Wyniki wyszukiwania - Biblioteka Nauki

1

Agresja w ruchu drogowym – aspekty psychologiczne

100%

Rotter T.

Państwo i Społeczeństwo

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2014

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nr 2

101-113

EN

The development of horse – drawn transport, and later the development of cartage meant that different groups of travelers started to participate in traffic. The size of vehicles, their engines’ power, diversity of facilities were the first elements of the division into ‘the better ones’ and ‘the worse ones’. This division already caused antagonisms that inspired aggression. The second group of factors generating aggression are differences in the level of road politeness. These became particularly visible especially after transport has become international, when the phenomenon of culture mixing appeared. Finally, the third group are psychological causes that are attached to participants themselves. Symbolic selection in driving tests candidates (or, very often, lack of such selection) leads to the situation when people with no imagination and no responsibility sit behind the wheel. Unfortunately, it is impossible to eliminate the influence of drivers’ personal experience and personal problems on road rage. The last factor that influences road rage is alcoholism of traffic participants.

2

Struktura czynnikowa kwestionariusza agresji Bussa i Perry’ego (BPQA) w populacji polskiej

100%

Aranowska E. , Rytel J.

Studia Psychologica

|

2012

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nr 12/2

135-151

EN

Aggression can be evaluated in a variety of ways. Among the self-reported measures, the Buss-Durkee Hostility Inventory (Buss, Durkee, 1957) has been one of the most popular questionnaire. On the basis of this previous work, Buss and Perry proposed a psychometrically improved and updated measure of aggression: The Aggression Questionnaire (Buss, Perry, 1992). The Buss-Perry Aggression Ques-tionnaire (BPQA) has quickly become the gold-standard for the measurement of aggression. The original version of the BPAQ contains 29 items and is designed to assess four dispositional components of aggression: Physical Aggression, Verbal Aggression, Anger, and Hostility. However, the BPAQ scale has been extensively validated, the validation focused, mainly, on samples of college students. In this study, exploratory and confirmatory models were evaluated among a sample of 3990 Polish participants (aged from 10 to 79 years). A 5-factor structure resulted in the exploratory analysis and 5-factor structure showed acceptable fits in confirmatory analyses. Implications and limitations of these solutions are discussed.

3

New Paradigm: Science on Aggression with Sport in the Background

80%

Kosiewicz J.

Physical Culture and Sport. Studies and Research

|

2015

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tom 67

|

nr 1

65-75

EN

In this work, the author focuses in particular on aggressive behavior in competitive sports (highly ranked professional, spectator, and Olympic sports) and on the behavior of fans accompanying sporting events. Aggression in sports, when considered from the point of view of the regulations in specific disciplines, has two main variants. The first variant is necessary aggression, which is both instrumental and non-instrumental and is potential in the sense that it allows the manifestation of emotions which are not outlined in the rules of the discipline. Thus, aggression is considered necessary when it results from the rules of a given sport. The second form of aggression is a non-instrumental and unpredictable aggression which is of an emotional origin. It is reactive, characterized by anger, and aims to cause harm. It is not stimulated by the rules of a given sport, but on the contrary is restricted and punished by the rules. The author also points out that the aggressive behavior of fans before, during, and outside a sporting event will never be necessary in this respect because the rules, guidelines, or specific regulations of a sport apply to the behavior of players, not fans. Therefore, their aggression is potential, emotional, planned, or spontaneous, but never necessary.

4

Identity and aggression among adolescents

80%

Liberska H.

Psychologia Wychowawcza

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2018

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tom 56(14)

27-41

EN

Nowadays, there is a lot of research regarding two problems. One of them concerns a shaping of an identity in a period of adolescence and another one refers to aggression among young people. Researchers look for conditions of both phenomena in temperamental traits, personality, family, school, and peer environment specification. In the current research, attention was focused on a relationship between identity processes and entering a role of a perpetrator and a victim of aggression. An experimental group consisted of 167 adolescents aged between 16 and 17 years old. The following measurement scales were used: Mini-DIA (The Mini Direct Indirect Aggression Inventory, Österman, Björkqvist, 2008) and DIDS (The Dimensions of Identity Development Scale, Luyckx et al., 2008). The study’s results suggest a similarity in identity processes among girls and boys and a differentiating gender role in entering a role of a perpetrator and a victim. Moreover, there were identified significant relationships between an intensity of identity processes and experiences of a perpetrator and a victim.

