PURPOSE: This study was to identify the behavioral problems according to the role of the students in school bullying in adolescents. METHODS: The participants were 571 students, first to second-grade in a middle school. The instruments used were; K-PNI (Korean-Peer nomination inventory), K-YSR (Korean-Youth Self-Report) developed for adolescents in Korea. Descriptive, χ2 test, ANOVA were used. RESULTS: Somatic symptoms were significantly different between victims or victim-perpetrator and non-involved, respectively (F=4.508, p=.004). Social immaturity (F=9.158. p=.000) and delinquent behavior (F=3.382. p=.018) were significantly different between victim-perpetrator and non-involved. Aggression was significantly different between perpetrator or victim-perpetrator and non-involved, respectively (F=14.048. p=.000). CONCLUSION: Behavioral problems in students differed depending on his or her role in school bullying. Development of intervention programs applicable to behavioral problems specifically associated with the role of the students in school bullying may effectively intervene in adolescent school bullying.
Adolescent ; Aggression ; Bullying* ; Humans ; Korea ; Problem Behavior*

PURPOSE: This study was aimed to evaluate the methodological issues and comprehensiveness of workplace bullying instruments and to suggest a taxonomy of psychological abuse. METHODS: Nineteen instruments applied in health care organizations and 469 questionnaire items mainly regarding psychological abuse were collected through a literature review. Three researchers classified the questionnaire items according to a “taxonomy of psychological abuse in the workplace.” RESULTS: Many instruments of workplace bullying were developed in the 2000s using a reflective measurement model, but their psychometric property was not sufficient and the measurement model is questioned. Based on the questionnaire items, the “taxonomy of psychological abuse in the workplace” was modified by adding two new subcategories (unachievable work and unfair treatment) and clarifying some operational definitions. According to the modified taxonomy of 11 (sub)categories, the reviewed instruments assessed 6.5 (sub)categories on average. No instrument measured all (sub)categories. Category 4.2 (disrespect, humiliation, and rejection of the person) was measured in all instruments, followed by Categories 5 (professional discredit and denigration) and 1.2 (social isolation) behaviors. CONCLUSION: The current instruments are not comprehensive enough. It is suggested that the modified taxonomy is verified and guide more reliable and inclusive instruments in the future. Furthermore, a formative measurement model, which defines a bullying as an inventory of different types of behaviors, should be used.
Aggression ; Bullying* ; Classification* ; Delivery of Health Care* ; Hostility ; Psychometrics ; Surveys and Questionnaires

The behavioral disturbances such as agitation, aggression and wandering oc-curred in the geriatric patients have imposed much burdens on the caregivers. The origin of the behavioral disorders in the geriatric patients were identified to be based on the multidimensional interaction of the biological, psychological and social factors. There are no satisfactory instrum-ents for assessment of behavioral disorders in the geriatric patients. Furthermore, the functional assessments are also required to evaluate the environmental events to influence the problem beh-aviors in the geriatric patients.
Aggression ; Caregivers ; Dihydroergotamine ; Humans

Human aggression is an urgent social and clinical problem. Aggression is an inescapable clinical challenge in diverse neuropsychiatric patients populations. Beacuse aggressive or violent behavior has many different causes and manifestations, the study of aggressive or violent behavior is very difficult. However, over the past 30years, such experiments have yields a large amount of information on the neuroanatomical, biochemical, and physiological mechanisms underlying aggression in mammals. In this paper, we reviewed the neurochemical and neuroanatomical aspects of human aggression.
Aggression* ; Humans ; Mammals ; Neurobiology*

No abstract available.
Accidents, Traffic* ; Aggression*

BACKGROUND: The present study aims at investigating whether and how (1) job demands and job resources are associated with work-to-private-life interference (WLI) and (2) job resources moderate the relationship between job demands and WLI. METHODS: Data were collected by a self-report questionnaire from three hospitals in Italy. The sample consisted of 889 health-care workers. RESULTS: All job demands (i.e., quantitative demands, disproportionate patient expectations, and verbal aggression) and job resources (i.e., job autonomy, support from superiors and colleagues, fairness, and organizational support), with the exception of skill discretion, were related to WLI. The effects of quantitative demands on WLI were moderated by support from superiors; fairness and organizational support moderate the effects of all job demands considered. Support from colleagues moderated only verbal aggression. Job autonomy did not buffer any job demands. CONCLUSION: The present study suggests that the work context has a central importance in relation to the experience of WLI among health-care workers. The results indicated that intervention in the work context may help to contain WLI. Such interventions would especially be aimed at improving the social climate within the unit and quality of the organizational process.
Aggression ; Climate ; Humans ; Italy

