Professional Documents
Culture Documents
SY 2017-2018
A Research
Presented to the faculty of Mystical Rose School of Bulacan, INC
Santa Maria. Bulacan
By
Arosco, Jergie Lynne
Cantero, Andrew
Dela Cruz, Sydra Mae
Milka, Jackie Mae
Tigao, Ericka Joy
Chapter 1
Introduction
Aggression is a word that we use every day to refer the aggressive behavior of others that we see and perhaps
even to define ourselves. We say that people are aggressive if they often yell or hit each other; if someone suddenly
hit others out of extreme emotions flowing in their veins (ex: out of shock); banging of fist out of frustration,
receiving wounds from a sports play; and throwing tantrums. It is a complicated word that makes it hard for the
According to Baron and Richards, aggression is a behavior that is intended to harm another individual. It is most
Now, we, researchers are going to thoroughly study the roots and effects of aggression. Enlightening everyone
about aggression is a big help for the betterment of relationships, trying to make all the persons involved
understand the situation they are in. And by studying the topic, we'll conduct an observation among the students
(Grade 1&2) of Mystical Rose School of Bulacan, Inc. with the company of their respective teachers.
This research attempts to find why aggression is common among children (Grade 1&2) in Mystical Rose School
of Bulacan, Inc. More specifically it seeks to find the answer to the question.
Scope:
The main focus of this research is why aggression is common among children (Grade 1 and 2) students in Mystical
Rose School of Bulacan, Inc. This study goal is to be able to know what are some of the causes of aggression in
Delimitation:
In this research, the Mystical Rose School of Bulacan high school and senior high school students are not included
in our research, because we will going to make our observation or study be focused on Grade 1 and Grade 2
students whose coming from an age that their behavior and skills is being develop and in that age, they are finding
a new thing to learn and because aggression is a normal part of child’s development.
It is important to know why children between grades 1 and 2 became aggressive when they are in school. This
research paper will help the teachers how to tamed their student's behavior. How to communicate their students
when kids suddenly outbursts. Not only to the teachers who will benefit this, but for the parents also. They can
Definition of Terms:
aggression- (n) hostile or violent behavior or attitudes toward another; readiness to attack.
aggressive- (adj) ready or likely to attack; characterized by or resulting from aggression.
attempts- (v) make an effort to achieve or complete.
outburst- (n) a sudden release of strong emotion.
tame- (adj) not dangerous or frightened of people.
tantrums- (n) an uncontrolled outburst of anger and frustration, typically in a young child.
Chapter 2
The literature and studies cited in this chapter tackle the different concept, understanding, and ideas,
generalization or conclusions and different development related to study of the enrollment from the past up to the
present and which serves as the researchers guide in developing the project. Those that were also included in this
chapter helps in familiarizing information that are relevant and similar to the present study.
Related Studies
Foreign
There are three key issues with defining human aggression. First, it is hard to interpret research findings
and theories about aggression without a clear definition. Historically, however, many different definitions have
been used. As a result, many studies of aggressive behavior are hard to meaningfully compare. More recently,
definitions of aggression among social psychologists have converged around the notion that aggression is any
behavior enacted with the intention to harm another person who is motivated to avoid that harm (e.g.,Anderson
and Bushman, 2002; Bushman and Huesmann,2010). Such a definition is wide enough to capture the full range
of aggressive behaviors, and to make allowance for activities that can ‘hurt’ a target person but to which the target
of the hurt willingly consents (such as undergoing surgery or engaging in sadomasochistic sex).
The second issue is that many laypersons and misinformed professionals use the term aggression
interchangeably with related but conceptually distinct phenomena such as anger, hostility and competitiveness.
