| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "COPING AGGRESSION": |
|
|
Coping with Aggression, 2006.
This paper examines the various causes of aggression in students as well as prevention and intervention strategies.
904 words (approx. 3.6 pages), 4 sources, MLA, $ 32.95
»
Click here to show/hide summary
Abstract
The writer of this paper analyzes the numerous reasons for bouts of aggression in students in an educational environment. This paper discusses the manner in which educators are equipped to deal with behavioral problems in a learning environment. To better understand the topic of aggression in students, this paper details the aspects of the problem, types of aggressive behavior and the available methods and strategies available to assist students with aggression issues. This paper explores the factors surrounding students who misbehave which are often caused by different environments that a child may have to deal with. This paper details classroom and school-wide structural strategies as well as the school's approach to family and community agency partnerships in assisting children with aggression problems.
Table of Contents:
Aspects of the Problem
Types of Behavior
Causative Factors
Prevention and Intervention Strategies
Classroom and School-wide Structural Strategies
School as a Pathway to Family and Community Agency Partnership
Bibliography
From the Paper
"This kind of prevention and intervention method should focus on effectively making use of the students' time where the students will not feel bored and which will catch the students' attention and interest. For instance, in a learning course of one particular subject, say mathematics, teachers can develop activities that will introduce the subject to his class in an interesting manner, such as initiating a group game. Students usually feel at their high energy when there is a game because they want to show that they are the best in class. In this way, students' attention can be focused on the learning course and can similarly develop good classroom behavior and sportsmanship."
| |
|
Aggression Replacement Training, 2007.
This paper describes aggression replacement training which works to give adolescents positive alternatives to their aggression and antisocial behavior.
2,328 words (approx. 9.3 pages), 4 sources, APA, $ 71.95
»
Click here to show/hide summary
Abstract
This paper presents a thorough explanation of aggression replacement training and the basic tenants of this form of therapy. The goal is to give adolescents alternatives to their aggression and antisocial behavior and teach them to recognize the precursors to their physically aggressive and threatening behavior. The author also cites the importance of adolescents considering the consequences of their actions and taking positive control of their situation. The paper further describes the three intervention techniques used that correspond with the three components of aggressive behavior.
From the Paper
"A group format is generally used for this type of training, because the dynamics of the group can be used to help advance learning much more quickly. Some of the ways that learning is solidified are through role playing, homework assignments, and the repetition of important concepts (Glick, et al, 1986). There are both pre- and post-tests that are given to the adolescents in order to help determine whether the program was effective and how much skill development the participants have seen, and adults that have interaction with these adolescents outside of the group, such as probation officers, teachers, and parents, are given information that explains the techniques and terminology that are used in the program (Goldstein & Glick, 1994). "
| |
|
TV Violence and Aggression, 2008.
This paper discusses the effects of violent TV and video games on aggression in children and adolescents.
2,463 words (approx. 9.9 pages), 5 sources, APA, $ 75.95
»
Click here to show/hide summary
Abstract
In this article, the writer notes that the apparent effects of TV violence on aggression in children and adolescents have long been suspected. The writer points out that the effect of violent video games on children's aggression is not so well known. This paper explores the relationship between exposure to violent television and video games and the development of aggression in children and adolescents. The paper explains that this link is extremely important because in recent years in North America there has been a noticeable increase in children's violence. The writer maintains that if a strong link can be found between TV and video game violence, this could have implications for reducing and controlling the degree of violence that is presently witnessed in society. The writer concludes that the research into the effects of TV and video violence on child and adolescent aggression suggests that a certain child or adolescent under very specific conditions will very likely act out aggression after viewing a violent TV program or video game.
