Abstract The Family Factor Correlates of Childhood Aggression in Arab Sector in Israel        The purpose of this study was to determine the degree of  social relationship, Aggression Behavior, and Anxiety State among
1 1th and 12th grade students and their parents  in Arab sector in Israel ,and the role of demographic variables (gender, grade, family income, fathers profession, mothers profession, father health, mother health, father education and mother education) on the degree of  social relationship, Aggression Behavior, and Anxiety State among
1 1th and 12th grade students and their parents  in Arab sector in Israel.      To achieve these purposes the was study conducted on 339 male and female students from the 11th and 12th in Arab sector in Israel.
For data collection, the researcher developed a (14) positive items for measurement of Students and parents social relationship using likert scale (5) points. Al-Nasser (2000) Aggression Behavior Inventory (ABI) used for measuring the level of Aggression Behavior. In addition, Spielberger (1966) Anxiety State Inventory (ASI) used for measuring the level of Anxiety State level of 11th and 12th grade students in Arab sector in Israel.  After data was collected, the researcher used (SPSS) program to answer the questions of the study.
The study revealed the following results:
1-      The degree of social relationship between 11th and 12th grade students and their parents in Arab sector in Israel was very high, where the percentage of response was (80.6%).
2-      The degree of aggression behavior among 11th and 12th grade students in Arab sector in Israel was very low, where the percentage of response was (49.33%).
3-      The most common type of punishment used against 11th and 12th grade students in Arab sector in Israel were: Facing slaps (14.5%), reprimand (38.9%), Insult (15.9%), and (31%) of students hurt their feelings and bothered them. 
4 –      The degree of anxiety state among 11th and 12th grade students in Arab sector in Israel was moderate, where the percentage of response was (61%).
5-      There were a significant negative correlation between social relationship and (aggression behavior and anxiety state), where (R) values were respectively (-0.21 and -0.30), and positive correlation between aggression behavior and anxiety state, where (R) value was (0.53).
6-      There were a significant differences at(  α  = .05) in Social Relationship and Aggression Behavior among 11th and 12th grade students in Arab sector in Israel due to gender variable, in favor of females in Social Relationship and in favor of males in Aggression Behavior. In spite of that the results indicate there was no significant differences at (α = .05) in Anxiety State due to gender.
7-      There were a significant differences at(  α  = .05) in Social Relationship, Aggression Behavior and Anxiety State among 11th and
1 2th grade students in Arab sector in Israel due to their families income variable. Where there is a positive correlation between family income and social relationship between students and their parents, and increasing in Aggression Behavior and Anxiety in very low-income families.
8 –      There were a significant differences at(  α  = .05) in Social Relationship Aggression Behavior and Anxiety State among 11th and 12th grade students in Arab sector in Israel due to family fathers profession variable. While there were no significant effect of mothers profession.
9- There were a significant differences at(  α  = .05) in Social   Relationship and Anxiety State among 11th and 12th grade students in Arab sector in Israel due to father's health variable, in favor of healthy fathers in social relationship , and in favor of unhealthy fathers Anxiety State. While the results revealed that were no significant differences at (α = .05) in Aggression Behavior due to father's health variable. Also, for mothers health the results revealed that a significant differences at(  α  = .05) in Social Relationship and Aggression Behavior among 11th and 12th grade students in Arab sector in Israel due to mother's health variable, in favor of healthy mother's in social relationship , and in favor of unhealthy mother's in Aggression Behavior. While the results revealed that were no significant differences at (α = .05) in Anxiety State due to mother's health variable.
10- There were a significant differences at(  α  = .05) in Social Relationship, Aggression Behavior and Anxiety State among 11th and 12th grade students in Arab sector in Israel due students  fathers mother's education variable, in favor of higher education in social relationship , and in favor of no education in Aggression Behavior and Anxiety State .
     Based on the findings of the study the researcher recommended to increase cooperation between parents and schools to help student in social adjustment. In addition, more attention should be given for prevention aggression and violence programs.
