##plugins.themes.bootstrap3.article.main##

This paper deals with long-term child disobedience and its potential evolution first into aggressiveness and then into criminality. Sixty-one teachers at primary education school units participated in this empirical survey. Teachers agree that long-term child disobedience is due to: a) reasons linked to problematic family relationships, such as lack of affection, absence of rules or limits, conflicting attitudes, beliefs and behaviors of parents, domestic violence, etc., b) reasons linked to education environment, such as children’s learning difficulties, poor interaction between teacher and student, children’s difficulty in adapting to teaching methods, bullying that a child may suffer because of classmates, absence of communication between parents and school, etc. and c) reasons linked to a child’s broader social environment, such as a child’s participation in cliques with out-of-school individuals, rejection by peers, absence from creative extracurricular activities, watching violent child TV series or playing violent video games, long exposure to the internet, etc. In addition, teachers believe that long-term child disobedience may turn first into aggressiveness and subsequently become criminality. According to teachers, aggressiveness is due to family, education and social reasons, while criminality is due to family and social reasons. Finally, teachers assert that long-term child disobedience is not due to genetic or environment factors and criminality is not due to education structures. Their views are listed, analyzed and discussed in this paper.

 

References

  1. Amuda-Kannike, M. (2018). Assessment of Factors That Cause Aggressive Behaviour among Secondary School Students ιn Ilorin South of Kwara State. IOSR Journal of Computer Engineering, 20(2), 38-44.
     Google Scholar
  2. Brown, S. (2010). Likert Scale Examples for Surveys. Στην ηλεκτρονική διεύθυνση: https://www.extension.iastate.edu/documents/anr/likertscaleexamplesforsurveys.pdf
     Google Scholar
  3. Bryman, A. (2012). Social research methods. Oxford: Oxford University Press.
     Google Scholar
  4. Bushman, B. J., & Anderson, C. A. (2001). Media violence and the American public: Scientific facts versus media misinformation. American Psychologist, 56, 477-489.
     Google Scholar
  5. Day, S., & Pearson, K. (2018). Defeat Disobedience: Short Stories on Overcoming Disobedience and Becoming Obedient. Mesa Arizona, USA: Real MVP Kids.
     Google Scholar
  6. Dias, D., & Ventura, T. (2017). The Role of Teacher`s Attitudes Towards the Aggressive Behavior of Pupils. International Journal of Technology and Inclusive Education, 6(1), 1068-1076
     Google Scholar
  7. Dobson, J. C. (2001). Parenting isn’t for Cowards: The “You Can Do it’ Guide for Hassled Parents. Recorded Books.
     Google Scholar
  8. Donn, B., & Kathryn, K. (2003). Psychology, personal and social adjustment. New York: Harper and Row Publishers.
     Google Scholar
  9. Ellis, W. E., & Zarbatany, L. (2007). Peer group status as a moderator of group influence on children’s deviant, aggressive, and prosocial behavior. Child Development, 78(4), 1240-1254.
     Google Scholar
  10. Fergusson, D., M., Horwood, L., J., & Ridder, E., M. (2005). Show me the child at seven: the consequences of conduct problems in childhood for psychosocial functioning in adulthood. Child Psychology and Psychiatry, 46(8), 837–849.
     Google Scholar
  11. Fossati, A., Maffei, C., Acquarini, E., & DiCeglie, A. (2003). Multi group confirmatory component and factor analyses of the Italian version of the aggression questionnaire. European Journal of Psychological Assessment, 19(1), 54-65.
     Google Scholar
  12. Gump, B. B., Dykas, M. J., MacKenzie, J. A., Dumas, A. K., Hruska, B., Ewart, C. K., Parsons, P. J., Palmer, C. D., & Bendinskas, K. (2017). Background Lead and Mercury Exposures: Psychological and Behavioral Problems in Children. Environmental Research, 158, 576-582.