Outline:
Introduction
Violence in Television
Explanations of Media Impact on Aggression
Violent TV, Violent Video Games and Aggression
Conclusion
From the Paper
"Sherry conducted a meta-analysis of research into video games and found that the effect of violent video games on aggression in children is less than what results from violent TV programming. The video games studies ranged over the 25-year period from 1975 to 2000. An analysis was made of all the studies during that time by analyzing the results of those studies. The effects of the more violent and graphic games were compared with the less violent games. The most important finding from this meta-analysis was that the longer the children were exposed to violent video games, the less of an effect was produced on aggression. It appeared that the children and adolescents had to be already angered and aggressive before the video game began in order for it to produce any effect. Other researchers have also observed that video games are different in their effect on aggression from TV. According to Browne and Hamilton-Giachritsis, video games merely amplify the effect which already exists of aggressive feelings and thoughts in the child or adolescent."
| |
|
Aggression and Behavior, 2004.
An examination of the relationship between aggression and behavior.
2,452 words (approx. 9.8 pages), 10 sources, MLA, $ 74.95
»
Click here to show/hide summary
Abstract
The primary focus of this paper is an examination of aggression related to behavioral types in order to determine the extent to which aggression relates to behavior. Three separate aggression analysis scales are used to survey undergraduate students to determine what behavior types and other aggression patterns could be distinguished between men and women. In addition, a comprehensive literature review is presented that examined prior research conducted with regard to aggression and behavior. The paper contends that the results suggest that men are more likely to demonstrate aggression associated with behaviors related to their perceptions of self-esteem and peer pressure and other behavioral dysfunctions or discomfort. Women are more likely to be the victims of aggression, but will act out when provoked. These ideas are explored in the paper in greater detail.
From the Paper
"From a behavioral standpoint aggression exhibited in males has been linked with behavioral patterns including a concern with honor and face-saving mechanisms, particularly in certain subcultures including the southern U.S. (Graham & Wells, 2001: 595). In other studies male aggression is considered a more 'normative' behavior pattern and among males generally considered more acceptable and pleasurable as an activity (Graham & Wells, 2001). The primary behavior associated with aggression in females that is suggested by studies is jealousy, though aggression in women has also been linked with previous aggression or misbehavior from another person that incites aggressive activities in the female aggressor (Graham & Wells, 2001). This behavioral trait may be linked to insecurities or peer pressure that causes females to feel the need to compete. Females are more likely to demonstrate female to female aggression rather than aggressive tendencies toward a member of the opposite sex as well (Bateman et. al, 1998)."
| |
|
Gender Differences in Aggression, 2005.
A discussion of the way aggression differs in girls and boys in their youth.
1,021 words (approx. 4.1 pages), 7 sources, MLA, $ 36.95
»
Click here to show/hide summary
Abstract
This paper explores how previous research concerning peer aggression has been conducted under the assumption that women rarely display aggression; therefore, aggressive behavior has historically been viewed as a male phenomenon. It discusses how, recently, many researchers have challenged the gender bias in the existence of aggressive behaviors and have broadened the definition of aggression. It looks at how it is now believed that females also display certain levels of aggression and challenges the previous theories.
From the Paper
"Previous research concerning peer aggression has been conducted under the assumption that women rarely display aggression; therefore, aggressive behavior has historically been viewed as a male phenomenon (Bjorkqvist, 1994). Recently, many researchers have challenged the gender bias in the existence of aggressive behaviors and have broadened the definition of aggression. Bjorkqvist's research suggests sex differences exist in the quality of the aggression, but not the quantity. According to Paquette and Underwood (1999), an adolescent's expression of anger and contempt for peers can sometimes be expressed through physical aggression, manipulation, exclusion, and/or gossip. This broader definition allows for a more complete understanding of the social or relational aggression, which is typically associated with females. Relational aggression is more verbal than physical and very prevalent in today's society. Gender differences in the prevalence and the form of aggressive behavior used could be explained by the different social roles of females and males. This paper will discuss the different types of aggression and how each type is used within the female and male peer groups. Aggression has been defined as having five central features: Intention to harm, unprovoked, happens repeatedly, victim perceives the bully as having power, and occurring in small groups. There are two distinct forms of aggression within this definition, overt (physical) and relational (verbal). Crick and Grotpeter (1995) state that the distinction between overt and relational aggression is related to gender. To be specific, the types of aggressive behaviors displayed within peer groups differ between same-sex groups."
| |
|
Aggression in Latina Female High School Students, 2002.
