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Case study of aggression in children
Solutions to aggression and violence in schools
Aggression and its effects on children
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Hostile-Aggressive Behavior in the Classrooms: dealing with challenging behaviors
Jijo Varghese
P.G. Scholar, Faculty of Education, Banaras Hindu University, Varanasi
Sebin Joseph
Lecturer (Contract), Department of Political Science,
Abstracts
Each and every teacher in the modern world encounters the students who are hostile-aggressive in his or her class room. These are the students generally considered as "problem children." They often have Attention Deficit Hyperactivity Disorder, emotional or behavioral disorders, or are below grade level in achievement. They are capable of dominating and controlling others through intimidation and irrational, often explosive behavior. This paper looks at the characteristics of the classic hostile-aggressive
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Though many children have occasional outbursts of anger, the children who consistently have difficulty controlling their emotions and behaviors are the ones who need support in developing social skills. Hence the teachers must know certain strategies and techniques to handle these aggressive and problem children to make the classroom more effective.
How does the hostile-aggressive student act out?
One can categorize the acting-out behavior of hostile-aggressive students into three general categories: verbal aggression, physical aggression, and vandalism. What distinguishes these behaviors as exhibited by the hostile aggressive student is that they are done with intent to do harm, whether that be physical, emotional, or for revenge and retaliation.
Verbal aggression includes defiance, continuous arguing, cut-downs, threats, swearing, bossing, sarcasm, and teasing. Physical aggression can be exhibited as kicking, hitting, fighting, spitting, throwing materials with intent to do harm (either to a person or to objects, i.e., a window) and biting, among others- some of these behaviors could be a result of Tourette's Disorder. Vandalism includes not only destruction or damage to property but theft as well.
Causes of hostile-aggressive
Social psychologists conclude that the frustration-aggression hypothesis remains tentative and that multiple factors may be associated with the expression of aggressive behavior. Critics of the frustration aggression theory point out that frustration does tend to lead to aggression in some circumstances but not always (Berkowitz, 1990). Theorists also suggested that a broader term than frustration should be used as the source of aggression because aggression can be elicited or instigated by other factors, such as the character and perceived intent of the instigator, personality factors and life experiences of the frustrated individual, and environmental conditions (Meyer,
Dreikurs’ model relies on the idea that “a misbehaving child is only a discouraged child trying to find his place” (Jones & Jones, 2013, p. 33). When a student is feeling inadequate, they will filter through some or all of the four attention-getting behaviors. These disruptive behaviors are: attention getting, power, revenge, and displays of inadequacy. Dreikurs believed that when a child fails to feel as though he or she belongs, they will “act out” in various ways in order to gain acceptable. Sometimes these behaviors work, and other times, students are left feeling more frustrated. For example, a student who may fall behind in class may use inappropriate jokes or commentary to solicit respect from classmates. The student may then try exhibiting power over the administrator in the classroom further trying to increase their status in the social climate. If the student does not receive the attention they seek, they may try to seek revenge on the teacher or even other students in the classroom. In many cases, the disgruntled student gives up entirely and will revert to using phrases such as, “I don’t care anyway,” or “I meant to do that.” Instead of being instructed on how to cope effectively with their emotions, students default into primitive fight or flight strategies. Because of a student’s inability to feel socially equa...
