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Linsley, Paul. "A realistic evaluation of two aggression management training programmes." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27968/.
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Whilst the training of healthcare staff is seen as a key element to the prevention and management of violence and aggression, questions remain as to the effectiveness of these programmes in preparing staff to apply this to clinical practice. To date there is a relative paucity of well-designed studies into the effectiveness of the training to prevent and manage violence and aggression in healthcare settings. Within this context a study was conceived to examine the effectiveness of two aggression management training programmes in preparing staff for clinical practice. In order to provide a meaningful and evidence-based evaluation of the two programmes, Pawson and Tilley's Realistic Evaluation model was adopted for use in this study. In keeping with the chosen methodology, data was collected using a combination of methods including surveys, semi-structured interviews, and participant observation of training. A total of 64 participants were eligible for inclusion in the study; which ran over the course of a calendar year. The research highlighted that training should have relevance to the staff group undergoing instruction. That training should be conducted wherever possible in staff groups, tackling real problems, with participants reflecting and learning from their experience and from each other. It should also provide measures of competency that describe both workplace and organisational outcomes and describe the requirements of assessment. That training should be engaging and integrate decision-making, planning, organization and skill building and cover a range of interventions. Most importantly, was the need to help staff transfer what they had learnt as part of training to clinical practice. These factors are brought together in a model of training devised as part of this study called the PROMPTS Aggression Management Training Model ©. As the first study to apply realistic evaluation in aggression management research, it was a good fit, particularly given the growing emphasis on understanding how context influences evidence-based practice. The strengths and limitations of the approach are considered, including how to operationalize it. This approach provided a useful interpretive framework with which to make sense of the multiple factors that were simultaneously at play and being observed through various data sources, and for developing explanatory theory about aggression management training and its implementation in practice.
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Needham, Ian. "A nursing intervention to handle patient aggression the effectiveness of a training course in the management of aggression /." Maastricht : Maastricht : Universiteit Maastricht ; University Library, Maastricht University [Host], 2004. http://arno.unimaas.nl/show.cgi?fid=7624.
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Apter, Brent Charles. "Anger management & aggression control, mastering our emotions and behavioral choices." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://hdl.handle.net/1993/21774.
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Arotimi, Margaret. "Prevention and Management of Aggression and Violence in Mental Health Settings." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6877.
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Aggression and violence in healthcare settings can lead to severe psychological, physical, and economic consequences for the victims, institutions, and society in general. Empirical evidence indicated that patient-initiated physical and verbal aggression is a longstanding problem affecting nurses working in psychiatric hospital settings. At the project site, approximately 88% of the staff members reported having been assaulted by mental health patients in the admission units at some point in the provision of care between 2015 and 2017. The purpose of this project was to develop an educational program for nurses at the site to use as preventive strategies in managing aggression rather than relying solely on seclusion, medication, and restraints. The theoretical framework that guided the development of evidence-based practice was program theory and theory of change analysis. The practice-focused question examined the extent to which a revamped educational program would improve the knowledge of the nursing staff at the project site. The education was presented using an electronic format and completed by 91 staff members. The paired t test showed a difference of 102.34 points from pretest to posttest with a p value of .000. Results of the Wilcoxon Signed Ranks Test (z=-8.288, p=.000) were also significant. Positive social change might occur in psychiatric hospital settings by empowering and increasing the knowledge of the nursing staff to create a safe working environment and improve the care provided to the patients.
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Rebecchini, Luisa. "Conflict management in wild spider monkeys (Ateles geoffroyi yucatanensis)." Thesis, University of Chester, 2010. http://hdl.handle.net/10034/126693.
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Animals living in groups are frequently exposed to conflicts of interest which can escalate into aggression. Aggressive interactions may be a means to resolve incompatibility among objectives. Nevertheless, aggression may undermine the benefits of group living by disrupting the relationships between opponents. Thus, conflict management mechanisms have evolved to cope with the potential damage brought about by aggressive interactions. The aim of my thesis was to investigate the mechanisms to prevent aggressive escalation and to mitigate its negative consequences in 2 communities of wild spider monkeys (Ateles geoffroyi yucanensis). I also examined the factors, such as relationship characteristics, affecting the occurrence of these mechanisms. Spider monkeys live in communities with a high degree of fission fusion dynamics in which individuals frequently split and merge into subgroups of variable composition. The implications of this social system for conflict management were also explored. To characterise spider monkeys’ social relationships, two components were identified and labelled compatibility and risk. These components were further related to relationship characteristics, such as kinship, sex combinations, and tenure in the community. Kin had more compatible relationships than non kin, but there was no difference for risk. Male-male dyads were characterised as being significantly more compatible and riskier than either female-female dyads or male-female dyads. Furthermore, individuals with longer tenure had riskier relationships than individuals with shorter tenure. Among the post-conflict management mechanisms spider monkeys did not engage in reconciliation, redirected aggression, or bystander affiliation. However, an option afforded by their high degree of fission fusion dynamics was used in the aftermath of aggression. Fission from former aggressors was more likely to occur within one hour of the aggressive conflicts than in control periods. Furthermore, individuals sharing riskier and less compatible relationships had significantly shorter latencies to fission compared to those with less risky and more compatible relationships. These patterns suggest that fission may function to reduce the possibility of renewed aggression and cope with increased post-conflict anxiety. Indeed, anxiety levels were higher in the recipients of aggression during the first 5 post-conflict minutes compared to baseline levels. Whereas fission may be a mechanism to cope with the negative consequences of aggressive escalation, fusion of subgroups could lead to uncertainty and hostility. Indeed, aggression increased in the first five post-fusion minutes compared to baseline levels. There was also an increase in post-fusion friendly behaviours, which may function as signals of good intentions. This view was confirmed as post-fusion aggression was reduced when friendly behaviours took place. In addition, shorter latencies of post-fusion aggression and friendly behaviours were found between individuals with riskier relationships compared to those with less risky relationships. Prevention of aggressive conflicts may also be achieved by adjusting subgroup size to the availability of feeding resources thereby reducing competition. The effectiveness of this flexible adjustment was demonstrated during a period of drastic reduction in food sources caused by two consecutive hurricanes at the field site. Mean subgroup size and fusion rates were significantly reduced in the post-hurricane compared to pre-hurricane periods. Hence, my thesis adds to the study of social relationships and conflict management in non-human animals by making several contributions. I provided the first evidence of relationship components in new world monkeys. I then examined the potential of fission-fusion dynamics as a means to manage conflicts among community members. I was the first demonstrating that fission is a post-conflict mechanism. Fission from the former aggressor was especially used by individuals with riskier and less compatible relationships. Subgroup fusion increased aggressive conflicts, especially between individuals with riskier relationships, but post-fusion friendly behaviours reduced them. The effectiveness of fission-fusion dynamics in conflict management was further demonstrated by how the spider monkeys coped with the potential increase in conflict among community members due to a dramatic reduction in food supplies due to two hurricanes. Overall, spider monkeys appear to deal with conflicts using the full range of the flexible social options afforded by their social system.
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Caldwell, Sandra L. "Predicting 36 month child aggression from the family management, child, risk, and contextual variables /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7723.
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Bock, Theresa Melodie. "Assessment of attitudes related to the management of aggression and violence in four psychiatric hospitals." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6835.
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Thesis (MCur)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The aim of this descriptive survey was to investigate the attitudes of mental health care providers with regards to the management of aggression and violence. The absence of scientific data describing the attitudes of nurses towards the management of aggression and violence motivated the researcher to conduct this study. The researcher undertook a descriptive survey to describe the attitudes of nurses towards the management of aggression and violence. The management of aggression and violence attitude scale (MAVAS) was administered to N92 nurses with different qualifications these nurses are employed in the acute admission units of four psychiatric hospitals in a province in South Africa. The results showed no significant differences in attitudes between the different categories of nurses in most of the questions. Enough evidence was gathered that indicated, compared to trained staff, staff without a qualification in psychiatric nursing science had found it difficult to calm patients down, had not understood the effect of the environment on a patient, had felt that patients should control their feelings and had lacked the perception of trained nurses, with regards to the effect of negotiation and poor communication on violent and aggressive mental healthcare users. These findings can make significant contributions towards the implementation of training programmes and policies to assist staff to deal with patient related aggression and violence. Furthermore the data generated can contribute towards future research in this field with subsequent expansion of skills programmes.