5

Parental attitudes and a tendency to impulsive aggression. A mediating role of alexithymia

80%

Zdankiewicz-Ścigała E. , Sikora J. , Ścigała D. K.

Psychologia Wychowawcza

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2018

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tom 56(14)

134-154

EN

Aim: The aim of the study was an analysis of a relationship between parental attitudes and a tendency to impulsive aggression with a consideration of a mediating role of alexithymia. Method: The experiment used the following scales: Parental Bonding Instrument, Toronto Alexithymia Scale, and The Aggression Questionnaire, BPAQ. The study’s sample was a randomly selected group of people. There were 197 participants aged between 22 and 43 years old (M = 34.42; SD = 5.47). There were slightly more females (53.8%) than males. In terms of educational history, there were mostly people with higher education (74.1%), there rest were participants with mid-level education (14.2%) and at a bachelor’s level (11.7%). Results: As a result of conducted analysis, correlations, regression, and mediation, a moderate relationship between maternal control and difficulties with emotional identification and father’s control and alexithymia as a whole and, separately, with an operative way of thinking were identified. Maternal control is associated with a development of a tendency to hostility. In turn, father’s control increases a tendency to physical aggression, hostility, and anger. Alexithymia is strongly connected with physical aggression, hostility and anger and is a significant mediator in a relationship between maternal and father’s control and various aspects of aggression, increasing its intensity. Age correlates positively with alexithymia intensity. Conclusions: The current experiments suggests an existence of strong relationships between parental attitudes, mainly control, and a tendency to a development of alexithymia and also a tendency to various types of aggression. Alexithymia, blocking processes of emotional identification and verbalisation, results in a language no longer serving regulation and impulse control, increasing therefore a risk of aggressive behaviours. The current experiment suggests, that in the following research, there should be included also other dimensions of emotional regulation when looking at relationships between parental attitudes, alexithymia, and aggression.

6

Violence and peer aggression – contexts and prevention

80%

Ruszaj Z.

Edukacja • Terapia • Opieka

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2020

|

tom 2

96-103

EN

The functions of the educational institutions include providing care, safety, educational and preventive activities for children. For the proper realisation of those tasks essential are accurate diagnosis/study of the school environment in this peculiar area/sphere and precise prearranging of specific actions against particular threats and among the particular groups of children. In the process of preventive planning the important role plays recognition of children’s developmental differences, forms of aggression, and individual needs of particular class teams.

7

Individual and Educational Risk Factors for Violence Perpetration. Prophylactic Aspects of Pedagogization

80%

Rode D. , Bolek M. , Cugowski M.

The New Educational Review

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2014

|

tom 37

303-313

EN

The article addresses the issue of risk factors for high aggression of women taking action of a violent nature. The study group consisted of 44 women selected on the basis of studies in Family Diagnostic and Consultation Centres, being remanded in custody, or imprisoned. The study examined the dependencies between intensification of aggression and such groups of variables as: educational circumstances, family socialisation conditions, manifestations of demoralization in childhood and adolescence periods, current life circumstances, demographic characteristics, and psychological variables. The application of multiple regression analysis allowed for distinguishing three main factors of women’s aggression (negativism, attitude to school, and theftin childhood/adolescence periods). On the basis of the research findings, psychological and pedagogical directions of prophylactic action were put forward.

8

Doświadczanie agresji i przemocy w szkole

80%

Poraj G. , Instytut Psychologii U. Ł.

Acta Universitatis Lodziensis. Folia Psychologica

|

2004

|

tom 08

EN

The research project was designed to diagnose the phenomenon of aggression among the students of the last level of primary school. The research was directed by the Regional Centre of Social Policy of the Marshal’s Office in Łódź´ and run over the year 2002. It relates to the following research problems:  the place of contact with violence and aggression,  the most common indications of violence and aggression at school,  the individual experience of violence and aggression in different psychological environments,  the expectations of help. As far as the scientific method is concerned, a special questionnaire was constructed. It was addressed to the students of the sixth class of primary school in province of Ło´dz´, representing different psychological environments: from urban to rural. The total number of students, who participated in the research project was 455 (100%); 49% of girls and 51% of boys. The detailed analysis of the results of the research indicated school as the most common place of facing with the phenomenon of violence and aggression. Undesirable behaviours appear in all the school societies and call for the corrective treatment. The research revealed the differences between sexes and showed the general tendency of dealing with aggression: 57% of students declare their willingness to learn the techniques of self – defence, they also search for help in the school environment: 52% of students count for friend’s aid and 47% expect help from the teachers. The author suggest three courses of corrective treatment:  rebuilding of the educational environment,  educating the teachers in preventing, recognizing and acting against violence and aggression,  teaching the ability of dealing with conflicts and difficulties.

