This document discusses a study that compared levels of anger, aggression, and bullying among adolescents with different levels of self-esteem. The study used Rosenberg's Self-Esteem Scale and the Buss & Perry Aggression Questionnaire to measure self-esteem, anger, aggression, and experiences of bullying in 575 adolescents. Results showed that adolescents with the lowest self-esteem scored higher on measures of physical aggression, anger, hostility, and being victims of bullying, particularly among girls. Boys with the lowest self-esteem also scored higher on anger and hostility. The findings suggest addressing issues of anger, hostility, bullying, and self-esteem should be a focus of educational and counseling programs for adolescents.
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
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
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.
Literature Review - Gun Violence from a Family PerspectiveParissaShedd
Literature review that explores the topic of gun violence from a family perspective. This paper demonstrates the importance of family life and how one’s emotional climate can greatly affect their development.
"Bullying as a Public Health Issue"
A presentation by Amanda Nickerson, Ph.D., Director of the Alberti Center for Bullying Abuse Prevention
March 5, 2012
Issues of Psychological Security Formation in Youth Against Information Threatsijtsrd
The article presents research analyzes and conclusions on various information impact on youth psychology, youth protecting importance from information threats. Mukhtarov Otabek Shukhratjanovich "Issues of Psychological Security Formation in Youth Against Information Threats" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35771.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/35771/issues-of-psychological-security-formation-in-youth-against-information-threats/mukhtarov-otabek-shukhratjanovich
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.
Literature Review - Gun Violence from a Family PerspectiveParissaShedd
Literature review that explores the topic of gun violence from a family perspective. This paper demonstrates the importance of family life and how one’s emotional climate can greatly affect their development.
"Bullying as a Public Health Issue"
A presentation by Amanda Nickerson, Ph.D., Director of the Alberti Center for Bullying Abuse Prevention
March 5, 2012
Issues of Psychological Security Formation in Youth Against Information Threatsijtsrd
The article presents research analyzes and conclusions on various information impact on youth psychology, youth protecting importance from information threats. Mukhtarov Otabek Shukhratjanovich "Issues of Psychological Security Formation in Youth Against Information Threats" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35771.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/35771/issues-of-psychological-security-formation-in-youth-against-information-threats/mukhtarov-otabek-shukhratjanovich
Running head BULLYING BULLYING BullyingBullyi.docxsusanschei
Running head: BULLYING
BULLYING
Bullying
Bullying literature review
Name
Course
Tutor
Date
Introduction
Bullying is a phenomenon that all individuals are familiar with either directly or indirectly through observing another person perpetrate or become the victim of bullying. Despite the near unanimous opinion that bullying is bad, schools and workplaces fail to stop the practice. Resent suicide deaths caused by bullying have brought bullying to the forefront of public discussion, despite this, the practice persists, and thousands of schoolchildren suffer in silence (Ortega, Mora‐Merchán, & Guarini, 2012). The use of force to intimidate and dominate others not only takes place in school hallways but also in workplaces. A significant number of adults polled in surveys revealed that they experienced some form of bullying (Woodrow & Guest, 2014). This literature review delves deeper into the subject of bullying with the aim understanding the key motivations of bullies, the impact of bullying on victims and possible solutions to the practice.
Literature review
Bradshaw, & Sawyer. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 361.
The first peer reviewed article that I assessed to help me understand bullying in schools comes from the Journal of School and Psychology review. The tone of the Journal article suggests that the authors intended it for an audience comprising of individuals in the education sector. In writing the article, the authors set out to understand victimization of students due to bullying and the difference in perception of students and teachers. The authors note that even though their study focused on elementary schools, the lessons apply in numerous environments where many people work together in close proximity (Bradshaw & Sawyer, 2007). In their quest to understand bullying, the authors observed that one of the reasons many schools fail to adopt appropriate measures to deal with bullying is that the staff’s perception of bullying is different from that of the students. To students, bullying is a detestable activity that has serious psychological implication; however, most staff brush off bullying as innocent jostling between students. The authors note the necessity of school staff to take bullying seriously to prevent more deaths and incidences of depression (Bradshaw & Sawyer, 2007).
Flaspohler, Elfstrom, Vanderzee, & Birchmeier. (2009). Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life. Psychology in the Schools, 636-649.
