Despite the general negative findings, it is important to remember that all children who live through a divorce do not behave in the same way. The specific behavior depends on the child’s individual personality, characteristics, age at the time of divorce, and gender. In terms of personality, when compared to those rated as relaxed and easygoing, children described as temperamental and irritable have more difficulty coping with parental divorce, as indeed they have more difficulty adapting to life change in general. Stress, such as that found in disrupted families, seems to impair the ability of temperamental children to adapt to their surroundings, the greater the amount of stress, the less well they adapt. In contrast, a moderate amount of stress may actually help an easygoing, relaxed child learn to cope with adversity.
There is some relationship between age and children’s characteristic reaction to divorce. As the child grows older, the greater is the likelihood of a free expression of a variety of complex feelings, an understanding of those feelings, and a realization that the decision to divorce cannot be attributed to any one simple cause Self-blame virtually disappears after the age of 6, fear of abandonment diminishes after the age of 8, and the confusion and fear of the young child is replaced in the older child by shame, anger, and self-reflection. Gender of the child is also a factor that predicts the nature of reaction to divorce, The impact of divorce is initially greater on boys than on girls. They are more aggressive, less compliant, have greater difficulties in interpersonal relationships, and exhibit problem behaviors both at home and at school. Furthermore, the adjustment problems of boys are still noticeable even two years after the divorce.
Girls’ adjustment problems are usually internalized rather than acted out, and are often resolved by the second year after the divorce. However, new problems may surface for girls as they enter adolescence and adulthood. How can the relatively greater impact of divorce on boys than on girls be explained The greater male aggression and noncompliance may reflect the fact that such behaviors are tolerated and even encouraged in males in our culture more than they are in females. Furthermore, boys may have a particular need for a strong male model of self-control, as well as for a strong disciplinarian parent. Finally, boys are more likely to be exposed to their parents’ fights than girls are, and after the breakup, boys are less likely than girls to receive sympathy and support from mothers, teachers, or peers.
According to the author, the reason why parental divorce has greater effect on boys than on girls is that

A:all cultures encourage male aggression and noncompliance. B:boys are always involved in their parents’ fights. C:males are usually viewed as the models in self-control and strong will. D:boys are basically more self-disciplined than girls.

A child may lean against a doorpost with his or her arms folded. To the onlooker, it may look like a benign posture—however, there may be a victimized child who understands that this is the bully’s "shorthand" code of conveying the message: "Hand me your lunch as you walk by me, or else."
Bullying may be expressed in many forms. Boys are generally targeted more than girls. Boys tend to use physical aggression when they bully .by hitting, kicking, and fighting. Girls, on the other hand, more often use exclusionary techniques to bully—a form of aggression often referred to as relational aggression. Girls often start rumors, form cliques to keep certain people out, and ignore other children in attempts to show dominance over another child.
Many children who are victimized fit into one of two types: the passive victim, and the provocative victim. While people often feel bad about passive victims, provocative victims often elicit less compassion from others. Sometimes it appears that the provocative victim has "brought on" his or her own fate—but does any child deserve to be the target of repeated physical or verbal aggression Why might so-called provocative victims actively participate in being the target of bullying: For example, are their provocative gestures simply a clumsy way of attempting to interact with others One feels compassion for the inhibited child because he is reserved; a social misfortune in our society, but an aggressive child is given none of this.
The dynamics of the bully/victim relationship need to be understood in a larger context (Pepler, Craig & O’Connell, 1999). It is not only the bully and the victim that is involved in a system of interaction: The bullying context includes multiple levels of the child’s social environment. The bully may enlist the help of "henchmen" (those who assist the bully, but often do not have the initiative or leadership to initiate bullying). Also, bystanders (whether actively encouraging the bullying act or passively standing by) play a role in maintaining the pattern of bullying. Even the students who habitually flee the site of a bullying act play a role in maintaining the bully/victim interaction.
In handling the situation, it is important not to focus only on the one or two students that are directly involved, but on the playground and school as a whole. Studies have shown that in order to break down the stability of peer bullying you must initiate change on many levels: Not only in teaching the bullied child how to assert himself or herself and to deflect attacks, but also to raise awareness about the problem of bullying and encourage the school community at large to take a united stance against bullying.
Which one of the following is true about provocative victims

A:Provocative victims are the victims who ask for trouble themselves and deserve what they get. B:Provocative victims do what they do to avoid interacting with others. C:Provocative victims are just trying to be get some attention and communication. D:Provocative victims are used to those repeated physical or verbal aggression.

