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Journal of Studies on Alcohol
Very little research has been conducted to characterize the prevalence and patterns of alcohol-related Aggression in college students. Although not specifically intended to target college students, a large study on adolescent development found that of 391 young adults between 18 and 22 years of age (mostly college students), 30% of males and 25% of females reported having engaged in a fight while intoxicated (H. White, personal communication, 1999). In another large study that sampled college students from 140 U.S. colleges in 1993 and then resampled students from 130 of these schools in 1997, it was found that 19-24% of students reported being intoxicated while exhibiting verbal Aggression, 9-10% reported being intoxicated while engaging in property damage and 4-6% reported being intoxicated when apprehended by police (Wechsler et al., 1998). However, these numbers were found to be substantially higher in heavier drinkers (Wechsler et al., 1994, 1998). Furthermore, another report on this sample indicated that a large proportion of college students reported being victimized by intoxicated individuals. Specifically, 12% reported being pushed, hit or assaulted; 20% reported being the recipients of unwanted sexual advances; and 22% reported being involved in verbally aggressive interactions (Wechsler et al., 1995). Again, these percentages were found to be significantly higher in heavy drinkers. Interestingly, this suggests that one is more likely to be victimized by an intoxicated assailant if one is a heavy drinker. Finally, when considering schools with high levels of student drinking, 61% of college administrators indicated that physical assaults were a moderate or major problem at their school, 53% indicated a problem with damage to campus property and 86% indicated a problem with sexual assault (Wechsler et al., 1995).
Alcohol, Violence, and Aggression - Alcohol Alert No. 38-1997
Alcohol in Human Violence. New York: Guilford Press, 1991. (5)Gustafson, R. Alcohol and Aggression. J Offender Rehabil 21(3/ 4):41-80, 1994. (6)Miczek, K.A., et al. Alcohol, GABAA-benzodiazepine receptor complex, and Aggression. In: Galanter, M., ed. Recent Developments in Alcoholism. Vol. 13. New York: Plenum Press, 1997. pp. 139-171. (7)Cook, P.J., & Moore, M.J. Economic perspectives on reducing alcohol-related violence. In: Martin, S.E., ed. Alcohol and Interpersonal Violence. NIAAA Research Monograph No. 24. NIH Pub. No. 93-3496. Rockville, MD: NIAAA, 1993. pp. 193-212. (8)Buss, A.H. The Psychology of Aggression. New York: Wiley, 1961. (9)Gustafson, R. What do experimental paradigms tell us about alcohol-related aggressive responding? J Stud Alcohol 11(suppl):20-29, 1993. (10)Bushman, B.J. Effects of alcohol on human Aggression: Validity of proposed explanations. In: Galanter, M., ed. Recent Developments in Alcoholism . Vol. 13. New York: Plenum Press, 1997. pp. 227-243. (11)Lang, A.R. Alcohol-related violence: Psychological perspectives. In: Martin, S.E., ed. Alcohol and Interpersonal Violence. NIAAA Research Monograph No. 24. NIH Pub. No. 93-3496. Rockville, MD: NIAAA, 1993. pp. 121-148. (12)Collins, J.J. Alcohol and interpersonal violence: Less than meets the eye. In: Wolfgang, M.E., eds. Pathways to Criminal Violence . Newbury Park, CA: Sage Publications, 1989. pp. 49-67. (13)Fagan, J. Intoxication and Aggression. In: Tonry, M., & Wilson, J.Q., eds. Crime and Justice . Vol. 13. Chicago: Univ. of Chicago Press, 1990. pp. 241-320. (14)MacAndrew, C., & Edgerton, R.B. Drunken Comportment. Chicago: Aldine Publishing, 1969. (15)Zack, M., & Vogel-Sprott, M. Drunk or sober? Learned conformity to a behavioral standard. J Stud Alcohol 58(5):495-501, 1997. (16)Miller, B.A. Investigati
Search of: Aggression - List Results - ClinicalTrials.gov
Efficacy of a Triptan in the Treatment of Hostility and Aggression Among Convicts With a Psychiatric Treatment Order
Dog Bite Prevention, A Community Approach to
Prepared by the American Veterinary Medical Association s Task Force on Canine Aggression and Human-Canine Interactions*
New Technology and Youth Violence
However, the recent explosion in technology does not come without possible risks. Youth can use electronic media to embarrass, harass or threaten their peers. Increasing numbers of adolescents are becoming victims of this new form of violence. Although many different terms-such as cyberbullying, Internet harassment, and Internet bullying -have been used to describe this type of violence, electronic Aggression is the term that most accurately captures all types of violence that occur electronically. Like traditional forms of youth violence, electronic Aggression is associated with emotional distress and conduct problems at school.
