File Name: aggression and violence an introductory text hasselt hersen .zip
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- Physical Aggression between Spouses
- Aggression and Violent Behavior
- “Culture-Bearer, Culture-Sharer, Culture-Changer”
Once production of your article has started, you can track the status of your article via Track Your Accepted Article. Help expand a public dataset of research that support the SDGs. Aggression and Violent Behavior, A Review Journal is a multidisciplinary journal that publishes substantive and integrative reviews, as well as summary reports of innovative ongoing clinical research programs on a wide range of topics germane to the field of aggression and violent behavior. Papers encompass Papers encompass a large variety of issues, populations, and domains, including homicide serial, spree, and mass murder: sexual homicide , sexual deviance and assault rape, serial rape, child molestation, paraphilias , child and youth violence firesetting, gang violence, juvenile sexual offending , family violence child physical and sexual abuse, child neglect, incest, spouse and elder abuse , genetic predispositions, and the physiological basis of aggression.
Physical Aggression between Spouses
All Rights Reserved. As a result of the analysis of data; it was determined that the total aggressiveness scores did not differ by sex, but that the male students had higher scores than girls in sub-dimensions of aggressiveness, that age did not make any difference on aggressiveness, the children receiving special education got meaningful scores in sub-dimensions of verbal and consequential aggressiveness and hostility, and that the children communicating verbally got higher scores in total aggressiveness and all sub-dimensions, and the existence of another impaired individual in the family made difference in scores achieved in the sub-dimensions of total aggressiveness, physical and verbal aggressiveness.
Keywords: Hearing impaired children, Agression, Children. Cite this paper: Babaroglu A. Babaroglu A. University of Cukurova, Adana, Turkey. Article Outline 1. Introduction 2.
Material 3. Results and Discussion 4. Introduction Children with hearing impaired are to some extent deprived from the skills of understanding what is spoken and expressing what they think, depending on the degree of hear loss.
Many studies demonstrated that an impaired child confronting all these physical insufficiencies and disability have to deal with many problems. The deprivation of communication becomes influential on the development and emotional harmony of child with hearing impaired and isolation starts as the child grows.
In this case, children with hearing impairment may increase their tendency to aggression [1, 2]. When we examine the studies on this subject, children with hearing impairment have more behavior problems emotional- relational- hiperactivity- peer relationship than their hearing peers  and considering the language skills of these children, hearing disability negative impact on behavior problems can be clearly seen [6, 9].
The problems of children with hearing impaired generally emerge when they start to learn the words during pre-school period. Because, they can become aggressive when they cannot express themselves and may be more stubborn than their hearing and speaking peers.
However, despite the insufficient communication skills of these children, some results were obtained to point out that the cause of behavioral and emotional problems is not insufficient communication skills in children with hearing impairment or difficulty, but rather, the early parent-child engagement might be the cause of these problems [6, ].
Aggressiveness is a well-known concept, but it is hard to be defined and its limits are broad. Buss examined aggressiveness in three dimensions; physical - verbal; passive and direct-indirect. The behaviors such as pushing, pressuring, pulling, hitting, biting are the examples of physical aggressiveness. Offending or harming a person psychologically by verbal communication are the examples of verbal aggressiveness. Direct aggressiveness is a kind of aggressiveness occurring due to sending directly to the counter person the harmful stimulators which might provoke of agitate the counter person, whereas in indirect aggressiveness, harmful stimulators are sent to the counter person in indirect ways [14, 15].
During the development process of individuals, the life experiences during childhood and adolescence have an effective role on the development of personality. Any situations of miscellaneous insufficiency, disability and traumatic incidents experienced in these periods lead to significant interruptions in psycho-social development of individuals.
Hearing impairment not only affects the individual directly, but also affects the environment and the family, gaining a social aspect. Hearing, language and speaking are the fundamental elements of communication and they are the most important components which a human uses within the socialization process, being a social being. For all these causes, the aim of this study is to determine to the effects of hearing impairment on children's aggressive behavior and to discuss the drivers within the framework of the obtained data.
Research Method 2. Participant in the Study The universe of this study is constituted by 81 students between the ages of 10 and 17 going to the public Seyhan school for children with hearing impairment in the province of Adana in the south of Turkey. While creating the universe of research, we selected the students according to whether they had any disability other than hearing impairment, this impiarment of hearing has been medically diagnose and moderate 26 dBdB and moderate to severe 51dBdB has been the degree of hearing loss, whether they come from fragmented families and are capable of individually evaluating the questionnaires to be implemented Table 1.
