Identifying the causes of aggression and pointing out ways to reduce or eliminate them can help to reduce aggression in both people and society. Understanding the importance of addressing aggressive behavior is important in limiting unwanted outcomes such as harassment, violence, and death. There are five major categories of aggression that should be assessed. These include gun legislation, reduction of media violence, understanding the social context of terrorism, reduction of self-harm, and values and regulations for activities such as bullying. Through analysis of these factors, a more informed perspective on how to reduce aggressive behaviors can be achieved.
In looking at the relationship between aggression and guns it seems that both social and political norms have a major impact on the level of violence that results from these sources. In order to reduce aggression associated with guns it is necessary to address the underlying cultural values that exist within the United States. This is because un laws are a major source of aggression in the U.S. More than half of suicides in 2005 could be related to gun deaths. Furthermore, almost half of suicides could be attributed to guns. This far outweighs the number attributed to both legal and accidental killings combined (Foreman, 2005). This demonstrates that guns are a major tool used in violent action. The most important step in reducing aggressiveness associated with guns is “understanding psychosocial history is to situate one's personal development within the historical and social context” (Foreman, 2005, p. 96). The demographics of gun-ownership can provide insight into the level of acceptance that the ownership and possession of firearms has on people within society. This is made even more drastic in light of the fact that almost half of households in the United States have at least one gun. This indicates a profound idealization of the objects and the value that is placed on them. For this reason, its is necessary to promote cultural change to overcome this valuation. The psychological expectations regarding the carrying of a gun demonstrates a mentality in which a person is expecting confrontation. Expectations such as this can have profound effects on how situations are resolved and can influence how people deal with conflict and resolution. “the manifestation of psychological distress emerges through a person's personal, ethnic, cultural, and linguistic history” (Foreman, 2005, p. 104). The idea of a culture of honor, or one which places emphasis on ideas such as strength, social status, reputation, and economic wealth, has been argued to be an underlying source of gun-violence. The value that such a culture places on specific ideas can have profound consequences on how they view the moral significance of using violence and aggression to solve problems. Research suggests that “the culture of honor might be a risk factor for school violence, just as it has been demonstrated to be for violent crimes among adults” (Brown, Osterman, & Barnes, 2009, p. 1400). In order to overcome these problems it is necessary to establish avenues that can help to demonstrate the level to which such a culture impacts the underlying fabric of society. “Knowledge of how the culture of honor plays a role in school violence could also reveal ways in which educators and policymakers might identify at-risk students and understand how to address the unique psychosocial issues influencing them” (Brown, Osterman, & Barnes, 2009, p. 1405). In doing so they can be better adapted to limit the instances of gun violence in people young and old. Furthermore, violent acts with handguns account for a much higher rate of criminal behavior than other weapons, including other guns. However, legislation targeting guns have traditionally focused on limiting the ability to carry concealed weapons. Guns and gun ownership can demonstrate a major cue for aggressive behavior. For this reason, actions should be taken to promote legislation limiting concealed weapons permits.