There is no question that in the field of psychology, aggression refers only to a behavior, and not to a mindset or
an emotional state. Feelings such as anger, attitudes such as wishing the worst for another, and motivations such
as the desire to win or control one’s environment may contribute to a person behaving aggressively but are not
aggression per se. To study aggression effectively, such factors need to be clearly differentiated from aggression
A third definitional issue involves the common practice of using the term ‘violence’ interchangeably with
the term ‘aggression.’ Treating these as synonymous creates miscommunications and confusion among
general public. Among most social psychologists, violence is a subtype of aggression. More precisely, ‘violence’
medical attention or to cause death. Many social psychologists extend this definition to include causing severe
emotional harm. Thus, all violent behavior is aggression, but most aggression is not violence. Note that this
definition of violence is not synonymous with ‘violent crime,’ which is a legal term, not a scientific one.
Aggression, Social Psychology of. 2001. Elsevier Ltd. Retrieved from https://public.psych.iastate.edu
Researchers have struggled for decades to describe and measure aggressive behavior (see Coie & Dodge,
1998, for a review). Despite the numerous articles devoted to this topic, there are significant challenges for
understanding aggression. One significant difficulty is the vast number of subtypes suggested by investigators.
For example, Underwood, Galen, and Paquette (2001) argue that aggression is difficult to define operationally
because neither the intentions of an aggressor nor the perceptions of harm by a victim can be directly observed.
What is considered aggressive behavior relies greatly on social judgments, of both the aggressor and the perceiver
(Underwood, Galen, & Paquette, 2001). In general, definitions of aggression involve the intent to inflict harm on
others (Archer & Coyne, 2005). Harre and Lamb (1983) noted that researchers have proposed over 200 different
definitions of aggressive behavior, but that most of these definitions share two common features: (1) the behavior
is intended to harm, and (2) the behavior is perceived as hurtful by the victim. Direct acts of verbal and physical
aggression in situations of interpersonal conflict readily fit such a definition. However, research has demonstrated
that children engage in a variety of aggressive behavior. Hence, although the injury necessary for a behavior to
be labeled aggression has been most often interpreted by researchers to mean bodily harm, these terms could also
apply to damage to one’s self-esteem or social standing (Galen & Underwood, 1997).
Social Aggression in Children and Adolescents: Meta-Analytic Review. 2011. Electronic Theses and
Forget everything you may have read about coping with children's temper tantrums. Time-outs, sticker
charts, television denial—for many, none of these measures will actually result in long-term behavior change,
Instead, a set of techniques known as "parent management training" is proving so helpful to families
struggling with a child's unmanageable behavior that clinicians in the U.S. and the U.K. are starting to adopt them.
Aimed at teaching parents to encourage sustained behavior change, it was developed in part at parenting
Even violent tantrums, or clinging to the point of riding on a parent's leg, can be curbed, researchers say.
These behaviors appear to be partly influenced by genetic factors, studies show, but parents can also
inadvertently encourage them—for example, by paying attention only when the child screams or cries, but not
Simply rewarding good behavior isn't particularly effective, says Alan Kazdin, a Yale psychology
professor and head of the Yale Parenting Center. "Every parent on the planet has tried charts and point programs,"
he says. Explaining to a child why you want them to do something, or punishing them with long time-outs, isn't
Instead, the training focuses on three components known as the ABCs: the Antecedent, or the environment and
events that set the stage for a tantrum or other undesirable action.
Then there is the Behavior itself, and how parents can help a child learn new behaviors, in some cases
https://www.wsj.com
Tantrums, or emotional reactions that are out of proportion to a situation, appear to be universal to child
development (Solter, 1992) and appear to be more than a caregiving hassle. Children who have a history of intense
and frequent tantrums are at risk for developing more serious emotional and behavioral disorders in later
childhood (Kann & Hanna, 2000; Needlman, Stevenson, & Zuckerman, 1991; Sanson & Prior, 1999). As a child
discovers her autonomy, most parents must manage and cope with tantrums, the intensity and frequency of which
can potentially create a lasting and negative behavioral dynamic (Stormshak, Bierman, McMahon, & Lengua,
2000). For these reasons, tantrums are important childhood phenomena that appear to warrant more empirical
attention than they have been given to date (Bath, 1994; Needlman et al., 1991). Yet, most of the research on
tantrums has been conducted with clinical samples of older children whose tantrums are developmentally atypical.
