Obviously, this is due to the fact that if the parents ignore the acts of aggression of a small child, then due to the closeness of his social circle to the family, it will indeed remain unsupported. If parents ignore the teenager’s acts of aggression, then it does not necessarily remain unreinforced, since the teenager’s social circle is no longer limited to the family - reinforcement can be found on the outside. Including, for example, in the form of peer approval of aggression against “wrong (unfair) actions of parents.” And besides, due to the tendency and behavioral peculiarity expressed in adolescence - to test social norms and rules “to the test” and through this to determine the boundaries of what is acceptable in one’s behavior - the absence of an adult reaction to acts of aggressive behavior can in itself become a positive reinforcement of aggression . Active punishment, as noted earlier, is also considered as a way to inhibit and correct aggressive behavior. However, aggressive reactions inhibited in this way will not necessarily disappear altogether and may appear in situations where the threat of punishment is weaker. This conclusion is also consistent with Miller’s theory of displaced aggression, which is based on the idea of transferring aggression to another object, discharging an aggressive impulse onto a person who is less dangerous to attack, although he is not the true source of the aggressive impulse. At the same time, the theory of displaced aggression (Miller) states that the aggressor’s choice of a victim is largely determined by three factors: 1) the strength of the incentive to aggression; 2) the strength of factors inhibiting this behavior; 3) the stimulus similarity of the potential victim with the frustrating agent. In addition, there is a positive relationship between the severity of punishment, as has been shown experimentally (Eron at al.), and the level of aggressiveness of children. This dependence also extends to cases where punishment is a parent’s reaction to a child’s aggressive behavior. That is, it is used as an educational measure aimed at reducing aggressiveness and developing non-aggressive behavior in the child. As a result of studying first young children (third graders) and then teenagers, it was found that those children who were subjected to severe punishment from their parents showed greater aggression in their behavior. Moreover, a longitudinal study (Eron at al.) found that the severity of punishment given to children when they were 8 years old was correlated with their aggressive behavior at 18 and 30 years of age. In another study (Lefkowitz et al.) it was shown that the least aggressive 18-year-old boys were precisely those who, at the age of 8, were punished by their parents, but moderately, not severely. The general conclusion of these authors was that when parents are too harsh or too lenient about their sons' aggressiveness, then these boys tend to be more aggressive than their peers in late adolescence.
The influence of the degree of attachment to parents on the development of aggression
Research shows that aggressive and non-aggressive adolescents have different degrees of attachment to and closeness to their parents. The subject of one such study (Bandura A., Walters R.) was to study the characteristics of identification with parents of aggressive and non-aggressive teenage boys. In general, it was found that non-aggressive adolescents have stronger identification with their own parents than aggressive ones. However, the degree of difference between these two groups of adolescents in identification with their mother and father was not the same. The strongest differences between aggressive and non-aggressive adolescents are found in the degree of identification with the father. The corresponding differences in the degree of identification with the mother turned out to be less pronounced. That is, identification with the mother in both non-aggressive and aggressive adolescents turned out to be high and quite close to the group average. The last fact, in our opinion, can be interpreted as another manifestation of the special importance of the mother in the system of attachments and social relations of the adolescent. Obviously, violations of identification with the mother can be detected not with any, but only with very serious disorders of personality development. Thus, in one study (Rean A.A., Sannikova M.Yu.) it was shown that in the system of relations of a teenager to the social environment (including the attitude towards the father, as well as towards peers), it was the attitude towards the mother that turned out to be the most positive. It was found that a decrease in a positive attitude towards the mother, an increase in negative descriptors (characteristics) when describing the mother correlates with a general increase in the negativity of all social relationships of the individual. It can be assumed that behind this fact lies the fundamental phenomenon of the manifestation of total negativism (negativism towards all social objects, phenomena and norms) in those individuals who are characterized by a negative attitude towards their own mother. In general, as found in the study, a negative attitude towards the mother is an important indicator of overall dysfunctional personality development. The formation of prosocial, non-aggressive behavior of an individual is associated not only with the mechanisms of lack of reinforcement or active punishment, but also necessarily (and perhaps even primarily) with active social learning of non-aggressive forms of behavior, constructive ways of resolving contradictions and realizing various motivations of the individual. After all, as has been established, the most pronounced differences between aggressive and non-aggressive children are found not in personal preference for aggressive alternatives, but in ignorance of constructive solutions. Thus, the process of socialization of non-aggressive behavior includes the acquisition of a system of knowledge and social skills, as well as the education of a system of personal dispositions, attitudes, on the basis of which the ability to respond to frustration in a relatively acceptable way is formed.
