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\"Aggressive behavior during childhood and adolescence is an important risk factor for later serious and persistent adjustment problems in adulthood, including criminal behavior, school dropout as well as family-related and economic problems. Researchers have thus deployed considerable efforts to uncover what drives individuals to attack and hurt others. Each chapter explores the issue of aggression with an introduction, theoretical considerations, measures and methods, research findings, implications, and future directions\"-- Provided by publisher.

This study provides a comprehensive overview of the materials and methods used to evaluate the effectiveness of the use of biofeedback in the treatment of aggressive episodes in children and adolescents. Aggressive episodes are common in various disorders and are associated with deficits in emotional processing and impulse control, primarily due to dysfunctions in the amygdala and prefrontal cortex (PFC). These brain regions also regulate physiological arousal, influencing heart rate and other autonomic functions even before aggression manifests. These early signals can be shown to the person (biofeedback) reinforcing therapeutic skills to enhance emotional regulation and reduce aggression. A total of 70 participants will be recruited for a randomized controlled trial (RCT). All participants will receive therapy, although only the intervention group will incorporate biofeedback. The experimental study will be split into three blocks: (1) Home Monitoring: Physiological signals will be recorded using a smartwatch, and aggressive episodes will be captured with a camera; (2) Laboratory Assessment: Participants will attend three sessions, where therapists will induce aggressive reactions, using the video clips recorded at home. Simultaneously, real-time physiological signals will be measured. These sessions will also include relaxation periods before and after the provoked outburst; (3) Therapeutic Intervention: Similar to the laboratory assessment block, therapists will induce aggressive responses in three sessions; however, in this block, participants will receive therapy. Additionally, participants who belong to the intervention group, will include biofeedack in the therapy. Biofeedback is focused on heart rate (HR), heart rate variability (HRV), and skin conductance level (SCL). The CACIA, the Stroop, and other pre- and post-experimental tests. will be used to assess the differences between the control and intervention groups. Emotions play a fundamental role in decision-making, social interactions, and mental health. Emotional dysregulation often leads to aggression, irritability, and anxiety. Showing physiological responses to patients, such as heart rate variability and skin conductance, may improve emotional awareness and regulation. This study aims to verify the effectiveness of including biofeedback in such therapy.

Despite previous research highlighting the impact of relational aggression on interpersonal relationships, few studies have examined the occurrence of this phenomenon during adolescence. To address this gap we conducted a cross-sectional study of 702 Chinese adolescents to examine the association between emotional awareness and relational aggression, and the moderating effect of Machiavellianism. Our results revealed that there was a significant correlation between emotional awareness and relational aggression, and that Machiavellianism moderated this relationship. Specifically, we found that emotional awareness was a stronger negative predictor of relational aggression at low versus high levels of Machiavellianism. These findings provide new insight into potential strategies for reducing adolescent relational aggression.

This study investigated the mediating effect of self-esteem on the relationship between physical exercise and aggressive behavior in adolescents. We conducted a survey of 756 high school students, using standardized scales to assess physical exercise, self-esteem, and aggressive behavior. The results showed that physical exercise and self-esteem were significantly and negatively correlated with aggressive behavior, and that self-esteem played a mediating role in the relationship between physical exercise and aggressive behavior. These findings provide valuable insights for policy makers and school administrators, offering practical strategies to enhance the effectiveness of programs designed to reduce aggressive behavior among adolescents by promoting increased physical exercise and boosting self-esteem, ultimately contributing to a healthier and more positive school environment.

This study examined the links between resilience, self-esteem, and aggression in a sample of 462 Chinese middle school students (233 boys, 229 girls). Participants completed the Connor-Davidson Resilience Scale, the Rosenberg Self-Esteem Scale, and the Buss-Perry Aggression Questionnaire. Results showed that resilience was positively correlated with self-esteem and negatively correlated with adolescent aggression. Further, resilience had an indirect impact on adolescent aggression via the mediator of self-esteem. These findings offer valuable insights into adolescent aggression.

Using the three-dimensional model of executive function and the [I.sup.3] theory of aggressive behavior, we examined the mediating roles of inhibition, working memory, and cognitive flexibility in the relationship between impulsivity and both proactive and reactive aggression in adolescents. We recruited 1,462 middle school and high school students in Sichuan Province, who completed the Reactive-Proactive Aggression Questionnaire, the Barratt Impulsivity Scale, the Teenage Executive Function Inventory, and the Cognitive Flexibility Questionnaire. Results showed that impulsivity was positively correlated with both proactive and reactive aggression, and was negatively correlated with the three subcomponents of executive function. The three-dimensional components of executive function in adolescents were negatively correlated with both proactive and reactive aggression. Further, impulsivity directly predicted both proactive and reactive aggression. In addition, all three subcomponents of executive function in parallel mediated the relationship between impulsivity and proactive aggression. However, only inhibition mediated the relationship between impulsivity and reactive aggression. In conclusion, improving executive function may reduce the impact of impulsivity on aggression.