PURPOSE: This study was conducted to develop a scale for measuring aggression in adolescents, based on Ajzen's Theory of Planned Behavior (TPB). METHODS: The participants were 38 adolescents in an in-depth study conducted to develop items for indirect measurement, 13 adolescents in a pre-test, and 289 adolescents in the present survey. The collected data were analyzed using content validity, the correlation coefficient, exploratory factor analysis, confirmatory factor analysis, reliability, and the Cronbach's α. RESULTS: In this study, the most important variable related to aggression was found to be aggression intention. This study included 4 factors of direct measurement and 6 factors of indirect measurement; therefore, 41 questions were developed. Increased levels of aggression were associated with higher scores for attitudes of aggression, subjective norms, perceived behavioral control, and aggression intention. CONCLUSION: We found that the questionnaire used in this study was valid and reliable as a measurement scale to explain aggression in adolescents based on TPB. Aggression intention should be included in aggression prevention programs because it was linked to aggressive behavior.
Adolescent* ; Aggression* ; Humans ; Intention

PURPOSE: This study was performed to identify the impact of aggressiveness of patients and a sense of coherence on posttraumatic stress in psychiatric nurses. METHODS: After collecting data from 162 psychiatric nurses, we carried out a t-test, ANOVA, Pearson's correlation coefficient, and multiple regression using IBM SPSS Statistics 19.0. RESULTS: The mean score of posttraumatic stress was 20.75±16.59 points. Verbal aggression, aggressiveness about property, aggression toward oneself, and aggression toward others had a positive correlation with posttraumatic stress, while a sense of coherence had a negative correlation with post-traumatic stress. It was concluded that the significant predictors of posttraumatic stress in psychiatric nurses were aggression toward oneself, a sense of coherence, and aggression toward others, all of which accounted for 38.9% of the variability. CONCLUSION: The results of this study indicate that the factors influencing posttraumatic stress in psychiatric nurses were aggression toward oneself, aggression toward others, and a sense of coherence. Therefore, education programs should be developed in consideration of the fact that aggressive behavior against the patient himself and against others intensify the posttraumatic stress of the psychiatric nurse, but the integration force mitigates it.
Aggression ; Education ; Humans ; Sense of Coherence

OBJECTIVES: We developed the short form of the Mentalization Improvement Program for Adolescent-Community Model (MIPAdo-CM-S), based on the concept of the mentalization. METHODS: The MIPAdo-CM was composed of 6 sessions and was applied to 133 students in the 1st grade of a middle school for six weeks during their regular school hours. After 6 weeks, we compared the endpoint changes of Adolescent Mental Problem Questionnaire-Revised (AMPQ-R), Emotional Empathy Test, Peer Aggression Scale, Peer Bullying Scale, School Adjustment Scale, Test Anxiety Inventory and Visual Analogue Scale between the subject and the control group. RESULTS: On the Visual Analoge Scale, students in the trial classes reported an increased understanding and respect for others, as well as themselves. CONCLUSION: The efficacy of MIPAdo-CM was subjective improvement of understanding and respect for both others and themselves. To prove objective usefulness of this program, further studies should be administered in the form of long-term, regular and structured courses.
Adolescent ; Aggression ; Bullying ; Child ; Empathy ; Humans ; Mental Health ; Test Anxiety Scale

OBJECTIVES: Understanding the emotions, thoughts, feelings and behaviors of others, as well as oneself, is part of the mentalizing function. We developed a new school-based community model for mental health, called the Mentalization Improvement Program for Adolescent-Community Model (MIPAdo-CM), based on the concept of mentalization. METHODS: The MIPAdo-CM was composed of 12 sessions and was applied to 403 students in the 2nd grade of a middle school. Every session was conducted after the regular school hours for 6 weeks. After 6 weeks, we compared the endpoint changes of Adolescent Mental Problem Questionnaire-Revised (AMPQ-R), Emotional Empathy Test (EET), Peer Aggression Scale (PAS), Peer Bullying Scale (PBS), School Adjustment Scale (SAS), Test Anxiety Inventory (TAI) and Visual Analogue Scale between the subject and the control group. RESULTS: There was no significant difference between two groups in AMPQ-R, EET, PAS, PBS, SAS, and TAI. On the Visual Analoge Scale, however, students in the trial classes reported more increase in understanding and respect for both others and themselves. CONCLUSION: The efficacy of MIPAdo-CM was subjective improvement of understanding and respect for both others and themselves, erence between two groups in AMPQ-R, Empathy test, To prove objective usefulness of this program, further studies with more structured design will be needed.
Adolescent ; Aggression ; Anxiety ; Bullying ; Child ; Empathy ; Humans ; Mental Health ; Phenothiazines ; Theory of Mind