Presentation Title

**Aggression among Adolescents through Cross Cultural Research Methods** Exemplary Presentation

Faculty Mentor

Eric Kohatsu

Start Date

18-11-2017 9:15 AM

End Date

18-11-2017 9:30 AM

Location

15-1822

Session

Social Science 3

Type of Presentation

Oral Talk

Subject Area

behavioral_social_sciences

Abstract

Aggression is a byproduct of IED in the DSM-5 of which defines intermittent explosive disorder as “recurrent behavioral outbursts representing a failure to control aggressive impulses.” (DSM5) Through a cross cultural perspective the researcher will analyze African American youth including psychological implications thereof resultant of bullying/domestic violence. Intermittent explosive disorder is the response to white verbal remarks that cause micro-aggressive behavior towards white youth in a high school setting. A therapy that can resolve symptoms of IED is Cognitive Behavioral Therapy. In addition, client disclosure is necessary for interventions leading up to choosing a therapist to deal with these social issues revolving around racism. African American pathologies can be expressed through review of longitudinal research to eliminate the micro-aggressive response in therapy. The need for post treatment, was prevalently high after the race module at Grover Cleveland High School was completed.

Summary of research results to be presented

In response, the psychological implications of the Pre-Encounter stage involved transference through counseling. National Comorbidity Survey Replication, a community survey by the National Institute of Mental Health, put the lifetime incidence in the 5% to 7% range and the current prevalence at 3% to 4%, depending on how the condition was defined. It also found that people with IED were often young and that the majority were male. (Treating Intermittent Explosive Disorder, Harvard Mental Health Letter) In which transference occurs the redirection to a substitute, usually a therapist, of emotions that were originally felt in childhood.

Jung believed that when a complex is activated, such as when something in the environment triggers reminders of a past trauma, an internal conflict resulted between the stimulated unconscious content and the equally strong impetus to ignore what was activated. Jung theorized this interaction between activation and repression is at the core of complexes and internal conflicts. Whereas, in the Individual, Peer, and School Effects on Math Achievement and High School Dropout climate can cause peers to relate to other students that may affect behavioral outcomes. The environment was familiar with the students that may have caused some confusion on their perceptions of each other. The instructors should have not caused deception the parents should have been informed of this exercise. Math Valid scores African American: 45, Math students scoring Proficient, or Above African American: 24, Math Percent of students scoring Proficient or Above African American: 53.3%, Grover Cleveland High School: 53.3% State average from 4544 schools: 40.3%. In addition, Boulton’s IQ percentages is relatively skewed distribution. At the Federal level, efforts have begun to operationalize cultural competence for applied behavioral healthcare settings (CMHS, 2000). Comparatively to lunch dances where Latinos, and African Americans would have a dance off. Pop culture, initially defines hip hop street dance as a form of expression that of a persona of which one is best defined as something negative. For high school juniors at Grover Cleveland High School it was seen as fun not gang related.

This document is currently not available here.

Share

COinS
 
Nov 18th, 9:15 AM Nov 18th, 9:30 AM

**Aggression among Adolescents through Cross Cultural Research Methods** Exemplary Presentation

15-1822

Aggression is a byproduct of IED in the DSM-5 of which defines intermittent explosive disorder as “recurrent behavioral outbursts representing a failure to control aggressive impulses.” (DSM5) Through a cross cultural perspective the researcher will analyze African American youth including psychological implications thereof resultant of bullying/domestic violence. Intermittent explosive disorder is the response to white verbal remarks that cause micro-aggressive behavior towards white youth in a high school setting. A therapy that can resolve symptoms of IED is Cognitive Behavioral Therapy. In addition, client disclosure is necessary for interventions leading up to choosing a therapist to deal with these social issues revolving around racism. African American pathologies can be expressed through review of longitudinal research to eliminate the micro-aggressive response in therapy. The need for post treatment, was prevalently high after the race module at Grover Cleveland High School was completed.