Tantrums represent a temporary emotional crisis for the young child. Bath (1994) defined tantrums as a
child’s response when he or she is unable to regulate his or her emotional impulses, resulting in an apparent loss
of self-control and a disregard for previously accepted behavioral norms to a point that appears out of proportion
to the situation. Tantrums have long been considered to originate from young children’s objective or verbal
frustration (Bhatia, Dhar, Singhal, Nigam, Malik, & Mullick, 1990; Einon & Potegal, 1994) and anger (Potegal
& Davidson, 2003), in addition to an immature frontal cortex, which helps regulate emotional states (Greenberg
Some researchers (e.g., Bath, 1994) have noted that tantrums may be triggered by factors other than anger
or frustration, pointing to general distress as a tantrum trigger (Potegal & Davidson, 2003; Proffer, 1995). For
example, parents and child care experts have reportedly observed that children are more vulnerable to tantrums
when they are fatigued, overstimulated, distressed, or when there is a deviation from the child’s normal routine
(Einon & Potegal, 1994; Potegal & Davidson, 1997; Solter, 1992). These latter two scenarios suggest that general
confusion or distress that gives rise to anxiety may also contribute to the emotional over-reaction of a tantrum.
Tantrums and Anxiety in Early Childhood: A Pilot Study. 1999. Early Childhood and Practice. Retrieved from
http://ecrp.uiuc.edu
Managing Tantrums
You are pushing your child on a swing at the park, and it is time to go home for dinner. As you try to take
your 18-month-old out of his swing, he starts screaming and kicking you. He clearly wants to stay. This is not
A tantrum is your child’s form of protest. Whenever you interfere with her desire to have something, do
something or go where she wants to go, she gets mad. The crying, screaming, yelling, and biting that just seems
to come out of the blue, generally follow the word “no”. In essence, the underlying conflict of the parent/child
relationship is that the child wants something, and the parent opposes it.
Tantrums are usually first linked to the toddler years of development, generally 0-3 years old. At this stage
of development, the young child lacks the words he needs to express himself, so he communicates with the use
of his body, instead. If you refuse to carry him, he may immediately throw himself on the ground, and the storm
begins.
For generations, tantrums have been viewed negatively as a child's manipulation to get what he wants,
and therefore experts advised parents to ignore the child. According to this old view of parenting, children should
be left to cry it out, otherwise you’ll spoil them. Though it is true that parents can fall into a negative pattern of
gratifying every one of their children's wishes, letting children cry and not intervening is very harmful to them.
A child who is crying is in trouble and needs your help. She is overwhelmed by strong emotions, feels
helpless and alone and does not know how to calm herself down. Our job as parents is to comfort our child and
One of the most important developmental tasks of early childhood is for young children to build trust in
their parents.This trust is the cornerstone of their feeling of safety in the world. Leaving a child to lie on the
ground crying makes him feel abandoned and ultimately untrusting of his parents. Though tantrums are not easy
to deal with, especially if you're being kicked, there are effective ways to manage these tough moments.
Keep your cool. Take some deep breaths to calm yourself down. If you react in a low key way to the
Set a limit. It's important to teach your young child that physical violence is not an acceptable way to
express herself. You might say, “There is no kicking. We don't hurt anyone in our family.” But she will not be
able to follow this rule immediately. Only over time as you repeat this limit will she be able to stop herself.
Ultimately your child will listen because she wants your approval and love.
