Abstract In this paper the author looks at how aggressive behavior is developed and nurtured in society. The author examines cases where aggressive behavior has been enhanced due to weapons given to the subjects in the study. He then looks at cases of aggressive behavior where no weapons were physically given, only pictures of weapons were shown to the subjects. The author also points out the differences in aggressive behavior between men and women. The paper concludes with the statement that further research is needed to determine the exact roles that biology and environment play in evoking aggression, and how aggressive behavior can be controlled or eliminated effectively to the greater benefit of society.
From the Paper "Finding the underlying causes of aggressive behavior is important for our society. Given the high levels of violent acts committed, the determination of possible reasons for aggression is important to ameliorate aggressive instincts in individuals who experience them. Many aggressive/violent acts involve the use of a weapon. Consequently, the question of what causes aggression becomes key. Is aggression inherent to the individual, destined to be expressed regardless of the presence of weapons? "
Abstract The following paper briefly discusses a template for a psycho-educational assessment of aggressive behavior in school-age children. Specifically, the paper looks at best practices in the assessment of aggressive behavior in these young people as well as informal and formal approaches which might assist in the proper gauging of aggressive behavior in young people. Finally, the paper offers some recommendations "from the field" for the proper assessment of aggressive behavior. In the final analysis, the paper presents a norm-referenced instrument and a general methodology that should allow observers to define what aggressive behavior is and how it can be distinguished from "normal" childhood behavior.
This paper describes aggression replacement training which works to give adolescents positive alternatives to their aggression and antisocial behavior.
Abstract This paper presents a thorough explanation of aggression replacement training and the basic tenants of this form of therapy. The goal is to give adolescents alternatives to their aggression and antisocial behavior and teach them to recognize the precursors to their physically aggressive and threatening behavior. The author also cites the importance of adolescents considering the consequences of their actions and taking positive control of their situation. The paper further describes the three intervention techniques used that correspond with the three components of aggressive behavior.
From the Paper "A group format is generally used for this type of training, because the dynamics of the group can be used to help advance learning much more quickly. Some of the ways that learning is solidified are through role playing, homework assignments, and the repetition of important concepts (Glick, et al, 1986). There are both pre- and post-tests that are given to the adolescents in order to help determine whether the program was effective and how much skill development the participants have seen, and adults that have interaction with these adolescents outside of the group, such as probation officers, teachers, and parents, are given information that explains the techniques and terminology that are used in the program (Goldstein & Glick, 1994). "
Abstract This paper examines studies pertaining to violent video games as encouragers of aggressive behaviour. The paper explains that these studies take different approaches to the same mechanism that much previous research has asserted to exist between young people who play violent video games and observable aggression expressed in their thinking and self-expression or behaviour. The writer points out that one paper was found to be more thoughtful, varied, less reductive and more generative of new questions than the others towards reflection on what studies of this variety can produce in terms of useful or stimulating information. The writer then looks at how all three studies indicate the sway in psychology of what previous studies have found in numbers, in studies of varying quality or small differences seeming to be unanimous in correlating violent video games and user aggression. The writer concludes that many studies addressing violent video games in relation to aggression obviously point to an unspoken question as to why such aggression of sometimes very serious forms is demonstrated by many persons in North America - a society that has attained one of the highest standards of living, ever seen.
From the Paper "A comment is made on violent media as known to produce aggressive behaviour according to various studies of different kinds. The conclusion repeats the introduction's statement on violent video games perhaps inducing automatic aggressive associations of the self. However, the reader is never quite sure what aggressive associations of the self are. One presumes that a student of a certain age has enough insight to report that, yes, he or she is aware of feeling angry or 'wired up' after interacting with a violent video game, but this need mean very little. Perhaps a student having had a difficult morning or a delayed trip to school would report that he or she also felt aggressive, or a student having had to deal with an intense, unpleasant experience of another kind. Again, is aggression anger, or anger expressed outwardly, or annoyance?"
