By the end of this section, you will be able to:
- Define aggression
- Define cyberbullying
- Describe the bystander effect
Throughout this chapter we have discussed how people interact and influence one another’s thoughts, feelings, and behaviors in both positive and negative ways. People can work together to achieve great things, such as helping each other in difficult times: consider how educators and healthcare workers went to great lengths to help others during the COVID-19 pandemic. People also can do great harm to one another, such as conforming to group norms that are immoral and obeying authority to the point of murder: consider the mass conformity of Nazis during WWII. In this section we will discuss a negative side of human behavior—aggression.
A number of researchers have explored ways to reduce prejudice. One of the earliest was a study by Sherif et al. (1961) known as the Robbers Cave experiment. They found that when two opposing groups at a camp worked together toward a common goal, prejudicial attitudes between the groups decreased (Gaertner, Dovidio, Banker, Houlette, Johnson, & McGlynn, 2000). Focusing on superordinate goals was the key to attitude change in the research. Another study examined the jigsaw classroom, a technique designed by Aronson and Bridgeman in an effort to increase success in desegregated classrooms. In this technique, students work on an assignment in groups inclusive of various races and abilities. They are assigned tasks within their group, then collaborate with peers from other groups who were assigned the same task, and then report back to their original group. Walker and Crogan (1998) noted that the jigsaw classroom reduced potential for prejudice in Australia, as diverse students worked together on projects needing all of the pieces to succeed. This research suggests that anything that can allow individuals to work together toward common goals can decrease prejudicial attitudes. Obviously, the application of such strategies in real-world settings would enhance opportunities for conflict resolution.
Humans engage in aggression when they seek to cause harm or pain to another person. Aggression takes two forms depending on one’s motives: hostile or instrumental. Hostile aggression is motivated by feelings of anger with intent to cause pain; a fight in a bar with a stranger is an example of hostile aggression. In contrast, instrumental aggression is motivated by achieving a goal and does not necessarily involve intent to cause pain (Berkowitz, 1993); a contract killer who murders for hire displays instrumental aggression.
There are many different theories as to why aggression exists. Some researchers argue that aggression serves an evolutionary function (Buss, 2004). Men are more likely than women to show aggression (Wilson & Daly, 1985). From the perspective of evolutionary psychology, human male aggression, like that in nonhuman primates, likely serves to display dominance over other males, both to protect a mate and to perpetuate the male’s genes (Figure 12.24). Sexual jealousy is part of male aggression; males endeavor to make sure their mates are not copulating with other males, thus ensuring their own paternity of the female’s offspring. Although aggression provides an obvious evolutionary advantage for men, women also engage in aggression. Women typically display more indirect forms of aggression, with their aggression serving as a means to an end (Dodge & Schwartz, 1997). For example, women may express their aggression covertly by communication that impairs the social standing of another person. Another theory that explains one of the functions of human aggression is frustration aggression theory (Dollard, Doob, Miller, Mowrer, & Sears, 1939). This theory states that when humans are prevented from achieving an important goal, they become frustrated and aggressive.
Another form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is bullying. Bullying is repeated negative treatment of another person, often an adolescent, over time (Olweus, 1993). A one-time incident in which one child hits another child on the playground would not be considered bullying: Bullying is repeated behavior. The negative treatment typical in bullying is the attempt to inflict harm, injury, or humiliation, and bullying can include physical or verbal attacks. However, bullying doesn’t have to be physical or verbal, it can be psychological. Research finds gender differences in how girls and boys bully others (American Psychological Association, 2010; Olweus, 1993). Boys tend to engage in direct, physical aggression such as physically harming others. Girls tend to engage in indirect, social forms of aggression such as spreading rumors, ignoring, or socially isolating others. Based on what you have learned about child development and social roles, why do you think boys and girls display different types of bullying behavior?
Bullying involves three parties: the bully, the victim, and witnesses or bystanders. The act of bullying involves an imbalance of power with the bully holding more power—physically, emotionally, and/or socially over the victim. The experience of bullying can be positive for the bully, who may enjoy a boost to self-esteem. However, there are several negative consequences of bullying for the victim, and also for the bystanders. How do you think bullying negatively impacts adolescents? Being the victim of bullying is associated with decreased mental health, including experiencing anxiety and depression (APA, 2010). Victims of bullying may underperform in schoolwork (Bowen, 2011). Bullying also can result in the victim dying by suicide (APA, 2010). How might bullying negatively affect witnesses?
