幼儿攻击性行为解析

幼儿的攻击性行为是幼儿在成长时期表现出的一种非常不良的行为,这种行为对于幼儿的成长以及身心健康发展都将产生非常不利的影响。导致幼儿产生攻击性行为的原因是多方面的,但主要可分为幼儿自身因素和外部影响因素。本文将针对幼儿攻击性行为的具体表现进行概述,分析幼儿攻击性行为产生的主要原因,并探究减少幼儿攻击性行为的有效应对策略。     

Hostile attributional biases among aggressive boys are exacerbated under conditions of threats to the self

Previous studies have found a tendency for aggressive boys to display hostile attributional biases and social cue interpretation deficits. It was hypothesized that these biases and deficits would be exaggerated under conditions of social anxiety and threat. Aggressive and nonaggressive boys aged 8 - 10 (total N = 65) were administered tests of attributional tendencies and social cue interpretation skills (via videorecorded stimuli) under relaxed and threatening conditions. It was found that, relative to normal boys, aggressive boys displayed a bias toward attributing hostile intentions to peers, a deficit in interpreting accurately others' intentions, and a deficit in linking interpretations to behavioral responses. The hypothesis that these biases and deficits would be exaggerated under conditions of threat was also supported. Findings were interpreted as consistent with theories of preemptive processing and emotional vulnerability in aggressive boys.     

Classroom behavior of children and adolescents with learning disabilities: a meta-analysis

Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed.     

Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations

Numerous studies have demonstrated that physically aggressive children exhibit hostile attributional biases in response to instrumental peer provocations, a social information-processing pattern that has been recognized as a contributor to peer-directed aggression. The present studies (N = 127 and N = 535) were designed to extend past research by evaluating the intent attributions and feelings of emotional distress of relationally and physically aggressive children in response to instrumental and relational provocation contexts. Results indicated that physically aggressive children exhibited hostile attributional biases and reported relatively greater distress for instrumental provocation situations, whereas relationally aggressive children exhibited hostile attributional biases and reported relatively greater distress for relational provocation contexts. Implications of these findings for the understanding of factors that may contribute to relational as well as physical aggression are discussed.     

Functions of aggressive behavior and future functional impairment

The present study investigated relations between proactive and reactive functions of physical and relational aggression and functional impairment across early childhood. It was hypothesized that reactive functions of aggression would be associated with functional impairment. Hypotheses with regard to proactive functions of aggression were exploratory. Participants were 36 children (22 girls) from a longitudinal study. At Time 1 (M = 50.31 months old, SD = 10.97), observations of aggressive behavior were collected during preschool free-play. At Time 2 (M = 73.33 months old, SD = 10.88), parent-report of functional impairment was collected. Reactive physical aggression was a significant and unique predictor of future impairment when controlling for gender and all other types of aggression. Implications of these findings are discussed from a developmental perspective.     

高职院校学生失范行为归因分析与控制研究

高职院校承担着培养应用型人才的重任,在社会主义现代化进程中扮演着重要作用。然而,随着高考人数的减少,高职院校生源质量有逐年降低的趋势,学生的失范行为屡见不鲜。     

Sex pheromones and aggressive behavior in male rats

Two experiments were performed to examine the relationships among the sexual cycle of the female, sex pheromones, and the agonistic behavior of male rats. Data suggest that the presence of an inaccessible sexually receptive female provokes increased intermale fighting. The present research investigated the possibility that a sex pheromone from the female mediates the change in male hostilities. In Experiment 1, a combination between-subject and within-subject design was used to expose half the males to the female by several sensory modalities. The other males were exposed to the female primarily by olfaction. In Experiment 2, a completely between-subject design was used to expose some males only to the soiled bedding of the female. The results suggest that olfaction is sufficient to increase the male’s aggressiveness in the presence of an estrous female, although additional sensory input, such as the female’s movements, may be necessary to produce the full aggression-inducing effect.     

Bias in the attribution of hyperkinetic behavior as a function of ethnic identification and socioeconomic status

Twenty-four school psychologists, 24 parents, and 27 elementary teachers observed films of an Afro-American, a Mexican-American, and an Anglo-American eight-year-old boy and assessed each child for hyperkinesis, using a behavioral rating scale developed for this study. The hypothesis that the perceived socioecnomic status and ethnic identification of assessees would influence assessors' attributions of hyperkinetic behavior was tested and supported. Lower socioeconomic status children and ethnic minority children were rated as more hyperkinetic by teachers, school psychologists, and parents than were middle socioeconomic status or Anglo-American children. Implications for the assessment process are discussed, and findings are explained in terms of attribution theory.     

幼儿攻击性行为的原因及对策研究

攻击性行为是在幼儿中比较常见的一种不良行为,具有此种行为的儿童往往很难建立良好的同伴的关系,以致影响幼儿以后的身心健康。本文主要探讨幼儿攻击性行为形成的原因,并相应的提出一些有效的控制幼儿攻击性行为的对策。     

Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study

Objective

Being bullied has adverse effects on children's health. Children's family experiences and parenting behavior before entering school help shape their capacity to adapt and cope at school and have an impact on children's peer relationship, hence it is important to identify how parenting styles and parent–child relationship are related to victimization in order to develop intervention programs to prevent or mitigate victimization in childhood and adolescence.

Methods

We conducted a systematic review of the published literature on parenting behavior and peer victimization using MEDLINE, PsychINFO, Eric and EMBASE from 1970 through the end of December 2012. We included prospective cohort studies and cross-sectional studies that investigated the association between parenting behavior and peer victimization.

