This briefing overviews the research on the extent, consequences, risks and prevention strategies for family violence with a focus on preventing family violence in North Carolina.
Bullying is a worldwide issue that can be seen in any school; it is not limited to one type of
public, private, primary or secondary, urban or rural institution and, as a result, brings anxiety, decreased
school absenteeism, academic school performance, and can even contribute to the suicide of bullying victims.
This briefing overviews the research on the extent, consequences, risks and prevention strategies for family violence with a focus on preventing family violence in North Carolina.
Bullying is a worldwide issue that can be seen in any school; it is not limited to one type of
public, private, primary or secondary, urban or rural institution and, as a result, brings anxiety, decreased
school absenteeism, academic school performance, and can even contribute to the suicide of bullying victims.
Childhood Maltreatment and PTSD Literature Review and Proposed StudyAlexandraPerkins5
This literature and proposed study explores several research articles relating to childhood maltreatment and PTSD. The second section proposes a hypothetical study to further explore a gap identified in the literature review.
Attachment Security and Perceived Parental Psychological Control as Parameter...ijtsrd
The study examined attachment security and perceived parental psychological control as parameters of social value orientation among early adolescents. Participants for the study were 210 early adolescents who volunteered from NnamdiAzikiwe University High Awka. Participants’ age ranged from 11 to 15 years, with mean age of 13.26 years and standard deviation of 1.34. Three instruments were deployed for data collection secure domain of the attachment style questionnaire SDASQ by Van Oudenhoven, Hofstra, and Bakker 2003 , adopted version of psychological control domain of the parental control scale developed by Barber 1996 and social value orientation SVO developed by Schwartz 1994 . The study adopted correlation design and statistics appropriate for data analysis were correlation and multiple regression analysis enter method. Hypothesis one was confirmed and result showed that attachment security significantly and positively predicted social value orientation at B = .73 , P . 001. Hypothesis two result was not confirmed at B = .06, p .05. Hence, attachment security is a significant predictor of social value orientation. It was recommended that parents, teachers and care givers should ensure that they establish low anxiety type of relationship with their new born children in order to enhance low anxiety and low avoidance as this will help them at early adolescents to withstand peer pressure of during early adolescent. Nweke, Kingsley Onyibor | Dike Ibiwari Caroline | Dike, Adannia Amarachukwu | Umeaku Ndubuisi Nkemakonam "Attachment Security and Perceived Parental Psychological Control as Parameters of Social Value Orientation among Early Adolescents" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42368.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/psychology/42368/attachment-security-and-perceived-parental-psychological-control-as-parameters-of-social-value-orientation-among-early-adolescents/nweke-kingsley-onyibor
Marriage Burnout: When the Emotions Exhausted Quietly Quantitative ResearchRula alsawalqa
Background: When the spouses are aware of the fact that each one has emotional needs thatmust be fulfilled, it will lead to decrease
the marital satisfaction, such as the lack of awareness which will lead to marriage burnout in a long-term period.
Objectives: The aim of this study was to examine the impacts of the spouses’ age, years of marriage, and the nature of marriage
burnout dimensions, especially the emotional exhaustion.
Methods: The researcher of the present study applied a Maslach burnout inventory (MBI) scale to 392 families whose ages were
within the range of (23 - 67) years. Those spouses were married for (1 - 35) years and had children.
Results: Descriptive statistics showed a higher marriage burnout level among the spouses who work in a full-time job and the ones
who do not work in comparison to the ones who work in a part-time job. Emotional exhaustion is mostly influenced by the increase
in the spouses’ ages and years of marriage. Although there was no impact for the years of marriage on depersonalization, personal
accomplishment and depersonalization were mostly influenced by the spouses’ nature of work.
Conclusions: Marriage burnout is a painful state of emotional exhaustion and physical and emotional depletion experienced by
spouses. This state results from emotional exhaustion, work exhaustion, and failure to fulfill the requirements of their marital
relationships, especially the emotional requirements. Spouses having children are more exposed to experience marriage burnout.
Keywords: Marriage Burnout, Emotional Exhaustion, Maslach Burnout Inventory, Years of Marriage
The Therapy of Milton Erickson - an appreciation by John MarsdenJohn Marsden
Here I give a personal appreciation of the therapy of Milton Erickson in the hope that students will feel motivated to check out the work of this master therapist.
Childhood Maltreatment and PTSD Literature Review and Proposed StudyAlexandraPerkins5
This literature and proposed study explores several research articles relating to childhood maltreatment and PTSD. The second section proposes a hypothetical study to further explore a gap identified in the literature review.
Attachment Security and Perceived Parental Psychological Control as Parameter...ijtsrd
The study examined attachment security and perceived parental psychological control as parameters of social value orientation among early adolescents. Participants for the study were 210 early adolescents who volunteered from NnamdiAzikiwe University High Awka. Participants’ age ranged from 11 to 15 years, with mean age of 13.26 years and standard deviation of 1.34. Three instruments were deployed for data collection secure domain of the attachment style questionnaire SDASQ by Van Oudenhoven, Hofstra, and Bakker 2003 , adopted version of psychological control domain of the parental control scale developed by Barber 1996 and social value orientation SVO developed by Schwartz 1994 . The study adopted correlation design and statistics appropriate for data analysis were correlation and multiple regression analysis enter method. Hypothesis one was confirmed and result showed that attachment security significantly and positively predicted social value orientation at B = .73 , P . 001. Hypothesis two result was not confirmed at B = .06, p .05. Hence, attachment security is a significant predictor of social value orientation. It was recommended that parents, teachers and care givers should ensure that they establish low anxiety type of relationship with their new born children in order to enhance low anxiety and low avoidance as this will help them at early adolescents to withstand peer pressure of during early adolescent. Nweke, Kingsley Onyibor | Dike Ibiwari Caroline | Dike, Adannia Amarachukwu | Umeaku Ndubuisi Nkemakonam "Attachment Security and Perceived Parental Psychological Control as Parameters of Social Value Orientation among Early Adolescents" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42368.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/psychology/42368/attachment-security-and-perceived-parental-psychological-control-as-parameters-of-social-value-orientation-among-early-adolescents/nweke-kingsley-onyibor
Marriage Burnout: When the Emotions Exhausted Quietly Quantitative ResearchRula alsawalqa
Background: When the spouses are aware of the fact that each one has emotional needs thatmust be fulfilled, it will lead to decrease
the marital satisfaction, such as the lack of awareness which will lead to marriage burnout in a long-term period.
Objectives: The aim of this study was to examine the impacts of the spouses’ age, years of marriage, and the nature of marriage
burnout dimensions, especially the emotional exhaustion.
Methods: The researcher of the present study applied a Maslach burnout inventory (MBI) scale to 392 families whose ages were
within the range of (23 - 67) years. Those spouses were married for (1 - 35) years and had children.
Results: Descriptive statistics showed a higher marriage burnout level among the spouses who work in a full-time job and the ones
who do not work in comparison to the ones who work in a part-time job. Emotional exhaustion is mostly influenced by the increase
in the spouses’ ages and years of marriage. Although there was no impact for the years of marriage on depersonalization, personal
accomplishment and depersonalization were mostly influenced by the spouses’ nature of work.
Conclusions: Marriage burnout is a painful state of emotional exhaustion and physical and emotional depletion experienced by
spouses. This state results from emotional exhaustion, work exhaustion, and failure to fulfill the requirements of their marital
relationships, especially the emotional requirements. Spouses having children are more exposed to experience marriage burnout.
Keywords: Marriage Burnout, Emotional Exhaustion, Maslach Burnout Inventory, Years of Marriage
The Therapy of Milton Erickson - an appreciation by John MarsdenJohn Marsden
Here I give a personal appreciation of the therapy of Milton Erickson in the hope that students will feel motivated to check out the work of this master therapist.
Running head: CHILDHOOD BULLYING 1
CHILDHOOD BULLYING 5
Childhood Bullying
GEN 499 General Education
Introduction
As crime rates increase and violence against humanity continues to permeate society, it seems nearly impossible to escape both the short-term and long-lasting effects of aggressive and violent behavior. With more money being spent on the building of prisons and less on the education, it is not surprising that violence and aggression are not only prevalent problems in adulthood but also significant problems in childhood (Cheryl, 2004). For instance, when looking at many school systems throughout the world, violence and aggression between students has commonly been regard as one of the most concerning problems for teachers for teachers, administrators and policy makers.
Thesis
The aforesaid research is aimed at evaluating how bullying behaviors are influenced by a variety of environmental and genetic factors. However, so as to understand the relations between bullying and various factors, it is important to also review literature examining relationship between aggression and these factors since bullying is a subtype of assault and there is much already known regarding aggression. Therefore, the research is meant to bring out the relationships between aggression and a variety of factors followed by relations between intimidation and these factors.
