Aggression is an emerging psychological issue in the society. This a ppt for the project done by my B.Ed. students on aggression.

1. AGGRESSION AMONG
SCHOOL - GOING
ADOLESCENTS
Tutorial
Group III

2. .
 .
Stress Frustration
Anger

3. STRESS
Stress is a biological
term which refers to
the consequences of
the failure of a
human or animal
body to respond
appropriately to
emotional or physical
threats to the
organism, whether
actual or imagined.
Stress can be
defined as a set of
interactions
between the person
and the environment
that result in an
unpleasant
emotional state,
such as anxiety,
tension, guilt, or
shame

4. TYPES OF STRESS
ACUTE
STRESS EPISODIC
ACUTE
STRESS
CHRONIC
STRESS
American Psychological Association

5. CAUSES OF STRESS
STRESS
sensory input such
as pain, bright light
Lack of control over
physical environmental
circumstances such as
food, health and housing
Psycho-social factors such
as lower self esteem, fear,
scolding etc

6. STRESS AND ADOLESCENCE
Adolescence is often seen as a time of “storm and
stress”.
Sigmund Freud, Erikson, Piaget, Kakkar.
Adolescence brings an increased empathy and ability
to anticipate future events. These developments lead
to stressful situations.
Adolescence is a “time of heightened friction
between ideal and real, between expected and actual,
between an adolescent’s internal model of the world
and the world as it is encountered”. This conflict
causes stress.

7. .
 .
Frustration
Frustration is a natural human emotional
and psychological response to something.
The feeling is often due to
disappointment when an effort or
observation does not work out as
expected or anticipated

8. .
Stress Frustration
Anger

9. ANGER
Normal and necessary human emotion.
Inspires powerful, often aggressive
feelings.
Anger gets out of control, becomes
destructive and people respond aggressively

10. .
 .
RELATIONSHIP BETWEEN STRESS,
FRUSTATION, ANGER AND AGGRESSION:-
STRESS FRUSTRATION
ANGER
AGGRESSION
STRESS

11. +
.
AGGRESSION
Baron
Aggression is any form of behavior
directed towards the goal of
harming or injuring other living
being who is motivated to avoid
such treatment.
Crick ,Bee and
Howee (1996)
Anger & intent to harm
have been two defining
features of aggression.
(1983)

12. .
 .
TYPES OF
AGGRESSION
Instrumental
Aggression
Hostile
Aggression

13. Refusing to speak
 .
Six Classes of
Human Behavior
during Aggression
Punching
Insulting
Performing a
practical joke,
setting a booby
trap
Spreading
malicious
gossip
Obstructing
passage,
participating
in a sit-in
According to the American Psychological
Association ( APA) :

14. RELATIONSHIP BETWEEN STRESS,
FRUSTATION, ANGER AND AGGRESSION:-
STRESS FRUSTRATION
ANGER
AGGRESSION

15. .
 .
REVIEW OF
LITERATURE

16. Craig A. Anderson & Brad J. Bushman
(2000):
Viewing and playing violent
videogames increase aggressive
behaviour and it also increases
physiological arousal and aggression-
related thoughts and feelings.

17. .
 .Khatri.(2007): The study Gender and the
expression of anger there is a difference in
expression of aggression across gender revealed that
Gender differences in aggressive behavior but not in
anger suggest that girls may express anger through
behaviors that lack intent to harm or injured .

18. "For children, the pressures are beginning to tell." "Required:
Stress busters for smart kids." "Shrinks called in as exam fever
turns into epidemic.”
 .
Ramanathan (2002): A recent study conducted by the All
India Institute of Medical Sciences reveals that nearly 35
percent of children ages 8-14, especially in urban areas, are
stressed enough to need clinical attention. The findings
revealed that the sheer numbers of children under stress, the
early onset of their symptoms, and the extreme measures to
which some children will go to cope (negatively) with their
stress is a cause of great concern.

19. .
 .Sharma S. (1999):
There is a "connection between the consumption of
ready-to-eat foods like noodles and fizzy drinks and a
change in behavioral characteristics". A recent study
of “Dietary habits of middle-class school children in
Nepal” revealed that those who were eating such
foods over three times a week suffer from attention
deficit and hyperactivity symptoms . Children with
these hyperactive symptoms became more
Hyperactive children become quarrelsome.

20. .
 .
Nanda.D(1997):
A study “School going children in Ludhiana”,
conducted by member of the psychiatry
department of Dayanand Medical College
found that aggression was more prevalent
among public school going students and
girls from more economically deprived
families where they are forced to bottle up
their feelings.

21. Research on ‘Anger and aggression
among Filipino students’ has determined
that anger is an important correlate of
student aggression, and that there is a
clear link between high levels of anger
and problem behavior in school, poor
academic performance, peer rejection,
and psychosomatic complaints.
Smith &
Furlong(1998):

22. .
 .
Centre for
Advocacy and
Research (2001):
The study on “Media Violence and Its Impact on
Children” conducted in Delhi, Lucknow,
Calcutta, Hyderabad and Ahmedabad with
children between the ages of 6-12 belonging to
different socio-economic groups. Study revealed
that there is positive relationship between the
child-viewer and violence on television and
other electronic media including the computer
or video games.

