Adolescent Affective Aggression: An Intervention Model

By Wells, Don; Miller, Mark J. | Adolescence, Winter 1993 | Go to article overview
Save to active project

Adolescent Affective Aggression: An Intervention Model


Wells, Don, Miller, Mark J., Adolescence


Although we see, hear, and read about the aggressive nature of our society on a daily basis, the alarming statistics on aggressive behavior by our nation's youth bring the problem into focus. Over 41 million aggressive crimes were reported in the United States in 1981. Over half of these were committed by adolescents under the age of 20, and it is estimated that only one third of these aggressive acts against others are ever reported (U.S. Bureau of Justice Statistics, 1983).

In our nation's secondary schools, each month, approximately 28,000 students and 5,200 teachers are physically attacked. Additionally, approximately 8% of urban high school students missed at least one day each month because they were afraid to go to school (U.S. Bureau of Justice Statistics, 1983).

Certainly efforts to curb this aggressive behavior requires multifaceted efforts. Legislative support and community, school, and family involvement are all viable approaches.

Other than passive forms, aggression displayed by adolescents (either verbal or physical) is readily observable behavior. The predictive elements involving feelings and thoughts, however, tend to be more covert in nature and therefore more difficult to identify. Thus, the methods employed by teachers and parents to reduce aggressive behaviors in their adolescents often includes punishment after it occurs. Alternatively (and recommended here), cognitive/behavioral approaches afford opportunities to prevent the aggression. However, the timing of these interventions often lacks specificity. The model described here provides this specificity.

Generalized aggression may be viewed as instrumental and affective. Instrumental aggression is described as aggression without intent to do harm, while affective aggression presupposes cognitive/emotional etiologies for overtly aggressive behaviors (Geen, 1990). An example of instrumental aggression would be the motivation of a football player to tackle his opponent. However, affective adolescent aggression is the focus here, with emphasis on the indicators of aggression and the means to intervene in order to reduce the intensity and/or frequency through educational processes.

Affective (or angry) aggression may be viewed as a provoked (justifiable or not) emotional response within the context of a stimulating situation. However, affective aggression need not be motivated by anger, but may parallel the enactment of aggressive behavior (Berkowitz, 1983). It is also generally accompanied by nervous system activity and increased blood pressure and pulse rate (Johanasson, 1981).

Affective aggression may be elicited from one of two proactant variables: (1) the state of the person, and (2) the external situation. However, the specific situations that elicit aggression include a wide range of aversive conditions which cause persons to feel aroused. This arousal in potentially aggressive persons elicits the affective aggressive response (Geen, 1990).

A functional model of affective aggression, based upon Geen's theoretical model, is provided to delineate the identifiable variables in the aggression process. Strategies for identification and intervention are then provided.

Functional Affective Aggression Model

A model for functional affective aggression is provided in Figure 1. It provides a means of identifying underlying cognitive processes of aggression, and delineates components of the process through observation of its manifestations.

The model is comprised of three components: effecting stimuli; aggressive reactions (conditioned and unconditioned); and contingencies or consequences of aggression.

Effective stimuli. Both predispositional factors and eliciting circumstances can be viewed as elements which stimulate the emergence of aggressive forms of behavior. Preventative measures for aggressive youths, therefore, should focus on these specific elements. Predispositional factors can be both genetic and environmentally induced.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

Adolescent Affective Aggression: An Intervention Model
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?