Reactive and instrumental aggression and aggressiveness

This article is theoretical and empirical. The theoretical part presents issues related to experiencing stress (including ways of coping with experienced problems) and the relationships between preference for various coping strategies and human behavior. The empirical part presents the results of research on the relationship between the frequency of seniors (n = 329) using 13 different ways to deal with experienced difficulties (including the strategy of turning to religion/religious coping) and 11 categories of aggressive behavior (retaliation tendencies, self-destructive tendencies, aggression control disorders, displaced aggression, unconscious aggressive tendencies, indirect aggression, instrumental aggression, self-hostility, physical aggression towards the environment, hostility towards the environment, and reactive aggression). The last part is devoted to a discussion on the obtained research results and the practical implications of using the strategy of turning to religion/religious coping in difficult situations as a factor protecting the elderly from aggressive behavior.

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Effects of the behavior and the perceived arousal of a model on instrumental aggression.

Journal of Personality and Social Psychology ◽

10.1037/h0033037 ◽

1972 ◽

Vol 23 (2) ◽

pp. 175-183 ◽

Cited By ~ 12

Author(s):

Patrick C. Powers ◽

Russell G. Geen

Keyword(s):

Instrumental Aggression

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The Neurobiology of Aggression

Neurobiology of Mental Illness ◽

10.1093/med/9780199934959.003.0085 ◽

2013 ◽

pp. 1103-1111

Author(s):

R. James ◽

R. Blair

Keyword(s):

Decision Making ◽

Motor Behavior ◽

Neural Systems ◽

Emotional Modulation ◽

Good Decision ◽

Norm Violations ◽

Instrumental Aggression ◽

Increased Risk ◽

The Individual ◽

Selection Of

This chapter considers the neurobiology of aggression both the neural systems mediating this behavior as well as how these systems can become perturbed such that the aggression is maladaptive to the individual. A distinction will be drawn between planned, goal directed instrumental aggression and threat/ frustration based reactive aggression. Instrumental aggression implicates the neural systems involved in instrumental motor behavior generally as well as emotional learning and decision making systems that allow the selection of one action over another. Conditions decreasing the responsiveness of neural systems allowing good decision making (amygdala, striatum, ventromedial prefrontal cortex) are associated with an increased risk for maladaptive instrumental aggression. Reactive aggression implicates sub cortical systems involved in the basic response to threat as well as cortical systems involved in emotional modulation and the response to norm violations.

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Anger Management Training in Prison Inmates

Psychological Reports ◽

10.2466/pr0.1997.81.2.623 ◽

1997 ◽

Vol 81 (2) ◽

pp. 623-626 ◽

Cited By ~ 11

Author(s):

Mark I. Holbrook

Keyword(s):

Anger Management ◽

Reactive Aggression ◽

Management Training ◽

Antisocial Behaviors ◽

Instrumental Aggression ◽

Wide Range ◽

History Of ◽

Male Inmates ◽

Behavioral Methods ◽

Selection Of

Inflicting harm on others after a perceived wrong is called revenge and has been implicated in a wide range of criminal and antisocial behaviors. Revenge is defined as a retaliatory act and may be ruled out when antecedent to instrumental aggression if hurting someone is secondary to the primary goal of acquisition. Revenge is considered the Impetus for reactive aggression, however, if the primary goal is to hurt someone. 26 male inmates were chosen for training in anger management using cognitive behavioral methods. Selection of inmates was based on their history of reactive aggression. As predicted, inmates showed a significant reduction in posttest scores on the Vengeance scale.

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Measuring life-long patterns of instrumental aggression: a methodological note

Psychology Crime and Law ◽

10.1080/10683160903203953 ◽

2011 ◽

Vol 17 (4) ◽

pp. 319-329 ◽

Cited By ~ 8

Author(s):

David Cooke ◽

Christine Michie ◽

Stephane Alexandre De Brito ◽

Sheilagh Hodgins ◽

Lynda Sparkes

Keyword(s):

Instrumental Aggression

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GENDER BIAS IN THE INTERPRETATION OF AMBIGUOUS PROVOCATION SITUATIONS

Social Behavior and Personality An International Journal ◽

10.2224/sbp.1999.27.4.375 ◽

1999 ◽

Vol 27 (4) ◽

pp. 375-378 ◽

Cited By ~ 2

Author(s):

Steven J. Kirsh

Keyword(s):

Gender Bias ◽

Same Sex ◽

Instrumental Aggression

Children were read five stories in which a same-sex peer caused an act of instrumental aggression, but the harmdoer's intent was unclear. Responses to follow-up questions were coded in terms of whether male or female pronouns were used to describe the harmdoer. Results suggest that there may be a gender bias in the interpretation of ambiguous provocation situations.

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Developmental relations between ADHD symptoms and bullying perpetration and victimisation in adolescence

10.31234/osf.io/vn395 ◽

2020 ◽

Author(s):

Aja Louise Murray ◽

Izabela Zych ◽

Denis Ribeaud ◽

Manuel Eisner

Keyword(s):

Longitudinal Data ◽

Future Research ◽

Reciprocal Effects ◽

Typically Developing ◽

Adhd Symptoms ◽

Bullying Perpetration ◽

Latent Trajectory ◽

Instrumental Aggression ◽

Blinded Study ◽

Trajectory Models

It has previously been hypothesised that individuals with elevated ADHD symptoms are at greater risk of bullying perpetration and victimization; however, a lack of high-quality longitudinal data has meant that this hypothesis is yet to be adequately tested. Using autoregressive latent trajectory models with structured residuals (ALT-SR) and four waves (ages 11, 13, 15 and 17) of longitudinal data from the BLINDED STUDY NAME (n=1526, 52% male), we evaluated the developmental relations between ADHD and bullying using both self- and teacher-reported ADHD symptom data. Analyses suggested that ADHD symptoms primarily increase the risk of bullying perpetration, with a within-person effect of ADHD symptoms on bullying perpetration symptoms identified across ages 13 to 15 (β=.13) and ages 15 to 17 (β=.19) based on self-reported ADHD symptoms; and a similar effect identified across ages 11 to 13 (β=.24) and 13 to 15 (β=.29) based on teacher-reported inattention symptoms. There were also some indications of reciprocal effects and effects involving victimization that merit further exploration in future research. Results imply that the content of bullying intervention and prevention programs should take account of ADHD symptoms in order to ensure that those with elevated ADHD symptoms can benefit from these interventions as much as their typically developing peers. This will involve addressing bullying perpetration that may reflect impulsive/reactive aggression and impaired social skills rather than instrumental aggression. Further, programs should go beyond classical curriculum/classroom-based delivery to ensure that individuals with elevated ADHD symptoms can be successfully engaged.

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