AGGRESSION IN ELEMENTARY SCHOOL CHILDREN AND IN THE ELDERLY

Berkowtiz (1992) defines aggression as any form of behavior directed toward the goal of harming or injuring another living being who is motivated to avoid such treatment. Berkowitz notes that this definition of aggression is "operational" which is to say that it focuses on the behavior and avoids the issue of the source of the aggression. For instance, it does not indicate whether aggression is primarily learned or innate. Moreover, the definition limits aggression to behaviors where the individual intends to cause harm. It includes verbal as well as physical attacks.

Prakash and Nemec (2002) note that human aggression is often categorized into several subtypes, including predatory, antipredatory, dominant, maternal, fear-induced, and impulsive aggression. Predatory aggression is planned in advance and involves a specific target. Dominant aggression relates to challenging or maintaining rank in a community. Maternal aggression relates to defense of a mother's young. Fear-induced aggression arises from the inability to escape while cornered.

With the foregoing basic definitions and classifications of aggression kept in mind, it can be noted that this paper explores aggression from a comparative developmental perspective. Specifically, the paper examines the differences in aggressive behavior (e.g., types of aggression, triggers, behaviors, etc.) between elementary school children and the elderly.

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n be challenging to manage. The authors state that if hospital, nursing home and caregivers in general fail to manage instances of aggression associated with psychiatric illness in older populations, the risk of poor outcomes for the person escalates. They recommend early assessment of predisposing factors for delirium and depression, active treatment of those problems using both psychotherapy and pharmacologic means, the provision of a basic understanding of the cognitive deficits caused by each form of psychiatric illness, and the establishment of a supportive environment. Aggression in Elementary School Children Papalia, Olds, and Feldman (2001) note that aggression in very early childhood is relatively normal. However, by the time children are in elementary school, they typically grow better able to control aggressive impulses such that during their school years, aggression decreases in frequency, initiation, and in average length of episodes. Still, some aggressive episodes will continue for most all children. Papalia et. al attribute these to several triggers. In males, testosterone is said to be responsible for some continuing aggression. However, one of the strongest triggering mechanisms associated with aggression
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Approximate Word count = 1654
Approximate Pages = 7 (250 words per page)

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