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Meaning and Determinants of Aggression: Social, Cultural, Personal and Situational Prevention and Control of Aggression
Typology: Study notes
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Aggression is a behavior that may be defined as physical or verbal behavior intended to hurt someone. The key here is determining the intension or motive for the aggressive behavior. Aggression can also be distinguished from being angry, which is an emotional reaction to an event, but it be just an emotion. Just because someone is angry that does not mean they will necessarily act an aggressive behavior.
intended to harm another individual who does not wish to be harmed’ (Baron & Richardson,1994).
Accidently injuring someone is not aggression, thus in aggression behavior person’s intention is very important, if person’s intention is to injure or harm another person physically or psychologically that will consider an aggressive behavior.
aggressor believes that there is an easier way to obtain the goal, the aggression would probably not occur. A bully who hits a child and steals her toys, a terrorist who kills civilians to gain political exposure, and a hired assassin are all good examples of instrumental aggression. Sometimes it is hard to distinguish between instrumental and emotional aggression, and yet it is important to try to do so. Emotional aggression is usually treated differently in the legal system (with less severe consequences) from cognitive, instrumental aggression. However, it may well be the case that all aggression is at least in part instrumental because it serves some need for the perpetrator. Therefore, it is probably best to consider emotional and instrumental aggression not as distinct categories but rather as endpoints on a continuum (Bushman & Anderson, 2001).
Verbal Aggression: Verbal aggression involves the use of language or words to harm, threaten, or manipulate others. It includes various forms of hostile or aggressive communication, such as insults, name-calling, yelling, sarcasm, mocking, or using offensive language. Verbal aggression can be expressed in face-to-face interactions, over the phone, through written communication (e.g., emails, text messages), or online (e.g., social media platforms, online forums). Nonverbal aggression refers to aggressive behavior that is expressed through nonverbal cues, rather than explicit verbal communication. Nonverbal cues can include facial expressions, body language, gestures, eye contact, proximity, or physical actions. Examples of nonverbal aggression may include glaring, giving someone the "silent treatment," slamming doors, making aggressive gestures, or invading someone's personal space.
Relational aggression, also known as indirect aggression or social manipulation, involves using social relationships and interactions to harm or manipulate others. It typically includes behaviors aimed at damaging a person's social standing, reputation, or relationships with others. Examples of relational aggression can include spreading rumors, gossiping, social exclusion, giving someone the silent treatment, or manipulating social relationships to isolate or control others. Social aggression, also known as overt aggression or direct aggression, involves openly or directly using physical force or verbal confrontation to harm others. It includes behaviors such as physical violence, hitting, pushing, shouting, name-calling, or threatening others. Social aggression is more explicit and visible compared to relational aggression. It often involves immediate confrontations and can be characterized by impulsive
likelihood of exhibiting aggression. Here are some personality factors associated with aggressive behavior: Hostility: High levels of hostility are linked to a greater likelihood of aggressive behavior. Hostility involves having negative attitudes, thoughts, and emotions towards others, often accompanied by a tendency to interpret ambiguous situations as hostile or threatening. Impulsivity: Individuals who are highly impulsive tend to act without careful consideration of the consequences. They may have difficulty controlling their immediate reactions and are more prone to impulsive aggression. Low Empathy: Empathy refers to the ability to understand and share the feelings of others. People with low levels of empathy may have difficulty recognizing and understanding the impact of their aggressive actions on others, making it easier for them to engage in aggressive behavior. Low Self-Control: Self-control is the ability to regulate one's emotions, impulses, and behaviors. Individuals with low self-control may struggle to manage their anger and frustration, leading to impulsive and aggressive responses in challenging situations. Sensation Seeking: Sensation seekers are individuals who actively seek out exciting and stimulating experiences. They may be more likely to engage in aggressive behavior as a means of seeking stimulation or excitement.
Aggressive behavior can have various causes, and cognitive control and processing can certainly contribute to it. Cognitive control refers to the ability to regulate one's thoughts, emotions, and behaviors to achieve specific goals. It involves processes such as attention, inhibition, decision-making, and impulse control. When these cognitive processes are impaired or dysregulated, it can lead to difficulties in managing and expressing aggression appropriately. Here are some ways by which aggressive behavior can process Poor impulse control: If an individual has difficulty inhibiting impulsive responses, they may be more likely to act aggressively without considering the consequences of their actions. Deficits in emotion regulation: Emotion regulation involves the ability to recognize, understand, and manage emotions effectively. If someone
struggles with regulating their emotions, they may have a harder time controlling anger or frustration, which can escalate into aggression. Biased information processing: Cognitive biases can influence how individuals interpret and perceive social situations. For example, someone with a hostile attribution bias may interpret neutral or ambiguous situations as intentionally harmful, leading them to respond aggressively. Executive functioning deficits: Executive functions, such as planning, problem-solving, and cognitive flexibility, are important for regulating behavior. Difficulties in these areas can make it challenging to find non- aggressive solutions to conflicts or to adapt behavior in response to changing circumstances. Cognitive distortions: Certain patterns of thinking, such as black-and- white thinking, overgeneralization, or magnifying negative events, can contribute to aggressive behavior. These cognitive distortions can lead individuals to perceive threats where they may not exist, fueling aggressive responses.