Media violence is another major source of aggression in the United States as well. In introducing measures that require these sources to limit the ages that they market to and in addressing the public perceptions related to destructive actions in entertainment the amount of aggression that results from media violence can be reduced. This is an important issue due to the level of influence that the media and the images that it exposes people to can have on various psychological and sociological factors. Research suggests that being repeatedly exposed to specific behaviors can have an influence on the individual being exposed to those behaviors. For this reason, limiting this expose is essential in reducing aggression. Furthermore, looking at the underlying culture behind these ideas, it is evident that television and video games both play a large role in influencing these behaviors. More than half of television programs contain some form of violence. Furthermore, video games contain violence in a greater amount, at almost 80% (Brown, Oterman, & Barnes, 2009). This is a major problem, due to the rising influence that these mediums have on people within society. People of all ages both watch television and take part in playing video games. In looking at the effects of these forms of media it is important to assess the impact that taking part in such activities can have on people psychologically. Studies suggest that “mere observation of a responses of a model has a facilitating effect on subjects' reactions in the immediate social influence setting” (Bandura, 1961, p. 256). This can have the effect of changing an individual's general disposition, giving them a stronger preference towards media with violence, which can ultimately result in a higher level of aggression altogether. Evidence suggests that people will actively transform themselves “from object to agent of aggression by adopting the attributes of an aggressive heathenish model so as to allay anxiety” (Bandura, 1961, p. 264). This is a primary element within video games, which sees the player adopt a specific role in order to assume actions that they would not normally take. The effect that this has on a person's cognitive agency has been called into question. Issues such as excitation, priming, and aggression have been found to occur from “copy cat” behavior. Studies suggest that “aggression-related cues can cause aggression because they are associated with hostile thoughts in memory” (Meiser, Robinson, & Wilkowski, p. 136). This is important due to the implications that these hostile tendencies can have if they erupt in aggressive behavior. Video games require the player to actively participate in adopting the role of aggressor. Furthermore, these sources of entertainment are designed to be primarily addictive in nature. This is an issue due to the fact that “exposure to violence causes more aggressive thoughts to be activated in memory” (Barlett, Harris, & Bruey, 2008, p. 539). These acts have positive rewards, generally having the perception of largely positive consequences, making it so that aggressive acts are not perceived as being bad. The player is then challenged to identify with the aggressor, leading to an inability to distance themselves from aggressive behavior in general. “The weapon, the blood, and the violent content together facilitates the aggressive thoughts/feelings, physiological arousal, and aggressive behavior” (Barlett, Harris, & Bruey, p. 545). In enhancing the capacity for people playing games and watching movies to partake in critical observation, providing them the capacity to distinguish between fact and reality and helping them to develop consistent alternatives to aggressive behavior. Research demonstrates that “agreeable individuals are able to self-regulate aggression-linked thoughts, thereby diffusing tendencies toward aggression” (Meiser, Robinson, & Wilkowski, p. 139). This is essential in overcoming aggressive behaviors associated with media. Furthermore, in developing an environment in which these media outlets are able to promote self-imposed controls in order to limit the amount of violent behavior that young people are exposed to these aggressive tendencies can be reduced.
Terrorism is also another important behavior that should be assessed in relation to the aggressive behavior that it breeds. In order to reduce aggression stemming from terrorism it is necessary to establish methods to reduce dependency on group-think behaviors and to challenge violent interpretations of religious ideologies. Aggression between political, social, and religious groups compromises a large amount of violence in the modern world. Through collective violence members of one social group act against another in order to achieve specific objectives. This involves not only collectives such as gangs, but also terrorist organizations as well. In order to overcome the challenge of aggression stemming from terrorism it is necessary to establish specific protocols for reducing the capacity for these organizations to high-jack the underlying social values of a community in order to gain control of its citizens. Terrorism is defined as “violence or the threat of violence against noncombatant populations in order to obtain a political, religious, or ideological goal through fear and intimidation” (Post et al., 2009, p. 15). The use of intimidation for personal or organizational gain is an essential factor that separates terrorism from other forms of violence. Furthermore, these actions are often taken in relation to specific ideological or religious grounds. However, the organizational aspects associated with terrorism are important for understanding the implications of this activity in relation to aggression. There are a variety of psychological and sociological factors associated with terrorism and other violent group activities. Generally, these actions are formed in response to a specific need or threat that the members are unable to accomplish alone. People who join these groups are usually younger , in a period of “experimentation, of identity formation, of a struggle for autonomy, and a time of dealing with issues of intimacy” (Post et al., 2009, p. 21). Terrorism is therefore generally a result of the circumstances of the individual and the underlying sociological and psychological factors associated with their actions. There are therefore both instrumental and symbolic benefits to being a