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Running head: PHYSICAL AGGRESSION IN STUDENTS Physical Aggression in Students 1 PHYSICAL AGGRESSION IN STUDENTS 2 Abstract Physical aggressive behavior includes any activity that is directed towards others with the intention of causing injury, harm, or pain. In a school setting, the problem is caused by frustrations in school work and other things related to the school activities. The purpose of this paper is to give an analysis and discuss the literature on the physical aggression in students and especially those who attend school. The paper will specifically cover the population of young persons that attend school. The literature review analysis will go deeper into covering the physical aggression and its causes. It will also show how the behavior is manifested in the young school going children. Various reasons for the acceleration of the behavior will also be discussed in the detailed literature review. Signs of students likely to be affected by the problem will also be discussed into detail. Management of the problem is also part of the review and will also be discussed to help identify ways through which the problem can be minimized or be solved. Promoting appropriate behavior around school and around adults in important and the following literature review will cover this problem in all its dimensions. Keywords: Physical aggression, disorder, signs, causes, evidence-based practices, intervention – my second language is Spanish. Truth be told - I would never be capable of writing an academic paper in my second language. For that alone – you are doing wonderfully. However, there are several grammatical mistakes which are very common in second language learners. I encourage you to receive whatever support necessary to address these concerns. PHYSICAL AGGRESSION IN STUDENTS 3 \ Physical Aggression in Students Students who attend school can be young children, teenagers, or adults who all are at a risk of having physical aggressive activities. Aggressive activities can either be physical, vandalism, or verbal. Physical form of aggression will be the main focus in this paper. The form of aggression is associated with kicking, hitting, fighting, spitting, and throwing objects to other people. Failure to control these problems can lead to negative repercussions in the future of the children. The process of improving the lives of children calls for proper understanding of some of the behaviors that they portray during their daily or routine activities (Alink, et al., 2006). It is expected that once in a while, the teachers will encounter students that exhibit the aggression behavior. The problems in these children can be associated with different disorders like emotional disorders or hyperactivity related disorders. When affected, these students are unable to control their behavior and they end up becoming hostile to their teachers or any other adult around them. Apart from that, these students are able to control others through intimidation and other irrational behaviors. Physical aggression has been associated with many negative effects around the school setting including suicide thus making it an important area of study (Côté, et al., 2006). Failure to control physical aggression can lead to Tourette’s disorder. Tourette disorder is a condition of the brain and the nervous system that causes repetitive, stereotyped and PHYSICAL AGGRESSION IN STUDENTS 4 involuntary movements to an individual. The movements can be dangerous if not controlled in time. Physical Aggression Before diving into the causes of physical aggression, it is important to note how it is manifested. Physical aggression in classroom setting may be manifest in different ways. The type of activity manifested is determined by gender and age. Students in secondary school may manifest classroom aggression in different ways (Yudofsky, Silver, Jackson, Endicott, & Williams, 1986). Physical aggression can be towards objects. Some of the activities in this field include spraying the walls in the classroom, kicking of vases in the classroom, and slamming doors among many others. In some instances, teachers have found themselves in fight with students who attack them for various reasons. Some physical aggression in schools has also witnessed cases of harassment. For example, there are some incidents where female teachers have been sexually harassed by male students. In other cases, some students have attempted to rape their teachers (Alink, et al., 2006). Such cases of rape are a clear manifestation of physical aggressiveness in a school setting mainly caused by psychological and sociological factors. Causes of Physical Aggression Physical aggression is a psychological problem. It can also be medical or psychiatric problem that needs attention. In students, the problem can be a symptom of the mentioned problems (Côté, et al., 2006). One major causes of physical aggression is mood disorder. Students at many times experience varied moods that might be caused by different environment settings. For example, students who are bipolar mat exhibit different signs of aggression and especially during the early stages (Lackie, & Anton, 1997). Bipolar is a form of mood disorder that causes extreme