AFRIKAANSE OPSOMMING: Die doelstelling van hierdie navorsings studie was om die houding van psigiatriese gesondheidsdiens voorsieners ten opsigte van die hantering van aggresie en geweld te bepaal. Die afwesigheid van wetenskaplik gefundeerde data het die navorser genoop om hierdie studie te onderneem. Die navorser het derhalwe ʼn beskrywende studie gedoen om die houding van verpleegsters ten opsigte van die hantering van aggressie en geweld te bepaal. Die “management of aggression and violence attitude scale” (MAVAS) is deur N92 verpleegsters met verskillende kwalifikasies voltooi. Hierdie verpleegsters is indiens van vier verskillende psigiatriese hospitale in ʼn provinsie in Suid- Afrika. Die verpleegsters werk in die akute opname eenhede van die onderskeie hospitale. Die resultate het geen noemenswaardige verskille tussen die onderskeie kategorieë verpleegsters se houding teenoor die hantering van aggressie en eweld aangedui nie. Genoegsame bewys is ingesamel wat aandui; dat in vergelyking met opgeleide personeel, personeel sonder ʼn kwalifikasie in psigiatriese verpleeg wetenskappe, dit moeiliker vind om pasiënte te kalmeer, nie verstaan watter effek die omgewing op ʼn pasiënt het nie. Dié kategorieë voel pasiënte moet hul gevoellens beheer en het ook nie dieselfde persepsie ten opsigte van die effek van onderhandeling en swak kommunikasie op aggressiewe en geweldadige psigiatriese gesondheids diens verbruikers as hul kollegas nie. Hierdie bevindings is ʼn belangrike bydrae ten opsigte van die implementering van opleidings programme en beleid ten einde personeel te ondersteun om pasiënt verwante aggressie en geweld te hanteer. Die nuwe data gegenereer deur dié navorsings studie kan bydra tot toekomstige navorsing in hierdie veld asook gevolglike uitbreiding van vaardigheids programme.
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Hayman, Emily L. "Reducing Verbal and Physical Aggression in Elementary Students with Autism Spectrum Disorder Using the Aggression Replacement Training Program." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1412251648.
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Beech, Bernard Frank. "An evaluation of a three day prevention and management of aggression training programme for student nurses." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/14415/.
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Workplace violence is a serious issue in health care with international surveys revealing disproportionate involvement in certain professional groups, for example, ambulance staff, nurse and student nurses, or settings, for example, mental health and learning disability, elderly care, and A&E units. Staff training is widely advocated as the appropriate organisational response but there are relatively few published evaluations, and so much remains unknown about training effects or effectiveness. Many published studies are flawed by use of small samples, poor control of extraneous, organisational variables, absence of pre-test or follow-up data, limited range of measures, and weak statistical analysis. This study examined an existing training programme for student nurses whilst attempting to avoid the limitations identified above. The effects of training on a number of learning domains, for example, knowledge, self confidence, beliefs and attitudes, and self –assessed skills was investigated using a repeated measures, variable baseline research design, in conjunction with a model of learning. The likelihood of student nurses involvement in violent incidents, and the power/ease of use of different change evaluation methods were also investigated. Repeated administration of a purpose -designed questionnaire at four time points to three consecutive cohorts of student nurses [N=243] provided information about pre-training stability, possible changes on immediate training completion, and at three-months follow-up, after two clinical placements. Statistical analysis revealed the Unit to have generally desirable effects on learning domains that were still detectable at three-month follow-up. It also highlighted differential involvement in violent incidents based on placement type, and important differences between evaluation methods in terms of ease of use.
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Clarke, Julie Ann. "Gender, victim status and attribution : implications for the management of aggression in a high secure hospital." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/31264.
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The current study aims to explore the explanations and favoured management approaches of High Secure Hospital staff, concerning aggressive behaviour by patients. It sets out to establish whether staff's attributions and preferred approaches vary according to whether the patient is male or female, and the target a member of staff or another patient. More specifically, it attempts to explore a bias often mentioned in criminological studies; that men who offend are seen as bad, whilst women are viewed as being mad. A secondary aim was to establish whether relationships between the attributions, preferred management approaches and attitudes to High Secure Hospital patients exist for staff who work in this setting. The 118 participants in this research completed a questionnaire (consisting of a number of statements with Likert scales) in response to a hypothetical vignette. Participants were allocated to one of eight conditions on the basis of the gender of the vignette figure, the target of aggression, and the participants' gender. The sample consisted of 63 men and 55 women. Analyses of variance indicated that staff viewed internal enduring attributions as important in explaining the behaviour, but that a wide range of explanations were considered to be important. However, there were few differences perceived according to gender of the vignette figure. Whilst the male vignette figure was not seen as bad, nor the female counterpart as more mad, there were some differences in attributions of blame, responsibility and controllability according to the staff gender, patient gender and target of aggression. Some relationships were found between attributions, management strategies and attitudes to patients. The study provides evidence that some differences in attributions occur according to the target, patient's and staff's gender, and also as a result of the hospital context. The findings are discussed in relation to past research, the double deviance and mitigation hypotheses, and theoretical models of attributions and helping behaviour.
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Charlesworth, Phil. "Staff emotional reactions, self-efficacy and management of client aggression in a treatment and recovery service." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/31189.
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The aim of the research was to explore the emotional reactions of nursing staff to patient aggression within a psychiatric setting. More specifically, it aimed to investigate a number of factors associated with staff emotional reactions, including their perceived self-efficacy in dealing with such behaviour. The study additionally aimed to investigate the association between the negative emotions experienced by nursing staff and the intended management of aggressive behaviour.;Method. Sixty-six staff working within a NHS Treatment and Recovery Service completed a self-report questionnaire. Participants rated their emotional reactions and perceived self-efficacy after reading a vignette of patient aggression directed towards them. Staff then rated how likely they would manage the incident of aggression. Finally, demographic, support and training information was elicited.;Results. Significant associations were found between staff emotional reactions and perceived self-efficacy. Associations were found between various dimensions of emotional reactions and experience and support variables. Regression analyses revealed that perceived self-efficacy was a negative predictor of the fear/anxiety dimension of negative emotional reactions. For the depression/anger dimension, perceived self-efficacy was a negative predictor and support from the team leader was a positive predictor. Perceived self-efficacy was associated with various experience variables and training in breakaway techniques. Correlational analysis highlighted that negative emotional reactions were linked to more punitive, firm and avoidant management strategies.;Conclusion. The results are consistent with much of the literature surrounding staff emotional reactions to challenging behaviour and are discussed in relation to previous research. Clinical implications of the research are explored, and it is concluded that different interventions are needed to address staff negative emotional reactions to patient aggression. Further, measures could be adopted to increase perceived self-efficacy and support. Directions for future research are suggested and final conclusions made.
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Sawyer, Susan M., and n/a. "Anger is both a learned and learnable emotion." University of Canberra. Professional & Community Education, 2001. http://erl.canberra.edu.au./public/adt-AUC20061107.165537.
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Anger is an emotion sorely in need of an improved public profile. Its association with
overt violent aggression has masked its original purpose, namely, to be a useful and
motivating force to engineer our survival. An emotion designed to serve us well in the
face of injustice and threat has become the means by which injustice is perpetuated by
the strong and powerful, against the weak and vulnerable.
The expression of anger is often misguided, dysfunctional and misplaced with terrible
consequences for society, including road rage. Yet there is increasing evidence that the
suppression of anger is associated with negative health-related conditions including heart
disease, cancer, mental illness, substance abuse and eating disorders.
Evidence suggests that anger has a three-stage structure of socialised reactivity,
biological anger generation and environmentally acquired action and expression.