The second peer reviewed paper that helped me better understand the issue of bullying in schools is from the Journal of psychology in schools. The authors of the peer-reviewed journal focused their research on the impact of teacher and peer intervention in reducing instances of bullying in schools. The authors intended the article towards ...
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.
BUSI 352Case Study 2Your client, Steven, age 43, has come to.docxfelicidaddinwoodie
BUSI 352
Case Study 2
Your client, Steven, age 43, has come to you for assistance with retirement planning. He provides you with the following facts.
· He earns $80,000 annually.
· His wage replacement ratio has been determined to be 80%.
· He expects inflation will average 3% for his entire life expectancy.
· He expects to work until 68, and live until 90.
· He currently has $60,000 saved, and he is averaging a 9% rate of return and expects to continue to earn the same return over time.
· He has been saving $3,000 annually in his 401(k) plan.
· Additionally, Social Security Administration has notified him that his annual retirement benefit, in today’s dollars will be $26,000.
1. Using calculations, explain to Steven why it is realistic to use a wage replacement ratio of 80%.
2. Using the annuity method, calculate how much capital Steven will need to be able to retire at age 68.
3. Given his current resources, does he have sufficient resources to achieve his retirement goal? Using calculations, show and explain your answer to Steven.
4. Provide Steven with 3 alternatives for meeting his retirement goal. In doing so, use calculations to show the impact of each alternative.
Before hiring you as his financial planner, Steven was going to another planner. He mentions that the other planner calculated this retirement needs another way, so he asks you to calculate his retirement needs using other methods.
5. Using the capital preservation method, calculate how much capital Steven needs in order to retire at 68.
6. Using the purchasing power preservation method, calculate how much capital Steven needs in order to retire at 68.
7. In your own words, provide Steven with the advantages and disadvantages of each method and explain why the amounts calculated are different with the three methods.
8. In your own words, provide Steven with the advantages and disadvantages of 2 investment instruments that are used specifically to save for retirement. Which would you recommend and why?
Your completed Case Study must contain a minimum of 700 words and 2 citations in current APA format. Acceptable sources are personal finance journals, magazines, or newspapers.
Submit Case Study 2 by 11:59 p.m. (ET) on Monday of Module/Week 7.
Running head: the relevance of Sexual identity and orientation 1
the relevance of Sexual identity and orientation 5The Relevance of Sexual Identity and Orientation
Paula King
Walden University
Diversity in Child/Adolescent Development and Learning
Dr. Virginia Salzer
March 30, 2019
\
The issues of diversity in the classrooms are prominent especially in the modern learning setting as the composition of students continues to change and diversify radically (Gruenewald, 2014; Meyer, 2010). This aspect has promoted the inclusion of various demographic groups such as the female students that were previously barred from accessing such services in the traditional societies and systems. Such trends show that gender influences hav.
Overt Victimization and the Psychosocial Maladjustment of Adolescents in Seco...ijtsrd
Overt victimization and maladjustment is a drawback that is affecting most adolescents in Secondary schools in Cameroon for the past years which has been grossly neglected in Sub Sahara Africa. This study was on how overt victimization leads to psychosocial maladjustments among adolescents in secondary schools in Cameroon North West, South West, Central, and Adamawa . The research method adopted for this study was mixed method with a concurrent nested design. The sample was made up of 594 students from twelve schools, 24 administrators from these schools and twelve focus groups from twelve schools. The instruments used in collecting data were a questionnaire and focus group discussion with students, and an interview for school administrators. Data obtained were analyzed descriptively and inferentially using cross tabulations, frequencies, percentages and multiple response sets. Findings showed that overt victimization significantly predicts psychosocial maladjustment of adolescents in secondary schools P 0.001 . The positive sign of the correlation value R= 0.347 implied that adolescents are more likely to suffer from psychosocial maladjustments when there is constant or persistent occurrence of overt victimization in the school environment. It was concluded that overt victimization leads to psychosocial maladjustments among adolescents in secondary schools in Cameroon. Based on the findings, it was recommended that curbing overt victimisation and fostering adolescents adjustment in school is a joint effort by parents, teachers, school Chaplin’s, administrators, discipline masters| mistresses and school counsellors through advocacy and organizing seminars which create awareness on deteriorating effects of over victimization. Shien Vera | Joseph Lah Lo-oh | Nkemanjen Donatus Achankeng "Overt Victimization and the Psychosocial Maladjustment of Adolescents in Secondary Schools, Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50380.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/50380/overt-victimization-and-the-psychosocial-maladjustment-of-adolescents-in-secondary-schools-cameroon/shien-vera
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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 ...
