'11 Toy Guidelines and Rubric

8/17/2019 '11 Toy Guidelines and Rubric

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UNIT ONE: SOCIAL PSYCHOLOGICAL THEORIES OF AGGRE Social learning theory; ein!i"i!#ation; C#e Aro#$al; Relati"e e%ri"ation&

E'%lanation$ o( in$tit#tional aggre$$ion

Explorations in Education Toy Design Rubric

Evaluator’s Name:_______________________________________________________________

Partner Group Names: __________________________________________________________

Name/Description ofToy/Game/Manipulative :______________________________________________________

Intended Age Range: _________________________________________________________

Developmental Area : Chec o! all areas that apply to the toy"

Physical#ocial$oralCognitiveEmotional

Directions : Please place an %&' in the appropriate spaces belo("

5-Outstanding 4-Above Average 3-Good 2-Poor 1-Very Poor

Toy DesignCriteria 5 4 3 2 1

)ge*)ppropriate

+isually)ppealing

),,resseslearning (ithinDevelopmentalareaPro-essionalismo- Dra(ing an,Design.riginality o-DesignDesigne, -or,urability/s sa-e

0un -or chil, toplay (ith

Total oints


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resentation of ToyCriteria 5 4 3 2 1

Communicate,toy ,esigne2cientlyClear/nstructions -orthe toy’s usepresent#peech

Techni3ues4e&" +olume5rate5enunciation5 eyecontact6Total oints

!verall Total oints:""""""""""""

Comments:______________________________________________________________________ __________________________________________________________________________________ _______________________________________________________________________


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Explorations in EducationToy Design Project

)s a (ay to help you apply your un,erstan,ing o- a chil,’s gro(th an,,evelopment5 / (oul, li e -or you to get into partner groups an, create avisual representation o- a toy5 game5 or manipulative -or your chosenage, chil, accor,ing to the -ollo(ing speci8cations:

Age Appropriate : 9our toy game must be age appropriate;,osome research an, 8n, out (hat this means"Developmental Area : 9ou must choose a ,evelopmental area

you (oul, li e to stimulate using your creativetoy manipulative game"!riginality : 9our toy must be original an, uni3ue although itmay incorporate one other aspect o- ,i!erent toys that havealrea,y been create,"#un: 9our toy shoul, be -un so that chil,ren (ill (ant to play(ith it an, (on’t (ant to put it ,o(n"$afe and Dura%le : 9our toy game shoul, be ,esigne, -or,urability an, must meet basic sa-ety re3uirements"&isual : 9ou (ill be e&pecte, to present a visual representation

o- your toy game that is pro-essional an, neat in nature" ),igital copy o- (hatever type o- visual you create (ill becollecte," 9our visual coul, ta e the -orm o- a vi,eo5 a ,ra(ing-rom si,e5 -ront5 an, top vie(5 a brochure5 a (ebsite5 etc"

resentation : 9ou (ill be e&pecte, to e&plain the -ollo(ingabout your toy game:

o


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9ou (ill be presenting on $on,ay5 .ctober 1@5 A115 in yourpartner groups"


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Toy Design Planning #heet

Partner 1: _______________________ Partner : _____________________


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Al%ert 'andura SOCIAL LEARNING THEORY AN

AGGRESSION(EARNING ') IMITATI!N !# A R!(E M!DE((earning !%*ectives+ )ou ,ill %e a%le to:

• )pply the social learning theory to learning aggressive behaviour (ith re-erenceto research

• Evaluate the theory an, metho,ology• Discuss issues an, ,ebates (ith re-erence to the social learning theory"

$ocial learning t-eory .$(T evolve, -rom operant con,itioning" /t consi,ers the e!ecto- observing other people being re(ar,e, ho( this shapes our o(n behaviour")ccor,ing to this theory5 aggressive behaviour can be learne, by observing an, imitatingthe aggressive behaviour o- other people"

# T (as propose, by )lbert Fan,ura5 (ho use, the term modelling to e&plain ho(humans can very 3uic ly learn speci8c acts o- aggression an, incorporate them into theirbehaviour" $o,elling is sometimes re-erre, to as vicarious learning" The term vicariousmeans in,irect (e can learn aggression (ithout being ,irectly rein-orce, -or aggressivebehaviour o- our o(n" This (or s (hen (e observe aggression in other someho( beingre(ar,e," )n e&ample (oul, be i- a chil, observe, t(o o- his peers arguing over a toy" /-one chil, gains control o- the toy through -orce 4e"g" by hitting the other chil,6 they havebeen re(ar,e, -or behaving aggressively" The aggressive behaviour has been vicariouslyrein-orce, -or the observer an, this may lea, to imitation o- the aggressive behaviour"0 %asic processes of social learning

• Attention on the mo,el 4someone similar in age or se& or in a position o- po(ersuch as a parent5 teacher or celebrity6 sho(ing the behaviour

• Retention remembering the behaviour o- the mo,el• Motivation having a goo, reason -or copying the behaviour• Reproduction copying the behaviour 4i- the observer has the con8,ence that

they can imitate the behaviour re-erre, to by Fan,ura as self+e1cacy 6"

