Indication and Prevention of Aggressive and Withdrawn Behaviors in Primary School Children Theoretic

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Indication and Prevention of Aggressive and
Withdrawn Behaviors in Primary School
ChildrenTheoretical Framework of the Project
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Social Competence
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Social Competence

• Social Skills
• Self-efficacies
• Peer Status

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Peer Status
Nominations of Kids you like
Kids you dislike
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Bullies
Victims
Aggressive
Withdrawn
Socially Competent
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School Bullying
Age Gang Bystanders Gender
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Profile of Social Withdrawal

• Social goals and roles
• Avoid conflict vs. Gain access of objects
• Seek attention vs. Elicit action
• Submissive roles vs. Dominant roles
• Follow orders vs. Issue commands
• No compliance vs. Active compliance
• Low cost vs. High cost
• No cognitive deficit
• Difficulty in enacting social strategies

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Profile of Aggressive Children

• Social Goal
• Instrumental (relational)
• Intent attribution
• Hostile (benign)
• Response Repertoire
• Aggression (more choices)
• Outcome expectation
• Positive (negative)
• Self-efficacy
• Easy (hard)

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Different Aggression

• Proactive Aggression
• Calculated, instrumental, goal oriented,
  non-emotional
• Bullies
• Reactive Aggression
• Uncontrolled, retaliatory, emotionally charged
• Aggressive victims

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Different Withdrawal

• Playing Alone (Unsociable)
• Object play
• Low approach and low avoidance
• Acting Alone (Active Isolate)
• Dramatizing sensori-motor actions
• Immature and impulsive
• High Approach but lack social skills
• Being Alone (Passive Anxious)
• Fearful and anxious
• Approach avoidance conflict

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Emotionality

• Dispositional characteristics determining the
  Quality and Intensity of emotional arousal and
  Self Regulatory Controls of such arousal.

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Emotional Regulation Inhibitory
Control Attentional Control
Emotional Status Quality positive vs.
negative Reactivity Intense vs. Calm
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Emotionality
Prosocial-sociable behavior
Aggression-disruption
Regulation
Shyness-Sensitivity
Internalizing reactions loneliness, depression
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Parenting

• Beliefs
• Behaviors

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Parental Beliefs and Attitudes Regarding

• Making Friends
• Sharing Possessions
• Leading and Influencing Others

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1. How important is to acquire the above
skills? A. Yes, it is important B. No, it is
not important
2. Why does your child succeed or fail in these
skills? A. External and Parental Because he can
learn B. Internal and Child Because that is the
way he is.
3. How do you help your child learn these
skills? A. Coaching and role modeling B. Power
assertive strategies
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Parents of Withdrawn Children

• Behavior
• Over protective or coercive parenting
• Belief
• Internal attribution of behavior problems
• Affect
• Guilt, disappointment, anger

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Parents of Aggressive Children

• Behavior
• Laissez-faire, coercive, or inconsistent
  parenting
• Belief
• External attribution of behavior problems
• Affect
• Anger or low emotion

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Parenting Styles
Responsiveness
Permissive
Authoritative
Demandingness
Neglecting
Authoritarian
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Parent Child Interaction
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Parent Child Interaction
Overcontrol Oversensitive
Inhibition Withdrawal
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Parent Child Interaction
Harsh Punitive
Intensity Activity
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Fearfulness
Harsh parenting
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Uninhibited
Harsh parenting
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Positive emotionality
Harsh parenting