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.
Olson (2002) reports that aggressive behavior in elderly populations most frequently occurs among psychiatric patients. It is noted that aggression in older populations, particularly those who are in some form of residential setting, can be a common problem causing significant disability and dysfunction and frequently leading to inpatient hospitalization. It is associated with high morbidity, mortality and economic costs.
Hassett and Hall (2003) have connected a...