Contents lists available at ScienceDirectChildren and YoutAlleneMcclendon878
Contents lists available at ScienceDirect
Children and Youth Services Review
journal homepage: www.elsevier.com/locate/childyouth
Service needs of children exposed to domestic violence: Qualitative findings
from a statewide survey of domestic violence agencies☆
Kristen A. Berg1, Anna E. Bender, Kylie E. Evans, Megan R. Holmes⁎, Alexis P. Davis2,
Alyssa L. Scaggs, Jennifer A. King
Center on Trauma and Adversity at the Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, United States
A R T I C L E I N F O
Keywords:
Intimate partner violence
Child maltreatment
Family violence
Intervention
Trauma-informed care
A B S T R A C T
Objective: Each year, more than 6% of all U.S. children are exposed to domestic violence and require inter-
vention services from agencies that serve affected families. Previous research has examined detrimental biop-
sychosocial consequences of domestic violence exposure during childhood and the importance of effective
prevention and intervention services for this population. However, less research has explored diverse inter-
vention professionals’ own perspectives on the needs of the domestic violence-exposed children they serve.
Method: This study employed an inductive approach to thematic analysis to investigate intervention profes-
sionals’ reflections and advice regarding the service, policy, and research needs as well as overall strategies to
better protect children exposed to domestic violence.
Results: Respondents articulated four primary themes of (a) building general education and awareness of the
effects of domestic violence exposure on children; (b) the need for trauma-informed care; (c) the salience of
cultural humility in serving affected families; and (d) essential collaboration across service domains.
Respondents discussed these themes in the context of four key systems of care: the clinical or therapy, family,
school, and judicial systems.
Conclusions: Future research should integrate the voices of affected children and families as well as examine
models for effectively implementing these recommendations into practice settings.
1. Introduction
More than a quarter of children are projected to witness domestic
violence (also known as intimate partner violence) in the United States
by the time they reach age 18, with an estimated 6.4% of all children
exposed each year (Finkelhor, Turner, Ormrod, Hamby, & Kracke,
2009). Domestic violence exposure induces substantial economic
burden nationwide, incurring over $55 billion in aggregate lifetime
costs, including increased healthcare spending, increased crime, and
reduced labor market productivity (Holmes, Richter, Votruba, Berg, &
Bender, 2018). Children who have been exposed to domestic violence
are at higher risk for a range of behavioral and mental health problems
compared with non-exposed children (e.g., Fong, Hawes, & Allen, 2019;
Kitzmann, Gaylord, Holt, & Kenny, 2003; Vu, Jouriles, McDonald, &
Rosenfi ...
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
Abuse and mistreatment in the adolescent period - by Dr. Bozzi Domenico (Mast...dott. Domenico Bozzi
UNICEF has highlighted how children suffer violence throughout all stages of childhood and adolescence, in different contexts, and often at the hands of people they trust and interact with on a daily basis.
Violent corporal punishment, 300 million children between 2 and 4 years old in the world regularly suffer violence from their family/guardians (about 3 out of 4), 250 million of these are punished physically (about 6 out of 10).
Sexual violence, Sexual violence occurs against children of all ages: 15 million girls aged 15 to 19 have experienced incidents of sexual violence in their lives, and 2.5 million young women in 28 European countries report having suffered episodes of sexual violence before the age of 15.
Data Centers - Striving Within A Narrow Range - Research Report - MCG - May 2...pchutichetpong
M Capital Group (“MCG”) expects to see demand and the changing evolution of supply, facilitated through institutional investment rotation out of offices and into work from home (“WFH”), while the ever-expanding need for data storage as global internet usage expands, with experts predicting 5.3 billion users by 2023. These market factors will be underpinned by technological changes, such as progressing cloud services and edge sites, allowing the industry to see strong expected annual growth of 13% over the next 4 years.
Whilst competitive headwinds remain, represented through the recent second bankruptcy filing of Sungard, which blames “COVID-19 and other macroeconomic trends including delayed customer spending decisions, insourcing and reductions in IT spending, energy inflation and reduction in demand for certain services”, the industry has seen key adjustments, where MCG believes that engineering cost management and technological innovation will be paramount to success.
