Temat: aggressor - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: Cyberbullying in the experiences of pupils : selected factors and correlates of being a cyberbullying victim and aggressor
Autorzy:: Ostafińska-Molik, Barbara
Wysocka, Ewa
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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Skocz do pozycji: 2.

Tytuł:: Analysis of Cyber-Bullying Forms by Aggressors in Elementary and Secondary Schools
Autorzy:: Kamenská, Jana
Dulovics, Mário
Tematy:: cyber-bullying
Internet
pupil
aggressor
school; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/1997781.pdf Link otwiera się w nowym oknie
Opis:: The study maps cyber-aggressors in elementary and secondary schools, with regard to an analysis of cyber-bullying forms. The aim of the presented empirical research was to identify pupils in the research sample who had committed repeated aggressive behaviour towards another person via the Internet, as well as to find out significant differences in individual cyber-bullying forms by gender and attended school forms. The research sample consisted of 390 pupils of elementary schools and 541 pupils of secondary schools. Empirical data were collected with the use of the questionnaire method. 96 cyber-aggressors were identified in the research sample. They were pupils who ticked one or more statements relating to cyber-bullying forms, admitting that they had repeatedly used them. It was found out that the most frequent cyber-bullying form was insults, threats and name-calling in online communication, thus the so-called flaming
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Cyberbullying prevention and intervention programs - are they enough to reduce the number of online aggressions?
Autorzy:: Zavoianu, Elena
Pânișoară, Ion-Ovidiu
Tematy:: cyberbullying, victim, aggressor, internet, intervention, counseling, prevention.; Pokaż więcej
Wydawca:: Fundacja Pro Scientia Publica
Powiązania:: https://bibliotekanauki.pl/articles/628317.pdf Link otwiera się w nowym oknie
Opis:: Aim. In order to provide a complete image of this phenomenon in the world and how different countries are dealing with it, I analysed some reasearch regarding the methods of prevention and intervention in cyberbullying that they have adopted. Methods. After studying the programs implemented in other countries, I counducted a research on 22 psychologists from Romania in order to find out their oppionions about these programs. Conclusions. The results of this research study showed that the intervention and prevention programs adopted by different countries are esential in reduction of the cyberbullying cases, but these programs have to be combined with personalised intervention.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Bullying in the School Environment. An Aggressor in a School Classroom Seen through His/Her Homeroom Teacher’s Eyes
Autorzy:: Kariková, Soňa
Šimegová, Miroslava
Tematy:: Bullying in school environment
aggressor
homeroom teacher; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/29520372.pdf Link otwiera się w nowym oknie
Opis:: This contribution of a theoretical-investigative character deals with bullying in the school environment, understood by us as a pedagogic, psychological, and legal phenomenon. At the same time it is a problem which is presently necessary for society to be specifically determined, defined, urgently solved, and it becomes a subject of increased interest of both the professional and lay public due to its seriousness. In our research we focused on how an aggressor and his/her specific manifestations are perceived by his/her homeroom teacher. We have found out that homeroom teachers perceive manifestations of aggressive behaviour differently; they consider them to be risky and rank them into multiple categories of a pupil’s risky behaviour. And on the contrary, there are teachers that do not consider an aggressor’s behaviour to be risky according to any of the categories of a pupil’s risky behaviour. We have noted more significant differences in homeroom teachers’ perception of a boy or a girl as an aggressor.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: 100 years of Ju-jitsu. From "Sokół" through scouting, the army, and police for health and defense in present Poland
Autorzy:: Kisiel, Wiesław
Kosacka, Elżbieta
Tematy:: insurection
independence
martial arts
aggressor
Sokół movement; Pokaż więcej
Wydawca:: Wyższa Szkoła Bezpieczeństwa Publicznego i Indywidualnego Apeiron w Krakowie
Powiązania:: https://bibliotekanauki.pl/articles/55113148.pdf Link otwiera się w nowym oknie
Opis:: The failure of Polish insurrection in 1863 caused despair, moral and spiritual Decay, and lack of hope of independence in the Polish nation. During that time the idea of „Polish Sokół” came to life as an offshoot of the Czech „Sokół” movement. As a result, the organization was created in Lwów in 1867 and by the end of World War I the movement had its units („nests”) in all parts of Poland. The basic aims of partitioned Poland. The group’s aoal was to develop fitness, bot physically and mentally and to prepare young Poles to fight against aggressors. Some thought the „Sokół” socjety was created only to make Poland an independent country. Similarities and coincidence of historical and cultural context to Okinawa, Japan can be found. This city was also occupied by an aggressor resulting in the creation of martial arts. People of Okinawa didn’t have any weapons to defend against enemies leading to the birth of a new technique which helped them to fight effectively.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Psychosocial conditioning of aggressive behaviors in early adolescence
Autorzy:: Marzanna, Farnicka,
Tematy:: aggressor
aggressiveness
self-picture
emotional regulation
interpersonal relations; Pokaż więcej
Wydawca:: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Powiązania:: https://bibliotekanauki.pl/articles/896568.pdf Link otwiera się w nowym oknie
Opis:: The article focuses on conditions of undertaking an active role in interpersonal contacts in early adolescence. The experiment was situated in a context of social learning, which is why a way of functioning in social relationships was treated as an effect of an interaction of biopsychosocial factors. The conditions in which a role of a perpetrator was evoked were looked for in a mutual relation of factors such as: attachment, aggressiveness, psychological defense, and experienced emotions. An experimental group consisted of 399 adolescents aged between 12 and 15 years old. The experiment was longitudinal and two measurements were taken. The first one was taken at the beginning of a school year (September, 2015) and the second one was taken at the end of it (June, 2016). In the experiment, the following scales were used: BPAQ (Buss, Perry, 1992), CD – RISC (Connor, Davidson, 2003), IPPA (Armsden, Greenberg, 1987), SUPSO (Mikšik, 2004) and Mini-DIA (Österman, Björkqvist, 2008). Results obtained suggest an importance of earlier experiences of aggressiveness and experienced emotional states for an activation of aggressive behaviors. Among girls, an important protective factor was psychological defense. Among boys, attachment was crucial. The experiment’s results should make us reflect on an offer of prevention and correction programs for adolescents revealing aggressive behaviors.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Do the Media Contribute to Violence in Society? Lessons from International Research
Autorzy:: Assenza, Gaudenz B.
