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Abstract
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VioLit summary:
OBJECTIVE:
The aim of this study by Wells and Miller was to define and describe affective aggression based upon previous research, to provide a model of the functional and observable elements of affective aggression, and to suggest intervention strategies that may be used to reduce aggression in adolescents. A cognitive/behavioral approach was used.
METHODOLOGY:
The authors provided a non-experimental review of the pertinent literature. Information obtained was utilized to design an aggression model and intervention strategies.
FINDINGS/DISCUSSION:
It was stated by the authors that efforts to control rising levels of aggressive adolescent behavior will require multi-faceted approaches. Cognitive/behavioral approaches, (e.g., the substitution of rational self-statements when confronting stressful circumstances) were suggested as more appropriate forms of treatment in the reduction of adolescent aggression since they provide opportunities to prevent the aggression. The authors asserted that the timing of cognitive/behavioral interventions needs to be specific.
The authors discussed aggression as being of two types. The first was instrumental, where aggression is not intended to do harm. The second was affective, where aggression is the result of cognitive/emotional responses to stimuli. The authors stated that focus of treatment of aggression in this study is on affective aggression. The authors stated that emphasis is placed upon identifying variables in the aggression process. Intervention, they said, is implemented at the point where it is most needed to prevent the continuation of the process. The authors cited Geen's (1990) hypothesis that two proactant variables were responsible for the affective aggression reaction. These were: 1) the state of the person, and 2) the external situation. The authors designed a functional model of affective aggression based upon Geen's theoretical model. The model was designed to recognize environmental variables that contribute to the aggression process and to identify the underlying cognitive processes of aggression. The model was comprised of three components. These included: a) effecting stimuli, which are genetic or environmental predispositional factors, and eliciting circumstances (for example, frustrating circumstances), b) aggressive reactions which are conditioned and unconditioned, and c) contingencies (consequences).
The authors discussed timing as the most critical factor when planning intervention for aggressive adolescents. Four independent interventions for diverting aggression were provided. The interventions included: 1) Intervention A: Prevention and Avoidance. For example, adolescents can reduce the event of aggressive behavior by recognizing evoking stimuli and implementing prevention and avoidance techniques. Cognitive techniques for this intervention included: a) substituting rational self-talk in potentially stressful situations, b) replacing irrational thoughts with positive alternatives, and c) providing self with rewards when stressful situations have been successfully managed. 2) Intervention B: Recognition of Arousal. For example, once the adolescent has recognized his/her arousal as an unconditioned response, he/she can apply anger management strategies to divert aggression. 3) Intervention C: Self-Management and Coping Strategies. These strategies would be used to reduce the severity of aggression when it does occur. Interventions would include behavioral rehearsal, moral reasoning and perspective taking. 4) Intervention D: Reinforcement of Acceptable Levels of Aggression. This would include positive reinforcement for nonaggressive action and "life-space" intervention, which have been shown to reduce aggressive behavior.
AUTHORS' RECOMMENDATIONS:
The authors concluded that understanding the processes of aggressive behavior will make intervention to prevent aggression easier.
(CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado)
Juvenile Aggression
Aggression Intervention
Intervention Recommendations
Cognitive Behavioral
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