Discuss the various theoretical perspectives on aggression, including the research in support of or refuting these perspectives

Question

What will be an ideal response?

Answer 1

• Theoretical perspective on aggression have traditionally fallen into one of two camps: people are either biologically programmed to be aggressive or they learn to be aggressive. More recent models have added a cognitive component to the learning approach.
• Biologically—programmed views are typically either psychanalytic or ethological. The former sees aggression as a way of catharsis of built-up energy (blowing off steam). The latter sees aggression as a way of defending one's territory. People have an innate need to preserve their own space and to attack anyone who tries to invade it.
• Learned aggression—including the cognitive offshoot—is the predominant theoretical viewpoint and has received the most research support. There are several versions of this viewpoint, with very recent research providing updated adaptations of earlier theories.
• People learn to be aggressive by observing models in their environment. It is believed that respected models are more likely to be imitated, and models are not imitated if they are punished, but there are exceptions.
• People also may be conditioned to react aggressively by being exposed to certain stimuli (such as weapons). Open carry laws passed in some states have been criticized on this basis.
• Experiencing frustration also has been linked to acting aggressively, but the person must have an expectation of reaching a goal that was subsequently blocked. This generates anger, but it does not necessarily lead to violence.
• The hostile attribution model is supported in much research and seems highly relevant to aggressive behavior in children and adolescents as well as adults. According to this model, individuals perceive hostile intentions in others, even when hostility was not intended. This leads them to behave aggressively toward others. Hostile attribution bias develops early, even during pre-school years, and is often a result of deficits in social processing. It also is often found in children who have been exposed to family abuse.