Research Paper on Why Children Are Aggressive

Introduction

Aggression in children refers to any hostile, destructive or violent behavior portrayed by children with the intention to harm or injure someone or damage a target object. Aggression in children can be blamed on various things that affect the growth and development of the mind. Aggression in children is a problem that very common, and in cases where it is not addressed early enough, it is likely to continue all the way to adolescence and even to adult life. Aggression can be caused by various factors which are often regarded to be part of the normal developmental stage. Therefore, it is essential that parents seek for ways and techniques of dealing with aggression in children to effectively shape the misconduct in children. Some research study has shown that some of the factors that trigger aggression in children include family difficulties, fear, and experience of emotional trauma and effects of the media. This research paper aims at evaluating some of the likely factors that cause aggression in children.

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Causes of Aggression in Children

Media Awareness

Despite the arguments that media awareness does not significantly cause aggression in children, research studies have provided empirical evidence explaining that the primary cause of the growth of the aggression amongst children and adolescents is the exposure of children to content by the television. Research conducted by Media Awareness Network regarding the impact of media programs on children of diverse ages shows that the influence on aggression in children is the exposure to television because children are not capable of grasping the content behind a movie program which means that their attention is generally focused on the dramatic scenes they are familiar with. The result of this is the imitation of the behavior in the television scenes whenever it is accessible in an instructional and straightforward custom (Bushman, Gollwitzer and Cruz, 2015).

Generally, children begin paying attention to television programs at the age of two. Therefore, the watching habit established at this age is expected to be continued to maturity. At the age of two, children tend to watch cartoons and television programs with fast-moving creatures that capture their interest. However, when they become of the age of pre-school, they join the experimental stage where they try to interpret significance from the media content they are exposed to. At that stage, children get engrossed to features which have brilliant and which entail fast altering of scenes, quick development of actors and sudden or extraordinary sounds and visions (Bushman, Gollwitzer and Cruz, 2015). Most instances of viciousness in the TV programs are trailed by generation highlights which are distinctive, and this implies kids focus and searches out brutal scenes. Note that youngsters have not pulled in to aggressive acts in the media yet instead the memorable highlights of creation which go with such views. Even though contents from television may later clarify the outcomes and inspiration are driving the savagery, kids can't get a handle on these essential angles because of their little development stages. They are probably going to mirror spiteful acts and behave agressively minus attention to outcomes of such activities (Bushman, Gollwitzer and Cruz, 2015).

Amid the primary school ages, kids can make deductions and pursue plots and comprehend results and inspirations joined to the activities of film actors. In any case, their psychological improvement is not entirely created, and it is beyond the realm of imagination to expect to decide if they will profoundly practice the data from the TV or only respond in a shallow or distracted way. By eight years old, kids will probably create animosity on the off chance that they distinguish themselves with brutal legends. In any case, if brutality is portrayed as disgusting, through discipline or causing enduring, such kids are probably not going to copy it. When they are around ten years old, kids start additionally observing family-arranged or grown-up substance and may build up a similarity for films which utilize brutality (Bushman, Gollwitzer and Cruz, 2015).

Within puberty, kids have high theoretical thinking and thought stages and they utilize this for educational work instead of viewing the TV. In any case, they wind up free and may start watching horror, obscene or brutal motion pictures and also music recordings. These negatively affect young people, and except if grown-ups legitimately guide them, they may take part in rough or improper acts. Be that as it may, just the minor extent which puts stock in the intensity of TV and relates to vicious saints is probably going to rehearse brutal acts against their friends. This point of view is strengthened by communications which packages which have extraordinary levels of brutality publicize. Projects, for example, World Wrestling open kids to large amounts of savagery and makers have recognized the impacts which this introduction may have on them. Subsequently, such projects convey messages which caution children not to rehash activities they see amid the program as the on-screen characters are professionally prepared entertainers who have rehearsed for a long time (Bushman, Gollwitzer and Cruz, 2015).

