Anxiety and Aggression in Rural Youth--论文代写范文

虽然侵犯并不一定是行为障碍,行为障碍通常包括如破坏财产和对他人的伤害。研究者推测,焦虑可能激发攻击性行为。研究发现,反动的孩子们焦虑明显多于其他孩子。下面的论文代写范文进行论述。

Abstract 
  There is little research on the prevalence of and risk factors for mental health disorders, including anxiety and aggression, for low income, rural youth. The research that does exist suggests that rural youth may be at increased risk for negative outcomes, including low educational achievement, drug use and possession of weapons among gang members, and alcohol use. Using multilevel logistic regression, we examined individual, family, and school risk and protective factors for adolescent anxiety and aggression in a large, racially diverse sample of 4,321 middle school students who came from two impoverished, rural counties in a Southeastern state. Parent–child conflict, negative peer relationships, and negative friend behaviors were key risk factors associated with both anxiety and aggressive behaviors. The teacher turnover rate at school was also associated with both anxiety and aggression. Significant direct effects, cross-level moderation effects, and implications for prevention programming were discussed. 
Keywords Rural Adolescents Risk and protective factors Anxiety Aggression 

  Anxiety and aggression each constitute a significant concern in adolescence. It is estimated that by age sixteen, 9.9 % of adolescents will meet diagnostic criteria for anxiety and 23 % will meet criteria for a behavior disorder [1]. Although aggression is not necessarily present in a behavior disorder, behavior disorders often involve aggressive acts, such as destruction of property and harm towards others [2]. While anxiety and aggression have traditionally been studied separately as two distinct problems, researchers have begun to theorize that anxiety may motivate aggressive behaviors [3]. In fact, several empirical studies have linked anxiety and aggression [3–6]. For example, one study found an association between anxiety and reactive relational aggression, which is defined as aggression intended to harm others through social relationships in response to a threat [3]. 

  Similarly, another study found that reactively aggressive children were significantly more anxious than non-aggressive children [6]. In a longitudinal study of elementary school students, the strongest predictor of internalizing difficulties was the combination of relational and physical aggression [4]. This body of research provides rationale for the simultaneous investigation of anxiety and aggression. The two constructs may be interrelated coping reactions within the ecological system when youth respond to stress and strain. For example, in Strain Theory put forth by sociologists Merton and Durkheim and subsequently revised by Agnew, both structural and interpersonal goals and expectations may generate emotional responses (e.g., anxiety, frustration, anger) which lead to negative behaviors (e.g., aggressive behavior, delinquency) when positive strategies for reaching goals are blocked. This theoretical link provides impetus for studying the relationship between anxiety and aggressive behavior within stressful environments.

  There is little research on the prevalence of, and risk factors for, mental health disorders, including anxiety and aggression, for low income, rural youth [7, 8]. However, available research highlights increased risk for negative outcomes among socioeconomically disadvantaged youth [9] and rural youth [10], suggesting that this population may be particularly vulnerable to anxiety and aggression. Examining how the multiple environmental contexts such as family, peer group, school, and neighborhood (e.g., ecological, structural, and interpersonal factors that set social goals and expectations) effect rural youths’ anxiety and aggression may help illuminate the nature of mental health issues in this vulnerable and understudied population.

 Ecological Theory 
  Bronfenbrenner’s Ecological Theory [11] underlines the importance of viewing human development in the context of multiple environments. Although this theory organizes the environment in terms of micro-, meso-, macro- and chrono-systems, proximal processes (i.e. interactions) in the microsystem [12] are particularly salient to understanding adolescent mental health. Adolescent development is directly impacted by the microsystems within the immediate environment that includes family, peer group, and school [12]. The ability for youth to successfully interact across these multiple contexts decreases the likelihood of feeling overwhelmed and helpless [13]. 

  his suggests that positive relationships with multiple microsystems may translate into decreased levels of anxiety and aggression. It is also important to consider the overarching macrosystem in which these microsystems operate. A macrosystem refers to social beliefs and norms [14] in a specific context. For example, in the current study, the macrosystem is the rural community in which the study takes place. Ecological theory is a natural fit with Strain Theory: both suggest that macrosystem goals and expectations may cause stress for microsystem interpersonal interactions. This macro- to microsystem transfer of stress and strain may subsequently trigger emotional coping responses seen in anxiety and ultimately lead to negative behavioral outcomes such as aggressive behavior. Consequently, for the current study, it is critical to examine the unique characteristics of the rural macrosystem and interpersonal microsystem that may influence anxiety and aggression.

 Rural Youth 
  One potential pathway through which the rural macrosystem may impact adolescent anxiety and aggression is through the stigma associated with utilization of mental health services. Rural families oftentimes face barriers in accessing mental health services due to the stigma present in rural communities [15]. This underscores the importance of identifying predictors associated with anxiety and aggression in rural adolescents. While there is ample research examining anxiety and aggression in urban adolescents, research on rural youth is lacking [7, 8]. However, the research that does exist suggests that rural youth may be at increased risk for negative outcomes, including low educational achievement [16], drug use and possession of weapons among gang members [17], and alcohol use [18]. 

  One group of researchers found that compared to their urban counterparts, rural youth experienced increased cumulative microsystem risk at the individual (i.e. problem behaviors, parent–child conflict, parent–child bonding) and family levels (i.e. financial stress, child management, involvement in religious activities, academic expectations) [10]. Similarly, researchers specifically interested in mental health found that rural youth were more likely to have a family history of sexual abuse and mental illness and to report more internalizing and externalizing behaviors [19].(论文代写)

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