Mice that won home or away showed increased expression of the receptors for the male hormone androgen in a region of the brain that
influences social aggression.
Not exact matches
Her primary research focuses on how parent - child relationships
influence children's development, especially children's peer
aggression and
social competence.
The researchers queried 785 adolescents three times over four years: in seventh grade, about their
social autonomy and parental relationships; in eighth grade, about peer
influences; and in 11th grade, about problem behaviors such as drinking and
aggression.
Underwood's research focuses on adolescents»
social relationships, developmental origins and outcomes of
social aggression and how adolescents» engagement with text messaging and
social media
influences their relationships and adjustment.
Social psychologists focus on societal concerns that have a powerful
influence on individual wellbeing as well as the health of society as a whole, including problems such as substance use, crime, prejudice, domestic abuse, public health, bullying, and
aggression.
A longitudinal test of video game violence
influences on dating and
aggression: A 3 - year longitudinal study of adolescents Recent Issues - Volume Six; Date Title Author (s) 08/12/10: The Effects of Humor and Gender on the Relationship between
Social Support and Psychological
(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing
Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That
Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and
Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?
This study investigated the
influence of maternal problems in reciprocal
social behavior and PDS on infantile
aggression at 18 months of age using a birth cohort in Japan.
Then, we examined whether maternal problems in reciprocal
social behavior directly or indirectly
influenced infantile
aggression at 18 months of age by including maternal PDS into the model (see bottom of Figure 1).
Some observers have argued that female offenders can, in theory, be either adolescent - limited or life - course - persistent and that the relative scarcity of early - onset
aggression in females indicates that they are generally less likely to follow the latter pathway.56 Others, however, have argued that the relative prevalence of adolescent - onset
aggression in girls (compared with childhood - onset) indicates that persistent delinquency simply manifests at a later age in girls than it does in boys.57 In Persephanie Silverthorn and Paul Frick's model, girls and boys are
influenced by similar risk factors during childhood, but the onset of delinquent behavior in girls is delayed by the more stringent
social controls imposed on them before adolescence.
As children watch more violent television, they become more aggressive and exhibit fewer positive
social behaviors.16 - 18 Aggressive behaviors have been associated with peer rejection and less popularity.20, 21,39 Increased
aggression influenced by viewing violent television may prompt peers to reject and socially isolate the aggressive child.
She teaches graduate and undergraduate courses in parenting and conducts research in the area of parental
influences on children's peer
aggression and
social competence.
Her primary research focuses on how parent - child relationships
influence children's development, especially children's peer
aggression and
social competence.
Topics examined in
social psychology include: the self concept,
social cognition, attribution theory,
social influence, group processes, prejudice and discrimination, interpersonal processes,
aggression, attitudes and stereotypes.
2008, «Moderating Effect of
Aggression and Impulse on the Family Factor
Influencing School Violence», Korean Journal of Family
Social Work, no. 22, pp. 5 - 34.
@article -LCB- ART001237215 -RCB-, author ={ 도기봉 -RCB-, title = -LCB- Moderating Effect of
Aggression and Impulse on the Family Factor
Influencing School Violence -RCB-, journal = -LCB- Korean Journal of Family
Social Work -RCB-, issn = -LCB- 1598 - 6403 -RCB-, year = -LCB- 2008 -RCB-, number = -LCB- 22 -RCB-, pages = -LCB- 5 - 34 -RCB-, doi = -LCB- 10.16975 / kjfsw.2008.
TY - JOUR AU - 도기봉 TI - Moderating Effect of
Aggression and Impulse on the Family Factor Influencing School Violence T2 - Korean Journal of Family Social Work PY - 2008 VL - IS - 22 PB - THE KOREAN ACADEMY OF FAMILY SOCIAL WORK SP - 5 - 34 SN - 1598 - 6403 AB - This study investigated the influence of the family factor on school violence aimed at juvenile and verified moderating effect of aggression and impulse on fami
Aggression and Impulse on the Family Factor
Influencing School Violence T2 - Korean Journal of Family
Social Work PY - 2008 VL - IS - 22 PB - THE KOREAN ACADEMY OF FAMILY SOCIAL WORK SP - 5 - 34 SN - 1598 - 6403 AB - This study investigated the influence of the family factor on school violence aimed at juvenile and verified moderating effect of aggression and impulse on family f
Social Work PY - 2008 VL - IS - 22 PB - THE KOREAN ACADEMY OF FAMILY
SOCIAL WORK SP - 5 - 34 SN - 1598 - 6403 AB - This study investigated the influence of the family factor on school violence aimed at juvenile and verified moderating effect of aggression and impulse on family f
SOCIAL WORK SP - 5 - 34 SN - 1598 - 6403 AB - This study investigated the
influence of the family factor on school violence aimed at juvenile and verified moderating effect of
aggression and impulse on fami
aggression and impulse on family factor.
«Moderating Effect of
Aggression and Impulse on the Family Factor
Influencing School Violence» Korean Journal of Family
Social Work no. 22 (2008): 5 - 34.