Introduction
This paper will define and describe aggression behavior, types of aggression behavior and disabilities in which aggression behavior common. Additionally, the paper shall differentiate between the different types of aggression behaviors and efficient interventions to manage the behaviors. The paper will also outline constructive and destructive actions and motivations behind human aggression conduct. Knowledge of aggression behaviors is significant in understanding children with such behaviors and how to deal with them effectively (Kurtz et al. 2015). Awareness of these terms will, in turn, enhance relationships among children and people with such behaviors and disabilities in a learning environment. This paper will focus more on defining and describing aggression behaviors, characteristics of aggression and how these characteristics are manifested in individuals that display the actions. The paper will give an overview understanding of such attack behaviors and how these behaviors can be effectively managed in a learning environment.
Aggression Behaviors.
Aggressive behaviors refer to negative or positive actions that may be self-directed or toward other people (Strachan et al. 2009). These actions are displayed when the aggressive person stands for themselves and physically or verbally assault others. Aggression behaviors are those which are applied to other individuals with the intention of causing harm. The perpetrator uses force or manipulative acts to harm the victim who also acts in a way to avoid such directed behavior (Strachan et al. 2009). Such conducts can be intimidating and threaten other people’s rights. Aggression behavior is due to unequal power distribution where the victim has lesser power in relation to the aggressor. Such behaviors involve inflicting physical damage to an individual or property. Such behaviors could be due to self-defense or due to frustration.
Aggression behavior is characteristic of developmental disorders. In children, developmental disorders are those disorders that interfere with healthy development in children (Ostrov et al. 2009). These disorders could be presented partially or on several areas of development. Partial developmental disorders are those which manifest themselves in a single area of development while several manifest themselves in some areas. Aggression behavior is as a result of developmental disorders which can be a symptom of the disease. Developmental disorders include; Angelman Syndrome, Prader-Willi Syndrome, Fragile X Syndrome and Autistic Spectrum Syndrome (Matson & Jang, 2014). Aggression behavior is more common in individuals with these disorders than in healthy children.
Angelman Syndrome and Prader-Willi Syndrome
Angelman Syndrome and Prader-Willi Syndrome are developmental disorders inherited from parents (Strachan et al. 2009). Despite the fact that both Angelman and Prader-Willi Syndromes are acquired through genes, they manifest differently depending on the parent-of-origin either through the mother or father. Angelman Syndrome is due to deletion of gene information on maternally inherited chromosome and aggression behavior is characterized by specific characteristics, developmental delay, distinctive cognitive, and behavioral phenotypes (Strachan et al. 2009). Prader-Willi Syndrome, on the other hand, is caused by deletion of gene information on paternally inherited chromosome and aggression increases with age and is manifested in temper outbursts toward others. Aggression toward the self is displayed in head banging, skin picking, and lip-biting.
Fragile X Syndrome
Fragile X Syndrome is a genetic condition associated with obstruction of mental activities and presents challenges in learning. Fragile X Syndrome is caused by gene mutation and is an inherited condition that is characterized with an inferior intellect with people that have the syndrome (Kurtz et al. 2015). People with the Fragile X Syndrome display high cases of delinquency behaviors including fighting and verbal aggression and fighting. Fragile X Syndrome is characterized by seizures in individuals with the syndrome. Persons with this condition display hyperactivity, attention problems, repetitive behavior and anxious behaviors. Additionally, such individuals show aggression toward self and victims. Fragile X Syndrome has been found to be more prevalent in males than girls with a greater number of male victims displaying compulsive behavior (Kurtz et al. 2015).
Autistic Spectrum Syndrome
Autistic Spectrum Syndrome refers to a group of developmental disabilities that are best presented in problematic social interaction, challenging behaviors, and communication. Actions range from indifference toward other people and not wanting to join others in play. Children with Autistic Spectrum Syndrome may join others in play only in the presence of an adult. Such children have difficulties in understanding the unwritten rules of friendship and lack in social skills. Aggressive behaviors displayed in this condition include mood disorders and self-directed injuries that cause life-threatening conditions. Additionally, these individuals may not talk at all or present limited speech during communication. They love to do things in the way they are used to. However, individuals with Autism Spectrum Syndrome may display unique gifts where they do things very well. Autistic Spectrum Syndrome includes Autism, Asperger Disorder, and Pervasive Developmental Disorder.
Types of Aggression
Aggressive behaviors occur due to different reasons, and they manifest themselves in many different forms. It is important to understand the vast spectrum of aggression behaviors. These behaviors can be classified as active or passive behavior and can be manifested physically or verbally. Active, aggressive behaviors are those that are demonstrated such as bullying, hitting, knocking, and this can result in physical harm. Active aggression behavior can also be manifested verbally through name-calling, and they are intended to hurt a person psychologically, humiliate them and lower their self-esteem. Passive behaviors can be displayed through not shaking hands and not speaking to anybody; the perpetrator may not even say hello to the victim.
