Aggressiveness in children

Aggressiveness

Holli E Sink

Aggression is used to describe a myriad of different behaviors, thus a concise definition of this broad term has been constantly debated. In general, aggressiveness describes acts that are destructive, hostile, or harmful. Aggressiveness may refer to overt acts (e.g., physically fighting or verbally threatening) or more indirect acts (e.g., spreading rumors or purposely excluding others).

To understand aggression better, research has focused on various types of aggression and different motivations for aggressive acts. For example, the distinction between proactive (purposeful actions to gain a desirable goal) and reactive (defensive reactions to situations perceived as hostile) aggression has been important in understanding underlying motivations that lead to aggression. Bullying (i.e., repetitive, proactively aggressive acts targeted at weaker individuals or groups) is a prevalent concern, especially in schools, that dominates much of the current research on aggression. It has traditionally been thought that males are generally more aggressive than females. However, more current research suggests that females may be less physically aggressive than males, but tend to aggress in a relationally oriented way when they are aggressive.

Society’s main concern is focused on physical aggression. Acts such as the Columbine High School shootings and the September 11th terrorist attacks illustrate the particularly detrimental impact physical aggression can have on individual victims, families, schools, and communities.

Aggressive behavior is one of the most frequently cited symptoms that cause children and adolescents to be referred to mental health institutions and is one of the most common behaviors encountered by those working within the juvenile justice system. Individuals who persistently behave aggressively not only adversely affect their victims and communities, but aggressors themselves are more likely to have negative outcomes. Aggressive children are more likely to be rejected by peers compared to children who are not aggressive.

Additionally, aggressiveness in childhood may lead to later delinquency, violence, and drug abuse. When young children are consistently aggressive, they are commonly diagnosed with Oppositional Defiant Disorder, and if aggressive behavior persists in later childhood, a diagnosis of Conduct Disorder may follow. Patterns of severe aggressive behavior in adulthood are usually associated with the diagnosis of Antisocial Personality Disorder.

Research suggests several common predictors that are likely to lead to aggression, including domestic abuse, poor parenting, and exposure to violence. Domestic violence, one of the most common predictors of aggression, serves as a model for children to resolve conflicts through aggressive acts, particularly in interpersonal relationships. Similarly, harsh and rejecting parenting, poor parental supervision, abusive, and neglectful parenting, separations from parents and exposure to violence via television, video games, or friends are also common predictors of aggressive behavior.

Research suggests that when children experience inappropriate responses from their parents, they are more likely to have difficulty regulating their own emotions, often leading to problems with aggression inhibition. On a positive note, research suggests that healthy parental attachment, consistent discipline, high parental involvement, close parental monitoring, and minimal exposure to violence all decrease the likelihood that children will be aggressive. Research has consistently shown that aggressiveness is stable over time. That is, children who are described as aggressive at young ages are more likely to be aggressive and violent in adolescence and later into adulthood.

Thus, it is imperative to intervene with aggressive children early in childhood at the first signs of persistent aggressive behavior. For interventions to be most effective, they should involve many systems (i.e., home, school, and community) and should strive to teach aggressive children alternative ways to behave by replacing aggressive behavior with prosocial behavior. Evidence suggests that the school environment is very influential in children’s behavior. Therefore, rewarding prosocial behavior school wide is often an effective way to reduce the likelihood of aggressive acts.

Similarly, social skills training is particularly effective when used alongside other prevention or early intervention strategies. Teaching appropriate social skills can increase the likelihood of aggressive children establishing trusting relationships, thus lowering the likelihood of victimizing others. When teaching appropriate social skills, it is crucial to teach skills that are culturally appropriate, as the relevance of these skills may vary greatly depending on the community.

Suggested Reading

Chang, L., Schwartz, D., Dodge, K. A., & McBride-Chang, C. (2003).
Harsh parenting in relation to child emotion regulation and aggression. Journal Family Psychology, 17(4), 598–606.
Crenshaw, D. A., & Mordock, J. B. (2005). Understanding and treating the aggression of children: Fawns in gorilla suits. New York: Jason Aronson.
Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66(3), 710–722.
Suggested Resources
The Center for Disease Control’s Division of Violence Prevention— http://www.cdc.gov/ncipc/dvp/dvp.htm: This website includes information and statistics regarding violence and various resources related to violence in general, including youth
violence.
National Youth Violence Prevention Resource Center—www. safeyouth.org: This website provides resources for professionals, parents, and youth striving to prevent youth violence.
Illinois Center for Violence Prevention—http://www.icvp.org/ index.htm: The Illinois Center for Violence Prevention is a
statewide nonprofit group that seeks to prevent violence across the life span.
Stop Bullying Now!—http://stopbullyingnow.hrsa.gov/index.asp? area¼main: This website summarizes the concept of bullying
and offers ways for children and adults to deal with bullying. It also offers creative ideas that teachers can use in the classroom

References

C. S. Clauss-Ehlers (Ed.), Encyclopedia of Cross-Cultural School Psychology, DOI 10.1007/978-0-387-71799-9, Springer Science+Business Media LLC 2010

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