1. WEB Copyright © Allyn & Bacon 20031 Aggression: Its Nature, Causes, and Control This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. Chapter 9B

2. WEB Copyright © Allyn & Bacon 20032 Chapter Outline Roots of Violence Determinants of Aggression –Social, Personal, and Situational Bullying and Workplace Violence Prevention and Control of Aggression

3. WEB Copyright © Allyn & Bacon 20033 Aggression –Hostile— motive is to harm others –Instrumental—harm not motive, rather useful for reaching other goals (e.g., furthering career) What triggers aggression? What are the potential causes of aggression? How is aggression studied systematically? How can we control aggression? Aggression—physical or verbal behavior intended to harm someone

4. WEB Copyright © Allyn & Bacon 20034 Roots of Violence Instinct- innate (unlearned) behavior pattern –Freud- redirecting the “death instinct” (thanatos) to others –Lorenz- inherited “fighting instinct” developed through the course of evolution (strongest survive) Not supported because: –Human aggression takes many forms –Frequency of violence varies across cultures –Engaging in potentially lethal behavior makes little sense in evolutionary terms

5. WEB Copyright © Allyn & Bacon 20035 Roots of Violence (cont.) Biological Factors –High testosterone linked to higher aggression and less helping behavior in both males and females –Low levels of serotonin inhibit ability to restrain aggressive urges Drive theories—externally elicited drives arouses motive to harm others –Frustration-aggression theory not well-supported because : Frustration may lead to sadness, depression People may aggress for other reasons (boxers, soldiers)

6. WEB Copyright © Allyn & Bacon 20036 Modern Theory of Aggression Input variables include: Situational Individual differences frustration high irritability provocation hostile attributions aggressive cues proaggression values See Figure 11.3 General Affective Aggression Model (GAAM)- aggression is triggered by input variables which influence arousal, affective states, and cognitions

7. WEB Copyright © Allyn & Bacon 20037 Fig. 11.3

8. WEB Copyright © Allyn & Bacon 20038 Measuring Human Aggression Buss Aggression Machine (similar to Milgram’s) –Participants (“teacher”) told to shock a “learner” each time they made an error on a simple learning task Note: teachers chose how strong the shocks were Competitive Reaction Time task –Participants compete with “opponent” on reaction-time trials. After losing (winning) a trial, they receive (give) shock levels ranging from very mild to painful Point Subtraction and Aggression Paradigm –Participants playing a competitive game with an “opponent” can reduce their opponent’s winnings

9. WEB Copyright © Allyn & Bacon 20039 Social Determinants Frustration –Elicits aggression esp. when cause is viewed as unjustified Direct provocation (physical or verbal) –People match or slightly exceed the level of aggression they receive from others Displaced aggression –Person angered in one context takes it out on someone else who mildly provoked them (see Figure 11.8) Exposure to media violence (see Figure) –Primes aggressive thoughts; Desensitizes viewers Heightened arousal (provocation, exercise) –Arousal in one situation can persist and intensify reactions in another, unrelated situation

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12. WEB Copyright © Allyn & Bacon 200312 Personal Determinants Type A behavior pattern –Type A’s (highly competitive, time-urgent, hostile) tend to be more aggressive Hostile attributional style –Tend to perceive malice in other’s ambiguous acts Narcissism (inflated self-esteem) –Tend to lash out if grandiosity is threatened Gender (higher in males) –Males tend to use direct forms (push, shove, coercion) –Females tend to use indirect (gossip, spread rumors) Note: Gender differences disappear under provocation

13. WEB Copyright © Allyn & Bacon 200313 Situational Determinants Temperature (curvilinear relationship) –As temp. increases, assaults increase, but only up to a point (around 90 degrees) –Hotter years (and summers) increased rates of violent crimes, but not property or rape crimes Alcohol –Intoxicated participants behave more aggressively and respond to provocations more strongly –Alcohol myopia—the more alcohol, the more accepting of sexual aggression to woman acting friendly (see Figure) –Low aggressors became more aggressive when intoxicated, whereas high aggressors did not

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15. WEB Copyright © Allyn & Bacon 200315Bullying Characteristics of bullies/victims Note: often children play both roles –Have negative view of world (hostile attributions) –Lower in self-esteem –Higher in Machiavellianism (ruthless, manipulative) –Less effective in coping with stress How can bullying be reduced? –Train children to intervene rather than stand by –Enhance feelings of self-worth –Change the entire school environment Bullying—repeated assaults against a weaker target (occurs in schools, prisons, workplace)

16. WEB Copyright © Allyn & Bacon 200316 Workplace Violence Covert forms (common) –Hostility—belittle others, talk behind their backs –Obstructionism—impede another’s performance Overt forms (rare) –Assault, violent threats, theft, destruction of property Caused by –Perceived unfairness –Norms accepting interpersonal violence –Workplace changes—downsizing, layoffs Workplace Violence—intent to harm others at work Major Types

17. WEB Copyright © Allyn & Bacon 200317 Controlling Aggression Punishment –Must be prompt, strong, and justified Catharsis (“blowing off a little steam”) –Engaging in “safe” forms of aggression (punching inanimate objects, watching violent media) reduce anger temporarily, but often anger returns Exposure to nonaggressive models –Place prosocial models in violent situations

18. WEB Copyright © Allyn & Bacon 200318 Controlling Aggression (cont.) Cognitive interventions –Apologizing can be effective –Engage in activities that distract attention away from causes of anger Teach social skills –Better communication (e.g., learn how to soothe others when they are angry) Induce incompatible responses –Expose people to stimuli such as humor or empathy to produce incompatible affective states