Violent and Aggressive Behaviors

Marissa L. Mannerino

Seton Hill University, Greensburg

Author Note:

If there are any questions or concerns regarding this paper, please contact me at,

m.mannerino@setonhill.edu.
VIOLENT AND AGGRESSIVE BEHAVIORS 1

The purpose of this research is to understand the violent and aggressive behaviors in

young children and adolescents. This topic caught my attention while doing my internship over

the summer and on Christmas break. I was overwhelmed by the number of children that I saw

with violent and aggressive attitudes and behaviors. Violent and aggressive behaviors are social

interactions that can influence and affect those observing the behaviors and actions. An example

of this from my internship would be a child who is having trouble coping with his dad having a

new wife, and his real mother dying recently from an overdose. He has been using a behavior

chart weekly to report back to his therapist regarding his behavior. This chart shows the number

of bad days, what happens when has those bad days, and the number of good days. At a certain

number of good days, he can be rewarded with for using the correct behaviors. He also observed

fighting verbally and physical violence with his mother and father before her passing. Regarding

his trouble behaviors recently, with yelling and hitting his sister and stepmother, he also has not

been doing what he is asked to do. Using what he has learned at a younger age to use violent and

aggressive behaviors from observing his parents fighting. Being able to observe actions and

behaviors and what they say, you can almost tell they have been observing violent and

aggressive behaviors. Making this topic concerning to anyone who works with children, just over

the last few years, right around the time pandemic started children were not being exposed to

others affecting their learning of behaviors, giving them a harder time to learn not to use such

violent behaviors.

Giving them different issues like a fear of other children, lots of time to be exposed to

different violent media, observing violent and aggressive behaviors with those they live with

whether it’s their parents and sibling. Making the children think that those behaviors and actions
VIOLENT AND AGGRESSIVE BEHAVIORS 2

are something to utilize when upset in anyway, and to try and get the parents attention. Knowing

why these behaviors are becoming more prone to younger children, we need to know where they

are being exposed the most. Being able to have different classes, programs, and lectures to

explain that these violent and aggressive behaviors are not prohibited, we can also teach any

adult figure how to correct the child’s behavior. If we learned why these behaviors are occurring

so often, we can try to fix these behaviors and lower the percentile of the violent and aggressive

behaviors, by teaching parents and any adult that works with children how to correct the

behaviors. All the literature covered in this paper was found during the research looking into the

violent and aggressive behaviors in children appear when they are observing different media and

environments, such as violent video games, television shows, schools, and at home. Observing

the children’s behaviors and understanding where the violent and aggressive behaviors come

from, we can then investigate social learning theory so that we can understand why these

behaviors are being executed. Comparing the behaviors of children and what they observed we

can see what affects them the most, and how mediation can be taught when younger to continue

obedience through adolescents through adulthood. Catching these behaviors at an earlier age,

they will not continue using such behaviors as they get older.

Looking to social learning theory offers further understanding of why children behave the

way they do after observing violent behaviors (Grusec, 1992). According to the theory, when

young children observe violence and aggression, it affects how they think about violent and

aggressive behaviors. The article discusses the development of Albert Bandura and Robert Sears

when they were observing human behaviors, as well as the human development aspect of

cognitive behaviors.
VIOLENT AND AGGRESSIVE BEHAVIORS 3

Sears and others attempted to combine psychoanalytic theory and stimulus-response

learning theory into a comprehensive explanation of human behavior, drawing on the clinical

richness of the former and the rigor of the latter. Albert Bandura abandoned the approach's

psychoanalytic and drive components, instead emphasizing cognitive and information-processing

capacities that mediate social behavior. Both theories were designed to provide a general

framework for understanding human behavior, and their developmental aspects are still being

worked out in detail. Nonetheless, Bandura established a solid theoretical foundation: the theory

appears to be capable of accounting for existing developmental data as well as guiding new

research. In their study, modeling played a primary role in how and why children learn. Bandura

looked beyond the perception of how people learn and focused on what they learned in specific

environments. In the hands of Sears and Bandura, social learning theory has progressed from the

initial accomplishment of applying learning theory's language and data to an understanding of

complex human functioning to a sophisticated application of modern information-processing

concepts. The theory's potential for developmental psychology has yet to be realized in full.

However, Sears and Bandura, along with their colleagues, have given us a significant lead along

the way (Grusec, 1992).

