How a Conversational Agent Should Respond to Verbal Abuse
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The Influence of Verbal Aggressiveness and Verbal
The University of Southern Mississippi The Aquila Digital Community Dissertations Fall 12-2008 The Influence of erbalV Aggressiveness and Verbal Argumentativeness on College Student Leadership Styles Jane Anne Mattina University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Higher Education Commons, Interpersonal and Small Group Communication Commons, and the Organizational Communication Commons Recommended Citation Mattina, Jane Anne, "The Influence of erbalV Aggressiveness and Verbal Argumentativeness on College Student Leadership Styles" (2008). Dissertations. 1216. https://aquila.usm.edu/dissertations/1216 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi THE INFLUENCE OF VERBAL AGGRESSIVENESS AND VERBAL ARGUMENTATIVENESS ON COLLEGE STUDENT LEADERSHIP STYLES by Jane Anne Mattina Abstract of a Dissertation Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2008 COPYRIGHT BY JANE ANNE MATTTNA DECEMBER 2008 The University of Southern Mississippi THE INFLUENCE OF VERBAL AGGRESSIVENESS AND VERBAL ARGUMENTATIVENESS ON COLLEGE STUDENT LEADERSHIP STYLES by Jane Anne Mattina A Dissertation Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Approved: December 2008 ABSTRACT THE INFLUENCE OF VERBAL AGGRESSIVENESS AND VERBAL ARGUMENTATIVENESS ON COLLEGE STUDENT LEADERSHIP STYLES by Jane Anne Mattina December 2008 The behaviors and styles of leaders have been studied for many years yet, the study of college study leaders has not been as prevalent. -
Bullies and Victims from the Schoolyard to the Boardroom the Abridged Version
Bullies and Victims from the Schoolyard to the Boardroom The Abridged Version Thesis Submission University of Denver Conflict Resolution Institute Patricia S. Whitehouse 2006 BULLIES AND VICTIMS FROM THE SCHOOLYARD TO THE BOARDROOM THE ABRIDGED VERSION A Thesis Submitted to The Conflict Resolution Program University of Denver Patricia S. Whitehouse [email protected] 1 CONTENTS Chapter 1. Bully Profile… ................................................................................................. 2 Proactive and Reactive Bully Power Aggression and Rage Social Development Emotional Development Reinforcement Propensity for Violence 2. Victim Profile… ............................................................................................... 10 Passive/Submissive and Provocative Victim Internalizing Composite Social Withdrawal Poor Interpersonal Problem Solving Patterning Resiliency 3. Destructive Conflict… ...................................................................................... 16 Dysfunctional Interactions Communication Styles Conflict Styles Bullying Methods Classic Bullying Victim – Avenger Mobbing Environmental Influences Violence Lack of Support 4. Maladaptive Cycle… ....................................................................................... 28 Victim’s Maladaptation Bully’s Maladaptation Bully’s and Victim’s Conflict Algorithms From the Schoolyard to the Boardroom 2 CHAPTER ONE: THE BULLY PORTRAIT When people hear the word "bully", they usually visualize a child in the schoolyard intimidating another -
The Relationship Between Aggressive and Assertive
THE RELATIONSHIP BETWEEN AGGRESSIVE AND ASSERTIVE COMMUNICATION BEHAVIORS: EXAMINATION AND SCALE DEVELOPMENT OF THE AGGRESSIVE ASSERTIVE COMMUNICATION INSTRUMENT (AACI) by VALERIE BERENICE COLES CONE (Under the Direction of Jennifer A. Samp) ABSTRACT This project considers the relationship between aggressive and assertive communication behaviors; two concepts rarely studied in tandem with one another. The goal of this project was to develop and assess the construct validity of the Aggressive Assertive Communication Instrument (AACI). In order to examine the content validity, internal consistency, and associations between the AACI and external variables, three studies were conducted. Study 1 was a pilot study designed to examine the theorized factor structure and item composition of the AACI. To assess the validity of the measure, the proposed items were correlated with individual difference variables commonly examined and associated with interpersonal conflict (i.e., agreeableness, extraversion, locus of control, and taking conflict personally). The aims of Study 2 were to further examine the factor structure and item composition of the AACI and to cross-validate the AACI with dispositional traits (i.e., agreeableness, entitlement, exploitativeness, extraversion, family communication patterns, self-esteem, and