Local
According to Zahrt (2011) Pediatricians see children and adolescents who have a variety of behavioral or
mental health concerns, and one of the most challenging is aggression. Aggressive behavior may represent a
normal developmental stage or indicate a serious, ongoing mental health disorder that poses a safety concern. In
this article, we discuss the definitions, risk factors, related psychiatric disorders, assessment, intervention, and
The Southern Philippines Medical Center Department of Pediatrics said that exposure to digital
technology can cause lack of socialization and aggressive behavior among children, underscoring need for
parental guidance. Doctor Mervin Flavier, a neuro-developmental behavioral specialist pediatrician, said they
have encountered several issues pertaining to the effects of gadgets which led to lack of socialization and
aggressive behavior on the part of the children. “I have encountered some children who are misbehaving in school
[and] becoming hyperactive and aggressive because they are engaged in a lot of video games that has violent
theme, particularly war games,” Flavier said. Flavier said that parents of these kids usually bring their children to
them because of several illnesses, adding that parents don’t recognize that these are the initial effects or symptoms
of too much engagement to digital technology. “They go for other concerns like frequent headaches, frequent
abdominal pain and frequent absenteeism in school,” Flavier said, adding that those who take selfies all the time
already have an addictive behavior. Flavier said that in his clinic he has seen children who are holding their
gadgets at a very young age. When Flavier asked the parent, they told him they are busy and they need to give
their kids a gadget to provide them something to do. Flavier also noticed that kids nowadays are no longer seen
playing in playgrounds but are instead kept inside their houses for fear of acquiring illnesses like dengue, thus, in
order to entertain themselves, they tend to seek for technologies to serve as their means of entertainment. “I have
encountered kids, one year old to two years old, able to read already and they are mistaken as being genius but
it’s all memorization,” Flavier said, adding that such thing is not tantamount to intelligence. What is developed
in these technologies is not communication which is more important and should be learned from a teacher and
not from various programs. The child learns to sleep late because the brain is stimulated, therefore, irregular sleep
patterns develop, which is no longer healthy. Aside from these, too much engagement could also lead to obesity.
Almost 15 percent in the Philippines are already obese due to inactivity and improper diet. “We are not against
technology. Technology is here to help us, it is the adults who are in right mind and age to determine what is good
and bad for their kids. So, parenting is still the key, you should not let your kids alone playing and structured
activities such as watching program over and over because they will not be guided,” Flavier said, underscoring
the integral role of the parents, reminding them to keep their eyes on their children. The group of kids they are
dealing ranges from six and up. These are usually the millennials and they are the ones often engaged in these
gadgets.
Aggression. 2011. Aggressive Behavior in Children and Adolescents. Retrieved from http://sunstar.com
Chapter 3
RESEARCH METHODOLOGY
This chapter contains the discussion about the research method used, the population and sample size of the
respondent, the sampling technique used, the description of respondents and the research locale, instrumentation,
the procedure used in gathering the data and the statistical treatment of it.
Research Design
The design of our research is case study. The case study research is basically an in-depth study of a
particular situation rather than a sweeping statistical survey. It is a method used to narrow down a very broad field
Alvarez, Fritz Matthew Badiola, Chloe Bautista, Kean Lazarus Andes, Aeanna Mianel
Ascura, Arthan Bautista, Keem Yazi Borgonos, Janray Franco Aton, Maxinne Elle
Bon, Ryan Jacob De Guzman, Mykah Beatriz Cruz, John Zendrics Dela Torre, Shanlee Gwenn
Clemente, Charles Jayhan De Leon, Aaliyah Seth Diaz, Ronel Figueroa, Cassandra Dominique
Eslabra, Yohan Ken Del Rosario, Maria Yahnna Garcia, Hanniel Gerona, Paris
Espiritu, Matthew Elijah Ibasan, Ilys Shanyl Garcia, Lennard Andrei Latimer, Alaura Antonia
Ganosa, Nhel Ian Mallillin, Ava Mckenzie Laodencia, John Ivan Lopez, Machloe Judielle
Hiponia, Carl Jozef Paed, Rhianne Courtney Leongson, Chad Kristoff Natino, Xyzeia
Low, Ahyen Reodique, Chillien Leigh Lozano, Carl Andrei Padolina, Dweenzel Chinie
Patac, Vincent Ryan Rivera, Keziah Marqueses, Eusebriel Tandog, Shilloh Spring
Samson, Jad Andre Secundo, Lhinsay Odarbe, Jan Joseph Zeque, Ayeissa Dayne
Grade 2 – Daisy
Victorino, Glazel
researchers believed that their age will be fit for our research entitled: Why Aggression is Common Among
Also, aggression is always found at a very young age, fitting the age of our respondents. The age, gender,
and the guardian of our respondents are also put into consideration.