Since the beginning of social psychology, psychologist has been trying to analyze how people’s thoughts, feelings, and behavior are impacted by aggression. When an aggressive person gets frustrated or upset, social psychologist tracks down what exactly drives them to commit crimes, atrocities, or even abuse. According to Kassin, Fein, and Markus, aggression is “behavior intended to harm another individual” (2016). Individuals who attain this trait don’t always have to physically abuse someone, aggressive attacks could be verbal, emotional, or mental as well. Although many might argue that people who are viewed as aggressive tend to harm another person because that is their only cure, however, there are alternative motives that drive aggression,
In general they are positive toward other people. Aggressive people, on the other hand, are hostile and even violent towards others. They are often not concerned with other people's rights and may freely violate them. They are usually more narcissistic than assertive people. Assertive people are more concerned with reaching meaningful goals while aggressive people are more concerned with hostility towards
Our textbook describes physical aggression as damaging someone or something. This damage can be either direct, like hitting someone, or indirect, like smashing their property. While the movie does show glimpses of this indirect aggression—like when the Heathers stopped through a mother’s flowerbed
“Relational aggression is defined as behaviors that harm others by damaging (or threatening to damage) or manipulating one’s relationship with his/her peers, or by injuring one’s feelings of social acceptance.” (Ophelia Project, “Issues” par 3). This type of aggression is mainly directed toward the emotions rather than physical behavior. Some examples of relational aggression include:
Aggression is any behavior that results in physical or emotional injury to a person or animal, or one that leads to property damage or destruction. Kostenik,et. al, (2014) identified that aggression can either be physical or verbal. Aggression is a behavior characterized by verbal or physical attack, yet it may be appropriate and self-protective or destructive and violent (Perry, 2007). Further, aggression is a spontaneous, impulsive act of anger. It is observable behavior which can depreciate, threaten, or hurt a person or destroy an object. It is unplanned and usually occurs during times of stress (Long and Brendtro, cited by Zirpoli, 2014). Aggression is viewed as a loss of self-control or an impulse break-through. Aggressive
Feindler, E. L., & Engel, E. C. (2011). Assessment and Intervention for Adolescents with Anger and Aggression Difficulties in School Settings. Psychology in the Schools, 48(3), 243-253. Retrieved from EBSCOhost.
"Two Gunman at Colorado School Reportedly Kill Up to 23 Before Dying in a Siege." On Tuesday, April 20, 1999, two students, Eric Harris and Dylan Klebold, of Columbine High School, shocked the nation when they entered the school armed with guns and explosives, killing fellow students and a teacher before taking their own lives. Stories of random violence and aggression such as this all too often plague the media. While the attention of the nation has recently been focused on the Colorado slayings, history reveals countless other similar crimes of aggression targeted towards innocent individuals. In both Nazi Germany and the more recent Bosnia conflict, ethnic cleansing has been used to violently eliminate certain races. In the early 1990s, Timothy McVegh's vengeful intentions led him to use a car bomb to kill hundreds of innocent people in the explosion of the Oklahoma City Federal Building.
Every single person goes through life experiencing the same obstacles. Learning how to ride a bike or maybe losing a tooth but throughout the ups and downs, people gain an insight; an observation that can be told. Whether it’s from themselves or to the world. This vulnerability can draw people in but sometimes it can also draw them out. Emotions are one of those obstacles. Young children lack the understanding and complexity of the world around them. To simply put it, parents are lacking the proper techniques and skills needed to teach their children how to control their emotions. Children lash out not because their angry or mad but because parents failed to teach them skills to properly express their emotions. Anger and brutality in young children can be stopped but it takes understanding, knowledge, and control.
Why are we as aggressive and can we develop a way to reduce our ever increasing aggressive behavior? What this research paper is going to cover just might answer that. First we’re going to go over different types of aggression and the differences between them. Next will be the several theories about aggression. This will cover from a biological and genetic point of view to how our diet affects our behaviors in negative ways. We will even look into how our culture has an effect on our aggression levels. Last is what ways can we potentially reduce and manage our angry tendencies as well as control the ever rising aggressive behavior in our society.
Certain social and emotional milestones need to be met in order for a child to function in a positive way. Starting from within, a child will learn self-regulation. “Self-regulation is the ability to control your own thoughts, behaviors, and emotions and direct them to meet the demands of the situation.” (Cook & Cook, 2014). These self-regulation skills can allow a child to be motivated, goal oriented, and even adapt better to their social surroundings. During this age, children will be starting school and interacting frequently with classmates, being able to control their behaviors can correlate with how well they do in school. Teaching children the proper way to handle their emotions all starts with culture and parenting styles. For example, in some cultures it may be considered inappropriate to express too much emotion in public, children will pick up on these social cues and use them (Thompson and Goodvin 2005). Parenting styles that contain a warm but firm disposition, called authoritative parenting, have proven to be the most effective when teaching moral standards and rules in early childhood. This type of parenting will teach respect and understanding between children and adults and can be beneficial in school years. Social development takes large strides during these years because of the new interactions with friends and classmates. These new interactions
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
behaviour in bullying situations. International Journal of Behavioral Development, 28(3), 246-258. Retrieved from Education Research Complete.
Patience is the fifth item on the list which all good teachers need to have when it comes to dealing with challenging behaviours of children as well as the early childhood system itself. A good teachers have a long combine for frustration and anger(Colker, 2008, p.4).