That rapscallion who leaps off the monkey bars, landing smack onto an innocent 3-year-old bystander, and skips off, giggling all the while According to a new paper out of Israel, he may not feel all that bad about the incident. The study, conducted by Dr. In bal Kivenson Bar-On at the University of Haifa, shows that high levels of fearlessness in 3-and 4-year-olds is strongly associated with aggression and a lack of sympathy. This news will likely surprise risk-loving America, where parents typically beam with pride when their undaunted child mounts the big slide.
Fearlessness is a far-end point on the spectrum of what psychologists call the "approach and withdrawal dimension"—people’s tendency to approach new stimuli (to gain information and acquire new skills ) and withdraw from unfamiliar stimuli (to avoid danger). Striking the right balance is considered crucial to man’s survival. But what about preschoolers’ There’s a clear downside, Dr. Kivenson Bar-On discovered, after she observed lots of preschool play and machinations. In total, she documented 80 children at preschool, home and in the lab, measuring their propensity for fearlessness and other social and emotional characteristics at the beginning and end of one year. Fearlessness was measured by observing reactions to various fright-inducing situations: separation from parents, the roar of a vacuum cleaner, a jack-in-the-box and the like. Those who displayed greater levels of fearlessness, the study found, had no trouble recognizing facial expressions of anger, surprise, happiness and sadness in other children—but they had a hard time identifying fear.
Over all, they were "emotionally shallow" and showed lower levels of sympathy. They took advantage of friends and lacked regret over inappropriate conduct. "These findings," the paper explains, " suggest that fearlessness in preschool constitutes a clear risk factor for developmental pathways that lead to problems in morality, conscience development, and severe antisocial behaviors. " At the same time, fearless children tended to be highly sociable. "One of the most interesting findings was that we could discriminate between friendliness and sympathy," Dr. Kivenson Bar-On said. "These kids are curious, easygoing and friendly, but they have a hard time recognizing emotional distress in others. "
Jamie Ostrov, a psychology professor at the State University at Buffalo who studies aggression, says that children at the extreme end of the fearless spectrurn "may be charming, but they’re also highly manipulative and deceptive and skilled at getting their way—even at age 3 or 4. " It could be that fearless children need stronger distress cues to active their autonomic nervous systems, limiting their ability to detect distress cues in others. It seems to be, if I’m not worried about this, you can’t be, either. But should we be
The example of the first paragraph is to______.

A:quote the research that the children of high levels of fearlessness are lack of empathy B:illustrate the children strongly associated with aggression and a lack of sympathy exist C:criticize children in reckless behavior and moral deficiency D:emphasize the necessity of the research

A child may lean against a doorpost with his or her arms folded. To the onlooker, it may look like a benign posture—however, there may be a victimized child who understands that this is the bully’s "shorthand" code of conveying the message: "Hand me your lunch as you walk by me, or else."
Bullying may be expressed in many forms. Boys are generally targeted more than girls. Boys tend to use physical aggression when they bully .by hitting, kicking, and fighting. Girls, on the other hand, more often use exclusionary techniques to bully—a form of aggression often referred to as relational aggression. Girls often start rumors, form cliques to keep certain people out, and ignore other children in attempts to show dominance over another child.
Many children who are victimized fit into one of two types: the passive victim, and the provocative victim. While people often feel bad about passive victims, provocative victims often elicit less compassion from others. Sometimes it appears that the provocative victim has "brought on" his or her own fate—but does any child deserve to be the target of repeated physical or verbal aggression Why might so-called provocative victims actively participate in being the target of bullying: For example, are their provocative gestures simply a clumsy way of attempting to interact with others One feels compassion for the inhibited child because he is reserved; a social misfortune in our society, but an aggressive child is given none of this.
The dynamics of the bully/victim relationship need to be understood in a larger context (Pepler, Craig & O’Connell, 1999). It is not only the bully and the victim that is involved in a system of interaction: The bullying context includes multiple levels of the child’s social environment. The bully may enlist the help of "henchmen" (those who assist the bully, but often do not have the initiative or leadership to initiate bullying). Also, bystanders (whether actively encouraging the bullying act or passively standing by) play a role in maintaining the pattern of bullying. Even the students who habitually flee the site of a bullying act play a role in maintaining the bully/victim interaction.
In handling the situation, it is important not to focus only on the one or two students that are directly involved, but on the playground and school as a whole. Studies have shown that in order to break down the stability of peer bullying you must initiate change on many levels: Not only in teaching the bullied child how to assert himself or herself and to deflect attacks, but also to raise awareness about the problem of bullying and encourage the school community at large to take a united stance against bullying