Table of Contents                                                                                                Page Dedication   …………………………………..….……….……………..iv                                                             Abstract…………………………………………………………………vi Table of contents ………………………………..………….…………..ix List of tables……………………………………………………………xiii Chapter One
1 . Introduction and Significant of the Study
1 . Introduction ……………………………………………………………2
1 .1. Statement of the problem…………………………………………….4
1 .2. Purpose of the study…………………………………………………5  
1 .3. Questions of the study……….……………………………………….5   
1 .4. Significance  of the study…………………………………………….7    
1 .5. Definition of terms ……………………………..…….……………..8
1 .6. Fields of the study …………………………………..….……….…..8    
1 .7.Summary……………………………………………….…………….8               Chapter Two
2 . Review of Literature and Studies 
2 .1. Introduction and Background……………………..………………..11
2 .2. Literature Review………………………………….……….………13
2 .2.1. Violence /Aggression Definition…………..……………………13
2 .2.2. Types of Aggression……………………….……………………13
2 .2.3. The Aggressive Child………………………………………….…14
2 .2.4. Rates of Exposure to Aggression and Violence…………….……15
2 .2.5.
Does Exposure to Violence have Consequences? –.16
2 .2.6. The Social Ecological of Violence- Exposed Children …….……21
2 .2.6.1 Individual Characteristics……………………………….……-21
2 .2.6.2 Family Characteristics…………………………………………22
2 .2.6.3 Risk Factors……………………………………………….…….22
2 .2.6.4 Protective Factors………………………………………….……23
2 .2.6.5 Community Characteristics……………………………….…….23
2 .2.6.6 Cultural Characteristics………………………………….…….. 23
2 .2.7.
Fields of Violence………………………………………….…….24
2 .7.1 Exposure to Multiple forms of Violence…………………….……24
2 .7.1.1   Double Exposure…………………………………….………..
5  
2 .7.1.2. Community Violence…………………………………………26
2 .7.1.3. Family and Community Violence…………………………….29
2 .7.1.4 Domestic Violence………………………………………..….. 31
2 .7.1.5 School Violence……………………………………………….32
2 .7.1.6. Violence and Conflict………………….………………..…-36
2 .8. Theories of Aggression Behavior…………………….…………..37
2 .8.1. Social Learning Theories……………………………….……-38
2 .8.2. Personality Theories……………………………….……………39
2 .8.3. Psychoanalytical Theories……………………….……………..39
2 .8.4.
Frustration–Aggression Hypothesis………………………………40
2 .8.5.
Rational Choice Theory………………………………….……….40
2 .8.6.
The Negative Affect Escape Model………………………………41
2 .8.7.
Excitation-Transfer Theory……………………………………-42
2 .8.8.
The Ethnological Approach………………………………………42
2 .8.9. Biological Theories………………………………….…….……..43
2 .8.10.
Biochemistry…………………………………………….………44
2 .8.11.
Neurology………………………………………….……….……44
2 .9. Review of Prevention Programs of Dating Violence….…………45
2 .10. Review of Related Studies………………………………..…….56
2 .11. Summary …………………………………………..……………71
Chapter Three
3 . Methodology
3 .1. Population of the Study…………………………….…………….73
3 .2. Sample of the Study…………………………………………………73
3 .3. Instrumentation……………………………………….…….…-76
3 .3.1. Validity of the Instrument………………………….…….…….78
3 .3.2. Reliability of the Instrument……………………………………..78
3 .4. Procedures………………………………………………………..78
3 .5. Statistical Analysis……………………………………………-79
3 .6. Summary  ……………………………………………….……….79
Chapter Four
4 . Results  
4 .1. Introduction……………………………………………….………..81
4 .2. Results related to the first question……………………….…….….82
4 .3. Results related to the second question…………………….…….…84
4 .4. Results related to the third question………………………………..91
4 .5. Results related to the fourth question………………………………92
4 .6. Results related to the fifth question…………………………….…..93  
4 .7. Results related to the sixth question………………………………..95 
4 .8. Results related to the seventh question……………………………..96 
4 .9. Results related to the eight question……………….…………..……97
4 .10. Results related to the ninth question……………………….…..101
4 .11. Results related to the tenth question……………………….…..102
4 .12. Results related to the eleventh question………………………..105
4 .13. Results related to the twelfth question……………………….…106
4 .14. Results related to the thirteen question…………………………107
4 .15. Results related to the fifteen question………………………….110 Chapter Five 5. General Discussion, Conclusions and Recommendations and Suggestions 5.1. General Discussion………………………………………………..115
5.2.
Conclusions……………………………………………………….121 5.3. Recommendations and Suggestions………………………………123
6 . References…………………………………………………………..124
7. Appendices…………………………………………………………137
List of Tables Table No.
Content Page
1 Sample distribution according to the gender.
73
2 Sample distribution according to the grade Variable.
73
3 Sample distribution according to the family income.
74
4 Samples distribution according to father's profession 74
5
Sample distribution according mother's profession.
