Date of Award

1984

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

The focus of this study was to determine if fathers of aggressive boys differed from fathers of well-behaved boys in (a) problem-solving efficiency, (b) family relationships, (c) socioeconomic status, (d) behavioral interactions with sons, and (e) cognitions about these interactions. The sample of families consisted of 17 fathers of aggressive boys and 12 fathers of well-behaved boys. Elementary school teachers nominated boys from their classrooms as aggressive or well-behaved. Families participated in the study only if teacher nominations were confirmed by parents. Fathers engaged in two-five minute, problem-solving discussions with their sons. These videotaped discussions were rated to obtain measures of father-son interactions and problem-solving efficiency. Fathers next observed the taped playback and were instructed to list their thoughts in accordance with standardized procedures. Thoughts were classified as self-, child-, family-, or non-specific-referent. Socioeconomic status was derived from responses to specific items on an intake form. Eight null hypotheses were treated using univariate F tests and Chi Square tests. Fathers of well-behaved boys were found to be more efficient problem-solvers than fathers of aggressive boys. They more frequently modeled behavior designed to reach agreeable problem solutions. Fathers of well-behaved boys, as compared to fathers of aggressive boys, were found to be better educated and to hold more prestigious jobs; hence, they were of higher socioeconomic status. Fathers of well-behaved boys rated their families as more cohesive, more expressive, and less conflictual than fathers of aggressive boys. Fathers of well-behaved boys engaged in significantly more Positive Solution behavior than fathers of aggressive boys but were not different than fathers of aggressive boys in frequency of Negative Solution and Offtask behavior. Fathers of well-behaved boys facilitate problem-solving by engaging in more constructive, problem-oriented behaviors which lead to solution agreements. Fathers of aggressive boys not only listed more thoughts about their sons, but the majority of these reflected negative attitudes toward the child. Fathers of aggressive boys also listed more negative and fewer positive thoughts about their families. Implications for practice and further research are discussed.

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