There is plenty of material available on exploring aggression, however physical aggression is an aspect which needs to be explored and understood better, specifically with reference to aggression in its relation to parenting. The focus of the majority of the literature is in relation to boys and physical aggression. There is, however, only a minimal amount of research that focuses on relational aggression- a new type of aggression that has been classified in recent years (Crick and Grotpeter, 1995). Relational aggression refers to aggressive behaviours whose purpose it is to deliberately damage another person’s personal relationships or to make them feel excluded from a group. Manipulation and power and use of social relationships to harm others …show more content…
1999; Coie and Dodge, 1998). Children who show relational aggression are generally lonelier, depressed, isolated and rejected when compared to those who are physically or otherwise aggressive and are also more likely to show parallel externalising behaviours along with relational aggression (Crick and Grotpeter, 1995). There is a long-term, detrimental effect from relational aggression on children’s psychological as well as social assimilation (Crick, 1996). According to Werner and Crick (1999) lower levels of pro-social behaviour and high levels of antisocial personality traits and peer rejection can be indicative of relational aggression in adulthood. Relational aggression is more prevalent in girls and possibly creates worse consequences. In time, relationally aggressive girls are rejected by their peers(Crick, 1996). Furthermore, relational aggression, particularly in adult females, has been linked to borderline personality disorder and bulimia nervosa (Werner and Crick, …show more content…
Wenger, Berg-Cross, and Berg-Cross (1980) concluded that physical aggression is perceived as more harmful than verbal aggression and, evidently, parents were more responsive towards physically aggressive behaviours than verbal or relational aggression (Dodge et al. 1994). However, this research also failed to take into account gender or ethnicity, and has not explored relational aggression. In response to physical aggression, the sequence of the response of mothers is concern, followed by anger, disappointment, and embarrassment, and therefore physical aggression elicited stronger affective responses than social withdrawal (Mills and Rubin, 1990). Mothers admitted that they would use stricter disciplining approach to resolve physical aggression issues as compared to the relational aggression issues. With aggressive behaviour, mothers were more likely to choose directive or coercive strategies when these behaviours made them feel angry or
In 1992, a group of Norwegian researchers conducted a study of girls. “They found girls participate in aggression, but they express their anger in unconventional nonphysical ways” (Simmons 20). Another group of experts from the University of Minnesota continued with these findings and found the girl’s aggressive behavior should be classified into three subcategories; relational, indirect, and social aggression” (Simmons 21). An example of relational aggression would be ignoring someone or giving them the “silent treatment” which can be very traumatic for the victim. They wonder what they...
Lefkowitz, Monroe M. 1977. Growing Up to be Violent: A Longitudinal Study of the Development of Aggression. New York: Pergamon.
The experience of being socially excluded leads to increases in aggressive behavior. Research has found that when people are excluded by others, they are more likely to behave aggressively, even to people who did not initially exclude them (Twenge, Baumeister, Tice, & Stucke, 2001).
306) and society’s knowledge of the ramifications of aggression, combined with cultural expectations, helps to control how aggressive behavior is manifested (Eagly & Wood, 1991, p. 311). Females are for the most part not overtly aggressive with each other and are more inclined to use their social intelligence to exploit relationships or undermine other peers they are in competition with (Crothers, Lipinski, & Minutolo, 2009, p. 102). These manipulative behaviors are comprised of gossiping, avoidance, rumor spreading, and stealing of friends or romantic interests (Crothers et al., 2009, p.
Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710–722.
Teisl, M., & Cicchetti, D. (2008). Physical abuse, cognitive and emotional processes, and aggressive/disruptive behavior problems. Social Development, 17, 1-23.
Children today are likely to experience or witness violence at home. Researchers are concerned about the effect domestic violence has on children, and has prompted researchers to conduct an increasing number of investigations into this issue. Social learning theory and Erikson's theory of basic trust are two tools used to predict aggressive behavior in children.
Kenneth Dodge wanted to learn more and explain how individuals choose to interact in the world based on their understanding. In order for him to explain what goes on in these situations, he designed the social information processing model. First, what happens is a person encodes a problematic event. Second, they analyze the social cues that come with the problematic event. Third, they formulate a goal of how they would like the problematic event to be resolved.
Studies have shown that almost 21% of families have experienced child-to-parent physical aggression and 65% have experienced child-to-parent psychological aggression. There has been mixed results on the correlation between the aggression and the gender of the children. Some of the important predictors of child aggression are due to an exposure to violence in other forms. These forms include witnessing aggression between parents and experiencing aggression towards them or other children from the parents. Two different parenting styles have also been associated with an
“Relational aggression is defined as behaviors that harm others by damaging (or threatening to damage) or manipulating one’s relationship with his/her peers, or by injuring one’s feelings of social acceptance.” (Ophelia Project, “Issues” par 3). This type of aggression is mainly directed toward the emotions rather than physical behavior. Some examples of relational aggression include:
Violence within families often reflects behaviours learned by children from their parents. A theory is that violent behaviour is passed down from generation to generation through families (Cole & Flanagin, Pg. 2). The majority of Americans are subjected to corporal punishment at one point or another during their lifetime(Kandel, Pg. 4). Surveys suggested that almost all American parents used physical punishment at one point or another and the punishment was regared as an appropriate child rearing technique. Another survey also suggested that some psychologists belive physical punishment to be an effective and useful socialization tool(Kandel, Pg. 2). Aggression is commonly conceived as existing on a continuum, ranging from very severe parental aggression to much milder and normal parental aggression, such as use of corporal or physical punishment(Kandel, Pg. 1). A common concern is that parental use of physical punishment will lead to aggressive behaviour in children.
Why are we as aggressive and can we develop a way to reduce our ever increasing aggressive behavior? What this research paper is going to cover just might answer that. First we’re going to go over different types of aggression and the differences between them. Next will be the several theories about aggression. This will cover from a biological and genetic point of view to how our diet affects our behaviors in negative ways. We will even look into how our culture has an effect on our aggression levels. Last is what ways can we potentially reduce and manage our angry tendencies as well as control the ever rising aggressive behavior in our society.
Deater-Deckard, K., (2008). Editorial: New Perspectives on Aggression. Journal of Child Psychology and Psychiatry, 49 (4), 357-358
Aggression and prosocial behaviour appear to be subject to very similar conditions, and processes. These two are discussed and compared along with correlations investigated by temperament theorists. The relevance of the Sherif (1953) experiment is examined, and used to illustrate how those with prosocial qualities and personalities can act in an aggressive manner at the same time, thereby bringing the idea of a continuum into doubt. The issues raised in the Sherif experiment are then re-applied to global instances of prosocial and aggressive behaviour.