Abstract This research study investigates gender differences in aggressive driving. The paper begins by presenting a clear definition of the term aggressive driving and by establishing the extent of the problem via various research results and hypotheses. The paper also considers the fact that aggressive driving behavior is on the rise worldwide and then uses all of this information to investigate gender differences in cases of aggressive driving.
From the Paper "A central thrust of this study will be based on patterns of behavior as they apply to gender differences. Fro example, the distinct difference between male and female drivers with regard to aggressive behavior while driving has been shown to be the case in the UK. This gender pattern has been measured in relation to various quantifiable variables. One of the most significant statistics is the accident rate as a direct result of aggressive driving behavior. "In all studies and analyses, without exception, men have been shown to have a higher rate of (car) crashes than women". (Sex differences in driving and insurance risk, 2004) Differences between male and female drivers in terms of crash rates are shown in a wide range of countries, including the United States, Europe, Asia and Africa. The figures consistently show that males are significantly more at risk than females. (ibid)"
Abstract This paper discusses relational aggression in female adolescents. The paper explains that the topic is important in developmental psychology and explores how it has impacted the field of human development. The paper also studies new questions raised by recent research into relational aggression in girls.
From the Paper "The following presents a review of the current research regarding relational aggression in female adolescents. This presentation will also include a discussion of how this topic is important in developing..."
Abstract This paper discusses the role of accounting and auditing in an organization, including aggressive accounting techniques. The author describes bias auditing. The paper relates the problems at Enron with aggressive accounting.
From the Paper "Accounting is sometimes called the language of business. Accounting provides managers with the tools they need to plan effective and focus attention on deviations from that plan direct day-to-day operations and arrive at the best solution to the operating problems faced by the organization. However, as the language of business accounting is also used by those outside the organization to make decisions that directly affect the company. This research considers two areas that can affect the reliability of accounting data-aggressive accounting ..."
Abstract This paper takes a look at the various aspects and factors affecting media violence and examines evidence looking at whether there is a cause and effect relationship between media violence and aggressive behavior.
Outline
Introduction
Perceived Media Violence and its Beginnings
Empirical Evidences
Brain Mapping and TV Violence
Effects of Third Variables
Recommendations
From the Paper "Television and media has remained a force to reckon with in terms of entertainment value, pervasiveness, and effectiveness in influencing personal perceptions and decisions. Television has, in more ways than one, helped build mega corporations through product advertisements, created bigger than life celebrities, and shaped standards of beauty, wealth, good and evil. There is a reason why mega corporations invest hundreds of thousands of dollars in television advertisements to promote their products: television makes money. However, recent studies have cited increasing violence in TV programming. In the flurry of things, amidst the flashy advertisements, crashing cars in adventure series, and dramatic violence on TV, one might ask: when does business entrepreneurship end, and where does social responsibility begin? For a country that prides itself for its independence and individuality, setting boundaries in many aspects of daily life is bound to be a tedious task."
Abstract This paper summarizes a 2000 article entitled "Evaluating theories of alcohol-related aggression using observations of young adults in bars." The paper addresses adolescent's relationship with alcohol and the drinking environment in general. The paper also details the methodology of the study and the results, and offers insights into the study's findings.
Abstract This paper examines all aspects of aggressive driving. The paper explains that aggressive driving can be defined as driving that fails to consider the safety of others and that aggressive drivers know they may be driving in such a way that could endanger others. The paper then looks at the difference between road rage and aggressive driving. The paper points out that studying the behaviors of aggressive drivers and knowing what to do when someone is driving aggressively is vital in reducing the number of accidents caused by aggressive drivers. The paper then looks at why male drivers are more aggressive than females. The paper concludes with suggestions on how one can protect oneself from aggressive drivers.
