Children's and adolescents' aggressive behavior in context: The development and application of aggressive problem-solving strategies |
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| Affiliation: | 1. Department of Psychological Medicine, King''s College London, London SE5 8AF, UK;2. Department of Health Services & Population Research, King''s College London, London SE5 8AF, UK;3. Institute of Psychiatry, Psychology & Neuroscience, ESRC Centre for Society and Mental Health, King''s College London, London SE5 8AF, UK;4. South London & Maudsley NHS Trust, London, UK;1. University of California Berkeley Department of Psychology, Tolman Hall #1650, Berkeley, CA 94720-1650, USA;2. University of California Berkeley Institute of Human Development, 1121 Tolman Hall #1690, Berkeley, CA 94720-1690, USA;3. University of California Berkeley School of Public Health, 50 University Hall, Berkeley, CA 94720-7360, USA;4. Center for Adaptive Rationality, Max Planck Institute for Human Development, Lentzeallee 94, 14197 Berlin, Germany;5. Department of Psychology, Stanford University, Jordan Hall, Building 420, Palo Alto, CA 94305, USA |
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| Abstract: | Social-cognitive information-processing models have frequently been used as a reference in studying children's and adolescents' aggressive behavior. According to these models, aggressive behavior is considered to be one way for children and adolescents to cope with the social problems of everyday life. A high level of aggressive behavior is traced to deficiencies in processing social information (e.g., in encoding social cues, interpreting situations, adopting goals, producing strategies, and evaluating responses), leading to an increased likelihood of employing aggressive problem-solving strategies. Emotions and physiological factors are also suggested to contribute to the social-cognitive information-processing activities promoting aggression. The development of aggressively biased ways of processing social information is seen to be related to numerous biological and environmental factors. |
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