儿童攻击性行为及其矫正

章阐释了儿童攻击性行为的内涵及国内外心理学家关于儿童攻击性行为的实验研究和理论探索所取得的成果，分析了影响儿童攻击性行为的主要因素，并在此基础上提出了儿童攻击性行为的矫正方法和措施。     

儿童攻击性行为的影响因素及矫正

儿童的攻击性行为，是儿童发展过程中表现出来的一种消极的社会行为，形成原因很多，既有生物因素，饮食因素，又有家庭因素、社会因素和认知因素，研究儿童攻击性行为的特点及影响，预防、矫正儿童的攻击性行为，是促进儿童社会化的健康发展的需要。     

儿童攻击性行为及有效控制

攻击性行为是一种在儿童身上比较常见的不良社会行为，不仅对儿童的身心健康和学业进步具有明显的不良影响，而且在一定程度上影响家庭生活和教师正常的教学工作。深入研究儿童攻击性行为及有效控制具有理论和实践的双重价值。     

学生攻击性行为的矫正方法

学生的攻击性行为是不良心理的反映,因此预防和矫正学生攻击性行为,从根本上说,应该从培养良好的心理素养着手.杜绝学生攻击性行为的最佳途径是预防,而对于已经发生的攻击性行为要及时地处理,防止造成更恶劣的后果.下面笔者介绍三种矫正学生攻击性行为的方法.     

幼儿攻击性行为的矫正策略

攻击性行为是一种在幼儿时期较为常见的问题行为.有攻击性行为的孩子,由于得不到周围环境的认可和接纳,其身心发展都会受到明显的不利影响.探究幼儿攻击性行为的成因,及早对幼儿的攻击性行为进行干预与矫正,以促进幼儿身心健康发展.     

幼儿攻击性行为的矫正六法

幼儿的攻击性行为．是妨碍幼儿健康人格构建的重要因素之一。文中就幼儿攻击性行为的矫正方法进行探索。     

学生攻击性行为的成因及矫正

攻击性行为是一种既会对他人造成伤害，又会导致人际关系恶化的不良行为。通常，具有攻击性行为的儿童，都会因为难以与他人发展良好的关系，缺乏正常交往的活动与经验，从而影响到其性格、能力等心理品质的正常发展。如不及时干预，攻击性行为还可能转化为不良品德，甚至使学生走上犯罪的道路。     

青少年攻击性行为的心理分析与矫正

本文对青少年攻击性行为产生的原因进行心理分析，结合工作实践，提出了五种矫正方法。     

浅谈幼儿攻击性行为的矫正策略

攻击性行为是指为他人不愿接受的出于敌意或工具性目的的伤害行为。本文在对300多名幼儿的观察调查以及参考大量相关文献的基础上,总结出在家庭、学校、社会对幼儿攻击性行为进行矫正的策略,旨在为有效的矫正幼儿的攻击性行为提供指导。     

幼儿攻击性行为的成因及矫正策略

幼儿攻击性行为的产生有其先天因素,也有家庭、社会、同伴等后天因素。基于此,可创设宽松民主的家庭教育环境,营造有利于幼儿身心健康发展的社会环境,提供温馨和谐的同伴交往环境。为幼儿树立榜样,通过多种方式强化行为,建立自控能力,从而矫正幼儿的攻击性行为。     

幼儿攻击性行为的成因剖析与矫正策略

幼儿攻击性行为的成因非常复杂,包括生理因素;遭受挫折;认知偏差与敌意归因;愤怒情绪与移情水平低;攻击性行为受到强化等。要纠正幼儿的攻击性行为,就必须采取各种策略措施,如创设良好的幼教环境,促进幼儿的身心健康;提高幼儿的道德认知水平,帮助幼儿学会正确归因;实施幼儿移情训练,开展幼儿角色游戏;学会表达倾诉,合理宣泄攻击性情绪;依据强化原理,实施奖惩措施。     

Group Social Context and Children's Aggressive Behavior

Very little is known about the influence of the social-psychological context on children's aggressive behavior. The purpose of this research was to examine the interrelations of group contextual factors and the occurrence of aggressive behavior in 22 experimental play groups of 7- and 9-year-old African-American boys. Group context was examined before, during, and after an aggressive act as well as during nonaggressive periods. The results showed that there are dimensions of group context (i.e., negative affect, high aversive behavior, high activity level, low group cohesion, competitiveness) that were related to the occurrence of aggressive behavior between 2 children in the group. Group context influenced how children reacted to aggression between its members (e.g., siding with the victim), which in turn influenced the quality of the postaggression group atmosphere. This study suggests that individual-within-context information be incorporated into theories of aggression among children.     

儿童攻击性行为的功能性评估及干预

攻击性行为是儿童身上常见的一种问题行为,对于被攻击者和攻击者的身心健康都会产生严重的伤害.功能性行为评估分为收集信息、建立假设、验证假设三个基本步骤,这一评估理论强调通过了解问题行为的前提和结果,推测问题行为产生的原因,从而有针对性地制订干预策略,有效消除儿童的问题行为.     

