aggressive behavior may be manifested through a physically aggressive
act or when the act is restricted through words, looks, or thoughts.
The cause of aggressive behavior can be quite varied.
It is often caused by the child’s reaction to parental
overindulgence or worse overprotection associated with parental
rejection. It is also
frequently caused by a child’s reaction to severe physical punishment.
Whatever the underlying cause may be, the aggressive child is
very frustrated and is unable to relieve his frustration in more
socially acceptable ways. Aggressive
behavior is worsened when adults comply with the child’s demands.
Each successful experience on the part of the child tends to
perpetuate the behavior. The
overindulged child often tends to use this behavior at home rather than
parents should not physically punish the child by using the same
physical force they are trying to teach him to avoid.
They should wait until the behavior has subsided before any
having the child with older, larger children is helpful.
which exploit opportunities for aggressive play should also be
considered, such as running, hammering, pounding,
using a punching bag, etc.
child should be given increased responsibility when possible.
The child who sees himself as responsible for consistent
routines tend to use aggressive behavior far less than a child who
needs constant reminders to perform chores.
it becomes necessary to remove the child from an aggressive
situation it should be done without comment and with as little
aggression or physical restraint as possible on the part of the
adult. A cooling off
period should then follow before any reasoning begins.
When reasoning is attempted, emphasis should be placed on
helping the child realize the negative consequences that the
behavior causes for him.
the child to anticipate and avoid frustrating situations, which may
induce aggressive behavior.
the child develop more socially acceptable and less destructive
means of channeling his anger.
Find something that is “OK” for him to do when his is
angry, until he gradually gains greater control over aggressive
home situation should be examined to determine whether the parents
are unwittingly encouraging aggressive behavior by example or by
inhibiting or intimidating the child.
profanity or sarcasm without undue reaction so these expressions
will not be fixed in as habits.
the child from a stressful situation so his or her
fears may be calmed.
the proximity of an adult figure.
This often has a controlling influence on the child.
children who have an antagonizing effect on each other.
a shortened school day for very disturbed,
companionship with stronger and more mature peers.
all non-antagonistic conduct with concrete rewards and then
gradually substituting verbal reinforcers.
the undesirable effects of aggressive behavior to pupils when they
do not realize consequences of this nature exist.
the child and his or her parents for psychological evaluation and
professional help if the aggression is shown to an extreme degree.
STUDIES REPORT THE FOLLOWING FINDINGS
High aggression in children is accepted by peers if the
aggression is appropriate to its origin.
Unprovoked, displaced, out-of-context, and diffuse aggression is
not received well.
- Exposure to aggressive models heightens aggressive responses in
children to subsequent frustration.
This raises a serious question. Should
hostile pupils be put in special classes with other aggressive students? Perhaps not.
- Aggressive male models are more powerful stimulators than female
aggressive models to heighten children’s anger responses.
- Rather than draining off aggression, TV and movies’ aggressive
models tend to enhance aggression in children.
- Providing aggressive children with alternative and constructive
ways of coping with interpersonal frustration has been found to be a
highly successful method in modifying aggressive-domineering personality
to Schaeffer and Von Nessen, aggressive adolescent girls had few
skills and poor understanding about how to avoid retaliating in
like manner when met by aggression, either by peers or adults.
Through role playing, they taught the girls to turn aside
aggression without feeling they lost face.
of the sessions revealed issues centering around:
Difficulties in understanding and coping with school
- The wish of the girls to be accepted by certain teachers and
problems they had in expressing this wish.
- The fact that the girls had many ways of showing hostility but
possessed few ways of showing the opposite kinds of feeling.
- The anger of the girls at favoritism shown by some staff
that was not only a matter of race and social status but also a
matter of sex. They saw boys as being allowed a great deal more
When pressed with these findings, the staff members could deal
more effectively, directly, and openly with these girls, the authors