MCG reports that the more favorable market conditions expected over the next few years, helped by the winding down of pandemic restrictions and a hybrid working environment will be driving market momentum forward. The continuous injection of capital by alternative investment firms, as well as the growing infrastructural investment from cloud service providers and social media companies, whose revenues are expected to grow over 3.6x larger by value in 2026, will likely help propel center provision and innovation. These factors paint a promising picture for the industry players that offset rising input costs and adapt to new technologies.
According to M Capital Group: “Specifically, the long-term cost-saving opportunities available from the rise of remote managing will likely aid value growth for the industry. Through margin optimization and further availability of capital for reinvestment, strong players will maintain their competitive foothold, while weaker players exit the market to balance supply and demand.”
Chatty Kathy - UNC Bootcamp Final Project Presentation - Final Version - 5.23...John Andrews
SlideShare Description for "Chatty Kathy - UNC Bootcamp Final Project Presentation"
Title: Chatty Kathy: Enhancing Physical Activity Among Older Adults
Description:
Discover how Chatty Kathy, an innovative project developed at the UNC Bootcamp, aims to tackle the challenge of low physical activity among older adults. Our AI-driven solution uses peer interaction to boost and sustain exercise levels, significantly improving health outcomes. This presentation covers our problem statement, the rationale behind Chatty Kathy, synthetic data and persona creation, model performance metrics, a visual demonstration of the project, and potential future developments. Join us for an insightful Q&A session to explore the potential of this groundbreaking project.
Project Team: Jay Requarth, Jana Avery, John Andrews, Dr. Dick Davis II, Nee Buntoum, Nam Yeongjin & Mat Nicholas
Opendatabay - Open Data Marketplace.pptxOpendatabay
Opendatabay.com unlocks the power of data for everyone. Open Data Marketplace fosters a collaborative hub for data enthusiasts to explore, share, and contribute to a vast collection of datasets.
First ever open hub for data enthusiasts to collaborate and innovate. A platform to explore, share, and contribute to a vast collection of datasets. Through robust quality control and innovative technologies like blockchain verification, opendatabay ensures the authenticity and reliability of datasets, empowering users to make data-driven decisions with confidence. Leverage cutting-edge AI technologies to enhance the data exploration, analysis, and discovery experience.
From intelligent search and recommendations to automated data productisation and quotation, Opendatabay AI-driven features streamline the data workflow. Finding the data you need shouldn't be a complex. Opendatabay simplifies the data acquisition process with an intuitive interface and robust search tools. Effortlessly explore, discover, and access the data you need, allowing you to focus on extracting valuable insights. Opendatabay breaks new ground with a dedicated, AI-generated, synthetic datasets.
Leverage these privacy-preserving datasets for training and testing AI models without compromising sensitive information. Opendatabay prioritizes transparency by providing detailed metadata, provenance information, and usage guidelines for each dataset, ensuring users have a comprehensive understanding of the data they're working with. By leveraging a powerful combination of distributed ledger technology and rigorous third-party audits Opendatabay ensures the authenticity and reliability of every dataset. Security is at the core of Opendatabay. Marketplace implements stringent security measures, including encryption, access controls, and regular vulnerability assessments, to safeguard your data and protect your privacy.
Techniques to optimize the pagerank algorithm usually fall in two categories. One is to try reducing the work per iteration, and the other is to try reducing the number of iterations. These goals are often at odds with one another. Skipping computation on vertices which have already converged has the potential to save iteration time. Skipping in-identical vertices, with the same in-links, helps reduce duplicate computations and thus could help reduce iteration time. Road networks often have chains which can be short-circuited before pagerank computation to improve performance. Final ranks of chain nodes can be easily calculated. This could reduce both the iteration time, and the number of iterations. If a graph has no dangling nodes, pagerank of each strongly connected component can be computed in topological order. This could help reduce the iteration time, no. of iterations, and also enable multi-iteration concurrency in pagerank computation. The combination of all of the above methods is the STICD algorithm. [sticd] For dynamic graphs, unchanged components whose ranks are unaffected can be skipped altogether.