Sex differences in the development of aggression in adolescents
Within adolescence, both boys and girls have age periods with higher and lower levels of aggressive behavior. Thus, it has been established (Kovalev P.A.) that boys have two peaks of aggression: 12 years and 14-15 years . Girls also show two peaks: the highest level of aggressive behavior is observed at 11 years old and at 13 years old . A comparison of the severity of various components of aggressive behavior in boys and girls showed that in boys the tendency to direct physical and direct verbal aggression is most pronounced, and in girls - to direct verbal and indirect verbal. Thus, what is most typical for boys is not so much a preference for aggression according to the “verbal-physical” criterion, but rather its expression in a direct, open form and directly with the conflicting person. For girls , it is typical to prefer verbal aggression in any of its forms - direct or indirect, although the indirect form still turns out to be more common. The tendency for boys to be more pronounced in direct aggression (often physical), and in girls - indirect verbal, is obviously cross-cultural, characteristic of adolescents of different ethnic groups (Zouir Ali Rashid).
Article:
Is your teen being aggressive at home?
You are not alone in this. Many parents claim that their teenagers are often aggressive, both at home and among their peers. Adolescence is associated with physical and hormonal changes. This confuses teenagers and makes them unsure of themselves.
In addition, during this period, adolescents begin to overestimate their role in society and family. Taken together, these factors can lead a teen to experience violent outbursts while likely not knowing how to cope with difficult emotions.
In addition to the above, we will consider a number of other factors that can cause aggression in adolescents.
8 reasons for aggression in teenagers
In recent years, many studies have been conducted on aggression in adolescence. Scientists have been able to identify several factors that cause aggression. Here are some of them.
1. Traumatic events
The death or illness of a loved one, parental divorce, or bullying from older siblings or peers cause stress in adolescents. This can lead to aggressive behavior. Also, the cause of aggression can be the fact that a teenager witnesses violence or conflicts in the family.
2. Violence
Physical or emotional abuse is another cause of aggressive behavior among adolescents.
- violence causes the teenager to feel anger and shame;
- shame prevents the teenager from telling anyone about the violence, so it develops into aggression.
3. Mental disorders
Some teenagers suffer from mental disorders:
- bipolar disorder;
- panic attacks;
- schizophrenia;
- depression;
- post-traumatic disorder.
All of these disorders cause aggressive behavior in adolescents.
4. Health problems
In some cases, medical problems such as brain damage, epilepsy, mental retardation, or Tourette's syndrome lead to aggressive behavior in adolescents. With proper medical examination, these diseases can be treated and adolescent aggression can be managed.
5. Attention deficit hyperactivity disorder (ADHD) and learning disorders
Teens with ADHD experience certain social and emotional difficulties. Such a teenager may seem angry and aggressive.
6. Dependencies
Some teenagers experiment with drugs and alcohol. When they begin to abuse these substances or develop an addiction, it can lead to violent behavior.
7. Peer pressure
Teenagers strive for acceptance from their peers. They want to become part of the group. If this does not happen, the teenager experiences emotional suffering and anger, which, in turn, leads to aggressive behavior.
8. Low self-esteem
Some teenagers suffer from low self-esteem. They try to compensate for this through aggressive behavior. Most often this happens when the teenager is among his peers.
How to deal with aggressive behavior in teenagers
Fortunately, parents can control aggression in teenagers. The following methods can help with this.
1. Consultations with psychologists
A teenager prone to aggressive behavior can be shown to a psychologist.
- choose a psychologist who specializes in working with adolescents;
- As a result of working with a psychologist, a teenager will learn to take responsibility for his behavior, as well as establish relationships with others.
2. Consultation with a family psychologist
It may be a good idea to consult a psychologist with the whole family:
- communication between family members with each other under the guidance of a psychologist can be of great benefit;
- A consultation with a family psychologist will help resolve family conflicts and relationship problems that are the cause of a teenager’s aggressive behavior.
3. Medical assistance
If a teenager is diagnosed with a mental or neurological problem (eg, epilepsy, depression, etc.), proper medical care can reduce the level of aggression.
4. Behavioral contract
You can try to make a verbal agreement with your teen. This will force him to take responsibility for his behavior and actions:
- List the behaviors you expect from your teenager. Explain what reward awaits him if he exhibits the expected behavior;
- do not offer material rewards as a reward for good behavior;
- instead, you can give your teen consequences for bad behavior. It is best if these consequences concern things that are familiar to a teenager. For example, tell him that if he behaves badly, he will not go to the cinema or cafe with friends.
5. House rules
Set house rules that teens must follow, whether they like it or not:
- the rules must be clear;
- Tell your teen that they will have to face consequences if they break the rules.
