Book contents
- Frontmatter
- Contents
- Preface
- Acknowledgments
- PART I INTRODUCTION AND CORE CONCEPTS
- PART II THE ROOTS OF HELPING OTHER PEOPLE IN NEED IN CONTRAST TO PASSIVITY
- PART III HOW CHILDREN BECOME CARING AND HELPFUL RATHER THAN HOSTILE AND AGGRESSIVE
- 10 The Origins of Caring, Helping, and Nonaggression: Parental Socialization, the Family System, and Cultural Influence
- 11 Natural Socialization: The Role of Experience or Learning by Doing
- 12 The Origins of Hostility and Aggression
- 13 Cultural–Societal Roots of Violence: Youth Violence
- 14 Bystanders and Bullying
- 15 Students' Experience of Bullying and Other Aspects of Their Lives in Middle School in Belchertown: Report Summary
- 16 Passive and Active Bystandership across Grades in Response to Students Bullying Other Students
- 17 Self-Esteem and Aggression
- 18 Father–Daughter Incest
- 19 Reducing Boys' Aggression: Learning to Fulfill Basic Needs Constructively
- 20 Creating Caring Schools: Design and Content of a Program to Develop Caring, Helping, Positive Self-Esteem, and Nonviolence
- PART IV THE ORIGINS OF GENOCIDE, MASS KILLING, AND OTHER COLLECTIVE VIOLENCE
- PART V THE AFTERMATH OF MASS VIOLENCE: TRAUMA, HEALING, PREVENTION, AND RECONCILIATION
- PART VI CREATING CARING, MORALLY INCLUSIVE, PEACEFUL SOCIETIES
- Appendix: What Are Your Values and Goals?
- Index
- References
12 - The Origins of Hostility and Aggression
Published online by Cambridge University Press: 07 May 2010
Book contents
- Frontmatter
- Contents
- Preface
- Acknowledgments
- PART I INTRODUCTION AND CORE CONCEPTS
- PART II THE ROOTS OF HELPING OTHER PEOPLE IN NEED IN CONTRAST TO PASSIVITY
- PART III HOW CHILDREN BECOME CARING AND HELPFUL RATHER THAN HOSTILE AND AGGRESSIVE
- 10 The Origins of Caring, Helping, and Nonaggression: Parental Socialization, the Family System, and Cultural Influence
- 11 Natural Socialization: The Role of Experience or Learning by Doing
- 12 The Origins of Hostility and Aggression
- 13 Cultural–Societal Roots of Violence: Youth Violence
- 14 Bystanders and Bullying
- 15 Students' Experience of Bullying and Other Aspects of Their Lives in Middle School in Belchertown: Report Summary
- 16 Passive and Active Bystandership across Grades in Response to Students Bullying Other Students
- 17 Self-Esteem and Aggression
- 18 Father–Daughter Incest
- 19 Reducing Boys' Aggression: Learning to Fulfill Basic Needs Constructively
- 20 Creating Caring Schools: Design and Content of a Program to Develop Caring, Helping, Positive Self-Esteem, and Nonviolence
- PART IV THE ORIGINS OF GENOCIDE, MASS KILLING, AND OTHER COLLECTIVE VIOLENCE
- PART V THE AFTERMATH OF MASS VIOLENCE: TRAUMA, HEALING, PREVENTION, AND RECONCILIATION
- PART VI CREATING CARING, MORALLY INCLUSIVE, PEACEFUL SOCIETIES
- Appendix: What Are Your Values and Goals?
- Index
- References
Summary
When affection and nurturance are absent and especially when there is hostility and violence against the child, the likelihood of aggression increases and the child's capacity to function effectively in the world – in terms of interpersonal relations, school performance, and adjustment to school – decreases. The research literature has begun to delineate the influences, and at times their combinations, that lead to aggressiveness, to its frequent correlate ineffectiveness in socially (conventionally) valued realms, and to the psychological processes, the feelings and modes of thinking, that mediate these outcomes.
the origins of aggression in neglect, harsh treatment, violence, and lack of guidance
Parental negativity, hostility, and punitiveness stand out as core elements in the pattern of childrearing that creates aggression and ineffectiveness in socially valued realms. The degree of punitiveness and whether punishment expresses hostility or occurs in an otherwise affectionate or caring context appear to determine their impact.
What is the meaning of the terms child neglect, maltreatment, and abuse (Kinard, 1979; Youngblade & Belsky, 1990)? Parental neglect and punitiveness are often treated as a single dimension. At one endpoint is lack of care so that the child's physical needs are not satisfied, progressing to lack of nurturance, affirmation, and support so that the child's emotional and identity needs remain unfulfilled. This side of the dimension points to omissions and corresponds to what is usually identified as neglect.
- Type
- Chapter
- Information
- The Psychology of Good and EvilWhy Children, Adults, and Groups Help and Harm Others, pp. 199 - 211Publisher: Cambridge University PressPrint publication year: 2003
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