23. OBJECTIVES
• To study stress-causing factors among
school-going Adolescents.
•To gain insight into what makes
adolescent aggressive.
•To study the perception of teachers and
parents as to how adolescents manifest
aggression.

24. .
 Gain insight into the perception of teachers
and parents on adolescents aggression would
facilitate in designing school and community
based strategies to address solutions to
adolescents students stress and frustration
 To enable parents and teachers to join hands
with the adolescent students to solve the issue
related to stress, frustration and anger .
SIGNIFICANCE OF THE STUDY

25. .
Methodology

26. Locale of the study
 Sampling
 Sample selection and size
 Sampling technique
Tools for data collection
 Content of the tool
 Pre-testing
Method of data collection
Analysis and interpretation
Limitation of the study

27. LOCALE OF THE STUDY
S.K.V Pandara Road
(a government school,
central Delhi)
S.KV Luxmi Nagar (a,
government school East
Delhi)
R.P.V.V, Shalimar Bagh (a
government school, North
Delhi)
S.K.V Roop Nagar (a
government school North
Delhi)
Lady Irwin School (a
government aided school,
Central Delhi)
S.K.V Rajouri Garden (a
government school, West
Delhi.
D.A.V Paschim Vihar(a
private school, West Delhi)
Salwan Girls Sr.Sec School(a
government aided
school,Central Delhi)

28. . SAMPLE SIZE
.Adolescent Students (VII to IX standard
(N=295)
Government + Government aided + Private
Schools Schools Schools
(N=215) (N=55) ( N=30)

29. .
 .
SAMPLE SIZE
Parents of
Adolescents = 50
Teachers of
Adolescents
= 50

30. SAMPLING TECHNIQUE
Purposive
sampling
Students
Random
Sampling
Teachers and
Parents

31. TOOLS FOR DATA COLLECTION
Questionnaire
 Student of VIIth to IXth
standard.
 Parents of students of class VIIth to IXth
Teachers teaching classes VIIth to IXth

32. CONTENTS OF THE TOOLS FOR
DATA COLLECTION
Content of
Questionnaires

33. Contd.
Questionnaire I: Perception of students
 Profile of the respondents
 perception of student about their Stress and frustration
 perception of student about their Anger
 perception of student about their aggression
Questionnaire II: Perception of parents
Profile of the parents of Adolescents
 Parents perception about aggression of Adolescents
Perception of the expression of aggression of different people
on children according to parents

34. Contd.
Questionnaire III: perception of Teachers
 Profile of the Teachers
 Teachers’ perception of expression of Student Aggression
 Reaction of teachers toward student when they are
aggressive with different people

35. Time Plan
Review of literature and
discussion
September 2008
Preparation of Research Proposal
and Presentation: October, 2008
Preparation of tools for data collection:
October, 2008
Data Collection: November to
December, 2008
Data analysis and report writing:
January- March 2009.

36. ANALYSIS AND INTERPRETATION
 Preparation of coding sheet
 Frequencies and percentages were
obtained.
 Bar Graphs and Pie Charts to present data
graphically.

37. perception of
student about
Stress, Anger.
and Aggression
Perception
of Parents
about their
children
expression
of Stress,
Anger and
Aggression
Perception
of
Teachers
about
their
children
Stress,
Anger. and
Aggression
Results

38. Student's
Response

39. Students’
Age Frequency percentage
12 92 31.18
13 106 35.93
14 97 32.88
Total 295 100
Age of students
Gender
Gender of student
12%
88%
Male
female

40. Type of Schools
10%
9%
81%
Government
Government
aided
private
Type of School

41. .
Fathers' Occupation
18%
65%
17% Government
service
Self
employed
Non
government
Mother'sOccupation
3%
5%
17%
75%
Government
service
Selfemployed
Non government
housewife
Mothers’ Occupation

42. understanding of Adolescents about
Stress.
Factors responsible for Adolescents Stress
29%
41%
0%
10%
5%
4%
11%
study
exams
interfernce in work
sibling
fighting
neglectance
health problem

43. .
Frequency of occurence ofStress
10%
8%
7%
55%
17%
3% Once
Twice
Thrice
Sometimes
Many times
monthly

44. Activities performed by
Adolescents during stress
Activites performed by Adolescents during stress
8%
15%
4%
7%
2%
5%
13%
26%
6%
11% 3%
Sleeping
Don’t talk
Throw things
Get angry
internet
Eating
Crying
Recreational activity
Complain others
Watching t.v
think

45. student prefernce/non prefernce for
food
4 2 %
4 2 %
16 %
no
Yes
no respond
Food prefernce
91%
2% 7%
Junk food
water
Veg food
student prefernce/non prefernce for
food
4 2 %
4 2 %
16 %
no
Yes
no respond
student preference for food
42%
42%
16%
no
Yes
no respond
Food preference
91%
2% 7%
Junk food
water
Veg food

