Antisocial Behavior Etiologies

2021 ◽  
Vol 3 (1) ◽  
pp. 49-61
Author(s):  
Sundus Hantoosh ◽  
Rasha Ameen ◽  
Seenaa Amin
Keyword(s):  
Antisocial Behavior ◽  
Antisocial Behaviors ◽  
Destructive Behavior ◽  
Predatory Aggression ◽  
Broad Term ◽  
Women And Children ◽  
Social Environmental

Antisocial behavior is a broad term that encompasses many facets of destructive behavior, most of which bring harm to another person or involve the violation of rights of others. Main antisocial behavior victims are young individuals, women and children. Numerous factors interact together for the development of aggression and antisocial behavior; these factors are social, environmental, physiological, neurological, and genetic. Consequently, this paper addresses the principal etiologic factors that participate in the development of antisocial behaviors for children, adolescents, and adult individuals . Keywords: antisocial behavior, predatory, aggression, violent

To Help or To Harm? Assessing the Impact of Envy on Prosocial and Antisocial Behaviors

2020 ◽  
Vol 46 (7) ◽  
pp. 1156-1168 ◽  
Author(s):  
Anna Maria C. Behler ◽  
Catherine S. J. Wall ◽  
Adriana Bos ◽  
Jeffrey D. Green
Keyword(s):  
Antisocial Behavior ◽  
Interpersonal Relationships ◽  
Prisoner's Dilemma ◽  
Prisoner’S Dilemma ◽  
Antisocial Behaviors ◽  
Neutral State ◽  
Harmful Behavior ◽  
The Individual ◽  
The Impact

Two studies examined how envy influences prosocial and antisocial behavior. In Experiment 1, participants in an envious state (relative to a neutral state) were less helpful: They picked up fewer dropped pencils in their immediate vicinity. We expanded upon these findings by examining how envy affected both helping and harming behavior in a competitive scenario. In Experiment 2, individuals in envious or neutral states assigned puzzle tasks to another student in a prisoner’s dilemma style scenario. Prosocial and antisocial behaviors were assessed via the difficulty of the assigned puzzles (easy puzzles were considered helpful and difficult puzzles were harmful). We hypothesized that experiencing envy would result in greater motive to harm as well as greater likelihood of engaging in harmful behavior. The hypothesis was supported, suggesting that envy has detrimental ramifications that go beyond the individual and extend to interpersonal relationships.

scholarly journals Cortisol and antisocial behavior in early adolescence: The role of gender in an economically disadvantaged sample

2009 ◽  
Vol 21 (2) ◽  
pp. 579-591 ◽  
Author(s):  
Roger Kobak ◽  
Kristyn Zajac ◽  
Seymour Levine
Keyword(s):  
Antisocial Behavior ◽  
Problem Behaviors ◽  
Economically Disadvantaged ◽  
Cortisol Response ◽  
Antisocial Behaviors ◽  
Unique Challenge ◽  
Self Reports ◽  
Cortisol Levels ◽  
Disadvantaged Families

AbstractThis study examines the relation between adolescents' antisocial behaviors and adrenocortical activity during a laboratory visit in a sample of economically disadvantaged families (N= 116, ages 12–14, 51% female). Pretask cortisol levels indexed adolescents' prechallenge response to the lab visit, whereas adolescents' response to a conflict discussion with their caregivers was indexed with residualized change in pre- to postconflict cortisol levels. A trait measure of antisocial behavior (derived from parent, teacher, and self-reports) was associated with lower pretask cortisol levels but greater cortisol response to the conflict discussion. Gender moderated antisocial adolescents' cortisol response to the conflict discussion with girls who reported more covert risky problem behaviors showing an increased cortisol response. The findings suggest that, although antisocial adolescents had lower pretask cortisol levels, conflict discussions with caregivers present a unique challenge to antisocial girls compared with antisocial boys.

International adoption of the Second Step program: Moderating variables in treatment effects

2018 ◽  
Vol 39 (4) ◽  
pp. 333-359 ◽  
Author(s):  
Gregory Moy ◽  
Joshua R. Polanin ◽  
Casey McPherson ◽  
Thuy-Vy Phan
Keyword(s):  
Antisocial Behavior ◽  
Program Effectiveness ◽  
Meta Analysis ◽  
Geographical Location ◽  
Second Step ◽  
Antisocial Behaviors ◽  
Learning Program ◽  
Social Emotional ◽  
Moderating Variables ◽  
Behavior Outcomes

Second Step is a universal social-emotional learning program designed to decrease antisocial behaviors, increase prosocial behaviors, and increase knowledge about content curriculum. Given the international focus of using Second Step to improve social-emotional skills, it is especially important to provide an updated synthesis on the effect of the intervention. A single-program meta-analysis was completed in order to determine effects of participating in Second Step and to explore moderators of program effectiveness on prosocial and antisocial behavior outcomes as well as knowledge of emotions. Five moderators were explored, including (a) program saturation, (b) dependent variable source, (c) grade range, (d) metro area, and (e) geographical location. A combined total of 18,847 participants were included in the analysis of 27 studies. Results of the current study indicate that Second Step’s impact on students’ knowledge and attitudes of violence and violence prevention is much stronger than on increasing prosocial behavior or reducing antisocial behavior.

