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Myths and realities about aggression expression and management
Terms in this set (15)
5% to 10% of children are diagnosed as conduct disorder (violating societal norms and rights of others.
There is a 20 to 30% overlap in the diagnosis of conduct, hyperactivity, impulsivity, and ADHD
90% of children who witness or experience physical or sexual violence become abusers themselves
Myth little less than 40%
Biological problems (brain damage of affecting learning and impulse control) are the primary causes for aggression.
Myth multiple contributors/causes
Proactive/instrumental (attaining personal goals,) and hostile/reactive (attempting to her or avoid being hurt by others) are independent and do not occur together.
Myth overlap exists
In addition to the commonly found differences between bullies and their victims and personality (aggressive versus anxious) and physical strength bullies and victims lack self-esteem and knowledge of prosocial skills (bullies defined intentional and repeated attempts to inflict injury or discomfort on others, including exclusion tactics).
Reality (first part: personality and physical strength differences between bullies in typical victims myth (second part: victims generally have lower self-esteem than bullies, bullies often have knowledge of prosocial skills but lacked the motivation to use them.
Aggressor and victims and rejected or shy withdrawn children receive similar attention and treatment
Myth aggressors received more attention (the squeaky wheel...)
Motivations and emotions play critical roles in the learning, memory, and performance of aggressive and prosocial skills.
Once you have learned prosocial attitudes and skills they will consistently employ them in their homes and schools.
Just learning that is not enough
Aggression is fairly stable across time and generations and resistant to change in treatment, especially after the age of six.
Use aggression is predictive of negative consequences for society (delinquency, criminality, school dropout, substance abuse) but is not predictive of negative psychological consequences for the aggressor (depression, suicide) in adolescence and adulthood.
Reality first part: predictive of negative consequences for society myth second part to the contrary, it is also somewhat predictive of negative psychological consequences such as depression and suicide for the aggressor
Parents influences and children's aggression (via monitory and discipline) is similar during all stages of childhood and adolescence
Myth children tend to react better than adolescents to these tactics. Monitoring has more positive effect.
Behavioral modification, social problem-solving, and emotional control training are equally effective for all prosocial skills directly causes reduction in aggression.
Myth: behavioral modification techniques are more effective with proactive aggressors and emotional control training is better with reactive aggressors learning the skills alone are not enough.
Because of problems associated with family and school interventions (lack of motivation or cooperation from students, parents, and teachers due to stress from work family, school, finances; resistance to new disciplinary and educational strategies; observer bias and rating changes in behavior), only direct education and therapy with aggressors has been shown to be effective in reducing aggression in the home and schools.
Myth multiple resources, United front, etc.,. Also needed.
Skills acquired from interventions are consistently generalized to home, will, and work settings.
Need to motivate them, encourage such generalization.
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