As a result of this six-year research study, ten key principles of anger expression have
emerged, suggesting that anger can be learned in both informal and formal institutional
education by both children and adults.
These principles were incorporated into a pilot program aimed to educate rather than
eliminate anger expression, in a health promotion program involving 25 self-selected
Canberra women. This program formed part of a wider study of acquired anger management experiences through questionnaires and in-depth interviews.
Results from the study are presented as a core of learned and learnable knowledge
about anger, as modules of information. These modules can be adapted and modified
for any learning forum, including schools, adult education, career-related education and
inservice training. Suggestions for the packaging of these component parts are provided,
together with guidelines for reaching target groups.
This thesis contends that each individual has the right to know and utilise this
information and can use anger to achieve beneficial outcomes for themselves. If anger
expression is inappropriate and dysfunctional, so will be its effects. If anger expression
is appropriate and functional, then it can have a positive and beneficial outcome.
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Cardot, Rick. "PRICE WARS AND MANAGERIAL SENSEMAKING: A MIXED-METHODS STUDY." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1620760545940417.
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Duxbury, Joy A. "An evaluation and 'dramaturgical' analysis of the management of patient aggression and violence on one mental health unit." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414945.
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Wurth, Ashley M. "Behavior and genetic aspects of boldness and aggression in urban coyotes (Canis latrans)." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543529529011351.
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Hsu, Hung-Wei. "The host-pathogen interaction and its pest management implication: dicistroviruses and invasive ants as a model." Kyoto University, 2020. http://hdl.handle.net/2433/259744.
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Kyoto University (京都大学)0048
新制・課程博士
博士(農学)
甲第22848号
農博第2431号
新制||農||1082(附属図書館)
学位論文||R2||N5308(農学部図書室)
京都大学大学院農学研究科応用生物科学専攻
(主査)教授 松浦 健二, 教授 大門 高明, 教授 吉村 剛
学位規則第4条第1項該当
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Stine, Elizabeth B. "Effectiveness of De-Escalation Education on Nurses' Confidence and Aggressive Patient Outcomes." Mount St. Joseph University Dept. of Nursing / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=msjdn1588520157526246.
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Esposito, Layla E. "The Role of Empathy, Anger Management and Normative Belief about Aggression in Bullying Among Urban, African American Middle School Children." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1181.
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This study used binary logistic regression analysis to examine the role of empathy,anger management, and normative beliefs about aggression on overt bullying, relational bullying, and prosocial behavior in urban African-American middle school children. Participants included 177 African-American sixth, seventh and eighth grade students from two public, urban middle schools in a large city in the Southeast United States. The results of this study indicated that binary logistic regression models including empathy, anger management, and normative beliefs about aggression predicted prosocial behavior, and marginally predicted relational bullying. Nonnative beliefs about aggression had a significant moderating effect, such that for participants who endorsed higher normative beliefs about aggression, low levels of empathy significantly increased the likelihood of being classified as a relational bully. Participants in this study reported highly aggressive behavior, with 24% of the sample being identified as overt bullies. Significant gender differences were also identified in this study. Boys reported more relational aggression than girls, and girls reported higher levels of empathy, and prosocial behavior. Implications for future research and intervention programs for bullying among middle school children are discussed.
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Whitaker, Jodi L. "Attraction to Violent Video Games: A Mood Management Perspective." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385838921.
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Flesch, Jamie Lyn. "We Need to Talk: A Dyadic Perspective on Conflict Management and its Association with Adult Romantic Attachment, Relationship Satisfaction, and Psychological Partner Aggression." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36716.
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Given the nature of couple conflict, couples are frequently tasked with mutually working towards a solution to a given problem. Effective conflict management is a key relationship resource that maintains closeness and cohesiveness (Epstein & Baucom, 2002; Overall & Simpson, 2013), whereas ineffective conflict management is generally associated with impaired relationship functioning (Gottman & Notarius, 2000; Overall & Fletcher, 2010). The overarching goal of the present thesis therefore consisted of further advancing the field’s understanding of conflict management as an interpersonal process in heterosexual couple relationships. This goal was addressed through two novel and complementary studies. The sample for both studies consisted of 179 community-based heterosexual adult couples involved in a long-term romantic relationship. During the testing session, participants completed a questionnaire package and discussed a topic of disagreement for 15 minutes. These interactions were then coded for both positive and negative conflict management behaviours. Both studies modeled these conflict management behaviours alongside crucial variables involved in couple conflict. The first study examined the ways in which partners’ adult romantic attachment orientations interact to predict their conflict management behaviours. As hypothesized, the results provide preliminary evidence that, in some cases, men’s and women’s conflict management depends on the interaction between their own and their partner’s adult romantic attachment orientation, more so than a sole individual’s attachment. The second study examined whether effective conflict management moderates the negative association between relationship satisfaction and men’s and women’s use of psychological partner aggression. Contrary to hypotheses, the results suggest that, in predicting these aggressive acts, relationship satisfaction and conflict management make fairly independent contributions. These findings are based on strong theoretical frameworks as well as a number of methodological strengths, including the observational coding of positive and negative conflict management behaviours and the implementation of sophisticated dyadic data analyses. Furthermore, by filling gaps in the existing literature, these findings offer several theoretical, empirical, and clinical implications for the field of couple conflict. As individual and collective bodies of work, the studies of the present thesis provide invaluable evidence in support of the complex and interdependent nature of couple relationships. Such findings are highly relevant to couple researchers and clinicians alike, both of whom endeavour to understand and improve couple relationship functioning.
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Bryan, Katy Michelle. "A critical review of the literature the effects of bullying and aggression and the most effective practices for reducing and/or eliminating the problem /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bryan_KMITthesis2009.pdf.
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Kralj, Andrea. "The neurobiology underlying personality traits and conflict behavior : Examining the similarities in brain regions between agreeableness, aggression and dominating conflict style." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-15969.
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Conflicts are part of our everyday life and the field of psychology describes how specific personality traits relate to specific conflict styles. However, the question remaining is why these relations exist? Recently, personality neuroscience has begun pinning down the neurobiology of personality traits, providing a deeper understanding of the human behavior. The present thesis utilizes the Five Factor Model (FFM; Costa & McCrae, 1990) of personality to investigate the neurobiology underlying the inverse relation between the specific personality trait of Agreeableness and dominating conflict style (a conflict management style characterized by aggressiveness, authoritarianism and/or need for dominance). Agreeableness overlaps both empathy and aggression which can work as each other’s opposites in explaining conflict behaviors. The goal of the thesis was to investigate whether the inverse relation between Agreeableness and dominating conflict style can be explained by brain regions. Brain regions such as the medial prefrontal cortex and regions involving anterior cingulate appear to be the most prominent neurobiology describing the relation. Serotonin is the neural substance involved in most cortical and subcortical brain structures and it also regulates the suppression of aggression, making it an important substance both within Agreeableness and the preference for dominating conflict style. The thesis will sum up with a discussion including some limitations within the research and further aspects such the consequences of the findings will be discussed.
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Price, Owen. "Development of an evidence-based training intervention for mental health staff in de-escalation techniques for the management of violence and aggression : evidence identification and theory development." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/development-of-an-evidencebased-training-intervention-for-mental-health-staff-in-deescalation-techniques-for-the-management-of-violence-and-aggression-evidence-identification-and-theory-development(6e489a07-fff6-4a9b-b3c7-d593cfdd2603).html.