9

Why a Statement on Violence? Violence Can Be Psychobiologically Tamed

80%

Ramirez J. M.

Kultura i Edukacja

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2014

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nr 5(105)

182-192

EN

The Seville Statement on Violence (SSV) was originated by a launched UN-Committee of the International Society for Research on Aggression (ISRA) in the late seventies of the past century. Its final product, elaborated by more than twenty scholars from different scientific disciplines and from all continents, was presented in 1986 at the VI Coloquio Internacional sobre Cerebro y Agresión (CICA) in Seville. Three years later, it was endorsed by the 25th General Conference of UNESCO in Paris. Its main message was that violence, and consequently war too, are avoidable and aggressiveness can be tamed. The present article comments what were the main reasons which urged to elaborate it, and some difficulties found on the way.

10

Violence in a Comprehensive Perspective

80%

Pagani C.

Kultura i Edukacja

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2014

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nr 5(105)

148-161

EN

This paper addresses some issues that I consider to be particularly important in order to better understand and possibly countervail the phenomenon of violence. It especially focuses on the following points: a) the concept of violence; b) the Seville Statement on Violence and the possibility of revisiting and updating it; c) emotional and cultural factors as causes of violence; d) a proposal of a new perspective on the study of the relations between ingroup and outgroup; e) the possible role of the awareness of the existence of death in the context of human violence; f) the necessity of including violence against animals in the study of human violence.

11

Supplementation of omega-3 acids reduces the risk of aggression

80%

Mroczek A. , Pawlicka M. , Bałabuszek K. , Pietrzyński Ł. , Bednarski J.

World Scientific News

|

2018

|

tom 101

237-245

EN

Aggression is the growing problem in society. Therefore it is important to identify potential factors preventing aggression. In recent years scientists have observed decreased concentrations of omega-3 acids in people prone to aggression. This discovery suggested that the key to reducing aggression could be omega-3 acids supplementation. The aim of this study is to describe whether omega-3 acids consumption may result in reduction of aggressive behavior. Standard up-to-date criteria were followed for review of the literature data. A search for English-language articles in PubMed database was performed. Papers published between 2014 and 2017 were reviewed. In randomized study scientist discovered that omega-3 acids supplementation results in 42-68% reduction of parental complaints about aggressive behaviors in children. The improvement of behavior persisted for six months after cessation of treatment. Scientists in 2015 found out that in the prison population low levels of omega-3 acids in the blood correlate with more aggressive behavior. Patients in treatment group were characterized by more than 30% reduction in aggressive behaviors comparing to placebo group. In another review study we can notice the same conclusions. Aggression against others and impulsivity were lower in the group receiving omega-3 acids. A greater susceptibility to aggression has been observed among patients who have lower levels of omega-3 acids in their blood. Scientists have demonstrated positive omega-3 effects on the reduction of aggressive behavior. Omega-3 supplementation is safe and well tolerated and it can be used in combination with other methods of aggression treatment.

12

The problem of women’s crime. Selected tendencies

80%

Brzezińska J.

Nowa kodyfikacja prawa karnego

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2016

|

tom 42

9-26

EN

The objective of this article was to indicate basic tendencies, currently characteristic for women’s crime in Poland. Based on the presented statistical data it has been found that adefinite growth in criminal offences with elements of aggression is currently being recorded and deviant behaviours are not only the domain of mature women but they also occur among young female perpetrators. Moreover, the claim has been challenged stating that women commit criminal acts only against their close relatives in the family environment as currently the prevailing prohibited acts committed by women in Poland include: fights and beating, offences against property, the crime of extortion (robbery, theft and extortion) as well as severe health injury and murder. It should be highlighted that the only female crime, namely, infanticide, takes amarginal dimension.