mood swings and forms of depression. The problem can result to risky PHYSICAL AGGRESSION IN STUDENTS 5 behavior if not well attended to. A kid who has this disorder loses control and becomes very impulsive. In such a manner, they might resolve the pressure in their mind through physical aggressive behaviors towards their teachers or other adults around them. It therefore means that classroom aggressive behaviors may require medical attention to treat. Physical aggressive behavior witnessed in the classrooms may also be as a result of psychosis. It is known that different psychotic illnesses are accompanied by aggression. For example, schizophrenia is a common problem that affects school going kids. The problem is known to cause fear in the kids and this causes disturbance of the brain. In some instances, the kid may become paranoid (Craig, 1998). Such instances of fear and emotional stress may lead to aggression whereby the physical activities that are exhibited like kicking are meant to release the stress that has been built up in the mind of the young boy or girl. The other common cause of physical aggression in kids is frustrations. However, it is important to note that not all students who experience frustrations show it in the form of aggressive behaviors. Aggression caused by frustration is witnessed in individuals who have cognition problem (Lackie, & Anton, 1997). Cognition problem is also referred to as impairment problem (Nelson, Robinson, & Hart, 2005). Several other issues are associated with the cognitive problem and this caused frustrations in the classroom and is exhibited using aggressive behavior (Nagin, & Tremblay, 2001). For example, a kid who fails in a certain exam and has a certain cognitive behavior may result to physical aggression to resolve the stress built up in the mind. A kid suffering from a communication problem including autism may also manifest form of physical aggression when cornered (Lynn Hawkins, Pepler, & Craig, 2001). Such kids have a difficult time controlling their anxiety and frustrations and this leads them to use physical means towards their peers or their teachers. It is PHYSICAL AGGRESSION IN STUDENTS 6 important to note that even if the physical aggression is aimed at others, the chances of injuring themselves are also too high. Kids attending school and have ADHD may also show signs of physical aggression as it causes impulsivity that is associated with disruptive behavior (Yudofsky, Silver, Jackson, Endicott, & Williams, 1986). In most cases, the kids make poor-decisions that come to haunt them afterwards. For example, a kid who fails to obey simple rules at school and is caught and punished may realize their mistakes when it is too late (Craig, 1998). On realizing their foolish mistakes that led them to get punished, they may react impulsively and result to physical aggressive activities (Lynn Hawkins, Pepler, & Craig, 2001). Conduct disorder is also another problem that kids going to school experience and that may lead to physical aggressive activities. Kids who suffer from conduct disorder tend to be aggressive and may result to causing injuries to their parents, tutors, or friends. Trauma can also be another cause of aggressive behavior in students and pupils. Situations that have happened in the past that might have caused emotional stress in the kids may come back and hit them hard thus causing the aggressive behavior (Lagerspetz, Björkqvist, & Peltonen, 1988). It is also crucial to understand that certain injuries that may be caused by problems like epilepsy may also lead to aggressive behavior. Therefore it is clear that epilepsy and other injuries have a great impact on the aggressiveness of the school going kids. From the above analysis, it is clear that different disorders that might affect the school going children may have a negative impact on their state of mind thus leading to impulsive and physical aggressiveness. Such problems can be controlled to avoid any negative repercussion in the future (Nagin, & Tremblay, 2001). All the above discussed causes can also be termed as psychological factors accelerating aggressive behaviors in the classroom. It is important also not PHYSICAL AGGRESSION IN STUDENTS 7 to neglect the fact that different chemicals can lead to aggressive behavior is taken in the classroom setting (Lagerspetz, Björkqvist, & Peltonen, 1988). Some of these chemicals can be drugs and they include cocaine, alcohol, marijuana, lead, ethanol, and many others. However, chemicals are not concern because many school going kids are said to be protected from such influence. The complexity of aggressive behavior in kids has also been linked to different sociological factors. It means that solving the problem calls for the consideration of all these factors. Poor family bonding and also parenting failure has been linked to be one of the causes of the aggressive behavior (McEvoy, Estrem, Rodriguez, & Olson, 2003). Parent separation, abuse, and excessive punishments have also been linked to be some causes to the problem. For example, if a child is used to getting punished a lot at home, he or she may develop instances of great stress. Such stress can affect them in class and cause disruptive aggressive behaviors. Students who