Not exact matches
For instance, we know that familiar birds are more likely to cooperate in fending off predators, and it may also reduce the amount
of energy expended on competitive interactions, if individuals
display less
aggressive behaviour towards familiar neighbours.»
Unnatural
behaviour and
displays of anger, intense frustration, pressure, passive -
aggressive pressure, demeaning or disrespectful comments and physically inappropriate mannerisms are all examples
of red flags.
It features a panel
of experts who discuss a fictional case study about Grade 4/5 teacher Mr Adams, who has two students in his class who
display aggressive behaviour towards the teacher, the Learning Assistant and other students, both in the classroom and the playground.
For example, a child who experiences maltreatment may develop primary emotional responses such as anxiety or fear.5 Ever vigilant for signs
of threat, the child may
display aggressive or submissive
behaviours as a means
of self - protection, and such
behaviours may place the child at risk for future status as a bully or victim.
In its extreme, antisocial personality disorder and psychopathy are exemplary for individuals
displaying increased
aggressive behaviour and studies
of both have linked structural [95,96] and functional [97,98] changes to the prefrontal cortex.
Longitudinal research indicates that young children who develop disruptive
behaviour problems are at an elevated risk for a host
of negative outcomes including chronic aggression and conduct problems, substance abuse, poor emotion regulation, school failure, peer problems and delinquency.4, 5 Early - appearing externalizing
behaviours can disrupt relationships with parents and peers, initiating processes that can maintain or exacerbate children's behavioural problems.6 Therefore, very early intervention (e.g., in day care, preschool, or kindergarten) can be important in interrupting the potential path to chronic aggression in children who
display aggressive behaviour or who are at risk for developing
aggressive behaviour.
Accordingly, they
display anxiety, and
aggressive and fear
behaviours as a mean
of self - protection.
Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control
of negative emotions, and
display oppositional, hostile -
aggressive behaviours, and coercive styles
of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre
behaviour in the classroom, high teacher ratings
of dissociative
behaviour and internalizing symptoms in middle childhood, high levels
of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels
of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups
of children with clinical problems and those who are victims
of maltreatment.1, 2,3 A majority
of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.
In turn, children, two years after their mothers participated in the program,
displayed lower levels
of aggressive behaviour as well as better cognitive skills than those whose mothers had not undergone such cognitive retraining.17, 18,19 These findings, then, clearly underline the important role played by parental beliefs in the child - rearing process.
Child
behaviour problems mediated parental outcomes, with less adaptation reported by parents
of children who
displayed aggressive behaviour.