A teacher-focused approach to prevent and reduce students' aggressive behavior (original) (raw)
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Development and Psychopathology, 1998
This paper is on the influences of the classroom context on the course and malleability of aggressive behavior from entrance into first grade through the transition into middle school. Nineteen public elementary schools participated in developmental epidemiologically based preventive trials in first and second grades, one of which was directed at reducing aggressive, disruptive behavior. At the start of first grade, schools and teachers were randomly assigned to intervention or control conditions. Children within each school were assigned sequentially to classrooms from alphabetized lists, followed by checking to insure balanced assignment based on kindergarten behavior. Despite these procedures, by the end of first quarter, classrooms within schools differed markedly in levels of aggressive behavior. Children were followed through sixth grade, where their aggressive behavior was rated by middle school teachers. Strong interactive effects were found on the risk of being highly aggre...
Aggressive Behavior In Elementary School
International Journal of Scientific & Technology Research, 2020
Aggressive behavior is one of the problems of externalizing children. And this research uses quantitative approaches. Aggressive phenomena in students worry parents, educators, or guidance and counseling teachers or counselors. This study uses a quantitative, descriptive approach to describing phenomena that exist, in descriptive research that problem-solving is systematical, factual, and accurate. The goal of descriptive research is to create a systematic, factual, and accurate description of the facts and traits of a particular population. Through a cross-sectional study, the means of harvesting is performed only once at a time.A total of 36 electives learners are involved as respondents in this study. According to measurements, 50% of respondents have aggressive behavior based on moderate physical aspects, and 52.7% of respondents are included in aggressive behavior in verbal aspects are categorized high.
Teachers' Reactions to Children's Aggression
Social Development, 2006
Drawing on social schema theory and social identity theory , this study examined the impact on teachers' reactions to children's aggression of three variables, two of which were related to the aggressors and one was related to the teachers. Experienced female elementary school teachers ( N = 90) each read a scenario that described an aggressive episode committed by a group of boys against a boy from another class. The aggressors were either good or bad children, who were either popular or unpopular with their classroom peers. In addition, the scenario manipulated the teachers' identification with, or commitment to, the class to be either high or low. Analysis of the teachers' ratings of causal responsibility, liking, and recommended punishment revealed a consistent negative response from the teachers towards the aggressors versus the victim. However, the teachers' responses were also interactively influenced by the aggressors' goodness and popularity, as well as the teachers' class identification. The results are discussed in relation to other findings on teachers' responses to school aggression and bullying, as well as how their responses might best be explained.
STORIES A Classroom-Based Program to Reduce Aggressive Behavior
Journal of School Psychology, 2001
The 15-session Structure/Themes/Open Communication/Reflection/Individuality/Experiential Learning/Social Problem-Solving (STORIES) program was implemented with two intact fourth-and fifth-grade classes (N ϭ 59) with 12 groups of children (n ϭ 4 to 6 each). STORIES uses the peer group and story form as vehicles to improve social problem solving for aggressors, victims, and bystanders. Groups contained 1 to 2 students identified by school staff with concerns of bullying, general hostility, or aggression. Teacher reports of externalizing behavior indicated elevated mean pretest scores overall, with the identified children being more extreme. Postintervention teacher reports showed decreases in externalizing and antisocial behaviors for the children not identified as aggressive, and increases for the identified children. However, among those identified, children who had completed the program had significantly more favorable scores than wait-list controls. Also, individual responses to treatment predicted favorable change between pre-and posttest measures of externalizing behaviors. Results are discussed in terms of relevance for school-based social problem-solving interventions and field research.
Teachers' Specific Strategies for Dealing with Hostile, Aggressive Students. Research Series No. 86
1980
Elementary teachers' free response self reports of how they would respond to students' hostile aggressive behavior (as depicted in two written vignettes) were transcribed, coded, and analyzed for relationships to the teachers' grade level (K-3 vs. 4-61, school location (Lansing vs. inner-city Detroit), and rating by their principals and by classroom observers (on ability to cope with problem students). In general, most teachers were poorly prepared to cope with student aggressiveness, and zany, especially inner-city teachers, did not wish to even try to do so, preferring instead to refer the students to the principal. Teachers rated higher in ability to cope with problem students were more likely than teachers rated lower to try to settle the incident themselves and to try to socialize the aggressive students more effectively rather than to just punish them. (Authors)
A revised teacher rating scale for Reactive and Proactive Aggression
Journal of Abnormal Child Psychology, 1996
A teacher rating scale of reactive aggression, proactive aggression, and covert antisocial behavior was evaluated in a normative sample of third-to fifth-grade predominantly white lower middle class boys (N = 186). Factor analysis revealed independent and internally consistent Reactive Aggression (six reactive items), and Proactive Aggression (five proactive items, five covert items) factors. Although the factors were intercorrelated (r = .67), and each factor was significantly correlated with negative peer social status (r = .26 for each, controlling for grade), the independence of the factors was supported by the unique relation of Reactive Aggression with in-school detentions (r = .31), controlling for Proactive Aggression and grade. These results supported the reliability and validity of Reactive and Proactive Aggression as rated by teachers, which shouM facilitate further research of these constructs.
2011
Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context-aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed.
The Influence of Classroom Aggression and Classroom Climate on Aggressive–Disruptive Behavior
2011
Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4179 children from kindergarten to second-grade (ages 5-8) this study examined the impact of two important features of the classroom contextaggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of grade 1. HLM analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed.
Influence of school-level variables on aggression and associated attitudes of middle school students
Journal of School Psychology, 2011
This study sought to understand school-level influences on aggressive behavior and related social cognitive variables. Participants were 5106 middle school students participating in a violence prevention project. Predictors were school-level norms opposing aggression and favoring nonviolence, interpersonal climate (positive student-teacher relationships and positive student-student relationships), and school responsiveness to violence (awareness and reporting of violence and school safety problems). Outcomes were individual-level physical aggression, beliefs supporting aggression, and self-efficacy for nonviolent responses. School norms and both interpersonal climate variables had effects on all three outcomes in theorized directions. Only one of the responsiveness measures, awareness and reporting of violence, had theoretically j o u r n a l h o m e p a g e : w w w. e l s ev i e r. c o m / l o c a t e / j s c h p s yc consistent effects on all outcomes. The other, school safety problems, affected self-efficacy later in middle school. Evidence of gender moderation was generally consistent with greater influence of schoollevel factors on female adolescents. Discussion focuses on implications in light of previous research and intervention possibilities.
Middle School Teachers and Administrators' Views Concerning the Prevention of School Violence
2019
Over the years, school violence has gained attention due to an increase of aggressive behaviors and actions within school systems across the United States. As a result, it has prompted school districts to develop plans that address school violence efficiently to promote safe school environments. There is gap in current literature as it pertains to addressing school violence in the middle school setting. The purpose of this study was to explore the views of teachers and administrators concerning effective ways to implement proactive prevention strategies to attain better approaches to preventing school violence. This case study methodology were framed by Bronfenbrenner's ecological theory to determine the association between school violence, students, parents, teachers, administrators, and other middle school staff members. Data were collected through 8 individual, structured, participant interviews with the use of an audio recorder. The resulting data were hand coded to create themes. The results of this study indicated that the middle school administration is failing to administer adequate and proper training to address school violence for their teachers, which has become a major concern. The study findings also indicated that the collaboration of teachers and administrators presented some issues when addressing and managing school violence occurrences. The results of this study could influence positive social change by supplying modernized information