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Verbal Aggression (verbal + aggression)

Distribution by Scientific Domains

Psychology	53%
Medical Sciences	43%

Selected Abstracts

The generalizability of the Buss,Perry Aggression Questionnaire

INTERNATIONAL JOURNAL OF METHODS IN PSYCHIATRIC RESEARCH, Issue 3 2007
József Gerevich
Abstract Aggressive and hostile behaviours and anger constitute an important problem across cultures. The Buss,Perry Aggression Questionnaire (AQ), a self-rating scale was published in 1992, and has quickly become the gold-standard for the measurement of aggression. The AQ scale has been validated extensively, but the validation focused on various narrowly selected populations, typically, on samples of college students. Individuals, however, who are at risk of displaying aggressive and hostile behaviours may come from a more general population. Therefore, it is important to investigate the scale's properties in such a population. The objective of this study was to examine the factorial structure and the psychometric properties of the AQ scale in a nationally representative sample of the Hungarian adult population. A representative sample of 1200 subjects was selected by a two-step procedure. The dimensionality and factorial composition of the AQ scale was investigated by exploratory and confirmatory factor analyses. Since spurious associations and increased factorial complexity can occur when the analysis fails to consider the inherently categorical nature of the item level data, this study, in contrast to most previous studies, estimated the correlation matrices subjected to factor analysis using the polychoric correlations. The resulting factors were validated via sociodemographic characteristics and psychopathological scales obtained from the respondents. The results showed that based on the distribution of factor loadings and factor correlations, in the entire nationally representative sample of 1200 adult subjects, from the original factor structure three of the four factors (Physical and Verbal Aggression and Hostility) showed a good replication whereas the fourth factor (Anger) replicated moderately well. Replication further improved when the sample was restricted in age, i.e. the analysis focused on a sample representing the younger age group, comparable to that used in the original Buss,Perry study. Similar to the Buss,Perry study, and other investigations of the AQ scale, younger age and male gender were robustly related to physical aggression. In addition, level of verbal aggression was different between the two genders (with higher severity in males) whereas hostility and anger were essentially the same in both genders. In conclusion, the current study based on a representantive sample of adult population lends support to the use of the AQ scale in the general population. The authors suggest to exclude from the AQ the two inverse items because of the low reliability of these items with regard to their hypothesized constructs. Copyright © 2007 John Wiley & Sons, Ltd. [source]

Study on the relations between temperament, aggression, and anger in children

AGGRESSIVE BEHAVIOR, Issue 3 2006
Miguel Ángel Carrasco Ortiz
Abstract The present work analyzes the relationships between the dimensions of temperament and the exteriorized emotions of aggression and anger. Temperament was assessed by mothers using the Dimensions of Temperament Survey-Revised, while aggression and anger were self-reported by the children using the Scale of physical and Verbal Aggression and the State,Trait Anger Expression Inventory for Children. The sample studied was made up of 293 children (49.83% boys; 50.17% girls) with a mean age of 11.13 years. The results showed that temperamental difficulties give rise to exteriorized emotions, especially anger. Predictive values of temperament on aggression and anger ranged from 1% to 7% of explained variance. Aggr. Behav. 32:207,215, 2006. © 2006 Wiley-Liss, Inc. [source]

Verbal aggression in Alzheimer's disease.

INTERNATIONAL JOURNAL OF GERIATRIC PSYCHIATRY, Issue 9 2001
Clinical, functional, neuropsychological correlates
Abstract Objectives To determine the clinical, functional and neuropsychological correlates of verbal aggression in Alzheimer's disease in a group of consecutive first attendees to a memory clinic. Methods 150 people were evaluated and diagnosed as suffering with probable Alzheimer's disease. These people were tested using the Behave-AD for the presence of verbal aggression, delusions, depression and agitation. They were also assessed with cognitive, functional and neuropsychological scales. Results Twenty-eight per cent of this group of Alzheimer patients had exhibited some verbal aggression in the preceding month. Male gender (p,=,0.022), the presence of paranoid and delusional ideation (p,=,0.003) and agitation (p,=,0.042) were significantly associated with verbal aggression in a stepwise backward logistic regression analysis. Conclusion The presence of verbal aggression should prompt the clinician to search for delusional ideation, which may respond to phamacotherapy. Copyright © 2001 John Wiley & Sons, Ltd. [source]

Effects of physical and verbal aggression, depression, and anxiety on drinking behavior of married partners: a prospective and retrospective longitudinal examination

AGGRESSIVE BEHAVIOR, Issue 4 2009
Margaret K. Keiley
Abstract In an ethnically diverse sample of 195 married couples, we conducted a latent factor growth analysis to investigate the longitudinal link (4 time points over 4½ years) between marital aggression (physical and verbal aggression self- and partner-reports) and individual internalizing symptoms (depression and anxiety) as they relate to trajectories of alcohol use among husbands and wives. Alcohol use was operationalized as a latent factor with self- and partner reports of problem drinking as measured by the Michigan Alcoholism Screening Test and the Alcohol Dependence Scale. Verbal aggression by husbands or wives, by itself, has no effect on their alcohol use over time. In conjunction with depression, however, verbally aggressive husbands do have elevated drinking levels. The effects of husbands' and wives' physical aggression on their own and their partners' drinking behavior were also significant. This study is one of the first to examine the change over time in alcohol use for marital partners as related to marital aggression and internalizing symptoms. Our results shed light on areas of marital functioning (aggression, internalizing, alcohol use) that have not been investigated in conjunction with each other in a longitudinal design. Aggr. Behav. 35:296,312, 2009. © 2009 Wiley-Liss, Inc. [source]

Specificity of cognitive distortions to antisocial behaviours

CRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 2 2008
Alvaro Q. Barriga
Introduction/Background,Cognitive distortions have long been posited to facilitate antisocial behaviours, but the specificity of such distortions has rarely been studied. Aims,To replicate findings of specificity between particular cognitions and externalizing or internalizing behaviours; to test for specificity of relationship between particular cognitions and different types of externalizing behaviours. Methods,The participants were 239 male youths aged 10 to 19 years (mean (M) = 14.22, standard deviation (SD) = 1.64) from schools on the island of Curaçao. Their cognitive distortions and problem behaviours were investigated through self-report. Results,In controlled analyses, self-serving cognitive distortions were associated with externalizing behaviours whereas self-debasing cognitive distortions were associated with internalizing behaviours. Within the externalizing domain, self-serving distortions with overt behavioural referents were linked to aggressive behaviour while self-serving distortions with covert behavioural referents were linked to delinquent behaviour. Within the aggression domain, distortions with opposition-defiance referents related to verbal aggression whereas distortions with physical aggression referents related to physically aggressive behaviour. Conclusions and implications for practice,The degree of cognitive-behavioural specificity documented by this study was remarkable. The observed pattern suggests that cognitive interventions designed for externalizing versus internalizing behaviours should differ in therapeutic approach. Copyright © 2008 John Wiley & Sons, Ltd. [source]