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Background: Violence and aggression occur commonly in mental health settings. De-escalation techniques, a range of verbal and nonverbal skills aiming to reduce aggression, are recommended yet the evidence-base for use and training impact is limited. There is, therefore, a need for the development of new, evidence-based interventions to establish effectiveness and increase safety. Aims: To provide the preparatory work necessary to develop an intervention to improve de-escalation techniques and reduce harms to service users and staff. Methods: A two phase design based on the Medical Research Council framework for complex interventions was adopted. This consisted of a systematic review of evaluated training interventions and semi-structured interviews and framework analysis with mental health staff and service users. Data was synthesised with the results of a qualitative review of the techniques completed prior to the PhD. Results: The systematic review identified no RCT-supported training intervention and limited acceptability data. The service user interviews revealed factors barring, reducing and enhancing the effective use of de-escalation techniques. Factors barring use included: failure to investigate aggression causes and use containment as last resort. Factors reducing effectiveness related to disrespect, ward rules and individual service user factors. Factors enhancing effectiveness related to: reducing social distance, rule subversion and authenticity. Staff interviews revealed a continuum of 14 interventions used in response to escalating aggression ranging between 'support' and 'control.' The cognitive, affective and organisational influences on where staff intervened along this continuum revealed important pointers for intervention. The synthesis revealed six clear mechanisms through which de-escalation techniques may be improved. These were: enhancing staff emotional regulation skills; increasing accountability for non-last-resort containment use; providing an alternative framework of routines to use in response to aggression; promoting greater respect for service users; harnessing service user-specific knowledge to inform individualised interventions; promoting de-escalation-focused regimes. Conclusion: Results revealed important mechanisms through which a more effective, evidence-based and acceptable intervention may function.
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Lissade, Yolette. "The Effect of an Arts-Based, Anger-Management Intervention for Girls Displaying Aggressive Behavior Who Are Being Reared Without Their Fathers." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/25.
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This arts-based intervention program was designed to reduce anxiety and aggressive behavior in adolescent girls who were being reared without their fathers during the period of 2010–2015. The research questions were designed to investigate the scope, frequency, and severity of the problem of increased aggressive behavior and anxiety by girls being reared without their fathers; to evaluate the effectiveness of an arts-based intervention in reducing aggressive behavior and anxiety in girls being reared without their fathers; to investigate the ways that the use of an arts-based intervention might improve feelings about family relationships for single mothers and girls being reared without their fathers; and to gather observations and perceptions of all participants of the arts-based intervention regarding its impact on aggressive girls being reared without their fathers.
Eight children between the ages of 8 and 17 completed the study. Data collection consisted of administering the following surveys: the Adolescent Anger Rating Scale, the Children’s Aggression Scale, the Parent Adolescent Relationship Questionnaire, and a confirmation interview with parents. An anger-management intervention utilizing the arts as an outlet for self-expression was implemented during the winter 2013 semester.
Results showed the implementation fostered peer collaboration and resulted in reduced anger and aggression as well as increased communication and family cohesion. Expression through the arts, coupled with anger-management training, enabled girls to cope with their anger rather than acting out.
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Lybarger, Joseph E. "Do Actions Really Speak Louder Than Words?: Investigating the Effects of Nonverbal Immediacy and Verbally Aggressive Messages on Perceptions of a Managers Perceived Level of Credibility, Caring, and Communicator Style." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1415623972.
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Case, Shane. "Remora aggressive power management for Apache HTTPD web server /." Diss., Online access via UMI:, 2009.
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Simmons, Don. "Victims' Perspectives of Management's Interventional Efforts Regarding Relational Aggression in the Workplace." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5781.
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Relational aggression (RA) is a social phenomenon that can severely impact organizational profitability and employee productivity. A gap in the literature exists concerning appropriate interventions to manage RA. The purpose of this study was to explore successful interventions that have been used to manage RA. The theoretical framework was informed by psychological contract theory. Data were collected via semistructured face-to-face interviews with 12 victims, and then analyzed using data management, reading and memorization, description, classification, interpretation, and representation. NVivo software was used to organize the data in this study. The research consisted of 3 subquestions addressing the role of written policies in interventions, common practices and reactions of management, and victims' requests for attention to grievance reports. Five key themes emerged. The first and second pertain to the proactive and reactive role of written policies. The third and fourth focus on management's negative and positive reactions in response to grievance reports. The fifth identifies victims' expectations for their grievance reports. Commonly found interventions include impartially listening to both sides, investigation, restoration of damages, social justice, and identifying root causes for RA in the workplace. Implications for positive social change include enhanced employee well-being and performance and increased organizational effectiveness. Results may lead to positive changes by providing useful information that can be implemented by organizations to prevent and address RA, which can improve employee well-being.
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Mullally, B. H. "Factors associated with the progression and management of aggressive periodontitis." Thesis, Queen's University Belfast, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421006.
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Hajismail, Tasnim, and Alva Orrenvade. "Sjuksköterskors upplevelser av aggressivitet, hot och våld på akutvårdsmottagningar : En litteraturöversikt." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-16836.
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Bakgrund: Aggressivitet, hot och våld inom hälso- och sjukvården är ett problem som ökar i Sverige och världen över. Sjuksköterskor som arbetar patientnära står i riskzonen för att bli utsatta, särskilt inom akutsjukvården eftersom det är en av de mest utsatta verksamheterna inom vården. Att utsättas för aggressivitet, hot och våld är förenat med ett flertal konsekvenser för sjuksköterskan och för patientsäkerheten. Syfte: Att belysa sjuksköterskors upplevelser av aggressivitet, hot och våld på akutvårdsmottagningar. Metod: En litteraturstudie med kvalitativ metod där elva vetenskapliga artiklar granskas. Resultat: Ur resultatet framkommer det att sjuksköterskor upplever en rädsla och otrygghet i arbetet som följd av tidigare upplevd aggressivitet, hot och våld. En känsla av ensamhet i mötandet av problemet upplevs även då arbetsledningen inte finns där som stöd. Sjuksköterskorna anser sig själva vara orsaken till att dessa beteenden uppstår och det medför en känsla av frustration och maktlöshet. Dessa upplevelser resulterar för en majoritet av sjuksköterskorna i en normalisering av problemet. Slutsats: Studien visar att sjuksköterskors upplevelser av aggressivitet, hot och våld påverkar deras arbetsutövning och resulterar i ett påverkat vårdande. Därmed bör det uppmärksammas i högre grad för att undkomma dess konsekvenser, både på individnivå men även på organisationsnivå.Background: Aggressiveness, threats and violence in health care is a problem that is increasing in Sweden and all over the world. Nurses who works close to patients have a higher risk of becoming vulnerable, especially in emergency care, because it is one of the most vulnerable activities in healthcare. Being exposed to threats and violence creates insecurity in the nurse's work life and can have consequences for patient safety. Purpose: To illuminate nurses' experiences of aggressiveness, threats and violence in emergency care clinics. Method: A literature study with qualitative method in which eleven scientific articles were examined. Result: The result shows that nurses experience fear and insecurity in their work as a result of previously experienced aggression, threats and violence. A sense of loneliness in the encounter with the problem is also experienced because the work management is not there as support. The nurses consider themselves to be the cause of these behaviors and it causes a feeling of frustration and powerlessness. These experiences result in a majority of the nurses in a normalization of the problem. Conclusion: The study shows that nurses' experiences of aggression, threats and violence affect their workpractices and result in an influenced caring. Thus it should be paid more attention to avoiding its consequences, both at the individual level and at the organizational level.
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Mitchell, Andrea Lauren. "Conflict Management Styles and Aggressive Communication in Email: An Examination of Organizational Interactions." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1333835520.
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New, Leslie F. "Multi-species state-space modelling of the hen harrier (Circus cyaneus) and red grouse (Lagopus lagopus scoticus) in Scotland." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/864.
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State-space modelling is a powerful tool to study ecological systems. The direct inclusion of uncertainty, unification of models and data, and ability to model unobserved, hidden states increases our knowledge about the environment and provides new ecological insights. I extend the state-space framework to create multi-species models, showing that the ability to model ecosystem interactions is limited only by data availability. State-space models are fit using both Bayesian and Frequentist methods, making them independent of a statistical school of thought. Bayesian approaches can have the advantage in their ability to account for missing data and fit hierarchical structures and models with many parameters to limited data; often the case in ecological studies. I have taken a Bayesian model fitting approach in this thesis. The predator-prey interactions between the hen harrier (Circus cyaneus) and red grouse (Lagopus lagopus scoticus) are used to demonstrate state-space modelling’s capabilities. The harrier data are believed to be known without error, while missing data make the cyclic dynamics of the grouse harder to model. The grouse-harrier interactions are modelled in a multi-species state-space model, rather than including one species as a covariate in the other’s model. Finally, models are included for the harriers’ alternate prey. The single- and multi-species state-space models for the predator-prey interactions provide insight into the species’ management. The models investigate aspects of the species’ behaviour, from the mechanisms behind grouse cycles to what motivates harrier immigration. The inferences drawn from these models are applicable to management, suggesting actions to halt grouse cycles or mitigate the grouse-harrier conflict. Overall, the multi-species models suggest that two popular ideas for grouse-harrier management, diversionary feeding and habitat manipulation to reduce alternate prey densities, will not have the desired effect, and in the case of reducing prey densities, may even increase the harriers’ impact on grouse chicks.