The “Bobo Doll experiment,” is an observational learning theory for children regarding

how to observe violent and aggressive behaviors. Looking into Bandura’s theory he was

emphasizing the importance of observing, modeling, and imitating the behaviors, attitudes, and

emotional reactions of others. Social learning theory considers how environmental and cognitive

factors interact to influence human learning and behavior. Now with the doll experiment, the

children were watching “models” in their society, like model influencers for the younger eyes

like characters on tv shows, parents, friends, teachers, and any adult figure to a child noticing the
VIOLENT AND AGGRESSIVE BEHAVIORS 4

violent behaviors and copying those behaviors. Gender does not have a lot of influence on the

children, it was more “monkey see monkey do.” Meaning that if they watch any adult figure,

they are more than likely to copy their behaviors with the doll, it does not matter if the adult is a

male or female, or if the child is girl or boy. Any child observing these behaviors, they respond

in similar situations the same way as they are observing it. If they are being rewarded for these

violent and aggressive behaviors, they are more likely to continue their negative behaviors.

Reinforcement can be either internal or external and can also either be positive or negative.

When a child wants approval from his or her parents or peers, this is an external reinforcement;

however, feeling happy about being approved is an internal reinforcement. A child will act in a

way that he or she believes will earn approval from parents because he or she desires approval.

Positive or negative reinforcement would have little effect if the reinforcement provided

externally does not match the needs of the individual. Reinforcement can be positive or negative,

but the important thing is that it usually results in a change in behavior, in this instant to have the

children understand that the violent and aggressive behaviors are bad behaviors (McLeod, 2016).

Being able to observe and understand these behaviors in children and adolescents, we

would be able to help teachers, parents, and therapists understand why these behaviors are

happening and what they can try to do with the child to work on preventing the behaviors from

happening again. Knowing and understanding what social learning theory is, we can investigate

the observations of violence in children’s’ eyes and try to figure out their social norms. We must

investigate were violent and aggressive behaviors are being picked up by children. Shany and

Yablon were researchers that investigated different types of face-to-face and embedded

mediation, working with children in their early childhood years, between the ages of four to

seven years old (Shany & Yablon, 2021). They had a total of seven experimental groups with
VIOLENT AND AGGRESSIVE BEHAVIORS 5

two hundred and sixteen student participants. They wanted to know if they would watch a media

with violence in it and if they would pick up those violent and aggressive behaviors, in this case,

the children watched a tv show, but they watched/observed different episodes of violence.

Meaning mediation is when an adult expresses feelings, explains violent behavior, and emotions,

showing the children to use their words when they are hurt or if others are hurting them.

Researchers were hypothesizing that “Children receiving adult or embedded mediation while

watching violent media content will exhibit lower levels of aggressive behavior than children

receiving no mediation” (2021). They had a total of three adult mediation types, meaning

mediation, regulation, and expansion. Expansion mediation is when an adult tries to expand a

child’s cognitive perception, helping them receive additional information about violent situations

and can connect it to the child’s life, talking with a child this way the child is not necessarily

connecting the dots, but the adult they are speaking with is and can see why their behavior is so

violent and aggressive. Lastly, regulation mediation is when an adult is explaining or offering

alternatives to act in situations, rather than using violent/aggressive behaviors/actions. The adult

would explain to children how they can regulate such behavior by figuring out a way to handle

the situation, accordingly, giving the children a lesson on why those behaviors should not be

used and what behaviors they can use when they are mad or want to hit/hurt someone. Being able

to teach these different medications to both adults and children two things can happen, the adults

will be able to teach and or correct behaviors that are violent and aggressive, and the children

will not be using violent behaviors as much. Embedded meditations were in the tv shows

themselves, meaning they target specific viewers with different messages, these messages can

also reduce violent and aggressive behaviors from watching violence on media, like television.
VIOLENT AND AGGRESSIVE BEHAVIORS 6

They had a total of three adult mediation types, meaning mediation, regulation, and

expansion. Expansion mediation is when an adult tries to expand a child’s cognitive perception,

helping them receive additional information about violent situations and can connect it to the

child’s life, talking with a child this way the child is not necessarily connecting the dots, but the

adult they are speaking with is and can see why their behavior is so violent and aggressive.