Anger experience and expression across the anxiety disorders

DEPRESSION AND ANXIETY, Issue 2 2008
David A. Moscovitch Ph.D.
Abstract The purpose of this study was to explore possible differences in the experience and expression of anger across four anxiety disorder groups and non-clinical controls. Anger was assessed by two measures, the Reaction Inventory and the Aggression Questionnaire, in 112 individuals who met DSM-IV criteria for panic disorder (PD) with or without agoraphobia (n=40), obsessive-compulsive disorder (OCD; n=30), social phobia, (SOC; n=28), and specific phobia (SPC; n=14) as well as non-clinical controls (n=49). Patients with PD, OCD, and SOC reported a significantly greater propensity to experience anger than controls, whereas patients with SPC exhibited no differences in anger experience in comparison to controls. In addition, patients with PD reported significantly greater levels of anger aggression compared to both controls and patients with OCD, and patients with SOC reported significantly lower levels of verbal aggression than controls. Most, but not all, of these differences disappeared when symptoms of depression were controlled in the analyses. The implications of these findings and future directions for research are discussed 0:1,7, 2007. © 2007 Wiley-Liss, Inc. [source]

Personality terms of abuse in three cultures: type nouns between description and insult

EUROPEAN JOURNAL OF PERSONALITY, Issue 2 2005
Boele De Raad
In this study terms of abuse are investigated in three different cultures. Spontaneous verbal aggression is to a certain extent reminiscent of the values of a certain culture. One hundred and ninety-two male subjects from Spain, Germany and the Netherlands were asked to write down terms of abuse that they would use given a certain stimulus situation, and in addition to give their rating of the offensive character of those terms. A total set of 830 useful expressions was thus collected. The frequencies of the expressions were established, and the total list of expressions was categorized in terms of what they were about. In Spanish abusive language is typically about family and relations, in Germany it is typically about anal aspects, and in the Netherlands it is mainly about genitals. Explanations are provided in terms of dimensions on which the three cultures differ. Copyright © 2004 John Wiley & Sons, Ltd. [source]

The Influence of Competitive and Cooperative Group Game Play on State Hostility

HUMAN COMMUNICATION RESEARCH, Issue 4 2007
Matthew S. Eastin
Most research on violent video game play suggests a positive relationship with aggression-related outcomes. Expanding this research, the current study examines the impact group size, game motivation, in-game behavior, and verbal aggression have on postgame play hostility. Consistent with previous research, group size and verbal aggression both displayed a significant positive relationship with hostility. From these results, avenues for future research on anti- and prosocial outcomes from group gaming are offered. Résumé L'influence sur l,hostilité de jeux collectifs compétitifs et coopératifs La plupart de la recherche sur les jeux vidéo violents suggère une relation positive entre ceux-ci et des résultats liés à l'agressivité. La présente étude développe cette littérature en examinant l,impact qu'ont la taille du groupe, la motivation de jeu, le comportement dans le jeu et l,agression verbale sur l'hostilité subséquente au jeu. De façon compatible avec la recherche précédente, la taille du groupe et l,agressivité verbale se sont toutes deux révélées avoir une relation significativement positive avec l'hostilité. À partir de ces résultats, des pistes sont offertes pour la recherche future sur les résultats antisociaux et sociables des jeux collectifs. Abstract Der Einfluss kompetitiver und kooperativer Gruppenspiele auf Feindseligkeit Die Forschung zu gewalthaltigen Videospielen postuliert zumeist einen positiven Zusammenhang mit aggressionsbezogenen Folgen. Im Sinne einer Erweiterung dieser Forschung untersucht die vorliegende Studie den Einfluss von Gruppengröße, Spielmotivation, Spielverhalten und verbaler Aggression auf die Feindseligkeit nach dem Spielen. Im Einklang mit vorherigen Untersuchungen zeigt sich ein signifikant positiver Zusammenhang zwischen Gruppengröße und verbaler Aggression mit Feindseligkeit. Auf Basis dieser Ergebnisse werden Möglichkeiten für zukünftige Forschung zu anti- und prosozialen Folgen von Gruppenspielen diskutiert. Resumen La Influencia de los Juegos de Grupo Competitivos y Cooperativos sobre el Estado de Hostilidad La mayoría de las investigaciones sobre la violencia en los video-juegos sugiere una relación positiva con los resultados relacionados con la agresión. Expandiendo esta investigación, el presente estudio examina el impacto que tiene el tamaño del grupo, la motivación para el juego, el comportamiento dentro del juego, y la agresión verbal sobre la hostilidad después del juego. Consistente con investigaciones previas, el tamaño del grupo y la agresión manifestaron una relación positiva significativa con la hostilidad. De estos resultados, avenidas para investigaciones futuras sobre los resultados anti- y pro-social del juego en grupo son ofrecidas. ZhaiYao Yo yak [source]

Prevalence of neuropsychiatric symptoms in a large sample of Dutch nursing home patients with dementia

INTERNATIONAL JOURNAL OF GERIATRIC PSYCHIATRY, Issue 7 2007
Sytse U. Zuidema
Abstract Objective To estimate the prevalence of neuropsychiatric symptoms of dementia patients in Dutch nursing homes. Methods Cross-sectional study in a large sample of 1322 demented patients living in 59 dementia special care units (SCUs) in The Netherlands. Symptoms were observed by licensed vocational nurses during regular care-giving in a 2-week observational period prior to assessment. Neuropsychiatric symptoms were assessed using the Neuropsychiatric Inventory- Nursing home version (NPI-NH; frequency X severity score , 4) and the Cohen-Mansfield Agitation Inventory (CMAI; symptoms occurring at least once a week). Results More than 80% of these patients suffered from at least one clinically significant symptom, as defined with the NPI-NH frequency X severity score , 4. Measured with the NPH-NH agitation/aggression, apathy and irritability were the most frequently observed behaviors, with prevalences of 30,35%. Using the CMAI, 85% of the patients showed at least one symptom of agitation, of which general restlessness was observed most frequently (44%). Other frequently observed symptoms with prevalence rates of 30% were cursing or verbal aggression, constant request for attention, negativism, repetitious sentences, mannerisms, pacing, and complaining. Physically aggressive symptoms such as hitting, kicking, biting occurred less often (less than 13%). Conclusions Prevalence rates of neuropsychiatric symptoms in Dutch nursing home patients with dementia residing in SCUs are high, especially agitation and apathy. Insight into the prevalence rates of individual symptoms in patients with dementia has important practical consequences for the accurate planning of staff allotment and stresses the need for patient oriented care. Copyright © 2006 John Wiley & Sons, Ltd. [source]

Verbal aggression in Alzheimer's disease.

