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Causes and Effects of Aggression Behaviors in Children

Martha Ramsey

Saint Leo University

Research Methods I: PSY-530

Instructor Lara Ault

July 3, 2022

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Causes and Effects of Aggression Behaviors in Children

Introduction

Ideally, aggression in children is the first step in the initial step of the slippery slope to

misbehavior. Occasional outbursts of aggression in children are considered to be expected, but in

the event, it frequently occurs, in a pattern, it is regarded as a problem. Additionally, if not well

checked aggression in children can be detrimental to their health. Sometimes it is forceful,

inappropriate, non-adaptive, verbal, or physical activities designed to pursue personal interest.

The statistics have shown that aggression in children was reportedly at 35% in South Asian

countries in 2010. Based on the current statistics, they demand a lot of hard work to be done for

the behavior modification of children. Understandably, the key to handling the behavior is

understanding the factors that trigger aggression in children. The neurobiological theories affirm

that the low serotonin levels and increased operations of dopamine and epinephrine are linked

with aggressive behaviors. In comparison, neuroimaging studies have shown that aggressive

behaviors are linked with abnormalities associated with limbic, frontal, and temporal lobes

linked with the cerebral cortex. This research paper aims to discuss and provide an overview of

the causes and effects of aggressive behaviors in children.

Research Objectives

1. The primary goal of this research is to identify the causes and effects of aggressive

behaviors in children.

2. To identify the psychological implications of the aggression behaviors in children.

3. To understand the gender differences in aggression

4. To discuss the consequences of aggression in early childhood

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5. To identify what triggers aggression behaviors in children

6. To identify strategies that are applicable in minimizing the aggression behaviors in

children.

Research Questions

1. What are the cause and effects of aggressive behaviors in children?

2. What are the psychological implications of aggressive behaviors in children?

3. What are the gender differences in aggression?

4. What are the consequences of aggression in early childhood?

5. What are the triggers of aggressive behaviors in children?

6. What are the strategies applicable in minimizing the aggression behaviors in children?

Hypothesis

H01: There is a positive correlation between the causes and effects of aggression behaviors in

children

H02: Most children with aggressive behaviors undergo psychological problems.

H03: Boys are considered to be more physically aggressive than girls.

H04: There is a positive correlation between aggression in early childhood

H05: Abnormalities in children trigger their aggression behaviors

Literature Review

Several research studies have affirmed that aggression in children has become a

significant concern in modern society. For example, Cuellar (2015), in his research, argues that

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mental and behavioral disorders of children trigger their aggression behaviors, which may be

detected and treated in any number of settings, including a pediatrician's or psychologist's office

to, schools, the juvenile justice system. Additionally, Shamsa (2014), in his research, affirms that

psychologically, aggressive children remain unhappy, upset, and distressed to the point of

indulging in fighting with others and ending their conversations in conflict. As a result, these

children are at a high risk of developing psychiatric problems (Pouw et al., 2015). Research also

shows that aggression in children can emanate from media violence, prior experiences, and

actual trauma that could trigger the fight response within the nervous system. Therefore, children

respond aggressively based on the perceived threats.

Additionally, the existence of unhealthy relationships and communication gaps between

parents and children also play a critical part in affecting their behaviors. (Fikkers et al., 2013).

Further research has shown that psychological problems in parents, including drug abuse and

misuse, alcoholism, and depression, among others, can significantly contribute to aggressive

behaviors in children.

Historically, the primary way of handling aggressive behavior is understanding the

factors that trigger the state of aggression. Siever (2008) elaborates that the neurobiological

theories have suggested that the low serotonin levels and increased activity of dopamine and

epinephrine are highly linked with aggressive behavior in children. In his further studies, Siever

(2008) argues that aggressive behaviors are linked with abnormalities and other mental

problems, such as the cerebral cortex's limbic, frontal, and temporal lobes. Moreover, studies

have shown that aggression is highly forceful, inappropriate, and non-adaptive verbal or

physically designed to pursue personal interest (Stuart, 2009). According to Kanne and Mazurek

(2011), several factors contribute to the development of aggressive behaviors, primarily based on

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the gender differences in aggression. Research also affirms that gender is a critical factor to

consider is the line of aggression trajectories. For instance, aggression in early childhood is a

predictor of engagement in later antisocial behaviors associated with boys, which is not a similar

cause for girls (Coyne et al., 2010). Another study shows that between ages five and 11, the

number of boys engaged in a marked level of physical aggression has been stable, i.e., 3.7%. In

contrast, on the other hand, there has been a tremendous decrease in the number of girls who are

highly physically aggressive, i.e., from 2.3 % to 0.5% (Lochman et al., 2012).

