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Feb 2019 DOI 10.14302/issn.2470-5020.jnrt-18-2554
Volicer LadislavCorresponding author
School of Aging Studies, University of South Florida, Tampa FL, USA
Background Controversy exists about definition of agitation and especially about inclusion of aggression as a part of agitation in people with dementia. Methods Papers describing neurobiological indices related to behavioral symptoms of dementia were reviewed. Papers comparing indices in persons exhibiting aggression and persons exhibiting agitation were selected for this review. Results The survey found seven papers which compared neuroanatomical indices and three papers which compared neurochemical indices. The neuroanatomical indices differentiating agitation and aggression included changes in brain perfusion, sizes of brain areas, distribution of neurofibrillary tangles, and white matter changes. The neurochemical indices differentiating agitation and aggression included relationships with neurotransmitter variables and the cell count in the locus coeruleus. Conclusion Despite the small number of papers and some methodological problems, the presented information clearly indicates that aggression and agitation are two distinct unrelated syndromes in persons with dementia.
Aug 2016 DOI 10.14302/issn.2474-9273.jbtm-16-1202
V.J. Basso RobertCorresponding author
RSW Faculty of Social Work, Wilfrid Laurier University
Our objective was the early identification, assessment and treatment of aggression by primary school children four to eleven years old, with the goal of preventing school expulsion. The children were identified by teachers and other professionals for their aggressive behavior. Children were assessed for five symptoms which are linked to the development and persistence of social and/or physical aggressive behaviors: inattention, hyperactivity, anxiety, poor social functioning, and oppositional behavior. Long term follow-up continued for up to 9 years. Conners’ Scales for parents and teachers were used to assess the severity of predisposing symptoms and emotional lability. The children were treated with psychosocial and pharmacological interventions by social workers and a physician, in addition to utilizing community and school resources. Teachers reported a reduction in some of the predisposing symptoms: hyperactivity, emotional lability, oppositionality, and improved social functioning. Parents reported improvements in all five of the children’s physically aggressive behaviors. Early intervention for children’s aggressive behaviors was found to be effective. None of the children in the study were expelled from school.
Oct 2021 DOI 10.14302/issn.2644-1101.jhp-21-3937
Monique J. Grant CokeCorresponding author
Bullying in higher education among educators has been researched at the international level and the present evidence strongly exists with need for further research regarding prevention 23456. Strong empirical research has been published on bullying with viewpoints on the damages to leadership, supervision, incivility and abuse experienced by educators 1256. Bullying in higher educational organizations has been observed with antecedents of power, “wanting to get ahead”, favoritism, and other precursors and challenges of incivility leading to bullying 1234. Workplace bullying antecedents and effects, describe the possible experiences, background, and precursors, that would reveal workplace bullying 12. Bullying in higher academia can result from behaviours and experiences that show humiliation, overtalking others, aggression, exclusion of others, disengagement of employees, among other subtle ways of silencing others 12347. It is therefore still important that educators continue to have a positive, purposeful and productive research driven approach towards solutions for preventing bullying in educational organizations.