The generalizability of the Buss,Perry Aggression Questionnaire

Aggression towards health care staff in a UK general hospital: variation among professions and departments

JOURNAL OF CLINICAL NURSING, Issue 1 2004
Sue Winstanley BSc
Background., Aggression towards health care staff is an increasing problem and although many studies have examined psychiatric settings, few have considered general hospitals and in particular, variation among professions and locations. In addition, studies often fail to include all forms of aggression such as threatening behaviour and verbal aggression. Methods., This study extends existing research by evaluating physical assault, threatening behaviour and verbal aggression from patients/visitors towards general hospital staff in the context of different professions and departments. Results and conclusions., The survey of staff showed that aggression is widespread. Within the preceding year, 27% of the respondents were assaulted, 23% experienced threatening behaviour from patients and 15.5% experienced threatening behaviour from visitors. Over 68% reported verbal aggression, 25.7% experiencing it more regularly than monthly. By departments, over 42% of the medical department staff, 36% of the surgical staff and over 30% of the Accident and Emergency staff were assaulted. By profession, staff nurses and enrolled nurses reported the most assaults (43.4%) and doctors, the fewest (13.8%). Other nursing grades and health care professions all reported levels of physical assault in excess of 20%. Correspondingly high levels of threatening behaviour and verbal aggression were also reported although the patterns of victimization differed according to the various professions and departments. Independently, significant levels of assault, threatening behaviour and verbal aggression were reported. When aggregated they demonstrate the higher levels of victimization that general hospital staff experienced on a regular basis. Relevance to clinical practice., Institutional averages actually obscure the much higher levels of aggression experienced by the particular professions in particular departments. This study helps to localize the problem and identify those at most risk, but more research is needed into the aetiology of the aggression and of vulnerability factors associated with victimization. [source]

Could mindfulness decrease anger, hostility, and aggression by decreasing rumination?

AGGRESSIVE BEHAVIOR, Issue 1 2010
Ashley Borders
Abstract Research suggests that rumination increases anger and aggression. Mindfulness, or present-focused and intentional awareness, may counteract rumination. Using structural equation modeling, we examined the relations between mindfulness, rumination, and aggression. In a pair of studies, we found a pattern of correlations consistent with rumination partially mediating a causal link between mindfulness and hostility, anger, and verbal aggression. The pattern was not consistent with rumination mediating the association between mindfulness and physical aggression. Although it is impossible with the current nonexperimental data to test causal mediation, these correlations support the idea that mindfulness could reduce rumination, which in turn could reduce aggression. These results suggest that longitudinal work and experimental manipulations mindfulness would be worthwhile approaches for further study of rumination and aggression. We discuss possible implications of these results. Aggr. Behav. 36:28,44, 2010. © 2009 Wiley-Liss, Inc. [source]

Effects of physical and verbal aggression, depression, and anxiety on drinking behavior of married partners: a prospective and retrospective longitudinal examination

Social status and shaming experiences related to adolescent overt aggression at school

AGGRESSIVE BEHAVIOR, Issue 1 2009
Cecilia Åslund
Abstract Feelings of rejection and humiliation in interpersonal interaction are strongly related to aggressive behavior. The aim of this study was to investigate the association between social status, shaming experiences, gender and adolescent aggressive behavior by using a status,shaming model. A population-based sample of 5,396 adolescents aged from 15 to 18 completed a questionnaire that asked questions regarding psychosocial background, shaming experiences, social status of family, peer group and school and involvement in physical or verbal aggression at school. Shaming experiences, i.e. being ridiculed or humiliated by others, were strongly related to aggressive behavior. Social status and shaming were related in the prediction of aggressive behavior, suggesting that a person's social status may influence the risk for taking aggressive action when subjected to shaming experiences. Medium social status seemed to have a protective function in the association between shaming experiences and aggression. This study confirms the importance of further evaluation of the role of perceived social status and shaming experiences in the understanding of aggressive behavior. Moreover, the results indicate the need for different kinds of status measures when investigating the associations between status and behavior in adolescent populations. The results may have important implications for the prevention of bullying at school as well as other deviant aggressive behavior among adolescents. Aggr. Behav. 35:1,13, 2009. © 2008 Wiley-Liss, Inc. [source]

Y haplogroups and aggressive behavior in a Pakistani ethnic group

AGGRESSIVE BEHAVIOR, Issue 1 2009
S. Shoaib Shah
Abstract Studies show that personality dimensions such as aggression are influenced by genetic factors and that allelic variants located on the Y chromosome influence such behavior. We investigated polymorphisms on the male-specific region of the human Y chromosome in 156 unrelated males from the same ethnic background, who were administered the Punjabi translation of the Buss and Perry Aggression Questionnaire that measures four aspects that constitute aggressive behavior, i.e. physical aggression, verbal aggression, anger, and hostility. A value of .85 for Cronbach's coefficient , indicates considerable internal consistency and suggests that the psychometric properties of the aggression questionnaire can be adapted for the Pakistani population. A mean score±SD of 69.70±19.95 was obtained for the questionnaire. Each individual was genotyped following a phylogenetic hierarchical approach to define evolutionary Y haplogroups. Five Y haplogroups that are commonly found in Eurasia and Pakistan comprised 87% (n=136) of the population sample, with one haplogroup, R1a1, constituting 55% of the sampled population. A comparison of the total and four subscale mean scores across the five common Y haplogroups that were present at a frequency ,3% in this ethnic group revealed no overall significant differences. However, effect-size comparisons allowed us to detect an association of the haplogroups R2 (Cohen's d statistic=.448,.732) and R1a1 (d=.107,.448) with lower self-reported aggression mean scores in this population. Aggr. Behav. 35:68,74, 2009. © 2008 Wiley-Liss, Inc. [source]