Individual Differences in Alcohol-Induced Aggression
Whereas impulsivity is thought to underlie the aggressive tendencies in serotonin-deficient, type II alcoholics, little is known about other cognitions that are associated with serotonin deficits. It would not be surprising to find that alcohol affects other cognitive skills that are involved in controlling Aggression. Studies are under way to assess the extent to which cognitive deficits in nonhuman primates with low CSF 5-HIAA concentrations are limited to measures of impulsivity or result in a larger overall pattern of cognitive deficits. Moreover, temperaments that accompany subjects with low CSF 5-HIAA concentrations may play a role in the emotional instability that often is seen in humans with low CSF 5-HIAA concentrations. Finally, serotonin has received much attention in this area of research. Clearly, other neurotransmitters are involved in regulating Aggression and alcohol consumption. Subsequent studies are under way to assess their roles together with serotonin in controlling Aggression mediated by alcohol.
CONCEPT ANALYSIS: AGGRESSION
Birth complications have been repeatedly found to be associated with later increased aggressive behavior in childhood ( Cocchi et al., 1984 ; Pasamanick, Rodgers, Lilienfield, 1956 ; Piquero Tibbetts, 1999 ) and criminal activity in adults ( Hodgins, Kratzer, McNeil, 2001 ; Raine, Brennan, Mednick, 1994 , 1997 ). Interestingly, birth complications alone have rarely been found to have a direct link with Aggression and violence. Instead, aggressive behavior is especially likely to develop when birth complications combine with psychosocial risk factors such as disadvantaged family environment, and poor parenting ( Arsenault, Tremblay, Boulerice, Saucier, 2002 ; Hodgins, Kratzer, McNeil, 2001 ; Piquero Tibbetts, 1999 ; Raine Liu, 1998 ). As one example, Raine et al. (1994) prospectively measured birth complications in a sample of 4,269 males from Copenhagen, Denmark, and also maternal rejection of the child at one year of age. Although there were no main effects for these risk factors, individuals with both birth complications and maternal rejection were three times more likely to become violent criminal offenders by 18 years of age. This interaction effect was particularly linked to violent crime occurring before age 18 ( Raine, Brennan, Mednick, 1997 ). Regarding the nature of the link between birth complications and Aggression, specific birth complications (e.g., anoxia, forceps delivery etc.) are believed to result in central nervous system damage, which in turn impairs brain function, which then predisposes to Aggression ( Liu, 2004a ).
Nazi Conspiracy and Aggression: Military Legal Resources (Federal Research Division: Customized Research and Analytical Services, Library of Congress)
Nazi Conspiracy and Aggression: Military Legal Resources (Federal Research Division: Customized Research and Analytical Services, Library of Congress)
CDC - Podcasts
[Dr. Ferdon] Absolutely not Matthew. Like anything, there s both risk and benefits and technology is not an exception there. With our special issue of the Journal of Adolescent Health, we re focusing on one specific risk area of technology, and that being electronic Aggression. We feel like there are many benefits for technology with adolescents. Adolescents can communicate with each other more, they can talk with people around the world that they may never meet in person, they may easily stay better connected to their families and peers, which may translate into a stronger sense of safety and connectedness, and perhaps most importantly, they can quickly and easily access new information to build their knowledge base.