13

Sprawozdanie z naukowej konferencji: Natura i kultura. Psychoterapia wobec fenomenu agresji we współczesnym świecie

80%

Kulesz Z.

Studia Elbląskie

|

2017

|

tom 18

595-599

14

Językowy obraz świata w języku niemieckim i polskim na przykładzie związków frazeologicznych wyrażających agresję

80%

Suchorab K.

Linguistische Treffen in Wrocław

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2021

|

nr 19

463-476

EN

The term aggression is very often defined in scientific research. Expression of aggression, both linguistic and extra-linguistic, its evaluation and many others are still controversial. Indirect aggression is most common in everyday communication, but certain behaviors and language resources have aggressive characteristics. Phraseologisms form a special group. The question in the analysis therefore includes the following aspects: What means of expression does the language offer to the speakers? (vulgarisms, idioms) Which aspects can be expressed using these linguistic means? (beatings, threats, restriction of freedom) What differences are there between German and Polish in this respect? And are there any? The analysis focuses on German and Polish idioms that express aggression. During the analysis, I will present their division, and I will focus on the phraseological components that are characteristic of particular types of aggression. The comparative analysis will allow me to make conclusions on the verbalization of aggression in both languages and will provide insight into the linguistic image of the world of both cultures. The results of the analysis point to the asymmetry between the linguistic image of the world in German and Polish in the area of aggression expressed using idioms. One can find semantically matching idioms in both analyzed languages, the components of which are both convergent and different. In addition, emotionally marked examples can be distinguished, which illustrate the aggressive character of the analyzed units.

15

Manifestations of Pupil Aggression towards Teachers in Elementary and Secondary Schools

80%

Kohútová J. , Emmerová I.

The New Educational Review

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2017

|

tom 50

17-25

EN

The study focuses on pupils’ aggression towards teachers. The goal of the study was to determine a statistically significant relationship between the forms of aggressive behaviour and the age of teachers and the length of their teaching experience. The research sample consisted of 268 teachers of elementary schools, secondary vocational schools and grammar schools in the region of Banská Bystrica. Results revealed a statistically significant negative relationship between teachers’ age and the years of teaching experience in three forms of aggressive behaviour: refusal to obey instructions, intentional disruption and ironic remarks. A statistically significant relationship was observed between the length of teachers’ teaching experience and destruction of school property.

16

Najčastejšie problémy v komunikácii s agresívnym pacientom počas výjazdu ZZS

80%

Gulášová I. , Justhová N.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2016

|

nr 3(22)

89-93

EN

The authors in the contribution give the most common communication problems with aggressive patients during exit EMS. Aggression is a behavior that shows the efforts toward certain objects or hostility and viciousness with a strong intent to harm. The main symptoms include aggressive behavior, verbal expressions, physical assault, damage to things, self-mutilation, nonverbal expressions. The escalation of aggression and violence in society has gradually spilled over into clinics, hospitals, ambulances, the relationship between health professionals and patients. Rescuers intervene often in exposed conditions in the intervention happens that aggression present witnesses an incident, or the family or the patient himself is directed against them. In the field, the ambulance EMS encounter most often in with aggressive patients, second only to drugs and about 10% confrontation with aggression is the underlying disease. Strategies for coping with aggressive patients begin appropriate verbal intervention. This is governed by certain rules, including, but also control our non-verbal expressions and the surrounding environment. When treating aggressive patient, it is essential that we respect his individuality in a hospital is required multidisciplinary collaboration with other medical fields, and subsequently the patient to ensure comprehensiveness and continuity of nursing care. It is one of the professional skills not only rescue worker, but also other health professionals know how to deal with non-standard situations and handle it best.

17

AN AGRESSIVE EVIL. ZARATHUSTRA’S REFLECTIONS

80%

Ochmann J.

Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje

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2016

|

tom 22(22)

277-318

EN

One of the most important ideas for the strategists of security is the idea of evil. This idea must be considered in two aspects: as a philosophical thought (as evil „in itself ”) and as related to concrete evil we can encounter. If we accept that the evil is real, it must be destroyed. If we accept that it is only a lack of good, should be completed to restore balance. The article spotlights the forgotten Zoroaster’s theories and some of their adaptations placed in the context of modern definitions of reality, human nature, hostility, war, and leadership. The summary encourages reflexion of the question what contemporary strategists can learn from Zoroaster.

