Mod 6 - Rough Draft of Final

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Aggression in Children

Martha Ramsey Saint Leo University

Research Methods I: PSY-530

Instructor Lara Ault

July 3, 2022

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Aggression in Children

Introduction

Aggression in children is the first symptom of many underlying issues. Occasional

outbursts of aggression in children are expected, but if it frequently occurs in a pattern, it is

regarded as a problem (Masud et al., 2019). 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.

As of 2010, statistics have shown that aggression in children was reportedly at 35% in

South Asian countries. Based on the current statistics, they demand a lot of hard work to be done

for the behavior modification of children. The key to handling the behavior is understanding the

factors that trigger aggression in children (Martinelli et al., 2018). The neurobiological theories

affirm that 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 the cerebral cortex's limbic, frontal, and

temporal lobes (Perrotta & Fabiano, 2021). This research paper aims to discuss and provide an

overview of the causes and effects of aggressive behaviors in children.

Research Questions

What are the gender differences in aggression?

Hypothesis

Boys are considered to be more physically aggressive than girls.

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Literature Review

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

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

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,

schools, and 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.

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.

Understanding the factors that trigger the state of aggression makes it easy to handle and

manage 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

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pursue personal interest (Stuart, 2009). According to Kanne and Mazurek (2011), several factors

contribute to the development of aggressive behaviors, primarily based on

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

in 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). At the 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) extensively state in their report.

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 chosen in this research comprised of reviewing several peer-reviewed

journals published in the recent past (Mohajan, 2018). 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. The finding and results can be traced to

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

that boys use more physical aggression than girls during preschool, early, and middle childhood

(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, an attack by boys is not highly likely to be endorsed by

those in authority, especially if the attack is mild (Pouw et al., 2013). Most 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

attacks. 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 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). double dose: 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.