part of a gang. Participation can bring both concrete rewards, such as stability or resources, but also has symbolic rewards, such as a sense of belonging or an underlying religious or ideological intent. While collective violence can be taken against various groups along racial, gender, ethnic, or religious lines. Terrorism, on the other hand, is generally used in order to instill fear in particular targets or to enhance the publicity of the group and spread their message. Deindividuation occurs when people become apart of a crowd and no longer suffer the moral or ethical norms that they would usually be subject to. Anonymity essentially diffuses responsibility for action among the members, which can have profound effects depending on the size of the group. While this can, in different groups, result in either positive or negative behaviors depending on the attitudes, in groups predisposed to violence this can be a fundamental source of aggression. This is evident when looking at the history of religious wars and conflict. In framing aggressive terrorist actions as being in defense of specific defined values then the justification of committing such actions can be established (Lieberman et al., 1999, p. 331). In essence, aggression stemming from terrorist tendencies are the result of some form of manipulation of ideology, religion, or identity that is presented as the source of legitimacy for the actions that are being carried out. This is essential to understand in developing methods for overcoming these behaviors and the resulting influence of organizational activities. For example, “passages quoted, in isolation and without context, could be interpreted as a justification for violence against unbelievers” (Bushman et al., 2007, p. 204). The use of religious teachings in order to obtain control of a religious group and direct it towards aggressive action is one of the underlying principles associated with terrorism. In attempting to limit terrorist acts it is necessary to first understand the roots of the violent action. In situations in which the group's proclivities to violence and aggression have been reduced it is simply a matter of enhancing their particular social or cultural perspectives to the point where they are unable to justifiably commit the actions. Evidence suggests that “exposure to a scriptural depiction of violence or to violence authorized by deity can cause readers to behave more aggressive” (Bushman et al., 2007, p. 206). In cases in which these individuals have become subservient to inter-group behavior it is necessary to break down the boundaries both within the groups and between them and other groups in an effort to foster communication and reflection.
Another major factor related to aggression is the self-image of the individual taking part in aggressive activities. In order to reduce aggression associated with self-harm it is necessary to first understand the psychological and cognitive factors that lead to a negative self-image and providing the ability to grow an individual's confidence and self-respect. There are a wide variety of behaviors associated with self-harm. These can be described as attempted suicide, causing deliberate harm to the self, or para-suicide, or a suicide attempt that does not result in death. These actions can have implications that result in more aggressive behavior. This idea is important to develop methods for preventing self-harm for a variety of reasons. Not only can this help to reduce overall levels of aggression but it can also prevent individuals from doing harm to themselves and others. Not everybody who commits self-harm necessarily wants to die, and many inflict themselves impulsively, and regret it soon after. Evidence suggests that “aggression is likely to be an attempt to defend and assert a strongly held opinion about one-self” (Baumeister, Bushman, & Campbell, 2000, p. 26). These opinions can be dramatically crippled from self-deprecation or other modes of personal infliction. These actions can ultimately lead to the establishment of antagonistic thoughts regarding an individual's self-identification. “The emotion processes involved in egotistical violence [result when] feelings of being criticized transform into aggressive outbursts” (Baumeister, Bushman, & Campbell, p. 29). Those who commit acts of self-harm are statistically more likely to have an early death. Furthermore, research suggests that homicide and suicide rates are similar across various cultures. This indicates that limiting rates of self-harm can also have the effect of lowering the rate of homicides. The co-occurrence of suicide and homicide presents a major implication for the establishment of methods for limiting self-harm. Self-harm might be inflicted for some sort of relief, as a cry for help, in order to influence another person or get their attention, or for some other unknown reason. Self-harm is a primary example of self-directed aggression that is the result of narcissistic tendencies that effect people's personalities on a fundamental level. The impact of such psychological harm is that aggressive tendencies can result in being directed outwards. There are a variety of reasons that people might commit self-harm. Some people simply have a strong ideal in regards to suicide, and view as being romanticized or beautiful. The behaviors associated with the infliction will often reflect the intent that the person had when committing the action. For this reason, it is necessary to establish more effective methods of observation for ascertaining the potential for an individual to take part in self-harm. There are a variety of factors associated with risk that a person might take part in these activities. This can include the individual's demographic information, such as their age, race, or gender, as well as their social or family life and the environment that they grew up in. In better understanding how these factors effect the potential for self-inflicted harm, and therefore aggression, it is necessary to assess the underlying factors that can effect these tendencies. Psychological, genetic, and physical factors can also have an influence. There are also a variety of situations that might be considered predisposed to resulting in suicide attempts or other forms of self-harm. Moving forward, it will be necessary to assess further research associated with the factors that can help to limit these self-deprecating behaviors.
