Reduced Frequency of Aggressive Behavior in Forensic Patients in a Social Learning Program

1991 ◽  
Vol 42 (7) ◽  
pp. 750-752 ◽  
Author(s):  
Niels C. Beck ◽  
Anthony A. Menditto ◽  
Lee Baldwin ◽  
Edgar Angelone ◽  
Mark Maddox
Keyword(s):  
Social Learning ◽  
Aggressive Behavior ◽  
Learning Program ◽  
Forensic Patients ◽  
Reduced Frequency

Psychology of the Scientist: XLX. Frequently Cited Research on Human Aggression

1985 ◽  
Vol 56 (1) ◽  
pp. 55-59 ◽  
Author(s):  
B. J. Bushman ◽  
H. S. Bertilson
Keyword(s):  
Social Psychology ◽  
Social Learning ◽  
Aggressive Behavior ◽  
Citation Analysis ◽  
Experimental Social Psychology ◽  
Social Psychology Bulletin ◽  
Journal Articles ◽  
Human Aggression ◽  
Learning Analysis

This article reports a citation analysis of research on human aggression. Citations from articles on aggression were culled from Aggressive Behavior, Journal of Experimental Social Psychology, Journal of Personality, Journal of Personality and Social Psychology, Journal of Research in Personality, Journal of Social Psychology, and Personality and Social Psychology Bulletin for the 3-yr. period 1980–1982. Out of 1194 books and journal articles, 35 were cited three or more times and were included in this list of influential publications. The three most often cited publications were Baron's Human aggression, Bandura's Aggression: a social learning analysis, and Buss' The psychology of aggression. The frequency of citation by author was also analyzed and reported.

Knives as Aggression-Eliciting Stimuli

1969 ◽  
Vol 24 (3) ◽  
pp. 755-760 ◽  
Author(s):  
Donald G. Fischer ◽  
Harold Kelm ◽  
Ann Rose
Keyword(s):  
Social Learning ◽  
University Students ◽  
Aggressive Behavior ◽  
Anxiety And Depression ◽  
Check List ◽  
Displaced Aggression ◽  
Male And Female ◽  
Object Control ◽  
Bipolar Scale ◽  
Males And Females

An experiment was conducted to explore the cue value of the object “knife” in displaced aggression. Three kinds of knives were used: (1) a switchblade knife (high aggressive cue value), (2) a carving knife (high or low aggressive cue value), and (3) a table knife (low aggressive cue value). It was expected that frustration in the presence of highly aggressive cues (the switchblade knife and possibly the carving knife) would lead to more intense aggression than frustration in the presence of low-aggressive cues (the table knife and the no-object control conditions). Because of differences in roles and social learning males and females would react differently. 64 male and female university students were either frustrated or not frustrated in the presence of either a switchblade knife, carving knife, table knife or no object and then given an opportunity to evaluate an innocent peer on a 12-adjective bipolar scale. Ss were also asked to complete Zuckerman's (1960) Multiple Affect Attitude Check List (MAACL). Data indicated that for frustrated males the table knife elicited the most negative evaluations, while for frustrated females none of the “knife” conditions elicited more negative evaluations than the no-object control condition. The MAACL mood data indicated a significant increase in hostility with a nearly significant increase in anxiety and depression for frustrated males in the presence of a switchblade knife. Results were discussed in terms of their importance for understanding aggressive behavior.

scholarly journals RESILIENCIA, BIENESTAR Y APRENDIZAJE A LO LARGO DE LA VIDA

2016 ◽  
Vol 1 (2) ◽  
pp. 161
Author(s):  
María Teresa Crespo Sierra
Keyword(s):  
Social Learning ◽  
Positive Psychology ◽  
Life Span ◽  
Sense Of Self ◽  
Social Activity ◽  
Active Aging ◽  
Learning Program ◽  
New Approach ◽  
The Social ◽  
Psicología Positiva