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Simillidou, Aspasia. "Managing emotional labour consequences during aggressive customers' interactions : a study of the Cyprus hospitality industry." Thesis, University of Gloucestershire, 2016. http://eprints.glos.ac.uk/4677/.
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This doctoral investigation explores the area of emotional labour in relation to aggressive customers’ behaviours. In more detail, it is focussing on the way employees engage in emotional labour, which can be done either by surface acting or deep acting, when they are interacting with aggressive customers and the consequences that may arise due to this method. The thematic and narrative literature review conducted by the researcher on the initial stages of this thesis provided the basis and foundations of the creation of the initial conceptual framework on managing the negative consequences of surface acting when interacting with aggressive customers and achieving the desired deep acting during those interactions. The researcher follows the constructivist / interpretivist philosophical approach in her study, and adopts the methodological triangulation for conducting her primary research by using a combination of two qualitative methods, semi-structured interviews and focus groups. The semi-structured interviews were contacted first, and the focus groups, as an additional method, had the purpose of either validating the results or adding to them accordingly. This study revealed that employees are only engaging in surface acting when they are interacting with aggressive customers. This results in a number of negative consequences. The current research has focussed on how to overcome those negative consequences. It further explored the ways that would engage employees in deep acting during those challenging interactions with aggressive customers and the positive effects. The results were presented in the empirically validated conceptual framework that has been created. The findings of this doctoral investigation have contributed both in theory as well as practice. The theoretical contributions include innovative additions to the existing theoretical gaps in the area of emotional labour in terms of how to overcome the negative consequences of surface acting and enhance the use of deep acting during interactions with aggressive customers. Further on, there are also contributions in the literature of the hospitality industry that has been under-researched in regards to this area. In addition, this research is adding to the existing knowledge of how to handle aggressive customers since it is including important findings on how to handle employees’ emotions so that aggressive customers are being treated more effectively. This also benefits the theory of marketing by offering the opportunity for further researchers to use the current empirically tested theoretical framework in order to test the relationship between engaging in deep acting and eliminating customer dissatisfaction. In terms of practical contributions, this research is adding knowledge to the hospitality industry employees, the management and the industry as a whole. While utilising this framework, both management and employees will be able to offer more genuine emotions to their aggressive customers and therefore be able to achieve the best possible results for the organisations they are working for.
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Wu, Changhong. "Control of slurry flow, temperature and aggressive diamonds in chemical mechanical planarization." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701786.
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This dissertation presents a series of studies related to the study and control of slurry flow, process temperature, and aggressive diamonds in Chemical Mechanical Planarization (CMP). The purpose of these studies is to better understand the fundamentals of CMP and to explore solutions to some of CMP’s greatest challenges.
Within-wafer removal rate non-uniformity (WIWRRNU) is a critical parameter to determine film thickness planarity on a wafer-scale level and it grossly impacts yield. Resolving this issue continues to be an area of intense focus in the industry. The first study in this dissertation shows the feasibility of adopting a new method to improve WIWRRNU during copper CMP that is solely based on intentional local temperature manipulation of the pad. A pad surface thermal management system is developed to locally change pad surface temperature. This system consists of one or more thermal transfer modules contacting the pad surface. In this study, the system is employed to adjust the “center-fast” copper removal rate profile to illustrate its effect during the process. Results shows that, when two thermal transfer modules are employed, local removal rates in the wafer center region decrease significantly while maintaining the removal rates near the wafer edge thereby significantly improving WIWRRNU.
Another contribution of this dissertation is the investigation of the effect of pad groove design on slurry injection scheme during interlayer dielectric CMP. A novel slurry injector with multiple slurry outlets is designed, which provides optional slurry injection schemes (i.e. one injection point scheme and multi-injection point scheme). These schemes are compared with the standard slurry application method on a concentrically grooved pad and an xy-groove pad, respectively. On the concentrically grooved pad, the one injection point scheme generates significantly higher oxide removal rates (ranging from 22 to 35 percent) compared to the standard slurry application method at different slurry flow rates. On the xy-groove pad, the one injection point scheme still results in higher removal rates (ranging from 3 to 9 percent), however, its removal rate enhancement is not as high as that of the concentrically grooved pad. In order to further improve slurry availability on the xy-groove pad, the multi-injection point scheme is tested. Results show that the multi-injection point scheme results in significantly higher removal rates (ranging from 17 to 20 percent) compared to the standard slurry application method. This work underscores the importance of optimum slurry injection schemes for accommodating particular groove designs.
The last contribution of this dissertation involves a study regarding aggressive diamond characterization and wear analysis during CMP. A 3M A3700 diamond disk is used to condition a Cabot Microelectronics Corporation (CMC) D100 pad for 30 hours. The top 20 aggressive diamonds for two perpendicular disk orientations are identified before the polishing, as well as after 15- and 30-hour polishing. The furrow surface area generated by these top 20 aggressive diamonds and their evolution are analyzed and compared. Results show that the original top 20 aggressive diamonds identified before polishing are subjected to wear after the first 15-hour polishing as the furrow surface area that they generate decreases dramatically (by 47%). As these original aggressive diamonds are worn, seven new aggressive diamonds are “born” and join the new top 20 list for both disk orientations. After the second 15-hour wafer polishing, the furrow surface area of these new top 20 aggressive diamonds do not change significantly. The furrow surface area created by all the active diamonds exhibits the same trend as the top 20 aggressive diamonds, confirming that most pad conditioning work is performed by these aggressive diamonds and that the disk loses its aggressiveness in the first 15 hours of polishing and then maintains its aggressiveness during the second 15 hours, albeit to a lesser extent.
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Cunningham, Daniel Morton. "The impact of aggressive case management service in reducing the frequencies of acute episodes of the chronically mentally ill." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1287.
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Coetzee, Jani. "Exploring the influence of pet assisted activities on aggressive behaviour amongs grade R learners." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71715.
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Thesis (MEd)--Stellenbosch University, 2012.Bibliography
ENGLISH ABSTRACT: As a grade R teacher in South Africa, the researcher was disturbed by the extent of aggressive behaviour amongst children (aged 4 years to 6 years). Other teachers involved with the same class were of the opinion that the aggressive behaviour had a detrimental effect on their instructional time and motivation. Schools, teachers and other support personnel of staff have developed many cognitive and social support programmes to encourage positive behaviour, including reducing aggressiveness. Some programmes are in individual format and others in group format. However, the problem with these types of support programmes is that they are hard to come by due to cost and lack of knowledge among personnel. A child's full development is influenced negatively when in a negative atmosphere or situation (which includes abuse, aggression or discouragement). During 2011, the researcher took her dog to visit her class informally. It started when the class was having a discussion on pets and the researcher wanted to show the class how to groom and take care of a pet dog. The school’s staff and the researcher noticed a calmer and friendlier atmosphere amongst the children after the visits. This positive experience led to reading related literature and the researcher found substantial recent literature that increased her interest in the subject. The literature review suggested that the positive effects of animals in classrooms and on children should be explored and shared with teachers and schools, hence this study. The question arose whether this method could possibly provide the type of support South African children need to become caring, empathic and understanding of the world around them and each other. This research study was undertaken to explore the influence of the visits of a dog on the learners’ aggressive behaviour and teachers' opinions, which were of great value. This qualitative study took place within an interpretive paradigm. A case study design was used, as the focus was on an in-depth explanation of how a dog influenced the aggressive behaviour in the grade R class as a single bounded system. The study took place over a period of eight successive weeks. The data collection methods employed were questionnaires to gather biographical data, individual semi-structured interviews and observation during free play. Data were analysed by means of content analysis. Research findings indicated a positive influence on the learners' aggressive behaviour after eight weeks of the P.A.T. (Pet Assisted Therapy) dog visits. Positive behaviour in general was also witnessed and, most importantly, the participating teachers were of the opinion that the class was easier to manage and more time could be spent on instruction. The participating teachers provided different perspectives as they were involved in the class in different ways. However, the conclusion was that the positive influence of PAA on the learners' aggressive behaviour was mainly due to how some individual learners were influenced, which changed the interaction among all the learners. It is recommended that further studies be done on the time available to teachers to address aggressive behaviour to achieve a long-term result compared to just solving the problem at the occurrence of aggressive behaviour, and how PAA influences the learners in their other microsystems as well.
