Socialprofeminist Model

1
Social/pro-feminist Model

• Sattel contends that violence and aggression are
  a means to power
• Violence must be viewed as a consequence of
  social cultural context.
• Our society gives men permission to be
  aggressive, in fact encourages.
• Institutions encourage men to be aggressive and
  women to be dependent

2
Power and aggression

• We have created a society in which power is
  defined as the ability to control others, with
  violence as the ultimate form of control.
  Children learn early in the home when violence is
  approved and normalized. Children learn who gets
  their way and who does not. Effects of
  pornography as acceptable for men to view womens
  role as to sexual pleasure for a mans need.
  The primary message men receive is having someone
  sexually vulnerable to you is the quintessential
  signs of maleness and Power

3
Pro-feminist

• Socialization of children
• Boy competitive, aggressive, controlling
• Girls dependent, vulnerable, malleable
• Aggression is dominant response to gain and
  maintain power
• Being a man means calling all the shots
• Violence as a mode of coercive control ---
• thus POWER

4
Social Learning Theory

• Three components
• Social learning/Modeling
• Frustration
• Various instigating stimuli

5
Modeling

• Huemann (1984) found in longitudinal study over
  two generations significant correltations between
  agessiveness of children and parents.
• He believes that children learn cognitive scripts
  from models, which become strengthened by
  rehearsal, repeated observation of live models,
  viewing of violent films, and mental rehearsal in
  childrens fantasy.
• Thus, the question became how do mothers and
  fathers serve as models.

6
General social learning

• Modeling is like vicarious conditioning an
  individual imitates a model only if the model is
  successful in reaching his/her goals with the
  behavior in question. (positive reinforcement)
• Banduras work

7
Learning theory

• Destructive aggression-
• Bandura Walters
• Imitation
• Physically aggressive punitive parents tend to
  have physically aggressive children
• Direct rewarding TV violence, acting out as a
  means of getting what is wanted.
• Punishment extremely severe punishment reduces
  direct violence toward the punishing person is
  associated with high levels of destructive
  aggression towards other targets.

8
Socialisation/ learning approaches to aggression
9
Banduras research suggests that aggressive
behaviour might be learned both directly and
indirectly. Once learned, aggressive behaviour
is more likely to generalize to different
situations and across time This research also
had a broader social impact because it tapped
into peoples fears about the effects of violent
role models on childrens behaviour.
10
Social Learning Theory

• Banduras Bobo Doll experiment
• Modeling of aggressive behavior

11
Characteristics of models

• 1. The degree of similarity between the model
  situation and the actual situation
• 2. Identification with the model in question
• 3. Whether the model is successful or not
  (vicarious reinforcement)
• 4. The amount of exposure to the model situation
  in question.

12
Learning theory, continued

• Peer Groups
• Norms of reference group (imitation or being
  same)
• Expectations for gain (may be acceptance) direct
  reward
• Violence is the expected mode of problem solving
  in sub-cultures.
• Symbols of violence on media (seen as referent
  group behavior)

13
Cross-Cultural studies

• Adults who pressure children
• To be highly self-reliant
• Extreme high achievers
• Children exhibit high levels of anxiety whenever
  they fail to be self-reliant/high achievers
• Exclusive mother/son sleeping arrangements
  (absence of father from room for prolonged
  periods of over one year

14
Frustration

• Interference with ongoing goal directed activity
  or violation of an individuals expectations
• Early theories (Spense-Hull)
• Aggression is the naturally dominant response to
  frustration
• Frustration is an antecedent of aggression

15
Frustration

• Frustration increases motivation or energy level
  of the individual.
• As frustration increases the individual uses more
  vigorous behaviors to end frustration.
• These behaviors become fixed in habit
  repertoire and are elicited by similar stimulus
  situations.
• Thus, responses to motivation state engendered by
  frustration depends upon stimulus and past
  learning.

16
Outcome of frustration

• High risk of violence when two groups are
  pursuing one goal that only one can possess.
  (war, gang fighting)

17
Instigating Stimuli

• Stimuli Conductive to Violence
• Precipitation event
• A low expectancy of punishment
• Ready availability of means (weapons)
• Alcohol intoxification (drugs also)
• Strong Obedience to Authority (Stanley Milgrom)
• Boredom/temperature
• Group contagion

18
Mob violence

• Social conditions (overcrowding)
• Conflict among group norms or violence
• scapegoating
• evil motives (implications)
• lack of leadership
• Poor communication
• Low expectation of punishment
• absence of social control

19
Modeling of parents

• Kaj Bjorkqvist
• Parental influcence on aggressiveness can be
  explained by two mechanisms
• an emotionally frustrating home atmosphere
• modeling

20
family study of aggression

• Four age groups of adolescents (11, 13, 15 17)
• Groups took the Anger Scale (this scale was
  designed to investigate modeling process in
  aggressive behavior).
• Three versions of the scale
• father, mother and self
• what does you mother (or father or self) do when
  she/he/you get angry?
• Study looked at modeling effects of mother with
  that of father on adolescents of both sexes, in
  two types of environment at home and with peers.
  

21
Conclusion of family study

• 1. Regardless of sex, adolescents tend to
  imitate mothers more when angry with peers, while
  the impact of fathers is greater when they are
  angry at home.
• 2. Modeling effect of the same-sex parent is
  relatively stronger than the effect of the parent
  of the other sex.
• 3. Mothers have a greater impact than fathers.
  (this may be confounded with amount of exposure)

22
Conclusions, cont.

• Adolescent boys imitate the aggressive behavior
  of their fathers more than that of mothers at
  home while they imitate their mothers anger with
  peers.
• Adolescent girls on the other hand, imitate their
  fathers and mothers equally when angry at home,
  while with peers they imitate mother more.