Aggression[1]
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The document discusses the causes and relationships between stress, frustration, anger, and aggression among school-going adolescents, highlighting their developmental challenges and emotional responses. It cites various studies indicating significant stress levels in adolescents, particularly regarding academic pressures and societal factors, and suggests the need for effective management strategies. Recommendations include workshops for stress and anger management, as well as improved communication between parents, teachers, and adolescents.
Aggression[1]
- 1. AGGRESSION AMONG SCHOOL - GOING ADOLESCENTS Tutorial Group III
- 3. STRESS Stress is a biological term which refers to the consequences of the failure of a human or animal body to respond appropriately to emotional or physical threats to the organism, whether actual or imagined. Stress can be defined as a set of interactions between the person and the environment that result in an unpleasant emotional state, such as anxiety, tension, guilt, or shame
- 4. TYPES OF STRESS ACUTE STRESS EPISODIC ACUTE STRESS CHRONIC STRESS American Psychological Association
- 5. CAUSES OF STRESS STRESS sensory input such as pain, bright light Lack of control over physical environmental circumstances such as food, health and housing Psycho-social factors such as lower self esteem, fear, scolding etc
- 6. STRESS AND ADOLESCENCE Adolescence is often seen as a time of “storm and stress”. Sigmund Freud, Erikson, Piaget, Kakkar. Adolescence brings an increased empathy and ability to anticipate future events. These developments lead to stressful situations. Adolescence is a “time of heightened friction between ideal and real, between expected and actual, between an adolescent’s internal model of the world and the world as it is encountered”. This conflict causes stress.
- 7. . . Frustration Frustration is a natural human emotional and psychological response to something. The feeling is often due to disappointment when an effort or observation does not work out as expected or anticipated
- 9. ANGER Normal and necessary human emotion. Inspires powerful, often aggressive feelings. Anger gets out of control, becomes destructive and people respond aggressively
- 10. . . RELATIONSHIP BETWEEN STRESS, FRUSTATION, ANGER AND AGGRESSION:- STRESS FRUSTRATION ANGER AGGRESSION STRESS
- 11. + . AGGRESSION Baron Aggression is any form of behavior directed towards the goal of harming or injuring other living being who is motivated to avoid such treatment. Crick ,Bee and Howee (1996) Anger & intent to harm have been two defining features of aggression. (1983)
- 13. Refusing to speak . Six Classes of Human Behavior during Aggression Punching Insulting Performing a practical joke, setting a booby trap Spreading malicious gossip Obstructing passage, participating in a sit-in According to the American Psychological Association ( APA) :
- 14. RELATIONSHIP BETWEEN STRESS, FRUSTATION, ANGER AND AGGRESSION:- STRESS FRUSTRATION ANGER AGGRESSION
- 16. Craig A. Anderson & Brad J. Bushman (2000): Viewing and playing violent videogames increase aggressive behaviour and it also increases physiological arousal and aggression- related thoughts and feelings.
- 17. . .Khatri.(2007): The study Gender and the expression of anger there is a difference in expression of aggression across gender revealed that Gender differences in aggressive behavior but not in anger suggest that girls may express anger through behaviors that lack intent to harm or injured .
- 18. "For children, the pressures are beginning to tell." "Required: Stress busters for smart kids." "Shrinks called in as exam fever turns into epidemic.” . Ramanathan (2002): A recent study conducted by the All India Institute of Medical Sciences reveals that nearly 35 percent of children ages 8-14, especially in urban areas, are stressed enough to need clinical attention. The findings revealed that the sheer numbers of children under stress, the early onset of their symptoms, and the extreme measures to which some children will go to cope (negatively) with their stress is a cause of great concern.
- 19. . .Sharma S. (1999): There is a "connection between the consumption of ready-to-eat foods like noodles and fizzy drinks and a change in behavioral characteristics". A recent study of “Dietary habits of middle-class school children in Nepal” revealed that those who were eating such foods over three times a week suffer from attention deficit and hyperactivity symptoms . Children with these hyperactive symptoms became more Hyperactive children become quarrelsome.
- 20. . . Nanda.D(1997): A study “School going children in Ludhiana”, conducted by member of the psychiatry department of Dayanand Medical College found that aggression was more prevalent among public school going students and girls from more economically deprived families where they are forced to bottle up their feelings.