As Europe's leading economic powerhouse and the fourth-largest hashtag#economy globally, Germany stands at the forefront of innovation and industrial might. Renowned for its precision engineering and high-tech sectors, Germany's economic structure is heavily supported by a robust service industry, accounting for approximately 68% of its GDP. This economic clout and strategic geopolitical stance position Germany as a focal point in the global cyber threat landscape.
In the face of escalating global tensions, particularly those emanating from geopolitical disputes with nations like hashtag#Russia and hashtag#China, hashtag#Germany has witnessed a significant uptick in targeted cyber operations. Our analysis indicates a marked increase in hashtag#cyberattack sophistication aimed at critical infrastructure and key industrial sectors. These attacks range from ransomware campaigns to hashtag#AdvancedPersistentThreats (hashtag#APTs), threatening national security and business integrity.
🔑 Key findings include:
🔍 Increased frequency and complexity of cyber threats.
🔍 Escalation of state-sponsored and criminally motivated cyber operations.
🔍 Active dark web exchanges of malicious tools and tactics.
Our comprehensive report delves into these challenges, using a blend of open-source and proprietary data collection techniques. By monitoring activity on critical networks and analyzing attack patterns, our team provides a detailed overview of the threats facing German entities.
This report aims to equip stakeholders across public and private sectors with the knowledge to enhance their defensive strategies, reduce exposure to cyber risks, and reinforce Germany's resilience against cyber threats.
1. See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/315984344
Differences in anger, aggression, bullying among adolescents in different
self-esteem groups
Article in Global Journal of Guidance and Counseling in Schools Current Perspectives · March 2017
DOI: 10.18844/gjgc.v6i3.1442
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Vytautas Magnus University
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Vytautas Magnus University
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3. Valiune, D. & Perminas, A. (2016). Differences in anger, aggression, bullying among adolescents in different self-esteem groups. Global
Journal of Counseling and Guidance in Schools: Current Perspectives. 6(3), 61-67.
62
1. Introduction
The time between childhood and adulthood – adolescence – is a period characterized by learning,
adaptation and alteration. It is important time for youth because of numerous physical, emotional,
and intellectual changes. Many problems can occur during this period. The management of these
difficulties may impact adolescents’ wellbeing and their future lives (Krisstensson, 2005; Tilindiene,
2006; Lowth, 2015). One of the most important issues, which occurs during adolescence, is the
experience of anger. Some adolescents seem to coast through all of this, however, others find
themselves in a significant challenge (Lowth, 2015). Researches shows that anger-related problems
(e.g., verbal and physical aggression, violence) are some of the most common reasons adolescents are
referred for mental health services (Blake & Hamrin, 2007). There are three ways of anger
management: expression, suppression, and calming (Hussian & Sharma, 2014). Though anger is
common and natural human emotional reaction, inappropriate anger management strategy may
impact a lot of problems for both oneself and others (Charlesworth, 2008).
Anger is often triggered by other difficult feelings such as frustration or sadness, and can be a
means of deflecting or avoiding these emotions. The emotion of anger is related to psychological and
cognitive problems such as depression, and anxiety (Hussian & Sharma, 2014; Lowth, 2015).
Furthermore, anger is associated with family dysfunction, aggression, violence, drug abuse,
educational deterioration, suicide attempts, loneliness, eating disorder, isolation, criminality,
cyberbullying, and traditional bullying (Nichols, 2008; Lowth, 2015; Tanrikulu, Campbell, 2015; Aricak,
Ozbay, 2016; Dapelo, Surguladze, Morris & Tchanturia, 2016). Bullying is a goal-oriented aggression:
the purpose of bullying is to harm another person, who is not able to fight back against him/her. The
reason for bullying is to become dominant over the others or preserve the solidity of a group at
school. An individual or a group of perpetrators usually use physical, psychological, social and verbal
aggression repeatedly. Nevertheless, bullying and aggressive behaviour can be the result of various
factors; researchers state that uncontrolled anger is one of the most common variable related to such
behaviour. Bullying behaviour can be viewed as an act of anger expression like an aggressive
behaviour (Normantaite & Perminas, 2013; Hussian & Sharma, 2014). Therefore, anger, aggression
and bullying were involved in this research.
Considering the facts of the analysis made by Health Behaviour in School-Aged Children, World
Health Organization, and researchers in Lithuania and round the World, bullying is a huge problem in
schools (Drasute, Drasutis & Kukucionyte, 2011). Therefore, bullying at school is recognized as a global
phenomenon that strongly affects adolescent and his environment. It was find that adolescents in
Baltic countries reported higher rates of bullying and victimization compared with 40 different
countries (Craig, Harel-Fisch, Fogel-Grinvald, Dostaler, Hetland, Simons-Morton & Pickett, 2009).