This paper is a serious research proposal to study the ways in which Latina, female high school students express aggression and focuses on the ways in which both gender and race condition the ways in which they act on aggressive tendencies.
6,675 words (approx. 26.7 pages), 6 sources, APA, $ 152.95
»
Click here to show/hide summary
Abstract
This paper, a research proposal, examines a number of different sets of literature, including that specifically addressing the ways in which the expression of aggression has a gendered element. The author states, after an extensive review of research methodology, that the research will be based on a quasi-ethnographic qualitative method, consisting primarily of unstructured interviews combined with observation in a naturalistic setting. The paper stresses that, even though boys and girls may exhibit their aggression and cruelty in distinct ways, the effects can be equally detrimental; therefore, teachers, parents, and the children themselves must be able to recognize and work to stop all forms of inter-personal aggression in children and teenagers.
Table of Contents
Introduction
Proposed Methodology
The Data Gathering Method
Database of Study
Comment on Validity of Data
Originality and Limitation of Data
Summary of Research Design
Literature Review
From the Paper
"Quantitative research is most valuable when it is used to investigate any behavior (or value or belief) that can be quantified without doing harm to the core concept that is being investigated. Some concepts and behaviors are in fact very difficult to quantify, as Patton (1990) argues. How, for example, can one quantity the idea of religious belief without coming up with a unit that is so far divorced from the idea of faith that the research design has destroyed its own subject? Likewise, subtle measures of aggression are best determined through qualitative methods."
| |
|
Aggression, 2007.
This paper examines the personality trait of aggression.
1,600 words (approx. 6.4 pages), 5 sources, MLA, $ 52.95
»
Click here to show/hide summary
Abstract
The writer examines the possible causes of aggression as well as what purpose the trait of aggression appears to serve for those who have it. In addition, the writer examines how the trait impacts individual behaviors and what methods are currently being used to treat the development of aggression. The paper is of the opinion that the treatment of aggression as a personality trait is important to society for the betterment of workforces, social groups and the development of human beings.
Outline:
Introduction
The Trait
Purpose of Aggression
Risk Factors
Conclusion
From the Paper
"Within the realm of mental health issues the problem of aggression as a personality trait is gaining more attention than it has in the past. This may be due to the violent acts in schools, on subways and in other places that have been seen in the news. It may also be something that is gaining attention as the mental health field continues to discover the many ways that aggression impacts those who perpetuate its existence as well as those who are at the receiving end. Aggression is not always about violence. It can be passive in nature, verbal by command or escalate to actual physical violence whether that is by causing damage to property or actually assaulting a person. To fully understand the importance and pathways to the treatment of aggression it is vital to have a clear understanding on the development of the trait, its forms and what types of triggers it responds to."
| |
|
Aggression in Humans, 2005.
Examines the views of several experts on the origins of human aggression.
1,800 words (approx. 7.2 pages), 9 sources, APA, $ 57.95
»
Click here to show/hide summary
Abstract
This paper looks at the theories put forth by several psychologists and anthropologists, including Albert Einstein and Sigmund Freud, on the origins of human aggression. The paper concludes that, in the end, the quandary comes back to Einstein and Freud. Whether aggression is in the DNA (ours and that of other primates) or is learned at our mother's (or father's) knee, it appears that the fin de siecle geniuses had it right: culture and sanctions appear to keep aggression under control.
Paper Outline:
Introduction
Red Meat and Being Mean
Universal Truths About Aggression
Pop Psychology: CD?
Man and Ape Alike
Women and Aggression
Odds Against
Conclusion
Bibliography
From the Paper
"In fact, the issue of witchcraft begins to expose an aggressive side to women's natures. Those accused of witchcraft were usually married women of some wealth and status, certainly rarely the poorest in a village. Interpersonal vendettas but very often economic inequality provided the impetus for an accusation. The accusations were, moreover, not isolated incidents, but part of a pervasive pattern that included jealousy, threats and curses. While early village life did include friendships, it also included an "internal viciousness" and "brutality" in interpersonal conflict that drove some to pursue vendettas with "a degree of persistence and ruthlessness" that might end in the adversary's death."
| |
|
Workplace Aggression, 2007.
