Consequences of inappropriate behavior in youth and the issue of mobbing
DOI:
https://doi.org/10.52756/ijerr.2018.v17.003Keywords:
Causes of aggression, mobbing, results of early violenceAbstract
The aim of the article is to present a phenomenon closely related to the issue of mobbing. It offers theoretical approaches explaining this matter. The most common sources of aggressive proceedings in early childhood were discussed with details, mainly outlining subjective and situational conditions. Possible consequences of aggression in children at subsequent levels of their development have been presented, with special consideration of its negative consequences. The meaning of early aggression of violence for the future development of mobbing proceedings was also highlighted.
References
Anooshian, L. J. (2005). Violence and aggression in the lives of homeless children: A review. Aggression and Violent Behavior. 10(2): 129–152.
Bechowska-Gebhardt, A. and Stalewski, T. (2004). Mobbing: patologia zarządzania personelem, Warsaw: Difin. Pp. 23-24.
Bush, J. E. and Ehrenberg, M. F. (2003). Young persons’ perspectives on the influence of family transitions on sibling relationships: A qualitative exploration. Journal of Divorce and Remarriage. 39: 3–4.
Bost, K. K., Vaughn, B. E., Washington, W. N., Cielinski, K. L. and Bradbard, M. R. (1998). Social competence, social support, and attachment: Demarcation of construct domains, measurement, and paths of influence for preschool children attending head start. Child Development. 69: 192–218.
Cummings, E. M. and Zahn-Waxler, C. (1993). Emocje i socjalizacja agresji: gniewne zachowanie się dorosłych a pobudzenie i agresja dzieci. W: A. Frączek, H. Zumkley (red.), Socjalizacja a agresja Warsaw: Instytut Psychologii Polskiej Akademii Nauk. Pp. 75–102.
Espelage, D. L. and Swearer, S. M. (2009). Contributions of three social theories to understanding bullying perpetration and victimization among school-aged youth. W: M. J. Harris (ed.), Bullying, Rejection, and Peer Victimization: A Social Cognitive Neuroscience Perspective, New York. Pp. 151–170.
Felson, R. B. and Rosso, N. (1998). Parental punishment and sibling aggression. Social Psychology Quarterly. 51: 1–18.
Gamian-Wilk, M. (2018). Mobbing w miejscu pracy : uwarunkowania i konsekwencje bycia poddawanym mobbingowi, Warsaw: Wydawnictwo Naukowe PWN. Pp. 11-48.
Heim, C., Owens, M., Plotsky, P. and Nemeroff, C. (1997). Persistent changes in corticotropin-releasing factor systems due to early life stress: Relationship to the pathophysiology of major depression and post-traumatic stress disorder. PsychopharmacologyBulletin. 33(2): 185–192.
Jędrejek, G. (2017). Dochodzenie roszczeń związanych z mobbingiem, dyskryminacją i molestowaniem, Warsaw, Wolters Kluwer: Pp. 45-50.
Jolliffe, D. and Farrington, D. P. (2011). Is low empathy related to bullying after controlling for individual and social background variables? Journal of Adolescence. 34: 59–71.
Jundziłł, E. (2003). Potrzeby psychiczne dzieci i młodzieży, diagnoza–zaspokojenie. Gdańsk: WydawnictwoUniwersytetu Gdańskiego. Pp. 10-17.
Kocemba, I. (2009). Ci, którzy dręczą innych. Psychologia w Szkole. 21(1): 132–139.
Lansford, J. E., Chang, L., Dodge, K. A., Malone, P. S., Oburu, P., Palmérus, K., Bacchini, D., Pastorelli, C., Bombi, A. S., Zelli, A., Tapanya, S., Chaudhary, N., Deater-Deckard K., Manke, B. and Quinn, N. (2005). Physical discipline and children’s adjustment: Cultural normativeness as a moderator. Child Development. 76(6): 1234–1246.
Madeja-Bień, K., Gamian-Wilk, M. and Andrzejewski, Ł. (2018). Mobbing–w poszukiwaniu wczesnych przyczyn zjawiska. Psychologia Rozwojowa. 23(2): 35-46.
Meyers, D. G. (1993). SocialPsychology. New York: McGraw-Hill. Monks, C. P. (2012). Przemoc między przedszkolakami. W: C.P. Monks, I. Coyne (red.), Przemoc i mobbingw szkole, w domu i w miejscu pracy, Warsaw: Wydawnictwo Naukowe PWN. Pp. 25–50.
Naylor, P. B., Petch, L. and Azam, A. P. (2012). Przemoc domowa: mobbing w domu. W: C.P. Monks, I. Coyne (red.), Przemoc i mobbing w szkole, w domu i w miejscu pracy,Warsaw: Wydawnictwo Naukowe PWN. Pp. 104–129.
Paroń, M. (2018). Procedury przeciwdziałania mobbingowi i dyskryminacji w miejscu pracy, Wroclaw: Presscom. Pp. 34-39.
Rosenthal, M. D. and Doherty, M. D. (1984). Serious sibling abuse by preschool. Child and Adolescent Psychiatry. 23(2): 186–190.
Rudolph, K., Troop-Gordon, W. and Flynn, M. (2009). Relational victimization predicts children's social-cognitive and selfregulatory responses in a challenging peer context. Developmental Psychology. 45(5): 1444–1454.
Smith, P. K. (1997). Bullying in schools: The UK experience and the Sheffield AntiBullying project. The Irish Journal of Psychology. 18(2): 191–201.
Stadelmann, S., Peren, S., von, W. A. and von, K. K. (2007). Associations between family relationships and symptoms/strengths at kinder garden age: What is the role of children’s parental representations? Journal of Child Psychology and Psychiatry. 48: 996–1004.
Yadav, S., Chakraborty, P., Mittal, P. and Arora, U. (2018). Children aged 6–24 months like to watch YouTube videos but could not learn anything from them. Acta Paediatrica, International Journal of Paediatrics. 107(8): 1461–1466.