"Enough Is Enough": A Cultural Turn of Youth Activism in Nepal

On 9 June 2020, most of the national and international media covered the news related to a youth movement organized under the banner "Enough Is Enough" outside the Prime Minister's residence in Nepal. The movement had non-violently resisted the indifference of the government in responding the Covid-19 pandemic. That was completely different from mostly the violent history of youth activism in Nepal, which used to involve in tussling with police, breaking fences, smashing windows, throwing brick and stone, setting a fire, and lightening torches and tires on the street. Disbarring the health protocols regarding the mass gathering, it got momentum and expanded to other urban centers within a week. The protestors appeared enchanting unique slogans, holding creative placards, and singing the national anthem as well as the lyrics of rock and rap music. Observing all, a question emerges concerning the causes behind the shift from the largely practiced aggressive youth movement to the creative, peaceful and musical form of resistance. To respond the question, this study analyzes the purposively selected photos, placards, slogans and music associated to the movement using interpretive approach. Mainly the insights related to popular culture and their associations to politics by Marshall W. Fishwick, John Storey, John Street and Ray B. Browne have been collectively applied as a theoretical framework in the analysis process. As a result, the study has inferred that the integration of popular culture and resistance has altered the movement to non-violence with wider visibility among media and people.

HUBUNGAN ANTARA KECERDASAN EMOSIONAL DAN KECERDASAN SPIRITUAL DENGAN PERILAKU AGRESIF REMAJA DI SMP NEGERI 278 JAKARTA

ABSTRACT Anita Amaliah. 2015. The Relationship between Emotional Intelligence and Spiritual Intelligence with Aggressive Youth Behavior in SMP Negeri 278 Jakarta. Guidance and Counseling Studies, Faculty of Teacher Training and Education, As-Syafi'iyah Islamic University. The purpose of this study was to study the relationship between emotional intelligence and spiritual intelligence with the aggressive behaviour in SMP Negeri 278 Jakarta. The method used in this research is the correlational and ex-post facto methods. The population was 201 students and samples taken using the Slovin formula were 114 students. The data collection technique used was a questionnaire. The data analysis technique used is the product moment correction technique and multiple comparison analysis Based on the results of thought when the product with the SPSS 22.v program showed a significant relationship between emotional intelligence and adolescent intelligence with r=0.447 and Sig. 0,000 < 0.05. There was no significant relationship between spiritual intelligence and adolescent intelligence with r=0.015 and Sig. 0.473 > 0.05. There is a significant relationship between emotional intelligence and spiritual intelligence with aggressive intelligence where Fcount 14.438 <Ftable 3.08 Bibliography: 12 of Book, 18 Article (2010-2018) Keywords: Emotional Intelligence, Spiritual Intelligence, Aggressive Teen Behavior

Prevention of Criminal Offending: The Intervening and Protective Effects of Education for Aggressive Youth

Children from poor neighbourhoods showing early aggressive behaviour are at risk for criminal offending. The role of education as a mediator, neighbourhood disadvantage and aggression as moderators for criminal offending were examined in a lower-income, community sample (n = 3,521; 48% males), across a 40-year period from childhood to mid-adulthood. Educational attainment accounted for 15–59% of the effect from childhood risk factors. Aggression was found to be a moderator such that aggressive children with low education had the highest odds of criminal offending. A protective effect was found where aggressive children who managed to obtain more education had reduced odds of offending. Research conceptualizing education as a ‘control’ variable does not address its role in the processes leading to criminal offending.

The role of norm salience in aggression socialization among friends: Distinctions between physical and relational aggression

Socialization among aggressive friends is believed to play a critical role in the development of aggressive behavior. This study examined the moderating effect of norm salience in the classroom on the association between reciprocal friends’ and children’s own physical, relational, and general aggression. A total of 713 children ( M = 10.32 years, SD = 0.99) in grades 4 to 6 completed a peer nomination inventory in the fall and spring of the same academic year. Norm salience was operationalized as the class- and sex-specific correlation between each form of aggression and social preference. Norm salience moderated relational aggression socialization among friends only for highly relationally aggressive girls. Specifically, socialization was exacerbated when norm salience was favorable and attenuated when norm salience was unfavorable, suggesting that highly relationally aggressive girls may possess skills allowing them to adapt to the social context in which they and their friends interact. In contrast, boys’ general aggression socialization was exacerbated when norm salience was neutral or unfavorable, suggesting that boys who affiliate with aggressive friends may be more susceptible to aggressive friends’ influence in general and especially in the context of potential peer rejection. No moderating effect of norm salience was found in regards to physical aggression socialization. Results suggest that interventions aimed at changing acceptability of aggression in the classroom may only be effective in specific subgroups of aggressive youth.

Mind your anger habits: For teen (group CBT for teens with anger behavioral problems)

Problematic anger behaviors of children and adolescents represent a significant challenge to the clinical community. Although a number of direct and indirect factors are theorized to contribute to the etiology of aggressive behavioral problems, the cognitive-behavioral model focuses on the cognitive processes that play a significant role in the generation of anger and the aggressive responses to provocation. “Mind your anger habits: for teen” manual, is based on the cognitive-behavioral conceptualization of anger and anger management problems functions, it consists of 10 group sessions for teens and 8 group sessions for their parents.In the “Mind your anger habits: for teen”; anger is identified as a stress reaction with three response components: cognitive, physiological, and behavioral. The cognitive component is characterized by one's perception of social stimuli and provocation cues in the social context, by one's interpretation of these stimuli, by one's attributions concerning causality and/or responsibility, and by one's evaluation of oneself and the situation. This component represents a significant area for intervention with aggressive adolescents as their perceptions and attitudes serve to prompt most behavioral responses to provocation. Research on the social and cognitive processing in aggressive youth indicates that distorted interpretations, attributional biases, and deficiencies in problem solving can all influence the selection of aggressive behavior responses. Furthermore, cognitive processing patterns are likely to become more rigid over time, and as such the maladaptive aggressive behaviors prompted by dysfunctional cognitions will be maintained.Disclosure of interestThe author has not supplied his declaration of competing interest.