One particular type of aggression that has received increased attention in school systems over the past few decided is bullying. Frequently identified as a subtype of proactive aggression, bullying has often been defined as repeated, negative actions to deliberately harm individuals who are weaker than oneself. When comparing the defining components of bullying to aggression, reviews of the bullying literature suggest that there are five characteristics that differentiate bullying behaviors from aggressive behaviors. As per Green (2000), bullying occurs when the bully intends to inflict harm upon his victim, when aggression occurs repeatedly, when the victim does not provoke bullying behavior, when the attack occurs within a familiar social group, and when the bully is more powerful than the victim. Thus, bullying behaviors are different than aggressive behaviors in that bullying specifically focuses on roles of power, frequency and duration of aggression, and the setting in which the aggressive acts occur.
Many individuals encounter acts of violence and aggression throughout their daily lives. From the high number of violent television shows on national networks to the increased rates of school violence and school shootings, it is not surprisingly that even though we appear to be growing and evolving in our knowledge and human behavi ...
1Running Head CONSEQUENCES OF BULLYING .docxaulasnilda
1
Running Head: CONSEQUENCES OF BULLYING
Running Head: CONSEQUENCES OF BULLYING 1
Name
What Are the Consequences of Bullying in Young Children?
Course
Institute
Professor
What Are the Consequences of Bullying in Young Children?
Bullying refers to aggressive and unwanted behavior among young children that shows presence of a perceived or a real power imbalance. Bullying has effects on the bully, the one being bullied, as well as witnesses. There are several negative outcomes of bullying with are both physical and mental. It is important to look at the effects of bullying on young children.
The kids who are bullied suffer the worst outcomes both in their lives physically, socially, and mentally. The first effect of the bullying is anxiety and depression. The child will experience feelings of loneliness and sadness. At the same time, the child will have a change in the eating and sleeping patterns (Fullchange & Furlong, 2016). The depression and anxiety also lead to loss of interest in the activities which they previously enjoyed. The issues in younger children will extend to their adulthood.
When young children are bullied, they experience a decline in their academic achievement. The child will lose interest in schoolwork and get less marks because they are distracted. The young children also avoid things like school activities such as sports. The children might end up skipping, missing, or dropping out of school altogether (Fullchange & Furlong, 2016).
Bullying also ends up affecting the bully in one way or another. The first effect on the bully is that they engage in fights, vandalism, and eventually drop out of the school (Cho & Lee, 2018). The young children who are bullies will get into other activities such as the vandalism if their truant behaviors go uncontrolled. The young children will end up with other criminal convictions as well as traffic citations.
The bully when he continues the behavior will end up making an abusive partner and parent when they develop into adults. It is important to control such behaviors as the aggressiveness ends up going into the personal lives. The bully is unable to form normal human relationships based on values such as love and care (Cho & Lee, 2018).
Literature Review
Bullying in young children is considered a consistent pattern of abuse as well as mistreatment from colleagues, parents or even other unknown people which leads to either emotional or even physical harm. It can entail such techniques like verbal along with non-verbal, humiliation and psychological torture. Bullying during infancy is usually considered to be challenging since it operates within the child’s established laws and regulations. In most cases, bullying in young children is carried out by a ...
1Running Head CONSEQUENCES OF BULLYING .docxRAJU852744
1
Running Head: CONSEQUENCES OF BULLYING
Running Head: CONSEQUENCES OF BULLYING 1
Name
What Are the Consequences of Bullying in Young Children?
Course
Institute
Professor
What Are the Consequences of Bullying in Young Children?
Bullying refers to aggressive and unwanted behavior among young children that shows presence of a perceived or a real power imbalance. Bullying has effects on the bully, the one being bullied, as well as witnesses. There are several negative outcomes of bullying with are both physical and mental. It is important to look at the effects of bullying on young children.
The kids who are bullied suffer the worst outcomes both in their lives physically, socially, and mentally. The first effect of the bullying is anxiety and depression. The child will experience feelings of loneliness and sadness. At the same time, the child will have a change in the eating and sleeping patterns (Fullchange & Furlong, 2016). The depression and anxiety also lead to loss of interest in the activities which they previously enjoyed. The issues in younger children will extend to their adulthood.
When young children are bullied, they experience a decline in their academic achievement. The child will lose interest in schoolwork and get less marks because they are distracted. The young children also avoid things like school activities such as sports. The children might end up skipping, missing, or dropping out of school altogether (Fullchange & Furlong, 2016).
Bullying also ends up affecting the bully in one way or another. The first effect on the bully is that they engage in fights, vandalism, and eventually drop out of the school (Cho & Lee, 2018). The young children who are bullies will get into other activities such as the vandalism if their truant behaviors go uncontrolled. The young children will end up with other criminal convictions as well as traffic citations.
The bully when he continues the behavior will end up making an abusive partner and parent when they develop into adults. It is important to control such behaviors as the aggressiveness ends up going into the personal lives. The bully is unable to form normal human relationships based on values such as love and care (Cho & Lee, 2018).
Literature Review
Bullying in young children is considered a consistent pattern of abuse as well as mistreatment from colleagues, parents or even other unknown people which leads to either emotional or even physical harm. It can entail such techniques like verbal along with non-verbal, humiliation and psychological torture. Bullying during infancy is usually considered to be challenging since it operates within the child’s established laws and regulations. In most cases, bullying in young children is carried out by a.
Bullying in Schools Essay
Bullying in our Schools Essay
Bullying In Schools
Essay about Bullying in Schools
School Bullying Essay
Bullying In Schools Essay
Bullying In School Essay
Bullying In Schools Essay
Essay on Bullying in Schools
Bullying in Schools Essay
Essay on Bullying in Schools
Junxian KuangLaura SinaiENG099101572018In the essay O.docxtawnyataylor528
Junxian Kuang
Laura Sinai
ENG099/101
5/7/2018
In the essay “On Being a Cripple”, Nancy Mairs shares her experiences, attitudes towards life as a multiple sclerosis patient. First, she claims that the diseases she has faced are brain tumor and MS, and those diseases literally changed her fate. The relationships of her family member and the attitude of Nancy’s mother have affected by MS. Also, she writes about her identities in society, her friends who have the same physical issue, thoughts from disabled parents’ children, and her desire to travel. MS affected Nancy Mairs’s family member as well as her thoughts.
Subjective Socioeconomic Status Causes Aggression: A Test of the Theory
of Social Deprivation
Tobias Greitemeyer and Christina Sagioglou
University of Innsbruck
Seven studies (overall N � 3690) addressed the relation between people’s subjective socioeconomic
status (SES) and their aggression levels. Based on relative deprivation theory, we proposed that people
low in subjective SES would feel at a disadvantage, which in turn would elicit aggressive responses. In
3 correlational studies, subjective SES was negatively related to trait aggression. Importantly, this
relation held when controlling for measures that are related to 1 or both subjective SES and trait
aggression, such as the dark tetrad and the Big Five. Four experimental studies then demonstrated that
participants in a low status condition were more aggressive than were participants in a high status
condition. Compared with a medium-SES condition, participants of low subjective SES were more
aggressive rather than participants of high subjective SES being less aggressive. Moreover, low SES
increased aggressive behavior toward targets that were the source for participants’ experience of
disadvantage but also toward neutral targets. Sequential mediation analyses suggest that the experience
of disadvantage underlies the effect of subjective SES on aggressive affect, whereas aggressive affect was
the proximal determinant of aggressive behavior. Taken together, the present research found compre-
hensive support for key predictions derived from the theory of relative deprivation of how the perception
of low SES is related to the person’s judgments, emotional reactions, and actions.
Keywords: aggression, relative deprivation, social class, socioeconomic status
In most Western societies, wealth inequality is at its historic
height. For example, in the United States, the richest 1% possesses
more than 40% of the country’s wealth (Wolff, 2012). In Germany,
the biggest economy in the European Union, the median household
in the top 20% of the income class has 74 times more wealth than
the bottom 20% (European Central Bank, 2013). Although there is
widespread consensus among citizens that wealth inequality
should be reduced (Kiatpongsan & Norton, 2014; Norton & Ari-
ely, 2011), the wealth gap is actually increasing. For example, in
the United States, in 2012 the top 0.1% (including ...
