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Essay / Research Paper Abstract
A 7 page paper that begins with a report of one study conducted in Spain where aggression and coping strategies were investigated. The assessment used was the Coping Strategies process developed by Kochenderfer and Ladd. Following the description of how the assessment was used, the writer discusses in which settings this assessment could be used, why it should be used in preschool, what else needs to be considered and if there are any ethical issues involved. The next part of the paper presents a guide for teachers using this particular technique, including how to use it and how to report the results to parents. Bibliography lists 6 sources.
Page Count:
7 pages (~225 words per page)
File: MM12_PGpreaf.rtf
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Unformatted sample text from the term paper:
aggressive behaviors by peers (1997). The catalyst for this essay is specifically a study that was subsequently conducted by Monks, Ruiz, and Val and which used materials previously Kochenderfer and
Ladd (2002). These investigators focused on preschool children, ages 4 to 6 years, in Spain (Monks, Ruiz, and Val, 2002). In this assessment, children took the roles of "Aggressor, Victim,
Defender, Supporter, and Bystander" (Monks, Ruiz, and Val, 2002, p. 458). The roles were correlated with the type of coping strategies children used (Monks, Ruiz, and Val, 2002).Physical strength, social
development and social status were investigated in terms of the aggressor (Monks, Ruiz, and Val, 2002). The stimulus for the children was a set of four cartoons, each of which
depicted a scene of some type of aggression: situations involving peer aggression: 1. direct relational aggression, a child telling another that they cannot play (Monks, Ruiz, and Val, 2002,
p. 458). 2. direct physical aggression, a child hitting, kicking, or pushing another (Monks, Ruiz, and Val, 2002, p. 458). 3. indirect relational aggression, a child spreading nasty rumours about
another (Monks, Ruiz, and Val, 2002, p. 458). 4. direct verbal aggression, a child shouting at and verbally abusing another (Monks, Ruiz, and Val, 2002, p. 458). Children were interviewed
in terms of whether they had observed any behavior from their peers such as that shown in the cartoon (Monks, Ruiz, and Val, 2002). They were subsequently shown six other
cartoons depicting different types of reactions and asked what the peer did in the situation: walking away, fighting back, crying, getting a friend to help, giving up something to the
aggressor or telling an adult (Monks, Ruiz, and Val, 2002, p. 458). The above is the scenario which is used to set the stage for answering the questions.
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