China
Africa
Explore chapters and articles related to this topic
The regulation of restrictive practices on people with intellectual impairment
Published in Bernadette McSherry, Yvette Maker, Restrictive Practices in Health Care and Disability Settings, 2020
Some persons with intellectual and cognitive impairment express what are known as challenging behaviours or behaviours of concern. The latter term is preferred by some commentators because it emphasises the environmental context of such behaviours, including for example the lack of appropriate supports and assistance, and does not stigmatise individuals (Chan et al. 2012: 36). In practical terms, such behaviours may involve aggressive behaviours towards others including physical assault and inappropriate sexual behaviours, as well as causing extensive property damage. It may also involve self-injurious behaviours including head-banging, self-biting, self-scratching and over-eating, including compulsive eating of indigestible objects (Association of Professional Behavior Analysts 2010).
Psychiatric symptoms in dementia
Published in Graham A. Jackson, Debbie Tolson, Textbook of Dementia Care, 2019
Paul Brown, Adam Daly, Graham A. Jackson
Aggression: Aggression varies widely in how it presents, from harsh words to serious physical assaults. It is regularly brought to the attention of services when carers and family members feel risk has increased. There has often been a degree of verbal and/or physical aggression taking place for some time prior to the presentation frequently this behaviour is not in keeping with a person’s previous history or personality. Aggression is perhaps the symptom in dementia with the highest risk and it is the only BPSD symptom for which antipsychotic medication is licensed.
Signs and Symptoms in Psychiatry
Published in Mohamed Ahmed Abd El-Hay, Essentials of Psychiatric Assessment, 2018
Goal-directed abnormal patterns of behavior: Compulsive rituals: repetition of an act as part of obsessive compulsive disorder, either in response to obsessions or on its own.Behaving in a childish spiteful way to others: e.g., pulling a chair away from another patient, is seen in some schizophrenics usually of disorganized type. Also, manic patients may play practical jokes, e.g., one patient would creep behind a nurse in the ward.Aggression: hostile or angry feelings, thoughts, or actions directed toward an object or person, which may be verbal or physical. Harsh and aggressive behavior is usually socially determined. On the whole, aggression is not very common in chronic psychiatric disorders.Disinhibited behavior: may occur in organic brain diseases, mania, and schizo phrenia. The patient lacks restraints customarily exhib ited in social situations, leading to tactless, rude, or even offensive behavior.
From Fantasy to Reality: Self-Reported Aggression-Related Sexual Fantasies Predict Sexually Sadistic Behavior beyond Indirect and Direct Measures of Sexual Preference
Published in The Journal of Sex Research, 2023
Harmful sexual behavior is considered as sexual aggression if it is inflicted onto someone who does not or cannot consent to engage in this behavior (Basile et al., 2014). Consequently, harmful sexual behavior can also consensually be put into action, for example, among individuals with accordant sexual interests, and in this case should not be interpreted as aggressive (Brown et al., 2020; Dunkley & Brotto, 2020). Harmful sexual behavior is a frequent phenomenon. For example, in two German student samples, the perpetration rates ranged between 13% and 18% for men and 8 and 9% for women (Krahé & Berger, 2013; Krahé et al., 2021). Due to the array of negative consequences of experiencing harmful sexual behavior as a victim (Devries et al., 2014; Klump, 2006; McLaughlin et al., 2012), research has aimed to identify associates and risk factors for this behavior in men and women (Abbey et al., 2011; Bouffard et al., 2016; Schuster & Krahé, 2019), in order to derive effective interventions.
Aggressive Worriers: How Aggression Moderates the Association between Intolerance of Uncertainty and Suicidal Desire Constructs
Published in Archives of Suicide Research, 2021
Rachel L. Martin, Nicole S. Smith, Shelby J. McGrew, Daniel W. Capron
Aggression is another personality characteristic that has been linked to suicidal behavior in a variety of populations such as patients with mood disorders, borderline personality disorder, and substance use disorders as well as in non-clinical samples (see Giegling et al., 2009 for a review). Aggression can be assessed using four lower-order dimensions: physical aggression, verbal aggression, anger, and hostility (Buss & Perry, 1992). Physical and verbal aggression refer to outwardly aggressive behaviors whereas anger and hostility refer to the emotions and thoughts experienced during aggression. Buss and Perry (1992) suggested that both anger and hostility are experienced outside of aggressive acts as well. Anger often precedes acts of aggression and gradually diminishes over time after the aggressive act is completed. Hostile thoughts may also persist following an aggressive act, as the aggressor continues to feel resentment and suspicion toward the target (Buss & Perry, 1992). These aspects of aggression, then, may be viewed as temperament factors that affect other behaviors in addition to physical and verbal aggression. Specifically, anger has been associated with suicidal behavior in a number of studies (see Giegling et al., 2009 for a review).
Chronic and Temporary Exposure to Student Violence Predicts Emotional Exhaustion in High School Teachers
Published in Journal of School Violence, 2021
Elizabeth Olivier, Michel Janosz, Alexandre J. S. Morin, Isabelle Archambault, Steve Geoffrion, Sophie Pascal, Julie Goulet, Alain Marchand, Linda S. Pagani
Results can also bring insight to practitioners. Indeed, the present study suggests that most of the process (mediation) linking teacher exposure to student aggression operates chronically. As students change year after year, chronic exposure might reflect a problematic school context. As such, prevention and intervention strategies to reduce student aggression and its consequences should be implemented at the school level in a lasting manner in order to produce significant change (e.g., Spiel & Strohmeier, 2011). On the one hand, the lack of cross-lagged effects (i.e., exposure to aggression at a specific point in time rarely had an impact on emotional exhaustion at later time points) suggests that an intervention implemented within a single school year may not have effects beyond that year. On the other hand, the stable-trait (chronic) associations observed suggest that an intervention that aims to have long-term effects should be implemented over multiple consecutive years. Otherwise, it might not have a tangible impact on chronic student aggression and teacher exhaustion.