Aggressive Behavior in secondary schoolsTadele Fayso
Abstract The objective of this study was to explore types, magnitude, and predictors of aggression as well as methods that teachers use to control aggressions in secondary schools of Meskan woreda of the Gurage zone. Concurrent nested design was used for the study. A total of 352 secondary school students, 18 secondary school teachers and 2 principals participated in the study. Stratified random sampling technique was used to select student participants whereas purposive sampling technique was used to select teachers and principals. Questionnaire that contained items on socio-demographic variables, scales for aggression and parenting styles were used by the researcher to collect information from the students. Qualitative data were collected from teachers and principals through FGD. Descriptive statistics, one sample t- test, and step wise linear regression analysis were conducted to analyze the data. The findings disclosed that the three forms of aggression namely indirect, verbal and physical were prevalent among adolescents in secondary school of Meskan woreda. Regarding the magnitude of aggression, the findings indicate that adolescent in secondary school of Meskan woreda scored relatively high on the measure of indirect aggression. However, as the data show the students reported low level of indirect, verbal and physical aggression as compared to the hypothesized population mean (i.e. 2.0) in each form of aggression. The linear regression analysis reveals that school setting, age, grade level and scores on the measure of perceived parental warmth/love found to be significant predicators of aggression. Together, the four independent variables have explained 12.8% of the variance in aggression. This indicates that only a small but significant part of the variance in aggression was explained by the predictor variables. Regarding the methods teachers used to control aggression advising the wrong doer, handing over the wrong doer to discipline committee, consulting with parents, expelling from class and suspending/dismissing from the school were the most common methods reported by the teachers. Recommendations were also forwarded in the light of the findings. Keywords: Aggressive behavior; Parenting style; Secondary Schools
Bullying of Teenager and Commission of Suicide An Analysisijtsrd
Bullying refers to an unwanted aggressive behaviour involving real or perceived power imbalance. This is often repeated or has the potential to be repeated over time, causing serious and lasting problems for those who are bullied. It, therefore, becomes important to identify any indications of such behaviour right at the onset. The paper brought highlight on the laws related Bullying and Ragging. In this paper the researcher focus on the impacts of bullying on teenager and commission of suicide in India. The Key focus of the paper is to emphasizes that whether bullying leads to abetment to suicide and liability of peers who do so. Dr. Naveen Singh Chouhan "Bullying of Teenager and Commission of Suicide: An Analysis" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47684.pdf Paper URL : https://www.ijtsrd.com/management/law-and-management/47684/bullying-of-teenager-and-commission-of-suicide-an-analysis/dr-naveen-singh-chouhan
Perception of Child Abuse 2COLLEGE STUDENTS’ AND PROFESSIO.docxherbertwilson5999
Perception of Child Abuse 2
COLLEGE STUDENTS’ AND PROFESSIONALS’ PERCEPTION OF CHILD ABUSE IN CORRELATION TO STRESS
Introduction
Throughout the growth and development of society, child abuse and maltreatment has expanded into many different aspects; it occurs within socioeconomic levels, ethnic and cultural lines, all religions and all levels of education. Within the United States children are suffering from a hidden epidemic of child abuse and neglect. Every year 3.3 million reports of child abuse are made in the United States involving nearly 6 million children (a report can include multiple children). The United States has the worst record in the industrialized nation – losing five children every day due to abuse-related deaths (U.S. Department of HHS, 2011). The estimated cost of child abuse and neglect in the United States for 2008 is $124 billion (Fang, 2012). The Department of Children and Families (DCF) defines child maltreatment as any act or series of acts of commission or omission by a parent, guardian, or other caregiver that results in harm, potential for harm, or threat of harm to a child (Leeb, Paulozzi, Melanson, Simon, & Arias, 2008). There are four major categories of childhood abuse and maltreatment: physical abuse, psychological and emotional abuse, sexual abuse, and neglect (Goldman, Salus, Wolcott, & Kennedy, 2003).
According to Brian H. Bornstein, Debra L. Kaplan, and Andrea R. Perry (2007), people have stereotypes about the circumstances and consequences of child abuse, and these expectancies can influence their judgments about individuals involved in abuse cases. Heim (2000) reported that participants with a history of abuse experience greater levels of perceived stress than participants without a history of abuse. They often perceive daily stressors more severely and longer in duration than their counterparts. It is also suggested that their history of abuse compromises these participants’ abilities to cope with stress, but the researchers noted that the data from their study is inconclusive, making it difficult for them to either support or refute this claim.
The perception of child abuse is very influential to students and upcoming professionals. Society’s definition and perception will guide current social work students into practice, which is a very important factor within the professional realm of social work.
Research Question
The purpose of this study is to examine college students and professionals’ perception of child abuse and how it relates to stress. The independent variable is the college students and professionals’ perception of child abuse and the dependent variable is how it relates to stress. The operational definition of perception remains closely allied to the continually developing behavioral theory of discrimination (Schoenfeld, 1962). The operational definition of child abuse is as any act or series of acts of commission or omission by a parent, guardian, or other caregiver that results.
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
Peer Response Unit 5 LifespanResponse Guidelines for both peer r.docxrandyburney60861
Peer Response Unit 5 Lifespan
Response Guidelines for both peer responses (#1 and #2)
Your responses to other learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Use the following critique guidelines:
The clarity and completeness of your peer's post.
The demonstrated ability to apply theory to practice.
The credibility of the references.
The structure and style of the written post.
Peer Response #1
A.Flogel
Adolescence is a time of high emotional reactivity and development of social identity. Adolescents learn who they are in relation to others while at the same time experiencing more mood disruption than any other stage of life. At this stage, development from early experiences has already impacted them and how they feel about and interact with peers. This along with the fact that the frontal lobe of the brain, responsible for higher order fuctioning such as self-regulation and judgment, is not fully developed, can explain why this stage gives way to risky behaviors (Broderick & Blewitt, 2014). One particularly troubling behavior in adolescents is drug use. Not only is this harmful to the individual at the time, but it often leads to lifelong difficulty with addiction. There are several risk factors that can increase the likelihood of drug use in adolescence.
One very relevant factor to drug use is self-concept, which starts developing in early childhood, but especially develops in adolescence. This can include one's physical, social, family, and academic self-concept. A study that analyzed the relationship between self-concept and drug use found that negative self-concept in categories of family, academics, and physical appearance was significantly correlated with drug use (Maria et al., 2011).
Another factor highly correlated with drug use is exposure to "potentially traumatic events" prior to age 11. These events include threats to physical or emotional harm. The Journal of the American Academy of Child & Adolescent Psychiatry published a study using a national survey examining the link between these PTEs and drug use in adolescence, and found a positive relationship between PTEs and use of marijuana, cocaine, and prescription drugs (Carliner et al., 2016).
Although much evidence has been found regarding environmental influences, heritability also plays a role. A longitudinal study found that heritability of externalizing behavior in adolescents was 56%, and 27% for drug use (Korhonen et al., 2012).
These factors often interact with each other. For example, when a parent is genetically inclined to externalize, often the parent will abuse drugs, creating an unstable environment for their child. They may be less responsive in early childhood, creating an insecure attachment and a poor self-concept. Parental drug use and general externalizing behavior may also expose a child to potenti.
Discussion Question PHL 1010 150 WORDS1. Describe an example of.docxelinoraudley582231
Discussion Question PHL 1010 150 WORDS
1. Describe an example of a time when you pointed out another person’s mistake. How can you tell whether another person is merely making a mistake or purposely trying to deceive you? What happened in this case? Your explanations should have reasons that support them that use information you learned in this course that apply to this event in your life.
Information Systems Management
Question 6
1. Describe any four rights of users of information systems.
Your response should be at least 200 words in length.
Question 7
1. Explain what is meant by outsourcing. Explain the management advantages of outsourcing.
Your response should be at least 200 words in length.
Discussion Question -150 WORDS
Identify an assignment in this course that had a positive impact on you. How will you be able to apply the skills you learned from it to gain life and/or career success?
Week 3 –Article – Posttraumatic stress in children and adolescents exposed to family violence
Posttraumatic stress in children and adolescents exposed to family violence: I. Overview and issues.
Authors:
Margolin, Gayla, University of Southern California, Los Angeles, CA, US, [email protected]
Vickerman, Katrina A., University of Southern California, Los Angeles, CA, US
Address:
Margolin, Gayla, Department of Psychology, University of Southern California, SGM 930, Los Angeles, CA, US, 90089-1061, [email protected]
Source:
Couple and Family Psychology: Research and Practice, Vol 1(S), Aug, 2011. pp. 63-73.
Publisher:
US : Educational Publishing Foundation
ISSN:
2160-4096 (Print)
2160-410X (Electronic)
Language:
English
Keywords:
child physical abuse, complex trauma, developmental trauma disorder (DTD), domestic violence, posttraumatic stress disorder (PTSD)
Abstract:
Exposure to child physical abuse and parents' domestic violence can subject youth to pervasive traumatic stress and can lead to posttraumatic stress disorder (PTSD). This article presents evolving conceptualizations in the burgeoning field of trauma related to family violence exposure and describes how the often repeating and ongoing nature of family violence exposure can complicate a PTSD diagnosis. In addition, recent literature indicates that children exposed to family violence may experience problems in multiple domains of functioning and may meet criteria for multiple disorders in addition to PTSD. Considerations salient to the recognition of traumatic stress in this population and that inform assessment and treatment planning are presented. (PsycINFO Database Record (c) 2013 APA, all rights reserved) (journal abstract)
Subjects:
*Child Abuse; *Disorders; *Domestic Violence; *Physical Abuse; *Posttraumatic Stress Disorder; Childhood Development; Emotional Trauma
PsycINFO Classification:
Neuroses & Anxiety Disorders (3215)
Population:
Human
Age Group:
Childhood (birth-12 yrs)
Adolescence (13-17 yrs)
Grant Sponsorship:
Sponsor: Eunice Kennedy Shriver National Institute of .