46. Student face career related stress?
Career related stress
75%
25%
yes
no

47. . Meaning of Anger
25%
13%
22%
18%
5%
9%
8%
Misbehaving
Fighting
Depress
Bad thinking
Crying
sleeping
Assert ness
Meaning of
Anger

48. . Meaning of term Aggression by Adolescents
22%
9%
13%10%9%
21%
16%
Misbehaving
Insulting
Irritating
Shouting
Sleeping
Fighting
madness
Aggression

49. Factors which make
Adolescents feel Aggressive
Reasons for Adolescent Aggression
10%
14%
11%
7%5%27%
17%
9%
sister
teacher
parents
brother
cousin
tension
inteference in work
scolding

50. .
siblings and friends
8% 4%
18%
10%3%
10%
18%
11%
19.5%
Shouting
Scolding
Beating
Fighting
Hurting
Weeping
Killing
Quarlling
Misbehaving
Adolescent Respondent
5%
43%
10%
17%
10%
15%
teasing family
members
beating
crying
harm myself
make dirty faces
shouting
Expression of Aggression

51. 46%
32%
22%
verbally
physically
emotionally
Reaction of parents on their
Adolescents
Reaction of teachers to their student
aggression
56%
26%
18%
verbally
physically
Emotionally
Adolescents’ Perception

52. .
 .
Parents and
Teachers
Response

53. .
teachers' perception
28%
12%
10%6%
4%
6%
10%
4%
4%
10%
4% 2%
anger
violation
lack of interest
annoyed
stubborn
frusration
stress
not fit
partiality
loose control
avoidance by others
any other
Parents' perception
16%
50%
9%
25% Change of behaviour
Violence
Abusive language
Negative reaction
Meaning of term Aggression

54. .
parents' perception
8%
50%
24%
18%
scold by parents
not fulfillment of
demand
stress
burden of studies
teachers' perception
10%
40%
16%
4%
4%
6%
8%
12% too much
exams
home work
avoidance
surprise test
competition
justification
good student
Factors responsible for Adolescents’ Aggression

55. Expression of Aggression by student towards Elders
Parents' Perception
4%
24%
16%
56%
crying
shouting
throw things
disobeys
Teachers' Perception
6%
26%
10%
22%
12%
4%
20%
argue
speak
bulling
disobeys
disrespect
crying
any other

56. .
parents' perception
4%
54%
42% crying
fighting
beating
Expression of Adolescents Aggression towards
Peer group
Teachers' Perception
0%
65%
25%
10%
argue
speak rudely
bulling
crying

57. .
parents' perception
30%
50%
20%
verbally
physically
emotionally
Teachers' perception
36%
36%
28%
verbally
physically
emotionally
Reaction of Friends towards Adolescents
Aggression

58. .
46%
32%
22%
verbally
physically
emotionally
Parents Reaction to Adolescents
aggression
54%
14%
32%
verbally
physically
emotionally
Teachers Reaction to Adolescents
Aggression
Parents – Verbally and
Physically.
Teachers – Verbally and
Emotionally

59.  .
Conclusion
. Students scholastic activities such as homework ,
tests examination are the main factors that are
responsible for provoking stress.
 Preferred activities by student when they were
stress were recreational activities like playing,
dancing and singing.
 The majority of student express stress in non
verbal forms of social aggression rather than
physical aggression .
 Most of the student considers junk food like
burgers, cold drinks as a way to reduce stress and
anger and to avoid aggression .

60. • The study showed that near to about 42%
students had particular food preferences and
from this 91% prefer junk foods
• About 75% of adolescents have been found to
suffer from career related stress
• Aggression was perceived by the adolescents
as misbehavior where as parents and teachers
perceived it as violation
• Expression of adolescents toward elders has
been perceived both by teachers and parents in
form of showing disrespect to elders.

61. •The study highlighted that adolescents and their
peer groups reacted to each others aggressive
behaviors mainly in physical form as stated by
parents and teachers.
It has been found that both parents and teachers
react to adolescent aggression in two major forms
that is physical and verbal.
.

62. Limitations of the study
 The data predominately consisted of girl adolescent.
 The teachers and parents of adolescents who were
interviewed were not necessarily the teachers and
parents of the adolescent we had interviewed.
 Majority of the data is from government school.
 Review of literature could have been more exhaustive.
 Data collected from class VII to IX.
 Study is limited only to city of Delhi.

63. Suggestions
 Development of pamphlets on stress and anger
management to reduce stress
 Conduct workshops on stress and anger management
for adolescent to reduce aggression
 Conduct workshop for parents and teachers to
understand the needs and characteristics of adolescents
 Brainstorming sessions and strategies for diverting
adolescents aggression to constructive form.
 Need for further studies to gain insight into the
changing needs, aspirations and lifestyles of the
adolescents their parents, their teacher and their
society at large.

64.  .