However, bullying is one of the most frequent problems in Lithuania compared with other countries.
The situation of bullying was analyzed in Latvia and Lithuania. The results showed that being a victim,
bully, or bully/victim was reported by 30.1% adolescents in Latvia and 52.3% in Lithuania with the
highest proportion reporting being a victim (Gobina, Zaborskis, Pudule, Kalnins & Villerusa, 2008).
Involvement of boys in all 3 categories of bullying combined (i. e., bullying others, being bullied and
being both a bully and a victim) were 45.2 % in Lithuania. Among girls, the prevalence of involvement
in bullying was 35.8 % in Lithuania (Craig & et al., 2009).
Zaborskis and Vareikiene (2015) had found that high prevalence rate of bullying among students in
schools encourages to take actions for immediate targeted bullying prevention in Lithuanian schools.
Valiune (2014) found out that it was important to analyze personal variables for intervention
effectiveness. Personality variables predicted greater anger-related problems (Bettencourt et al.,
2006). One of those variables could have been self-esteem, because it is one of the most important
concepts during adolescence (Arslan, 2009). Self-esteem is usually described as a person’s evaluation
of themselves or their attitudes towards themselves (Walker & Knauer, 2011).
4. Valiune, D. & Perminas, A. (2016). Differences in anger, aggression, bullying among adolescents in different self-esteem groups. Global
Journal of Counseling and Guidance in Schools: Current Perspectives. 6(3), 61-67.
63
Various findings have engendered debate regarding the relationship between self-esteem and
anger-related problems like aggression, bullying and hostility (Eftimie & Ionescu, 2010; Yavuzer
Karatas, Civilidag & Gundogdu, 2014; Turner & White, 2015). The relationship between self-esteem,
anger, hostility, and aggression had been a controversial topic. The research found that negative self-
esteem was related to aggression and bullying (Erhabor, 2013; Garofalo et al., 2016). It was explained
that aggression and bullying behavior is a sign of low self-esteem. This view suggests that individuals
with low self-esteem behave aggressively, in order to increase their own self-esteem (Yavuzer et al.,
2014). Also, it was found that better relationships were related with higher positive self-esteem and
lower negative self-esteem (Sarkova, Bacikova-Sleskova, Madarasova-Geckova, Katreniakova, van den
Heuvel & van Di, 2014). Aggressive adolescents usually are less popular among peers, therefore it
correlates with lower self-esteem. However, other scientists suggested that high self-esteem
combined with other personal variables predicts an aggression (Bushman, Baumeister, Thomaes, Ryu,
E., Begeer & West, 2009). Adolescent with high self-esteem may choose to protect themselves by
acting aggressively towards people who do not agree with their evaluations. In addition, while self-
esteem of arrogant adolescent increases, their anger experiences and anger expressions increases as
well (Yavuzer et al., 2014). Therefore, according to these controversial findings it can be hypothetized
that both higher and lower self-esteem is related to anger-related problems.
Self-esteem can be measured in continuum and according to previous findings it is important to
compare anger, aggression and bullying differences between three different levels of self-esteem
among adolescent. It is possible that lower and higher self-esteem is connected to anger-related
problems. Therefore, the purpose of this study is to compare anger, aggression, bullying among
adolescents in three self-esteem groups.
2. Methods
2.1 Sample
Sample consisted of 575 adolescents (281 girls and 294 boys), age range 13 to 17, (average age was
15 years and 2 months, SD=1,1) from Kaunas city in Lithuania.
2.2 Procedure
Research was conducted after the consent of parents and school principals was signed. Students
participated anonymously and on a voluntary basis. Part of the questionnaires was filled in classrooms,
and another part was sent to adolescents via school e-mails. Administration of the questionnaire was
not time-limited.
2.3 Instruments
The Rosenberg’s Self-Esteem Scale (1965) was used to identify levels of student global feeling of
self-worth or self-acceptance. This scale consisted of 10 questions based on 4-point Likert sclae: 1 =
strongly agree, 2 = agree, 3 = disagree, and 4 = strongly disagree. The total possible score obtained the
scale ranged from 0 to 40. Higher scores indicate higher self-esteem (Koruklu, 2015). The Chronbach
Alpha reliability of the scale was 0.845 in the current study.
