Albert Bandura Girls And Social Learning Theory Of Aggression

One of the central tenants of Albert Bandura’s Social Learning Theory, which is also called Social Cognitive Theory, is that “aggression in children is influenced by the reinforcement of family members, the media, and the environment” (Bandura, 1975, pp. 206-208). Evans (1989) suggested that the basis for Bandura’s theories came from work completed by researchers Miller and Dollard (1941) who suggested that human development is actively influenced by “response consequences” (Evans, 1989, p. 4), but regardless of the impetus for Bandura’s work, he is most known for his work regarding aggression in children. This paper will focus on why the principles of Bandura’s Social Learning Theory will benefit leaders in school environments as they

Social Psychological Theories of Aggression Social learning theorists propose that behaviour, such as aggression is learnt through observation, imitation and behaviour shaping. This behaviour is learnt automatically through observation of male and female role models, for example parents, peers and media characters. Whether or not this behaviour is imitated depends on the type of reinforcement that the role model receives. Vicarious reinforcement involves the outcome of a role models behaviour, for example if a child observes a parent acting aggressively and receiving positive rewards for they are more like to be imitate this behaviour in the future, than they would be if the role model

The movie mentioned Mean Girls is a very popular movie and majority of adolescent females have watched or related to this movie. Mean Girls show large amounts of direct and indirect aggression towards other females and is the perfect example of a typical high school social hierarchy for youth. The girls in the movie are constantly fighting over and for the boy’s attention in addition to constantly wanting the sluttiest outfits (Chesney-Lind, Morash & Irwin, 2007, P. 330). A main problem is how society has deemed violent female behaviour as the norm, and acceptable or even the superior position a female has in the social

Slutkin’s program encompassed three different approaches for reducing aggression. The first being punishment which must be prompt and relatively strong in order to be effective. The second is inducing incompatible responses for the aggressive behavior. The third is teaching non-aggressive responses, which is largely due to the, “changing the norms” phase of his program through social modeling, internalizing anti aggression beliefs, apologies, social skills training, and reducing exposure to violence. A big portion of his program is in this stage of public health education related to violence prevention and dealing with aggressive

It’s a common misconception that women, young and old, fight with words rather than with violence. Examples in the media such as the movie Mean Girls come to mind, but it’s important to keep in mind that not all women have the same life experiences and background. Most media depicting young women occur in a white-washed setting; Mean Girls is set in Evanston, Illinois, a wealthy suburb outside of Chicago. While the characters defend their reputation, gain respect, and retaliate those who did them wrong through “symbolic violence” (page 65) such as rumors and verbal backstabbing, the young women who, in theory, live right next to them in inner-city Chicago face a gendered “code of the street” (page 63) riddled with physical violence.

As mentioned before and regarding gender, women are far more likely than men to be victims of domestic violence (Kimmel and Holler, 2011, 375). Sev’er (2002) suggests an interesting finding regarding men and women who have fallen victim or have witnessed domestic abuse in their childhood. In her findings, Sev’er concluded that in comparison to non-violent men, violent men were three times more likely to have witnessed violence as a child, meanwhile, women who were raised in violent homes were twice as likely to fall victim to a form of domestic violence as opposed to women who were not raised in non-violent homes (109). As a child, if their role models, such as their fathers, got away with violence, they would assume that violent behaviour was acceptable (Sev’er, 2002, 109)

The threat of violence and violence itself endures a very painful state of mind on the social control for women. As look at in this week reading 81 “Betrayed by the Angel” by Debra Anne Davis, she talks about a young girl who has endured violence at a young age in school. However this young girl never took the right offense into speaking up and protecting herself against this violence, so it begin to throw her mental off. For example the young lady begin to have thoughts such as her voice not being as angry as she wanted it to be when she wanted to speak on the violence. Also she felt as though that maybe she had deserved the violence after all if she did not feel as angry about it as she should have. But looked at on a higher perspective,

Violence is a common issue not only in The United States, but all around the world. There are many forms of violence such as domestic violence, sexual assault and rape, and murders. About every twenty seconds a person becomes the victim of domestic abuse ( Domestic Violence n.d.). One and six women are victims of sexual assault or rape ( Thinking of Ways to Help?, n.d.). This is an issue typically not addressed or prevented. There are ways people can be taught to help prevent domestic violence, sexual assault, and even possibly murder from a family member.