The Relation Between Toy Gun Play and Children's Aggressive Behavior

To assess the relation between toy gun play and aggression, thirty-six 3- to 5-year-olds were observed in free play in their daycare center and coded for amount of real aggression, pretend aggression, rough-and-tumble play (R & T), and nonaggressive pretend play. Based on a questionnaire completed by the parents, the children were also coded for the amount they played with toy guns in the home, the rated aggressive level of their preferred television programs, the rated aggressive level of their most preferred toys, and amount of parents' physical punishment of the children. Of all children, 56% played with toy guns in the home, most of whom were boys. Multiple regression analyses indicated that amount of parents' punishment strongly predicted real aggression in both boys and girls, and amount of toy gun play strongly predicted real aggression in boys. However, when it came to pretend aggression, aggressive level of children's preferred toys was the strongest predictor, while toy gun play negatively predicted pretend aggression. Toy gun play did not predict nonaggressive pretend play, but parents' punishment negatively predicted nonaggressive pretend play. These results indicate that toy gun play and parental punishment are positively associated with a higher level of real aggression but not pretend aggression. This pattern is discussed in terms of a cuing effect theory versus a cathartic effect theory. It also argues for distinguishing between real and pretend aggression and other forms of play in future studies.     

The Relation Between Toy Gun Play and Children's Aggressive Behavior

To assess the relation between toy gun play and aggression, thirty-six 3- to 5-year-olds were observed in free play in their daycare center and coded for amount of real aggression, pretend aggression, rough-and-tumble play (R & T), and nonaggressive pretend play. Based on a questionnaire completed by the parents, the children were also coded for the amount they played with toy guns in the home, the rated aggressive level of their preferred television programs, the rated aggressive level of their most preferred toys, and amount of parents' physical punishment of the children. Of all children, 56% played with toy guns in the home, most of whom were boys. Multiple regression analyses indicated that amount of parents' punishment strongly predicted real aggression in both boys and girls, and amount of toy gun play strongly predicted real aggression in boys. However, when it came to pretend aggression, aggressive level of children's preferred toys was the strongest predictor, while toy gun play negatively predicted pretend aggression. Toy gun play did not predict nonaggressive pretend play, but parents' punishment negatively predicted nonaggressive pretend play. These results indicate that toy gun play and parental punishment are positively associated with a higher level of real aggression but not pretend aggression. This pattern is discussed in terms of a cuing effect theory versus a cathartic effect theory. It also argues for distinguishing between real and pretend aggression and other forms of play in future studies.     

自然后果法在矫正幼儿攻击性行为中的运用

本研究主要通过调查幼儿园大、中、小班各10名幼儿产生的攻击性行为以及教师的处理方式,了解教师应对幼儿攻击行为的方式方法;对取得的素材与采集的数据进行分析,发现问题、寻求原因,探究"自然后果法"在幼儿攻击行为矫正中的具体运用,从三方面入手,即教师在何时运用此法、教师在运用过程中的注意事项以及不足,今后如何更好的运用此方法进行了详细论述。     

儿童攻击行为家庭影响因素分析与教育建议

儿童攻击行为是儿童诸多问题行为中十分普遍的一种,越来越受到大家的重视。文章从家庭的角度分析造成儿童攻击行为的主要影响因素,包括错误的家庭教养方式,家长的不良行为,家庭关系质量差以及父母职业、学历、收入低等。解决此问题要改进家庭教养方式,科学教育;家长要加强自身修养,以身作则;处理好家庭关系,提升家庭和谐度。     

攻击性儿童行为矫正和认知疗法的个案研究

文章以一个有攻击行为的儿童为个案,干预方法以正强化法,惩罚法,贝克认知疗法,迈克鲍姆的自我指导训练为主,探索综合矫正的效果.三个月后,该儿童的攻击性行为,即摔东西和踢桌椅的行为频率明显下降.最后探讨了行为改变的有效策略.     

自闭症儿童攻击行为功能评估及干预策略研究进展

以积极行为支持理念为指导,干预人员要对自闭症儿童的攻击行为进行功能评估。研究发现,自闭症儿童攻击行为产生的主要功能特点是正强化、负强化及感觉调整或感觉刺激。文章基于自闭症儿童攻击行为的功能评估,梳理与总结了如下干预策略:事前控制,防范于未然;社会消退,阻断强化来源;区分强化,培养合适替代行为;常规塑造,建立有效沟通技能。     

行为消失技术在儿童行为矫正中的运用

行为消失是儿童行为矫正中的原理与方法之一,行为消失的成功运用可以减少或终止儿童生活中的问题行为。本文运用具体事例探讨行为消失在儿童教育中的具体运用。