Lastly, regulation mediation is when an adult is explaining or offering alternatives to act in

situations, rather than using violent/aggressive behaviors/actions. The adult would explain to

children how they can regulate such behavior by figuring out a way to handle the situation,

accordingly, giving the children a lesson on why those behaviors should not be used and what

behaviors they can use when they are mad or want to hit/hurt someone. Being able to teach these

different medications to both adults and children two things can happen, the adults will be able to

teach and or correct behaviors that are violent and aggressive, and the children will not be using

violent behaviors as much. Embedded meditations were in the tv shows themselves, meaning

they target specific viewers with different messages, these messages can also reduce violent and

aggressive behaviors from watching violence on media, like television.

The results from this experiment show that adult mediation can reduce the aggressive

behaviors in young children resulting from observing/watching violent media content, and then

the embedded mediation in the media itself also showed a positive effect in children as well.

Showing positive effects in both mediation types, face-to-face adult mediation with children

showed/resulted in a stronger positive effect. With adult mediation, the mediator specific

behaviors to help respond to specific situations, in children and their specific developmental

stages. The results showed that levels of aggressive and violent behaviors were decreasing the

more children learned mediation tactics from their programs. Before the study began, boys were
VIOLENT AND AGGRESSIVE BEHAVIORS 7

showing higher levels of violent and aggressive behaviors, girls were showing violent and

aggressive behaviors, but not as much. After the study was conducted the levels of violent and

aggressive behaviors were shown lower than when they started the study, using the mediations to

test what they are learning behavior wise. This study offers an overview of how television shows

with violent behaviors in them can lead to aggressive and violent behaviors, and how caregiving

practices (like mediation) can lessen these effects. This study also shows that mediations can

prevent and lower the percentage of children using such violent and aggressive behaviors that

they learn. These different types of media and social platforms are teaching children that

violence is a behavior condoned and acceptable. When platforms as such should be showing how

not to act such a way. Looking into other media that can also show very violent and aggressive

behaviors is video games.

Learning from these studies and seeing what they observed regarding children’s violent

and aggressive behaviors from observing violence on a media source, we can assume what adults

should do to prevent and lower the percentage rate of violent behaviors in children. Using

mediation at a younger age regarding violent and aggressive behaviors, we could possibly

prevent these behaviors like this in their adolescent stage. In this study done by Coyne and

Warburton, they did a longitudinal study over a span of five years, measuring periods

approximately every two year, investigating the external behaviors that result from violent video

games in a child’s adolescent years. Violence in video games appears in many genres, including

children's video games and even educational ones. The article stated that there was a report that

roughly eighty-nine percent of video games had some sort of violence in them. We can assume

that this is affecting all ages when observing this violence in the media.
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There was a total of three waves throughout the five yearlong study, wave one and three

recorded video game exposure and measured behavioral outcomes. Waves one and two

measured the mediating behaviors of parents. In waves one and three (video game violence and

time) the participants listed their top three favorite video games and they rated them on how

frequently they played those games, using a scale of one being not frequent to five very frequent.

Then they investigated how much physical aggression was in each video game. They then had

“raters” rate each video game regarding the frequency of the video games' physical aggression.

To measure externalizing behaviors, child, mother, and father self-reports were collected. Nine

delinquency-related items (e. g., “I lie or cheat,” “I steal things from different places” were

measured. Prosocial behavior was measured in waves one and three. The children were

measured using the nine items based on their inventory of strengths, like, “I help people that I do

not know,” “I go out of my way to cheer people on who seem sad.” Now in waves one and two

both the parents and the children were to report on the child’s ability to regulate cognition and

emotions.

The results from the five-year study show that exposure to violent video games was

concurrently associated with adolescents’ externalizing behaviors, but the relationships were not

apparent over the five-year period because they were observing each wave individually. Also,

indirect exposure to violence in video games resulted in a lower level of prosocial behaviors, as

measured by lower levels of “benevolence.” Finally, early violent video game exposure is

associated with having a higher level of externalizing behavior at a cross-sectional level, not

within five years. This study is showing that another type of media can affect the behaviors and

emotions of children if they continue to expose themselves to violent media and environments.
VIOLENT AND AGGRESSIVE BEHAVIORS 9

Their behaviors are at a higher risk to behave poorly, making them very violent and aggressive

towards others (Coyne, et. all, 2018).

Not just media can affect a child’s behavior it can also be affected by watching/observing

in-person violence in many different environments, whether it being other children, adults,

parents, siblings, anyone that is a loved one or family figure to the child it will show children that

those behaviors and actions are acceptable when that is not the case, and we need to help them

understand that violent and aggressive behaviors are not acceptable. We can assume that children

are confused about this since they observe it, yet when they do something violent or aggressive,

they get in trouble. Now that we have investigated media sources and how it affects children and

their behaviors, we can now investigate the behaviors observed in school environments, those

bullying and seeing others being bullied. We need to understand the difference between

observing violence through media and violence observed in life in different environments, but

specifically in a school environment.

