Aggression and Violence: Definitions and Distinctions

Allen, Johnie J.; Anderson, Craig A.

doi:10.1002/9781119057574.whbva001

Cited by 141 publications

(144 citation statements)

References 26 publications

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“…In a national sample, Musu‐Gillete et al () found over one‐quarter of public schools removed at least one student for more than 5 days, and about one‐third of schools contacted law enforcement regarding an incident of violence in the 2015‐16 academic year. The antecedents, consequences, and types of physical aggression found highlight the variability among teacher‐directed incidents of violence (e.g., Allen & Anderson, ) and add to the limited literature in this area.…”

Section: Discussionmentioning

confidence: 78%

Physical aggression toward teachers: Antecedents, behaviors, and consequences

McMahon

Peist

Davis

et al. 2019

Aggressive Behavior

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School violence is a significant public health concern that occurs in many forms.Physical aggression can cause serious bodily injury and long-term negative effects, and both teachers and students experience significant rates of physical aggression.There are few studies examining teachers' experiences of physical aggression. Studies that go beyond prevalence are limited, and we know little about the triggers and consequences that surround these incidents. This qualitative investigation used an antecedent-behavior-consequence (A-B-C) framework to understand how incidents of physical aggression directed toward teachers unfold. The sample included 193 elementary and secondary teachers who completed an anonymous, online survey and described events leading up to and following their experiences with physical aggression. Using conventional content analysis, we identified common antecedents, such as breaking up fights, discipline, and directives, and common consequences, such as student removal, school staff involvement, positive outcomes, and inaction.Further analyses revealed seven common A-B-C patterns among physical aggression incidents that are highlighted and discussed. Utility of the A-B-C framework for teacher-directed violence is described, along with implications for research, practice, and policy. Exploring the context surrounding incidents of physical aggression directed against teachers provides useful information for violence prevention and interventions.

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Section: Discussionmentioning

confidence: 78%

Physical aggression toward teachers: Antecedents, behaviors, and consequences

McMahon

Peist

Davis

et al. 2019

Aggressive Behavior

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“…Huber and Brennan (2011) stated that aggression is one of the most misunderstood concepts in behavioural sciences because the commonly accepted definition of aggression is "the behaviour directed to an innocent person with the intention of hurting or harming (DeWall et al 2011). According to Allen and Anderson (2017), in order to be able to talk about aggression, an action has to emerge as observable behaviour, not just as feelings or thoughts, and should have the intention of harming the innocent one. Therefore, it can be considered as normal for the first group of participants to define aggression as behavioural-based rather than conceptual-based.…”

Section: Discussionmentioning

confidence: 99%

Turkish Preschool Teachers’ Opinions on Aggression: Uncertainty of Relational Aggression

Ersan¹

2020

EUROPEAN J ED RES

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Aggression in early childhood is considered to a common problem. Identification, reduction and prevention of aggression, especially in early childhood are also considered prevalent. Preschool teachers are known as one of the most important people in children's lives as they are the first ones to meet the child after parents. Therefore, they hold an important role in identifying, reducing and preventing child aggression observed in early childhood. The purpose of the present study is to examine the knowledge and the awareness levels of preschool teachers about aggression and aggressive behaviours. The study is based on phenomenological approach, as one of the qualitative research designs. A semi-structured interview form, prepared for the study based on expert opinions, was applied to the participants. On the light of the findings from the preliminary findings, the related form was applied to a second group of teachers over the internet. Besides, an additional scale consisting of the items of two different instruments directed to determine the aggressive behaviours of preschool children were formed and applied to the second group of participants. The last scale, which was prepared depending on the findings obtained from the second group of teachers, was applied to a third group of participants because the first two participant groups could not recognize and define relational aggression. The relevant themes and sub-themes were created from the data obtained and the findings were discussed within the scope of the literature. According to the results of the study, it was seen that preschool teachers generally defined aggression as physical and verbal harm, and similarly, aggressive behaviours were categorized under physical aggression and verbal aggression types. It was determined that teachers generally recognized relational aggression when they saw the items related to it in the scale. However, they hardly emphasized it while they were defining aggression. So, it can be said that preschool teachers have limited knowledge and awareness of relational aggression as they recognize it only when they see it but can neither define nor name it. The results are discussed and some suggestions are recommended.

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“…El homicidio consiste en el acto intencionado de terminar con la vida de otro individuo en respuesta a diversas circunstancias; es conocida su relación con la agresión, definida como un acto que tiene por intención hacer daño a un individuo que se encuentra motivado a evitarlo, y de la cual existen dos clases: la proactiva y la reactiva (1,2). Dado que la mayoría de los homicidios son efectuados por sujetos de sexo masculino y con una mayor frecuencia entre los 15 y 29 años, se abre la discusión respecto a si los andrógenos circulantes desempeñan un papel en el desarrollo de conductas homicidas (3)(4)(5).…”

Section: Introductionunclassified

Testosterona y homicidio: aspectos neuroendocrinos de la agresión

et al. 2020

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Introducción. Las tasas de homicidio, suicidio y agresión son mayores en el sexo masculino; la testosterona podría desempeñar un papel importante en el desarrollo de estos comportamientos. Objetivo. Realizar una revisión de los aspectos endocrinos y neurobiológicos de la testosterona y su relación con comportamientos agresivos, homicidas y suicidas.Materiales y métodos. Se realizó una revisión narrativa con diferentes estrategias de búsqueda en PubMed, SpringerLink, ScienceDirect y SciELO. Se incluyeron artículos de investigación, revisiones y reportes de caso publicados en español y en inglés entre 2002 y 2018.Resultados. De los 66 estudios incluidos en la revisión, más del 50% asociaron el comportamiento agresivo u homicida con niveles elevados de testosterona, hormona que podría modular la actividad de las vías cerebrales serotoninérgicas y dopaminérgicas involucradas en el comportamiento agresivo por medio de receptores androgénicos y estrogénicos. Se encontraron relaciones entre uso de esteroides anabólicos y homicidio, y entre testosterona circulante en mujeres y rasgos de personalidad antisocial. Asimismo, se observaron cambios de concentraciones séricas de testosterona en sujetos con tendencias suicidas.

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Aggression and Violence: Definitions and Distinctions

Cited by 141 publications

References 26 publications

Physical aggression toward teachers: Antecedents, behaviors, and consequences

Physical aggression toward teachers: Antecedents, behaviors, and consequences

Turkish Preschool Teachers’ Opinions on Aggression: Uncertainty of Relational Aggression

Testosterona y homicidio: aspectos neuroendocrinos de la agresión

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