Outline:
The Dangers of Aggressive Driving
Understanding Aggressive Driving Behaviors
Male Drivers Are More Aggressive than Females
Protecting Oneself Against Aggressive Drivers
From the Paper "If a driver intentionally intends to harm another driver or another person, they can be stated to be aggressive drivers. Some people may not intend to be aggressive drivers, but they know they are taking risks that could endanger the lives of others which make them aggressive drivers. Some of the behaviors that aggressive drivers have are tailgating, failure to obey traffic signs, weaving in and out of traffic with no regard to safety, passing on the right, honking, yelling, and facial or hand gestures (Aggressive Driving). Most aggressive drivers have high levels of stress and may be angry at loved ones and/or angry at themselves. Often these drivers may have mental health problems. Three factors are in common and they are "lack of responsible driving behavior, reduced levels of traffic enforcement, and increased congestion and travel in our urban areas" (Aggressive Driving)."
Abstract The primary focus of this paper is an examination of aggression related to behavioral types in order to determine the extent to which aggression relates to behavior. Three separate aggression analysis scales are used to survey undergraduate students to determine what behavior types and other aggression patterns could be distinguished between men and women. In addition, a comprehensive literature review is presented that examined prior research conducted with regard to aggression and behavior. The paper contends that the results suggest that men are more likely to demonstrate aggression associated with behaviors related to their perceptions of self-esteem and peer pressure and other behavioral dysfunctions or discomfort. Women are more likely to be the victims of aggression, but will act out when provoked. These ideas are explored in the paper in greater detail.
From the Paper "From a behavioral standpoint aggression exhibited in males has been linked with behavioral patterns including a concern with honor and face-saving mechanisms, particularly in certain subcultures including the southern U.S. (Graham & Wells, 2001: 595). In other studies male aggression is considered a more 'normative' behavior pattern and among males generally considered more acceptable and pleasurable as an activity (Graham & Wells, 2001). The primary behavior associated with aggression in females that is suggested by studies is jealousy, though aggression in women has also been linked with previous aggression or misbehavior from another person that incites aggressive activities in the female aggressor (Graham & Wells, 2001). This behavioral trait may be linked to insecurities or peer pressure that causes females to feel the need to compete. Females are more likely to demonstrate female to female aggression rather than aggressive tendencies toward a member of the opposite sex as well (Bateman et. al, 1998)."
Abstract In this article, the writer notes that the apparent effects of TV violence on aggression in children and adolescents have long been suspected. The writer points out that the effect of violent video games on children's aggression is not so well known. This paper explores the relationship between exposure to violent television and video games and the development of aggression in children and adolescents. The paper explains that this link is extremely important because in recent years in North America there has been a noticeable increase in children's violence. The writer maintains that if a strong link can be found between TV and video game violence, this could have implications for reducing and controlling the degree of violence that is presently witnessed in society. The writer concludes that the research into the effects of TV and video violence on child and adolescent aggression suggests that a certain child or adolescent under very specific conditions will very likely act out aggression after viewing a violent TV program or video game.
Outline:
Introduction
Violence in Television
Explanations of Media Impact on Aggression Violent TV, Violent Video Games and Aggression Conclusion
From the Paper "Sherry conducted a meta-analysis of research into video games and found that the effect of violent video games on aggression in children is less than what results from violent TV programming. The video games studies ranged over the 25-year period from 1975 to 2000. An analysis was made of all the studies during that time by analyzing the results of those studies. The effects of the more violent and graphic games were compared with the less violent games. The most important finding from this meta-analysis was that the longer the children were exposed to violent video games, the less of an effect was produced on aggression. It appeared that the children and adolescents had to be already angered and aggressive before the video game began in order for it to produce any effect. Other researchers have also observed that video games are different in their effect on aggression from TV. According to Browne and Hamilton-Giachritsis, video games merely amplify the effect which already exists of aggressive feelings and thoughts in the child or adolescent."
