Abstract
M.A.
Aggression is multi-dimensional and can be defined as "any form of
behaviour directed toward the goal of harming or injuring another living
being who is motivated to avoid such treatment". (Baron & Richardson,
1994, p. 7). In addition, aggressive behaviour tends to be influenced, in
either form or direction, by various determinants. These determinants refer
to social, environmental, situational, individual and biological aspects of
aggression (Van der Schyff, 1995).
The researcher was motivated to examine aggression and disruptive
behaviour in boys in children's homes. The goal of the present study was
to see whether one can formulate a relatively simple programme, that
childcare workers in children's homes can use to assist children with
aggressive behaviour. The researcher also hoped to provide the children,
who participated in the experiment, with the skills to curb aggressive and disruptive behaviour. Firstly, aggression and disruptive behaviour was
monitored by means of behavioural observation, the Conners questionnaire
and the Child Personality Questionnaire (CPQ). The environment of the
children's home was then examined. Finally, interventions for aggression
were discussed with particular emphasis on a cognitive-behavioural intervention programme consisting of modelling through thought-stopping,
attribution training, and self-instructional training was implemented. This
programme continued for six weeks and thereafter a one week follow-up
and three month follow-up were conducted.
The data was statistically analysed by means of descriptive statistics,
correlations and the Mann-Whitney U test. The results indicated that there
were no statistically significant differences in aggression once the
cognitive-behavioural intervention programme had been implemented.
The results are interpreted against a background of methodological and
sampling problems and the incomplete conceptualisation of aggression and
the related terms (e.g. hostility, passive aggressiveness, verbal aggression
etc.) and the ambivalence of the success of cognitive-behavioural intervention. In terms of methodological problems, it is recommended that
a more precise measuring instrument be used to assess aggression as
opposed to the CPQ which measures other facets of personality besides
aggression. A bigger sample may yield more effective results as well.
Observation is also difficult to quantify, a substitute is recommended.
Aggression should be clearly defined. A multi-modal intervention
programme that is adaptable and flexible is also suggested.