Abstract.If we focus on the perspective of learning throughout life and active aging it should be noted that, conceptually, this paradigm is related to a welfare approach eudaimonic with positive psychology and salutogenesis; all from a life-span approach.Starting from an initial and final assessment of aspects such as resilience, sense of self-efficacy, positive and negative emotions and life satisfaction, we work with the different contents of the program from an active and participative methodology over 12 weekly sessions. Proactivity and appreciative thought constitute the thread in the methodology and the outcome of the program results in a number of tools which support the new approach. As a significant number of participants in the program point out, in our culture and in today’s society, the need to learn is spreading to almost every corner of our social activity as a learning process that never stops, where, in addition, we can keep learning to unlearn against certainties and uncertainties where the contributions of the life-span approach, the positive psychology, the social learning and salutogenesis are the backbone on which it is based and builds the intervention program.To end this paper presents the objectives, content and overall structure of training and learning program, aimed at adults who are part of a program at the Permanent University Millán Santos of Valladolid. This program stresses indeed, the promotion of learning and active aging through various tools founded on Life Cycle, Social Learning and Positive Psychology contributions.Key Words: Resilience, Active aging, learning throughout life, social participation, salutogénesis.ResumenSi nos centramos en la perspectiva de aprendizaje a lo largo de la vida y en el envejecimiento activo cabe señalar que, a nivel conceptual, este paradigma está relacionado con un enfoque del bienestar eudaimónico, con la psicología positiva y la salutogénesis. Todo ello desde un enfoque de ciclo vital.Partiendo de una evaluación inicial y final de aspectos como resiliencia, sentido de autoeficacia, emociones positivas y negativas y satisfacción con la vida, y a lo largo de 12 sesiones semanales, se trabajan los diferentes contenidos del programa desde una metodología activa y participativa. La proactividad y el pensamiento apreciativo constituyen el hilo conductor en la metodología de trabajo y el resultado del programa se concreta en una serie de herramientas para un cambio de mirada dónde las aportaciones del ciclo vital, la psicología positiva, el aprendizaje social y la salutogénesis son el eje central sobre el que se fundamenta y construye el programa de intervención.Para finalizar, se describe brevemente una propuesta concreta de intervención dirigida a personas mayores participantes en un módulo sobre bienestar y aprendizaje a lo largo de la vida a realizar en la Universidad permanente Millán Santos de la Universidad de Valladolid, basado en la experiencia y recorrido realizado durante los últimos años con este alumnado senior.Palabras clave: Resiliencia, aprendizaje, envejecimiento activo, participación social, salutogénesis.

scholarly journals Social learning for understanding planning practices at the individual level

2021 ◽  
Vol 5 (S1) ◽  
pp. 284-292
Author(s):  
Bahrudin Bahrudin ◽  
Mahyudin Ritonga ◽  
Andino Maseleno ◽  
Miftachul Huda ◽  
Mohd. Hairy Ibrahim
Keyword(s):  
Social Learning ◽  
Government Policy ◽  
Learning Program ◽  
Individual Level ◽  
Legal Sanction ◽  
The People ◽  
Natural Protection ◽  
The Government ◽  
The Individual ◽  
And Behavior

Learning is a process of getting the knowledge to achieve better change. So people who learn need a process of guidance and direction to change their attitude and behavior to become independent human. In fact, most of people learn through selective observation and remember the behavior of other people in their environment. As has been done by the people who implement social learning program, the people have traditionally had local wisdom in protecting nature from generation to generation. This regulation has come a long way after the enactment of the government policy on natural protection of forest. As in the case of destroying forest, they will be subject to customary legal sanction in the form of fine which must be paid by someone as a form of apology.

Ice Hockey Players’ Legitimacy of Aggression and Professionalization of Attitudes

2005 ◽  
Vol 19 (2) ◽  
pp. 178-192 ◽  
Author(s):  
Amanda Visek ◽  
Jack Watson
Keyword(s):  
Social Learning ◽  
Moral Reasoning ◽  
Aggressive Behavior ◽  
Conceptual Framework ◽  
Sport Psychology ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Ice Hockey ◽  
Developmental Age ◽  
Hockey Players

The purpose of this investigation was to examine male ice hockey players’ (N = 85) perceived legitimacy of aggression and professionalization of attitudes across developmental age and competitive level. Findings were analyzed within the complementary conceptual frameworks of social learning theory, professionalization of attitudes, and moral reasoning. Ice hockey players completed a modified, sport-specific version of the Sport Behavior Inventory and a modified version of the Context Modified Webb scale. Results of the investigation revealed that as players increased in age and competitive level, perceived legitimacy of aggressive behavior increased, and their attitudes about sport became increasingly professionalized. Based on the conceptual framework in which the results are interpreted, intervention services by sport psychology practitioners are explored that are aimed at the athlete, the organization, and influential others.

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