     Google Scholar
  13. Huesmann, L. R., Moise-Titus, J., Podolski, C. L., & Eron, L. D. (2003). Longitudinal relations between children's exposure to TV violence and their aggressive and violent behavior in young adulthood: 1977-1992. Developmental psychology, 39(2), 201.
     Google Scholar
  14. Kalb, M., l. & Loeber, R. (2003). Child Disobedience and Noncompliance: A Review. PEDIATRICS, 111(3), 641-52
     Google Scholar
  15. Krahé, B. (2012). Report of the media violence commission. Aggressive Behavior, 38, 335-341.
     Google Scholar
  16. Ladd, G. W. (2006) Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models. Child development, 77(4), 822-846.
     Google Scholar
  17. Mash, E. J, & Wolfe, D. A. (2013). Abnormal Child Psychology (pp. 182–191). Belmont, CA: Wadsworth Cengage Learning.
     Google Scholar
  18. Mehdinezhad, V., & Rashki, J. (2018). Causes of Violence by High School Students: A Teachers and Principals Perspective, Anadolu Journal of Educational Sciences International, 8(2), 124-148
     Google Scholar
  19. Miller, G. E. (1994). School violence miniseries impressions and implications. School Psychology Review, 23(2), 257 261.
     Google Scholar
  20. Odgers, L., C., Moffitt, E., T., Broadbent, M., J., Dickson, N., Hancox, R. J., Harrington, H., Poulton, R., Sears, M. R., Thomson, W. M., & Caspi, A. (2008). Female and male antisocial trajectories: from childhood origins to adult outcomes. Developmental Psychopathology, 20(2), 673–716.
     Google Scholar
  21. Ramirez, J. M. (2010). The usefulness of distinguishing types of aggression by function. International Social Science Journal, 61(200-201), 263-72
     Google Scholar
  22. Sanders, M. R., Markie-Dadds, C., Rinaldis, M., Firman, D., & Baig, N. (2007). Using household survey data to inform policy decisions regarding the delivery of evidence-based parenting interventions. Child Care Health Development, 33(6), 768–783
     Google Scholar
  23. Stamatis, P. J, & Nikolaou, E. N. (2016). Communication and Collaboration between School and Family for Addressing Bullying. Special Issue “Adjustment of learners’ violent behavior in a school context”. International Journal of Criminology and Sociology 5, 99-104.
     Google Scholar
  24. Stamatis, P. J, & Ntouka, A. V. (2018). Teaching Social Skills, Empathy and Assertiveness by Teachers and Parents to Prevent Early Childhood Violent Communication and Bullying: Towards a Nonviolent Communication Education. In PJ Stamatis, EN Nikolaou (Eds.), Violent Communication and Bullying in Early Childhood Education (pp: 167-187). New York: Nova Science Publishers.
     Google Scholar
  25. Stamatis, P. J. (2018). Could a Child’s Long-term Disobedience Lead into a Criminal Personality? Journal of Criminology and Forensic Studies, 1(4):180019.
     Google Scholar
  26. Stamatis, P. J., & Chatzinikola, M. (2021). Advantages and Reasons Hindering the Communication between Teachers and Parents: An Empirical Study. European Journal of Education and Pedagogy, 2(2), 43-48.
     Google Scholar
  27. Stuart, G. W. (2009). Principles and practice of psychiatric nursing. St. Louis: Mosby.
     Google Scholar
  28. Tahirović, S. (2015). Teachers’ perception of aggressive behavior in children: case of Bosnia and Herzegovina. Journal of Transdisciplinary Studies, 8(1), 149-165.
     Google Scholar
  29. Tremblay, R. E. (2008). Anger and aggression. In M. M. Haith, & J. B. Benson (Eds.), Encyclopedia of infant and early childhood development (pp. 62-74). Academic Press.
     Google Scholar
  30. Van Lier, P. A. C. (2005). Trajectories of peer nominated aggression: risk status, predictors and outcomes. Journal of abnormal child psychology, 2(1), 99-112.
     Google Scholar
  31. White, R., & Renk, K. (2012) Externalizing Behavior Problems during Adolescence: An Ecological Perspective. Journal of Child and Family Studies, 21(1), 158-171.
     Google Scholar