6. Relaxation techniques
Teach your teen to relax so they can cope with stress:
- If a teenager is overwhelmed with household responsibilities or is experiencing peer pressure, relaxation techniques can be very useful for him;
- in turn, relaxation will reduce the teenager’s level of aggression;
- Teach your teen to use relaxation techniques when they feel angry or stressed.
Once you know the possible causes of aggression in teenagers, you can identify the early signs of aggression in your child. Don’t ignore these signs, but don’t rush to send your teenager to see a psychologist. Show love and support - this is what a teenager needs above all.
Development of various forms of aggression
The study (Semenyuk L. M., 1996) showed that if predominates among 10-11 year old , then as adolescents aged 14-15 years , verbal aggression comes to the fore This, however, is not associated with a decrease in physical aggression with age. The maximum indicators of manifestation of all forms of aggression (both physical and verbal) are detected precisely at 14-15 years of age. But the dynamics of growth in physical and verbal aggression as we grow older are not the same: manifestations of physical aggression, although they increase, are insignificant. But manifestations of verbal aggression are growing at a much faster pace. It can also be noted that at a younger age (10-11 years) there is rather weak differentiation between different forms of aggression. That is, although they are expressed differently, the differences between them in frequency of occurrence are small. At the age of 14-15 years, more clear and obvious differences in frequency of occurrence are found between various forms of aggression. The structure of the manifestation of various forms of aggression is determined simultaneously by both age and gender characteristics. In early adolescence, physical aggression dominates in boys, while in girls it is expressed only slightly - they prefer the verbal form of aggression. However, as research shows (Semenyuk L.M.), already at the age of 12-13 years , in both boys and girls, the most pronounced form of aggression is negativism. Let us recall that negativism in the Bassa-Darka concept of aggression/hostility is understood as an oppositional behavior pattern, usually directed against authority, which can manifest itself both in the form of passive resistance and in the form of active struggle against existing rules, norms, and customs. The second place in frequency of occurrence in the specified age period is occupied by physical aggression in boys, and verbal aggression in girls. At an older age (adolescents 14-15 years old), negativism and verbal aggression dominate in boys , and verbal aggression dominates in girls. Physical aggression at this age is no longer the dominant form of aggression in boys. It should also be noted that, regardless of age, all forms of aggressive behavior are more pronounced in boys than in girls.
What is child cruelty from a psychological point of view?
From a psychological point of view, aggressiveness includes several concepts that, although similar in meaning, have different types of manifestations. At different stages of the development of child psychology, these concepts were given a meaning corresponding to the time and a certain direction. In the modern understanding [2]:
1. Aggression - physical or verbal, direct or indirect inappropriate behavior with the aim of causing harm and damage to animate and inanimate objects. That is, aggression can be directed both at a person or animal, and at objects.
2. Aggressive behavior - the form and specificity of the response to various circumstances and situations. That is, aggression acts as a stimulus to action, against the background of which a certain manner of behavior is developed, which is repeated in situations unfavorable for the child. Aggressive behavior can serve as a way to achieve a certain goal, a method of release, or a form of self-affirmation. Especially pronounced in adolescents.
3. Cruelty is a moral and psychological trait that manifests itself in a mocking, insulting, derogatory attitude towards other people, society, and animals. Cruelty always involves inflicting physical or psychological pain. Sometimes it is accompanied by pleasure from the process, but not always.
4. Violence is a deliberate act of physical force with the aim of causing pain or damage to a living object. School bullying of a weak student or one who stands out from the crowd (bullying) is a clear example of violence.
Please note that aggression and cruelty may be signs of mental illness. If your child’s manifestations of aggression turn into hysteria and are accompanied by prolonged physical stress (clenched fists, tense facial muscles), you should consult a psychiatrist.
Aggression and conflict
Sometimes the concept of “aggression” is used as synonymous with the concept of “conflict”. This confusion of concepts is not carried out by chance, but on the basis that research reveals correlations between aggressiveness and conflict, as well as similar correlations of both of these concepts with a number of other personal properties (offensiveness, hot temper, touchiness, intolerance, etc.). However, the presence of such correlations does not actually provide grounds for identifying concepts. The groundlessness of such logic is clear from the following simple analogy. A person’s height and weight correlate with each other, and both of these characteristics have similar correlations with a number of other parameters (for example, with the quality of a child’s nutrition). But all this does not give us reason to believe that height and weight are the same thing, that these concepts are synonymous. From a content-psychological point of view, the concepts of “aggression” and “conflict” denote various psychological phenomena, which is reflected both at the level of modern theories of aggressiveness and conflict, and at the level of methods for their diagnosis. And besides, at the behavioral level, conflict can hardly correlate with popularity, but aggression, as has been shown at the empirical level, does not exclude such a relationship and, under certain conditions, correlates with the sociometric status and emotional preference of the individual.
