Unit 2 PT 3 Flashcards
(19 cards)
Theory organizes aggression risk factors into 3 categories:
1)Instigating triggers
2) Impelling forces
3)Inhibiting forces
1) Instigating triggers-
1) Which are discrete incidents that arouse tendencies or inclinations that are favourable to aggression
2) Pull factors (What happened in the environment?)
3) Example: A gang member offering a job to a child with a gain of R2 000
1) Impelling forces
1) Which are forces that increase the likelihood of an aggressive action following the instigating trigger
2) Pushing you to do what you are doing
3) Examples: Money, status, living conditions
Inhibiting forces
1) Which are factors that increase the likelihood that aggression will be mitigated or contained
2) How many inhibiting factors are there in their life in comparison to risk factors
3) Example: A mother is caring and attempts guiding her child in a good path or to do the right things
Differences between overt and covert:
1) Behaviour patterns
2)Emotions
3) Cognitions
4)Development
Reactive aggression
1) Violence perpetrated in response to provocation, perceived provocation, or an unanticipated occurrence
Gender differences in aggression
1) Girls/women use more covert, indirect, and verbal forms of aggression (Example: Character defamation)
2) Girls are more likely to engage in relational aggression (Examples: Spreading malicious gossip, ridiculing another’s physical traits, or abandoning one friend in favour of another)
3) Gender differences in aggression and antisocial behaviour develop due to higher exposure of boys to cumulative risk than girls- Boys also seem more vulnerable as they are expected to be more aggressive and ‘masculine’
4) Gender differences aren’t simply due to biology- Primarily due to cultural and socialization processes that promote different kinds of aggression
5) Environmental cues are also important in cognitive scripts and in the aggressive strategies individuals obtain for various situations
6) Which script/strategy an individual obtains depends on which environmental cues are present
EXAMPLES OF rEACTIVE AGGRESSION:
1) Hot-blooded
2) Includes: Anger expressions, temper tantrums, vengeful hostility
3) Reaction to frustration
4) Associated with lack of control due to high states of arousal
5) Hostile act displayed in response to perceived threat or provocation 6) Example: A child bullies as a reaction to being bullied (revenge
Proactive aggression
1) Similar to controlled instrumental, aggression, actions undertaken to obtain a specific goal
Proactive examples:
1) Cold-blooded
2)) Includes: Bullying, domination, teasing, name-calling
3) Unprovoked, deliberate, and goal-directed behvaiour used to influence
4) Example: A child bullies others to avoid getting bullied themselves
Reactively aggressive children
1) Display greater problems in social and psychological adjustment
2) Psychological adjustment problems include
3) Lack of emotional control when angry which is accompanied by sleep disorders, depressive symptoms, and personality disorders
Reactive and Proactive Aggression
1) Reactive and proactive aggression originates from different social experiences and develop independently
2) Reactive aggression develops in reaction to harsh, threatening, and unpredictable environment or abusive/cold parenting
3) Proactive aggression develops as a result of exposure to aggressive role models who value the use of aggression to resolve conflict or advance personal interests
Gender differences in aggression
1) Boys engage in more overt aggression and direct confrontation as they grow up- Is not clear if boys are generally more aggressive than girls
2) Physical aggression is more common among males than females
3) There may be socialized differences in the way girls and boys construct their words Boys are not simply more aggressive than girls- They are aggressive in a different way
4) Boys and girls are born with potential to be equally aggressive- Girls are socialized not to be overtly aggressive and boys are encouraged to be overtly aggressive to ‘defend’ themselves
5) Boys and girls are equally physically aggressive toward peers when they are toddlers- This pattern changes as they get older and enter elementary school
6) Gender differences in aggression (as expressed by frustration and rage) aren’t documented in infancy
7)Overt aggression becomes prominent in boys from elementary school age onward
8) Boys are taught to be tough, not to cry, to take on bullies, and physically defend themselves
9) Girls are more likely to engage in relationship or interpersonal forms of aggression rather than physiical forms
EFFECTS OF THE MASS MEDIA
1) Portrayals of violence on television, movies, and electronic media have significant effect on the frequency and type of aggressive behaviour expressed
2) Media violence appears to encourage, stimulate, and reinforce aggressive behaviour
3) Media violence viewing is a contributing factor on the development of aggression and violence in some children, adolescents, and young adults
4) Media violence influences children more strongly than adults- They seem to be more vulnerable to its long-term effects
5) Violent films and TV programs that have the most harmful effects on children are not always viewed by adults as the most violent
6) Violent scenes in which children can identify the perpetrator of violence and those in which the perpetrator gets rewarded for the violence- Have greatest negative impact on children
7) (Not necessarily the level of violence that has the greatest impact on children)
8) Video games are interactive and they may be more likely to influence outcomes of aggression and decreased empathy than more passive media
Heavy exposure to violent video games is linked to:
1) Increase in aggressive behaviour
2) Increase in aggressive thoughts
3) Increase in aggressive feelings
4) Decrease in helping behaviour
Exposure to violent electronic media has both short-term and long-term effects These effects occur as a result of:
1) Observational learning
2) Desensitization
3) Storing violent and aggressive material into the thought process
Contagion or copycat effect
1) A tendency for some people to model or copy a behaviour or activity portrayed by the news or entertainment media
2) It is similar to social learning in which people imitate the behaviour (Example: Hitting) of a model in their day-to-day environment
3) The models usually are media or news figures who receive widespread attention ‘Copycat followers’ often seek similar widespread recognition and significance
Long-term relations are attributed through observational learning of three social-cognitive structures:
1) Schemas about a hostile world
2)Scripts for social problem solving that focuses on aggression
3)Normative beliefs that aggression is acceptable
Contagion effect occurs when action depicted in the media or digital games is assessed by certain individuals as a good idea and then mimicked Examples of copycats:
1) School-shooter copycat
2) Copycat terrorists