Although there is not one single personality profile for who becomes a bully and who becomes a victim of bullying (APA, 2010), researchers have identified some patterns in children who are at a greater risk of being bullied (Olweus, 1993):
- Children who are emotionally reactive are at a greater risk for being bullied. Bullies may be attracted to children who get upset easily because the bully can quickly get an emotional reaction from them.
- Children who are different from others are likely to be targeted for bullying. Children who are overweight, cognitively impaired, or racially or ethnically different from their peer group may be at higher risk.
- Gay, lesbian, bisexual, and transgender teens are at very high risk of being bullied and hurt due to their sexual orientation.
With widely available mobile technology and social networking media, a new form of bullying has emerged: cyberbullying. Cyberbullying, like bullying, is repeated behavior that is intended to cause psychological or emotional harm to another person. What is unique about cyberbullying is that it is typically covert, concealed, done in private, and the bully can remain anonymous. This anonymity gives the bully power, and the victim may feel helpless, unable to escape the harassment, and unable to retaliate (Spears, Slee, Owens, & Johnson, 2009). About one in three middle and high school students report that they have experienced cyberbullying (Patchin, 2016; Patchin, 2019), with some studies indicating that nearly three in five teens have experienced some type of online abusive behavior such as non-repeated name-calling or being sent unsolicited links or images (Anderson, 2018).
Cyberbullying can take many forms, including harassing a victim by spreading rumors, creating a website defaming the victim, threatening the victim, or teasing the victim (Spears et al., 2009). Overall, LGBTQ youth are targeted at a higher rate than heterosexual and cisgender youth, and members of minority populations overall are more likely to be cyberbullying victims (Hinjuda & Patchin, 2020). In terms of gender, experiences vary in terms of both the prevelance and types of cyberbullying experienced and perpetrated. In cyberbullying, it is more common for girls to be the bullies and victims. Interestingly, girls who become cyberbullies often have been the victims of cyberbullying at one time (Vandebosch & Van Cleemput, 2009). Girls were more likely to say someone spread rumors about them online while boys were more likely to say that someone threatened to hurt them online (Patchin, 2019). The effects of cyberbullying are just as harmful as traditional bullying and include the victim feeling frustration, anger, sadness, helplessness, powerlessness, and fear. Victims will also experience lower self-esteem (Hoff & Mitchell, 2009; Spears et al., 2009). Furthermore, recent research suggests that both cyberbullying victims and perpetrators are more likely to experience suicidal ideation, and they are more likely to attempt suicide than individuals who have no experience with cyberbullying (John, 2019). Cyberbullying is a form of aggression and, depending on the messages and methods, can be considered harassment, stalking, or assault—all subject to prosecution. Finally, while much of the concern and research regarding cyberbullying centers on adolescents, adults (particularly college students) are frequent victims and perpetrators. What features of technology make cyberbullying easier and perhaps more accessible to young adults? What can parents, teachers, and social networking websites do to prevent cyberbullying?
The Bystander Effect
The discussion of bullying highlights the problem of witnesses not intervening to help a victim. Researchers Latané and Darley (1968) described a phenomenon called the bystander effect. The bystander effect is a phenomenon in which a witness or bystander does not volunteer to help a victim or person in distress. Instead, they just watch what is happening. Social psychologists hold that we make these decisions based on the social situation, not our own personality variables. The impetus behind the bystander effect was the murder of a young woman named Kitty Genovese in 1964. The story of her tragic death took on a life of its own when it was reported that none of her neighbors helped her or called the police when she was being attacked. However, Kassin (2017) noted that her killer was apprehended due to neighbors who called the police when they saw him committing a burglary days later. Not only did bystanders indeed intervene in her murder (one man who shouted at the killer, a woman who said she called the police, and a friend who comforted her in her last moments), but other bystanders intervened in the capture of the murderer. Social psychologists claim that diffusion of responsibility is the likely explanation. Diffusion of responsibility is the tendency for no one in a group to help because the responsibility to help is spread throughout the group (Bandura, 1999). Because there were many witnesses to the attack on Genovese, as evidenced by the number of lit apartment windows in the building, individuals assumed someone else must have already called the police. The responsibility to call the police was diffused across the number of witnesses to the crime. Have you ever passed an accident on the freeway and assumed that a victim or certainly another motorist has already reported the accident? In general, the greater the number of bystanders, the less likely any one person will help.