Research Instrument
We, the researchers, used observation as the instrument of our study. Observation is used to conduct a
document and analyze behavior and social phenomena as they occur in the natural context. We observed the
grades 1 and 2 for us to notice ‘Why Aggression is Common among Children (Grades 1&2) in Mystical Rose
Since there are five researchers, we divided us into two groups for there are two sections in every grade.
The first group consists of two members while the other group consists of three members.
For the past days, we spent our spare time in observing the students in Mystical Rose School of Bulacan,
Inc. Through immense observing, we gathered accurate information we need in our research.
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Frequency Percentage
Male 46 61%
Female 29 39%
Total 75 100%
The table 1.1 shows the distribution of the respondents when grouped according to gender. Out of 75 students,
61% are male while 39% are female. This implies that there are more male respondents than female.
Frequency Percentage
Sampaguita 20 27%
Rose 17 22%
Daisy 20 27%
Carnation 18 24%
Total 75 101%
The table 1.2 shows the frequency distribution according to sections. The total number of respondents in grade 1
- Rose is 17. The total number of respondents in grade 1 - Sampaguita is 20. The total number of respondents in
grade 2 - Daisy is 20. And the number of respondent in grade 2 - Carnation is 18. Adding it all, the total number
is 75.
Frequency Percentage
Mature 3 17%
Hyperactive 8 44%
Self-conceit 2 11%
Attention-seeker 2 11%
Presumptuous 2 11%
Total 18 100%
The table 2.1 shows the frequency distribution according observation results. The total number of respondents in
grade 1 - Rose is 18. we divided the behaviors into different categories. First row shows the percentage we
gathered in mature section, which resulted in the total of 17%. Second column shows the percentage we gathered
in hyperactive section, which resulted in the total of 44%. Self-conceit section resulted in the total of 11%.
Attention-seeker section resulted the total of 11% also. Just like self-conceit and attention-seeker results,
presumptuous got 11%. And lastly the needs special understanding section, resulted the total of 6%. All in all the
lowest percentage is the needs special understanding section. Whilst the highest is hyperactive.
For the follow-up questions for the teacher; she said that she can control her students when there is an unexpected
aggression.
Frequency Percentage
Mature 3 16%
Hyperactive 6 32%
Self-conceit 3 16%
Attention-seeker 0 0%
Presumptuous 7 36%
Out of 19 respondents in grade 1 - Sampaguita, the lowest observation results are the mature and self-conceit
which is 3 with the percentage of 16%. The frequency of hyperactive is 6 with the percentage of 32%. And the
presumptuous is 7 with the percentage of 36%. Therefore, the highest is the presumptuous.
Based on the researcher’s interview with the teacher; the teacher said that she cannot control her student’s
unexpected aggression. And the best way when there is an aggression is to send him/her straight to the guidance
office.
Frequency Percentage
Mature 0 0%
Hyperactive 2 11%
Self-conceit 13 72%
Attention-seeker 0 0%
Presumptuous 2 11%
Total 18 100%
Out of 18 respondents in grade 2 - Daisy; the needs special understanding got the lowest percentage which is 6%.
The hyperactive and presumptuous has the same percentage which is 11%. And the self-conceit got the highest
For the follow-up questions, the teacher said that when there’s an unexpected aggression she’ll calmly talk to
them about their problems. But if an aggression is uncontrollable, she’ll send him/her to the guidance office.
Frequency Percentage
Mature 2 11%
Hyperactive 6 32%
Self-conceit 0 0%
Attention-seeker 6 32%
Presumptuous 4 20%
Total 19 100%
The table 2.4 shows the frequency observation results. The number of our respondents is 19. Hyperactive got the
highest percentage which is 32%, same as the attention-seeker. The second is presumptuous that got 4% while
the students that needs special understanding got the lowest which is 1%.
Based on the follow-up questions result, the teacher is having hard time with her students’ aggression so if that
happens her best choice is to send the students straight to the guidance office.
III. Overall
Table 3.1
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