What Is Aggressive Behavior?

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

|Student disrupts all students in the room. It causes reduction in instructional time for himself and his peers, as well as a reduction in completion of |

Aggressive behavior is good target for intervention. For the client, the intervention produces comprehensive lifestyle changes and uses procedures that are practical, relevant, and capable of generating long-term maintenance.

Through the last two weeks I noticed some behavioral changes in my first grade class; to be more specific I noticed increased rate of violence, increased rate of conflicts, increased rate of complains from two students, increased rate of bulling and increased rate of crying and screaming.

The study consisted of 36 boys and 36 girls from the Stanford University Nursery School, ages between 3 to 6 years old. The children were split into three groups based off their aggression judgment from teachers and parents. The first set of children were shown aggression by adults, both male and female, beating up a Bobo Doll. The second set of children ascertained an adult model who exhibit no aggression and the control group was not acquaint to any model. The first set of children were placed in a room with the Bobo Doll after 10 minutes of watching the adult model. The results showed that the first set of children who watched the aggressive model showed

Pupil B has learnt oppositional and defiant behaviours towards adults who try and enforce school structures. The effect is that during this behaviour B is not expected to engage. On these occasions, behaviour often results in screaming, throwing furniture or running and hiding. The latter is also learnt behaviour from his background. When upset, B will conceal himself in very small places where he will engage in self-harming.

The scenario says that George can get out of control (although not frequently) striking out at other students and the teacher, and he throws his books and papers on the floor. George is a first grade student. George’s behavior is disruptive to the classroom environment because when he is out of control he makes the teacher lose instructional time to solve the problem. George behavior also, decreases student engagement and motivations, lower the students academically achievement and stresses the teacher and the students who wants to learn. If the behavior is not solved, he can provoke other students to behave in disruptive ways, especially in first grade the students wants to play and have fun during school time.

Sam is the new kid in the classroom. He is a  kid who has behavior problems at the care center that he attended didn't provide him with the necessary

In the present case presented, Kaya’s lowest frequency behavior is verbal aggression, which again, is when Kaya is interacting in a group activity, with other children. Her middle frequency behavior is physical aggression, which is recorded as a group activity, however, teachers could be involved in the aggressive behavior. However, when interacting with children during recess, which was most intensive. Since the data provided is limited, because it doesn’t not provide, this writer with things that may have caused behavior. Therefore, it would be essential to complete an assessment and in

One study has measured the behavior components of aggression in social settings. This study is shown that a child’s aggression has many different categories, and all children can produce a different type of aggression based on their traits. For instance, researchers have found that by being able to manipulate the CP (Conduct problems) and CU (Callous/unemotional traits) have shown an impact in peer provocation. A group of non-diagnosed adolescents have ben placed in to certain subgroups based on their observed aggression: low aggression, reactive-only, and reactive-proactive combined. In the experiments it showed that the reactive-only and combined groups have higher CU traits than the low aggression group. The reactive-only group showed higher levels of proactive aggression and the reactive-only group showed significantly higher levels of proactive aggression than the low aggression group, indicating their could be certain types of aggression, in which are considered a high reactive, low proactive group with high CU traits (Taylor and Gammon). Researchers have also found certain aspects that can measure how long a child can hold onto their aggression when they are provoked in a social setting. No research has examined the impact of the CU traits that can be developed, but have researched children with ADHD that are unmedicated are shown being slower to get rid of their aggression response

2008). The original questionnaire consists of 40 items that assess five forms of aggression: physical, property, verbal, relational, and passive-rational aggression, and are rated on a Likert-type scale ranging from 1 (almost never) to 5 (always). There is convergent validity with another popular aggression measure, the Aggression Questionnaire (Buss & Warren, 2000; r = .65), and thus this is an acceptable measure of aggression. It has been modified to assess the frequency of behaviors during a set time interval (i.e., the questionnaire asks how often a certain behavior occurred in the past five days [the 1-5 scale has changed to never, once, twice, 3-4 times, 5+ times, respectively], and items have been changed to the past tense); for this study, 13 items were chosen (3 physical, 1 property, 5 verbal, 2 relational, and 2 passive-rational; see Appendix). Scores for physical, property, verbal, relational, and passive-rational will range from 0-15, 0-5, 0-25, 0-10, and 0-10,

Individual displays regression with anger management due to individual bothering his peers as reported by individual teacher.

The authors begin chapter three by explaining that there are commonly discrepancies among raters and their ratings of child behavior. Moreover, these differences stem from the different perceptions of the parents, teachers, children, and even the school psychologist. The differences can also be attributed to the differences in the child's behavior across contexts. This information is important to acknowledge and understand for many reasons. We are different. What a parent might constitute as a poor behavior, might be seen as an acceptable behavior by the teacher. It all goes back to culture and what each person truly believes to be important and/or meaningful. This also made me think of other courses that we have taken where we were required to observe a child, as well as operationally define a target behavior. The operational definition of the behavior helps to ensure that anyone can observe the same behavior without confusion.

Dodge, K. A., & Crick, N. R. (1990). Social information-processing bases of aggressive behavior in children. Personality and Social Psychology bulletin, 16(1),

The classroom teacher has also expressed concern for my atypical student, because it can become difficult to manage the classroom when my atypical student is not following the given directions. By observing a typical student, such as Laila, I am able to compare and contract my atypical student’s behavior to Laila’s in relation to the stated standard.