Gender differences in the intention to react to aggressive action at home and in the workplace

AGGRESSIVE BEHAVIOR, Issue 5 2006
Zeev Winstok
Abstract This study explored gender differences in escalatory tendencies, defined as individuals' intentions to react when faced with the prospect of potential aggression from others. The escalatory tendencies are based on an interaction unit of analysis, which is a proxy representation of behavioral intention from planned behavior theory. This study consists of a convenience sample of 264 male and female participants who were asked to report their escalatory tendencies following verbal and physical forms of aggression committed by various hypothetical offenders, including their intimate partner at home, as well as the men and women at work who are in higher, lower, or equal positions. The main findings support the assumptions that escalatory tendencies toward verbal aggression are higher than those toward physical aggression; that escalatory tendencies at work are higher toward lower status workers than toward those of higher status; that escalatory tendencies within the same gender are higher than between genders; and that women tend to escalate more against their spouses than do men. The findings emphasize the importance of studying aggression and escalatory tendencies in context. Aggr. Behav. 32:1,9, 2006. © 2006 Wiley-Liss, Inc. [source]

Association between measures of aggression and bullying among juvenile and young offenders

AGGRESSIVE BEHAVIOR, Issue 1 2004
Jane L. Ireland
Abstract This study addresses the relationship between aggression and behaviors indicative of bullying in a sample of incarcerated male juvenile and young offenders. The study also addresses whether or not offenders who bully others and/or are bullied themselves can be identified by the type of aggression that they report. Ninety-five juvenile and 196 young offenders completed a self-report behavioral checklist (DIPC: Direct and Indirect Prisoner Behavior Checklist) that addressed their experience of and involvement in behaviors indicative of bullying. They also completed the Aggression Questionnaire (AQ), a measure of physical and verbal aggression, anger and hostility. Four categories of offenders were identified from the DIPC - pure bullies, pure victims, those who were both bullies and victims (bully/victims), and those not-involved in bullying behavior. As predicted, behaviors measured on the DIPC that were indicative of ,bullying others' correlated positively with scores on the AQ. There was no indication, however, that physical AQ and physical bullying on the DIPC were the same constructs. There was a closer association between verbal AQ scores and verbal bullying on the DIPC. Bullies and bully/victims reported higher levels of physical and verbal aggression, and bully/victims reported higher levels of hostility and anger, than the other categories. It is concluded that although there are similarities between the AQ and the DIPC, there is no evidence that they are measuring the same type of aggression, although different groups involved in bullying can be partly distinguished by their scores on the AQ. Aggr. Behav. 30:29,42, 2004. © 2004 Wiley-Liss, Inc. [source]

Conflict resolution in women is related to trait aggression and menstrual cycle phase

AGGRESSIVE BEHAVIOR, Issue 3 2003
Alyson J. Bond
Abstract Twenty-four women with a diagnosis of premenstrual dysphoric disorder (PMDD) and 18 controls took part in a study of patterns of female aggression. They completed a version of the Conflict Tactics Scale for a premenstrual and a follicular phase of their menstrual cycle and for the past year. The Life History of Aggression was completed during a clinician interview. The women used more aggressive tactics to solve conflicts in the premenstrual than in the follicular phase, but the difference was only significant for the PMDD group. During the past year, reasoning was the most common strategy used by women to resolve conflicts, but verbal aggression was also prevalent. Although physical violence was less common, the prevalence of any act of violence was 33% in the controls and 62% in the clinical group. Women with PMDD used both verbal and physical aggression more frequently than the controls and had a higher lifetime history of aggression. Aggression by women toward partners was associated with a general tendency to act aggressively. Aggr. Behav. 29:228,238, 2003. © 2003 Wiley-Liss, Inc. [source]

Cultural and sex differences in aggression: A comparison between Japanese and Spanish students using two different inventories

AGGRESSIVE BEHAVIOR, Issue 4 2001
J. Martin Ramirez
Abstract Two self-report inventories developed to assess different dimensions of aggression, the Aggression Questionnaire and the EXPAGG, were administered to a sample (N = 400) of men and women undergraduates in two Japanese and Spanish universities. The factor structure of scales was assessed using exploratory factor analysis. Both questionnaires showed high correlations between their respective scales. In both cultures, males reported more physical aggression, verbal aggression, and hostility as well as higher instrumental beliefs, whereas females reported more expressive representation than males. Japanese students reported more physical aggression than their Spanish counterparts, who reported more verbal aggression, hostility, and anger and more expressive representation of aggression. Aggr. Behav. 27:313,322, 2001. © 2001 Wiley-Liss, Inc. [source]

When a Grandiose Self-Image Is Threatened: Narcissism and Self-Concept Clarity as Predictors of Negative Emotions and Aggression Following Ego-Threat

JOURNAL OF PERSONALITY, Issue 4 2002
Tanja S. Stucke
ABSTRACT Two studies examined the relation between narcissism, self-concept clarity, negative emotions, and aggression based on theoretical assumptions proposed by Baumeister, Smart, and Boden (1996). Narcissism and self-concept clarity were examined as predictors for anger, depression, and verbal aggression following ego-threat, which was operationalized by a bogus performance feedback on an intelligence test. The second study also examined the mediating effects of participants' negative emotions to provide an additional explanation for the aggressive reactions after failure. As expected, narcissism and self-concept clarity were significant predictors of negative emotions and aggression after failure. In accordance with our hypothesis, high narcissists with low self-concept clarity reacted with anger and aggression after failure, whereas less narcissistic individuals with high self-concept clarity showed feelings of depression and no aggression. The results also indicated that aggression was always directed toward the source of the ego-threatening feedback. Additionally, anger and depression could predict the aggressive response after failure but they did not mediate the relation between narcissism, self-concept clarity, performance feedback, and aggression. [source]

Aggression and violence in mental health services: categorizing the experiences of Irish nurses

JOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 2 2007
J. MAGUIRE msc ba(hons) ffnrcsi rpn rgn dip
There is growing evidence that nurses in mental health services are likely to be victims of violence or aggression. One of the key difficulties in comparing international findings, however, has been that there has been an inadequate categorization of the types of incident to which staff are exposed. The current study aimed to identify the types of violent or aggressive incidents that staff in Irish Mental Health Services were exposed to within a 1-month long period. A cross-sectional study was undertaken with all nurses working in one of the Mental Health Services in Ireland, serving both an urban and rural population. Data were collected through a questionnaire (Scale of Aggressive and Violent Experiences) adapted from the Perceptions of Prevalence of Aggression Scale. The questionnaire was designed to collect data relating to both personal and professional demographics of the sample as well as experiences of aggressive or violent incidents respondents may have encountered in their work situation. There was a response rate of 31%. Data were analysed utilizing SPSS-11. Both descriptive and inferential analyses were undertaken. The relevant data were subjected to a series of one-way anovas and chi-squared analysis. The findings suggest that nursing staff in this Mental Health Service experienced high levels of verbal aggression, with distinctions obvious between threatening and non-threatening aggression, suggesting discernment in terms of intentionality. Additionally, respondents encountered greater levels of covert or indirect violence or aggression than forms that were overtly directed towards staff. The implications are discussed in relation to both policy and practice. [source]

Intensity of Aggression in Childhood as a Predictor of Different Forms of Adult Aggression: A Two-Country (Finland and the United States) Analysis

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 1 2009
Katja Kokko
This study examined the prediction of different forms of adult aggression in 2 countries from child and adolescent aggression. It was based on 2 longitudinal projects: the Jyväskylä Longitudinal Study of Personality and Social Development (JYLS; N=196 boys and 173 girls) conducted in Finland and the Columbia County Longitudinal Study (CCLS; N=436 boys and 420 girls) conducted in the United States. The same peer-nominated items for aggression were used in both studies at age 8; comparable measures of aggression were also available in adolescence (age 14 in the JYLS/19 in the CCLS) and adulthood (ages 36/30 and 42/48). Results showed that in both countries and in both genders, aggression in school age was linked significantly to physical aggression and lack of self-control of anger in adulthood but not to verbal aggression. This differential predictability of aggression over 40 years suggests that individual differences in physical aggression are more determined by lasting individual differences (including emotional reactivity) than are individual differences in verbal aggression. [source]

Exploring the Intention to React to Aggressive Action Among Israeli Adolescents

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 3 2007
Zeev Winstok
The aim of the current study was to explore male and female adolescents' intentions to react to verbal and physical aggression issued by other males and females of the same age. The study is based on a sample of 292 male and female adolescents from 12 classes in four schools in northern Israel, two junior-high and two high-schools, 46.7% were males and 53.3% females. Sixteen short scenarios were presented to the interviewees, consisting of eight verbal provocations (four by males and four by females) and eight physical provocations. The results indicated that girls and boys perceived provocation differently. Males are more "gender oriented," whereas girls are more "content oriented," Males attend more to details of physical aggression, whereas females to details of verbal aggression. Yet, males are most concerned with the gender of the provocateur, whereas females are more attentive to the severity of the provocation, thus differentiating between verbal and physical forms of provocation, as representing different levels of attack, and within each form, differentiating along a continuum of severity of the attack. The results are discussed within the theoretical framework of reactive aggression. [source]

That Which Does Not Kill You Makes You Stronger: Runaway Youth's Resilience to Depression in the Family Context

AMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 2 2010
Gizem Erdem
The present study sought to uncover the relationship between risk and protective factors for depressive symptomatology among runaway youth. To that aim, 3 models of resiliency,the compensatory, risk-protective, and challenge models,were tested separately on girls and boys. The data came from a cross-sectional survey on a sample of 140 runaway adolescents between the ages of 12 and 17 years who were recruited from the only runaway crisis shelter in a large Midwestern city. Risk factors in the proposed model included primary caretaker's depressive symptoms, family conflict, and adolescent's and primary caretaker's verbal aggression; protective factors included adolescent's report of task-oriented coping and family cohesion. Findings supported the challenge model for predicting adolescent depressive symptoms, suggesting that moderate levels of risk can be beneficial for these runaway adolescents. In addition, risk and protective factors differed by adolescent gender. Implications for preventive interventions and future research are discussed. [source]

Women's Perspective on Men's Control and Aggression in Intimate Relationships

AMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 2 2009
Zeev Winstok PhD
The relationship of men's self-control capability; their need to control their wives; and their use of verbal aggression, threats, and physical forms of aggression against their partners, as reported by women, were examined. Data were obtained from a stratified probability sample of 2,544 women drawn from the general population in Israel. Initially, structural equation modeling analysis showed that (a) men's need to control their partners and their ability to control themselves were negatively related, and were 2 aspects of personal control; (b) men's verbal aggression, threats of physical aggression and actual physical aggression toward their partners were closely related, and were 3 aspects of aggressive behavior; (c) personal control and aggressive behavior were closely related. Next, a revised model that fitted the data better, demonstrated that verbal aggression was more closely related to personal control than to aggressive behavior. Finally, a model representing co-occurrence of control and violent expressions was tested. This model yielded the best fit to the data. We concluded that control and aggression are two conceptualizations of the same phenomenon, rather than 2 distinct, yet interrelated, concepts. [source]

Proceedings of the 20th Annual Conference of the Japanese Association for Adolescent Psychotherapy, 16 November 2002, Tokyo, Japan

PSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 5 2003
Article first published online: 28 AUG 200
Inpatient treatment of obsessive,compulsive disorder in a child and adolescent psychiatry ward M. USAMI National Center of Neurology and Psychiatry, Kohnodai Hospital, Chiba, Japan This is a case report of a 13-year-old-boy (2nd grade in junior high school). His father had poor communication; his mother was a very fragile woman. The boy had been overprotected by his parents, as long as he responded to their expectations. He did not have any other siblings. He played well with his friends since he was young, and did not have problems until the 1st term (from April to July) of 1st grade in junior high school. However, in September he started to have difficulties going well with his friends, and going to school. He spent most of his time in his room, and began to repeat checking and hand-washing frequently. Even at midnight, he forced his mother to touch the shutter from outside of the house for many times. He also ritually repeated to touch his mother's body, after he licked his hands, for over an hour. He became violent, when his parents tried to stop him. In April, year X, his parents visited our hospital for the first time. From then, his mother could not tolerate her son's coerciveness any longer. His father explained to the boy that ,your mother has been hospitalized', and she started to live in the next room to the boy's without making any noise. After 3 months he noticed that his mother was not hospitalized, and he got very excited. He was admitted to our hospital with his family and relatives, in October, year X. At the initial stage of hospitalization he showed distrust and doubt towards the therapist and hospital. He had little communication with other boys and did not express his feelings. Therefore, there was a period of time where he seemed to wonder whether he could trust the treatment staff or not. During his interviews with his therapist he repeated only ,I'm okay' and did not show much emotional communication. For the boy, exposing himself was equivalent to showing his vulnerability and incompleteness. Therefore, the therapist considered that he was trying to denying his feelings to avoid this. The therapist set goals for considering his own feelings positively and expressing them appropriately. Also, the therapist carried out behavioral restrictions towards him. He hardly had any emotional communication with the staff, and his peer relationship in the ward was superficial. Therefore, he gradually had difficulty spending his time at the end of December On the following day in which he and the therapist decided to return to his house for the first time, he went out of the ward a few days before without permission. From thereon it was possible for him to share feelings such as hostility and aggression, dependence and kindness with the therapist. The therapist changed his role from an invasive one to a more protective one. Then, his unsociability gradually faded. He also developed good peer relationships with other boys in the ward and began to express himself feeling appropriately. He was also able to establish appropriate relations with his parents at home, and friends of his neighborhood began to have normal peer relationships again. During childhood and adolescence, boys with obsessive,compulsive disorder are known to have features such as poor insight and often involving their mothers. We would like to present this case, through our understanding of dynamic psychiatry throughout his hospitalization, and also on the other therapies that were performed. Psychotherapy with a graduate student that discontinued after only three sessions: Was it enough for this client? N. KATSUKI Sophia University, Tokyo, Japan Introduction: Before and after the psychotherapy, SWT was administrated in this case. Comparing these two drawings, the therapist was provided with some ideas of what kind of internal change had taken place inside this client. Referring to the changes observed, we would like to review the purposes and the ways of the psychotherapy, as well as the adequacy of the limited number of the sessions (vis-a-vis result attained.) Also we will discuss later if any other effective ways could be available within the capacities of the consulting system/the clinic in the university. Case: Ms. S Age 24 years. Problems/appeal: (i) awkwardness in the relationship with the laboratory colleagues; (ii) symptoms of sweating, vomiting and quivering; and (iii) anxiety regarding continuing study and job hunting. Diagnosis: > c/o PTSD. Psychotherapeutic setting: At the therapy room in the clinic, placed at the university, 50 min-session; once a week; paralleled with the medical treatment. Process: (1) Since she was expelled from the study team in the previous year, it has become extremely difficult for her to attend the laboratory (lab) due to the aforementioned symptoms. She had a feeling of being neglected by the others. When the therapist suggested that she compose her mental confusions in the past by attending the therapy room, she seemed to be looking forward to it, although she said that she could remember only a few. (2) She reported that she overdosed on sedatives, as she could not stop irritating. She was getting tough with her family, also she slashed the mattress of her bed with a knife for many times. She complained that people neither understood nor appreciated her properly. and she said that she wanted revenge on the leader of the lab by punishing him one way or other. (3) Looking back the previous session, she said ,I had been mentally mixed up at that time, but I feel that now I can handle myself, as I stopped the medication after consulting the psychiatrist. According to what she said, when she disclosed the occurrences in the lab to her mother, she felt to be understood properly by her mother and felt so relieved. and she also reported that she had been sewing up the mattress which she slashed before, without any reason. She added, " although I don't even know what it means, I feel that this work is so meaningful to me, somehow". Finally, she told that she had already made her mind to cope with the situation by herself from now on, although it might result in a flinch from the real solution. Situations being the above, the session was closed. Swt: By the remarkable changes observed between the two drawings, the meanings of this psychotherapy and its closure to the client would be contemplated. Question of how school counselors should deal with separation attendant on students' graduation: On a case in which the separation was not worked through C. ASAHARA Sophia University, Tokyo, Japan Although time limited relationship is one of the important characteristics in school counseling, the question of separation attendant on it has not been much discussed based on specific cases. This study focuses on the question of separation through looking at a particular case, in which the separation was not worked through, and halfway relationship continued even after the student's graduation and the counselor's resignation. I was a part time school counselor at a junior high school in Tokyo. The client was a 14-year-old female student, who could not go to her classroom, and spent a few hours in a sick bay when she came to school. She was in the final grade and there was only half a year left before graduation when we first met, and we started to see each other within a very loose structure. As her personality was hyper-vigilant and defensive, it took almost 2 months before I could feel that she was nearer. Her graduation was the first occasion of separation. On that occasion, I found that there had been a discrepancy between our expectations; while I took it for granted that our relationship would end with the graduation, she expected to see me even after she graduated, and she actually came up to see me once in a while during the next year. A year later, we faced another occasion of separation, that was my resignation. Although I worried about her, all I have done for her was to hand a leaflet of a counseling office, where I work as a part time counselor. Again I could not refer to her feelings or show any concrete directions such as making a fixed arrangement. After an occasional correspondence for the next 10 months (about 2 years after her graduation), she contacted me at the counseling office asking for a constant counseling. Why could I not deal with both occasions? and how did that affect the client thereafter? There were two occasions of separation. At the time of the client's graduation, I seemed to be enmeshed in the way of separation that is peculiar to the school setting. In general in therapeutic relationship, mourning work between counselor and client is regarded as being quite important. At school, however, separation attendant on graduation is usually taken for granted and mourning work for any personal relationship tends to be neglected. Graduation ceremony is a big event but it is not about mourning over one's personal relationships but separation from school. That may be why I did not appreciate how the client counted on our relationship. At the time of my resignation I was too worried about working through a change from very loose structure which is peculiar to the school setting to a usual therapeutic structure (fees are charged, and time, place are fixed). That is why I did nothing but give her a leaflet. In this way, we never talked about her complex feelings such as sadness or loneliness, which she was supposed to experience on