Abstract There are differences between aggression in men and women, which may have a biological basis, but are also tempered by psychological parameters and socialization issues. The paper shows that in animals, aggression is usually studied in terms of behavior alone, but in humans aggression encompasses the intention to harm another person, some form of behavior carried out as a result of this intention, and an emotion which can be anything from mere irritation to outright rage. While there are no clear statistics available, males usually tend to be more aggressive than females in terms of physical and verbal aggression. The paper shows that a still unanswered question is how much of this difference is biological and how much is psychological. Differences are not only found between genders, but also with age and education (aggression decreasing with increasing age and education level), and between different ethnic groups.
From the Paper "While biological theories propose that there is a chemical basis for the differences in aggressiveness between males and females, psychological theories propose that aggressiveness is a learned response rather than an innate one. Although genetic makeup may give someone a propensity for aggressive tendencies, these tendencies can be positively or negatively affected by socialization and environmental influences (Colt and Kuehn, 1998). It has been shown by many studies that females exhibit less physical aggression than males from infancy onward (Fishbein, 1992). They are less inclined to explore and engage in less rough and tumble play than boys do. Females are raised differently than males, and this is in part responsible for suppressing aggressive tendencies in females."
Abstract This paper explores how previous research concerning peer aggression has been conducted under the assumption that women rarely display aggression; therefore, aggressive behavior has historically been viewed as a male phenomenon. It discusses how, recently, many researchers have challenged the gender bias in the existence of aggressive behaviors and have broadened the definition of aggression. It looks at how it is now believed that females also display certain levels of aggression and challenges the previous theories.
From the Paper "Previous research concerning peer aggression has been conducted under the assumption that women rarely display aggression; therefore, aggressive behavior has historically been viewed as a male phenomenon (Bjorkqvist, 1994). Recently, many researchers have challenged the gender bias in the existence of aggressive behaviors and have broadened the definition of aggression. Bjorkqvist's research suggests sex differences exist in the quality of the aggression, but not the quantity. According to Paquette and Underwood (1999), an adolescent's expression of anger and contempt for peers can sometimes be expressed through physical aggression, manipulation, exclusion, and/or gossip. This broader definition allows for a more complete understanding of the social or relational aggression, which is typically associated with females. Relational aggression is more verbal than physical and very prevalent in today's society. Gender differences in the prevalence and the form of aggressive behavior used could be explained by the different social roles of females and males. This paper will discuss the different types of aggression and how each type is used within the female and male peer groups. Aggression has been defined as having five central features: Intention to harm, unprovoked, happens repeatedly, victim perceives the bully as having power, and occurring in small groups. There are two distinct forms of aggression within this definition, overt (physical) and relational (verbal). Crick and Grotpeter (1995) state that the distinction between overt and relational aggression is related to gender. To be specific, the types of aggressive behaviors displayed within peer groups differ between same-sex groups."
Abstract This paper begins with a discussion of the nature of aggressive behavior and its causes. This includes describing the nature of aggression and the factors associated with it. This is followed by a brief discussion of the ways in which aggression is seen in children and adolescents. Methods for reducing aggressive behavior are then discussed. Finally, the actions that adults can take to reduce aggressive behavior in children are presented.
From the Paper "Aggression is defined as "behavior intended to injure another person" (Seamon & Kenrick 592). This aggression can be physical, for example, in the form of hitting another person. It can also be non-physical, for example, calling someone a hostile name. There are several factors that are related to aggression. Firstly, environmental factors are thought to increase the tendency for aggression. For example, in high temperatures people tend to become more aggressive. The same things happen if people are stressed by other factors in the environment. For example, a student getting bad grades and worrying about this becomes stressed, with this stress contributing to the likelihood of being aggressive. This leads to the consideration of one of the major causes of aggression, frustration. The frustration-aggression hypothesis states that aggression occurs when an obstacle prevents a person from reaching a goal (Seamon & Kenrick 665). This obstacle can be in any form. For example, a person trying to study and being intentionally annoyed by other students becomes frustrated. An individual can also be frustrated with themselves, for example, if they can't achieve some goal. Another factor affecting the tendency for aggressive behavior is deindividuation."
