There are different definitions of aggression in children

Aggression (aggression) that are of considerable interest not only specialists in various fields of psychology, but also sociologists, law enforcement officers, educators, philosophers. Aggressive behavior is one of the Central problems in the study of the human psyche.

There are different definitions of aggression, one of which is proposed by bass, aggression is any behavior that is threatening or damaging to others. The second definition, proposed by several prominent researchers (Berkowitz, 1974, 1981; Feshbach, 1970), contains the following provision: to those or other actions were classified as aggression, they should include the intention of the injuries or offenses, and not merely to cause such effects. The third view expressed by Telmanom (Zillmann, 1979), limits the use of the term the aggressiveness of the attempted application of other bodily or physical damage.

Thus, currently the most accepted the following definition:

Aggression is any form of behavior aimed at insulting or causing harm to another living creature, not wishing similar treatment.

Formation of aggressive behavior is a complex and multifaceted process that is affected by many factors. Aggressive behavior is determined by the influence of family, peers, and media. Adolescents learn aggressive behaviour through direct reinforcement as well as through observation of aggressive action. With regard to the family on the formation of aggressive behavior is influenced by the degree of family cohesion, closeness between parents and child, the nature of the relationship between brothers and sisters, as well as the style of family leadership. The children, in a family of strong disorder, whose parents alienated and cold, the slopes are relatively more aggressive behavior. From the parents ‘ reaction to the aggressive relationship between the siblings also extracted the lesson that the child can “get away with”. In fact, trying to suppress a negative relationship between their children, parents can unintentionally encourage the very behavior from which you want to get rid of.

Teen gets information about aggression from communication with peers. Children learn to behave aggressively by observing the behaviour of other children, learn more on international adoption at adoption agencies blog. Playing with peers allows children to learn aggressive responses (for example, put his fists or insults). Romps – in which adolescents push, catching up with each other, tease, kick, and try to cause each other any harm – can actually be relatively “safe” method of learning aggressive behavior. However, those who are extremely aggressive, likely to be rejected by a majority of his age group. On the other hand, these aggressive teenagers, apparently, will find friends among aggressive peers. Of course, this creates additional problems, because aggressive the company is a mutual enhancement of the aggressiveness of its members.

In children one of the main ways of learning aggressive behavior – the observation of other people’s aggression. Adolescents who see violence at home and who themselves are victims of violence, prone to aggressive behavior. But one of the most controversial sources for the study of aggression – media. After years of research using a variety of methods and techniques science has still not found the degree of influence of the media on aggressive behaviour provided for the post by International Adoption research blogger and columnist.

Obviously, for a researcher interested in human aggression, offers a wide variety of methods and approaches. There are two approaches:

  • Experimental – allows you to gain more confidence in determining causality.
  • Any non-experimental – avoids any direct involvement or encouragement of conduct that causes harm.

Also discusses the various methods for the study of aggressive behavior:

  • The survey (archival research, verbal information, questionnaires, personal scale, the evaluation of other, projective techniques);
  • The aggression observation (field observation, natural observation, interpersonal confrontation);
  • Laboratory surveillance (“game” measures of aggression, the measurement of verbal aggression, direct physical aggression).

In the Villa there is a battery of tests aimed at identifying aggression:

  • Diagnostics of a condition of aggression (questionnaire bass-evil Durka);
  • Evaluation of aggressiveness in relationships (test A. Assinger);
  • 16 PF questionnaire (quiz Katella);
  • The questionnaire MMPI;
  • The Lüscher Test;
  • Test “Hand” (B. Bricklin, Z. Piotrowski, E. Wagner).

You should also realize that no study and no type of research cannot answer all our questions about aggressive behavior in adolescents. Gaebelein (Gaebelein, 1981) believes that the researcher should consider “the use of several different strategies studies to confirm [their] assumptions”. In many cases powerful determinants of aggression can be some of the sustainable features of potential agressorov – those personality traits, personal attitudes and biases that remain unchanged regardless of the situation.

  • All of the above abstract is based on European Social Science and Services. Please check for American evaluations separately

3 thoughts on “There are different definitions of aggression in children

  1. To study the motivational aspects of teachers we used the technique of “Moral-psychological climate in the team”. The methodology proposed in the manual “Diagnostics of a teacher”, the Khabarovsk pedagogical University, 1996 Analysis of studies of psychological climate is carried out to confirm the hypothesis about the interrelation between characteristics of psychological climate in groups and patterns of flow of a number of processes, i.e. the assumption that the semantic side of the forms in the relations between people, developing in the process of joint activity or cooperation.

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  2. Based on the above can assume that the motivation for self-development, self-change among youth it is possible to form a facilitation process, i.e. during the learning process possible construction of “semantic image of the world”. In this case, the formation process of personagens the individual we also can’t be separated from the creativity. Analysis of interpersonal relations, as a component of creativity, is an analysis of the motivational sphere of the personality, formed during activities. If the technological approach to the analysis of activity today more developed and more elaborate in theoretical and operational terms (P. Y. Galperin, N. F. Talyzina, V. V. Davydov), semantic analysis of activity, emerging in interpersonal relationships and which of the motivational sphere of activity, is just beginning to learn psychology.

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  3. Considering the problem of activity in the semantic space of thought it should be noted that, contrary to the anthropocentric paradigm of thinking about man, not nature or the activities themselves that do not exist only in the form of indifferent “values” (Leont’ev A. N.) stereotypes of values and ideals, and activity-mediated relationships type in a reference group (A. V. Petrovsky) – the true designer’s individual motivation. From motiveeritud lifestyle reference groups largely depends on what the nature of the behaviour of the individual. For any mental function occurs during the conversion process, “social situation of development” in intrapsychic manifestations of personality. Behind this transformation is the mechanism of internalization – exteriorization.. (L. S. Vygotsky).

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