- 21. Research on ‘Anger and aggression among Filipino students’ has determined that anger is an important correlate of student aggression, and that there is a clear link between high levels of anger and problem behavior in school, poor academic performance, peer rejection, and psychosomatic complaints. Smith & Furlong(1998):
- 22. . . Centre for Advocacy and Research (2001): The study on “Media Violence and Its Impact on Children” conducted in Delhi, Lucknow, Calcutta, Hyderabad and Ahmedabad with children between the ages of 6-12 belonging to different socio-economic groups. Study revealed that there is positive relationship between the child-viewer and violence on television and other electronic media including the computer or video games.
- 23. OBJECTIVES • To study stress-causing factors among school-going Adolescents. •To gain insight into what makes adolescent aggressive. •To study the perception of teachers and parents as to how adolescents manifest aggression.
- 24. . Gain insight into the perception of teachers and parents on adolescents aggression would facilitate in designing school and community based strategies to address solutions to adolescents students stress and frustration To enable parents and teachers to join hands with the adolescent students to solve the issue related to stress, frustration and anger . SIGNIFICANCE OF THE STUDY
- 25. . Methodology
- 26. Locale of the study Sampling Sample selection and size Sampling technique Tools for data collection Content of the tool Pre-testing Method of data collection Analysis and interpretation Limitation of the study
- 27. LOCALE OF THE STUDY S.K.V Pandara Road (a government school, central Delhi) S.KV Luxmi Nagar (a, government school East Delhi) R.P.V.V, Shalimar Bagh (a government school, North Delhi) S.K.V Roop Nagar (a government school North Delhi) Lady Irwin School (a government aided school, Central Delhi) S.K.V Rajouri Garden (a government school, West Delhi. D.A.V Paschim Vihar(a private school, West Delhi) Salwan Girls Sr.Sec School(a government aided school,Central Delhi)
- 28. . SAMPLE SIZE .Adolescent Students (VII to IX standard (N=295) Government + Government aided + Private Schools Schools Schools (N=215) (N=55) ( N=30)
- 29. . . SAMPLE SIZE Parents of Adolescents = 50 Teachers of Adolescents = 50
- 31. TOOLS FOR DATA COLLECTION Questionnaire Student of VIIth to IXth standard. Parents of students of class VIIth to IXth Teachers teaching classes VIIth to IXth
- 32. CONTENTS OF THE TOOLS FOR DATA COLLECTION Content of Questionnaires
- 33. Contd. Questionnaire I: Perception of students Profile of the respondents perception of student about their Stress and frustration perception of student about their Anger perception of student about their aggression Questionnaire II: Perception of parents Profile of the parents of Adolescents Parents perception about aggression of Adolescents Perception of the expression of aggression of different people on children according to parents
- 34. Contd. Questionnaire III: perception of Teachers Profile of the Teachers Teachers’ perception of expression of Student Aggression Reaction of teachers toward student when they are aggressive with different people
- 35. Time Plan Review of literature and discussion September 2008 Preparation of Research Proposal and Presentation: October, 2008 Preparation of tools for data collection: October, 2008 Data Collection: November to December, 2008 Data analysis and report writing: January- March 2009.
- 36. ANALYSIS AND INTERPRETATION Preparation of coding sheet Frequencies and percentages were obtained. Bar Graphs and Pie Charts to present data graphically.
- 37. perception of student about Stress, Anger. and Aggression Perception of Parents about their children expression of Stress, Anger and Aggression Perception of Teachers about their children Stress, Anger. and Aggression Results
- 39. Students’ Age Frequency percentage 12 92 31.18 13 106 35.93 14 97 32.88 Total 295 100 Age of students Gender Gender of student 12% 88% Male female
- 41. . Fathers' Occupation 18% 65% 17% Government service Self employed Non government Mother'sOccupation 3% 5% 17% 75% Government service Selfemployed Non government housewife Mothers’ Occupation
- 42. understanding of Adolescents about Stress. Factors responsible for Adolescents Stress 29% 41% 0% 10% 5% 4% 11% study exams interfernce in work sibling fighting neglectance health problem
- 43. . Frequency of occurence ofStress 10% 8% 7% 55% 17% 3% Once Twice Thrice Sometimes Many times monthly
- 44. Activities performed by Adolescents during stress Activites performed by Adolescents during stress 8% 15% 4% 7% 2% 5% 13% 26% 6% 11% 3% Sleeping Don’t talk Throw things Get angry internet Eating Crying Recreational activity Complain others Watching t.v think