trait anger). In Study 3, convergent and divergent validity were assessed with existing aggressive and assertive measures (i.e., BAAI, BPAQ, VAS, and AI) and dispositional tendencies (i.e., conflict management style and argumentativeness). Additionally, three conditions were developed to assess how the AACI may change or differentially relate to tested variables when individuals reflected on their behavior with an acquaintance, close friend, or romantic partner. Results from these studies revealed a consistent and stable four-factor structure comprised of two assertion-related factors (i.e., direct communication and relationship orientation) and two aggression-related factors (i.e., verbal aggression and physical aggression). -
Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration
Psychology, 2017, 8, 1693-1717 http://www.scirp.org/journal/psych ISSN Online: 2152-7199 ISSN Print: 2152-7180 Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration Stergiani Deliligka, Alexandra Bekiari, Ioannis Syrmpas Faculty of Physical Education and Sports Science, University of Thessaly, Trikala, Greece How to cite this paper: Deliligka, S., Be- Abstract kiari, A., & Syrmpas, I. (2017). Verbal Ag- gressiveness and Argumentativeness in Phys- This study is aiming at examining 1) physical education teachers’ self-perceived ical Education: Perceptions of Teachers and verbal aggressiveness and argumentativeness, 2) students’ perceptions about Students in Qualitative and Quantitative verbal aggressiveness and argumentativeness developed by their teachers, in Exploration. Psychology, 8, 1693-1717. order to assess the communicational accordance between students’ and https://doi.org/10.4236/psych.2017.811112 teachers’ perceptions in elementary, junior and high schools. A combination Received: August 5, 2017 of qualitative (study 1) and quantitative methods (study 2) has been imple- Accepted: September 5, 2017 mented for this purpose. Fifteen PE teachers (6 females and 9 males), partici- Published: September 8, 2017 pated in the qualitative study; and 894 students (442 males, 452 females), par- ticipated in the quantitative study. According to the study 1, argumentative- Copyright © 2017 by authors and Scientific Research Publishing Inc. ness and verbal aggressiveness are features that co-exist to a person’s behavior. This work is licensed under the Creative Five communicational PE teachers’ profiles have been detected (“high argu- Commons Attribution International mentativeness-low verbal aggressiveness” “moderate argumentativeness and License (CC BY 4.0). -
Verbal Aggressiveness As Temperamental Expression
I ?tJ It's in Our Nature: Verbal Aggressiveness As Temperamental Expression Michael J.Beatty and James C. McCroskey Over th£ past ten years, a substantial body of researchfocusing on verbal aggressiveness has acczlfIUllated. One major observation emerging from this litera- ture is that some people are more disposed toward aggressive symbolic action than .. are others. Despite this considerable researdz effort, why individuals vary in their predispositions toward aggressive communication in interpersonal contexts is not well understood. Current speculation about th£ origin of verbally aggressive predis- positions reflects a long standing paradigm whidz assigns importana to various learning prOC£5ses. However, communication sdzolars have ignored tire work of psydzobiologists that strongly points to inborn neurobiological bases for IUlman behavior and a trivial impact of environment. In this essay, we propose a tJreory of verbal aggressiveness supported by th£ work of psychobiologists as articulated in th£ temperament literature. We contend that verbal aggressiveness represents expressions of inborn, biological ftmctioning, whidz is anteC£dent to social experiena and, therefore, independent of social learning prOC£5ses. In formulating our position, we (1) delineate a lnetath£oretic rationale for a temperament-based model of verbal aggressiveness, (2) integrate neurologically-based temperament ftmctions into an explanation of researdz findings regarding verbal aggression, (3) present a working model of verbal aggression, and (4) discuss th£ implications of our th£oretical position. KEY CONCEPTS communibiology, genetics, traits, verbal aggression, temperment Michael J. Beatty (ph.D., Ohio State University, 1976) is Professor of Communication, Cleveland State University 44115.James C McCroskey (Ed.D., Pennsylvania State University, 1966) is Professor of Communication Studies, West Virginia University, Morgantown, WV 26506. -
What Are Argumentative and Aggressive Communication?