Family Difficulties

Unfulfilled human needs and other individual wants are some of the variables that cause hostility in youngsters because of family trouble. The longing for youngsters to claim what their parents cannot manage the cost of for example living in a fancy home or getting the education from costly schools in comparison to their friends and different wants result to animosity towards those whose guardians can bear the cost of such extravagances. In this way, youngsters ought to be educated to be reasonable with life and get mollified with whatever is accessible inside them (Fomby, Goode and Mollborn, 2016). Inability to control such wants results to hostility running from perky burglary to try and massacres. Animosity is not a piece of human life, yet it is a response to conditions that dissatisfaction on the securing of essential needs has not been satisfied. Also, torment and distress caused to kids by their parents and other senior individuals trying to teach them may make effective practices be showed since the tyke can't battle back, however, will guide their displeasure and dissatisfaction to other offspring of their age or younger than them who cannot fight them again. In this way, even administration of torment to youngsters ought to be done lightly because extreme natural conditions trigger distresses that make kids aggressive (Gerhardt, 2014).

Emotional Trauma

Disappointment is one of the remarkable causes of hostility in children whose accomplishments do not converge with those of their companions who transform out are baffled and wind up into effective practices to compensate for their disappointments. Birth difficulties can likewise improve the advancement of aggressive conduct in kids when they consolidate with different factors, for example, disadvantaged families that cannot sufficiently accommodate their kids and poor child rearing. Birth intricacies have been found to make harm the sensory system that influences the cerebrum work henceforth mind brokenness. Weakened mind work inclines kids to aggressive characters in their lives because their cerebrum is inadequately working (Landau et al., 2015). Research also shows that excessively aggressive children seem to have less developed sensory systems than other kids their age. That appears in an assortment of issues with discretion. They cannot sit still for a very long time. They are effectively occupied. When they start to get excited or angry, they experience issues ceasing themselves. They are imprudent, and experience difficulty in focusing on an errand for in more than a couple of minutes or even seconds (Scholes et al., 2017).

Conclusion

This research paper has argued about three causes which contribute to the growth of aggression by teenagers. All the factors have been adequately explored to determine how they lead to childhood aggression and the development of immoral behavior. Kids have been believed to copy what they grasp on the TV without tolerable information on the consequences of such activities. The measure of time which is expended observing such projects has likewise been perceived to be straightforwardly relative to the hostility created by kids and young people. Kids under two years old ought not to be presented to the TV as per the Pediatric Association of America, and those more than the age of two years should have two hours of TV watching. After the evaluation of these elements, the expansion in instances of hatred and improper conduct among kids is because of the introduction to vicious media as looked at. That has been supported by research discussed. So as to demoralize aggressive conduct among kids, guardians and watchmen have a duty to control the projects their kids watch or the media they are presented to. Guardians ought to guarantee that kids are not presented to savage or improper conduct since this may urge them to emulate such conduct.

To regulate the media content to which children are exposed, filmmakers and media organizations have an obligation to rate the media content which is presented to viewers. That is usually a prerequisite in several societies worldwide, and the media is supposed to warn viewers if the information has an aggressive dialect, nakedness, brutality or scenes of a sexual sort. When guardians know about the substance of projects in advance, they can control what their kids approach.

References

Bushman, B. J., Gollwitzer, M., & Cruz, C. (2015). There is broad consensus: Media researchers agree that violent media increase aggression in children, and pediatricians and parents concur. Psychology of Popular Media Culture, 4(3), 200.Fomby, P., Goode, J. A., & Mollborn, S. (2016). Family complexity, siblings, and children's aggressive behavior at school entry. Demography, 53(1), 1-26.

Gerhardt, S. (2014). Why love matters: How affection shapes a baby's brain. Routledge.Landau, S. F., Dvir-Gvirsman, S., Huesmann, R., Dubow, E. F., Boxer, P., Ginges, J., & Shikaki, K. (2015). The effects of exposure to violence on aggressive behavior: The case of Arab and Jewish children in Israel.

Scholes, L., Lunn Brownlee, J., Walker, S., & Johansson, E. (2017). Changes in children's reasoning about the social inclusion of aggressive children over the early years of elementary school. International Journal of Inclusive Education, 21(10), 991-1010.