Transfer of Social Attributions in Stimulus Equivalence Classes by Preschool Children

1997 ◽  
Vol 80 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Mark Egli ◽  
Beth Joseph ◽  
Travis Thompson
Keyword(s):  
Preschool Children ◽  
Antisocial Behavior ◽  
Equivalence Class ◽  
Stimulus Equivalence ◽  
Computer Game ◽  
Equivalence Classes ◽  
Antisocial Behaviors ◽  
Conditional Discriminations ◽  
Response Options ◽  
Social Attributions

The transfer of social attributions within stimulus-equivalence classes comprised of photographs of children was examined. Five children (mean age: 4 yr., 2 mo.) were taught conditional discriminations sufficient for the emergence of two 3-member equivalence classes (A1-B1-C1 and A2-B2-C2). Social attributions were established by using two photographs to identify fictional children who could facilitate (B1) or prevent (B2) the participant's reinforcement on a computer game. Transfer of attribution was assessed by asking the participants questions regarding predicted social behaviors by children in all six photographs. One set of questions pertained explicitly to the response-options of the computer game; a second set referred to other prosocial and antisocial behaviors. Three children chose photographs in response to questions consistent with their experience with members B1 and B2 of the shared equivalence class when the questions pertained to the computer game. One subject also selected photographs in response to questions about predicted prosocial and antisocial behavior which reflected her experience with the B1 and B2 photographs.

scholarly journals Antisocial behavior from a developmental psychopathology perspective

2009 ◽  
Vol 21 (4) ◽  
pp. 1111-1131 ◽  
Author(s):  
Paul J. Frick ◽  
Essi Viding
Keyword(s):  
Antisocial Behavior ◽  
Developmental Psychopathology ◽  
Development Model ◽  
Abnormal Development ◽  
Antisocial Behaviors ◽  
Callous Unemotional ◽  
Callous Unemotional Traits ◽  
Key Concepts ◽  
Multiple Levels ◽  
Causal Theories

AbstractThis paper reviews research on chronic patterns of antisocial behavior and places this research into a developmental psychopathology framework. Specifically, research suggests that there are at least three important pathways through which children and adolescents can develop severe antisocial behaviors. One group of youth shows antisocial behavior that begins in adolescence, and two groups show antisocial behavior that begins in childhood but differ on the presence or absence of callous–unemotional traits. In outlining these distinct pathways to antisocial behavior, we have tried to illustrate some key concepts from developmental psychopathology such as equifinality and multifinality, the importance of understanding the interface between normal and abnormal development, and the importance of using multiple levels of analyses to advance causal theories. Finally, we discuss how this development model can be used to enhance existing interventions for antisocial individuals.

scholarly journals Exploring the genetic correlations of antisocial behavior and life history traits

2018 ◽  
Author(s):  
Jorim J. Tielbeek ◽  
J.C. Barnes ◽  
Arne Popma ◽  
Tinca J.C. Polderman ◽  
James J. Lee ◽  
...  
Keyword(s):  
Life History ◽  
Antisocial Behavior ◽  
Reproductive Output ◽  
Behavioral Genetics ◽  
Genetic Correlations ◽  
Antisocial Behaviors ◽  
Number Of Children ◽  
Reproductive Onset ◽  
History Approach ◽  
Children Ever Born

AbstractPrior evolutionary theory provided reason to suspect that measures of development and reproduction would be correlated with antisocial behaviors in human and non-human species. Behavioral genetics has revealed that most quantitative traits are heritable, suggesting that these phenotypic correlations may share genetic etiologies. We use GWAS data to estimate the genetic correlations between various measures of reproductive development (N= 52,776 – 318,863) and antisocial behavior (N= 31,968). Our genetic correlation analyses demonstrate that alleles associated with higher reproductive output (number of children ever born, rg=0.50, p=.0065) were positively correlated with alleles associated with antisocial behavior, whereas alleles associated with more delayed reproductive onset (age of first birth, rg=-.64, p=.0008) were negatively associated with alleles linked to antisocial behavior. Ultimately, these findings coalesce with evolutionary theories suggesting that increased antisocial behaviors may partly represent a faster life history approach, which may be significantly calibrated by genes.