Results

Both victims and those who both bully and are victims (bully/victims) were more likely to be exposed to negative parenting behavior including abuse and neglect and maladaptive parenting. The effects were generally small to moderate for victims (Hedge's g range: 0.10–0.31) but moderate for bully/victims (0.13–0.68). Positive parenting behavior including good communication of parents with the child, warm and affectionate relationship, parental involvement and support, and parental supervision were protective against peer victimization. The protective effects were generally small to moderate for both victims (Hedge's g: range: −0.12 to −0.22) and bully/victims (−0.17 to −0.42).

Conclusions

Negative parenting behavior is related to a moderate increase of risk for becoming a bully/victim and small to moderate effects on victim status at school. Intervention programs against bullying should extend their focus beyond schools to include families and start before children enter school.     

不同项目、不同性别运动员攻击性行为差异研究

本研究采用问卷调查法,以武汉体育学院体育专业的90名学生为研究对象,研究了搏击类（摔跤）、隔网类（网球）、个人表演类（艺术体操）三类运动项目、不同性别学生的攻击性差异。结果发现：1．搏击类专业学生比隔网类和个人表演类专业学生具有更强的攻击性,且在人身攻击方面存在显著性差异;2．男生攻击性显著高于女生,且在人身攻击方面存在显著性差异。本研究分析了差异的原因。     

学前儿童攻击性行为的原因及对策分析

学前儿童攻击性行为是幼儿园中比较常见的问题行为之一,也被称为侵犯性行为。根据学前儿童攻击行为的性质可以划分为无意性、表现性、工具性和敌意性这四种类型。学前儿童攻击行为产生的原因主要有来自个人的生理学因素和理解歪曲因素,家庭的教养方式,幼儿园教师的关注度程度和强化方式以及社会影响等。有效解决学前儿童的攻击性行为可以从教给儿童正确解决的问题的方式方法,提供给儿童适合的模仿榜样,强化儿童亲近社会的行为以及引导学前儿童正确观看动画片内容这些方面着手。     

The Hostile Vagina: Reading vaginal discourse in a school health text

This article considers the use of the field of bioethics for those practising sex education. It reviews dominant approaches on the part of bioethics that might be applicable to sex educators and undertakes an evaluation of their relevance to sex education. It considers key ideological objections to dominant bioethical approaches and evaluates the impact they might have on sex educators. From these evaluations, it briefly suggests how practitioners might develop alternative conceptions of ethics for the benefit of their work and their clients.     

Young children's beliefs about the relationship between gender and aggressive behavior

Young children's beliefs about the relationship between gender and aggression were examined across 3 studies (N=121). In Study 1, preschoolers (ages 3 to 5) described relational aggression as the most common form of aggression among girls and physical aggression as the most common form among boys. In Study 2, preschoolers and a comparison group of 7- to 8-year-olds were likely to infer that relationally aggressive characters are female and physically aggressive characters are male. Study 3 revealed that preschoolers show systematic memory distortions when recalling stories that conflict with these gender schemas. These findings suggest that even before children reach school age, they have organized patterns of beliefs about gender that affect the way they process social information.     

Treating children's aggressive behavior problems using cognitive behavior therapy with virtual reality: A multicenter randomized controlled trial

This multicenter randomized controlled trial investigated whether interactive virtual reality enhanced effectiveness of Cognitive Behavioral Therapy (CBT) to reduce children's aggressive behavior problems. Boys with aggressive behavior problems (N = 115; M_age = 10.58, SD = 1.48; 95.7% born in Netherlands) were randomized into three groups: CBT with virtual reality, CBT with roleplays, or care-as-usual. Bayesian analyses showed that CBT with virtual reality more likely reduced aggressive behavior compared to care-as-usual for six of seven outcomes (ds 0.19–0.95), and compared to CBT with roleplays for four outcomes (ds 0.14–0.68). Moreover, compared to roleplays, virtual reality more likely enhanced children's emotional engagement, practice immersion, and treatment appreciation. Thus, virtual reality may be a promising tool to enhance CBT effectiveness for children with aggressive behavior problems.     

The relationship between hostile attributional bias and aggressive behavior in preschoolers

Previously, K.A. Dodge and colleagues found an association between hostile attributional bias and aggressive behaviors among school aged children. The present study explored such an association among preschool aged children. Sixty-eight children (38 girls and 30 boys) with a mean age of 4.76 years participated in the study. Videotaped vignettes of children's social interactions were developed specifically for this age group to examine their attributional bias. Children's aggressive behaviors were assessed by teachers, using the Preschool Behavior Questionnaire. Results indicated that hostile/aggressive children were significantly more likely to possess a hostile attributional bias (p < .05) than less aggressive children. Results also indicated that preschoolers were capable of distinguishing between intentional and unintentional actions when stimulus materials used were concrete and familiar to them.     

School psychologists' perceptions of physically aggressive student behavior as a referral concern in nonurban districts

This survey questioned practicing school psychologists in the state of Wisconsin regarding their experience with the number of behavioral referrals for which physically aggressive behavior was the principal concern. Increases of at least a moderate degree were perceived by school psychologists across grade levels. Survey items further investigated school psychologists' perceptions regarding the stability of teacher-assault incidences and weapons violations over the past 10 years. Implications for an expanded role for the school psychologist in prevention and intervention procedures are discussed.