CHAP 5- Human Aggression & Violence

aggression

the intent and attempt to harm another individual, physically or socially, or, in some cases, to destroy an object

active aggression

physical, direct- punching, hitting

physical, indirect- practical joke

verbal, direct- insulting the victim

verbal, indirect- malicious gossip

passive aggression

physical, direct- obstructing passage

physical, indirect- refusing to perform a necessary task

verbal, direct- refusing to speak

verbal, indirect- refusing consent

hostile aggression

expressive

response to anger

GOAL IS TO MAKE VICTIM SUFFER

instrumental aggression

competition or the desire for some object or status possessed by another person

TYPICALLY NO INTENT TO HARM UNLESS INTERFERENCE (ex: robberies)

violence

destructive physical aggression that is intentionally directed at harming other persons or things

ALL VIOLENT BEHAVIOR IS AGGRESSIVE- NOT ALL AGGRESSIVE BEHAVIOR IS VIOLENT

theoretical perspectives on aggressive

nature vs. nature

-people are programmed vs. people follow models

psychodynamic

-humans are prone to violent impulses and they need to be controlled

-HYDRAULIC MODEL: impulses need proper release

ethological viewpoint

Lorenz

-aggression is an inherited instinct and is an insurance policy

ritualized aggression

-aggression isn’t actual fighting (ex: displays of superiority)

-humans defined aggression, leading to meaningless violence

cognitive-neoassociation model

an aversive event produces a negative effect (physical pain or psychological discomfort)

the unpleasant feeling may evoke aggressive or violent responses

one thinks about the situation and decides how/if to act

THIS INDIVIDUAL HAS POOR EMOTIONAL REGULATION, DID POORLY IN SCHOOL, HAS BAD CRITICAL THINKING

displaced aggression theory

target is in the wrong place at the wrong time

MINOR ANNOYANCE TRIGGERS PENT UP AGGRESSION

act is in excess of what is needed to address the annoyance

social learning factors in aggression and violence

MODELING OF BEHAVIOR IS CRITICAL

3 types of models- family members, one’s subculture, symbolic models in mass media

one learns the basics of aggression via observing

observational modeling

EXPOSURE TO AGGRESSIVE MODELS DOESN’T GUARANTEE REPETITION

several factors may inhibit observational learning- not noticing factors, lack of motivation/presence of awareness, how the model is treated by others

to be maintained, aggression needs reinforcement

cognitive scripts model

aggressive behavior is controlled by scripts

learned and memorized through daily experiences

scripts help with what is likely to happen

once behavior is learned we automatically follow it

IF SCRIPT VIOLATES OUR INTERNAL CODE, WE ARE UNLIKELY TO ENCODE IT

hostile attribution model

when one is more prone to violence, they are more likely to interpret ambiguous actions as hostile

develops during preschool years- PEER REJECTION MAKES THIS BIAS STRONGER AND MAKES ONE A TARGET

individuals tend not to seek new information or generate alternatives to behavior

may use hostility to dominate others

general aggression model

aggression and violence depend on- perception of social environment, expectations about outcomes, belief about how others will respond, belief about ability to respond effectively

automated through practice

i3 theory

process by which a given factor promotes aggression and how multiple risk factors inter-relate

instigating triggers- discrete incidents

impelling forces- increase chances of aggression

inhibiting forces- increase chance aggression is contained

INCORPORATES SELF-REGULATION- DIFFERENT FROM GAM

overt aggression

direct confrontation with victims

generally decreases with age

anger, high levels of arousal, violence

lacks social cognitions for coming up with nonaggressive solutions

aggression begins early, especially in boys

covert aggression

concealment, dishonesty, sneaky behavior

increases with age

less emotion

relies on cognitive capabilities, such as planfulness and deceitfulness

can evolve as well-learned strategy to escape punishment

reactive aggression

angry expressions, tantrums

reacts emotionally to threats

social/psychological adjustment problems- lack of emotional control, personality disorders

problems emerge early (18-25)

harsh, threatening environments

may relate to anxious/angry temperament

proactive aggression

bullying, domination, teasing

cold blooded, calculated acts- less emotional, driven by expectation of reward

may arise due to aggressive role models and to solve problems/advance personal interests

less affected by temperament

develops later in life (30-ish)

SIMILAR TO INSTRUMENTAL AGGRESSION

gender differences in aggression

boys-

more overt aggression and direct confrontation

more physical aggression

girls-

covert aggression

interpersonal (ex: character defamation, ostracism)

socialized differences-

equal aggression as toddlers but patterns change

likely NOT biological

effects of media on violence

media is very influential

MEDIA VIOLENCE MAY HAVE A SIGNIFICANT EFFECT ON THE FREQUENCY AND TYPE OF AGGRESSIVE BEHAVIOR

children are more strongly affected than adults- affected less by level of violence than by relatability to character

heavy exposure to video games may be linked to aggression