Assenza, Dora
Tematy:: Reinforcing effects
aggressor effect
victim effect
desensitization effect; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/43078874.pdf Link otwiera się w nowym oknie
Opis:: The text deals with the influence of violent acts and behaviour presented by television on the increase of real-life violence, mainly among children and youth. It analyses the basic effects of watching violent television content on population and gives scientific evidence of this endangering phenomenon.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Bullying in the School Environment and Possibilities of its Prevention
Autorzy:: Hudecová, Anna
Tematy:: bullying
aggressor
victim
consequences of bullying
prevention of bullying; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/43081733.pdf Link otwiera się w nowym oknie
Opis:: The paper clarifies bullying as a socio-pathological phenomenon. It points to the causes and consequences of bullying. It presents results of research focused on the secondary prevention through an intervention programme.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Negative phenomenon present in the Contemporary society
Autorzy:: Pavlencu, Mariana
Tematy:: Bullying
aggression
harassment
aggressor
individuals
subjects
behavior
witness
victim; Pokaż więcej
Wydawca:: Akademia Policji w Szczytnie
Powiązania:: https://bibliotekanauki.pl/articles/45659053.pdf Link otwiera się w nowym oknie
Opis:: One of the pressing phenomena affecting contemporary society at the present stage is bullying. This is a serious form of aggression that can manifest itself in individuals of all ages. Within this phenomenon, there will always be an aggressor - the one who bullies, and a victim - the bullied. Both positions generate important long-term effects in the emotional development of the person. Whether they are victims, abusers or even witnesses to this process, their lives can be deeply marked by the consequences of this abusive behavior. Therefore, the detection and correction of such behavior is a priority for the subjects of the given phenomenon.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Agresja w szkole – częstotliwość, dotkliwość, wykrywalność, motywy sprawców
Aggression at school – frequency, severity, detectability, aggressors’ motives
Autorzy:: Orłowski, Jakub
Tematy:: agresja
sprawca
ofiara
nauczyciel
uczeń
aggression
aggressor
victim
teacher
student; Pokaż więcej
Wydawca:: Państwowa Wyższa Szkoła Zawodowa w Raciborzu
Powiązania:: https://bibliotekanauki.pl/articles/2231840.pdf Link otwiera się w nowym oknie
Opis:: Artykuł prezentuje wyniki prowadzonych w lutym 2020 roku badań ankietowych poświęconych agresji rówieśniczej. Badania przeprowadzono na grupie uczniów i nauczycieli dwóch szkół podstawowych i liceum ogólnokształcącego. Najpowszechniejszymi rodzajami agresji okazała się agresja relacyjna, werbalna i psychiczna. Niemal połowa uczniów badanych szkół podstawowych doświadczała agresji czasami i często oraz określała ją jako przykrą i nie do zniesienia, jedna piąta była dręczona. Dziewczęta uważały agresję za bardziej dotkliwą niż chłopcy. Chłopcy częściej padali ofiarami agresji werbalnej i psychicznej, a dziewczęta relacyjnej. Prawie połowa sprawców nie potrafiła, bądź nie chciała, wyjaśnić przyczyn swojego zachowania. Ponad jedna czwarta była agresywna w reakcji na zachowanie rówieśnika, próbując mu odpłacić. Dziewczęta częściej niż chłopcy tłumaczyły się odczuwanymi emocjami, a chłopcy żartami i zabawą. Głównym źródłem wiedzy nauczycieli na temat wrogich zachowań wśród uczniów były informacje dostarczane bezpośrednio przez dzieci i ich rodziców. Nauczyciele nie dostrzegli w swoich klasach przejawów agresji materialnej, fizycznej i intymnej.
The article presents results of a survey on peer aggression conducted in February 2020. The survey was carried out on a group of students and teachers from two primary schools and a secondary school. The most common aggression types turned out to be relational, verbal and psychological. Almost 50 per cent of students from the examined primary schools declared experiencing aggression sometimes or often and assessed it as upsetting or unbearable, the one-fifth of students admitted to being bullied. Girls perceived agression as more upsetting than boys did. Boys were more likely to fall victim to verbal and psychological aggression, girls – to relational aggression. Almost half of aggressors were not able to, or refused to explain reasons for their behaviour. More than a quarter of surveyed students acted aggressively in reaction to peers’ behaviour, trying to get even. Girls more frequently than boys tended to explain their aggression referring to their emotions, boys – were apt to justify aggression viewing it as jokes and justified humorousness. The main source of teachers’ knowledge of hostile behaviours among students was information provided directly by pupils and their parents. Teachers claimed not to notice any forms of material, physical and intimate aggression in their classes.
Dostawca treści:: Biblioteka Nauki

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