A:Provocative victims are the victims who ask for trouble themselves and deserve what they get. B:Provocative victims do what they do to avoid interacting with others. C:Provocative victims are just trying to be get some attention and communication. D:Provocative victims are used to those repeated physical or verbal aggression.

Current data suggest that although ______ states between fear and aggression exist, fear and aggression are as distinct physiologically as they are psychologically.

A:simultaneous B:serious C:partial D:transitional

That rapscallion who leaps off the monkey bars, landing smack onto an innocent 3-year-old bystander, and skips off, giggling all the while According to a new paper out of Israel, he may not feel all that bad about the incident. The study, conducted by Dr. In bal Kivenson Bar-On at the University of Haifa, shows that high levels of fearlessness in 3-and 4-year-olds is strongly associated with aggression and a lack of sympathy. This news will likely surprise risk-loving America, where parents typically beam with pride when their undaunted child mounts the big slide.
Fearlessness is a far-end point on the spectrum of what psychologists call the "approach and withdrawal dimension"—people’s tendency to approach new stimuli (to gain information and acquire new skills ) and withdraw from unfamiliar stimuli (to avoid danger). Striking the right balance is considered crucial to man’s survival. But what about preschoolers’ There’s a clear downside, Dr. Kivenson Bar-On discovered, after she observed lots of preschool play and machinations. In total, she documented 80 children at preschool, home and in the lab, measuring their propensity for fearlessness and other social and emotional characteristics at the beginning and end of one year. Fearlessness was measured by observing reactions to various fright-inducing situations: separation from parents, the roar of a vacuum cleaner, a jack-in-the-box and the like. Those who displayed greater levels of fearlessness, the study found, had no trouble recognizing facial expressions of anger, surprise, happiness and sadness in other children—but they had a hard time identifying fear.
Over all, they were "emotionally shallow" and showed lower levels of sympathy. They took advantage of friends and lacked regret over inappropriate conduct. "These findings," the paper explains, " suggest that fearlessness in preschool constitutes a clear risk factor for developmental pathways that lead to problems in morality, conscience development, and severe antisocial behaviors. " At the same time, fearless children tended to be highly sociable. "One of the most interesting findings was that we could discriminate between friendliness and sympathy," Dr. Kivenson Bar-On said. "These kids are curious, easygoing and friendly, but they have a hard time recognizing emotional distress in others. "
Jamie Ostrov, a psychology professor at the State University at Buffalo who studies aggression, says that children at the extreme end of the fearless spectrurn "may be charming, but they’re also highly manipulative and deceptive and skilled at getting their way—even at age 3 or 4. " It could be that fearless children need stronger distress cues to active their autonomic nervous systems, limiting their ability to detect distress cues in others. It seems to be, if I’m not worried about this, you can’t be, either. But should we be

A:quote the research that the children of high levels of fearlessness are lack of empathy B:illustrate the children strongly associated with aggression and a lack of sympathy exist C:criticize children in reckless behavior and moral deficiency D:emphasize the necessity of the research