- 45. student prefernce/non prefernce for food 4 2 % 4 2 % 16 % no Yes no respond Food prefernce 91% 2% 7% Junk food water Veg food student prefernce/non prefernce for food 4 2 % 4 2 % 16 % no Yes no respond student preference for food 42% 42% 16% no Yes no respond Food preference 91% 2% 7% Junk food water Veg food
- 46. Student face career related stress? Career related stress 75% 25% yes no
- 47. . Meaning of Anger 25% 13% 22% 18% 5% 9% 8% Misbehaving Fighting Depress Bad thinking Crying sleeping Assert ness Meaning of Anger
- 48. . Meaning of term Aggression by Adolescents 22% 9% 13%10%9% 21% 16% Misbehaving Insulting Irritating Shouting Sleeping Fighting madness Aggression
- 49. Factors which make Adolescents feel Aggressive Reasons for Adolescent Aggression 10% 14% 11% 7%5%27% 17% 9% sister teacher parents brother cousin tension inteference in work scolding
- 50. . siblings and friends 8% 4% 18% 10%3% 10% 18% 11% 19.5% Shouting Scolding Beating Fighting Hurting Weeping Killing Quarlling Misbehaving Adolescent Respondent 5% 43% 10% 17% 10% 15% teasing family members beating crying harm myself make dirty faces shouting Expression of Aggression
- 51. 46% 32% 22% verbally physically emotionally Reaction of parents on their Adolescents Reaction of teachers to their student aggression 56% 26% 18% verbally physically Emotionally Adolescents’ Perception
- 53. . teachers' perception 28% 12% 10%6% 4% 6% 10% 4% 4% 10% 4% 2% anger violation lack of interest annoyed stubborn frusration stress not fit partiality loose control avoidance by others any other Parents' perception 16% 50% 9% 25% Change of behaviour Violence Abusive language Negative reaction Meaning of term Aggression
- 54. . parents' perception 8% 50% 24% 18% scold by parents not fulfillment of demand stress burden of studies teachers' perception 10% 40% 16% 4% 4% 6% 8% 12% too much exams home work avoidance surprise test competition justification good student Factors responsible for Adolescents’ Aggression
- 55. Expression of Aggression by student towards Elders Parents' Perception 4% 24% 16% 56% crying shouting throw things disobeys Teachers' Perception 6% 26% 10% 22% 12% 4% 20% argue speak bulling disobeys disrespect crying any other
- 56. . parents' perception 4% 54% 42% crying fighting beating Expression of Adolescents Aggression towards Peer group Teachers' Perception 0% 65% 25% 10% argue speak rudely bulling crying
- 57. . parents' perception 30% 50% 20% verbally physically emotionally Teachers' perception 36% 36% 28% verbally physically emotionally Reaction of Friends towards Adolescents Aggression
- 58. . 46% 32% 22% verbally physically emotionally Parents Reaction to Adolescents aggression 54% 14% 32% verbally physically emotionally Teachers Reaction to Adolescents Aggression Parents – Verbally and Physically. Teachers – Verbally and Emotionally
- 59. . Conclusion . Students scholastic activities such as homework , tests examination are the main factors that are responsible for provoking stress. Preferred activities by student when they were stress were recreational activities like playing, dancing and singing. The majority of student express stress in non verbal forms of social aggression rather than physical aggression . Most of the student considers junk food like burgers, cold drinks as a way to reduce stress and anger and to avoid aggression .
- 60. • The study showed that near to about 42% students had particular food preferences and from this 91% prefer junk foods • About 75% of adolescents have been found to suffer from career related stress • Aggression was perceived by the adolescents as misbehavior where as parents and teachers perceived it as violation • Expression of adolescents toward elders has been perceived both by teachers and parents in form of showing disrespect to elders.
- 61. •The study highlighted that adolescents and their peer groups reacted to each others aggressive behaviors mainly in physical form as stated by parents and teachers. It has been found that both parents and teachers react to adolescent aggression in two major forms that is physical and verbal. .
- 62. Limitations of the study The data predominately consisted of girl adolescent. The teachers and parents of adolescents who were interviewed were not necessarily the teachers and parents of the adolescent we had interviewed. Majority of the data is from government school. Review of literature could have been more exhaustive. Data collected from class VII to IX. Study is limited only to city of Delhi.
- 63. Suggestions Development of pamphlets on stress and anger management to reduce stress Conduct workshops on stress and anger management for adolescent to reduce aggression Conduct workshop for parents and teachers to understand the needs and characteristics of adolescents Brainstorming sessions and strategies for diverting adolescents aggression to constructive form. Need for further studies to gain insight into the changing needs, aspirations and lifestyles of the adolescents their parents, their teacher and their society at large.
- 64. .