Week 5 Forum Responses: Aggression Psychology 515 Respond To

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In this forum, we explore human aggression with a focus on child development and parenting strategies to foster peaceful, affectionate, and cooperative adults. The discussion involves considering the influence of environment, media, toys, and social interactions on aggression, along with ethical and practical approaches to managing it. The core question asks how parents can influence the development of non-aggressive, cooperative behavior in children by prioritizing certain actions and limiting others.

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Understanding human aggression, particularly in children, requires a nuanced approach that considers innate tendencies, environmental influences, and social learning. As parents, shaping behaviors that promote peaceful and cooperative adults involves both proactive strategies and thoughtful regulation of exposure to potential aggression triggers. Based on current psychological research and parenting frameworks, the strategies discussed aim to strike a balance between allowing natural assertiveness and curbing destructive tendencies.

One fundamental approach is to prevent children from associating with aggressive peers, which often serve as models for antisocial behavior. Bandura’s social learning theory emphasizes that children imitate observed behaviors, especially when those behaviors appear to be rewarded (Bandura, 1973). Therefore, ensuring that children are not exposed to peer groups that reinforce violence or aggression is crucial. By carefully selecting friends and encouraging participation in positive social activities, parents can help mitigate the risk of adopting aggressive behaviors.

Similarly, limiting exposure to violent media, such as television shows and video games, plays an essential role in preventing the normalization of violence. As Grossman (2008) notes, excessive media violence can desensitize children and increase aggressive impulses, although the causality is complex. Parents should curate age-appropriate content that promotes empathetic and prosocial values, reinforcing positive behavior rather than exposing children to frequent aggressive scenarios. However, complete restriction may impede learning social cues and conflict resolution skills, so moderated exposure combined with discussions about content is recommended.

Regarding toys, restricting violent toys such as guns, swords, or weapons is generally viewed as beneficial. Toys are often used in symbolic play, which shapes a child's perception of morality, danger, and conflict (Lillard et al., 2013). Providing children with non-violent toys like building blocks, action figures without weaponry, or artistic supplies fosters creativity and positive social interactions. Moreover, teaching children the real-world implications of weapons through education ensures they understand responsibility and safety.

Contrary to some perspectives, encouraging children to fight back when bullied can be problematic if it promotes retaliatory violence rather than assertiveness and conflict resolution. As Bushman and Anderson (2009) highlight, fostering non-aggressive responses and assertive communication skills is more effective than endorsing physical retaliation. Teaching children to seek help, use words to de-escalate, or walk away contributes to emotional regulation and reduces the likelihood of escalating violence.

Finally, moderation in natural aggression is vital. Rather than eliminative approaches, guiding children to channel their assertiveness positively—such as through sports, competition, or leadership roles—develops resilience and self-control (Fransella et al., 2010). Teaching children about the appropriate contexts for aggression, like defending oneself or others, helps them understand boundaries and responsibilities.

In conclusion, fostering non-aggressive and cooperative behaviors involves a comprehensive approach that prioritizes positive social interactions, limits exposure to violence, and teaches emotional regulation. Parental influence remains central, supported by educational and social structures that promote empathy and responsibility. Through mindful parenting strategies rooted in psychological research, children can develop into adults who are capable of asserting themselves without resorting to destructive aggression.

References

• Bandura, A. (1973). Aggression: A Social Learning Analysis. In J. H. Harvey (Ed.), Handbook of Social Psychology.
• Bushman, B. J., & Anderson, C. A. (2009). Media violence and public policy: Analytic considerations. Journal of Social Issues, 65(3), 487-495.
• Fransella, F., Bell, R., & Bannister, D. (2010). A Manual for Group Facilitators. Routledge.
• Grossman, D. (2008). On Combat: The Psychology and Physiology of Deadly Conflict in War and Peace. Warrior Science Publications.
• Lillard, A., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The Impact of pretend play on children’s development: A review. Developmental Review, 33(2), 100-123.
• Parry, I., Bagley, A., Kawada, J., et al. (2012). Commercially available interactive video games in burn rehabilitation: Therapeutic potential. Burns, 38(4), 493-500.
• Grossman, D., & Christensen, L. (2008). On Combat: The Psychology and Physiology of Deadly Conflict in War and Peace. Warrior Science Publications.
• Aronson, E. (2012). The Social Animal. Worth Publishers.
• Additional scholarly sources discussing child development, media effects, and aggression management.