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    The impact of school-based Aggression Replacement Training on emotion regulation and aggressive behaviour : a thesis presented in partial fulfilment of the requirements for the degree of Doctorate of Clinical Psychology at Massey University, Wellington, New Zealand
    (Massey University, 2014) Smith, Freya
    This research evaluates the effectiveness and implementation of Aggression Replacement Training (ART) with a group of New Zealand (NZ) students aged 13-15 years (n=18). Aggression is a significant problem in NZ schools and despite recent progress with school-wide and individually targeted interventions, there are few evaluations of interventions with these adolescents. Deficient emotion regulation is a major risk factor in youth aggression. Although emotion regulation skills are targeted by many aggression interventions, outcome measures less frequently assess these skills than other social information processing abilities. This thesis links research evidence of the role of emotion in aggression, to the techniques taught in ART, to support the hypothesis that ART improves emotion regulation and reduces aggression. Analyses of the change in mean group scores and individual-level analyses indicate improvements in ART participants’ emotion regulation, anger control and social skills over the course of intervention and follow-up. These analyses also indicate reductions in ART participants’ externalising, problem behaviours and cognitive distortions. These findings support the use of ART as effective in reducing the risk of aggressive behaviour, and as an alternative to exclusionary discipline, in NZ schools. ART appears to be culturally acceptable and may offer a less resource intensive intervention than individual intervention plans. Keywords: aggression, emotion regulation, adolescence, social information processing, aggression replacement training.
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    A girls' eye view of aggressive adolescent female behaviour : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Education, Massey University
    (Massey University, 2010) Arnott, Rosemary M
    This thesis challenges media claims that adolescent girls in New Zealand are becoming more aggressive and are therefore behaving like boys. Most early studies of aggression ignored girls entirely or presented them as a subset of boys. Although later studies did address issues around girls’ aggressive behaviour, these were largely focused on adults’ views of girls’ relational or social aggression. This doctoral study therefore used a small case study to explore adolescent aggression from the perspective of six adolescent girls whose behaviour had been described by their schools as aggressive. The girls’ accounts of their experiences and beliefs about gender-specific aggression were gathered via a series of individual conversational interviews, and initially analysed through the theoretical perspective of role theory and psychological perspectives on aggression. However, as the study progressed, the limitations of that approach became apparent and the girls’ transcripts were revisited via the lens of poststructural theory, using the tools of discourse analysis. The study found that these girls’ behaviours and beliefs did not fit the description of severe adolescent female aggression as described in the literature. Nor did the risk factors most commonly associated with aggression at adolescence appear to have affected them. Conversely, it would appear that their physicality influenced how they positioned themselves and how others positioned them; as “sporty girls”, “tomboys”, “loving daughters and siblings”, or as “righteous aggressors”. Their behaviours frequently challenged the dominant discourse of conventional schoolgirls. None of them thought that girls were becoming more aggressive and all stated that girls could behave how they wanted without being labelled de facto boys. This study was limited in terms of the number of participants and the range of cultures represented, therefore no generalisations can be drawn from it. Nevertheless, it does have some important implications for policy makers and practitioners: particularly that interactions of culture, class and gender impact on the way that individuals constitute themselves and others. Interpretations of behaviour are determined by the discursive context and the experiences and belief systems of both “actor” and “audience”.
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    The aggressive-cooperative drivers of construction contracting
    (1/10/2009) Cheung SO; Yiu TW; Chiu OK
    Construction contracting parties can take either a cooperative or aggressive stance in pursuing their goals. This paper aims at identifying the stimuli (known as drivers) that motivate cooperative or aggressive moves in construction contracting behavior (CCB). In this regard, a three-stage research work has been designed for the completion of the research objective. Based on literature reviews, aggressive and cooperative drivers were identified in the first stage. A questionnaire was designed to collect construction case-specific data on these drivers. Next, taxonomies of aggressive and cooperative drivers were developed by the use of principal component factor analyses (PCFA). A total of three and seven taxonomies for aggressive and cooperative drivers were identified respectively. These taxonomies enable the understanding of aggressive-cooperative nature of CCB in a more amenable and logical manner. With these taxonomies, factor scales were calculated to represent the relative importance of the respective taxonomies. The degree of significance of each factor scales was then evaluated in the third stage. The results showed that the most important cooperative taxonomy is 'openness of contracting parties', while the most important aggressive taxonomy is 'goal oriented'. The findings also suggest that construction projects may not be inherently adversarial. Contract with equitable risk allocation and open discussion of problems would provide the platform for team building so that relationship among contracting parties can be maintained. © 2008 Elsevier Ltd and IPMA.