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Currently, a large part of the young people today suffers from emotional and behavioral problems. It was noted that in a study, close to one – fourth or 25% suffer from this problem of emotional and behavioral concerns (Heath, 2008). This total to about 12 million children and majority may have a great problem in handling stress and leads to act of violence and intolerance. The cycle of expressing hostility with the lack of addressing the problem itself just continues on and generates more hostility to the child and leads into peer rejection.
The expression of hostility that anger spreads in the environment caused by habitual expression of anger and violence is very much unhealthy for everyone involved. The vicious cycle of anger only keeps the heat going and continues to justify the right and become angrier. Although the angry person may feel a little bit better for a brief moment after releasing rage, that person often feel worse for losing his temper or even hold on to his anger and rationalizing it into himself for him to maintain the erratic behavior. Aggression can be learned by children; through watching others engage or are involved in it.
The Coercion Model of Aggression by Gerald Patterson proposes that parents who are short of parenting competence and skills unintentionally guide their children to be disobedient and act in rebellious and unsociable manners (Patterson & Reid, 2002). Child-parent clash or conflict tends to occur due to poor parental disciplinary skills and coercive supervision practices. This child-parent conflict intensifies children’s aggression that can lead to their negative behaviors and actions toward the society. Children who grew up being disapproved of and abused by parents grow up thinking that whatever they do is unacceptable.
Hence, they start to believe that the world is full of injustice and angers takes over their beings. When a child’s behavior becomes aggressive, he tends to begin perceiving threats in situations that are uncertain or vague to him. He faces these situations with impulsive and reckless anger, making him distant from his friends or classmates (Walker, 2003). His peers who give out hostile comments will convince him even more that his actions and beliefs of such threats are valid and existing. Such child would end up being unwanted and isolated by his friends making him feel that the entire world is out to get him and against him.
By being cut off from his friends who can give him positive representations of behavior, this child would then feel abandoned and discouraged. This consistently angry child would respond constantly to his superficial small injustices in his everyday life. These children blame the people around them their difficulties and problems and they do not take any responsibility for the actions that they make. These children can be part of gangs, who as a group engage in torment or bully behavior. Members of such group can be children who have poor self esteem by having conflicts with his family and peers.
He tends to seek and find his identity by being a member of a gang. Violent behavior is perceived as appropriate by gang members as sense of injustice, pride, and aggression is part of their group. These children can deal with their perceived threats and aggressive behavior. They need to see the real picture of their worlds. Their family, friends, schools, etc, can teach them several alternatives in order to have their needs met instead of turning to aggressive behaviors. Relaxation, self soothing, and stress management methods can be taught to rebellious children in order for them to be able to take care of themselves.
With adult support and encouragement, the negative emotions of shame and anger of these children can be let go. Reference: Heath, Phyllis. (2008). Parent-Child Relations: Context, Research, and Application. Prentice Hall. Patterson, Gerald & Reid, John. (2002). Antisocial Behavior in Children and Adolescents: A Developmental Analysis and the Oregon Model for Intervention. American Psychological Association. Walker, Hill. (2003). Antisocial Behavior in Schools: Evidence-Based Practices. Wadsworth Publishing.
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