Background Physical exercise is recognized as a cost-effective intervention for mitigating aggressive behavior; however, its impact on aggression in children and adolescents remains inconclusive. The aim of this study was to investigate the effects of physical exercise on aggressive behavior in this population and to perform subgroup analyses to examine potential moderating factors. Methods We searched five databases (PubMed, Web of Science, Scopus, EBSCOhost, and China National Knowledge Infrastructure (CNKI)) for studies published up to December 25, 2024, that tested physical activity programs for reducing aggression in children and teenagers. The methodological quality of the included studies was assessed using the Cochrane risk of bias tool. The standardized mean difference (SMD) was calculated as the outcome indicator, which was based on the mean and standard deviation (SD) of the aggression scores before and after the physical exercise intervention. The data were analyzed with RevMan 5.4 and Stata 15 software using a random effects model. Results Eighteen studies involving 2,479 participants were included. The meta-analysis demonstrated a significant reduction in overall aggressive behavior following physical exercise [SMD = -0.55, 95% confidence interval (CI) (-0.89, -0.21), P  < 0.01]. Significant reductions in physical aggression [SMD = -0.56, 95% CI (-0.81, -0.32)], anger [SMD = -0.45, 95% CI (-0.68, -0.22)], and hostility [SMD = -0.46, 95% CI (-0.68, -0.24)] were observed, but verbal aggression showed no significant change [SMD = -0.28, 95% CI (-0.62, 0.06)]. Subgroup analyses of exercise intervention characteristics and participant demographics revealed significantly greater reductions in aggressive behavior with ball sports [SMD = -1.04, 95% CI (-1.46, -0.61)], noncontact group-based instruction [SMD = -1.18, 95% CI (-1.64, -0.73)], exercise duration of 8–16 weeks [SMD = -1.03, 95% CI (-1.57, -0.50)], and a session length of 30–60 min [SMD = -1.03, 95% CI (-1.61, -0.45)]. Participants with higher baseline aggression levels exhibited significantly greater reductions in aggressive behavior [SMD = -0.72, 95% CI (-1.22, -0.23)]. Conclusions Physical exercise significantly reduces aggressive behavior in children and adolescents. These reductions are moderated by the characteristics of the exercise interventions and participant demographics. Trial registration The study protocol was prospectively registered with PROSPERO (registration number: CRD420251038714).

This study provides a comprehensive overview of the materials and methods used to evaluate the effectiveness of the use of biofeedback in the treatment of aggressive episodes in children and adolescents. Aggressive episodes are common in various disorders and are associated with deficits in emotional processing and impulse control, primarily due to dysfunctions in the amygdala and prefrontal cortex (PFC). These brain regions also regulate physiological arousal, influencing heart rate and other autonomic functions even before aggression manifests. These early signals can be shown to the person (biofeedback) reinforcing therapeutic skills to enhance emotional regulation and reduce aggression. A total of 70 participants will be recruited for a randomized controlled trial (RCT). All participants will receive therapy, although only the intervention group will incorporate biofeedback. The experimental study will be split into three blocks: (1) Home Monitoring: Physiological signals will be recorded using a smartwatch, and aggressive episodes will be captured with a camera; (2) Laboratory Assessment: Participants will attend three sessions, where therapists will induce aggressive reactions, using the video clips recorded at home. Simultaneously, real-time physiological signals will be measured. These sessions will also include relaxation periods before and after the provoked outburst; (3) Therapeutic Intervention: Similar to the laboratory assessment block, therapists will induce aggressive responses in three sessions; however, in this block, participants will receive therapy. Additionally, participants who belong to the intervention group, will include biofeedack in the therapy. Biofeedback is focused on heart rate (HR), heart rate variability (HRV), and skin conductance level (SCL). The CACIA, the Stroop, and other pre- and post-experimental tests. will be used to assess the differences between the control and intervention groups. Emotions play a fundamental role in decision-making, social interactions, and mental health. Emotional dysregulation often leads to aggression, irritability, and anxiety. Showing physiological responses to patients, such as heart rate variability and skin conductance, may improve emotional awareness and regulation. This study aims to verify the effectiveness of including biofeedback in such therapy.

This study investigated the mediating effect of self-esteem on the relationship between physical exercise and aggressive behavior in adolescents. We conducted a survey of 756 high school students, using standardized scales to assess physical exercise, self-esteem, and aggressive behavior. The results showed that physical exercise and self-esteem were significantly and negatively correlated with aggressive behavior, and that self-esteem played a mediating role in the relationship between physical exercise and aggressive behavior. These findings provide valuable insights for policy makers and school administrators, offering practical strategies to enhance the effectiveness of programs designed to reduce aggressive behavior among adolescents by promoting increased physical exercise and boosting self-esteem, ultimately contributing to a healthier and more positive school environment.

Using the three-dimensional model of executive function and the I3 theory of aggressive behavior, we examined the mediating roles of inhibition, working memory, and cognitive flexibility in the relationship between impulsivity and both proactive and reactive aggression in adolescents. We recruited 1,462 middle school and high school students in Sichuan Province, who completed the Reactive-Proactive Aggression Questionnaire, the Barratt Impulsivity Scale, the Teenage Executive Function Inventory, and the Cognitive Flexibility Questionnaire. Results showed that impulsivity was positively correlated with both proactive and reactive aggression, and was negatively correlated with the three subcomponents of executive function. The three-dimensional components of executive function in adolescents were negatively correlated with both proactive and reactive aggression. Further, impulsivity directly predicted both proactive and reactive aggression. In addition, all three subcomponents of executive function in parallel mediated the relationship between impulsivity and proactive aggression. However, only inhibition mediated the relationship between impulsivity and reactive aggression. In conclusion, improving executive function may reduce the impact of impulsivity on aggression.