Adolescent self-esteem and aggression
The level of severity of aggressive reactions correlates with a teenager’s self-esteem. The general trend here is the presence of a direct connection: the higher the level of self-esteem, the higher the indicators of general aggression and its various components. This relationship is characteristic of both instrumental aggression and another form of aggression—hostility. In one study (Rean A. A., 1997) it was shown that the level of physical aggression in adolescents aged 14-17 years correlates with the level of general self-esteem of the individual. The higher the self-esteem, the more pronounced was the tendency to display physical aggression. It turned out, in addition, that partial self-esteem, such as self-esteem of leadership ability and self-esteem of one’s “physical self,” correlate with such a form of aggression as negativism. Thus, an oppositional behavior directed against authorities and established rules is more characteristic of adolescents with high self-esteem of their leadership potential, as well as for adolescents who highly value their physical attractiveness and bodily perfection. Obviously, adolescent negativism is expressed to the greatest extent in the case when both of these partial self-esteem “converge” in one person. The same study (Rean A.A.) showed that verbal aggression correlates with various aspects of self-esteem in adolescents. As in the case of negativism, the level of manifestation of verbal aggression is higher in those who are characterized by high self-esteem of leadership ability. In addition, verbal aggression was associated with the level of self-esteem of one’s own independence, autonomy, and self-esteem of intelligence. Thus, the greatest likelihood of displaying high verbal aggression is also associated with high self-esteem of the individual, especially if this teenager is characterized by self-image as a highly autonomous, independent person, distinguished by a pronounced ability to lead and high intelligence. Another trend that is found in research (Trofimova N.B., Rean A.A.) is that more aggressive teenagers more often have extreme, extreme self-esteem - either extremely high or extremely low. For non-aggressive adolescents, a more typical trend is the prevalence of average self-esteem. Thus, if in the group of highly aggressive teenagers 31% of subjects have high self-esteem, then in the group of non-aggressive teenagers, half as many teenagers have such self-esteem - 15%. Accordingly, 25% of the highly aggressive group have low self-esteem, while only 15% of the non-aggressive group have low self-esteem. To understand adolescent aggression, it is important not only to consider the individual’s self-esteem itself, but also to analyze the relationship between self-esteem and external assessment, which is given by reference persons, such as teachers or peers. If self-esteem does not find proper support in the external social space, if the teenager’s assessment by significant persons from the immediate environment is always (or predominantly) lower than his self-esteem, then this situation should undoubtedly be considered as frustrating. Moreover, here frustration does not concern something secondary, since one of the basic, fundamental needs of the individual is blocked, which, undoubtedly, is the need for recognition, respect and self-esteem. And like any frustrator, this situation can provoke aggression. Although orthodox supporters of the frustration theory of aggression would say in this case more categorically: such a situation not only can, but will clearly lead to aggression. Special studies conducted on this subject (Dandarova Zh.K., Rean A.A.) have shown that indeed adolescents whose self-esteem is in conflict with the external assessment of society (the assessment is lower and does not correspond to self-esteem) are significantly different from their peers more high rates of aggression. The most significant differences are found in the level of severity of indirect aggression and negativism. However, in addition, adolescents with a conflicting relationship between self-esteem and external evaluation also have a higher level of such forms of aggression as irritability, physical aggression and resentment.
Source: Rean A.A. "Human Psychology from Birth to Death"
How to deal with an aggressive teenager?
Manifestations
Aggression in adolescence looks unambiguous and terrible. The symptoms of this phenomenon are not difficult to recognize. Sometimes one can only be surprised at the patience and generosity of some parents and their desire to influence their grown-up child with constructive methods.
Reluctance to listen to adults
The most striking manifestation that cannot be ignored. The child is so opposed that the opinions of the father and mother cease to matter much to him. He begins to rely on the opinions of his peers; their assessment is of great importance to him. The reluctance to listen to adults extends to parents and teachers. It seems that he is limited in everything, not allowed to take a step on his own. This causes a violent protest and turns into aggression.
Pronounced negativism
A negative reaction is due to the need to protect one's own interests. Sometimes negative manifestations occur literally every day. Parents are shocked: the child does not want to study, constantly plays truant, criticizes existing values. This happens because a grown-up child has an unconscious need to develop his own personal opinion on every issue that is of interest in life.
Cutting off contacts
As a rule, this happens suddenly. If a teenager is not happy with something, he stops communicating. The reluctance to make contact is dictated by the inability to make compromises and the need to learn to defend one’s point of view. When there is a pronounced conflict, the teenager simply withdraws into himself. It is not possible to convey to him any information (sometimes necessary and necessary).
