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AGGRESSIVE BEHAVIOR AMONG ADOLESCENTS AND ITS
PSYCHOLOGICAL CAUSES
(O‘smirlar orasida kuzatilayotgan agressiv xulq va uning psixologik sabablari)
Muhammdjonova Nodirakhon Shuhratjon kizi
FarDU Student of pedagogy and psychology
ANNOTATION: This article analyzes the psychological causes of aggressive
behavior among adolescents on a scientific basis. Types of aggressive behavior -
physical, verbal, passive and nonverbal forms - are described with examples, and
their impact on personal development, self-awareness and social adaptation is
considered. The authors analyze frustration, violence in the family environment,
emotional deprivation, uncertainty about social roles and problems with self-
esteem as the psychological roots of aggression. The article also presents effective
corrective and preventive approaches and forms of psychological assistance in
working with adolescents.
Keywords: Adolescence, aggressive behavior, frustration, psychological
causes, family environment, emotional control, corrective approaches, self-
assessment, pedagogical prevention, aggression.
ANNOTATSIYA: Ushbu maqolada o‘smirlar orasida kuzatilayotgan
agressiv xulqning psixologik sabablari ilmiy asosda tahlil qilingan. Agressiv
xulqning turlari — jismoniy, verbal, passiv va noverbal shakllari misollar bilan
bayon qilinib, ularning shaxs rivojiga, o‘z-o‘zini anglashiga va ijtimoiy
moslashuviga ta’siri ko‘rib chiqiladi. Mualliflar tomonidan frustratsiya, oila
muhitidagi zo‘ravonlik, emotsional yetishmovchilik, ijtimoiy rolga nisbatan
noaniqlik hamda o‘z-o‘zini baholashdagi muammolar agressiyaning psixologik
ildizlari sifatida tahlil qilinadi. Shuningdek, maqolada o‘smirlar bilan ishlashda
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samarali bo‘lgan korreksion va profilaktik yondashuvlar, psixologik yordam
shakllari ham keltirilgan.
Kalit so‘zlar:
O‘smirlik davri, agressiv xulq, frustratsiya, psixologik sabablar,
oilaviy muhit, emotsional nazorat, korreksion yondashuvlar, o‘z-o‘zini baholash,
pedagogik profilaktika, tajovuzkorlik.
АННОТАЦИЯ: В статье представлен научно обоснованный анализ
психологических причин агрессивного поведения подростков. Описываются
на примерах типы агрессивного поведения — физическое, вербальное,
пассивное и невербальное, а также рассматривается их влияние на развитие
личности, самосознание и социальную адаптацию. Авторы анализируют
фрустрацию,
домашнее
насилие,
эмоциональную
депривацию,
неопределенность социальной роли и проблемы с самооценкой как
психологические корни агрессии. В статье также представлены
эффективные коррекционно-профилактические подходы и формы
психологической поддержки в работе с подростками.
Ключевые слова: Подростковый возраст, агрессивное поведение,
фрустрация,
психологические
причины,
семейная
обстановка,
эмоциональный
контроль,
коррекционные
подходы,
самооценка,
педагогическая профилактика, агрессия.
In today's globalization and digital society, the psychological state, behavior,
and social balance of the growing younger generation have become one of the most
relevant research topics. In particular, adolescence is the most complex period in
human life, a period of emotional instability, search for individuality, and transition
to independent thinking. During this period, various internal conflicts, problems
with social adaptation, and relationships with family and school can lead to the
formation of aggressive behavior. The basis of aggressive behavior is the motive
of aggression. Aggressive behavior is characterized by the fact that it causes moral,
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material or physical harm to the individual, and influences the emergence of
destructive behavior. The psychologically difficult aspect of eliminating such
behavior is that the person who commits aggressive behavior brings various
arguments to justify his actions and tries to shift the blame from himself.
Aggressive behavior (or aggression) is a form of action or attitude that is carried
out with the intention of causing physical or mental harm to others. In psychology,
it is interpreted as follows: Aggression is a socially unacceptable action, a set of
actions aimed at causing harm to other individuals, causing them pain, discomfort,
psychological pressure or threat.
Various forms of aggressive behavior
1.
Physical aggression
Hitting, pushing, throwing objects,
using force
2.
Verbal aggression
Profanity, insults, threats, shouting
3.
Nonverbal aggression
Cold attitude, threat through facial
expression
4.