The Aggression Questionnaire was developed by Buss and Perry, the Lithuanian version of the
Aggression Questionnaire scale was prepared by Normantaite and Perminas (2009). The scale
consisted of 5-point Likert scale responses and 29 items. The Questionnaire consisted of four
subscales: physical aggression, verbal aggression, anger, and hostility. Each item was rated on a 5-
point Likert scale that ranges from 1 – strongly disagree to 5 - strongly agree. Higher scores on the
scale items demonstrated higher levels of aggression. The Chronbach Alpha reliability of the physical
5. Valiune, D. & Perminas, A. (2016). Differences in anger, aggression, bullying among adolescents in different self-esteem groups. Global
Journal of Counseling and Guidance in Schools: Current Perspectives. 6(3), 61-67.
64
aggression subscale within the present study was 0.718; of the verbal aggression subscale - 0.602; of
the anger subscale - 0.713; of the hostility subscale - 0.825.
Bullying was measured by the questions like: How often have you been bullied by other students
during the last month? How often have you bullied someone during the last month? Respondents
could choose one answer from five answers possibility: never; 1-2 times per month; 2-3 times per
month; 1 time per week; several times per week.
3. Results
The one-way ANOVA and Post Hoc analyses were used for comparison of three groups, i. e.
students who had low self-esteem, middle self-esteem and high self-esteem. Comparison of physical
aggression, verbal aggression, anger, hostility, bullying victims and bullies among girls is showed in
table 1. Comparison of physical aggression, verbal aggression, anger, hostility, bullying victims and
bullies among boys is showed in table 2.
Table 1. Differences in anger, aggression, bullying among girls in different self-esteem groups
Low Middle High
Variable M SD M SD M SD F(2,291) p
Turkey‘s
HSD
Physical
aggression 20.7 6.4 18.7 5.3 18.6 5.8 4.1 .017 1>2,3
Verbal aggression 14.4 3.8 13.5 3.7 14.0 4.0 1.5 .223 1,2,3
Anger 19.9 6.0 17.5 4.7 17.0 5.4 8.3 .001 1>2,3
Hostility 23.2 5.9 18.9 6.5 16.8 6.1 27.9 .001 1>2,3
Bullies 1.7 1.1 1.7 1.0 1.6 1.0 .469 .629 1,2,3
Bullying victims 1.9 1.2 1.4 .8 1.2 1.0 15.1 .001 1>2,3
There were statistically significant differences between groups as determined by one-way ANOVA in
physical aggression (F(2.291) = 4.1, p = .017), anger (F(2.291) = 8.3, p = .001), hostility (F(2.291) =
27.9, p = .001), bullying victims (F(2.291) = 15.1, p = .001) scales among girls. A Tukey post-hoc test
revealed that the scores of physical aggression, anger, hostility, bullying victims were significantly
higher in lowest self-esteem group compared with middle and high self-esteem groups.
There were no statistically significant differences in verbal aggression and bullies’ scales among
girls.
There were statistically significant differences between groups as determined by one-way ANOVA in
anger (F(2.278) = 10.670, p = .001), hostility (F(2.278) = 12.880, p = .001), bullying victims (F(2.278)
=4.553, p = .011) scales among boys. A Tukey post-hoc test revealed that the scores of anger were
significantly higher in lowest self-esteem group and middle self-esteem group compared with highest
self-esteem group.
A Tukey post-hoc test revealed that the scores of hostility were statistically higher in lowest self-
esteem group compared with middle and highest self-esteem groups. Also, a Tukey post-hoc test
revealed that the scores of hostility were significantly higher in middle self-esteem group compared
with the highest self-esteem group.
Table 2. Differences in anger, aggression, bullying among boys in different self-esteem groups
6. Valiune, D. & Perminas, A. (2016). Differences in anger, aggression, bullying among adolescents in different self-esteem groups. Global
Journal of Counseling and Guidance in Schools: Current Perspectives. 6(3), 61-67.
