Theories Of Relational Aggression

Research has identified different types of aggression to include instrumental, reactive, relational, bullying aggression (Berger, 2008; Merrell, Buchanan, & Tran, 2006; Cappella & Weinstein, 2006) and social aggression [ (Merrell, Buchanan, & Tran, 2006; Cappella & Weinstein, 2006) ].

This behavior can also put the child or others in physical danger, as well as possibly cause emotional damage to oneself or others. This behavior can manifest itself in a variety of ways, including “prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (screaming), destruction, self-injury, noncompliance, and withdrawal” (Dunlap, 2015). Children who have challenging behavior tendencies often hinder their social and emotional development, since their behaviors often separate themselves from peers, and typically the only peers that will want to be around them are those that struggle with the same negative behavior, thus encouraging and promoting the child to continue to act out. Researchers claim, “Because they’re frequently rejected by their classmates, [children with challenging behavior] have few opportunities to learn and practice social and emotional skills” (Rasminsky, 2015). When a child proves to have many outbursts and can be seen getting in trouble or being violent, their peers will most likely decide not to associate themselves with that child, which causes the child to become more frustrated that no one wants to be around them, while in other cases may cause the child to withdrawal completely. Either way, a child with challenging behavior typically struggles in social settings, as well as confronting and expressing their

The general aggression model (GAM) is the most contemporary theory of aggression as of 2015. The GAM, as discussed by Anderson and Bushman (2002), focuses on addressing and discovering the biological, environmental, psychological, and social factors that influence aggression. This aggression model “accounts for both short- and long-term effects of an extensive range of variables of aggression (Warburton & Anderson, 2015, p.375)” due to its biosocial-cognitive approach. Benjamin (2016) describes the opportunity for appraisal presented within this theory. GAM articulates the influences on a person’s immediate appraisal of the situation. “This immediate appraisal occurs automatically, and includes an interpretation of the situation and an

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

“According to Kaj Bjorkqvist, a pioneer in the field of human aggression, the development of social and verbal skills allows for "sophisticated strategies of aggression," "with the aggressor being able to harm a target person without even being identified: Those strategies may be referred to as indirect aggression” ("Sex Differ- ences," 179).”

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

The main focus of this paper is to show the connections between aggression and peer rejection and the effects it has on an adolescent whether it be directly or indirectly. One of the most influential aspects for self-esteem in adolescence is social acceptance from peers which helps to endorse a positive sense of self-worth which is linked to effective coping (McMahan, 2009). When an adolescent is rejected by his or her peers, aggression is probable to occur. The most frequent type of aggression, especially in girls, is relational aggression. Relational aggression is trying to hurt someone by verbally attacking them or their social relations through gossip or exclusion (McMahan, 2009).

In recent years, the attention has turned to adolescent girls and to what psychologists call “relational aggression,” or the kind of behavior depicted in the film Mean Girls(I liked that movie though). These girls’ cliques spread rumors and lies, exclude and sometimes show outright physical aggression toward other girls. Their targets are usually girls who haven’t yet started developing physically, who dress differently than others, or who just don’t fit in. counselors who work with girls tell horrifying stories of girls’ cliques and their behavior toward other girls. For example, A mother of an 11-year-old writes in to GreatSchools complaining that girls are teasing her sensitive daughter because she hasn’t developed.

Children with aggression in the united states has played a big part in the world today.It has caused a great number of kids to grow up with bad habits and wrong doings. Growing up young with aggression can turn into a pattern that have been created over a long time period (Lehman1).Its first start off with simple aggressive act, then it leads to bigger problems.Also the aggression in a child can rub off his or her peers. Which also can lead to a larger group of kids growing up with the wrong set of mind. The youth is the future and knowing that most children are growing up with aggression is a very scary sight of the others. With more children growing up with aggression will cause a higher death rate and the jail count going up. Children shows different types of aggression in many ways mentally,physically,and socially.

Indirect aggression such as gossiping about and ignoring others, even presumed friends, although boys engage in more direct aggression than girls, girls tend to engage in more relational aggression, at least in adolescence (Smith & Rose, & Schwartz-Mette, 2010). In life it is easier to feel good about yourself if you are “popular” than if you are a “nerd”. Once the cliques gain perceived popularity, they often lose sociometric popularity, and become less well like “Mayeux&Sandstrom&Cillessen, 2008, pg.

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

In my opinion, I believe one of the biggest factors that is associated with relational violence is within family factors. Although I believe individual factors play just as big of a part in relational violence, I am going to talk about the family factors today. I have read many stories and met people who grew up in abusive situations, whether it's the parents abusing the children or the parents abusing each other. According to Busby et. al (2008) confirmed in a “study that children who witness violence from their parents perpetuate that violence as children and are more likely to be violent as adults” (as cited by Knox & Schacht, 2013, p. 384). Also, if children were the ones being abused, they are that much more likely to be abusive towards

Aggressive-rejected children use physical and aggressive force to isolate themselves from their peers. They are stubborn, overcritical, and have low social skills due to their aggressive tendencies. They believe most of their peers are against them and they use aggression to deal with their peers attitudes toward them. These children are often considered bullies because they pick on the

Peer relationships are some of the most important interactions we have in our childhood. According to lecture (5/7/2015), these relationships help to build our social skills as well our social competence, creating a social acceptance amongst our peers. Our textbook (pg. 321) explains that peer relationships promote both physical and cognitive development. Once the child enters the preschool age they begin to differentiate friends from peers. A peer is simply an acquaintance, the child plays with them due to accessibility and similar background or social standing; however, a friend is someone with shared interests and associated with positive experiences. During this study into peer relationships in early and middle childhood, I interviewed two young girls. Kayla is 11 years old and Adison is 4 years old. While some of their views on friendship and peer interactions are similar, most of their views are worlds apart.

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