Literaturnachweis - Detailanzeige
| Autor/inn/en | Rancer, Andrew S.; Avtgis, Theodore A.; Kosberg, Roberta L. |
|---|---|
| Titel | Assessing Aggressive Communication in Adolescents: Problems and Alternatives. |
| Quelle | (1999), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Adolescent Behavior; Adolescents; Aggression; Behavior Change; Behavioral Objectives; Communication Problems; Curriculum Development; Focus Groups; Research Methodology; Secondary Education; Validity |
| Abstract | Recently, training efforts have been undertaken to reduce the negative outcomes associated with increased verbal aggressiveness and accentuate the positive outcomes associated with increased argumentativeness within adolescent populations. This paper presents both positive and negative aspects of assessing aggressive communication predispositions in adolescents. More specifically, the paper briefly describes the use of self-report measures to assess change, the potential use of focus groups to inductively derive adolescent self reports concerning the traits of verbal aggressiveness and argumentativeness, and the use of observers or "other reports" to evaluate both argumentativeness and verbal aggressiveness. It asks what the implications for assessing the effectiveness of training programs (via self report) are, and suggests that, to answer this question, attention must be given to experimental designs and the impact of these designs on self-report measures, noting that if the behavioral objective of a training program is to reduce destructive aggressive communication by adolescents, then the experimental design used by the researchers will inevitably influence assessment of change, especially when change is based on the participants' self-reported perceptions. The paper states that the first step in developing curricular materials to reduce verbally aggressive behavior is the observation of communicative behavior in a variety of contexts, including home and school environments. It states that the second step is to use the information gathered from research to develop, test, and implement curricular materials for a variety of audiences and a variety of contexts. Contains 23 references. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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