Table 1. Procedures For this study, first necessary permissions were granted. The researcher contacted with students, teachers and their families before the application, and observed the students during this period.
Then subjected to research involving children collected demographic information is processed in the General Information Form. The collection of data in the research phase is found to be suitable for children using their preferred methods of communication will be informed about how to mark in the data collection tool and every child has mark the form itself with using a pen in empty study room.
During mark the forms was not given time limit but children easily marked in forms in 20 minutes. In this process, explanation has been made to them when needed. Eventually, all the data collected were combined. In the normality analysis of the data obtained to investigate to relation between variables determined for children in the sample group and aggressive behavior, data demostrated non-parametric distribution, and Mann- Whitney U Test was applied to bineary groups, while Kruskal-Wallis Test was used for more than two groups.
Buss-Perry Aggressiveness Questionnaire The Aggressiveness Questionnaire was developed by Buss and Perry for the purpose of measuring aggressiveness. BPAQ is among the most frequently used aggressiveness questionnaires in global literature and it is a kind of 5 point likert scale. With an end to investigate the psycho-metric properties of BPAQ, a great deal of researches were conducted by use of various methods and most of them revealed findings supporting the structure of authentic form .
The questionnaire which is based on the self-assessment technique, consisted of totally 34 items. It has five sub-dimensions as physical, verbal, indirect aggressiveness as well as anger and hostility.
BPAQ is easy to apply to both children and individuals having difficulty in understanding the complicated verbal statements, in that it is short and simple to read. When the total score of BPAQ is determined to be high, the scores which the individual got in sub-dimensions should be investigated. The items no 8, 10, 11, 17, 23, 24, 25 and 27 measure the verbal aggressiveness sub-dimension, the items no 3, 7, 12, 16, 19, 22, 29 and 32 measure the anger sub-dimension, the items no 2, 5, 9, 21, 28, 31 and 33 measure the hostility sub-dimension, and finally the items no 13, 14, 15, 18, 30 and 34 measure the indirect aggressiveness sub-dimension .
Adaptation of questionnaire to Turkish, the validation and reliability studies were performed by Can According to the findings, the test-repeat test reliability and internal consistency of the questionnaire and sub-questionnaires are satisfying and there are meaningful correlations among each one of sub-questionnaires. The internal consistence coefficients obtained by Buss and Perry in their authentic studies are as follows: physical aggressiveness 0. In addition, while the study was being conducted, reliability analysis was made on the aggressiveness questionnaire and it was determined to be reliable by a ratio of It was determined that the scores in other sub-dimensions physical and indirect aggressiveness, anger and hostility did not differ by sex.
Table 2. Gander and aggression That the male children are more aggressive than the female children are pointed out by the findings of both this and other studies . As a matter of fact, aggressiveness is an innate drive and is programmed to ensure sustaining of life.
Some studies make one think that testosterone hormone may be influential in aggressive behaviors. That aggressiveness diminish with the growing age supports this thought, but there are no certain data supporting such view. Looking from another perspective, we see that in almost all cultures male children are supported in their more aggressive behaviors by social and cultural mechanisms. When we look into the aggressiveness mechanism, we see that it emerges in cases of prevention.
Hearing impairment or insufficiency is a serious preventing condition. The correlation between the communication skills and aggressiveness of children with hearing impairment are frequently reflected to the findings and discussions in recent years. However, despite the insufficient communication skills of these children, some results were obtained to point out that the cause of behavioral and emotional problems is not insufficient communication skills in children with hearing impairment or difficulty, but rather, the early parent-child engagement might be the cause of these problems [10, 11, 30].
In this dimension, the scores of children receiving education It was determined that the scores in anger and physical aggressiveness sub-dimensions did not differ by whether receiving education or not. The aggressive behaviors and sex findings in literature present us similar results . Table 3. Special education status and aggression In such prevention cases, early diagnosis, appropriate instrumentation and early education is crucial.
By doing so, the speaking disability of hearing impaired children will be eliminated to a large extent. Some studies demonstrate that the hearing impaired children receiving education after 5 years old are less successful and also the hearing impaired children experience many more emotional and behavioral problems, including aggressiveness, than their normal hearing peers.
When the language abilities of hearing impaired children is taken into consideration, the negative effect of hearing loss over the behaviors are clearly seen and this reveals the importance of starting to education at an early age [3, 4, 8, 9].
