Ashleigh Hughes November 4, 2004

Working with Overly-Aggressive Children

I.  Introduction

a.  There is evidence that supports the idea that aggressive children are aggressive fetuses in the womb. They seem to be restless and kick significantly more (Kutner)

b.  Aggressive children are even aggressive infants before they can crawl or walk (Kutner)

c.  Aggressive behavior is consistent throughout life. It has been “shown to be a relatively stable, self-perpetuating behavior that is resistant to change”. (Keltikangas-Jarvinen, 2001)

d.  These children seem to have a less developed nervous system compared to other children, which can be a problem when it comes to self-control (Kutner)

i.  They cannot sit still for long (Kutner)

ii.  They are easily distracted (Kutner)

iii.  It is hard to stop themselves once they get excited. (Kutner)

iv.  They are impulsive (Kutner)

v.  They have trouble concentrating (Kutner)

II.  Children who are at risk of being aggressive

  1. Infants and preschoolers whose early socioemotional need are not meet. They feel unworthy and become angry (Harry, 2001)
  2. Children who receive severe physical discipline by parents in early childhood have a great chance of being aggressive during the school years. (Harry, 2001)
  3. Children whose mothers have a history of antisocial behavior during their school years. (Tremblay… 2004)
  4. Children with mothers who started childbearing early (Tremblay… 2004)
  5. Children with mothers who smoke during pregnancy (Tremblay… 2004)
  6. Children whose parents have a low income. (Tremblay… 2004)
  7. Children with parents who have serious problems living together (Tremblay… 2004)

III.  Growing from aggressive children to adults

  1. Aggressive children are more likely to be rejected by classmates. (Monks, Ortega Ruiz, & Torrado Val, 2002)
  2. Academic failure (Meehan, Hughes, & Cavell, 2003)
  3. Many are at risk of Alcohol, drugs, accidents, violent crimes, depression, suicide attempts, spouse abuse, and neglectful and abusive parenting. (Tremblay… 2004)
  4. Becoming seriously violent adults. (Tremblay… 2004)
  5. A study showed that “childhood aggression was the most important predictor of adulthood long-term unemployment, with its several mental and social consequences including criminality” (Keltikangas-Jarvinen, 2001)
  6. Always being aggressive. Aggression is a stable behavior throughout the life (Keltikangas-Jarvinen, 2001)

IV.  Stages of Aggression (Myles & Simpson, 1994)

  1. Frustration stage
  2. Students may exhibit specific behavior, like biting nails or lip, lower their voice, tense their muscles, making a grimace face, or complaining of not feeling well.
  3. Teachers can recognize theses signs and excuse the child from the room to go get a drink of water, therefore letting them regain their composure.
  4. Defensiveness stage
  5. Behaviors in this stage include withdrawing from others, either emotionally or physically, or lashing out at or threatening the teacher or other students, either verbally or physically.
  6. Students challenge the classroom structure or authority by attempting to engage in a power struggle.
  7. Teacher should intervene by reminding the student of the class rules, routines, and consequences or by redirecting them.
  8. Teachers should state these calmly using the student’s name while not get into an argument with the student.
  9. Aggression stage
  10. This is where the student’s becomes physically or verbally aggressive.
  11. The teacher should already have a plan for
  12. Obtaining assistance from other educators.
  13. removing other students from the area
  14. Providing therapeutic restraints as a last resort.
  15. Self-control stage
  16. This is when the student regains control and may become sullen, withdraw, or deny that inappropriate behavior occurred.
  17. Teachers should decide whether to use supportive or punishment techniques during this stage.

V.  What to do with an aggressive child

  1. Know the triggers (Froese, 2002)
  2. Everyone has things that aggravate them and children are no different.
  3. Keep a schedule and steady environment for the child
  4. If things do have to change, tell the child ahead of time or be prepared.
  5. Listen to them. Listen to them to find out what makes them angry, unhappy, or hurt.
  6. Avoid physical punishment (Froese, 2002)
  7. If physical punishment is used then these children are more likely to be aggressive adolescents and adults
  8. Be a role model (Froese, 2002)
  9. If you expect your child to act responsible and calmly, be sure to do it yourself.
  10. Stay calm
  11. Children are always watching and they are learning form you
  12. Express yourself (Froese, 2002)
  13. Share your feelings as well, even your feelings about how the child is acting.
  14. Reward good behavior (Froese, 2002)
  15. Parents should praise even the smallest attempt of good behavior and not pay any attention to negative behavior
  16. Remove child from the environment when behavior begins to escalate before he loses control. (Kutner)
  17. Older children can be taught better ways of getting what they want and looking at life from a different perspective. (Kutner)

VI.  Tips for teachers (Myles & Simpson, 1994)

  1. Teachers and staff must be trained to deal with aggressive behavior. They need to have intervention programs and know when to use various crisis procedures.
  2. Teachers should practice for a crisis.
  3. They should know where to go
  4. What to do with the other students
  5. And the roles of various staff members during a crises.
  6. Dress for appropriately
  7. Educators who are required to intervene with students of aggressive histories will be better prepared if they are dress appropriately.
  8. Items with monetary or sentimental value are to be keep out of the classroom or out of reach for an aggressive child.
  9. Have a positive relationship with students. This will help in gaining control of student in a time of crisis.
  10. Be consistent with rules and consequences.
  11. Students response well to a clearly structured environment
  12. Remain calm, in control, and have a therapeutic attitude

VII.  Conclusion

References

Froese, M. (2002). Dealing with aggressive children. Retrieved October 7, 2004, from http://id.essortment.com/aggressivechi_rdgj.htm

Harry, R. (2001). Abusive child-rearing. Retrieved October 7, 2004, from http://www2.lehigh.edu/page.asp?page=article&SectionID=medicareleases&ArticleID=13114&PartID=2&ob=Leh

Keltikangas-Jarvinen, L. (2001). Aggressive behavior and social problems-solving strategies: A review of the findings of a seven-year follow-up from childhood to late adolescence. Criminal Behaviour & Mental Health, 11(4), 236-250. Retrieved October 4, 2004, from http://search.epnet.com/login.aspx?direct=trus&AuthType=cookie,ip,url,uid&db=aph&an=7024586

Kutner, L. Insights for parents: Aggressive children. Retrieved October 7, 2004, from http://www.drkutner.com/parenting/articles/aggressive.html

Meehan, B., Hughes, J., & Cavell, T. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development, 74(4), 1145-1157. Retrieved October 4, 2004, from http://search.epnet.com/login.aspx?direct=trus&AuthType=cookie,ip,url,uid&db=aph&an= 10203055

Monks, C., Ortega Ruiz, R., & Torrado Val, E. (2002). Unjustified aggression in preschool. Aggressive Behavior, 28(6), 458-476. Retrieved October 7, 2004, from http://search.epnet.com/login.aspx?direct=true&AuthType=cookie,ip,url,uid&db=aph&an=11774320

Myles, B., & Simpson, R. (1994). Prevention and management considerations for aggressive and violent children and youth. Education & Treatment of Children, 17(3), 370. Retrieved October 4, 2004, from http://search.epnet.com/login.aspx?direct=trus&AuthType=cookie,ip,url,uid&db=aph&an=9501131525

Tremblay, E., Nagin, D., Seguin, J., Zoccolillo, M., Zelazo, P., Boivin, M. (2004). Physical aggression during early childhood: Trajectories and predictors. Pediatrics, 114(1), 43-50. Retrieved October 4, 2004, from http://search.epnet.com/login.aspx?direct=trus&AuthType=cookie,ip,url,uid&db=aph&an=13466551