Analysis

The analysis of the data collected through the RPAFTTC helps differentiate between reactive and proactive forms of aggression. Reactive aggression is often associated with emotional arousal and occurs in response to real or perceived provocations, while proactive aggression is linked to strategic thinking and often aims at gaining control or power. The analysis allows educators to identify the types of aggressive behaviors and to design appropriate interventions for the prevention and management of aggression.

Objective

The main objective of the RPAFTTC is to provide educators with a tool for accurately assessing the types of aggressive behavior exhibited by students. Specifically, it helps in understanding how students react to stimuli or use aggression as a goal-oriented strategy. Through this assessment, educators can develop more targeted intervention programs and adapt their strategies to enhance students’ social skills and emotional intelligence.

Calibration

The calibration of the RPAFTTC typically involves the use of a rating scale that analyzes teachers’ reports on student behaviors. The scale may include questions related to the intensity, frequency, and variety of aggressive behaviors. Responses are scored based on predetermined scales that highlight the prevalence of the two types of aggression (reactive and proactive) and provide an overall indicator of the student’s aggressive tendencies.

References

Dodge KA, Coie JD. Social-information-processing factors in reactive and proactive aggression in children’s peer groups. Special issue: Integrating personality and social psychology. Journal of Personality and Social Psychology, 1987; 53(6):1146–1158.