Developmental Origins of Antisocial Behavior

2018 ◽  
Author(s):  
Richard E. Tremblay
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Young Children ◽  
Antisocial Behavior ◽  
Longitudinal Studies ◽  
Research Area ◽  
Future Research ◽  
Antisocial Behaviors ◽  
Social Perspectives ◽  
Complex Interactions

Most studies conducted on the development of antisocial behavior focused on school children and attempted to understand how children learn to steal and aggress others. Results from longitudinal studies that were initiated in early childhood show that children do not learn to bully, physically aggress, and rob from their environment. These longitudinal studies show that antisocial behaviors are most frequent during early childhood and that children learn from their environment not to bully, not to aggress, and not to rob. In other words, young children are socialized by their environment. Those who do not learn well enough to control these natural tendencies are rejected very early in their development by their environment, unless they are living in an antisocial environment. The further advance of this research area will require that the next generation of researchers integrate theories and methods from the biological, psychological, and social sciences because the development of antisocial behavior involves complex interactions between biological, psychological and sociological causal factors. The lack of an integrated bio-psycho-social perspectives has been a major weakness of research in criminology up to now. Future research needs to concentrate on two central questions: (a) Why a minority of young children fail to learn to inhibit antisocial behaviors, and (b) how we can help these children learn alternatives to antisocial behavior. Valid and effective answers to these questions will come from randomized control trials which target at risk families with intensive and long term preventive interventions during early childhood, preferably at the start of a girl’s first pregnancy, with follow ups until the at risk children have become adults and are having their own children.

Coercion Theory

2015 ◽  
Author(s):  
Gerald R. Patterson
Keyword(s):  
School Readiness ◽  
Antisocial Behavior ◽  
Middle Childhood ◽  
Peer Group ◽  
Management Training ◽  
Parent Management Training ◽  
Positive Interactions ◽  
Deviant Peers ◽  
Antisocial Behaviors ◽  
Success Stories

This chapter describes research supporting a stage model for the progression of antisocial behavior from early childhood through late adolescence. Early coercion within the family leads to growth in a child’s oppositional behavior, which in turn undermines school readiness and can precipitate early influence of deviant peers. Antisocial behaviors in middle childhood are prognostic of deviant peer group association in early adolescence. Involvement with deviant peers and deviancy training in adolescence account for the progression from antisocial behavior to violence, arrests, and multiple forms of problem behavior. The chapter reviews randomized intervention studies that have shown that parent management training leads to reduced coercion, increased positive interactions with parents, less deviant peer involvement, and ultimately, fewer serious antisocial behaviors in adolescence. In this sense, application of the coercion model to understanding and changing antisocial behavior is one of the few success stories of a translational research enterprise.

scholarly journals Integrating simultaneous prosocial and antisocial behavior into theories of collective action

2016 ◽  
Vol 2 (3) ◽  
pp. e1501220 ◽  
Author(s):  
Xavier Basurto ◽  
Esther Blanco ◽  
Mateja Nenadovic ◽  
Björn Vollan
Keyword(s):  
Collective Action ◽  
Antisocial Behavior ◽  
Market Integration ◽  
Antisocial Behaviors ◽  
Economic Diversification ◽  
Resource Governance ◽  
Collective Action Problems ◽  
Negative Effect ◽  
Multimethod Approach ◽  
Do So

Trust and cooperation constitute cornerstones of common-pool resource theory, showing that “prosocial” strategies among resource users can overcome collective action problems and lead to sustainable resource governance. Yet, antisocial behavior and especially the coexistence of prosocial and antisocial behaviors have received less attention. We broaden the analysis to include the effects of both “prosocial” and “antisocial” interactions. We do so in the context of marine protected areas (MPAs), the most prominent form of biodiversity conservation intervention worldwide. Our multimethod approach relied on lab-in-the-field economic experiments (n= 127) in two MPA and two non-MPA communities in Baja California, Mexico. In addition, we deployed a standardized fishers’ survey (n= 544) to verify the external validity of our findings and expert informant interviews (n= 77) to develop potential explanatory mechanisms. In MPA sites, prosocial and antisocial behavior is significantly higher, and the presence of antisocial behavior does not seem to have a negative effect on prosocial behavior. We suggest that market integration, economic diversification, and strengthened group identity in MPAs are the main potential mechanisms for the simultaneity of prosocial and antisocial behavior we observed. This study constitutes a first step in better understanding the interaction between prosociality and antisociality as related to natural resources governance and conservation science, integrating literatures from social psychology, evolutionary anthropology, behavioral economics, and ecology.

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