01-Rancer-4860.qxd 3/8/2006 1:12 PM Page 3 1 What Are Argumentative and Aggressive Communication? o say that conflict exists everywhere would be to state the obvious. T Conflict occurs between all people and in all contexts. If you were to review your interactions with people you encounter from day to day, you can probably recall numerous instances in which your communication with them was marked by disagreement. That is, you and others seem to see the world in very different ways, and the positions you hold on various issues seemed to be divergent. For example, you may recall conversations you had with friends, such as, “What is the best comedy program on television?” “Which major in college creates the greatest chance for getting a job after graduation?” “Who makes the best pizza in the city?” “Which brand of jeans is the most attractive?” or “Which current musical performer or group is the best?” One of your authors can recall arguments he had with friends many years ago about who were the better musical groups: the Beatles or the Rolling Stones, the Temptations or the Four Tops. The excitement felt when arguments were presented on a vari- ety of such subjects, and the feelings of satisfaction experienced when he was able to win them over to his side are still palpable decades later. Although the issues, topics, and characters have changed, these types of arguments and the positive feelings about arguing continue today. You may even consider arguing with friends and colleagues fun or a type of recreational activity that is a satisfying alternative to watching television or 3 01-Rancer-4860.qxd 3/8/2006 1:12 PM Page 4 4—— The Structure of Argumentative and Aggressive Communication listening to the radio (Rancer, Baukus, & Infante, 1985; Rancer, Kosberg, & Baukus, 1992). -
Association Between Workplace Violence and Burnout Syndrome Among Schoolteachers: a Systematic Review
Journal of Health and Social Sciences 2021; 6,2:187-208 The Italian Journal for Interdisciplinary Health and Social Development SYSTEMATIC REVIEW IN OCCUPATIONAL HEALTH PSYCHOLOGY Association between workplace violence and burnout syndrome among schoolteachers: A systematic review Francesco CHIRICO1,2, Ilaria CAPITANELLI3, Martina BOLLO4, Giuseppe FERRARI5, Daniela ACQUADRO MARAN6 Affiliations: 1 MD, Contract Professor, Post-Graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy. 2 MD, Health Service Department, Italian State Police, Ministry of the Interior, Milan, Italy. 3 MD, Post-Graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy. 4 Psychologist, Department of Psychology, Università di Torino, Turin, Italy. 5 Psychologist, SIPISS, Milan, Italy. 6 Assistant Professor, Work and Organizational Psychology, Department of Psychology, Università di Torino, Turin, Italy. Corresponding author: Prof Francesco Chirico, Health Service Department, Italian State Police, Centro Sanitario Polifunzionale of Milano, Milan. Post-graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Roma, Italy. ORCID: 0000-0002-8737-4368. E-mail1,2: [email protected] Abstract Introduction: This review aimed to examine systematically the epidemiological evidence linking occupatio- nal exposure to violence with risk of burnout syndrome (BOS) among schoolteachers. Methods: A systematic review of literature used five primary databases: PsycINFO; Web of Science; PubMed Medline; Scopus; Cochrane; and keywords related to (a) workplace violence (WV), bullying, harassment, lateral violence, pupil misconduct, physical assault, teacher victimization; (b) schoolteachers, teachers, schools, pre-primary, kindergarten, primary, secondary; (c) burnout, emotional exhaustion, de- personalization, to identify relevant articles. Articles included featured occupational violence and burnout among schoolteachers. Results of the studies were analysed qualitatively. -
Effects of Argumentativeness and Verbal Aggressiveness on Communication Satisfaction And