Internal aggression
Self-harm, self-blame, depressive
states
5.
Passive aggression
Deliberate silence, failure to comply
with an order, unreasonably resisting
Literature review. The Viennese psychologist Z. Freud and his students
consider the unconscious desire to establish one's own position, which arises as a
sign of some kind of inclination given to a person from time immemorial, to be the
most important basis for assessing adolescence. Today, aggressive behavior among
adolescents is one of the most urgent psychological and social problems that is
increasingly becoming a problem. Adolescence is a complex transitional period in
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human life, during which biological, psychological and social changes occur.
Aggression is one of the forms of behavior that most often manifests itself during
this period. This article discusses the types of aggressive behavior observed among
adolescents, their causes and their psychological foundations. Aggressive behavior
is an active or passive action aimed at causing physical, mental or social harm to
another person. In psychology, aggression plays an important role in interpersonal
relationships, and its theoretical foundations are explained by various scientific
approaches. The theoretical foundations of aggression can be considered through
the following main psychological approaches: Another diagnosis of aggression by
Z. Freud, one of the founders of the psychoanalytic approach. Although aggressive
behavior has existed throughout human history, its in-depth psychological study
began in the 20th century. In psychology, aggression is interpreted as an action by
a person with the intention of harming another person or thing. Sigmund Freud sees
aggression as a natural instinct in the human psyche. According to him, there are
two main instincts in a person: the life instinct (Eros) and the death instinct
(Thanatos). Aggression is an expression of the death instinct, and a person creates
relief by directing his destructive energy outward - onto other people. If this energy
is not released, it leads to neuroses. Freud's approach shows that aggression exists
in a person both naturally and without social influences. Therefore, it is important
not to waste this power, but to direct it into constructive activity. This view differs
from other approaches that consider aggression to be behavior that occurs only
under the influence of external factors. Based on Freud's theory, in pedagogical
and psychological practice, there is a need not to suppress aggression, but to
recognize it and direct it into socially acceptable forms. This further increases the
relevance of maintaining mental health, teaching emotional discipline, and
developing alternative behavioral models in working with children and
adolescents.
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One of the founders of the behaviorist approach (J. Dollard, N. Miller)
According to this approach, aggression is the result of frustration. Frustration is an
internal tension arising from the inability of a person to achieve his goal. The
“Frustration-Aggression” hypothesis, put forward by Dollard and Miller in 1939,
shows that when a person cannot satisfy his needs, he responds with aggressive
actions. In this approach, aggression is interpreted as a behavior that is simply
learned and depends on external stimuli. Frustration is a psychological state that
occurs when a person's desires or needs are not met, and it can cause emotions such
as anger, hopelessness, anxiety, and aggression. Frustration may not always lead to
aggression, but it can increase the tendency to do so. Aggression may not always
be associated with frustration, but it often occurs as a result of internal pressure.
This hypothesis is widely used in experimental psychology to explain the causes of
human behavior. The "Frustration-Aggression" hypothesis, proposed by Dollard
and Miller, is based on the idea that human serves as an important theoretical basis
for understanding negative emotions and reactions to them in the psyche. It
scientifically explains the psychological mechanisms through which aggressive
behavior is formed in a person, especially in cases of dissatisfaction that arise as a
result of unsatisfied internal needs. This hypothesis is also of urgent importance in
the education system. Because situations of frustration of students (for example,
low grades, inability to express themselves, neglect, family pressure) often cause
their aggressive or destructive behavior. In such cases, it is necessary to develop in
students the skills of analyzing the problem, managing their emotions, and finding
a positive solution through a pedagogical approach. The Dollard and Miller
hypothesis means that aggression can be corrected not by simple punishment, but
by identifying and eliminating the source of frustration. This is one of the important
conceptual foundations for modern psychological and pedagogical approaches. In
psychological literature, aggression is usually interpreted as a set of behaviors
aimed at causing physical or mental harm to another person, consciously or
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unconsciously. There are the following types of aggression: physical, verbal, direct
and indirect, overt and covert aggression. Constructive (positive) and destructive
(negative) forms of aggression are also distinguished. Destructive aggression is
especially common during adolescence. Adolescence is a very sensitive stage
characterized by biological, hormonal and psychological changes. Aggressive
behavior can occur under the influence of the following main factors:
- Biological and hormonal changes (testosterone levels, reactivity in the nervous
system);
- Family environment: violence, lack of control or excessive strictness;
- Psychological pressure at school, humiliation, conflicts between teachers and
young people;
- Humiliation and exclusion among peers;
- Virtual aggression in social networks, “cyberbullying”. A number of
psychological techniques are used to identify aggressive behavior among
adolescents. For exampleBass-Darki test - determines what type of aggression a
person has. The Luscher test allows you to analyze the internal psychological state
based on colors. Observation, interviewing and diagnostic cards are also widely
used. Individual and group psychological training, emotional intelligence
development programs, stress management techniques, art therapy and role-
playing games are widely used to reduce and control aggressive behavior. School
psychologists can conduct prevention by conducting special training with
adolescents.