Knowing that children can be affected by observing violence through different media

types, we can assume that it is worse when they are observing violence in front of them and in

environments with others they know. Now that we have reviewed research investigating children

viewing violence on a screen, we can now investigate children experiencing violence in front of

them in a home environment, and the effects of these experiences in school. Grant and the other

researchers did a longitudinal/ cross-sectional study on the middle school age group, fifth to

seventh graders, putting those children around the ages of ten to thirteen years old. These

children are seeing these violent behaviors at home, and these are becoming their social norms,

thinking these behaviors are normal and something they can participate in. This research

supports the recommendation that adults, parents, and guardians need to be making sure that
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children are not being exposed to a lot of in-person violence. They had a total of one thousand

one hundred and ninety-four participants, investigating the interactions and main relations

between how individuals reported any family violence and peer deviance fluctuated over time

and how average reported differences between individuals were associated with levels of

bullying perpetration.

Participants took a survey regarding their experience with family violence, bullying

perpetration, and peer deviance. Participants responded to peer deviance measures, using a

seven-item scale asking the participants to report how many of their friends in the last year

“threaten to hit someone,” or “hit someone.” Then questions regarding bullying perpetration, had

a nine-item scale when asking this sections questions, meaning “on a scale from one to nine how

do you feel about this?” The participants were asked to recall how frequently they upset others

for fun, teased others, physically hurt, or even mentally hurt and the answers ranged from

“never,” to “seven or more times in the last thirty days.” The last section of the survey was

asking about family violence. Asking the participants questions like, “how often do family

members lose their temper,” giving them a three-item scale to use to answer questions like that,

an example would be “never,” to “always.” Knowing questions can be triggering to children and

hard to keep emotions in, so they had a psychologist waiting if any participants needed to see

them because of the questions asked during the survey (Grant, et. all, 22019).

Regarding the scope of bullying crimes, the main positive effects were seen in both

domestic violence and peer deviation. Intra-individual influences, on average, have shown that

fluctuations in domestic violence from “typical” levels and peer deviations are associated with an

increase in bullying crimes. Within-person family violence significantly exacerbated the

relationship between within-person peer deviance and bullying perpetration, according to a

VIOLENT AND AGGRESSIVE BEHAVIORS 11

statistically significant time-variant interaction. Furthermore, a statistically significant cross-level

interaction revealed that the relationship between within-person peer deviance and bullying

perpetration was stronger for individuals with higher average levels of between-person family

violence than for individuals with lower levels. This study is showing that not only media is

affecting the behaviors of children when observing violence. Observing these violent behaviors

can lead to more of a violent and/or aggressive behavior known as “typical,” meaning it will

happen once they observe these behaviors. Looking into another study regarding a school

environment we can compare the two and see how they differ in how their behaviors are after

observing violence.

Looking at two different studies involving middle school students as the participants and

observing violent and aggressive behaviors and how they affect them. Being able to compare

these two studies together and view how violence affects them when they observe the violent

behaviors. Now the researchers, Farrell and Bettencourt were doing a cross-sectional study with

middle school ages participants and looking into the five dimensions of a school environment

which are, behavioral intention, descriptive norms, effectiveness, and anticipated reactions from

friends or parents. The biggest focal point of the study was comparing aggressive and

nonaggressive youth. When looking further into the study readers can see that the goal or the

hypothesis is to figure out what children are observing and understanding from violent behaviors

being acted out in front of them, and what it is affecting. A very serious topic, if children are to

think violence is good behavior, then schools, homes, teams, anywhere there is a possible group

of children are going to struggle to keep violence out and good behaviors in because they are

unsure how to mediate the children’s’ behaviors. If we protect them from observing as much

violence, then we can prevent the percentage of violence from increasing.

VIOLENT AND AGGRESSIVE BEHAVIORS 12

The study had a total of one hundred and eighty- three student participants from three

different middle schools in an urban public school system. The ages ranged from eleven to fifth

teen years old, they all received a five-dollar certificate for showing consent forms, considering

they were not of age to give consent for themselves. They took surveys that were confidential

after they were put into small groups and were told that they did not have to answer any

questions that they did not feel comfortable answering. They had twenty-two hypothetical

problematic situations involving different peers to answer. Begin by identifying twelve

problematic peer situations that were both prevalent and difficult to resolve in the problem

identification study. Based on a previous qualitative study, we created twenty-two items by

pairing each of the twelve situations with one or two responses that adolescents said they or

another adolescent might make in that situation. Using a five-point scale to answer the questions

starting with one as “really bad,” all the way to five as, “very good” (Farrell & Bettencourt,

2020). The results showed that separate factors representing ratings of effective responses and

aggressive responses were supported by confirmatory factor analyses for each domain.