Disinhibition can be a personal cause of aggressive behavior. Disinhibition refers to a reduced ability to restrain or inhibit impulsive or inappropriate behaviors, including aggression. Disinhibition refers to a psychological state characterized by a lack of restraint or inhibition over one's thoughts, feelings, or actions. It can contribute to aggressive behavior in certain individuals. When disinhibition occurs, people may act impulsively, without considering the consequences of their actions or the impact on others. There can be several personal causes or factors that contribute to disinhibition and subsequently aggressive behavior. Here are a few examples: Substance abuse, Certain mental health conditions, Impulsivity traits, Stress and frustration.
Narcissism is a personality trait characterized by an inflated sense of self- importance, a need for excessive admiration, and a lack of empathy for others. While narcissism can contribute to certain behavioral patterns, it is important to note that not all individuals with narcissistic tendencies exhibit aggressive behavior. Aggression is a complex behavior influenced by various factors, including genetics, upbringing, environmental factors, and mental health conditions. However, narcissism can contribute to aggressive
physiological and psychological arousal, their likelihood of engaging in aggressive behavior may increase. Here are some key points regarding the socio-cultural factors associated with an increase in arousal and aggressive behavior: -Provocative Situations -Social Modelling -Social Norms and Expectations -Frustration and Provocation
Frustration is a socio-cultural factor that can contribute to aggressive behavior. Frustration occurs when individuals are blocked from achieving their goals or desires, and this frustration can manifest as aggression under certain circumstances. Here are some key points regarding the socio- cultural factors associated with frustration and aggressive behavior: -Goal Blockage -Social Inequity -Relative Deprivation -Learned Responses
Social status is indeed a socio-cultural factor that can influence aggressive behavior. It refers to an individual's relative position or rank within a social hierarchy. People's social status can be based on various factors such as wealth, occupation, education, and social connections. Aggressive behavior can be affected by social status in the following ways: -Status insecurity -Status competition -Status maintenance -Perceived threat to status
Exposure to media violence is another socio-cultural factor that has been extensively studied in relation to aggressive behavior. Media violence refers to the portrayal of violent acts, aggressive behaviors, or harmful content in various forms of media, including movies, television shows, video games, and online platforms. Here are some ways in which exposure to media violence can influence aggressive behavior: -Observational learning -Desensitization
-Cognitive priming -Normative beliefs -Emotional arousal
Education and Awareness Catharsis Reducing frustration and attack Cognitive Interventions Observation of non-aggressive models- A social learning approach Early Intervention and treatment
Creating Safe and Supportive Environments Conflict resolution and meditation Restricting access to weapons Promoting positive role models and media Community and social support
aggressive thoughts. However, if catharsis does not work—and on the basis of previous findings, the researchers did not expect that it would—exposure to songs with violent lyrics might actually increase hostility and aggressive cognitions. To test these competing predictions, they conducted a series of studies in which participants listened to violent or nonviolent songs and then completed measures of their current feelings (hostile or friendly) and their aggressive cognitions. Results of all the studies were consistent: After hearing songs with violent lyrics, participants showed an increase both in hostile feelings and in aggressive thoughts. So, catharsis definitely did not occur.
One important cause of aggression is frustration. Therefore, one way to reduce aggression is to reduce the strength and frequency of frustration. Some societies. Particularly those who respect socialist philosophies, make a particular effort to reduce the frustration their citizens by providing more economic equality, individual freedom and other different types of benefits. Many of the frustrations that we experience arise from conflicts with the other people. The resulting anger often encourages persons to make aggressive attacks directed either at the target or at other perceived similar to the targes. Thus one way to reduce aggressive behaviour is to provide persons with alternative means of resolving interpersonal conflicts.
Apology is one of the popular technique of reducing aggression. Apology means accepting wrongdoing that includes a request for forgiveness. Such apologies tend to reduce anger. Likewise good and clever excuses also have been found to minimize aggression. In anger and resulting aggression, the person’s ability to think in proper way can reduce the anger.
Social learning approach to aggression suggest an alternative model of reducing aggression, that is, using non-aggressive model. Just as aggressive model increases aggression, non-aggressive models tend to reduce it. Observation of non-aggressive models is a concept from social learning theory. It suggests that individuals learn behaviors by observing and imitating non- aggressive or pro-social models. Through this process, individuals acquire new behaviors, attitudes, and emotional reactions. The observation of non- aggressive models can help reduce aggression and promote pro-social behavior. This approach considers cognitive processes, vicarious reinforcement, and the influence of context and media.
Strengthening social support networks and community engagement can contribute to the prevention and control of aggression. Building connections, promoting social cohesion, and providing resources for individuals in need can help reduce social isolation, frustration, and the risk of aggressive behavior.