36192 - 4 Slides within 24 hours
ltdprinwival
Order_Files_3336192_1.pptxJournal Articles Comparison
A Presentation By:
The Articles
Huesmann, L., Dubow, E. Boxer, P., Landau, S., Gvirsman, S. & Shikaki, K. (2016). “Children’s exposure to violent political conflict stimulates aggression at peers by increasing emotional distress, aggressive script rehearsal, and normative beliefs favoring aggression.” Development and Psychopathology, pp 1-12.
Crane, S. (2013). Relatational aggression and physiological reactions to stress in preschool aged children. School of Professional Psychology Theses, Dissertations and Capstone Projects. Forest Grove, OR: Pacific University.
Spencer C., Andrew L., Blossom, B & Fite, P. (2018). Forms and Functions of Aggression in Early Childhood. Journal of Clinical Child & Adolescent Psychology, 00(00), 1–9.
Hypothesis
Crane Hypothesis: children engaged in relational aggression have lower levels of psychological arousal.
Huesman et al. Hypothesis: children exposure to conflict lead to aggression on their peers
Spencer et al. Hypothesis: Teacher reports can be used to measure forms of aggression (relational or physical)
Crane’s study hypothesises that children engaged in relational aggression have lower levels of psychological arousal and therefore more likely be aggressive among their peers. Similarly, Huesman at al’s study hypothesis states that children who have been exposed to sever ethnic or political conflicts become highly aggressive to other children including those of their own society. Spencer et al’s study hypothesis was that teachers’ feedback reports can be used to measure forms of aggression (relational or physical)
3
Research Question
Crane: Characteristics of relational aggression on pre-schoolers and how they respond to stressful situations
Huesman et al: Social processes that lead to this situation and effects on children age and gender and ethnicity.
Spencer et al: Teacher reports can be used to measure forms of aggression (relational or physical)
Crane’s research question was to look for the characteristics of relational aggression on pre-schoolers and how they respond to stressful situations . Herman’s et al’s question regarded an investigation on processes that lead to this situation and effects on children age and gender and ethnicity whereas Sepencer at al asked whether teacher reports were enough to measure all forms of aggression among school going children.
4
Sample and Methods
Crane: 18 classrooms with 3-5 year olds, 20-40 minutes for 6 weeks.
Huesman et al: 600 Palestinian children and 901 Israeli children interview once yearly for three years.
Spencer et al: 17 teachers participated and rated students (133) in 1 of 3 occasions.
Crane’s study’s sample size was 18 classes constituting of 3 to 5 year old pre-schoolers. The study was held in six classroom setting that lasted between 20 and 40 minutes. Huesman et al’s study was undertaken on three groups of children aged 8, 10 and 14. They included 600 Palestinians and 901 children of Israeli and Israeli-Arab origin. Those aged 14 years were interviewed on their own whereas the younger one’s parents responded on their behalf. Spencer et al’s study was done through 17 teachers who provided feedback on 133 participating children who participated in 3 sessions.
5
Sample and Methods
Crane: Analyzed through post activity teacher reports
Huesman et al: Their parents were also interviewed for observation on their children
Spencer et al: Only students who had data in 3 occasions were used in the study analysis.
Crane’s data was collected using reports filed by the participating teachers. Teachers response regarded entire classroom’s behaviour and not individual pupils. Huesman’s data collection was done through interviews of children in their early teens while younger ones data was collected through parents’ responses. These interviews were done once in a year for three consecutive years. With Spencer, teachers provided feedback on pupils who participated in all the three sessions.
6
Findings
Crane: encouraging social behaviour among pupils diminishes aggression
Huesman et al: poor development of emotional arousal in aggressive children
Spencer et al: All forms of aggression linked to peer rejection
Crane study found that encouraging positive social behaviour among children reduces chances of them developing aggression behaviour while young and at later stages of their lives. Huesman et al’s study reported that children suffering from aggressive disorder were also reported to have poor emotional arousal. Spencer et al study found that all forms of aggression develop from peer rejection.
7
Findings
Crane: Reducing physical and relational aggression
Huesman et al: Continued emotional distress desensitizes individuals.
Spencer et al: Proactive and active aggression highly collated
Crane further established that physical and relational aggression are greatly reduced and social behaviour start developing when children are brought through the process of dealing with stressful conditions at play with each other. Huesman et al found that children who were constantly experiencing emotional distress became more aggressive to their peers. Spencer et al found that proactive and active aggression were closely related and coping mechanism needed to be implemented concurrently.
8
Strengths, Weaknesses and Future of the Literature
Crane: Weakness of looking at classroom unit as unit of charge instead of individual children.
Huesman et al: Experiencing aggression leads to acceptance of the same as norm and subsequent inflict on peers of the same group and others
Spencer et al: Teachers important in pointing aggressive behaviour in children and therefore provide opportunities for early intervention.
Crane’s study weakness rises from its focus on classroom as a unit of measure instead of individual children. The future of this study should therefore focus in the individual rather than collective approach. Huesman et al study strength was to successfully prove that children experiencing aggression leads to acceptance of the same as norm and subsequent inflict on peers of the same group and others. Spencer et al strength develops from establishing that teachers have an important role to play in pointing development of aggressive behaviour among young children and subsequently help develop and implement early remedies.
9
Practical Application of the Research
Crane: Could be used in Enhancing children psychological arousal.
Huesman et al: Could be used in enhancing Self esteem and parental good mental health increased coping ability for children.
Spencer et al: Could be used in helping understanding the value of teachers in moulding children behaviour
Crane’s findings can be applied in encouraging positive social behaviour and enhancing psychological arousal among children. On the other hand, Huesman et al’s findings could be used in enhancing Self esteem and parental good mental health increased coping ability for children whereas Specner et al’s study provides an outstanding explanation on the value of teachers in moulding children behaviour.
10
References
Huesmann, L., Dubow, E. Boxer, P., Landau, S., Gvirsman, S. & Shikaki, K. (2016). “Children’s exposure to violent political conflict stimulates aggression at peers by increasing emotional distress, aggressive script rehearsal, and normative beliefs favoring aggression.” Development and Psychopathology, pp 1-12.
Crane, S. (2013). Relatational aggression and physiological reactions to stress in preschool aged children. School of Professional Psychology Theses, Dissertations and Capstone Projects. Forest Grove, OR: Pacific University.
Spencer C., Andrew L., Blossom, B & Fite, P. (2018). Forms and Functions of Aggression in Early Childhood. Journal of Clinical Child & Adolescent Psychology, 00(00), 1–9.