According to regression analyses, ratings of aggressive responses were more strongly related to

aggressive intentions, whereas ratings of effective responses were more strongly related to

intentions to use effective responses. Adolescents with varying levels of aggression rated

aggressive and nonviolent responses differently. When compared to those who reported lower

levels of aggression, those who reported higher levels showed less differentiation between

effective and ineffective nonviolent responses. These findings highlight the importance of

continuing efforts to identify factors that support effective nonviolent behavior versus those that

support aggression. They have far-reaching consequences for the development of violence

prevention programs. Going to violence prevention programs can decrease the level of violent
VIOLENT AND AGGRESSIVE BEHAVIORS 13

and aggressive behaviors in adolescent children. Assuming from these results, it is possible to

prevent violent behaviors in children, if we are paying attention to what the children are

observing, in different environments, on different media, and we are explaining and showing

them that violent and aggressive behaviors are not good behaviors. Moving forward looking into

the different types of bullying that we can observe in schools’ settings specifically but are

possible to be shown anywhere.

This website on the six types of bullying is to understand what types of bullying there are

and are most common and be able to think back and see that you have most likely observed these

different types of bullying. Having websites like this can help children, parents, and teachers

specifically what to be looking for in bullies regarding their violent and aggressive behaviors.

Explaining all six in detail about each type of bullying, explain how we can observe different

violent behaviors in children, that they can be observed on different media and in different

environments. Saying that all behaviors are said to be intentional, but I can assume it’s

intentional when the children are younger and pick up on these behaviors from observing,

creating abusive behavior patterns. Targeting others that are known or show that they have low

self-esteem, makes it easier to use the violent and aggressive behaviors children have observed.

Those six different types of bullying can affect children, causing them to follow in their footsteps

after experiencing being bullied, meaning start to bully using violent and aggressive behaviors

picked up form others. Showing how each can affect behaviors in different ways meaning,

physical, and cognitive regardless of the bullying behaviors can affect other children more than

those bullying think. Helping me understand the forms of bullying and what they are specifically,

showing that bullying did not have to be an in-person environment, and that over the years

bullying has become a bigger issue on social media platforms. Meaning that children do not have
VIOLENT AND AGGRESSIVE BEHAVIORS 14

to be in a school environment, they could be playing video games, watching, or making videos

and posting, watching movies, tv shows, and anything that could possibly teach a child violent

and aggressive behaviors. We need to be watching what children are observing and explaining

that violent and aggressive behaviors are not “good” behaviors, and we should not be using

them. After looking into all these studies, we can now understand why these behaviors occur

(Wright, 2017).

After reading and looking into both the website and the empirical article on social learning

theory we can see that gender role and moral behavior, and positive and negative reinforcement

can be complex in social learning theory. They still cannot account for how those develop a

whole/wide range of behavior including those thoughts and feelings. We have control over our

cognition over behavior and we can assume that having experience with violent and aggressive

behaviors we tend to use those behaviors when we do not have to reproduce such behaviors.

Knowing the background of why these behaviors are practiced, those working with children can

understand what is possibly happening by observing their behaviors. They can assume they are

observing violence and it is impacting their behaviors, then you can start talking to parents and

guardians to find out what they are observing and put an end to it, as well as teaching them that

those behaviors are not “good,” and they should not be violent and aggressive to others.

We can assume we understand a lot about violent and aggressive behaviors, regarding

where children and adolescents’ are observing such behaviors, what we can do to help prevent

these behaviors, and why these observations change their behaviors. The social life that is being

targeted to help benefit is schools, or anywhere that works with children. What is being targeted

is how to correct these violent and aggressive behaviors and preventing for the behaviors to

continue with the children. The idea behind this research is to better understand why these
VIOLENT AND AGGRESSIVE BEHAVIORS 15

behaviors are happening more often now. Lot more violence being observed in the last few

years. Using mediation groups or programs when the children are younger, you can correct the

behaviors they are partaking in after observing violence, once they go through meditation it will

help the child understand that violent and aggressive behaviors are not acceptable, even though

they are observing it through media sources or in their homes.

