results have interesting implications for understanding the process of social category perception. 相似文献