AFRIKAANSE OPSOMMING: Die navorser, 'n graad R opvoeder, vind die intensiteit en die hoeveelheid van aggressiewe gedrag onder graad R leerders kommerwekkend. Ander onderwysers betrokke by dieselfde klas se opinie was dat die aggressiewe gedrag onder die leerders 'n uiters negatiewe impak op die opvoeding van die leerders het. Verskeie kognitiewe en sosiale ondersteunings- programme vir die aanmoediging van positiewe gedrag in die klaskamer is reeds deur opvoeders, skole en ondersteunende personeel ontwikkel. Die navorser is egter van mening dat die finansiële omstandighede van verskeie skole en die kennis van die onderwysers wat moontlik die strategieë moet implementeer, die gebruik van sulke programme beperk . Leerders wat in negatiewe opvoedingsomstandighede (wat misbruik, aggressiwiteit of ontmoediging insluit) geplaas is, word negatief beïnvloed. Die navorser het gedurende 2011 haar eie hond skool toe geneem om by die weeklikse tema oor 'diere' aan te sluit. Die doel was om aspekte van hoe 'n mens na jou hond omsien met die leerders te bespreek. Die skoolpersoneel en die navorser (as opvoeder) het opgelet dat 'n kalmer atmosfeer onder die leerders geheers het nadat die navorser se troeteldier die klas besoek het. Dit het daartoe gelei dat die navorser leeswerk oor die onderwerp onderneem het. Vele onlangse bevindinge wat die onderwerp nog meer interessant gemaak het, is opgespoor. Een van die klasse in die betrokke skool het aggressiewe gedrag onder die leerders ervaar wat die onderwyser se motivering om te onderrig negatief beïnvloed het. Dit het gelei tot die gevallestudie wat die gebruik van 'n hond in die klaskamer as 'n moontlike metode om Suid-Afrikaanse kinders te motiveer om ‘n gevoel van omgee, empatie en begrip van die wêreld om hulle en ander te ontwikkel. Die navorsing het die moontlike invloed van gestruktureerde besoeke deur 'n hond op die gevallestudieklas ondersoek. Omdat die aggressiewe gedrag ook deur die onderwysers ondervind word en dit hul opvoedingstaak affekteer, was hulle opinies van groot belang. Die kwalitatiewe studie is onder die interpretatiewe paradigma onderneem. 'n Gevallestudieformaat is gebruik en was daarop gerig om die invloed van die hond op die leerders se aggressiewe gedrag grondig te verstaan. Die studie het oor 'n tydperk van agt opeenvolgende weke plaasgevind. Kwalitatiewe navorsingsmetodologie is gebruik. Dit het ’n doelbewuste streekproef van deelnemers, vraelyste vir biografiese data, individuele semi-gestruktureerde onderhoude, observasies om die informasie wat uit die onderhoude verkry is, te ondersteun en inhoudsanalise vir die ontleding van die data (veldwerknotas) omvat. Die navorsingsbevindinge het ‘n afname in aggressiewe gedrag onder die leerders na die agt weke van die intervensie (hond se besoeke) getoon. Algemene positiewe gedrag is waargeneem en die belangrikste bevinding was dat die deelnemende onderwysers van mening was dat die klas meer hanteerbaar was en meer tyd tot hul beskikking vir die opvoeding van leerders toegelaat het. Die onderwysers kon verskeie perspektiewe uitlig aangesien elk op 'n ander manier by die klas betrokke was. Daar was 'n duidelike kommentaar dat PAA 'n invloed op individuele leerders uitgeoefen het en dit het die interaksie onder die leerders in die klas beïnvloed. Die navorser stel voor dat verdere studies onderneem word om te bepaal hoeveel tyd onderwysers benodig om 'n langdurige positiewe effek op leerders se aggressiewe gedrag te bewerkstellig, eerder as om telkens wanneer ‘n probleem opduik ‘n oplossing te vind wat moontlik nie op die lang duur effektief sal wees nie. Verder kan ondersoek ingestel word na hoe PAA die leerders se gedrag buite die klas beïnvloed.
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Van, den Berg Marietta. "Observational analysis study on the influence of the physical hospital environment on aggressive behaviour and the management thereof in an adult acute psychiatric admission unit." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/12578.
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Includes bibliographical references (leaves 81-96).Aggression is a complex phenomenon that is influenced by a range of factors including individual patient factors, social-interactive factors and envirnmental factors. Many studies have tried and failed to demonstrate that changes such as physical environmental change, intensive case management, increased staff training or skills reduce the levele of violence, as captures by number of incidents accuring in in-patient units.
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Evans, Samantha J. "The Effects of Increasing the Ratio of Approvals to Disapprovals in a Classroom on Destructive, Disruptive, and Aggressive Behaviors." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1401807914.
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Holte, Kjersti Lien. "Hysj : En kritisk didaktisk relasjonsanalyse av Curriculum Silentium; den skjulte policyen for taushet om arbeidsrelatert kritikk hos ansatte." Doctoral thesis, Karlstads universitet, Avdelningen för arbetsvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4405.
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This study has developed a tool for explaining why employees fail to speak up with regard to work related criticism; there is a hidden policy of silence that teaches employees to remain silent. This hidden policy is here designated as the "Curriculum Silentium" and is described in detail on the basis of empirical and theoretical data. After identifying a gap between the intentionally and experienced policy for employees freedom of speech in organizations I suggest that there are on-going unofficial, partially hidden learning processes in the organizations. The overall research question is; How does the Curriculum Silentium; the hidden policy of silence among employees, look like? I make an analytic construction of the hidden policy as if it were planned policy, using the didactic categories applicable to organizations. These didactic categories are: goals, content, teaching strategies and the motivation of employees. The empirical data was collected in three different organizations: an elementary school, a home for the elderly and a factory in the process industry, using qualitative methods such as interviews and observation. The theoretical foundation of the study is taken from existing theory within the field of work life research and educational science. The study is not a comparative study of the three organizations, but does involve a comparison of whether and how the Curriculum Silentium is expressed in three such different organizations. The challenge of examining hidden relationships in organizations was met through the development of guidelines for an analytical approach called a critical didactic relations analysis. The study concludes that a hidden policy of silence resembling that presented here exists in organizations where employees fail to voice working life related criticism.
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Orihel, Jane S. "Management and rehabilitation of inter-dog aggression in animal shelters." Thesis, 2006. http://hdl.handle.net/2429/18117.