Aggression Replacement Training® (ART®)—Community Guide to Helping America’s Youth
Aggression Replacement Training® (ART®) is a multimodal psychoeducational intervention designed to alter the behavior of chronically aggressive adolescents and young children. The goal of ART® is to improve social skill competence, anger control, and moral reasoning. The program incorporates three specific interventions: skill-streaming, anger-control training, and training in moral reasoning. Skill-streaming uses modeling, role-playing, performance feedback, and transfer training to teach prosocial skills. In anger-control training, participating youths must bring to each session one or more descriptions of recent anger-arousing experiences (hassles), and over the duration of the program they are trained in how to respond to their hassles. Training in moral reasoning is designed to enhance youths’ sense of fairness and justice regarding the needs and rights of others and to train youths to imagine the perspectives of others when they confront various moral problem situations.
The National Security Strategy 2006
The National Security Strategy 2006
Gender differences in dating aggression among mult...[J Adolesc Health. 2008] - PubMed Result
PURPOSE: (1) To assess prevalence of physical dating Aggression and victimization among high school students; (2) to assess prevalence of mutual and exclusive Aggression; (3) to determine whether Aggression differs across ethnic groups and relationship type; and (4) to ascertain the likelihood of injury and breakup in individuals who reported that they were the recipients of physical Aggression. METHODS: Students (N = 2363) from seven multiethnic high schools participated. Because males in high school date females younger than they and the reverse for females, and because males and females may underreport Aggression, only within gender comparisons were conducted. RESULTS: More females reported engaging in physical Aggression (40%) than reported being victims of Aggression (30%). Fewer males reported engaging in physical Aggression (24%) than reported being victims of physical Aggression (31%). If physical Aggression occurred, typically both partners were aggressive. For females, exclusive engagement in physical Aggression (perpetration) was reported at higher rates than exclusively being the recipient of physical Aggression (victimization) and vice versa for males. Dating Aggression was less prevalent among male Asian students than other ethnic groups. Engaged males and females reported the highest rates of physical Aggression. Injury was reported by over 25% of males and females who reported being the recipients of physical Aggression. CONCLUSIONS: Dating Aggression intervention programs should address physical Aggression of both males and females. Because approximately 30% of the high school males and females reported being the recipients of physical Aggression by their partners, primary prevention efforts should occur before high school.
PCBE: Transcripts (September 4, 2003): Session 1
In the last scenario, they start messing with the mother, and
the guy goes nuts and beats the hell out of them. That s
the unrestrained Aggression part. And what they found was, when
they looked at the unrestrained Aggression part versus the neutral
condition, there was there s a very large deactivation
in this part of the brain, and also the anterior cingulate, in
the front part of the brain, sort of decreasing inhibition, and,
therefore, allowing the subcortical structures, which are the
drive mechanisms perhaps, to come to the fore.
Pheromones Identified that Trigger Aggression between Male Mice
Researchers at Scripps Research Institute, La Jolla, Calif., and Harvard University chose to study Aggression for this study because it is a strongly exhibited social behavior in male mice. Because mouse urine had already been linked to aggressive behavior in males, the team narrowed the field of pheromone candidates by separating out progressively smaller compounds in the urine and studying their effects on both mouse behavior and their ability to activate sensory receptor neurons in the vomeronasal organ. The vomeronasal organ is one of two locations in the mouse's nasal cavity that houses sensory receptor cells that detect pheromones. The other location is the main olfactory epithelium, the part of the nasal cavity that also detects smells. Earlier research conducted by the group had determined that receptor neurons from the vomeronasal organ are required for the Aggression response to occur.
ERIC - Education Resources Information Center
This study compared the contribution of genes and environment to teacher-rated reactive and proactive Aggression in 6-year-old twin pairs (172 pairs: 55 monozygotic girls, 48 monozygotic boys, 33 dizygotic girls, 36 dizygotic boys). Genetic effects accounted for 39% of the variance of reactive Aggression and for 41% of the variance of proactive Aggression. The remainder of the variance was ex plained by unique environmental effects. Genetic as well as unique environmental effects were significantly correlated across reactive and proactive Aggression (genetic correlation = 0.87, environmental correlation = 0.34), but this overlap was largely due to a common underlying form of Aggression (i.e., teacher-rated physical Aggression). Once common etiological factors due to physical Aggression were accounted for, reactive and proactive Aggression shared no other genes and only a few environmental influences, although additional specific genetic and environmental effects were observed for both reactive and proactive Aggression. These specific effects indicate that both reactive and proactive Aggression may be influenced mostly by socialization experiences that are specific to each type of Aggression and only to a very small degree by specific genes.