Child Abuse and Its Impact on Students’ Psychological Well Being in NDU Munic...ijtsrd
This study was designed to investigate “The Impact of Child Abuse on Students’ Psychological Well being” in Ndu Municipality, North west Region of Cameroon. Specifically, the study seeks to investigate the impact of sexual, emotional abuse and child neglect on student’s psychological well being in secondary schools in Ndu Municipality. A mixed methods design was adopted for the study. Questionnaires for students and interview guide for teachers were used for the collection of data and a purposive sampling technique was used to select respondents. A sample of 150 students were selected and administered the questionnaire and 27 teachers were interviewed. Data was analyzed quantitatively with the aid of frequency count and percentages, hypothesis tested using Spearman Rho and Chi square. Qualitatively data was analysed using thematic analysis. Finally, findings were presented using frequency distribution tables and charts and inferential statistic was presented, 95 level of confidence interval with alpha at 0.05 levels accepting only 5 margin of errors. Findings affirmed the fact that there was a significant and positive relationship between sexual abuse and students’ psychological well being P=0.000 0.001, R=0.170 . Similarly, the findings equally revealed that there was a significant and positive relationship between emotional abuse and students’ psychological well being P=0.000 0.001, R=0.353 . Also, findings also showed that, there was a significant and positive relationship between child neglect and students’ psychological well being P=0.000 0.001, R=0.346 . The findings indicated that, child abuse has an impact on students’ psychological well being in Ndu Municipality. Based on the findings, some recommendations were made that government should ensure proper creation, implementation and dissemination of policies to address child abuse both in schools and homes. Also, parents should adopt positive values and show love towards their children in order to boost students’ psychological well being. Neba Vernat Neh | Lukong Evelyn Shulika "Child Abuse and Its Impact on Students’ Psychological Well-Being in NDU Municipality" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61212.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/61212/child-abuse-and-its-impact-on-students’-psychological-wellbeing-in-ndu-municipality/neba-vernat-neh
Adolescence Offence and Social Responsibilities: Perspective Upper Class Boys...AJHSSR Journal
ABSTRACT: Adolescence offence among upper-class boys remains shrouded in mystery. So scanty is our
knowledge of this group that a public image of the upper-class adolescent is non-existent, and neither the barest
trace nor suspicion is available of him as delinquent. Although the hard knot of delinquency (behavior that is apt
to try any public tolerance) is located in the bottom levels of the working class, limited studies (using selfreported techniques) have revealed delinquency throughout the class structure. But nothing is known about the
delinquency of boys who attend expensive private schools. The purpose of this paper is to study Bangladeshi
upper class adolescents’ involvement in different violent and criminal activities and their growing tendency to
commit acts of violence in high schools and the reasons behind them. This study therefore aims to provide such
data by attempting to understand the different influential factors that are closely related with the involvement of
adolescence offence in Bangladesh. This study is based on primary data of 200 upper class adolescents who are
involved in different criminal activities of Dhaka city, 40 parents, 30 secondary school teachers, 20 social
workers and on review of secondary literatures. After collecting the data they are transcribed, tabulated and
analyzed in terms of the research objectives. This study shows that parents’ detachment, low internet cost, social
media, reluctantness of law and enforcement agencies and friends’ influence play the most important role on
upper class adolescence offence. This study also recommends some ways to mitigate this problem.
KEY WORDS: adolescence, violence, social responsibility, mental health etc.
What are the effects of family violence on social well-being in .docxalanfhall8953
What are the effects of family violence on social well-being in adolescents?
Rehab Al Ghamdi
Dr. Sperry
EPSY 621
1
Did you know?
Millions of children are exposed to domestic violence in their home (Carlson, 1984; Straus, 1992).
Millions of children classified as maltreated by parents and other caretakers (USDHHS, 2006).
Co-occurrence of violence domestic as well as otherwise with child abuse(Edleson, 2001; Tajima, 2004).
Links between domestic violence as well as child abuse with adverse psychosocial and behavioral outcomes (T. Herrenkohl, Sousa, Tajima, R. Herrenkohl, & Moylan, 2008; Sternberg, 2006; Wolfe, Crooks, Lee, McIntyre-Smith, & Jaffe, 2003).
2
The above facts represents a disheartening story related to the dismal state of affairs with respect to the increasing incidents of child abuse and violence .Such an exposure at the tender age has a detrimental effect on their future personalities by adversely influencing their internalizing and externalizing behaviors.
2
Research question
Does the exposure to violence and child abuse at an early age responsible for influencing the psychosocial outcomes in adolescence comprising their internalizing and externalizing behaviors.
3
This investigation aims to strengthen research on effects of exposure to child abuse and domestic violence.
3
Summary
The effects of child abuse and exposure to domestic violence on adolescent internalizing and externalizing behavior problems.
4
The following slides will present the summary of the research study authored by Moyan et al. to investigate and validate the findings.
Moylan, C. A., Herrenkohl, T. I., Sousa, C., Tajima, E. A., Herrenkohl, R. C., & Russo, M. J. (2010). The effects of child abuse and exposure to domestic violence on adolescent internalizing and externalizing behavior problems. Journal of family Violence, 25(1), 53-63.
4
Purpose of Study
The examination of the impact of child abuse and domestic violence exposure in childhood on their internalizing adolescent behavior resulting in psychological problems like anxiety and depressionas well as their externalizing behaviors manifested as delinquency and violence perpetration.
Moylan, C. A., Herrenkohl, T. I., Sousa, C., Tajima, E. A., Herrenkohl, R. C., & Russo, M. J. (2010). The effects of child abuse and exposure to domestic violence on adolescent internalizing and externalizing behavior problems. Journal of family Violence,
5
The study by Moylan et al. attempted to investigate the combined effects of exposure to child abuse and domestic violence on psychosocial outcomes in adolescence and examine interaction of gender with abuse and domestic violence exposure in the prediction of youth outcomes.
5
Research hypothesis
The study postulates that
exposure to violence will enhance the likelihood of child imbibing these outcomes, and
the risk is higher among the children who face child abuse along with domestic as compared to those who are exposed to only one type of.
Effect of self efficacy skills training in reducing aggressive behaviour amon...
Senior Thesis 2014 PDF
1. Running head: EFFECT OF BSFT ON BULLYING AND AGGRESSIVE BEHAVIOR 1
Effects of Brief Strategic Family Therapy on Bullying and Aggressive Behavior
Samuel James Hall
Grace College
2. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 2
Effects of Brief Strategic Family Therapy on Bullying and Aggressive Behavior
There has been much speculation and theories roaming around through cultural and
societal outlets about the effects of bullying in the classroom setting for a number of years. This
cycle of abuse, both physical and psychological, has been occurring for many years.
Unfortunately, professionals and academia cannot point out a specific timetable of specificity
toward its origin of bullying in schools. However, there has been invigorated research and
studies of bullying. Chapell et. al. (2004) indicates the problem of bullying in school did not
generate much research attention until the 1990s. This renewal of research endeavors could be
shown through the number of school shootings in the past decades. An academic novel called
The Bully Society (2012), written by Jessie Klein, shows the numbers of school shooting through
the decades: “Over the last thirty years, school shootings have gone from a rare occurrence to a
frequent tragedy. From 1969 to 1978, there we 16 school shootings in the United States… and
from 1999 to 2008 they increased again, as 63 school shootings took place” (p. 2). In the past 15
years, peer victimization, and especially bullying, have become recognized as a pervasive and
often neglected problem in schools around the world (Cornell et. al., 2013). An example of a
survey has shown the prevalence of bully victimization in high schools across America. The
survey indicated 28% of adolescents experienced victimization of bullying within the past year
(Robers, Zhang, Truman, & Snyder, 2012).
Though emphasis of school bullying is primarily on adolescents and children, we must
recognize the importance of higher academia bullying, because if bullying goes unchecked, it
may progress to later stages of adulthood. Chapell et. al. (2004) shows both under-researched
aspects of bullying in which the report consists of a sample of 1,025 undergraduates indicated
3. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 3
that 24.7% had seen students bully other students occasionally and 2.8% very frequently, 5% had
been bullied by students occasionally and 1.1% very frequently. To note, later stages of bullying
in adulthood is commonly seen through workplace bullying, as many studies have resulted from
this type of bullying. Though this is not the intent of this study, it is important to understand the
extent of bullying throughout an individuals lifetime.
This excessive physical and psychological trauma that many students endure on their way
to adulthood has many drawbacks and affects, in which will affect an individual for the rest of
his or her life. Aluede, Adeleke, Omoike, and Afen-Akpaida (2008) explain, “Bullying can have
devastating effects on victims. For the victims of bullying,they go to school everyday fearing
harassment, taunting and humiliation” (p. 156). Wang, Iannotti, and Nansel (2009) showed the
prevalence of bullying through several aspects of social interaction, in which results showed
adolescents were bullied 20.8% physically, 53.6% verbally, 51.4% socially, or 13.6%
electronically of the time. Without a doubt, bullying in schools across America is prevalent and,
regrettably, terribly intrusive into all aspects of the lives of the individuals bullied. Further,
O’Brennan, Waasdorp, and Bradshaw (2014) talked of a recent national survey, conducted in
2013. In this recent national survey, 75% of teachers had a student report a verbal bullying
incident to them, 58% heard reports of relational bullying, 50% of physical bullying, and 14% of
cyber bullying. Clearly, the need for more concise research is needed for the prevention of
bullying and the knowledge of effective strategies and techniques to diminish, if not eliminate all
together, the intrusive nature of bullying in the United States school system.
4. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 4
Statement of the Problem
As the section above iterates, bullying is quite extensive and invasive in the United States
school system. However, to think of bullying as “just a school problem” would be a mistake.
Bullying occurs in a three-tiered environment involving both the home, school and even the
workplace. Roberts and Morotti (2000) in a journal article for understanding bullying behavior,
sum up the bullies home environment, saying “Bullies are well-versed in aggressive behaviors
designed to obtain goals, and these lessons most often originate first in the home
environment” (p. 152). Further, the developmental ecological systems framework suggests that
parents have a significant influence on the development and maintenance of their child’s
aggressive behaviors, as well as their child’s behavioral and emotional responses to interpersonal
conflict (Waasdorp et. al., 2011). Therefore, is there a positive relationship between brief
strategic family therapy and aggressive behavior in adolescent bullies?
Statement of the Hypothesis
It is the intention of this study to show a positive relationship of the therapy received and
a decrease in scores on the assessment test given, the Social Behavior Assessment Inventory. It is
posed that by directing this research in an experimental fashion, the study will yield results of
adolescents classified under aggressive behavior will decrease aggressive behavior due to the
brief strategic family therapy treatment. In the direction of this goal, in the beginning of the
study, we will begin by both the manipulated and control group partaking in the Social Behavior
Assessment Inventory (SBAI). Additionally, at the end of the study, we will compare the
difference of the scores between each field, respectfully, through an ANOVA statistical analysis.
To finish, the hypothesis shall be stated as follows: Aggressive adolescents families who receive
5. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 5
Brief Strategic Family Therapy will have significantly lowered scores than the families of
aggressive adolescents who do not receive Brief Strategic Family Therapy.
Rationale for the Hypothesis
Bullying is a prevalent and devastating cultural norm in our schools today. However, it
does not start in schools. According to the American Psychological Association, they define
bullying as “…a form of aggressive behavior in which someone intentionally and repeatedly
causes another person injury or discomfort” (Bullying, 2014). This aggression does not start in
the schools, but can only begin in the home life of a child. Merrell, Buchanan, and Tran show the
influence of parenting by showing parenting variables that have been found to influence
aggression in children, such as inconsistent parental supervision, use of harsh punishment, and
failure to set limits (2006). Because of the child’s home environment, it is vital to include a
therapy that both relates to the child personally and educationally, and though the context of the
problem of the bullying is within the school, the true psychological harm is within the home.
This is why we must begin with a solid basis of family therapy, in which the adolescent’s
guardians and any other relevant information can be accurately processed. Powell and Ladd
(2010) have found that “Family therapy, regardless of the theoretical orientation used, has been
found effective in increasing health perceptions, vitality, social functioning, and mental health,
and de- creasing bullying behavior in males, as well as decreasing aggression in females” (p.
201).
6. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 6
Operational Definitions
Bullying:
As I said above, the American Psychological Association defines bullying as “…a form
of aggressive behavior in which someone intentionally and repeatedly causes another person
injury or discomfort” (Bullying, 2014). In the context of this study, discomfort may refer to many
psychological, social, or physical harm. These “discomforts” occur through direct verbal, direct
physical, and indirect forms of discomfort (O’Brennan, Waasdorp & Bradshaw, 2014). To
quantify and operationalize bullying, for this study, bullying will be classified as being sent to
the principal’s office for aggressive behavior 2 times a week, reoccurring for more than 2
months, and further being sent to the school counselor for related aggressive behavior.
Aggressive Behavior (Aggression):
The American Psychological Association defines aggression as “behaviors that cause
psychological or physical harm to another individual” (Glossary, 2014). In this study, aggressive
behavior will be determined by adolescents having a continuous problem of bullying in school
for at least 2 months. It is important to note that aggressive behavior is not necessarily bullying.
Aggression is a factor in bullying but it is not a determinant. Bullying, furthermore, is directed at
another individual whereas aggressive behavior is in general. Aggression will be the appropriate
variable in which we will be measuring on the Social Behavior Assessment Inventory, which
primarily assesses the adolescents level of conformity to institutional rules, a factor in antisocial
behavior. Aggression will be the measured variable due to unethical restraints that would require
the study to manipulate bullying to come to results correctly and accurately. Seeing as how that
7. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 7
is not possible, aggression is the lead factor in bullying, and therefore, will be measured in its
place to remain ethical.
Social Behavior Assessment Inventory:
The Social Behavior Assessment Inventory is a 135-item criterion-referenced rating scale
for aggressive behavior and nonconformity. Impara and Conoley (1995) in the revered twelfth
edition of the Mental Measurements Yearbook, tell us it takes approximately 30-45 minutes to
complete, and covers a wide range of issues, including environmental behaviors, interpersonal
behaviors, self-related behaviors, and task-related behaviors. The participants will of had to pass
the minimum standard of 3 out of 5 (set by this study) on the SBAI assessment in order to be
considered to have aggressive behavior, and to be possibly placed in the therapy-appointed
group. Furthermore, the scaling system is measured on a 5-point Likert-type scale.
Brief Strategic Family Therapy:
According to Szapocznik et. al. (2012) “BSFT is a short-term (approximately 12
sessions), family-treatment model developed for youth with behavior problems such as drug use,
sexual risk behaviors, and delinquent behaviors” (p. 134). Additionally, the main goal of BSFT is
to improve adolescent behavior by improving family relationships and to improve relationships
between the family and other groups that may influence youth behavior (Szapocznik, 2013). This
type of therapy will be administered to adolescents aged 13-16 years of age of whom have had
discipline issues in the high-school level for 3 months. Several reasons are discussed as to why
this therapy was chosen as the primary therapy for reduction of aggressive behavior in adolescent
teens. First, with the family involved, there is a sense of overall credibility to the therapy,
including therapist and adolescent interaction. Second, with the family engaging in the
8. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 8
therapeutic process proves for less resistance and better effectiveness for outcomes of the
adolescent and his or her home life. Thirdly, results of BSFT reviews showed promising results,
as it outperformed other techniques, such as Community Control techniques (Coatsworth,
Santisteban, McBride, & Szapocznik, 2001). This therapy will be provided in a controlled setting
by an experienced professional who has the correct accreditation and competence to engage in
this area of therapy. The professional must have a Master’s degree or higher and must be a
licensed LMHC with adequate supervision experience to conduct and administer BSFT and the
SBAI. Further, the study will take place in collaboration with the Otis R. Bowen Center, using an
inpatient unit of the Center to control the setting of both the manipulated and controlled
variables. The manipulated and controlled variables will meet on separate days to avoid possibly
communicating about the study. These days will be Monday at 1 in the afternoon for the
treatment group and Tuesday at 1 in the afternoon for the control group. The Brief Strategic
Family Therapy will last for a full twelve sessions, once a week, as is the norm for this type of
therapy.
Significance of the Study
If the study goes as planned and the results desired are the results proven, this study will
help to reinforce other substantial literature designed to combat the problem of aggressive
behavior and how it influence bullying. Also, with an effective technique in place to counteract
the home life of bullies, as well as family participation, it will increase the emotional welfare of
the home, directly effecting (“spillover effect”) the individuals on the receiving end of a bullies
harmful acts. With this study proving effective, further results can be combined with this studies
research, in order to progress to better and more efficient strategies to combat against bullying.
9. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 9
Literature Review
Bullying:
On page 6 of this study, we define bullying, through the American Psychological
Association, as “…a form of aggressive behavior in which someone intentionally and repeatedly
causes another person injury or discomfort” (Bullying, 2014, p. 1). As in the previous section of
aggression, our focus was primarily on how the bully acquires his or her aggressive behavior, it
is now important to discuss how the bully implements his or her aggressive tactics in such a way
to cause psychological, emotional or physical discomfort towards an individual. This study has
examined a multitude of possibilities as to how an individual acquires his or her aggressive
behavior; however, examination of outlets as to why they implement their aggression towards
others is required. One of these possibilities of implementation would be of morality. Findings
from one study on moral development and social cognition suggests that morality and emotional
attributes contribute to moral behavior as behavioral dispositions as opposed to developmental
delays (Krettenauer, Asendorpf & Nunner-Winkler, 2013). Further logical deduction could arrive
at the conclusion that learned behavioral experiences (observational, operant conditioning, etc.)
is the primary source for moralistic reasoning towards peer victimization. This can be supported
by a study done to determine whether moral reasoning and moral emotions were associated with
bullying. Perren et al. (2012) found that the adolescents who were involved in bullying showed
the highest levels of morally disengaged thinking. Additionally, children with overly-physical
parents and lack of parental support show an increase in bullying and overall aggression within
the family structure (Espelage, Bosworth & Simon, 200). Interestingly, a study done in Sweden
10. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 10
by Frisén, Jonsson & Persson (2007), comprised of 119 adolescents (48 boys, 71 girls), were
asked questions regarding why they thought bullies bullied. Two of the percentages were quite
illuminating as 40% blamed the victims appearance and 38% blamed the victims behaviors, in
which made up the majority of the sample. This appears to show that adolescents take a more
lenient and empathic view towards the bully as opposed to the victim, who is shown to be the
encourager. This finding may not be so odd after all, as recent studies have shown a new aspect
to the dimensions of bullying: the bully-victim, in which could give compensation to the
students’ view that the bully may have had justification for his bullying behavior.