18

USE OF VALPROIC ACID FOR THE TREATMENT OF NEUROPSYCHIATRIC SYMPTOMS IN ACQUIRED BRAIN INJURIES

80%

Bidzan L.

Acta Neuropsychologica

|

2020

|

tom 18(3)

357-366

EN

Acquired brain injuries are often accompanied by a series of neuropsychiatric disorders. A wide range of pharmacological agents are used to treat neuropsychiatric symptoms. However, a more indepth review of the agents used indicates that there are in fact relatively few procedures recommended for use. Anticonvulsants including valproic acid, are of particular interest. This research aimed to assess the efficacy and safety of valproic acid, as based on a naturalistic observation of patients with various forms of acquired brain injury and who had displayed neuropsychiatric symptoms. The study group consisted of individuals (N = 43) who were treated with valproic acid as the first choice of drug. Both the initial dose and its size during further treatment, as well as the treatment method, were determined based on medical indications. The mental state of the patients was assessed twice: at the time of enrolment for the study and after 12 months. The Cohen-Mansfield Agitation Inventory (CMAI) was used for the assessment. In addition, the degree of cognitive dysfunction was assessed during the baseline study using the MMSE scale. Eventually, 24 individuals were accepted for statistical analysis. They were re-examined after 12 months and took only valproic acid during that period. 24 out of 43 individuals qualified for the study completed the 12-month observation period. 11 respondents were excluded from the study due to their inappropriate tolerance. The reported side effects were of a temporary nature (except for hair loss) and of a mild or moderate intensity. It was observed that aggressive and impulsive behaviours were significantly reduced in the study group. The positive therapeutic effect concerned all categories in the CMAI scale, except for verbal aggression. The therapeutic effect of the valproic acid was varied depending on the degree of cognitive impairments. Statistical significance for higher MMSE scores was obtained only for the category of non-aggressive verbal disorders. On the other hand, in the case of lower MMSE scores a significant reduction was observed both in the categories of non-aggressive and aggressive physical behaviours, as well as for the overall CMAI scale result. The results obtained seem to indicate a satisfactory efficacy and acceptable tolerance of valproic acid in the treatment of the neuropsychiatric symptoms accompanying acquired brain injuries.

19

Dangerous drivers' behavior in road traffic - reasons, results, prevention

80%

Bąk J. , Bąk-Gajda D.

Journal of KONES

|

2008

|

tom Vol. 15, No. 2

15-20

EN

Driving a car is a task demanding particular competencies, which include: knowledge, skills and specific personality and mental traits. Every driver should posses: knowledge about traffic law regulations, practical skills of driving a vehicle, ability to predict traffic situations and, what is especially important, self-diagnosis ability. Those skills determine driving safety. Paper presents dangerous and aggressive driving behaviour on the roads. It describes characteristic features of drivers and type of offenses committed by them, as well as recognition of the scale and reasons for aggression in the road traffic. Paper includes detailed research results analyses of aggressive behaviour and its evaluation by road traffic controllers - police (408 persons), and by drivers participating in the demerit points reduction scheme (504 persons). Survey results indicate that drivers consciously break traffic law, underestimate danger, overestimate their own abilities, feel unpunished and they don't know traffic regulations well. All results shows that aggression is a frequent problem, especially concerning 18-39 year old group with wrong attitudes towards others road users. Importance of psychological testing of drivers, necessity of psycho-educational and preventive actions was pointed out in view of these circumstances. Research has allowed determining psychological reasons of the drivers' attitude and behaviour. Conclusions suggest undertaking activities and campaigns whose purpose is to change dangerous attitudes and habits and create re-education systems for the drivers who regularly break road traffic regulations.

20

Agresja a rozpoznawanie mimicznych ekspresji emocji przez pedofilów

80%

Stala K.

Psychologia-Etologia-Genetyka

|

2013

|

tom 28

67-80

EN

Deficiencies in recognizing emotions may be an underlying factor of communication problems, insufficient social skills, empathic deficits and aggression. The aim of the study was to assess whether child molesters differ in aggression, the Big Five personality traits, emotional intelligence and recognition of facial expression of emotion in comparison to other offenders. There were not any significant differences between the groups in these variables. Nevertheless, different predictors of aggression were established in each group. Results show that extraversion, neuroticism and recognition of facial expression of emotion may predict aggression of pedophiles.