65
Low Middle High
Variable M SD M SD M SD F(2,278) p
Turkey‘s
HSD
Physical
aggression 23.0 7.3 22.9 6.1 21.3 6.9 1.874 .155 1,2,3
Verbal aggression 13.7 4.6 13.5 3.5 13.2 4.6 .381 .683 1,2,3
Anger 18.4 5.5 16.8 4.8 14.9 5.1 10.670 .001 1,2>3
Hostility 21.2 8.1 18.6 5.5 15.9 7.3 12.880 .001 1>2>3
Bullies 2.2 1.5 2.0 1.3 2.1 1.4 .357 .700 1,2,3
Bullying victims 2.0 1.4 1.6 1.1 1.5 1.2 4.553 .011 1>3
A Tukey post-hoc test revealed that the scores of bullying victims were statistically higher in lowest
self-esteem group compared with highest self-esteem groups.
There were no significant differences in physical aggression, verbal aggression and bullies’ scales
among boys.
4. Discussion
The purpose of the study was to compare anger, aggression, and bullying among adolescents in
three self-esteem groups. Results of this study showed that anger, hostility, and bullying victims were
significantly higher in lowest self-esteem group compared with highest self-esteem group among girls
and boys. Previous researches found similar results (Taylor, Davis-Kean & Malanchuk, 2007; Rentzsch,
Schroder-Abe & Schutz, 2015). It could be explained by assumption that adolescents with low self-
esteem behave aggressively in order to increase their own self-esteem (Yavuzer et al., 2014). Also,
adolescents with low self-esteem may exhibit hostile tendencies because of the feelings of envy,
especially in highly competitive contexts (Rentzsch et al., 2015). School is a quite competitive
environment and students spend a great part of their day in school or taking school-related activities.
Therefore, school programs that deal with adolescent anger related problem such hostility, bullying
victims, and poor self-esteem must be underlined.
It was found that physical aggression was significantly higher in lowest self-esteem group compared
with middle and high self-esteem groups among girls but not among boys. Other researchers found
that adolescents who had high self-esteem showed lower aggression compared to those, who had low
self-esteem (Morsünbül, 2015; Turner & White, 2015). However, those findings were found for both
boys and girls. The results of this study could be explained by gender differences. The differences
among gender increase in physical aggression and decrease in hostility and anger (Morsünbül, 2015).
The research found that scores of physical aggression were higher for boys compared with girls
(Archer, 2004; Krahe & Busching, 2014). Some previous findings showed that adolescents select peers
with similar physical aggression level as friends (Dijkstra, 2011). Therefore, aggressive boys find friends
more easily than girls. Aggressive girls usually are less popular among peers, thus unpopularity among
peers relates with lower self-esteem. According to the findings, girls with low self-esteem level use
physical aggression more often and this behavior may maintain low self-esteem.
Results of this study did not show the differences in verbal aggression scores among boys and girls
in different groups of self-esteem. It could be explained that adolescents start to use verbal aggression
more often than physical aggression (Fares, Ramirez, Cabrera, Lozano & Salas, 2011). Hence, verbal
aggression becomes quite common behavior among adolescents, despite the levels of self-esteem.
Also, there is an assumption that high self-esteem does not promote aggression itself for most
adolescents (Taylor et al., 2007). The results of this study did not show the differences in bullies’
scores among boys and girls in different groups of self-esteem as well. Several studies have shown that
7. Valiune, D. & Perminas, A. (2016). Differences in anger, aggression, bullying among adolescents in different self-esteem groups. Global
Journal of Counseling and Guidance in Schools: Current Perspectives. 6(3), 61-67.
66
bullies, victims, and not involved to bullying children may differ in their levels of self-esteem. Victims
usually have lower levels of self-esteem than bullies (Seixas, Coelho & Nicholas-Fischer, 2013).
The present study has some limitations. A major limitation of this study is the cross-sectional study
design. As a consequence, it was not possible to draw firm conclusions about causality. A longitudinal
study design could help to understand the changes in anger-related problems in three different self-
esteem groups. Another limitation is that participants of this study were students from only one city of
Lithuania. The differences between anger-related problems of adolescents with different self-esteem
levels adequately describe the present cohort (a birth cohort in Kaunas), but the cultural context in
which these outcomes were observed should be taken into consideration while interpreting and
generalizing the results. For example, it is possible that differences in the anger-related problems
between various cultures could affect any differences in self-esteem groups in one particular culture.
Final limitation concerns the nature of the data collected. i. e. all measures were self-reports.
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