Parents' social problem-solving strategies in families with aggressive and non-aggressive boys

Pakaslahti, Laura; Asplund-Peltola, Ritva-Liisa; Keltikangas‐Järvinen, Liisa

doi:10.1002/(sici)1098-2337(1996)22:5<345::aid-ab3>3.0.co;2-i

Cited by 17 publications

(2 citation statements)

References 36 publications

(7 reference statements)

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“…Several studies back up the role of some crucial variables of aggressive behaviour in applied educational and clinical settings: contingent attention upon aggressive responses, even in the form of reprimands, if the person has been deprived of social reinforcement; escape from aversive contingencies such as instructions or task demands; and acquisition of tangible reinforcers contingent on aggressive responses (Borrero et al, 2002;Carr et al, 1980;Iwata et al, 1994;Keller and Schoenfeld, 1979;Mace et al, 1991;Thompson and Iwata, 2001;Ò Reailly, 1995;Skinner, 1969;Ulrich, 1980). In addition, parental neglect in teaching compliance, triggers aversive and coercive interactions that increase antisocial responding as a result of chained contingencies of negative reinforcement; furthermore these behaviours generalise to school and peer contexts, where new strengthening contingencies appear (Biglan, 1995a, b;Coyne and Wilson, 2004;Huesmann et al, 2002;Kazdin and Buela, 1999;Knutson et al, 2004;Lipsey and Derzon, 1998;Mayer, 1995;Pakaslahti et al, 1996;Patterson, 1982Patterson, , 1986. Regarding adult subjects, Ullman and Krasner (1969) concluded that some possible factors underlying antisocial and psychopathic behaviours were: absence of a reinforcement history through which others become positive social reinforcers; insufficient training for performing appropriate social behaviour; to have been widely and physically punished; and positive reinforcement for performing antisocial behaviours from family and peers.…”

Section: Introductionmentioning

confidence: 99%

A contextualistic approach to antisocial personality

Visdómine-Lozano

2014

Journal of Criminal Psychology

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Purpose – The purpose of this paper is to introduce a contextualistic account of antisocial responding, with the addition of recent developments on the study of personality. Design/methodology/approach – A behavioural and contextualistic view point is developed to account for antisocial personality and related topics, inasmuch as traditional definitions of antisocial personality disorder as provided on formal diagnostic manuals derive on several and not always coherent classifications of antisocial behaviours. Some of these classifications centre on issues like guilt, impulsivity or aggressiveness for establishing different types of offending and antisocial patterns. This paper focuses on functional personal backgrounds. Findings – A total of five types of “potentiated contingencies” are described as being the main underpinnings involved in antisocial patterns. An analysis of the transformation of aversive functions of antisocial behaviours, leads to specify a distinctive rule-following behaviour that is concerned with that responding. Finally, the exposition of the four verbal clinical contexts that behaviour analysis highlights as taking place at therapeutic settings, serves to propose a fitter contextualistic intervention for antisocial personality patterns. Research limitations/implications – Novel investigations should contrast the functional classification of antisocial responding. Those studies should experimentally demonstrate the way in which the different instances of transformation of antisocial functions the author has described are prompted. Practical implications – The analysis also allows for the anticipation of the behaviour of individuals fitting to every category of antisocial avoidance. And as the functional analysis of “antisocial avoidance” uncovers specific relations between environmental stimuli as they are produced and established in the history of interactions of individuals, a more fitting intervention based upon those relations is feasible. Originality/value – An exhaustive functional taxonomy of antisocial personalities and delinquent behaviours has never been presented before elsewhere. Besides the author reinterprets from a contextualist position traditional empirical studies.

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Section: Introductionmentioning

confidence: 99%

A contextualistic approach to antisocial personality

Visdómine-Lozano

2014

Journal of Criminal Psychology

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“…For identifying the causes of bullying and victimization, this research has focused on the study of cognitive and social-emotional processes as regulators and control mechanisms of aggressive behaviors. Aggressive children may have deficiencies in social determinants of aggression, problem-solving strategies [8], and empathy while interacting with others. Also, they have an urge to exhibit antisocial behaviors because they hold low selfefficacy beliefs [9].…”

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The Relationship Between Victimization With Bullying and Aggression at School

Arabkhazayi

Jenaabadi

Nastiezaie

2020

JRH

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Background: This research aimed to study the relationship between bullying victimization and aggression among high-school students in Zahedan City suburban areas. Methods: The research method was descriptive-correlational. The statistical population included all junior high-school students in this area studying in the 2015-2016 academic year. Of them, a total of 365 students were selected randomly based on gender and grade. The research instrument was the Illinois bullying scale (2001) with its three dimensions of bullying, victimization and aggression. Descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient and t test for independent groups) were used to analyze the obtained data in SPSS V. 21. Results: According to the results, the Mean±SD scores of bullying, victimization, and aggression were 3.75±0.488, 3.55±0.751, and 3.58±0.682, respectively. There was a significant positive correlation between victimization, bullying, and aggression (P<0.01). Also, results showed that bullying and aggressive behaviors were more among boys but girls are at higher risk of victimization at school. Conclusion: Considering that poor social skills cause all three behaviors of bullying, victimization and aggression, we recommend social skills training to this group of children and adolescents.

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Parents' social problem-solving strategies in families with aggressive and non-aggressive girls

1998

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This study examined the differences in social problem‐solving strategies between the parents of aggressive and non‐aggressive girls. The subjects were the parents of 26 aggressive 12‐ and 13‐year‐old girls (24 mothers and 13 fathers) and of 32 non‐aggressive girls (32 mothers and 24 fathers). Social problem‐solving strategies were assessed from the mothers' and fathers' descriptions of six social problems arising in the daily lives of their daughters. The results showed that the mothers of the aggressive girls scored higher on reprimanding and on indifference than the mothers of the non‐aggressive girls, who discussed the problems with their daughters more. When the family system formed by both of the parents was treated as one unit, differences in the frequencies of social problem‐solving strategies between the families of the aggressive and non‐aggressive girls were also found. The parents of the aggressive girls advised their daughters on solving social problems typically (i.e., more often than the chance level) only if they directly asked for help. The mothers typically did not discuss the problems with their daughters or try to solve the problems themselves but more often diverted the responsibility to some persons outside of the home. The fathers were typically indifferent. In other words, these girls were often left without help from their parents. On the other hand, in the families with non‐aggressive girls, indifference, avoiding discussion, and diverting responsibility were atypical strategies (i.e., more rare than the chance level). These results emphasize the role of the mothers, and especially the meaning of the family system, in predicting girls' aggressiveness. Aggr. Behav. 24:37–51, 1998. © 1998 Wiley‐Liss, Inc.

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Parents' social problem-solving strategies in families with aggressive and non-aggressive boys

Cited by 17 publications

References 36 publications

A contextualistic approach to antisocial personality

A contextualistic approach to antisocial personality

The Relationship Between Victimization With Bullying and Aggression at School

Parents' social problem-solving strategies in families with aggressive and non-aggressive girls

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