By Loujaine Ben cheikh N51
Lina Bengelloun Zahr N52
Mohammed Azizi N57
Mohammed El Asfer N56
Aggressiveness
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Definition of Aggressiveness
Causes of Aggressiveness
Types of Aggressiveness
Practical Solutions
Conclusion
Aggressiveness
Aggressiveness is any behaviour intended to harm another
individual or object by phisical or verbal means. (Bull, 1990)
Aggressiveness ia a set of behaviours that are likely to, or have
the potential to, cause harm to others, or intended to cause harm,
and are goal-directed. (Berkowitz, 1993)
Aggressiveness is any form of behaviour directed towards the
goal of harming or injuring another living being. (Baron, 1977)
Causes
Biological Psychological Environmental
conduct disorder
intermittent explosive disorder had abusive parents and
Irregular brain development oppositional and defiant disorder (ODD) caregivers or siblings who
attention deficit hyperactivity disorder
Genetics bullied you
(ADHD)
Brain chemical and hormone post-traumatic stress disorder (PTSD) grew up in a neighborhood or
imbalances autism community where violence
bipolar disorder
and aggression happened
Side effects of prescription schizophrenia
depression frequently
medications and other substance use disorders experienced cruel or unfair
substances chronic stress
treatment from teachers and
certain personality disorders, including
Medical conditions borderline, antisocial, and narcissistic classmates
Types of aggressiveness
Verbal
Aggressiveness
Can occur in a variety of forms, but it can
be seen as the use of language and other
forms of verbal communication to inflict
mental stress. It is the communication-
based version of throwing a punch at the
elder victim, with the intent to induce a
desired emotional response.
Such as defiance, continuous arguing,
threats, swearing, bossing, sarcasm.
Physical
Aggressiveness
Is defined as any use of force with the
intent to cause injury, trauma, bodily
harm, or any other form of physical
suffering.
It can be exhibited as kicking, hitting,
fighting, spitting, throwing materials
and biting.
Vandalism
According to Cambridge dictionary is
the crime of intentionally damaging
property belonging to other people
plus theft.
It can take the form of graffiti, trash
dumping, light smashing, breaking
windows, or other defacing of
property.
Establishing reasonable
norms and expectations
Classroom norms should be functional and realistic expectations
that the students have the skills to achieve. The rules for classrooms
containing students who commit violent acts may therefore differ
from the normal expectations of the regular classroom. If the rules
and expectations are appropriate and realistic for the group, most
of the students will be earning most of their points most of the time.
Avoiding confrontation
It is important for teachers and other adults to avoid confrontation
with aggressive students when possible. Kerr, Nelson, and Lambert
(1987) have suggested that teachers can simply refuse to participate
in a confrontation. The teacher can suggest a later, private
conference with a student, rather than continuing a public
discussion.
Minimizing competition
Competition in the classroom can be minimized in a number of
ways. Each child can be compared for purposes of evaluation to
himself or herself only, rather than to the entire group. Cooperative
learning strategies can be used to show the value of working
together.
Using nonverbal signals
and reminders
Verbal reprimands have been found to reinforce the very behaviors
they are intended to reduce (Bandura, 1973). Students who are
prone to aggression seem to respond well to the use of signals
rather than teacher talk (such as nagging, hostile verbalizations,
threatening, or shouting). Even simple commands (e.g., stop, ignore,
sit, stand, or walk) expressed in American Sign Language may be
readily followed, when a verbal request would be met with
resistance (Guetzloe, 1991).
Intervening early
Walker, Colvin, and Ramsey (1995) have proposed a model for the
understanding of and intervening with antisocial behavior in the
classroom. According to their model, acting-out behavior escalates
through phases as a result of ineffective (and aggravating)
interactions with teachers. These authors emphasize the importance
of appropriate intervention early in the cycle-before the behavior
escalates to destructive and dangerous levels.
Providing constant
supervision
A “golden rule” for teachers of students who exhibit aggressive and
violent behaviors is “Never leave them alone and never turn your
back” (Guetzloe, 1991). Constant supervision is absolutely necessary.
In a setting in which just one aggressive or violent youngster is
placed, there is a need for more than one adult. Sufficiently trained
staff should be available to remove a student from the classroom
when necessary.
Following the crisis
management plan.
The steps to follow during an aggressive or violent act should be
rehearsed until they become automatic, so that when a student
shows signs of impending loss of control, the plan can be followed
precisely without hesitation. Guidelines for carrying out the
individualized crisis management plan are as follows:
Play the role of “calm, cool, and composed.” Acting in this
manner actually helps a person to remain calm.
Be assertive and directive but not aggressive. Do not threaten
the student verbally or physically.
Be as nonintrusive and non-invasive as possible. Do not move
toward the student or invade his or her space.
Communicate expectations verbally and nonverbally. Always tell
the student to stop (with an accompanying hand signal) and give
a directive statement, as further explained below.
Send for help and get rid of the audience (the rest of the
students).
Wait for help (if possible).
Do not argue and do not respond to verbal abuse.
Use physical intervention only as a last resort, and then only if
policies permit and you are well trained in its use.
Conclusion
In conclusion, aggression in the classroom can take many forms, including
both verbal and physical aggression. Verbal aggression can manifest as
name-calling, teasing, or bullying, while physical aggression can include
hitting, kicking, or other physical violence.
The causes of aggression in the classroom are complex and multifaceted.
They can include factors such as a lack of social skills, family problems,
bullying, and exposure to violence in the media. It's important to note that
aggression can also be a symptom of an underlying mental health
condition, such as ADHD or depression.
Fortunately, there are solutions available to address aggression in the
classroom. These can include implementing classroom management
techniques, providing social skills training to students, addressing
underlying mental health issues, and working closely with parents and
families to provide support.
Ultimately, it's important to recognize that aggression in the classroom is a
serious issue that can have negative consequences for both the
individuals involved and the classroom environment as a whole. By
understanding the causes of aggression and implementing effective
solutions, we can help to create a safer, more positive learning
environment for all students.
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