However, although early special education supports the hearing impaired children in terms of hearing and language; there are also study findings suggesting that such children are more inclined to experience behavioral problems such as aggressiveness due to insufficiencies in their communication skills and that having received special education did not have any effect on the aggressive behaviors and executive functions of school-age children [41, 42].
The aggressiveness data as regards with the case of using device have been presented in Table 4. Despite the fact that the situation was the same for the scores in sub-dimensions, the physical aggressiveness scores of children who did not use device Table 4.
Use the device status and aggression In fact, we thought that the hearing impaired children using device would hear better and therefore would express themselves more efficiently. Nevertheless, contrary to the expectations, the use of device did not make any difference. Some studies in literature back up the finding obtained in this study . As can be seen in Table 5, the total aggressiveness scores by the age groups show that the highest scores belong to the children at the age group of 13 years old The scores in all dimensions of aggressiveness do not differ by the age, while the children at different age groups received high scores in each dimension.
The highest score in physical aggressiveness sub-dimension belongs to the children at the age group of 16 The highest score in anger sub-dimension belongs to the children at the age group of 11 4. When we look at our findings related to age and aggressiveness, we can see that the results are relatively similar to each other in close age groups. Such children, while experiencing similar problems with their peers during the adolescence, also have to struggle with the issues brought by impairment.
In hearing impaired children, with the increase of age, the emotional and behavioral issues are also expected to rise. In other studies, came across similar findings supporting the findings of our study [9, 26, 46, 47]. Table 5. When we look at the device using durations, we see that the highest scores were achieved by children who used device for a duration of years Similar results were obtained in sub-dimensions, but the highest scores in physical aggressiveness sub-dimension were achieved by children who did not use device Table 6.
If children use hearing devices at late ages, they cannot benefit from their remaining hearing capacities and the continuous and regular usage of such sevices are also crucial [34, 48, 49]. In all sub-dimensions of aggressiveness, the difference between the scores achieved in terms of the method of communication was not statistically meaningful.
Table 7. Communication method and aggression In their studies, Sunal and Cam , determined that the children communicating through sign language got high neurotic score averages selfishness, unwillingness to share, being afraid at nights and being afraid of sleeping alone, introvert and insecure and they pointed out to the importance of such correlation.
Likewise, Stevenson et. In the light of the findings obtained as a result of this study, it is thought that the lack of efficient communication skills in children derive from failure to establish a healthy parent-child relationship, rather than the method of communicating [9, 50]. In the table, the children who had an individual with hearing or another disability in their families made up the second group, and the other made up the first group. The same results are also seen in physical aggressiveness sub-dimension.
Also in verbal aggressiveness sub-dimension, the children who had no disabled individual in their families got the lowest score
Aggression and Violent Behavior
Sexual violence is a prevalent issue on university campuses today. Bystander intervention programs, which frame violence as a community problem, are a possible solution to address the issue of sexual violence on campus. As members of the university community, faculty can play an integral role in preventing sexual violence on campus. In this study, three focus groups were conducted with ten faculty members who had participated in a faculty-focused bystander intervention workshop. The study findings reveal that faculty see themselves as having varied roles in the prevention of sexual violence on campus. Social work faculty can use their unique skillset to raise awareness among their faculty colleagues about the need for bystander intervention training for all faculty. The findings also reveal important implications about including faculty in bystander intervention programs in order to change cultural norms around sexual violence on university campuses.
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“Culture-Bearer, Culture-Sharer, Culture-Changer”
Vincent B. To gain confidence and knowledge for dealing effectively with aggressive or violent behavior, turn to this authoritative new resource. Here you see what makes up the violent or aggressive personality The chapters are authored by individuals with expertise in the areas they present and with their help you see how to understand the major theoretical perspectives on aggression and violence, and the neuropsychological factors involved; deal effectively with specific forms of aggression and violence: Child Abuse, Child Sexual Molestation, Incest, Partner Abuse, Elder Abuse, Sexual Assault, Paraphilias, Homicide, Serial Murder and Sexual Homicide; get up-to-speed on special topics that are most timely in light of the significant and growing social concern for these areas: alcohol and drugs; and predict future violent behavior.
Handbook of Family Violence pp Cite as. Before a theoretical analysis of spousal aggression is presented, it is imperative that one first understands the theory that supports the analysis. In addition, Gelles and Straus inventoried 15 theories that they felt were relevant to the understanding of violence between family members. The theories ranged from psychopathology or intrapsychic models to macrosociological models. Further, Gelles and Straus attempted to provide an integrated theoretical account of violence between family members.