Active aggression behaviors are the more severe as they cause harm to the victims in most cases. In schools, for instance, bullying, and relational behaviors have been identified as the most common active aggression behaviors. Bullying refers to repetitive physical, relational and verbal abuse characterized by unequal power between the perpetrator and the victim (Brosnan & Healy, 2011). Relational aggression includes harmful actions that threaten to destroy social relationships and often include exclusion and gossiping. The results are poor performance, emotional and physical health issues. Such behaviors could lead to losing weight, stress, lowered self-esteem and depression (Brosnan & Healy, 2011). Bullying behaviors and relational aggression are more common among young adults and adolescents and in school than other groups. In some case, these practices have contributed to some victims dropping out of schools.
Effective Interventions
Despite the available mechanisms and interventions available for aggressive behavior there is the need to employ effective interventions that will help manage aggressive behavior without causing any harm. Interventions include; choice making, environmental escape extinction, physical restraint practices, use of videos and pictures to teach children about healthy habits (Ostrov et al. 2009). Additionally, reprimanding, reinforcement of positive behaviors and compliance training are among the interventions that can be used to manage aggressive behaviors. Use of medical interventions in treating developmental disorders associated with aggressive behavior thus reducing chances of aggressive behavior occurrence (Ostrov et al. 2009). Change of environment to match behavioral aspects is crucial in aggressive behavior intervention. Environmental enrichment and surrounding modification have also proved to be an effective intervention in practice management.
Some of the effective interventions that have been used and indicate an improved change of behavior include a fair player manual. This intervention has been employed to deal with bullying and relational aggressive behavior in schools and shown to be more efficient. Fair-player manual involves a program that targets older kids to enhance social and moral competencies among these group of children (Ostrov et al. 2009). This program requires training on cognitive-behavioral methods focusing on participant roles of bullying episodes. It is then employed by teachers for one and half hours for fifteen weeks in the presence of psychologists. This manual also includes discussions of moral dilemmas. This intervention has proved to be effective in reducing aggressive behaviors in schools.
For preschool children, discussion and modeling of appropriate behaviors among the children. Though some behaviors are biological, children learn best through imitation (Ostrov et al. 2009). Ask for their opinions on how to deal with aggressive actions and always reward positive behaviors through reinforcement such as praising them when they do something positive. It is also crucial to be vigilant in activities that could cause harm among other persons. Use of videos and pictures has proved to be more efficient in reducing aggressive behavior to about zero percent and within a short duration. Training children about a desired behavior is more effective in treatment of children with developmental disability. Teaching children appropriate practices enable them acquire new practices that are more acceptable thus reducing occurrence of the less appropriate behaviors (Brosnan & Healy, 2011).
Conclusion
Aggression behavior may be biologically influenced such as hormonal influence, genetic inheritance, traumatic experiences and nutritional factors. However, biological factors cannot contribute toward aggression behavior development. Social-environmental factors play a significant role in the elaboration of this behavior. It is significant to note that aggressive behavior is as a result of external and internal stimuli interaction (Matson & Jang, 2014). Such knowledge is vital in dealing with and managing aggressive behavior. To effectively deal with aggression behavior, it is imperative to integrate the methods discussed above for better results.
The use of compliance training, reinforcement of behavior strategies, and decline behavior strategies have shown to be effective in reducing and to some extent eliminating aggressive behaviors among children (Ostrov et al. 2009). Mental issues in children associated with social and behavioral difficulties can be managed collaboratively with health staff, teachers, caregivers and children to effectively manage aggressive behavior. Early intervention in children with disorders is crucial in prevention of worst outcomes in later years. Thus, early diagnosis is important in intervention programs.
References
Brosnan, J., & Healy, O. (2011 ). A review of behavioral interventions for the treatment of aggression in individuals with developmental disabilities. Research in developmental disabilities, 32(2), 437-446.
Kurtz, P. F., Chin, M. D., Robinson, A. N., O’Connor, J. T., & Hagopian, L. P. (2015). Functional analysis and treatment of problem behavior exhibited by children with fragile X syndrome. Research in developmental disabilities, 43, 150-166.
Matson, J. L., & Jang, J. (2014). Treating aggression in persons with autism spectrum disorders: A review. Research in developmental disabilities, 35(12), 3386-3391.
Ostrov, J. M., Stauffacher, K., Godleski, S. A., Hart, K. C., Karch, K. M., & Ries, E. (2009). An intervention for relational and physical aggression in early childhood: A preliminary study. Early Childhood Research Quarterly, 24(1), 15-28.
Strachan, R., Shaw, R., Burrow, C., Horsler, K., Allen, D., & Oliver, C. (2009). Experimental functional analysis of aggression in children with Angelman syndrome. Research in Developmental Disabilities, 30(5), 1095-1106.