In psychology, aggression is defined as a system of conscious or unconscious
behavior aimed at causing harm to another person, living being or physical object.
This harm can manifest itself in physical, mental or social forms. Aggression is not
only associated with violence, but also with mental states such as discontent,
resistance, hostility, revenge. Aggressive behavior is not always perceived as a
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threat to others - sometimes it occurs in hidden, passive, even socially acceptable
forms. Therefore, a complex approach to identifying and assessing aggression in
psychology is necessary. Aggressive behavior is classified according to its form
and purpose as follows: Physical aggression
1.Physical aggression is a form of aggressive behavior aimed at causing direct
physical harm to another person, manifested through actions such as hitting,
pushing, hitting, kicking, throwing objects or breaking. In this type of aggression,
a person directly causes physical harm to another person or attempts to cause harm
through actions such as hitting, pushing, fighting.
2. Verbal aggression
Verbal aggression (verbal aggression) is a form of aggressive behavior aimed at
insulting, insulting, belittling or causing psychological harm to another person
through words. R. Baron (psychologist): “Verbal aggression is a conscious attempt
by a person to cause harm through words.” It is manifested through words, insults,
insults, threats or loud shouting. This form is less visible than physical aggression,
but has greater psychological harm.
3. Passive aggression
This is a hidden form of aggression, in which a person causes discomfort to others
without direct hostility, but through discontent, sluggishness, denial, refusal to
help.
4. Direct and indirect aggression
-Direct aggression is a person's behavior directed directly at a target (person or
soul).
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-Indirect aggression is harmful actions carried out through others or by instrumental
means (gossip, slander, stalking).
5. Instrumental aggression
In this type of aggression, aggressive behavior is used as a means to achieve the
main goal (for example, violence for money or influence)
6. Affective (emotional) aggression. In this case, aggression occurs impulsively,
under the influence of strong emotional reactions (anger, fear, resentment).
7. Constructive and destructive aggression
-Constructive aggression is actions that help achieve a goal, restore justice, defend
one's opinion, and are positively evaluated by society.
-Destructive aggression is aggressive behavior that only causes harm, violates
normative norms, and leads to negative consequences
.
Conclusion:
Aggression is an integral part of human personality and social
relations, and it has various forms. Each of them has its own causes, manifestations,
and psychological consequences. Especially in adolescence, early detection of
aggression and analysis of its forms play an important role in the formation of a
teenager as a healthy person. Aggressive behavior is explained differently by
different theories: some consider it an internal instinct, others interpret it as
behavior learned in a social environment. Each approach serves as an important
scientific basis for explaining aggression, and on the basis of these theories, various
psychological solutions are developed in working with adolescents. Aggression
among adolescents is a complex and multifactorial problem, and a systematic,
psychological and pedagogical approach is necessary to eliminate it. Each case
must be assessed individually and solved in cooperation with the family and school.
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Modern psychology offers constructive and effective methods for eliminating
aggression.
References:
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2. Bandura A. – Social Learning Theory, Prentice-Hall, 1977
3. Freud S. – Aggression and instincts, 1920
4. Bass A., Darki D. – Aggression Questionnaire Manual
5. Xasanov M. – Psixologiyada zo‘ravonlik va agressiya, Toshkent: 2019
6. Anderson C.A. – “The influence of media violence on youth”, Psychological
Science, 2003
7. Vygotsky L.S. – Thought and Language, 1986
8. Berkowitz L. – Aggression: Its Causes, Consequences, and Control, 1993
9. Eron L.D., Huesmann L.R. – The Development of Aggressive Behavior in
Children and Adolescents, 1986
10. APA Guidelines on Youth Aggression and Violence – American
Psychological Association
