Resilience factors that support the classroom functioning of acting out and aggressive students

Abstract

Fifth and sixth grade students from a Latino community who were characterized as aggressive and acting out by their classroom teachers were organized into two groups: those rated by teachers as high on school learning (classroom academic performance) and those rated as low on school learning. Students were compared on self-ratings of resiliency concepts such as academic and social self-concept, social support, school bonding, and perceived parent supervision. Gender differences were also examined. Students who were rated as aggressive by their teachers, but high on school learning, reported more resiliency indicators including more social support functions fulfilled and higher perceived parental supervision compared to their peers, who were rated low on school learning. A discriminant analysis revealed that perceived parental supervision was the key variable in differentiating these groups. Analyses of differences by gender indicated that girls reported greater classroom readiness than boys. Implications for utilizing resiliency constructs for the early intervention of aggressive behavior in students, as well as the need for involving parents and teachers as sources of social support and supervision are discussed.

Preteens Talking to Parents: Perceived Communication and School-Based Aggression

“…There are multiple entities, including family, school, peers, and society, that influence the aggressive behavior of children (Smith & Furlong, 1998). Because children who behave aggressively in school are not all alike, interventions should meet the needs of children on individual, school, and family levels (Morrison, Robertson, & Harding, 1998). Thus, parents, teachers, and community leaders need to work together to provide a safe environment for children.…”

Noncognitive Skills in the Classroom: New Perspectives on Educational Research

“…Thus, the weight of findings on antisocial behavior effects indicates that aggression and other negative social behaviors operate through altering social relationships and social supports, both in positive and negative ways depending on the social context and the social group (e.g., boys versus girls). Indeed, aggression is negatively associated with a host of contextual and social antecedents, such as parental involvement (but positively associated with parental discipline), religious involvement, nonaggressive classroom peers, and participation in after-school activities (Coley, 1998;French et al, 2008;Goldstein et al, 2001;Lansford et al, 2005;Lord & Mahoney, 2007;McEvoy & Welker, 2000;Morales & Guerra, 2006;Morrison et al, 1998), although influences related to family and personal friendships may matter more than broader contexts, such as the whole school environment (Joussemet et al, 2008;Wilson, 2004). In this scenario, further work that theorizes and develops methods to study the integrated relationships among causes of antisocial behavior, the behavior itself, social consequences, and academic consequences will be required to continue to advance research beyond the simple antisocial behavior-education outcome connection.…”

Risk and Resiliency

“…Overall, more positive life outcomes have been associated with higher self-esteem, independent of the extent of a child's delinquent and acting out behavior (August, Mac-Donald, Realmuto & Skare, 1996). Further, higher self-concept has been posited to serve as a protective factor preventing a worsening in behavior (Morrison, Robertson, & Harding, 1998). Howard (1996) suggests that higher self-esteem "contributes to a resilience orientation," and that resilience domains will have an impact on what she terms the "victimization process."…”