Effects of Argumentativeness and Verbal Aggressiveness on Communication Satisfaction and Relationship Satisfaction in Sibling Relationships A dissertation submitted to the College of Communication and Information of Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Jodi L. Hupp May, 2014 Dissertation written by Jodi L Hupp B.A., University of Akron, 1999 B.A., University of Akron, 1999 M.L.I.S., Kent State University, 2001 M.A., University of Akron, 2004 Ph.D., Kent State University, 2014 Approved by ___________________________________ Janet Meyer, Ph.D., Chair, Doctoral Dissertation Committee ___________________________________ Sally Planalp, Ph.D., Member, Doctoral Dissertation Committee ___________________________________ Andrew Rancer, Ph.D., Member, Doctoral Dissertation Committee ___________________________________ Donald Wicks, Ph.D., Member, Doctoral Dissertation Committee Accepted by ___________________________________ George Cheney, Ph.D., Chair, Doctoral Studies Committee ___________________________________ Stanley T. Wearden, Ph.D., Dean, College of Communication and Information Table of Contents Page TABLE OF CONTENTS………………………………………………………….. iii LIST OF TABLES………………………………………………………………… vii ACKNOWLEDGMENTS…………………………………………………………. viii CHAPTER I. INTRODUCTION…………………………………………………..…… 1 Statement of Problem…………………………………………….… 3 Rationale for Study………………………………………………… 4 Factors Influencing Relationship Quality…………….……. 4 The Argumentative Skill Deficiency Model and Sibling Relationships……………………………………….………. -
The Pennsylvania State University the Graduate School College of The
The Pennsylvania State University The Graduate School College of the Liberal Arts CHILDHOOD EXPOSURE TO VERBAL AGGRESSION AND DESENSITIZATION TO CONFLICT IN YOUNG ADULTHOOD A Dissertation in Communication Arts and Sciences by Lindsey S. Aloia © 2013 Lindsey S. Aloia Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2013 ii This dissertation of Lindsey S. Aloia was reviewed and approved* by the following: Denise Haunani Solomon Professor of Communication Arts and Sciences Dissertation Advisor Chair of Committee James P. Dillard Professor of Communication Arts and Sciences Mary Beth Oliver Distinguished Professor of Communication Alan J. Booth Distinguished Professor of Sociology, Human Development, and Demography John Gastil Professor of Communication Arts and Sciences Head of the Department of Communication Arts and Sciences *Signatures are on file in the Graduate School. iii ABSTRACT In this dissertation, I examine how childhood exposure to familial verbal aggression may desensitize people to experiences of aggression within adult romantic relationships. More specifically, I aim to understand how individuals who were exposed to verbal aggression in childhood adapt to conflict as reflected in their physiological stress response system. As a foundation for understanding the influence of familial verbal aggression, I begin Chapter 1 by elaborating on the definition of verbal aggression. Next, I review the frequency of conflict, origins of conflict, and effects of conflict in familial relationships. Then, I discuss research highlighting how exposure to conflict affects children, and I describe the mechanisms that explain how childhood exposure to conflict influences future experiences of conflict. This dissertation positions exposure to familial verbal aggression during childhood as a source of stress. -
Investigating the Effects of Nonverbal
DO ACTIONS REALLY SPEAK LOUDER THAN WORDS?: INVESTIGATING THE EFFECTS OF NONVERBAL IMMEDIACY AND VERBALLY AGGRESSIVE MESSAGES ON PERCEPTIONS OF A MANAGERS PERCEIVED LEVEL OF CREDIBILITY, CARING, AND COMMUNICATOR STYLE. A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Joseph E. Lybarger December, 2014 DO ACTIONS REALLY SPEAK LOUDER THAN WORDS?: INVESTIGATING THE EFFECTS OF NONVERBAL IMMEDIACY AND VERBALLY AGGRESSIVE MESSAGES ON PERCEPTIONS OF A MANAGERS PERCEIVED LEVEL OF CREDIBILITY, CARING, AND COMMUNICATOR STYLE. Joseph E. Lybarger Thesis Approved: Accepted: _______________________________ _______________________________ Faculty Advisor School Director Dr. Andrew S. Rancer Dr. Therese L. Lueck _______________________________ _______________________________ Committee Member Dean of the College Dr. Yang (Young) Lin Dr. Chand K. Midha _______________________________ _______________________________ Committee Member Dean of the Graduate School Dr. Elizabeth E. Graham Dr. George R. Newkome _______________________________ Date ii ACKNOWLEDGEMENTS A major research project like this is never the work of anyone alone. The contributions of many different people, in their different ways, have