Finally, bullying is almost a standard of American aggression, ingrained in the national character to the point of pride. This is, in fact, one of the underlying issues associated with aggressive behaviors. In order to reduce this form of aggression boundaries must be set that regulate the associations between aggressors and their potential victims. The social view of bullying can have a major impact on the amount to which society is willing to allow these actions to go unaddressed. There is a systemic attitude associated with these types of actions that both limits reform and prevents policies directed at limiting aggression from gaining traction. An underlying theme is bullying is the imbalance of power, in which the victim is unable to defend themselves. “The need for perceived power and control results in a feeling of dominance and an achieved status, even if only in the eyes of the bully and those who watch and often fear him or her” (Selekman & Vessey, 2004, p. 247). This relationship between power and bullying underscores a deeper challenge involved with the decoupling of aggression from the institutionalization or acceptance of particular behaviors. This can take both direct and indirect forms. While traditional forms of bullying are more direct, such as at school or even in the workplace, online virtual bullying is a form of indirect behavior that has resulted from advancements in technology and the capabilities for communication that have come along with them. Bullying can have profound effects on both psychological and physical health, and can even increase risk of suicide. For this reason, it is necessary to establish measures that are able to deal with the issue of bullying in both school and other social settings. The application of policies to limit bullying have been largely ineffective. While many schools have policies related to bullying it is not considered to be criminal behavior. Studies suggest that it is necessary to establish basic ground rules “so that the bully and victim can coexist, although they never have to become friends” (Selekman & Vessey, 2004, p. 248). Aggressiveness, hostility, and obstructionist behavior are all elements of bullying in the workplace. These issues are essential to address as they have been shown to ultimately result in the devaluation and the dehumanization of the individual. For this reason, it is necessary to establish basic guidelines that can help to limit bullying in these settings. Establishing the variety of elements involved in these types of behaviors is necessary to address the problem in a reasonable way. Even sexual, or gender, harassment can be considered bullying. Battering and abuse are considered to be physical aggression with a purpose. This is “to control, intimidate, and subjugate another human being” (Jacobson, 1998, p. 62). Sexual abuse and bullying can therefore be seen to stem from the same sorts of values regarding the appropriateness of specific action and the valuation of the individuals that are being targeted for these actions. Evidence has found that methods of control are “important to these men because they generally feel that they will be abandoned if they do not maintain constant vigilance over their wives” (Jacobson, 1998, p. 64). Looking at sexual abuse in this way demonstrates an effective method of limiting these behaviors. Education in proper forms of behavior and concretely laying out acceptable barriers is necessary in this regard. Furthermore, it is necessary to direct these activities not just towards men, but women as well. Research has demonstrated “a link between violent sexual abuse and physical aggression in dating relationships for both men and women” (Krahe, Weizenhoffer, & Moller, 2003, p. 222). Interpersonal relationships themselves can breed aggression. This is the result of the underlying power dynamics that are at work in any type of social relationship. It is important to consider that “the number of aggressive peers predicated sexual aggression in both men and women” (Krahe, Weizenhoffer, & Moller, 2003, p. 223). This challenges the standards of thought regarding the level to which gender plays a role in aggressive behavior. Bullying occurs in school and at work at similar rates. Furthermore, bullying can lead to proclivities towards group violence. For this reason, it is necessary to adopt specific guidelines and principles as well as conditions for punishment if these regulations are ignored in order to overcome aggressive tendencies.
These five basic principles can help to reduce aggression throughout society. Looking at gun laws, media violence, terrorism, self-image, and bullying the underlying modes of thought and social customs that result in aggressive behavior can be better understood. In analyzing these principles on a point-by-point basis the most effective ways to establish reductions in violence and aggression can be achieved. The development of principles for identifying at-risk individuals, providing methods for people exposed to violent or aggressive activity to impose self-restriction on their behaviors, providing ways for those in groups to address the manipulation of specific ideologies or beliefs, better understanding cognitive factors that result in self-infliction of harm, and promoting policies and regulations for the reduction of bullying can all help to profoundly reduce aggressiveness.
References
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