This paper explores aggression in the workplace and looks at how it can be controlled.
1,088 words (approx. 4.4 pages), 5 sources, MLA, $ 37.95
»
Click here to show/hide summary
Abstract
This paper reveals that workplace aggression is one of the most significant psychological and physical dangers facing the modern workforce. The paper attempts to explain the nature of workplace aggression in order to propose suggestions for effective aggression management. The paper emphasizes that aggression will never fully be eliminated, but points out that its negative effects can be moderated and reduced.
From the Paper
"All workplace aggression has psychological ramifications for the target of the aggression, not to mention productivity issues for the organization (Coombs). But what exactly constitutes workplace aggression? In "Sex Differences in Workplace Aggression," Angela Rutter and Donald Hine explain that workplace aggression is any behavior that is intended to harm a co-worker or else impair the functioning of the organization (Rutter and Hine 255). This definition is broad enough to incorporate a wide array of individual actions and activities from telling sexist jokes to stealing office supplies to murdering the boss. This definition of workplace aggression helps formulate a basic understanding of the nature of aggression and its manifestations in the workplace."
| |
|
Video Games and Aggression, 2004.
This paper is a research proposal to test the relations of video games and childhood aggression.
1,490 words (approx. 6.0 pages), 9 sources, APA, $ 49.95
»
Click here to show/hide summary
Abstract
This paper relates that the General Affective Aggression Model (GAAM) is one of the leading theories in the field of aggression, which argues that exposure to violent video games can increase short-term aggression (20 minutes following exposure to a video game) over long periods of time. The author states that the experimental hypothesis is that children who play violent video games are more likely to be more aggressive on the playground. The paper describes a research design with three experimental groups consisting of randomly selected 8 to 10-year-old boys and girls. The experimental group plays a violent video game (e.g., Kung Fu), one control group plays a non-violent video game (e.g., Ms. Pac Man) and another control group will consist of children that did not play a video game.
Table of Contents
Introduction
Literature Review
Proposed Study
Methods and Statistical Analysis
Participation
Design and Procedures
Discussion
Conclusion
From the Paper
"Certainly, the literature available notes several limitations on this type of study. One important constraint is that this experimental design does not allow researchers to determine the effect of video game violence in a 'real' or 'playful environment. Goldstein notes that voluntary exposure to violent video games may have a different effect than enforced exposure on aggression. In the lab, video games are not entered into in a playful frame of mind, as they are in the 'real' world. However, the need for a controlled, experimental situation in this experiment makes such a distinction difficult."
| |
|
Aggression, 2002.
A discussion of the problem of aggression and violence among children and teenagers.
1,021 words (approx. 4.1 pages), 2 sources, MLA, $ 36.95
»
Click here to show/hide summary
Abstract
This paper begins with a discussion of the nature of aggressive behavior and its causes. This includes describing the nature of aggression and the factors associated with it. This is followed by a brief discussion of the ways in which aggression is seen in children and adolescents. Methods for reducing aggressive behavior are then discussed. Finally, the actions that adults can take to reduce aggressive behavior in children are presented.
From the Paper
"Aggression is defined as "behavior intended to injure another person" (Seamon & Kenrick 592). This aggression can be physical, for example, in the form of hitting another person. It can also be non-physical, for example, calling someone a hostile name. There are several factors that are related to aggression. Firstly, environmental factors are thought to increase the tendency for aggression. For example, in high temperatures people tend to become more aggressive. The same things happen if people are stressed by other factors in the environment. For example, a student getting bad grades and worrying about this becomes stressed, with this stress contributing to the likelihood of being aggressive. This leads to the consideration of one of the major causes of aggression, frustration. The frustration-aggression hypothesis states that aggression occurs when an obstacle prevents a person from reaching a goal (Seamon & Kenrick 665). This obstacle can be in any form. For example, a person trying to study and being intentionally annoyed by other students becomes frustrated. An individual can also be frustrated with themselves, for example, if they can't achieve some goal. Another factor affecting the tendency for aggressive behavior is deindividuation."
| |
|
Aggression in Men and Women, 2002.
