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Michael J. Boulton 《Aggressive behavior》1996,22(4):271-287
Study 1 compared the extent to which 8- and 11-year-old girls and boys (N = 86) participated in specific types of rough-and-tumble play. It used an observational methodology. The data were used to test two prominent hypotheses about the evolutionary function of this general category of play behaviour that have been applied to children, especially boys, of this age. One is that rough-and-tumble play provides practice for the development of real fighting skills and the other that it serves as a safe way to establish/display social dominance. Both hypotheses predict that boys will engage in more rough-and-tumble play than girls, especially those types that are used in fighting/dominance contests. Boys were found to engage in significantly more chase initiation activities, more bouts of brief rough-and-tumble play, more bouts of restraining and more bouts of boxing/hitting than girls. These data provide some support for the two hypotheses, although significant sex differences were not found for all types of rough-and-tumble play observed. No significant age differences were obtained, suggesting that the two hypotheses may be applicable throughout the 8- to 11-year-old period and not just at the end of it as previous research had suggested. Study 2 presented observational data concerning the motor patterns used in aggressive fighting. In all but one case, there were no significant differences in the extent to which 8/9- and 10/11-year-old girls and boys employed wrestling, hitting and restraining, supporting the view that the practice fighting hypothesis is relevant throughout the 8-11-year-old period. It was argued that age and sex differences provide a useful means of scrutinising functional hypotheses, and that splitting behavioural categories that contain disparate action patterns facilitates more refined tests of those hypotheses. © 1996 Wiley-Liss, Inc. 相似文献
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Nell Boulton 《Psychodynamic Practice》2013,19(3):314-317
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This paper describes a wireless microphone and micro‐video camera used successfully by the present authors to study direct, indirect, and relational forms of aggression in schools. Two major advantages of this equipment are identified; first, it avoids some of the potential biases and difficulties associated with the other methods and, second, it allows researchers to record and analyze a large number of significant variables that may otherwise be difficult to assess. The importance of this kind of data is discussed in relation to the development of effective interventions aimed at reducing aggression in schools. Aggr. Behav. 28:356–365, 2002. © 2002 Wiley‐Liss, Inc. 相似文献
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Previous research, primarily in North America, has found that individual factors (e.g., ‘internalising problems’) and social factors (e.g., friendship) interact to influence children's levels of peer victimisation. Some research has found that the identity of children's friends and friendship quality (as ‘protective factors’) are more important than the sheer number of friends. However, studies have produced conflicting findings. A peer nomination inventory was used to assess social skills problems, peer victimisation, peer acceptance, and several different aspects of friendship. Four hundred and forty‐nine children aged 9 to 11 years completed the inventory at two time points over the course of an academic year. Social skills problems were found to predict an increase in peer victimisation over time. Two friendship variables were found to moderate this relationship: a) number of friends, and b) the peer acceptance of the very best‐friend. The relationship was found to be weaker for those children with lots of friends and for those children with a ‘popular’ best‐friend. The findings advance understanding of the factors that promote peer victimisation. Aggr. Behav. 32:110–121, 2006. © 2006 Wiley‐Liss, Inc. 相似文献
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Prior studies have established that children’s peer relationships and school adjustment are associated. The main aims of the
current study were to test if four measures of peer relationships (Peer Acceptance, Presence/Absence of Best Friend, Number
of Friends, and Perceived Peer Support) could predict School Liking concurrently and longitudinally across a 6 month period,
and if gender moderated any of those associations. An opportunistic sample of girls and boys (N = 429 at Time 1 and N = 214 at Time 2) was drawn from 10 junior schools in the UK. A short-term longitudinal survey design was employed in which
self- and peer-report measures were administered in small groups at Time 1 (November/December) and then again at Time 2 (May/June)
of the same academic year. Concurrently, all four peer relationship variables emerged as significant non-unique predictors
(i.e. not controlling for variance shared among the predictors) of School Liking; Peer Acceptance and Perceived Peer Support
emerged as significant unique predictors (i.e. after controlling for variance shared among the predictors) of School Liking;
the set of four peer relationship variables together accounted for a significant amount of variance in School Liking; and
gender moderated the association between Peer Acceptance and School Liking. Longitudinally, Peer Acceptance was a significant
unique predictor of changes in School Liking. This study adds to the literature by providing evidence of which specific peer
relationships predict School Liking, and they support the call for interventions to enhance those relationships. 相似文献
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Rotenberg KJ McDougall P Boulton MJ Vaillancourt T Fox C Hymel S 《Journal of experimental child psychology》2004,88(1):46-67
Trustworthiness was examined in children and early adolescents from two countries. In Study 1,505 children in the fifth and sixth school years in the United Kingdom (mean age = 9 years 7 months) were tested across an 8-month period. In Study 2,350 sixth- through eighth-grade Canadian children and early adolescents (mean age = 12 years 11 months) were tested across a 1-year period. Participants completed measures assessing trustworthiness (ratings of promise and secret keeping by peer group and also by best friend in Study 1), assertiveness (Study 1), prosocial behavior (Study 2), social relationships (friendships and peer preference), and psychological adjustment (self-esteem, depressive symptoms, and loneliness). Peer-reported trustworthiness was positively associated with, and predicted changes across time in, the number of friendships. The observed relations were found to be statistically independent of peer preference and peer-reported assertiveness or prosocial behavior. Trustworthiness was found to be positively associated with peer preference (Study 1 and Study 2) and psychological adjustment (Study 1). 相似文献
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Nell Boulton 《Psychodynamic Practice》2013,19(3):307-317
Abstract It is argued that J. M. Barrie's ‘Neverland’ represents a latency phantasy of flight to a world apart from that of adults, in which there is scope for both a denial of, and a tentative exploration of, the coming realities of adolescence. Celebrated for his ability to stay a boy forever, Peter Pan can be understood as a character who embodies the narcissistic need of some individuals to retreat from the realities of the adult world. Reactions to Peter Pan have been curiously divided, and it is suggested that this split can be understood in terms of Barrie's highly ambivalent attitude towards childhood – in which sentimental nostalgia quickly turns to bitterness and a sense of exclusion from the maternal object. 相似文献