Perceptions about Verbal Aggression: Survey of Secondary Students with Emotional and Behavioral Disorders

Autor/inn/en	Poling, Daniel V.; Smith, Stephen W.
Titel	Perceptions about Verbal Aggression: Survey of Secondary Students with Emotional and Behavioral Disorders
Quelle	In: Journal of Emotional and Behavioral Disorders, 31 (2023) 1, S.14-26 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Poling, Daniel V.) ORCID (Smith, Stephen W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221076463
Schlagwörter	Aggression; Verbal Communication; Emotional Disturbances; Behavior Disorders; Middle School Students; High School Students; Student Attitudes; Victims; Teacher Role; Intervention; Audiences; Incidence; Student Behavior; Educational Environment + Suchen Sie Ihr Suchwort? Gefühlsstörung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schülerverhalten; Victim; Opfer; Lehrerrolle; Spectator; Zuschauer; Vorkommen; Student behaviour; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Researchers have found that verbal aggression (VA) is the most frequent form of aggression reported in U.S. schools across all grade levels. There are numerous harmful outcomes for VA perpetrators, victims, and witnesses including depression, anxiety, decreased academic performance, and low sense of school belonging. Moreover, VA is known to occasion physically aggressive responses, making VA especially problematic for students who exhibit chronic maladaptive behavior profiles. In this study, therefore, we surveyed 144 middle and high school students identified with an emotional and behavioral disorder to understand their involvement with VA, response to victimization, and what VA messages lead to physical aggression. We also investigated the locations of VA incidents, student perceptions about teacher-delivered consequences for VA, and witness behavior. We discuss the implications for practice, including explicit skill instruction for students and incorporating content about VA into preservice teacher coursework covering prevention and intervention strategies. Finally, we provide suggestions for future research such as conducting observations across a variety of school settings and in different regions of the country, and collecting qualitative data to enrich quantitative findings. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01