Sources of Bullying:
Bullies. Due to the nature of bullying being largely social (Atlas & Pepler, 1998), mainly
through environmental experiences and parental constructs, behavioral modification has had a
sense of renewal in its research in the past years focusing on group (social) processes (Jones et
al., 2012) and how the bully is influenced by his or her peers. Moreover, Jones et al. (2012)
showed that a group to which the adolescent belongs and given their normative contextual
situation is influenced by the combination of the two criteria in their response to bullying. This
study relied heavily on social identity theory, which is largely similar to social learning theory.
Social identity theory was developed in 1979 by Tajfel and Turner, and claims that the identity of
an individual is not found within oneself (though an individual does have a “level of self), but to
the group in which he or she belongs. This theory shows the effectiveness and strength of peers
and has become one of the leading social theories in the world as there is much evidence that
supports social identity theory. For example, Sutton and Smith (1999) found that that 20-30% of
classroom students participated in bullying, either through direct or indirect methods. As such,
11. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 11
behaviors that reinforce bullying through peer bullying, whether direct or indirect, is another
characteristic of the overall hierarchy that is bullying (Cho & Chung, 2012). Peer bullying can be
middle ground for the victim and bully; however, there is new research showing a new aspect
towards the middle ground not being so black and white.
Bully-Victims. As briefly mentioned above, a new aspect of bullying is that of the “bully-
victim.” These children are both perpetrators and victims of bullying. The “Bully-Victim” can be
supported by empirical research, as studies have shown that bully-victims are typically high in
aggression and low in warmth (Duncan, 2004). These students also experience adjustment
problems, lower grades, higher levels of dislike from peers and higher levels of depression and
anxiety (Berkowitz & Benbenishty, 2012). Bully-victims are a group that exemplifies the most
trouble in social skills, anger control and severe behavioral problems (Bland, 2013). Further,
research from one study replicated findings that showed the bully-victim group had the lowest
results for self-esteem, which shows greater likelihood of behavioral disturbances (Kokkinos &
Panayiotou, 2004). Bully-victims work a two-tiered facade as they delegate through
victimization and perpetration, and therefore, may in fact be the adolescents who are most
affected by bullying.
Bullying Demographics:
Bullying offenses are prevalent in the schools of America, as one study suggests that as
many as 30% of adolescent children in school commit acts of bullying (Wang, Iannotti & Nansel,
2009). Along with these acts of bullying, there seems to be an acceptance of the bullying
behavior itself. There is evidence that bullying reinforces aggressive and bullying behavior
through group processes and social identity (Salmivalli et al., 1996). Additionally, the social and
12. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 12
emotional aspects of peer victimization are well-established, as children self-report significant
higher levels of internalizing problems as well as lower levels of self-esteem (Haynie et al.,
2001). The internalization of feelings and other problems can have a resounding impact in terms
of long-term effects as past studies have indicated that 72% of college students involved in the
study reported the remembrance of past victimization of bullying in middle and high school
(Chapell et al., 2006). Another study reported the comparison of college student to adults on the
remembrance and impact of the victimization of bullying. The study indicated that college
students showed higher levels of depression as opposed to the adult group who did not express
the same results as college students (Hawker & Boulton, 2000). The following addresses
different dimensions of bullying and the long-term effects provided with specific demographics.
Gender. Aside from the social identity theory and social learning theory, there is not
much empirical evidence of the causations of bullying. However, literature has been more
successful in the consequences of bullying (Dijkstra, Lindenberg & Veenstra, 2007). Along with
the social and emotional aspects of bullying, variations of victimization in regards to offenses of
bullying are well-known as well as established. For example, males often report higher levels of
aggression and victimization involving victimization of physical acts, such as pushing, hitting,
etc (Card et al., 2008). On the other side of the coin, females are more likely than males to
participate in defending the victim of the bullying as they had shown lower levels of aggression,
better prosocial behavior and empathic behavior towards others (Crapanzano et al., 2011). As
females defend the victims more than males, this may be deemed appropriate as females in one
study reported they perceived their experiences with relational bullying during middle school and
high school more serious than their counterpart males (Chambless, 2010). Though more
13. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 13
complete, diverse studies must be further researched, it seems apparent males have higher levels
of aggression as opposed to females, who are typically more prosocial and have lower levels of
aggression.
Age. Age is also an important dimension of bullying. Smith & Levan (1995) had done a
study on the definition of bullying as they noted how the definition of bullying is ever-changing
in perceived notions of individuals from the youth to the elderly. They found that 6-7 year olds
had a abstract definition of bullying, as they indicated their understanding that bullying
encompasses direct and indirect forms. Monks & Smith (2006) encapsulated the study as they
said, “The younger children were more likely to simply distinguish between aggressive and non-
aggressive scenarios, whereas older children were able to make finer grained distinctions
between types of aggression: physical, verbal and social exclusion” (p. 803). Further, Menesini,
Fonzi & Smith (2002) included students (8 and 14 years of age) as well as teachers in their study
for a better comparative analysis. The students seemed to indicate more inclusive results, as they
demonstrated knowledge of a definition of bullying that included social exclusion, gender
exclusion and verbal bullying as forms of bullying. Interestingly, one study found that school
professionals identified bullying as physical violence and aggression as opposed to social or
emotional abuse (Hazler et al., 2001).
In addition to the definition of bullying, age trends in bullying in a school-related setting
must be addressed. Scheithauer and colleagues (2006) conducted a study in which they identified
forms of bullying through self-reports cross-referenced the results through the age demographic
given from the self-reports. The study indicated that “…most of the students categorized as
verbal bullies attend grade 9 (12.2%), while most of the students categorized as physical bullies
14. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 14
attend grade 8 (5.6%) and most of the students categorized as relational bullies attend grade 6
(9.6%)” (p. 268). Additionally, one study that was conducted showed the ages of adolescents and
perceived popularity, which shows the possibility of causation. Caravita & Cillessen (2012)
conducted this study and results showed that in middle childhood, a sociometric popularity has
the largest effect rate; however, in early adolescence, perceived popularity dominated the youth’s
preference. The two researchers go further to suggest that this finding supports social learning
theory: “This may reflect a gradual social learning process about the effects of interpersonal
aggression. Adolescents may have learned that less-effective forms of bullying are censured by
disliking whereas more subtle and advanced forms of bullying are reinforced with popularity” (p.
392).
Aggressive Behavior:
As briefly described in the previous section, bullying is a pervasive and detrimental
occurrence in the United States. However, in order to better understand bullying and the effects
of bullying, it is imperative to understand the aggressive behavior that fuels bullying. Behavior
such as aggression and other behaviors are called risky because of the risk that they pose on the
individual doing the undesirable behavior, as well as the others around them (Ellis et al., 2012).
Speaking in theoretical models, there have been only two major perspectives that have primarily
driven research over the past century, those being 1) Social Learning theory and 2) Disease
Onset. In a qualitative study that focused solely on adolescent aggression, this study had found
significant results to strengthen social learning theory. The study found four major themes that
contributed to aggressive behavior, those being 1) Anger Release, 2) Aggravation as a cue for
Anger, 3) Modeled Anger, and 4) Anger Influenced by Violent Neighborhoods (Margolin, Youga
15. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 15
& Ballou, 2002). The study goes further to state that all routes of aggression can be traced back
to anger, as they say “Factors cited in other studies, such as familial violence, poverty, and
complex social and cultural environments that lead to frustration, are identified by the
adolescents as sources of anger that led to their aggressive behavior (Margolin, Youga & Ballou,
2002, p. 216). One of the main sources that is evident in these researchers writings is the
astounding effect of the environment and social aspect of an adolescents life. The experiences
and impressions felt by a child can have a lasting impact on his or her level of aggression.
Additionally, during childhood, and/or adolescents, is the time frame for most significant and
highest levels of aggression, due to the environmental constructs in which they observe and learn
socially acceptable behavior (Tremblay & Szyf, 2010). If children do not learn these socially
appropriate behaviors (social learning theory), they will typically be labeled and branded as a
child with a “disease,” (disease onset) as can be seen through the label of a mental health
disorder for children and adolescents such as Conduct Disorder.
Forms of Aggression. These “learned” aggressive behaviors have two forms: reactive
and proactive. Reactive forms of aggression have been linked to negative emotionality, such as
sadness, depression, and suicidal ideation. Proactive aggression has been linked to severe forms
of antisocial behavior (Fite et al., 2010). Speculation would tend to lend itself to the side of
proactive aggression being the indicator of bullying. However, a study has shown that both forms
of aggression showed multiple problems including indicators such as impulsivity and thrill
seeking which shown positive outcome expectancies for aggression, and thus, higher rates of
bullying (Crapanzano, Frick & Terranova, 2010).
16. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 16
Social/Environmental Influences of Aggression. Continually, a child’s home life is the
key reason behind aggressive behavior. Aggression can be attributed to a variety of experiences
and situations in the home environment. Schwartz et al. (2013) found in their longitudinal study
on harsh home life environments and negative outcomes for school trajectories: “Home
environments characterized by restrictive discipline, corporal punishment, and exposure to
violence were linked to within-child declines” (p. 311). Additionally, when children witness
interparental conflict in which the resolution of said conflict was inadequately resolved, children
observe and process how to resolve issues in an unhealthy, nonconstructive view (Marcus,
Lindahl & Malik, 2001). To contribute, Loeber and Dishion (1984) conducted a study showing
the significance of family conditions influencing cross-setting aggression in which they verified
that those children who had the least effective parenting practices, such as child management,
were picked out by teachers as the “fighters” of the group. However, the children with the most
effective child-care strategies were not chosen as the “fighters” of the group. Through the views
of parental stability towards aggression, higher rates of maternal aggression show a negative and
adverse effect in which becomes the preferred style of interaction, not just in home life but in a
variety of situations (Bousha & Twentyman, 1984). Parental variables have been found to
increase relational aggression in adolescents such as inconsistent parental supervision, use of
harsh punishment and failure to set limits (Merrell, Buchanan & Tran, 2006). Reversely,
adolescents who receive proper parental support and empathy have been shown to have reduced
levels of aggression than compared to adolescents who do not receive parental support and
empathy (Van der Graaff et al., 2012).
17. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 17
Brief Strategic Family Therapy:
For this study, Brief Strategic Family Therapy (BSFT) will be provided to individuals in
the manipulated group. BSFT is a short-term, family-treatment model that was developed to
emphasize the youth’s delinquent behavior through family restructuring. One study that was
intended to provide an overview and development of BSFT, conducted by Szapocznik et al.
(2012), had this to say about the therapy: “…the BSFT approach is unique in that it focuses on
diagnosing family interactional patterns and restructuring (i.e., changing) the family interactions
associated with the adolescent’s problem behaviors” (p. 135). BSFT was developed to combat
against drug use, sexual risky behaviors and delinquent behaviors. This study qualifies for this
type of therapy through the overarching “delinquent behaviors” division.
History of BSFT. BSFT conception originated in Miami, FL. It was originally developed
for the Hispanic population, as research had indicated that the ethnic group valued family
relations over individual autonomy. As this is supported by research, according to Szapocznik
and Williams (2000), “The results revealed that Cuban families, compared to mainstream White
American families, valued leaders who were active, directive, and present-oriented” (p. 124).
Continuing, Brief Strategic Family Therapy can be best articulated through 3 categories,
including systems, structure/patterns of interactions, and strategy (Szapocznik & Kurtines, 1989).
The first concept of BSFT is systems, in which describes the interrelated parts that work off of
each other in an environment to achieve something. In BSFT terms, this system would be the
family. The second contract is that of structures of patterns of interactions within the family.
Szapocznik and Williams (2000) have this to say about the second concept of structures within
the family, saying “The problem-focused aspect of our treatment strategy refers to targeting
18. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 18
family interaction patterns that are the most directly relevant to the symptomatic behavior
targeted for change” (p. 123). With these structures and patterns determined through therapy, the
third concept may begin. This third category of strategy can be implemented through problem-
focused, practical interventions that include all of the members of the family. With a study
conducted by Szapocznik and Coatsworth (1999), some of the leading advocates of BSFT,
showed empirical research that family relations are well-known and established predecessors of
delinquent behavior.
Effectiveness of BSFT. The efficacy of BSFT has been conducted through 2 RCTs. The
first study tested and validated the effectiveness of BSFT and the process that induces
therapeutic change. In the study, “structural family therapy/BSFT was compared to individual
psychodynamic child-centered psychotherapy and a recreational control condition” (Szapocznik
& Williams, 2000, p. 126). Sixty-nine randomly selected Hispanic emotionally or behaviorally
troubled youth, aging fro 6 to 11 years old. Between these selected, they were placed into one of
the three treatment placements available. Results were as follows: “The first finding indicates
that the control condition (i.e., recreation activities) was significantly less effective at retaining
cases than the two treatment conditions, χ2 (2,19) = 13.64, p < .01), with over two thirds of all
dropouts occurring in the control condition” (Szapocznik & Williams, 2000, p. 127). Secondly,
results showed that structural family/BSFT and child psychodynamic therapy were equally
effective in the groups. The third and final finding showed that family therapy was more
effective than play therapy in helping family integrity at the 1-year follow up.
The second RCT was conducted to find the effectiveness of BSFT in reducing behavioral
problems (Santisteban et al., 2000). The sample size was 79 Hispanic client-families aging from
19. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 19
12 to 18 years old. This study was to determine whether BSFT was effective in reducing
conduct/anti-social problems, emotional problems as well as family conflict. Its results are as
follows: “Adolescents in the BSFT condition showed significant reductions in Conduct Disorder
and Socialized Aggression from pre- to post-treatment; whereas, group therapy participants
showed no significant changes in either Conduct Disorder or Socialized Aggression, F(2,76) =
4.75, p < .05” (Szapocznik & Williams, 2000, p. 129). Additional review by Szapocznik et al.
(2012), further concluded that “the BSFT condition was significantly more efficacious than
group counseling in reducing conduct problems, associations with antisocial peers, and
marijuana use, and in improving observer ratings of family functioning” (p. 139). Each RCT
reveals significant influential research status in improving family interaction, antisocial/conduct
problems and behavioral problems. As Santisteban and colleagues puts it, “BSFT is the only
empirically validated family therapy for adolescents that relies almost exclusively on a coherent
integration of structural and strategic theory and therapy” (Santisteban et al., 2006, p. 261).
Practicality of BSFT In Therapy. BSFT a flexible, unique approach that is empirically
validated and family-based. This type of therapy covers a large range of situations, including
family situations, a variety of service settings and extensive treatment modalities (Szapocznik et
al., 2012). Within the situations described above, a variety of techniques must be employed to
effectively use BSFT. Some of the main techniques used include joining, tracking and diagnostic
enactment, and reframing. Because of its flexibility and unique deign to incorporate family
cooperation, BSFT is a psychotherapeutic approach that provides a structure of
psychoeducational interventions. Along with its psychotherapeutic approach with structural
interventions, Szapocznik et al. (2012), talks on the goals of BSFT: “Within this approach to
20. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 20
family preservation, two goals must be set: (a) To eliminate or reduce the adolescent’s problem
behaviors, such as drug use and other risk-taking behaviors, known as the “strategic or symptom
focus,” and (b) to change the family interactions that are associated with the adolescent’s
problem behaviors, known as “system focus” ” (p. 138). With these two overall goals in mind,
Brief Strategic Family Therapy provides the most ideal prevention program for an adolescent in
the most influential part of his or her life, their home.
Assessment:
For this study, we will use the Social Behavior Assessment Inventory (SBAI). Impara and
Conoley (1995) in the revered twelfth edition of the Mental Measurements Yearbook, tell us it
takes approximately 30-45 minutes to complete, and covers a wide range of issues, including
environmental behaviors, interpersonal behaviors, self-related behaviors, and task-related
behaviors. Further, of the four major scales assessed, there are also 30 sub-scales in which
encompass the four scales into better specifics (Demaray et al., 1995). This assessment tool is a
135-item criterion-referenced measurement tool for behavioral problems and nonconformity in
the classroom setting.
Method Section
Subjects:
This study will use a representative sample totaling 50 participants (25 female, 25 male).
Participants will selected by working with the local junior high school and high school in the
area of Monmouth, IL, this researcher’s hometown. The two main districts that will be
incorporated into the study will be that of 1) United CUSD #304 and 2) Monmouth-Roseville
CUSD #238. These two school districts provide a good representative overview of the emotional
21. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 21
and behavioral mindset of the adolescents in this specific community. By working with these
school districts, the total population will total 1,295 students from both school districts
combined. Please note, however, the number given is not the total number of students in the two
schools’ districts. It is the accumulation of participants given the specific age demographic
requirement (13-16 years of age). After compiling a list of all these students who meet the age
requirement, we will randomly select 50 students to partake in this study. Only 25 subjects will
be selected from each district (13 male, 12 female). If a student who has been selected does not
meet the criterion below, they will be thrown out and a new name shall be drawn out of a hat.
The criterion the adolescents must display to be considered aggressive is as follows: Children
will be identified of consisting of bullying behavior, and therefore, aggressive behavior, by being
sent to the principal’s office for aggressive behavior 2 times a week, reoccurring for more than 2
months, and further being sent to the school counselor for related aggressive behavior. After
being selected, the subjects (along with their legal guardians) will be debriefed about the general
topic being researched. Afterwards, informed consent forms will be administered for signature by
all possible guardians and the adolescent involved with the study.