In 1958, Bandura gathered up with Richard H. Walters, publishing a paper on aggression delinquents. A year later (1959) their book Adolescent Aggression developed. Since that accomplishment Bandura had been publishing plenty of subjects. His best influential books are: Social Learning Theory published in 1977, Social Foundations of Thoughts and Action published in 1986, and Self Efficacy: The Exercise of Control being published in

This article is published by the US: Educational publishing foundation and is written by several authors in the Deportment of Psychology. Through the evolutionary perspective, the article goes over why humans behave violently to meet reproductive needs. The article straits that aggression is essential to acquire a mate and males try to copulate with as many females as possible to reproduce offspring because reproduction does not cost the male resources. Violent and strong parents reproduce violent and strong offspring to carry the adaptive behavior. It provides examples such as childhood bullying when males physically fight, and when females mentally and socially attack other females for higher social statues. The article says men may be attracted

Statistics indicate many aggressors at some point or another have witnessed acts of violence. During childhood, these observed behaviors can have a major impact and influence on adolescent and adult attitudes, perception of self and others. "Children become more susceptible and prone to negative and dangerous behaviors which can

Physical assault and aggression is the second leading cause of death among 14 to 17 year olds, next to vehicular accidents (Loeber). But why are humans so aggressive in the first place? There are two sides of the debate: Nature, and Nurture. Some say that it’s human nature, genetics that cause most behaviors, while others say that we act as we learned during childhood. This argument applies to aggression as well. Aggression is mainly caused by things during childhood and adolescence where people learn from various sources about aggression, although, human psychology plays a slight factor.

Previous research concerning peer aggression has been conducted under the assumption that women rarely display aggression; therefore, aggressive behavior has historically been viewed as a male phenomenon (Björkqvist, 1994). Recently, many researchers have challenged the gender bias in the existence of aggressive behaviors and have broadened the definition of aggression. Björkqvist’s research suggests sex differences exist in the quality of the aggression, but not the quantity. According to Paquette and Underwood (1999), an adolescent’s expression of anger and contempt for peers can sometimes be expressed through physical aggression, manipulation, exclusion, and/or gossip. This broader definition allows for

These results correlate highly with the social learning theory on aggressive behavior. Those exposed to substantial violence and aggression were likely to imitate it later on in life. However, while an observational study can elicit enlightening results, they do not provide much on practical, empirical evidence. What the researchers did was observe behavior exhibited by the individuals they studied; they did not control the amount of violence the individuals were being exposed nor were they preventing others from being exposed to such programming. Thus, this study can not be deemed as an “experiment”. While they tried eliminating the lurking variables that may plague the results of their findings, it would be impossible to eliminate every possible influence other than the television exposure through an observational study.

As evidence has shown, children view many violent scenes while watching television, movies, or playing video games, but the question still remains: What psychological effect does violence in the media have on children? Research over the past 10 years has consistently shown that there is a cause-and-effect relationship between media violence and real-life aggression (Strasburger 129). Violence in the media can lead to aggressive behavior by children and teenagers who watch the various programs. Of course, not all children who watch television, or movies, or play video games develop aggressive behavior. However, there is a strong correlation between media violence and aggressive behavior. A study, published in the Journal of the American Academy of Child Adolescent Psychiatry, examined how children's television viewing practices are related to aggressive behaviors. The results revealed that children who reported watching greater amounts of television per day had higher levels of violent behavior than children who reported lesser amounts of television viewing (Singer 1041). Witnessing violence is an important determining factor in violent behavior. The media serves as a means for children to witness violence. According to Bandura's Social Learning Theory, children imitate behavior that they see on television, especially if the person performing the behavior is attractive or if the