A Psychoeducational Program to Prevent Aggressive Behavior Among Japanese Early Adolescents

Asakura

et al. 2007

BioPsychoSocial Med

Self Cite

Section: Discussionmentioning

confidence: 99%

Psychosocial factors associated with smoking and drinking among Japanese early adolescent boys and girls: Cross-sectional study

Asakura

et al. 2007

BioPsychoSocial Med

Self Cite

“…There are numerous studies the behavioral dimensions of aggression and anger can be improved and their control is ensured through the education, management, and control programs. The study of M. Ando, Asakura, S. Ando & Simons-Morton, (2007) regarding the prevention of aggressive behaviors consists of four-week programs for problem-solving, stress management, and communication skills. They reported that at the end of the program, there became a positive increase in the relations of the students with their classmates and a manifest decrease in their aggressive behaviors.…”

Section: Discussionmentioning

confidence: 99%

A Scrutiny on the Aggression Levels of the Students of Sports, Vocational, and Anatolian High Schools

Altin¹,

Kivrak²

2018

IES

The objective has been set through this study to present and compare the aggression levels in three different High School types. The population of the study was constituted by the High School students in the province of Konya and its sampling group by the 226 male and 190 female students studying at Vocational High Schools, Anatolian High Schools, and Sports High Schools. In the study, demographic personal information form was used in the collection of personal information and Buss-Perry Aggression Scale (BPAS), which was developed by Buss and Perry (1992), whose the validity and reliability study in its Turkish form was performed by Demirtas-Mardan (2013), was used for determining the aggression levels. In terms of the anger dimension depending on the gender factor, no statistical change was observed, while it was determined that the average values for the male students in the physical aggression, hostility, and verbal aggression dimensions were higher than the female students and such changes were statistically significant (P<0.05). It can be said on the basis of the findings of this study that the aggression values of the Secondary Education students did not vary in line with the sportive activities and that the male students have more sense of aggression than female students.

“…An analysis of studies on violence and aggression in adolescents in Turkey and in the world indicates that the education programs decreased adolescents' negative attitudes and behaviors such as anger, violence, and aggression, while increasing communication, problem solving, negotiation and mediation, anger management, conflict resolution, healthy family functions, and social skills (Siyez and Tan-Tuna, 2014;Bacıoğlu, 2014;Yavuzer, Karataş and Gündoğdu, 2013;Bedel and Arı, 2011;Yavuzer and Üre, 2010;Shechtman and Ifargan, 2009;Gültekin, 2008;Şevkin, 2008;Ando, Asakura, Ando and Simons-Morton, 2007;Akdeniz, 2007;Tekinsav-Sütçü, 2006;Fong, 2006;Uysal, 2006;Şahin, 2006;Karataş, 2005;Duran and Eldeleklioğlu, 2005;Herrmann and McWhirter, 2003;Aber, Jones and Brown, 2003;Sharp, 2003).…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Adolescent and Parental Views on the Psychoeducation Program for Coping with Aggressive Behaviors

Kılıçarslan

Atıcı

2017

JETS

The aim of this study is to investigate the views of parents and adolescents who participated in psychoeducation programs for coping with adolescent aggressive behaviors. Parents who participated in the study were provided with a program known as the "Non-Violent Resistance Parent Program," and adolescents participated in the "Coping with Violence and Aggression Psychoeducation Program." Both programs were designed based on systemic family therapy theories. The views of participating parents and adolescents were obtained through a semi-structured interview form developed by the researchers. The interviews were subsequently analyzed using content analysis methods.After the programs' culmination, participants stated that the programs reduced aggressive behaviors seen in adolescents, improved parents' parenting skills and family relationships, and significantly decreased parental inefficacy and stress levels. Results of the analysis of qualitative data obtained from interviews indicated that adolescents and parents generally benefitted from the programs, experienced positive emotions in the process, and gained significant awareness about their interaction styles and those of other family members. It was stated that conducting the two programs simultaneously was very helpful, for the participants reportedly experienced closer familial relationships as well as changes in their approach to problems. On the other hand, the participants noted that the program had some weaknesses: they sometimes had difficulty in expressing themselves and restoring family relationships in the process; fathers' absence in the program was challenging for them; and the process did not have much contribution to spousal relationships. Based on these results, it is recommended that these programs should be conducted with parental cooperation in all institutions providing service to adolescents, particularly in schools. Both the improvement of parenting skills and the establishment of constructive and warm familial ties have the potential for reducing violent and aggressive behaviors in adolescents.