are in their teenage have different triggers to aggressive behaviors. Most of the teenagers are reluctant to advices and in most cases end up acting rudely or getting in heated arguments with adults or their teachers. In most cases, during puberty, teenagers tend to act aggressively (Lagerspetz, Björkqvist, & Peltonen, 1988). Some of these aggressive behaviors may be accelerated by stress or peer pressure among many other causes. Teenagers who abuse drugs may also act aggressively and this may be translated even to the classroom setting. Students who attend school are a combination of children, teenagers and adults. If the aggression behavior is caused by psychological factors, they can be dealt with using different psychotherapy means including medical treatment. However, it is important to first understand the underlying cause before commencing treatment to ensure that the problem is dealt with appropriately. Measurement of Physical Aggression PHYSICAL AGGRESSION IN STUDENTS 8 Aggression cannot be quantified but it is possible to find scales that can be used to measure physical aggression. Aggression can either be termed as low, moderate, or high. However, there is no universally acceptable scale for measuring the tendencies. Different scholars have come up with their different scales after conducting different researches on different subjects (Lynn Hawkins, Pepler, & Craig, 2001). High levels of anger and hostility can be used as the scales and other physical activities that follow as a result of hostility. Measurement of physical aggression may be hectic and therefore parameters must be chosen properly. Plan for Classroom Intervention It is possible to deal with the physical aggressive behavior in the classroom setting by considering different factors. The plan for classroom intervention will be discussed in several steps. The steps are explained below as follows. Step 1: Make sure to adopt non-aggressive means to deal with the problem A teacher dealing with a student that shows physical aggressive should restrain from using violent means of dealing with the problem. In most cases, when such a behavior is manifested, the stress levels in these individuals are high (Nelson, Robinson, & Hart, 2005). Teachers are supposed to reduce the stress levels by calming the students down through simple talks and exercises. A teacher should avoid direct confrontation with the students showing aggressive behaviors. In such a case, it is important to give the student some time to cool down and call them privately at a later time to discuss the matters (Lynn Hawkins, Pepler, & Craig, 2001). All discussion meant to deal with the aggressive nature of a student should not be done publicly in PHYSICAL AGGRESSION IN STUDENTS 9 front of the class. Sometimes, these students may feel like they are being intimidated by their tutors and thus result to more aggressive activities. In doing so, there should be minimization of competition (McEvoy, Estrem, Rodriguez, & Olson, 2003). Competition occurs where the teacher seems to be fighting the individuals who have shown aggressive tendencies. Such students should also be restrained from attending school activities that provide stiff competition as such activities may trigger physical aggressive behavior. Step 2: Establish the Cause of the Aggressive behavior Students may result to different aggressive behaviors because of different stimulants. Some of the things that trigger the behavior can be avoided while others cannot. Some of the causes require medical attention while others do not. It is important for a teacher to establish the problem so as to help in avoiding the event in the future. In some cases, the aggressive behaviors are caused by student colleagues (Nelson, Robinson, & Hart, 2005). For example, a student may feel that another student to be a threat to them in the classroom because of different reasons that might not necessarily be related to the class. The teacher should identify such students and make sure that they are separated to ensure that such aggressive behaviors have been curbed. Step 3: Provide constant supervision and Intervene Early Physical aggressive behaviors are inevitable in a classroom setting. In any case when such activities are witnessed, the teacher should intervene early. Early intervention helps in the control of the situation and also protects others from injuries and harm (Tremblay, et al., 2004). However, in order to do this, it is important to have a crisis management plan in mind. a. Develop a crisis management plan A crisis management plan outlines the ways through which a problem should be solved. The first action when intervening in a physical aggressive activity is to act composed, cool, and calm PHYSICAL AGGRESSION IN STUDENTS 10 down. Acting in such a manner allows the individual to understand that you are not a threat but friends who wants the best (Tremblay, et al., 2004). Acting in this manner therefore helps in avoiding any instances of counter attack or resistance. The second thing to do when intervening in the situation is to be in control of the problem. Having control of the situation requires one to be assertive and directive. The teacher should in no way threaten the student verbally or physically as that