When it comes to limitations, there were quite a few, not being allowed to see where a

child comes from to see their living situations and why the child’s behaviors are the way it is,

being exposed to violent behaviors from loved ones, violent games, tv shows, and/or movies.

Another example would be having to end a study early because children were being harmed and

someone needed to intervene, making data on how those who are bullied feel and react

emotionally impossible to obtain. These are just a few examples of what I believe is more

common in children and their violent and aggressive behaviors. If we were to conduct research in

the future, we would want to learn about those who are bullied and how they feel before and

after, as well as observe the parents of those who exhibit violent and aggressive behavior.

Finding these articles, websites, etc. I was able to research why such behaviors were occurring

and becoming more prone in children. Also, wonder what fully makes them act out in the

behaviors from observing them, and what we could do to explain to them that behaviors with

violence is not something we should be doing at any age.

Looking into all the research readers can see that there is a way to lower the percentage

of violent behaviors. All the literature covers were found during the research looking into the

violent and aggressive behaviors in children appear when they are observing different media and

environments, such as violent video games, television shows, schools, and at home. Observing

the children’s behaviors and understanding where the violent and aggressive behaviors come
VIOLENT AND AGGRESSIVE BEHAVIORS 16

from, we can then investigate social learning theory we can understand why these behaviors are

being executed these. Comparing the behaviors of children and what they observed we can see

what affects them the most, and how mediation can be taught when younger to continue

obedience through adolescents through adulthood. Looking into what adults and those working

with children can do that prevent violent outbursts, protect them from others hurting them, lower

the percentage of violent cases from children can help us all. Benefiting from these programs

school, day care centers, doctors, psychologists, parents, and family members can learn how to

use mediation with children regarding their violent and aggressive behaviors. Being able to

teach adults what they can do to help the student or children stop their violent and aggressive

behaviors will show them that their behaviors and actions are not allowed and that because they

are observing those behaviors and actions on different media, and by loved ones are not allowed

and prohibited in school environments or anywhere. The research has shown that it is possible to

correct violent behaviors in children, and if we were to work with children about these behaviors

earlier it is possible that they will not use these behaviors as much when in the age group of

adolescents.
VIOLENT AND AGGRESSIVE BEHAVIORS 17

References

Coyne, S. M., Warburton, W. A., Essig, L. W., & Stockdale, L. A. (2018). Violent video games,

externalizing behavior, and prosocial behavior: A five-year longitudinal study during

adolescence. Developmental Psychology, 54(10), 1868–1880.

https://doi.org/10.1037/dev0000574

Farrell, A. D., & Bettencourt, A. F. (2020). Adolescents’ appraisal of responses to problem

situations and their relation to aggression and nonviolent behavior. Psychology of

Violence, 10(3), 312–323. https://doi.org/10.1037/vio0000261

Farrell, A. D., Pittman, S. K., O’Connor, K. E., & Sullivan, T. N. (2021). Peer factors as

mediators of relations between exposure to violence and physical aggression in middle

school students in a low-income urban community. Psychology of Violence.

https://doi.org/10.1037/vio0000405

Grant, N. J., Merrin, G. J., King, M. T., & Espelage, D. L. (2019). Examining within-person and

between-person associations of family violence and peer deviance on bullying

perpetration among middle school students. Psychology of Violence, 9(1), 18–27.

https://doi.org/10.1037/vio0000210

Grusec, J. E. (1992). Social learning theory and developmental psychology: The legacies of

Robert Sears and Albert Bandura. Developmental Psychology, 28(5), 776–786.

https://doi.org/10.1037/0012-1649.28.5.776
VIOLENT AND AGGRESSIVE BEHAVIORS 18

McLeod, S. A. (2016, February 05). Bandura - social learning theory. Simply Psychology.

www.simplypsychology.org/bandura.html.

Shany, Y., & Yablon, Y. B. (2021). The contribution of face-to-face and embedded mediation to

early childhood aggression after watching violent media content. Psychology of Violence,

11(6), 519–528. https://doi.org/10.1037/vio0000385

Wright, J. H. (2017, January 3). The 6 Types of Aggressive Bullies — Are You A Victim Of One

Of Them? YourTango. Retrieved January 26, 2022, from

https://www.yourtango.com/experts/judy-helm-wright-aka-auntie-artichoke/6-types-

aggressive-bullies-are-you-victim-expert