Independent Variable:
The independent variable for this study is the Brief Strategic Family Therapy treatment.
The therapy will be administered to 25 randomly selected students, by a mental health counselor
who is properly licensed and has the correct credentials to administer BSFT. There will be 5
mental health counselors (5 subjects per counselor), in order to have a lighter workload,
decreasing the probability of mistakes. The 5 mental health counselors were selected by a school-
based internship opportunity afforded to them by their respected institution. Upon completion of
22. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 22
the study, they will receive credit towards their individual doctoral program. In order to limit the
possibility of bias, the institution the counselor was currently doing their doctoral work at, must
be at least 50 miles away from the Monmouth area, as well as the counselor must have originally
resided 50 miles away from the Monmouth area.
Treatment. The treatment will be given to each individual on separate days to avoid
possibly communicating about the study. These days will be Monday through Friday at 1 in the
afternoon. It will be given once a week for twelve sessions, as is the norm for this type of
therapy. Each day a different subject will partake in the treatment. The therapy will be provided
during the summertime during the months of June, July and August, so as to not interfere with
school-related activities and obligations. Once in session, the counselor and subject will begin
BSFT and will continue for a 50 minute hour. Afterwards, the subject is free to go till next weeks
session. Due to BSFT being highly regarded as a therapy in which employs creative strategies to
eliminate unwanted behavior (Tan, 2011), it is problematic to create a definitive course for the
therapy to take as families are diverse and unique. Each family member and adolescent had a
unique set of characteristics and circumstances, and thereby, no definitive set of questioning or
course of therapy can be implemented without skewing results dramatically. Some creative
techniques that are commonly used, however, are techniques such as creative questioning,
paradoxical techniques and others (Tan, 2011).
Dependent Variable:
The dependent variable is that of aggressive behavior. Therefore, the treatment of BSFT
is working with the measurement tool to show the effectiveness of the independent variable on
aggressive behavior. It was hypothesized that at the end of the therapy on the experimental
23. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 23
group, there will be an inverse relationship between the independent and dependent variable. The
measurement tool that will assess the effectiveness of BSFT on aggressive behavior at the end of
the 12 sessions is the Social Behavior Assessment Inventory (SBAI), which is described in the
next section.
Instrumentation:
The Social Behavior Assessment Inventory (SBAI) takes approximately 30-45 minutes to
complete, and covers a wide range of issues, including environmental behaviors, interpersonal
behaviors, self-related behaviors, and task-related behaviors. Further, of the four major scales
assessed, there are also 30 sub-scales in which encompass the four scales into better specifics
(Demaray et al., 1995). This assessment tool is a 135-item criterion-referenced measurement tool
for behavioral problems and nonconformity in the classroom setting. Further, on the issue
surrounding reliability and validity, there is evidence of internal consistency and interrater
reliability on the SBAI. More so, there is a consensus of high internal consistency (Demaray et
al., 1995).
Procedure:
Random Assignment of Subjects. Once the sample group has been collected through the
appropriate measures, I will randomly assign the subjects into two groups. Each group will
consist of 25 participants. Furthermore, the individuals selected to each group will be chosen
randomly by drawing names out of a hat. The first name selected will be apart of Group A; the
second name chosen will be chosen to be apart of Group B and so on, so forth till all are assigned
to their respective groups.
24. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 24
Random assignment of treatment. To ensure further objectivity and impartiality of the
study, the groups will be divided at random into Group A and Group B by way of flipping a coin
to decide which group is the experimental group and which is the control group. We will also test
the control group in order to better evaluate the effectiveness of BSFT on aggressive behavior, as
the control group will participate in watching a movie called “The Baby Sitter’s Club,” in which
depicts a group of teens learning life lessons on their way to adulthood. A popular movie review
site confirms the nonviolent cinematic adventure as “Parents need to know that while some of
the young teen characters make poor choices in this movie, they ultimately learn their lessons
and serve as strong role models” (The Baby, 2007, p. 1). On a Likert-type scale assessing the
movies violence factor, the rating given was a 2 out of 5, because of a baseball injury and a
hiking collapse due to a teens preexisting condition of diabetes. However, no physical or
emotional violence on the part of the teens toward each other is evident. This movie serves as a
good movie for the control group to watch while in their 50 minute session.
Measurement of Independent Variable. In order to correctly prescribe the Brief Strategic
Family Therapy, families and adolescents will meet with their respective counselor on the day
assigned to them, either one of the 5 days of the work week (Mon-Fri). In addition, counselors
will be required to keep two activity logs. The first will consist of daily attendance, which will
help regulate the consistency and desire of the families and adolescents. The second daily log,
apart from the counselor’s personal notes, will describe, in generality, behavioral observations
and general recommendations by the counselor, which can later be reviewed by myself in order
to better understand and remain objective of the families involved in therapy. Also, additional
permission will be required in order to video-tape the proceedings of therapy. Though this is not
25. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 25
a prerequisite to the conditions of the experimental group, it is strongly recommended and will
be suggested to each of the families involved.
Measurement of the Dependent Variable. In order to correctly assess the dependent
variable, of which is the aggressive behavior in the adolescent, we will use a posttest (SBAI)
after the therapy has been completed. The SBAI will be administered by the 5 counselor’s who
did the therapy. However, the counselor’s will be randomized as well, in order to remain
objective. Therefore, each counselor will have a different set of adolescents whom they will be
administering the assessment tool to. The results will then be given to myself for data analysis.
Control for Extraneous Variables. In order to keep this study as constant and therefore,
reliable, as possible, it is necessary to control the extraneous variables that are most prevalent in
this study. Some of the extraneous variables involved are motivation to show up to the therapy,
expectations of participants, history of participants as well as maturation of the participants. The
previous variables listed will be explained in further detail below.
Motivation to show up to the therapy and movie, for each respective group procedure, is
a limitation to this study. This is because we are assessing the effectiveness of the therapy on
aggressive behavior. If the participants do not have the desire to show up, the Brief Strategic
Family Therapy cannot be properly assessed in its relationship affect toward aggressive behavior.
In order to control this factor, an incentive will be offered to each family who completes all
sessions in the therapy. Each family, if attendance is perfect, will receive $50.00. If attendance is
moderate, consisting of 1 miss, each family in this grouping will receive $30.00. If missed 2
sessions, a family will receive $20.00. If a family has missed more than 2 sessions, accurate
results are improbable, and therefore, no incentive shall be given. Money provided for this
26. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 26
incentive will be out of my own pocket, as I can assess the appropriate financial giving for
participants due to my own financial security.
The expectations of the participants are also a major factor when trying to control the
outcome of the experiment. If a participant is volunteering in this study for the wrong reasons, a
participant will be more likely to drop out, affecting the mortality rate, and thus, the overall
findings of the study. To eliminate these possible improper expectations of the participants, a
general overview of expectations of the adolescent and family is necessary, as well as an
overview of what this therapy is for and why we are conducting this research. These questions
should have been answered during the signing of the informed consent; however, to eliminate all
possible preconceived notions, the counselor’s will go over it with the families and adolescents
once more before they begin their sessions in order to ensure complete understanding.
Finally, another dire factor that must be presented is that of the maturation of the
participants. Maturation occurs through daily life, as the individuals involved in the study mature
in all areas of life (such as socially, emotionally, etc.). Due to the inability to keep participants in
an observed area for the duration of the study (as it would unethical to do so), it is impossible to
completely control maturation of an individual. However, it is important to be aware of and the
possibilities that might result from maturation. For example, results gathered from participants
engaged in maturation may not yield as effective of findings compared to participants who are
not involved in maturation. Note, for those who are involved in maturation, it is an evolutionary
process of human development and will not be held against them in this study.
27. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 27
Data Analysis:
Because the participants involved in this study have only been classified through one
criteria, that being aggressive behavior, it is only proper to do a one-way ANOVA (also known as
a single-factor ANOVA). Analyses could result from conclusion due to a t-test; however, a single
t-test can only compare two means, but a single ANOVA test can compare multiple means, which
can be used for a variety of purposes (Patten, 2000). An ANOVA test, along with the t-test, have
multiple variations of the test for multiple purposes, but all variations relate back to the main test.
According to Johnson & Kudy (2003), to receive proper analysis of the results of a study to be
considered a normal distribution, the sample size must be a minimum of 25 (N= 25). This is to be
able to better generalize to the population of interest. Further, a minimum of 25 participants is
required in order to consider the distribution normal, a factor that is of great importance if the
findings should come out to be representative. Statistical significance occurs around a Pearson-
coefficient of .60 (Patten, 2000). However, for greater content validity, face validity and internal
consistency (to name a few), high statistical significance occurs around the coefficient of .80.
Computation for this will occur alongside Cronbach’s alpha (a), which will compute more
accurate results if alongside a normal distribution. With 25 subjects in each group (N = 50), I am
confident our results will be statistically significant. Finally, the findings will be checked by an
independent third party, to ensure objectivity and validation of the results.
28. EFFECTS OF BSFT ON AGGRESSIVE BEHAVIOR 28
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