74
6 Sample distribution according to the father's health.
75
7
Sample distribution according to Mother's health.
75
8 Samples distribution according to father's education .
75
9
Samples distribution according to mother's education .
76
1 0 Domains and items distribution of Al-Nasser (2000) Aggression Behavior Inventory (ABI) 77
1 1
Alpha formula of instrument Reliability.
78
1 2
Means and percentages of social relationship between 11th and 12th grade students and their parents in Arab sector in Israel (N=339)
8 3
1 3
Means and percentages of Stealing and Destruction   Domain Among 11th and 12th grade students in Arab Sector in Israel (N=339 )
8 5
1 4
Means and percentages of Social Environment Rejection Domain Among 11th and 12th grade students in Arab Sector in Israel (N=339)
8 6
1 5
Means and percentages of Aggressiveness Domain among 11th and 12th grade students in Arab Sector in Israel (N=339)
8 7
1 6
Means and percentages of Internalization Domain among 11th and 12th grade students in Arab Sector in Israel (N=339)
8 7
1 7
Means and percentages of Self Destruction Domain among 11th and 12th grade students in Arab Sector in Israel (N=339)
8 8
1 8
Means and percentages of Rudeness Domain among 11th and 12th grade students in Arab Sector in Israel (N=339)
8 8
1 9
Means and percentages of Academic Carelessness Domain among 11th and 12th grade students in Arab Sector in Israel (N=339)
8 9
2 0 Means and percentages of Avoidance of old people Domain among 11th and 12th grade students in Arab Sector in Israel (N=339)
8 9
2 1
Means percentages and Ranks of domains and total score of Aggression Among 11th and 12th grade students in Arab Sector in Israel (N=339) 90
2 2
Frequencies and Percentages of Facing any kind of punishment from parents 91

2 3
Means and percentages of anxiety state among 11th and 12th grade students in Arab sector in Israel (N=339) 93
2 4
Pearson Correlation Matrix of Social Relationship, Aggression Behavior and Anxiety State among 11th and 12th grade students in Arab sector in Israel 94
2 5
Results of Independent t-test for the difference in social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel  according to gender 95
2 6
Results of Independent t-test for the difference in social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel  according to grade 96
2 7
Means  of social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel according to family income variable 97
2 8
Results of One-Way-ANOVA for social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel according to family income variable 98
2 9
Scheffes’ post-hoc test for the differences Social Relationship according to family income variable 98
3 0 Scheffes’ post-hoc test for the differences Aggression Behavior according to family income variable 99
3 1
Scheffes’ post-hoc test for the differences Anxiety State according to family income variable
1 00
3 2
Means of social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel according to fathers profession variable
1 01
3 3
Results of One-Way-ANOVA for social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel according to fathers profession variable
1 01
3 4
Scheffes’ post-hoc test for the differences Social Relationship according to fathers profession variable
1 02
3 5
Scheffes’ post-hoc test for the differences Aggression Behavior according to fathers profession variable
1 03
3 6
Scheffes’ post-hoc test for the differences Anxiety State according to fathers profession variable
1 03
3 7
Means  of social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel according to mother's profession variable
1 04
3 8
Results of One-Way-ANOVA for social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel according to mothers profession variable
1 04
3 9
Results of Independent t-test for the difference in social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel according to father's health
1 05

4 0 Results of Independent t-test for the difference in social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel according to mother's health
1 06
4 1
Means  of social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel according to father's education variable
1 07
4 2
Results of One-Way-ANOVA for social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel according to father's education variable
1 07
4 3
Scheffes’ post-hoc test for the differences in  Social Relationship according to father's education variable
1 08
4 4
Scheffes’ post-hoc test for the differences in Aggression Behavior according to father's education variable
1 09
4 5
Scheffes’ post-hoc test for the differences in Anxiety State according to father's education variable
1 09
4 6
Means  of social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel according to mother's education variable
1 10
4 7
Results of One-Way-ANOVA for social relationship, aggression behavior and anxiety state among 11th and 12th grade students in Arab sector in Israel according mother's education variable
1 11
4 8
Scheffes’ post-hoc test for the differences in  Social Relationship according to mother's education variable
1 11
4 9
Scheffes’ post-hoc test for the differences in Aggression Behavior according to mother's education variable
1 12
50 Scheffes’ post-hoc test for the differences in Anxiety State according to mother's education variable
1 13