can escalate the situation. The movements towards the student should also be limited. There are ways that can be used that do not involve moving towards the student who shows the aggressive behaviors. More non-verbal ways of communication should be used. Such includes the use of hands to suggest the intentions. Suggesting the intention of intervention should not be underestimated as it helps in clearing the mind of the student who at the time may feel confused and depressed. Arguments with the student should not be encouraged. In cases where it is impossible to calm the situation by one self, it is crucial to call for help. In the meantime, other students surrounding the scene should be asked to leave to avoid any of them from getting any physically injuries (Webster-Stratton, Reid, & Hammond, 2004). If the situation is too complex, physical intervention should be used as the last measure. Such a plan is important to help in dealing with the problem as it arises. Step 4: The teacher should be confident and remain in control In order to deal with the problem correctly, it is important to assume control of the situation. Fear can help the student gain control of the situation (Webster-Stratton, Reid, & Hammond, 2004). Students who are aggressive usually are a source of fear not only to fellow students but to the teacher as well. Keeping calm and using the crisis management plan is crucial at this point. PHYSICAL AGGRESSION IN STUDENTS 11 Step 5: Teacher and Student Education Teachers and students usually find themselves at crossroads especially when cases of physical aggression occur. It is important to ensure that such cases do not have negative impacts in the future by ensuring that both teachers and students are taught how to control their situations (Van Schoiack-Edstrom, et al., 2002). Students who are normally affected by the problem can be taught how to deal with instances of stress and other factors that lead to their aggressive behaviors. It is important for the teachers to always be equipped to handle such problems when they occur. Prior assessments of the students to know those who are at the risk of having physical aggression is also another intervention that can help in sorting those at risk and giving them special treatment. Finally, cases of physical aggression should not be tacked lightly. After controlling the situation, it is important to have a private talk with the student after they have cooled down. In the private conversation, it is important to note the causes of the problem so as to help the student avoid the problem in the future (Van Schoiack-Edstrom, et al., 2002). If the problem is medical, the student can be given medical assistance so as to ensure the classroom setting is always safe. Physical aggressive activities might have dangerous consequences including death. PHYSICAL AGGRESSION IN STUDENTS 12 References Alink, L. R., Mesman, J., Van Zeijl, J., Stolk, M. N., Juffer, F., Koot, H. M., & Van IJzendoorn, M. H. (2006). The early childhood aggression curve: Development of physical aggression in 10‐ to 50‐ month‐ old children. Child development, 77(4), 954-966. Côté, S., Vaillancourt, T., LeBlanc, J. C., Nagin, D. S., & Tremblay, R. E. (2006) longitudinal study of Canadian children. Journal of abnormal child psychology, 34(1), 68-82. Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality and individual differences, 24(1), 123-130. Lackie, L., & Anton, F. (1997). Correlates of sexual aggression among male university students. Sex Roles, 37(5-6), 451-457. Lagerspetz, K. M., Björkqvist, K., & Peltonen, T. (1988). Is indirect aggression typical of females? Gender differences in aggressiveness in 11‐ to 12‐ year‐ old children. Aggressive behavior, 14(6), 403-414. Lynn Hawkins, D., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social development, 10(4), 512-527. McEvoy, M. A., Estrem, T. L., Rodriguez, M. C., & Olson, M. L. (2003). Assessing relational and physical aggression among preschool children: Intermethod agreement. Topics in early childhood special education, 23(2), 51-61. Nagin, D. S., & Tremblay, R. E. (2001). Parental and early childhood predictors of persistent PHYSICAL AGGRESSION IN STUDENTS 13 physical aggression in boys from kindergarten to high school. Archives of General psychiatry, 58(4), 389-394. Nelson, D. A., Robinson, C. C., & Hart, C. H. (2005). Relational and physical aggression of preschool-age children: Peer status linkages across informants. Early Education & Development, 16(2), 115-140. Tremblay, R. E., Nagin, D. S., Séguin, J. R., Zoccolillo, M., Zelazo, P. D., Boivin, M., & Japel, C. (2004). Physical aggression during early childhood: Trajectories and predictors. Pediatrics, 114(1), e43-e50. Van Schoiack-Edstrom, L., Frey, K. S., & Beland, K. (2002). Changing adolescents' attitudes about relational and physical aggression: An early evaluation of a school-based intervention. School Psychology Review, 31(2), 201. Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33(1), 105-124. Yudofsky, S. C., Silver, J. M., Jackson, W., Endicott, J., & Williams, D. (1986). The Overt Aggression Scale for the objective rating of verbal and physical aggression. The American journal of psychiatry.
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