$elf+e1cacy is an important aspect o- social learning" /- a personbelieves that they are capable o- carrying out the behaviour (hich theyhave observe, an, that they are li ely to achieve the ,esire, result5 thenthe aggressive act is more li ely to be imitate," This helps to e&plainin,ivi,ual ,i!erences in behaviour" /t also e&plains (hy an in,ivi,ual (illbehaviour aggressively in one situation (here they -eel con8,ent o-

success an, not in another (here the chances o- success are less li ely"0or e&ample5 a chil, (ho is challenge, -or a toy (ill not necessarilyretaliate i- the aggressor is much bigger than they are5 but may choose touse aggression against a smaller chil,"

The person being observe, 4the mo,el6 is also an important -actor insocial learning" )n in,ivi,ual is more li ely to be inHuence, by a person(ith status an, po(er" The li elihoo, that particular mo,el (ill be imitate,is also increase, i- the mo,el is ,eeme, to be similar to the in,ivi,ual insome (ay -or e&ample gen,er" #imilarity helps to increase the sense o-sel-*e2cacy" Parents are po(er-ul role mo,els 4not in (hat they say so

much as in ho( they behave6" Research sho(s that chil,ren subIecte, tophysical punishment in chil,hoo, o-ten use violence themselves in later


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li-e 4Faron an, Richar,son5 1JJ?6" Po(er-ul mo,els may also be presente,through the me,ia an, much concern has been e&presse, about the,epiction o- aggressive mo,els on television in 8lms an, vi,eo games"$o,els may have a particularly po(er-ul inHuence i- they are seen to havegaine, high status or (ealth through their aggression"

SOCIAL LEARNING THEORY AN AGGRESSIO Evaluation of social learning t-eory/n the early 1J As Fan,ura an, his colleagues con,ucte, a series o- e&periments,esigne, to ,emonstrate the imitation o- aggression" They became no(n as KThe FoboDoll #tu,ies’ ,ue to the use o- a large inHatable ,oll in the shape o- a s ittle that sprangbac (hen hit"Fan,ura an, his colleagues carrie, out many variations o- a stu,y usingthe 'o%o doll " The conclusion o- these stu,ies (as that human behaviour

is o-ten shape, by the socio*cultural processes o- social learning"'AND2RA3$ '!'! D!(( $T2D) 4 )ou ,ill not %e re5uired to descri%e t-e

study in t-e exam

/n the original stu,y a total o- @chil, participants (ere use,"

There (ere an e3ual number o-boys an, girls use," Each chil,(ent through the processin,ivi,ually but too part in one o- t(o con,itions: they either sa( an

aggressive mo,el or non*aggressive mo,el"


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create, in the chil, by only givingthem a -e( minutes in this roombe-ore they (ere tol, that thesenice toys (ere -or other chil,ren"

The chil, (as then ta en toanother room (ith other toys" /nthis last room there (as a Fobo,oll an, some aggressive toys4e"g" a mallet an, a ,art gun6 an,some non*aggressive toys 4e"g"paper an, crayons5 toy lorries an,cars5 ,olls an, a tea set6" #ittingbehin, a t(o*(ay mirror5 Fan,ura

an, his colleagues (ere able toobserve the chil,ren’s behaviour"

The chil,ren (ho (itnesse, theaggressive role mo,el’s behaviour(ere -ar more li ely to sho(aggressive behaviour themselves5an, the gen,er o- the role mo,elha, a signi8cant inHuence on(hether the behaviour (asimitate," Foys sho(e, moreaggressive behaviour (hen therole mo,el (as male" 0or girls5(hile the same tren, (as seen5 it(as less signi8cant" This might bepartly e&plaine, by the

generalisation that boys on the(hole are more aggressive thangirls"


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SOCIAL LEARNING THEORY AN AGGRESSION/n variations to his original stu,y5 Fan,ura sho(e, that re(ar,ing thebehaviour o- the mo,el encourage, the imitation o- it" This process is

no(n as vicarious rein-orcement"

Fan,ura’s theory helps us to e&plain (hy chil,ren might copyaggressive behaviour" The theory has -ace vali,ity 4i"e" it is true at onthe -ace o- it6 through its e&planation o- ho( the behaviour o- rolemo,els such as T+ personalities an, pop stars can be imitate," >istheory has been use, to e&plain other types o- behaviour such as,eviance an, eating ,isor,ers as it is li ely that behaviour observe, inthe me,ia is copie, by some in,ivi,uals (ho are motivate, by certainrole mo,els an, their behaviour">o(ever5 Fan,ura’s theory5 li e most behavioural theories5 can beaccuse, o- being ,eterministic as it suggests that a chil, passivelyabsorbs observe, behaviour an, imitates it (ithout logical thought

