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    Reconceptualising toddler aggression : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2005) Orange, Christopher Maurice
    This study used sorting techniques and Multidimensional Scaling analyses (MDS) to interrogate the comprehensiveness of a toddler aggression construct - Aggressive Behavior (AGG) - as empirically defined by the Child Behavior Checklist for Two and Three-year-olds (CBCL/2-3). MDS provided a way of unravelling the latent dimensional structures of the checklist item set and creating an inter-item semantic-like map. This map acted as a tool in the summary of patterns in sets of archival CBCL toddler data to reveal latent coherence or dimensional consistency across toddlerhood with specific regard to the aggression or aggressive-like behaviour construct – the main research goal of the present study. First New Zealand participants (N=70, x=30 years) completed four independent semantic-like matching tasks by sorting CBCL/2-3 checklist items according to their "face value". MDS algorithms transformed individual data into a map and hierarchical trees (h-trees) showing inter-item proximities. After validation of the map clusters sets of archival CBCL data were represented and interpreted in the 5-dimensional MDS solution (P=5) as vectors using PROFIT analysis. A measure of the stability of the vector components in terms of the amount of common variance captured across 24 to 42 months - of – age. demonstrated better fit than CBCL subscale stability for the first three dimensions. Candidates for dimensional stability across toddlerhood indicated by the MDS analyses and map were suggested. Replication of the toddler map. the second objective, involved creating an expanded item set that included items from the CBCL/4-18. The new Combined item set was then sorted following identical procedures by a different group (N=49, x=30). PROFIT analyses of archival 4-18 data on the rotated Combined configuration was compared with stability of Achenbach's CBCL/4-18 subscales between 60-months- and 72-months-of-age but correlations were no better than chance. Additional analyses were undertaken that revealed the archival CBCL/4-18 items had little variance when interpreted in the MDS solution. This study succeeded in identifying alternative candidates for continuity of aggressive - like behaviour across toddlerhood in patterns in raw CBCL data that may contribute to the reported CBCL/2-3 Aggressive Behavior construct stability. Three alternative constructs are suggested: a construct which features high frustration, anger and resistance to control - believed to interact with punitive or restrictive parenting practices, and central in theories of the development of coercive parent-child relationships; a construct which appears to index insecure attachment styles; and a construct reflecting toddlers' developing ability to control their attention and behaviour.
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    Do unfair experiences contribute to anger and hostility in young children? : young children's perception of unfairness and its associated feelings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology
    (Massey University, 2005) Yamaguchi, Tomoko
    Being able to cope in emotionally demanding situations is a necessary skill for both children and adults. Parents use many disciplinary techniques to help children manage their misbehaviour and overtly expressed negative emotions. Although numerous parenting strategies have been described by researchers and professionals, there are limited numbers of studies looking at aspects of disciplinary practices from young children's perspectives. By understanding children's affective responses to discipline practices, it is possible that parents can provide more effective help for their children, and reduce negative moods such as hostility. Based on Evans' model of the development of hostility, the present study investigated how young children's experiences of unfair treatment might influence their predominant affective expression or attitudes toward a parent who is being unfair. Thirty-two children, aged between five and nine years, were recruited from local primary schools and a summer holiday programme. Using a story about unfairness, the children were able to make judgements about the story and report feelings associated with such experiences. Three original tasks were introduced as an indirect measure of level of hostility in response to the experiences of unfair treatment. Although statistical analysis supported the hypotheses that hostility in children increases as a result of unfair experiences, judging from their verbal responses, there is a complex interactive effect of the mother-child relationship on children's feeling.
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    An attributional analysis of peer victimisation and bullying behaviour in school children : a replication and extension : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2000) Stuart, Tricia Lee
    Bullying and victimisation of children by their peers' is a perennial problem. Previous studies have shown that both the bully and the victimised child are at risk of psychological problems at the time an in later life. In this study the relationship between characterological versus behavioural self-blaming attributions for victimisation and maladjustment, and peer reactions (rejection/acceptance) was examined in a replication of a study by Graham and Juvonen (1998a). Graham and Juvonen's (1998a) study was also extended here by looking at an extended age range, teachers' views and issues related to bullying. One hundred and sixty-one participants (51 males, 110 females) ranging in age from 10 to 17 years old completed questionnaires that assessed self-perceptions of bullying behaviour and victim status, attributions for hypothetical victimisation situations, and feelings of loneliness, social anxiety, and self-worth. Participants also completed peer-rating measures looking at perceptions of others' bullying behaviour and victim status, and their acceptance and rejection of others in their class. Classroom teachers' completed a measure rating participants in their class on bullying behaviour and victim status. In terms of victimisation, results suggest that as in Graham and Juvonen (1998a) characterological self-blame (CSB) partially mediated the relationship between self-perceived victimisation and adjustment problems. Also consistent with the findings of Graham and Juvonen (1998a), self views of victim status were more predictive of intrapersonal factors (loneliness, social anxiety, and self-worth) and others' (peers' and teachers') views were more predictive of interpersonal factors (peer acceptance/rejection). In terms of bullying behaviour, participants' who reported high levels of self-perceived bullying behaviour also reported lower levels of self-worth. This relationship was moderated by peer perceptions of bullying. Additionally, peers' perceptions of bullying behaviour were related to higher levels of rejection by peers. Further, this rejection was more pronounced when teachers viewed the children as bullies. Further, some supplementary results are discussed, and limitations and suggestions for further research are proposed.