Strengths And Weaknesses Of Aggression

The article See Aggression...Do Aggression discusses aggression, which is the biggest social problem facing America and the entire world. The article delves deeper into the question of why people are aggressive. Psychologists have theoreticized that aggression may stem from genetics or pent up frustration, but the most common and accepted is the theory that aggression is learned. This final reason for aggression is what prompted Bandera, a founder of the “social learning theory” and his team, Dorothea and Sheila Ross, to conduct “the Bobo doll study.”

Aggression is a critical concept in understanding social psychology. Many have defined aggression as a type of behavior that is used to purposely harm someone (Arndt, Greenberg, Landau, & Schmader). In a study conducted in 2016 regarding school crime and safety, it was reported by their principals that nearly 5% of the students have been experiencing moderate to severe discipline issues (Musu-Gilette, Zhang, Wang, Zhang, & Oudekerk, 2017). Since this behavior comes in two forms, verbal and physical, it can have an influence on a person’s psyche. The long-term consequences of experiencing and witnessing family violence have been seen to have an effect on how a person communicates and handles situations. Family life is a leading predictor in determining aggressive behavior. The interaction between family members does play a key part in the development of a child. Considering children do learn how to behave and react from their surrounding environment through imitation. Aggressive behavior can be influenced by family relationships that can have a lasting impact on adolescents.

Aggression is a natural part of human behavior, and can even be adaptive in certain situations. However, when aggression manifests itself in violent behaviors, it becomes problematic. Patterns of aggression change throughout childhood, adolescence, and early adulthood, and these changes usually differ between males and females (Loeber, 1997). Physical aggression is typically greatest early in life and decreases during adolescence, whereas more serious violence tends to increase with age, particularly during adolescence (Loeber, 1997). Despite the changes that occur in aggressive tendencies throughout childhood and adolescence, aggression is seen as a very stable trait, almost as stable as

In today’s progressive and scientifically advanced world, new studies have occurred that explain how aggression in children can be easily understood. In Alison Gopnik’s article, “Aggression in Children Makes Sense- Sometimes,” she explained how recent scientific experiments have proven that children’s genes and environments, make an impact on their behavior. As human beings, it is hard to decipher the actual cause of aggression in fellow humans because we have not found any accurate evidence until now. Gopnik sufficiently conveys that recent scientific evidence has proven that aggression in children can make sense, by using the results of scientific studies to support her point, and by also using an essential metaphor to further explain a complicated subject.

The aggression can cause children to have an different type of mood swing than others that does not have aggression.It mostly has a after impact of growing up with mental health of 20230 of children from the middle ages from 2 to 17 in USA(Tuner2).All the aggression in the children causes them to have heart attack and blood pressure at a young age. The mental can come from a different aspect, such as abusing there own bodies with drugs(7). When children become an angry aggressive person they need help to control their actions around their peers. Even though it is important to know of behaviors that that send signal that presences of a child

Lorenz and Freud have, in a large section of their work labelled aggression as mostly negative and destructive, but looking at its positive side, aggression is necessary as it contributes to our growth and development, independence, self-assertion, can address and remedy inequality and social injustice and above all promotes the survival of many

An example of verbal aggression was, "Pow!" and "Sock him in the nose". After ten minutes the experimenter entered and took the child to a new room which the child was told was another games room. In stage two (Aggression Arousal) the child was subjected to 'mild aggression arousal'. The child was taken to a room with relatively attractive toys. As soon as the child started to play with the toys the experimenter told the child that these were the experimenter's very best toys and she had decided to reserve them for the other children. In Stage three the next room contained some aggressive toys and some non-aggressive toys. The non-aggressive toys included a tea set, crayons, three bears and plastic farm animals. The aggressive toys included a mallet and peg board, dart guns, and a 3 foot Bobo doll. The child was in the room for 20 minutes and their behavior was observed and rated though a one-way mirror. Observations were made at 5-second intervals therefore giving 240 response units for each child. Other behaviors that didn’t imitate that of the model were also recorded e.g. punching the Bobo doll on the nose. Bandura thus observed children who observed the aggressive models made far more imitative aggressive responses than those who were in the non-aggressive or control groups. There was more partial and non-imitative aggression among those children who has observed aggressive behavior, although the difference for non-imitative aggression was small. The girls

One theory that prompted research on how boys and girls differ in the expression of aggression was that boys are more aggressive than girls’ theory. Several researchers in the past suggest that boys act in aggressive way within the peer group context for physical dominance (Crick, gropeter 2012). The idea was the exploratory examination of gender differences in patterns of association between physical aggression and the social interaction revealed that the relationships were only true for boys. In other word,

“Despite its common occurrence in toddlerhood, aggressive behavior in this age group is often over looked (Vecchio, 2006). This behavior in toddlers is often called the “terrible twos” and parents sometimes feel that their children are just going through a phase. According to our text, on page 277, it states that “Children who are loved and securely attached and receive appropriate physical affection are less likely to exhibit aggressive behaviors” (Witmer, 2013). Teaching the children how to problem solve and talk about how they feel can be a rewarding experience. Parents and caregivers must build a trusting relationship with the children. According to Erikson’s Theory on page 266 of our

However, this might not be the appropriate and accurate approach. Holowchak and Reid (2013) argue that exposure to violent behaviour or aggression within any

The results showed, in the first stage of the, group 3 children showed significantly less aggressive behaviour towards the dolls than group 1 and 2. In the second stage of the study, there was no difference between the groups in the

Aggressive behaviour is seen as an individual or collective social interaction, with the intention of inflicting damage or harm to oneself or others. Two main types of aggression are usually distinguished. One being affective (emotional) and reactive, hostile, or retaliatory aggression that is a response to provocation, and the other includes goal-oriented, instrumental or predatory, in which aggression is widely used as a mean to achieve a particular goal. An example of hostile aggression would be a person who punches someone who insulted him or her. An instrumental form of aggression would be armed robbery. Research on violence from a range of disciplines grant some support to a distinction between affective and predatory aggression. However, some researchers question the usefulness of a hostile versus instrumental distinction in humans, despite its pervasiveness in research, because most real-life cases involve interacting causes and mixed

S. Lee, J. Manganello, J. Rice, C. Taylor (2010) preformed a study to understand childhood aggression. The journal article of Mothers’ Spanking of 3-Year-Old Children and Subsequent Risk of Children’s Aggressive Behavior starts by saying that they are not the first to perform this research and many of studies have displayed connection between corporal punishment with children and child aggression. They are testing their research with new controlling factors, which have not been controlled together before. (Lee et al., 2010) The main goal of the article is to determine the association between the use of corporal punishment against 3-year-old children and recognize later aggressive behavior among those children.

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

In the Bobo Doll experiment conducted by Albert Bandura, researchers were interested in testing children’s behavior in response to their exposure to violence. This study was constructed with 72 children, 36 boys and 36 girls from Stanford University Nursery School. Before the study began, each child was individually scored on his or her level of aggression towards others, as rated by the experimenter and the child’s teacher. Then the children were separated into groups based on a similar score of aggression. The children were separated into three groups of 24 children. The three groups allowed the experimenter to create the conditions used to test the children’s response to violence, which was the independent variable, as it affects the children’s aggressive behavior, the dependent variable. The first group of subjects was the aggressive model group, where the subjects were presented in a