That rapscallion who leaps off the monkey bars, landing smack onto an innocent 3-year-old bystander, and skips off, giggling all the while According to a new paper out of Israel, he may not feel all that bad about the incident. The study, conducted by Dr. In bal Kivenson Bar-On at the University of Haifa, shows that high levels of fearlessness in 3-and 4-year-olds is strongly associated with aggression and a lack of sympathy. This news will likely surprise risk-loving America, where parents typically beam with pride when their undaunted child mounts the big slide.
Fearlessness is a far-end point on the spectrum of what psychologists call the "approach and withdrawal dimension"—people’s tendency to approach new stimuli (to gain information and acquire new skills ) and withdraw from unfamiliar stimuli (to avoid danger). Striking the right balance is considered crucial to man’s survival. But what about preschoolers’ There’s a clear downside, Dr. Kivenson Bar-On discovered, after she observed lots of preschool play and machinations. In total, she documented 80 children at preschool, home and in the lab, measuring their propensity for fearlessness and other social and emotional characteristics at the beginning and end of one year. Fearlessness was measured by observing reactions to various fright-inducing situations: separation from parents, the roar of a vacuum cleaner, a jack-in-the-box and the like. Those who displayed greater levels of fearlessness, the study found, had no trouble recognizing facial expressions of anger, surprise, happiness and sadness in other children—but they had a hard time identifying fear.
Over all, they were "emotionally shallow" and showed lower levels of sympathy. They took advantage of friends and lacked regret over inappropriate conduct. "These findings," the paper explains, " suggest that fearlessness in preschool constitutes a clear risk factor for developmental pathways that lead to problems in morality, conscience development, and severe antisocial behaviors. " At the same time, fearless children tended to be highly sociable. "One of the most interesting findings was that we could discriminate between friendliness and sympathy," Dr. Kivenson Bar-On said. "These kids are curious, easygoing and friendly, but they have a hard time recognizing emotional distress in others. "
Jamie Ostrov, a psychology professor at the State University at Buffalo who studies aggression, says that children at the extreme end of the fearless spectrurn "may be charming, but they’re also highly manipulative and deceptive and skilled at getting their way—even at age 3 or 4. " It could be that fearless children need stronger distress cues to active their autonomic nervous systems, limiting their ability to detect distress cues in others. It seems to be, if I’m not worried about this, you can’t be, either. But should we be

A:quote the research that the children of high levels of fearlessness are lack of empathy B:illustrate the children strongly associated with aggression and a lack of sympathy exist C:criticize children in reckless behavior and moral deficiency D:emphasize the necessity of the research

That rapscallion who leaps off the monkey bars, landing smack onto an innocent 3-year-old bystander, and skips off, giggling all the while According to a new paper out of Israel, he may not feel all that bad about the incident. The study, conducted by Dr. In bal Kivenson Bar-On at the University of Haifa, shows that high levels of fearlessness in 3-and 4-year-olds is strongly associated with aggression and a lack of sympathy. This news will likely surprise risk-loving America, where parents typically beam with pride when their undaunted child mounts the big slide.
Fearlessness is a far-end point on the spectrum of what psychologists call the "approach and withdrawal dimension"—people’s tendency to approach new stimuli (to gain information and acquire new skills ) and withdraw from unfamiliar stimuli (to avoid danger). Striking the right balance is considered crucial to man’s survival. But what about preschoolers’ There’s a clear downside, Dr. Kivenson Bar-On discovered, after she observed lots of preschool play and machinations. In total, she documented 80 children at preschool, home and in the lab, measuring their propensity for fearlessness and other social and emotional characteristics at the beginning and end of one year. Fearlessness was measured by observing reactions to various fright-inducing situations: separation from parents, the roar of a vacuum cleaner, a jack-in-the-box and the like. Those who displayed greater levels of fearlessness, the study found, had no trouble recognizing facial expressions of anger, surprise, happiness and sadness in other children—but they had a hard time identifying fear.
Over all, they were "emotionally shallow" and showed lower levels of sympathy. They took advantage of friends and lacked regret over inappropriate conduct. "These findings," the paper explains, " suggest that fearlessness in preschool constitutes a clear risk factor for developmental pathways that lead to problems in morality, conscience development, and severe antisocial behaviors. " At the same time, fearless children tended to be highly sociable. "One of the most interesting findings was that we could discriminate between friendliness and sympathy," Dr. Kivenson Bar-On said. "These kids are curious, easygoing and friendly, but they have a hard time recognizing emotional distress in others. "
Jamie Ostrov, a psychology professor at the State University at Buffalo who studies aggression, says that children at the extreme end of the fearless spectrurn "may be charming, but they’re also highly manipulative and deceptive and skilled at getting their way—even at age 3 or 4. " It could be that fearless children need stronger distress cues to active their autonomic nervous systems, limiting their ability to detect distress cues in others. It seems to be, if I’m not worried about this, you can’t be, either. But should we be

A:quote the research that the children of high levels of fearlessness are lack of empathy B:illustrate the children strongly associated with aggression and a lack of sympathy exist C:criticize children in reckless behavior and moral deficiency D:emphasize the necessity of the research