Discusses the psychological and biological theories regarding the differences in aggressive behaviour between men and women.
1,869 words (approx. 7.5 pages), 10 sources, APA, $ 59.95
»
Click here to show/hide summary
Abstract
There are differences between aggression in men and women, which may have a biological basis, but are also tempered by psychological parameters and socialization issues. The paper shows that in animals, aggression is usually studied in terms of behavior alone, but in humans aggression encompasses the intention to harm another person, some form of behavior carried out as a result of this intention, and an emotion which can be anything from mere irritation to outright rage. While there are no clear statistics available, males usually tend to be more aggressive than females in terms of physical and verbal aggression. The paper shows that a still unanswered question is how much of this difference is biological and how much is psychological. Differences are not only found between genders, but also with age and education (aggression decreasing with increasing age and education level), and between different ethnic groups.
From the Paper
"While biological theories propose that there is a chemical basis for the differences in aggressiveness between males and females, psychological theories propose that aggressiveness is a learned response rather than an innate one. Although genetic makeup may give someone a propensity for aggressive tendencies, these tendencies can be positively or negatively affected by socialization and environmental influences (Colt and Kuehn, 1998). It has been shown by many studies that females exhibit less physical aggression than males from infancy onward (Fishbein, 1992). They are less inclined to explore and engage in less rough and tumble play than boys do. Females are raised differently than males, and this is in part responsible for suppressing aggressive tendencies in females."
| |
|
Social Aggression, 2007.
A literature review of social aggression among girls and boys.
1,869 words (approx. 7.5 pages), 8 sources, MLA, $ 59.95
»
Click here to show/hide summary
Abstract
The paper examines various studies that explore the social and developmental aspects of gender and aggression at a very young age. The paper looks at the claim that social stereotypes are often not true or too simplistic and very often run counter to the actual psychological reality of gender development. The paper discusses the hypothesis that girls tend to be more manipulative in their aggressive behavior, while boys express themselves though direct aggression. The paper explores the possible positive correlation between aggressive behavior and strict regulation during infancy.
From the Paper
"The literature on this topic covers a wide and often diverse range of issues and disciplines. A paper by Hencke and Raya ( 1993) entitled You're Mean! Differences between Three-Year Old boys and Girls in Narratives about Nice and Mean Social Interactions explores the issue of gender differences in relation to aggressive behavior. The study investigates developmental attitudes and perceptions among the very young by examining stories that children tell about aggressive and "mean "social activities. This is an important area of the subject of aggression among very young males and females, as it explores the underlying and developmental foundations of later socially aggressive behavior."
| |
|
Coping with Autism, 2004.
A review of coping strategies for parents of autistic children.
920 words (approx. 3.7 pages), 11 sources, APA, $ 31.95
»
Click here to show/hide summary
Abstract
This paper is a literature review on coping strategies for parents and caregivers of autistic children. The paper studies the issue from theoretical and empirical perspectives. The paper reviews the perspectives of coping theorists, and details their theoretical framework. The paper concludes with a discussion of other coping strategies.
From the Paper
"In this chapter, coping strategies will be explored from theoretical and empirical perspectives. As defined by Lazarus and Folkman, coping strategies are defined as methods employed by people to deal with situations that require..."
| |
|
Personality, Aggression & Gender, 1996.
Examines Albert Bandura's learning theory of personality, views on aggression & role of gender modeling in aggressive behavior.
1,800 words (approx. 7.2 pages), 7 sources, $ 63.95
»
Click here to show/hide summary
From the Paper
"The personality is defined as referring to a unique style of behavior or thought; a kind of self or inner agent. Psychologists differ in their views of the personality, they use different terms to refer to the concept, such as types, traits, and social learning. Each of the terms is associated with a different personality theory; each theory offers its own definition of personality and human behavior (Gatchel & Mears, 1982). Gender differences in aggression have been found; Bandura's social learning model of the personality can be used to explain the development of these differences.
Gender Differences In Aggression
Research demonstrates that men view aggression as a functional interpersonal act aimed at imposing control over other..."
|
|
|