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Identification and treatment of inter-dog aggression is important so that animal shelters can re-home animals safely and reduce long-term confinement and euthanasia rates. This thesis describes 1) a survey study which identified current management of aggressive dogs in shelters and explored the feasibility of implementing rehabilitation for inter-dog aggression, and 2) an experimental study of the effectiveness of a rehabilitation program for reducing inter-dog aggression in shelter dogs. Of the 43 shelters that responded to the questionnaire, most admitted aggressive dogs, reported inter-dog aggression as a common problem, and estimated that less than 10% of adopted dogs are returned for inter-dog aggression. Management of aggressive dogs included humane destruction and rehabilitation. Rehabilitation methods were diverse, and respondents expressed varied levels of confidence over the success of their programs. Factors preventing rehabilitation included lack of time and financial constraints, but shelters indicated an interest in rehabilitation if a practical, scientifically validated program were available. In the experimental study, sixteen shelter dogs that showed inter-dog aggression in a behaviour test received a 10-day treatment of daily rehabilitation (rehabilitation group, n = 9) or daily release into an outdoor enclosure (control group, n = 7). Most rehabilitation dogs showed a decline in aggression scores when tested on the day after the last treatment, compared with their pre-treatment scores. Control dogs showed either an increase or no change in aggression scores. The change in aggression scores differed significantly between the groups (U= 8.5, p < 0.01), but the difference was no longer significant when a reduced sample of dogs was tested one week after rehabilitation ended (Day 18). This study provides evidence of short-term reduction of aggression through a rehabilitation program, but further work is needed on effective and practical ways of maintaining the behavioural change.Land and Food Systems, Faculty of
Graduate
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Schaber, Pamela McDonald. "The effectiveness of a classroom-based intervention for social aggression." Thesis, 2007. http://hdl.handle.net/2152/3295.
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This study sought to determine if a six session classroom intervention coupled with a teacher education program was sufficient to alter behaviors related to socially aggressive behaviors of fourth grade students. The treatment manual for this intervention was developed by Pamela McDonald Schaber and Daniel Hoard (Schaber and Hoard, 2006), following a review of the literature on ecological intervention for overt and social/relational aggression. The objectives of the intervention were to reduce aggressive behaviors through an ecological approach by: 1) educating students on types of bullying (physical and social), the role of the bystander in contributing to bullying, and the consequences for individuals and the classroom environment when bullying occurs; 2) challenging sympathetic attitudes about the appropriateness of bullying; 3) providing students with strategies for intervening when they observe bullying; 4) modeling bystander interventions; 5) giving students an opportunity to practice bystander interventions; and 6) empowering classrooms to develop a code of conduct for working together to reduce bullying. Participants were 71 fourth grade students from a Central Texas elementary school. Participants completed the Social Experiences Questionnaire -- peer-report which is a peer-rating measure of their classmates' frequency of social aggression and prosocial behavior. They also completed the Participant Roles Questionnaire -- self-report to determine how often they engaged in the different roles associated with bullying (i.e., bully, defender, assistant...). The main findings were that social aggression decreased for boys but not girls, and bully behavior decreased for both boys and girls. Unexpected findings were that prosocial behavior decreased from pre-test to post-test, and there were no changes evidenced in defender, assistant, and reinforcer behaviors. Implications and limitations for the findings are provided.text
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"A psycho-educational programme to facilitate principals’ management of union members’ aggression in schools." Thesis, 2015. http://hdl.handle.net/10210/14113.
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Ph.D. (Educational Psychology)The researcher explored and described principals’ management of union members’ aggression in schools. The overarching aim was to assist principals who experience aggression from union members in the schools they head. To accomplish this, the researcher developed, implemented and evaluated a psycho-educational programme to manage union members’ aggression through the facilitation of their mental health. Union members’ aggressive behaviour and attitudes have become the order of the day in schools. This hampers the quality of teaching and learning, and also contributes to the increased levels of stress and frustration for principals, who are the school managers. Notwithstanding the traumatic environment in the workplace, principals are still expected by the Gauteng Department of Education (GDE) as well as the community, to fulfil their day-to-day functions: Principals impute violence and aggression as foremost reasons why schools have become dysfunctional and ungovernable. The research design was structured into four chronological research phases. Phase One: the situation analysis was conducted according to a qualitative research approach through individual phenomenological interviews with a purposive sample of school principals. Tesch’s descriptive approach to data reduction was applied. Thereafter a literature control was conducted. Trustworthiness was ensured through adherence to credibility, transferability, dependability and confirmability...
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Nhlapo, Lovia Thandiwe. "Educational strategies for the constructive management of a culture of aggression in a secondary school." Thesis, 2013. http://hdl.handle.net/10210/8367.
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Ph.D. (Education)The purpose of the study was to develop the educational strategies for the management of a culture of aggression in a Grade 10 class constructively in a secondary school in the Sedibeng District of the Gauteng Department of Education. A qualitative, exploratory, descriptive and contextual research design was used to explore and describe a culture of aggression in a Grade 10 class in the secondary school in the Sedibeng District of the Gauteng Department of Education. In order to achieve the study objectives and coherence, this study was organised into three phases. Phase one focused on the first objective namely: to explore and describe a culture of aggression in a Grade 10 class in the secondary school in the Sedibeng District in the Gauteng Department of Education. Phase two focused on the development of a conceptual framework. Phase three focused on the second objective namely: to develop the strategies for the management of a culture of aggression in a Grade 10 class in the Sedibeng District of the Gauteng Department of Education. In the first phase an ethnographic approach was followed. Purposive sampling was utilized to select participants who met the inclusion criteria. Data were collected using group and individual interviews. Tesch’s method of qualitative data analysis was utilized to identify themes. From the findings of the study the researcher and the independent coder identified the following patterns from the individual and group interviews with participants.
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Ionica, Consuel Severus. "Management in Tibetan macaques (Macaca thibetana) Prevention of aggression, interactions with third parties and anxiety reduction /." 2005. http://proquest.umi.com/pqdweb?did=982807121&sid=10&Fmt=2&clientId=39334&RQT=309&VName=PQD.
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Thesis (Ph.D.)--State University of New York at Buffalo, 2005.Title from PDF title page (viewed on Apr. 18, 2006) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Berman, Carol M. Includes bibliographical references.
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Elkinson, Lauren Brooke. "The design of a lunchtime relational aggression prevention program targeting elementary school aged females." 2009. http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000051632.
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Evangelides, Beverly. "Facilitation of healthy self-management of female educators' experience of their aggression within a secondary school context." Thesis, 2014. http://hdl.handle.net/10210/10212.
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D.Ed. (Psychology of Education)Daily media reports alert nations worldwide of the ever escalating aggressive acts of behaviour over many decades and has subsequently aroused deep concern as progressive growth In population becomes increasingly evident. Our future lies in the hands of our youth who are exposed to a wide range of educational, family, employment, political and health challenges that depart in major ways from those of young people one or two generations ago. The educational challenge is not limited to academia solely but more Importantly focuses on the upholding and envisioning of a values-based education that stirs the conscience of a nation encouraging moral, responsible law abiding citizens. This responsibility lies squarely on the shoulders of our female educators amongst others in a democratic educational system. Female educators outweigh males significantly in number in our educational system yet research reveals that some female educators are not given sufficient support, acknowledgement and recognition for their committed roles In education. Faced with overwhelming demands female educators are expected to fulfil multiple roles and yet maintain a healthy balance between work commitments and family responsibilities. Some cultures have the added expectation that women bear the prime responsibility for childcare and domestic work. As a result, notable gender differences in aggression arise primarily from contrasting gender roles which augments into the workplace. The overall purpose of the study is to develop and describe a psycho-educational programme to be used as a framework of reference to facilitate the healthy self-management of secondary school female educators' experience of their aggression. The implementation and evaluation of the programme will serve as a facilitative process through the promotion of personal growth and the mobilisation of female educators to constructively self-manage their experience of aggression. Attempts to meet this broad objective were accomplished by employing an explorative, descriptive and contextual research design. In this research study field notes were used in conjunction with eight in-depth phenomenological Interviews conducted with female educators. The findings of their experiences of aggression at their secondary school evolved around their associated emotions; the resultant measures of support and the coping strategies the female educators sought as a current means of addressing their mental health status as educators and community stakeholders. The data analysis of the findings revealed that female educators do have the potential to facilitate and mobilise the available resources in order to promote their own mental health and grow towards wholeness. The future scenarios that schools are likely to face are both challenging and daunting: can schools actively shape the future by listening to the heartbeat of its female educators or merely respond to its exigencies. The liberal awakenings and gradual movement from oppression to equality for the female In South Africa as well as Issues of aggression, political violence, single parenting and abuse on women further extrapolate the need to listen to the voices of women. An awareness of their plight as evidenced In this study will hopefully draw attention to their needs and bring offers of subsequent support to the mothers of our nation which will inadvertently Impact on our youth ... our future as a nation. A shared vision building process will thus only become a living force when each Individual truly believes s/he can shape her/his future. The ability of our educational system to compete in an Increasingly global economy depends on our ability to prepare both learners and educators for new or changing landscapes.