ERIC - Education Resources Information Center
This exploratory study was designed to address how multiple factors drawn from varying focal models and ecological levels of influence might operate relative to each other to predict partner Aggression, using data from 453 representatively sampled couples. The resulting cross-validated models predicted approximately 50% of the variance in men's and women's partner Aggression. The 3 strongest dire ct predictors of partner Aggression for men and women were dominance/ jealousy, marital adjustment, and partner responsibility attributions. Three additional direct paths to Aggression for men were exposure to family-of-origin Aggression, anger expression, and perceived social support. The 1 additional direct path for women was a history of their own Aggression as a child or teenager. Implications for more integrative theories and intervention are discussed.
MedlinePlus: Aggression on Job More Harmful Than Sexual Harassment
"As sexual harassment becomes less acceptable in society, organizations may be more attuned to helping victims, who may therefore find it easier to cope. In contrast, non-violent forms of workplace Aggression such as incivility and bullying are not illegal, leaving victims to fend for themselves," lead author M. Sandy Hershcovis, of the University of Manitoba, said in a prepared statement.
ARS | Publication request: Diet Mediated Inter-Colonial Aggression in the Formosan Subterranean Termite, Coptotermes Formosanus
Technical Abstract: In most social insects, intercolonial and interspecific Aggression is an expression of territoriality. In termites, cuticular hydrocarbons (CHCs) have been extensively studied for their role in nestmate recognition leading to aggressive discrimination of non-nestmates. More recently, molecular genetic techniques have made it possible to determine relatedness between colonies and investigate the influence of genetics on Aggression. In the Formosan subterranean termite Coptotermes formosanus, however, the role of CHCs and genetic relatedness in intercolony Aggression has been ambiguous, suggesting the involvement of additional factors in nestmate recognition. In this study we assess the range of Aggression in this termite species and characterize the influence of genetic relatedness, CHC profiles and furthermore the termites' diet on Aggression levels. We collected four colonies of C. formosanus feeding either on bald cypress or birch from three locations in Louisiana. Intercolony Aggression ranged from low to very high. Differences in CHC profiles as well as genetic distances between colonies determined by using microsatellite DNA markers showed no significant correlation with Aggression. However, termite diet (host tree) played a significant role in determining the level of Aggression. Thus two distant colonies each feeding on different diets showed very high Aggression which significantly diminished if they were fed on the same wood in the laboratory (spruce). Using headspace solid phase microextraction, we found three compounds from workers fed on birch that were absent in spruce fed individuals. Such diet derived chemicals may be involved in the complex determination of nestmate recognition in C. formosanus.
Beginning signs of aggression
The body language or signs of defensive Aggression displayed by a puppy are: a prolonged direct stare, raised hackles, growling, showing his teeth, arching his body, and curling his tail between his legs. If any of these signs are present during the following circumstances, you should be concerned and need to get professional help:
Archived: Archived -- 1998 Annual Report on School Safety - Chapter 3 - Aggression/Fighting
Aggressors, Victims, and Bystanders: Thinking and Acting to Prevent Violence , for middle schools, is a demonstrated curriculum for high-risk students. The curriculum is composed of 12 classroom sessions that deal with violence among peers and the separate but interrelated roles of aggressors, victims, and bystanders that youth play in potentially violent situations. The backbone of this curriculum is the four-step Think-First Model of Conflict Resolution. The model helps students to pause and keep cool, understand what is going on before jumping to conclusions, define their problems and goals in ways that will not lead to fights, and generate positive solutions. The curriculum has been tested in urban, suburban, and small-city school districts and has made students more supportive of resolving conflicts without Aggression.
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