made this thesis possible. I would like to extend my deepest appreciations, especially to the following. I wish to thank, first and foremost, my family. My grandparents (Joe & Janet), my parents (Andy & Kim), and my three beautiful and amazing sisters (Lyna, Tara, & Jana). The love and support you have all shown me over the years has given me the strength and resilience to overcome many obstacles and persevere when hope looked lost. Especially to my grandfather, Ralph, J. Lybarger, for believing in me when no else did. It is with immense gratitude that I acknowledge the support, the educated and experienced advice, and help of my advisor, Dr. -
The Effects of Managers' Verbal Aggressiveness and Argumentativeness on Compliance-Gaining Strategy Use
r n•v. THE EFFECTS OF MANAGERS' VERBAL AGGRESSIVENESS AND ARGUMENTATIVENESS ON COMPLIANCE- GAINING STRATEGY USE By JENNIFER DANEITE HAYES Bachelor ofScience East Central University Ada, Oklahoma 1997 Submitted to the Faculty ofthe Graduate College ofthe Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTER OF ARTS July, 1999 TIIE EFFECTS OF MANAGERS' VERBAL AGGRESSIVENESS AND ARGUMENTATIVENESS ON COMPLIANCE - GAINING STRATEGY USE Thesis Approved: ~ p:;d~_r _ __~,fJ~ --....::..~nJthe~College 11 ACKNOWLEDGMENTS I wish to express my sincere gratitude to my major advisor, Dr. Mike Stano for his commitment and dedication to this research study. His intelligent supervision, constructive guidance, witty sense ofhumor, patience, and fiiendship helped inspire the completion ofmy study. He never allowed me to settle for mediocrity even in the toughest oftimes and always believed in my ability to do great work. Also deserving my gratitude are committee members Drs. Jim Hughey and Jim Price who provided invaluable insight and encouragement. Their comments, support, and enthusiasm were deeply appreciated. My sincere appreciation and utmost admiration goes out to my mom, Esteline Francis, for her support, encouragement, prayers, and unyielding love. For without her this may have never happened. She set aside herself to help me pursue my dreams. Thanks mom, I love you! A very special thank you to my husband, JeffHayes, who encouraged me to continue my education even though he had to make great sacrifices. My deepest love and admiration goes out to him for allowing me to follow my dreams. His friendship and love have proved to be one ofmy greatest motivators. -
Argumentative and Aggressive Communication in Relational and Family Contexts
04-Rancer-4860.qxd 3/8/2006 2:03 PM Page 87 4 Argumentative and Aggressive Communication in Relational and Family Contexts he study of argumentative and aggressive communication in interper- T sonal relationships has commanded more attention from scholars than other communication contexts. This chapter will focus on the influence that argumentative and aggressive communication has on a variety of interpersonal relationships. More specifically, we will discuss research on argumentativeness and verbal aggressiveness in (a) general interpersonal relationships, (b) friend- ships, (c) dating relationships, and (d) family relationships. The findings from studies that have been conducted within each of these relationships will be discussed and conclusions will be drawn. Argumentativeness and Verbal Aggressiveness in General Interpersonal Relationships Assessment of argumentative and aggressive communication at the inter- personal level has been primarily concerned with specific relationships (e.g., parent–child, marital, siblings). There are, however, a few studies that focused on more generic interpersonal relationships. For example, Myers and Johnson (2003) assessed the relationship between verbal aggression and 87 04-Rancer-4860.qxd 3/8/2006 2:03 PM Page 88 88—— The Function of Argumentative and Aggressive Communication liking in a variety of interpersonal relationships (e.g., friend, romantic partner, classmate, instructor, or colleague). Participants completed the 10 negatively worded items of the Verbal Aggressiveness Scale to assess the level of verbal aggressiveness as well as a measure of interpersonal liking. The results indi- cated that the more people are seen as verbally aggressive, the less liked they are. At first glance, you may think that these findings are intuitive.