separation. Looking at the aforementioned process from the client's viewpoint, it can be easily imagined that she could not accept the fact of separation just because she graduated. and later, she was forced to be in double-bind situation, in which she was accepted superficially (handed a leaflet), while no concrete possibility was proposed concerning our relationship (she could never see me unless she tries to contact me.) As a result, she was left alone and at a loss whether she could count on me or not. The halfway situation or her suspense was reflected in her letter, in which she appeared to be just chatting at first sight, but between the lines there was something more implying her sufferings. Above discussion suggests that in some case, we should not neglect the mourning work even in a school setting. To whom or how it is done is the next theme we should explore and discuss in the future. For now, we should at least be conscious about the question of separation in school setting. Study of the process of psychotherapy with intervals for months M. TERASHIMA Bunkyo Gakuin University, Tokyo, Japan This is a report on the process of psychotherapy of an adolescent girl who showed manic and depressive state. At the time of a depressed state, she could not go to a college and withdrew into home, and the severe regressive situation was shown. Her therapy began at the age of 20 and she wanted to know what her problem was. The process of treatment went on for 4 years but she stopped coming to sessions for several months because of failure of the therapist. She repeated the same thing twice. After going through these intervals the client began to remember and started to talk about her childhood , suffering abusive force from her father, with vivid impressions. They once were hard for her to accept, but she began to establish the consistent figure of herself from past to present. In this case, it could be thought that the intervals of the sessions had a certain role, with which the client controlled the structure of treatment, instead of an attack against the therapist. Her object relation, which is going to control an object offensively, was reflected in these phenomena. That is, it can be said that the ambivalence about dependency , difficult to depend but desirous of the object , was expressed. Discontinuation of the sessions was the product of the compromise formation brought about the ambivalence of the client, and while continuing to receive this ambivalence in the treatment, the client started to realize discontinuance of her memories and then advanced integration of her self-image. For the young client with conflict to dependence such as her, an interval does not destroy the process of treatment but in some cases it could be considered as a therapeutic element. In the intervals the client could assimilate the matter by herself, that acquired by the sessions. Psychotherapy for a schizoid woman who presented eccentric speech and behaviour M. OGASAWARA Osaka University Graduate School of Medicine, Osaka, Japan Case presentation: A case of a 27-year-old woman at the beginning of therapy. Life history: She had been having a wish for death since she was in kindergarten and she had been feeling strong resistance to do the same as others after school attendance. She had a history of ablutomania from the age of 10,15, but the symptom disappeared naturally. and she said that she had been eliminated from groups that she tried to enter. After graduating a junior college, she changed jobs several times without getting a full-time position. Present history: Scolded by her boy friend for her coming home too late one day, she showed confusion such as excitement, self-injury or terror. She consulted a psychiatrist in a certain general hospital, but she presented there eccentric behaviours such as tense facial expression, stiffness of her whole body, or involuntary movement of limbs. and because she felt on bad terms with the psychiatrist and she had come to cause convulsion attacks in the examination room, she was introduced to our hospital. Every session of this psychotherapy was held once a week and for approximately 60 min at a time. Treatment process: She sometimes presented various eccentric attitudes, for example overturning to the floor with screaming (1), going down on her knees when entrance at the door (5), entering with a knife in her mouth and hitting the wall suddenly (7), stiffening herself just outside the door without entering the examination room (9), taking out a knife abruptly and putting it on her neck (40), exclaiming with convulsion responding to every talk from the therapist (41), or stiffening her face and biting herself in the right forearm suddenly (52). She also repeated self-injuries or convulsion attacks outside of the examination room in the early period of the therapy. Throughout the therapy she showed hypersensitivity for interpersonal relations, anxiety about dependence, terror for self-assertion, and avoidance for confrontation to her emotional problems. Two years and 6 months have passed since the beginning of this therapy. She ceased self-injury approximately 1 year and 6 months before and her sense of obscure terror has been gradually reduced to some extent. Discussion: Her non-verbal wariness and aggression to the therapist made the sessions full of tension and the therapist felt a sense of heaviness every time. In contrast, she could not express aggression verbally to the therapist, and when the therapist tried to identify her aggression she denied it. Her anxiety, that she will be thoroughly counterattacked to self-disintegration if she shows aggression to other persons, seems to be so immeasurably strong that she is compelled to deny her own aggression. Interpretations and confrontations by the therapist make her protective, and occasionally she shows stronger resistance in the shape of denial of her problems or conversion symptoms (astasia, aphonia, or involuntary movements) but she never expresses verbal aggression to the therapist. and the therapist feels much difficulty to share sympathy with her, and she expresses distrust against sympathetic approach of the therapist. However, her obvious disturbance that she expresses when she feels the therapist is not sympathetic shows her desire for sympathy. Thus, because she has both strong distrust and desire for sympathy, she is in a porcupine dilemma, which is characteristic of schizoid patients as to whether to lengthen or to shorten the distance between herself and the therapist. This attitude seems to have been derived from experience she might have had during her babyhood and childhood that she felt terror to be counterattacked and deserted when she showed irritation to her mother. In fact, existence of severe problems of the relationship between herself and her mother in her babyhood and childhood can be guessed from her statement. Although she has been repeating experiences to be excluded from other people, she shows no attitude to construct interpersonal relationship actively. On the contrary, by regarding herself to be a victim or devaluating other persons she externalizes responsibility that she herself should assume essentially. The reason must be that her disintegration anxiety is evoked if she recognizes that she herself has problems; that is, that negative things exist inside of her. Therefore, she seems to be inhibited to get depressive position and obliged to remain mainly in a paranoid,schizoid position. As for the pathological level, she seems to have borderline personality organization because of frequent use of mechanisms to externalize fantastically her inner responsibility. For her high ability to avoid confronting her emotional problems making the most of her verbal ability, every intervention of the therapist is invalidated. So, it seems very difficult for her to recognize her own problems through verbal interpretations or confrontation by the therapist, for the present. In general, it is impossible to confront self problems without containing negative emotions inside of the self, but her ability seemed to be insufficient. So, to point out her problems is considered to be very likely to result in her confusion caused by persecution anxiety. Although the therapy may attain the stage on which verbal interpretation and confrontation work better some day, the therapist is compelled to aim at promoting her ability to hold negative emotion inside of herself for the time being. For the purpose, the therapist is required to endure the situation in which she brings emotion that makes the therapist feel negative counter-transference and her process to experience that the therapeutic relation itself would not collapse by holding negative emotion. On supportive psychotherapy with a male adolescent Y. TERASHIMA Kitasato University Health Care Center, Kanagawa, Japan Adolescent cases sometimes show dramatic improvements as a consequence of psychotherapy. The author describes how psychotherapy can support an adolescent and how theraputic achievements can be made. Two and a half years of treatment sessions with a male adolescent patient are presented. The patient was a 19-year-old man, living with his family. He had 5 years of experience living abroad with his family and he was a preparatory school student when he came to a mental clinic for help. He was suffering from not being able to sleep well, from difficulties concerning keeping his attention on one thing, and from fear of going to distant places. He could barely leave his room, and imagined the consequence of overdosing