Social Problem-Solving and Self Esteem of Aggressive Boys.

Autor/in	Lochman, John E.
Titel	Social Problem-Solving and Self Esteem of Aggressive Boys.
Quelle	(1985), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Aggression; Assertiveness; Hostility; Intermediate Grades; Interpersonal Competence; Males; Parent Child Relationship; Peer Relationship; Prevention; Problem Solving; Self Esteem; Teacher Student Relationship; Verbal Communication + Suchen Sie Ihr Suchwort? Mittelstufe; Interpersonale Kompetenz; Male; Männliches Geschlecht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Peer-Beziehungen; Prävention; Vorbeugung; Problemlösen; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Secondary prevention programs for aggressive children should be based on research about processes which mediate children's expression of aggressive behavior. The relative importance of perceived competence, self-esteem, and social problem solving processes was investigated in 20 aggressive and 18 non-aggressive fourth and fifth grade boys. Teacher ratings on the Aggression subscale of the Missouri Children's Behavior Checklist and blind ratings made by independent observers of the boys' classroom behavior revealed significant behavioral differences between the two groups. The boys completed the Perceived Competence Scale for Children (PCSC) and the Problem Solving Measure for Conflict (PSM-C). The PSM-C assessed specific problem solutions that the boys considered in conflict situations with peers, teachers, and parents, and during conflicts of mild and hostile frustration. Univariate analyses indicated that, in comparison to non-aggressive boys, aggressive boys had significantly lower PCSC self-esteem, fewer verbal assertion solutions with peers, fewer verbal assertion solutions in hostile conflicts, more direct action solutions with teachers, and more direct action solutions in hostile conflicts. Discriminant analyses significantly differentiated the two groups. Problem solving interventions for aggressive boys can use these results to focus specifically on children's rates of verbal assertion and direct action solutions with different persons, on their perceived social competence, and on their self-esteem. (NRB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01