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Bender, Stephanie. ""You meant to do that:" Examining reactive and proactive aggression and their relations to social and emotional correlates." Master's thesis, 2009. http://hdl.handle.net/10048/563.
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This study investigated the relations between teacher-rated reactive and proactive aggression and self-ratings of peer intimacy, peer group integration, inhibition of anger and coping with anger in children in grade 4 to grade 6 (n = 519). Grade and gender differences in the study variables were also examined. Although not significant, as predicted, there was a trend towards significance where proactive aggression increased by grade; however, contrary to predictions, the occurrence of reactive aggression did not decrease by grade. The two functions of aggression were strongly correlated with one another. Males were reported more aggressive than females and self-reported lower anger management and less peer group intimacy than females. Further, females who were rated as more reactively aggressive reported less peer group integration and peer intimacy. Males who were reported as reactively aggressive also reported less peer group integration. Reactive and proactive aggression in males was related to coping with anger.
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"The lived experience of aggression and violence by nurses in a Gauteng psychiatric institution." Thesis, 2010. http://hdl.handle.net/10210/3245.
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M.Cur.Violence and aggression in psychiatric hospitals are a worldwide known phenomenon. South Africa is no exception to the rule. Previous researches conducted in psychiatric institutions have mainly focused on the patients, leaving everyone to guess how this violence affects nurses who are in contact with the patients on a daily basis and who are key role-players in the care, treatment, and rehabilitation of the patients under their responsibility. The research aimed to explore and describe the lived experience of aggression and violence by the registered nurses in a Gauteng psychiatric institution, the essence of this violence, and how nurses cope with this violence, in order to formulate guidelines and recommendations that could assist them to manage violence. A qualitative, explorative, descriptive, and contextual study design was utilised. Data was collected by means of semi-structured interviews, and naïve sketches. Tesch’s method was used for data analysis, here and an independent coder was utilised. The uniqueness of this study was to bring to the surface the other side of violence as it is perceived and lived by the nurses. The findings show that the nurses face violence on a daily basis. Among the contributing factors there are: the type of patients admitted in the hospital; the staff shortage; the lack of support among the members of the multidisciplinary team (MDT); and the lack of structured and comprehensive orientation. The consequences of this violence to the nurses are emotional, psychological, and physical and take the form of: fear, anger, frustration, despair, hopelessness and helplessness, substance abuses, absenteeism, retaliation, a development of an “I don’t care attitude”, injuries, and damage to personal properties such as clothes, and spectacles.
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Zengeya, Alfred. "Classroom aggression in Harare urban secondary schools : causes, manifestation and impact." Thesis, 2016. http://hdl.handle.net/10500/21928.
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The study sought to establish the causes, manifestation and impact of classroom aggression on students’ physical and mental health and academic performance in Harare urban secondary schools in Zimbabwe. A qualitative research design methodology was used in this study. The participants in the study were 40 students and 15 teachers from 10 urban schools in Harare Metropolitan Province. In-depth interview schedules and focus group discussions were used to collect data. The study used a narrative analysis of interview and focus group texts. The data was analysed using a narrative approach. The findings are presented according to the research questions in narrative form illustrated by quotations. The findings of the study revealed that participants believed that classroom aggressive behaviour was caused by biological, social and economic factors. Biological factors included temperament, hormonal imbalances during the menstrual cycle, secondary changes during puberty such as physical strength and certain medical conditions. Social factors included jealousy between romantic suitors, group dynamics during sports competitions and school transitions, rogue prefects, gangs, peer pressure, sexual abuse, corporal punishment, family factors and religious and cultural beliefs. Aggressive behaviour was manifested in physical, relational, cyber and verbal forms. The study also revealed that aggressive behaviour resulted in negative effects that included students incurring physical injuries, committing suicide, experiencing depressive symptoms, anxiety, performing poorly academically and early school leaving.
Recommendations for policy and further research were made.Psychology of Education
D. Ed. (Psychology of Education)
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Esposito, Layla Elise. "The role of empathy, anger management and normative beliefs about aggression in bullying among urban, African-American middle school children /." 2007. https://digarchive.library.vcu.edu/handle/10156/1841.
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Kealeboga, Kebope Mongie. "An exploration of the nurses perception on causes of and management of in-patient aggression in a psychiatric institution in Botswana." Thesis, 2009. http://hdl.handle.net/10413/268.
Full textAbstract:
Inpatient aggression in mental health settings is a significant concern because it compromises the quality of care provided by health care workers. Nurses are one of the groups most affected by inpatient aggression because they are usually the client's first contact on admission. A number of studies have found that nurses are the most frequently assaulted professional group both inside and outside of the hospital setting, are more frequently assaulted than doctors and most are likely to experience some form of aggression in their career. The causes of inpatient aggression are frequently conceptualised as multidimensional and involving factors internal to the client e.g. age, factors relating to the environment such as inflexible ward routines and factors relating to the quality of the interaction between nursing staff and clients. Research studies suggest that nurses generally respond reactively and rely heavily on physical control strategies rather than on interpersonal strategies in managing inpatient aggression. Contemporary literature suggests that the perceptions nurses hold about aggression and its causes influences their management of the event and that this process is mediated by a number of client, environment and nurse-related variables including age, education, gender, nursing experience, perceptions of aggression and its causes. Although the causes and management of inpatient aggression in nursing is well documented in the United Kingdom and some other West European countries, this is not the case for Africa and in the case of this study, for Botswana. No studies have attempted to find the nurses' perception, perception on the cause, and management of inpatient aggression in Africa and more so in Botswana. Aim: The purpose of the study was to explore how nurses' demographic characteristics, their perceptions of aggression and its causes, influence the management of inpatient aggression by nurses in the main psychiatric institution in Botswana. Method: A descriptive, exploratory non-experimental design was used. Perception of inpatient aggression was captured by a Perception of Aggression Scale (POAS) and the perception on the cause and management of inpatient aggression was collected with Management of Aggression and Violence Attitude Scale (MAVAS).The sample comprised of 71 nurses, 48 of whom were females and 23 males. The mean age of the nurse respondents was 36 years. Of the 71 respondents 50 were registered nurses only while 20 were psychiatric registered nurses. More than two thirds of the respondents had a diploma in nursing, one had a masters degree and the remainder, a degree in nursing. The average nursing and psychiatric nursing experience of the respondents were 12.1 and 6.87 years respectively. ANNOVA test and t-tests were done to find the associations between the nurses' demographic variables, their perception, perception on the cause and management of inpatient aggression. Findings: The respondents In this study perceived inpatient aggression as both negative and positive. There was an overall agreement with the perception of aggression as always negative and as an action of physical violence against a nurse (81.73%). Nurses saw the cause of inpatient aggression as emanating from the internal, external and situational/interactional factors. The use of traditional methods of aggression dominated as shown by a high mean score of 80.5 as compared to interpersonal management with a mean score of 60.5. A statistical difference was found between gender, perception of aggression and perception of aggression and the traditional management of aggression while age, nursing and psychiatric nursing experience were statistically associated with the use of interpersonal management of aggression. Conclusion: The study provided insight into the nurses' perceptions, perceptions on the cause and management of inpatient aggression in a mental institution in Botswana. Nurses in this study hold predominantly negative perceptions of aggression and generally favour traditional management strategies. However, older, more experienced nurses tended to favour interpersonal techniques. Recommendations for nursing practice, education and research to address this issue centre around further and targeted education and training in mental health and specifically, in the comprehensive management of aggression which includes communication skills, use of de-escalation, use of medication and cautious physical restraint.Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2009.