or jumping out of a window. He claimed that his life was doomed because his family moved from a town that was familiar to him. At the first phase of psychotherapy that lasted for approximately 1 year, the patient seldom responded to the therapist. The patient was basically silent. He told the therapist that the town he lives in now feels cold or that he wants to become a writer. However, these comments were made without any kind of explanation and the therapist felt it very difficult to understand what the patient was trying to say. The sessions continued on a regular basis. However, the therapist felt very useless and fatigued. Problems with the patient and his family were also present at this phase of psychotherapy. He felt unpleasant at home and felt it was useless to expect anything from his parents. These feelings were naturally transferred to the therapist and were interpreted. However, interpretation seemed to make no changes in the forms of the patient's transference. The second phase of psychotherapy began suddenly. The patient kept saying that he did not know what to talk about. However, after a brief comment made by the therapist on the author of the book he was reading, the patient told the therapist that it was unexpected that the therapist knew anything of his favorite writer. After this almost first interaction between the patient and the therapist, the patient started to show dramatic changes. The patient started to bring his favorite rock CDs to sessions where they were played and the patient and the therapist both made comments on how they felt about the music. He also started asking questions concerning the therapist. It seemed that the patient finally started to want to know the therapist. He started communicating. The patient was sometimes silent but that did not last long. The therapist no longer felt so useless and emotional interaction, which never took place in the first phase, now became dominant. The third phase happened rapidly and lasted for approximately 10 months. Conversations on music, art, literature and movies were made possible and the therapist seldom felt difficulties on following the patient's line of thought. He started to go to schools and it was difficult at first but he started adjusting to the environment of his new part-time jobs. By the end of the school year, he was qualified for the entrance to a prestigious university. The patient's problems had vanished except for some sleeping difficulties, and he did not wish to continue the psychotherapy sessions. The therapist's departure from the clinic added to this and the therapy was terminated. The patient at first reminded the therapist of severe psychological disturbances but the patient showed remarkable progress. Three points can be considered to have played important roles in the therapy presented. The first and the most important is the interpretation by behavior. The patient showed strong parental transference to the therapist and this led the therapist to feel useless and to feel fatigue. Content analysis and here-and-now analysis seemed to have played only a small part in the therapy. However, the therapist tried to keep in contact with the patient, although not so elegant, but tried to show that the therapist may not be useless. This was done by maintaining the framework of the therapy and by consulting the parents when it was considered necessary. Second point is the role that the therapist intentionally took as a model or target of introjection. With the help of behavioral interpretation that showed the therapist and others that it may not be useless, the patient started to introject what seemed to be useful to his well being. It can be considered that this role took some part in the patient going out and to adjust to the new environment. Last, fortune of mach must be considered. The patient and the therapist had much in common. It was very fortunate that the therapist knew anything about the patient's favorite writer. The therapist had some experience abroad when he was young. Although it is a matter of luck that the two had things in common, it can be said that the congeniality between the patient and the therapist played an important role in the successful termination of the therapy. From the physical complaint to the verbal appeal of A's recovery process to regain her self-confidence C. ITOKAWA and S. KAZUKAWA Toyama Mental Health Center, Toyama, Japan This is one of the cases at Toyama Mental Health Center about a client here, we will henceforth refer to her simply as ,A'. A was a second grade high school student. We worked with her until her high school graduation using our center's full functions; counseling, medical examination and the course for autogenic training (AT). She started her counseling by telling us that the reason for her frequent absences from school began because of stomach pains when she was under a lot of stress for 2 years of junior high school, from 2nd grade to 3rd grade. Due to a lack of self confidence and a constant fear of the people around her, she was unable to use the transportation. She would spend a large amount of time at the school infirmary because she suffered from self-diagnosed hypochondriac symptoms such as nausea, diarrhea and a palpitation. She continued that she might not be able to have the self-confidence to sit still to consult me on her feelings in one of our sessions. A therapist advised her to take the psychiatric examination and the use of AT and she actually saw the medical doctor. In counseling (sessions), she eventually started to talk about the abuse that started just after her entering of junior high school; she approached the school nurse but was unable to tell her own parents because she did not trust them. In doing so, she lost the rest of her confidence, affecting the way she looked at herself and thought of how others did. At school she behaved cheerfully and teachers often accused her of idleness as they regarded this girl's absences along with her brightly dyed hair and heavy make-up as her negligent laziness. I, as her therapist, contacted some of the school's staff and let them know of her situation in detail. As the scolding from the teachers decreased, we recognized the improvement of her situation. In order to recover from the missed academic exposure due to her long absence, she started to study by herself. In a couple of months her physical condition improved gradually, saying ,These days I have been doing well by myself, haven't I?' and one year later, her improved mental condition enabled her to go up to Tokyo for a concert and furthermore even to enjoy a short part-time job. She continued the session and the medical examination dually (in tangent) including the consultation about disbelief to the teachers, grade promotion, relationships between friends and physical conditions. Her story concentrated on the fact that she had not grown up with sufficiently warm and compassionate treatment and she could not gain any mental refuge in neither her family nor her school, or even her friends. Her prospects for the future had changed from the short-ranged one with no difficulty to the ambitious challenge: she aimed to try for her favorite major and hoped to go out of her prefecture. But she almost had to give up her own plan because the school forced her to change her course as they recommended. (because of the school's opposition with her own choice). So without the trust of the teachers combined with her low self-esteem she almost gave up her hopes and with them her forward momentum. In this situation as the therapist, I showed her great compassion and discussed the anger towards the school authorities, while encouraging this girl by persuading her that she should have enough self-confidence by herself. Through such sessions, she was sure that if she continued studying to improve her own academic ability by herself she could recognize the true meaning of striving forward. and eventually, she received her parents' support who had seemed to be indifferent to her. At last she could pass the university's entrance exams for the school that she had yearned to attend. That girl ,A' visited our center 1 month later to show us her vivid face. I saw a bright smile on her face. It was shining so brightly. [source]

Personal and cultural differences in responding to criticism in three countries

ASIAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 2 2002
Mary Jiang Bresnahan
The present study investigated whether verbal aggression, argument approach, argument avoidance or assertiveness had any effect on how participants in three countries responded to criticism. Consistent with the first hypothesis, men were significantly more aggressive, assertive, less avoidant, and approached argument more than women. However, men did not respond more assertively to criticism. As predicted in the second hypothesis, US Americans responded more assertively to criticism than did Japanese and Chinese. The third hypothesis predicted that verbal aggression, argument approach, argument avoidance and assertiveness would be associated with a more assertive response to criticism. The data obtained were only partially consistent with the third hypothesis. While only a small number of participants in this study indicated that they would respond to criticism with silence, US Americans used silence to mean anger while for Chinese silence showed personal embarrassment. Very few Japanese selected silence as an option for responding to a neighbor's criticism. The implications of these results are discussed. [source]