Research Methodology

In reviewing the concepts of this research, i.e., causes and effects of aggression behaviors

in children, the researcher adopted the Systematic Literature Review Methodology. This

methodology entails a systematic way of collecting, critically evaluating, integrating, and

presenting findings from multiple research studies, based on the research questions relating to

big data in smart cities (Nastaran et al., 2021). Additionally, the researcher depended on

qualitative data and research surveys relating to the topic. With the review of different literature

materials, the researcher managed to obtain critical information that would form the basis of the

presentation of the findings on the approaches, techniques, and architects of big data on smart

cities. The population was chosen in this research comprised of reviewing several peer-reviewed

journals published in the recent past. The researcher also depended on various journal articles

published in different libraries to understand the subject of this research and deduce conclusions

on the same.

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Analysis and Findings

One of the most consistent and vigorous gender differences in the psychological literature

is that boys are more physically aggressive than girls. This finding and result can be traced to

different studies conducted under different conditions. Additionally, meta-analysis has also

confirmed that boys use more physical aggression than girls during the preschool, early, and

middle childhood ages (Shamsa, 2014). Moreover, this gender difference is distinct across

diverse socioeconomic groups and cultures. For instance, Archer's meta-analysis has found that

boys were more physically aggressive than girls based on a myriad of reasons, such as in a

multitude of cultures such as in the United States, India, China, Singapore, Slovenia, and Spain

(Coyne et al., 2010).

Moreover, regarding gender differences in aggression, boys are likely to be more aggressive than

that girls for many reasons, which include biological and size differences, among others.

Additionally, boys are socially different than girls as far as aggressive behavior is concerned.

Ideally, the research affirms that the use of physical aggression in girls is physically discouraged

by parents, guardians, teachers, and their peers, among other stakeholders who interact with the

children. Nevertheless, aggression by boys is not highly likely to be endorsed by those in

authority, especially if aggression is mild (Pouw et al., 2013). Most the boys are socialized to be

rough as compared to girls, and in some cultures, boys are taught and advised that physical

aggression is acceptable

Understandably, aggression moves in one direction; as a matter of fact, it creates more

aggression. Significant adjustment problems such as internalizing difficulties, which include

depression, anxiety, loneliness, and low self-esteem, are childhood aggression's critical

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consequences. Based on the analysis and findings, victimized children are highly likely to be

rejected by peers and lack friends (Coyne et al., 2010). Moreover, most of such problems and

difficulties endure well in adulthood, mainly because physical victimization is mostly stable,

with the same children experiencing abuse over several years. Additionally, this stability can be

associated with a common effect in the victimized children's co-opting behaviors and lack of

peer acceptance which tends to provoke more victimization, which leads to further degeneration

in children's emotional health and peer acceptance in the society (Fikkers et al., 2013).

Nevertheless, existing studies have shown the widespread problems of those who persistently

face such victimization, which include peer rejection and susceptibility to internalizing

symptoms. Such symptoms may include loneliness, social anxiety problems, depression,

withdrawn behaviors, and somatic complaints.

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References

Coyne, S. M., Nelson, D. A., & Underwood, M. (2010). Aggression in children.

Cuellar, A. (2015). Preventing and treating child mental health problems. The Future of

Children, 111-134.

Fikkers, K., Piotrowski, J., Weeda, W., Vossen, H., & Valkenburg, P. (2013). DoubleDose: High

Family Conflict Enhances the Effect of Media Violence Exposure on

Kanne, S. M., & Mazurek, M. O. (2011). Aggression in children and adolescents with ASD:

Prevalence and risk factors. Journal of autism and developmental disorders, 41(7), 926-

937.

Lochman, J. E., Powell, N. R., Whidby, J. M., & FitzGerald, D. P. (2012). Aggression in

children.

Pouw, L., Rieffe, C., Oosterveld, P., Huskens, B., & Stockmann, L. (2013). Reactive/proactive

aggression and affective/cognitive empathy in children with ASD. Research in Developmental

Disabilities, 34(4), 1256-1266.Retrieved from: http://www.ncbi.nlm.nih.gov/pubmed/23417131

Shamsa, A. (2014). Aggression in Children – Causes, Behavioral Manifestations, and

Management. Journal of Pakistan Medical Students

Siever, L. J. (2008). Neurobiology of aggression and violence. The American Journal of

Psychiatry, 165. 429-442. DOI: 10.1176/appi.ajp.2008.07111774. Retrieved from

http://ajp.psychiatryonline.org/data/Journals/AJP/3856/08aj0429.PDF

Stuart, G.W. (2009). Principles and practice of psychiatric nursing (9th ed.). St. Louis: Mosby.

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