about the implications o- it" /t shoul, be consi,ere, that in a real li-esituation5 the chil,ren’s behaviour may not be 3uite as pre,ictable asin the arti8cial situation that Fan,ura create," The chil,ren may havebeen respon,ing to ,eman, characteristics as they (ere brought tothe location o- the e&periment every,ay no(ing that they (ere ta ingpart in something a bit special" /n -act5 one little boy (as hear, to tellhis mother in the car par that this is (here you are Ksuppose, to hitthe ,oll’" Chil,ren generally li e to please a,ults an,5 to this e&tent5Fan,ura may have overestimate, the importance o- the inten,e, rolemo,el as the main inHuencing -orce in the e&periment" Fobo ,olls arealso ma,e -or punching an, pushing aroun, an, this coul, also haveinHuence, the chil,ren" Fan,ura’s e&perimental metho,ology (as (ellcontrolle, the chil,ren all ha, the same e&perience an, theirresponses (ere co,e, reliably" The vali,ity o- a theory is o-tenassesse, by the amount an, 3uality o- research evi,ence that supportsit an,5 in the case o- earning Theory other researchers have similarlyi,enti8e, imitation to be a causal -actor in aggression" >o(ever5overall his e&periment may have lac e, ecological vali,ity ,ue to thearti8ciality o- the setting an, the ,eman, cues outline, above"0urthermore5 Fan,ura (as a


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ourselves" They allo( us to e&perience (hat others are ,oing an,-eeling an, their ,iscovery has maIor implications -or ourun,erstan,ing o- the social learning o- aggression because it suggeststhat imitating behaviour may be biologicallybase, rather than psychological 4nature*nurture ,ebate6" Potentially5 the ,iscovery o-

mirror neurons is a maIor brea through inun,erstan,ing o- human aggression althoughresearch is still in its early stages"

EIN I)I UATION T6E (!$$ !# !NE3$ $EN$E !#

INDI&ID2A(IT)(earning !%*ectives+ )ou ,ill %e a%le to:

E&plain ho( ,ein,ivi,uation contributes to aggressive behaviour (ithre-erence to research"


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>e use, -emale un,ergra,uates in a Kstu,y o- learning’" ) stooge is use, to play therole o- a stu,ent" The -emale participants playe, the teacher" The Kstu,ent’ ha, tocomplete a set o- tas s 4very similar to those given by $ilgram in his stu,ies o-obe,ience6 an, electric shoc s (ere ,elivere, to the Kstooge stu,ent’ i- theycomplete, the tas s (rongly"

>al- o- the -emale participants (ere (earing large lab coats an, hoo,s to cover their-aces" They (ere tal e, to in groups o- -our they (ere never re-erre, to by name an,

(ere the ,ein,ivi,uate, group" The other group (ore their normal clothes5 (eregiven name tags an, intro,uce, to each other -ormally" They (ere not,ein,ivi,uate," )ll participants coul, see the Kstu,ent’" They (ere also tol, that she(as either Khonest’ or Kconceite, an, critical’" /rrespective o- the ,escription o- thestu,ent learner5 the ,ein,ivi,uate, participants ,elivere, t(ice as many shoc s asthe in,ivi,uate, ones" Those participants that ha, large name tagsten,e, to give ,i!erent amounts o- shoc s ,epen,ing on the,escription they ha, been given"

Diener .89> con,ucte, a naturalistic observation o- 157AA tric *or*treating chil,ren in the O#" Diener note, that (hen the chil,ren (erein large groups an, (earing costumes hi,ing their i,entity5 they (eremore li ely to per-orm antisocial actions such as stealing money ors(eets" The group Kre,uces the possibility o- personal i,enti8cation’5(hich means that behaviour may ,eviate -rom normal stan,ar,s"

EIN I)I UATION #imilarly5 $il?e .@ B analyse, BAA violent attac s occurring inNorthern /relan," .- those BAA a total o- A (ere carrie, out bypeople (ho (ore some -orm o- ,isguise so that their i,entity (asun no(n" #il e -urther note, that the severity o- the violent inci,entssustaine, (as lin e, to (hether the perpetrator (as mas e, or not" /tseems -rom evi,ence such as this that aggressive acts can bee&plaine, by the ,ein,ivi,uation theory"

.ne o- the -un,amental problems o- this theory is the -act that itcannot provi,e an e&planation -or the simple -act that not all cro(,s orgroups per-orm aggressive actions" This (as seen in the (or o-Gergen et al .89>B 7 in (hich ,ein,ivi,uation ,i, not result inaggressive actions" /n Gergen et al’s stu,y5 1 subIects 4 men an, (omen6(ere ta en into a ,ar room" There (as no light at all in this room" )nother group o-1 subIects (ere ta en into a lit room" This (as the control group" The groups (eregiven no speci8c re3uests or instructions -rom the e&perimenter an, coul, use thetime as they (ishe,"/n the 8rst 1B minutes there (as polite small tal " Fy A minutes normal barriers tointimate contact ha, been overcome an, most participants Kgot physical’" )t least

hal- cu,,le, an, about LA -elt se&ually arouse,"Computer+mediated communication .email7 text etc=facilitates deindividuation= Topics o- conversation may be moreperverse or varie, (ithout embarrassment"'loodstein .@ B note, that in,ivi,uals (ho ha, speech problemssuch as stuttering sho(e, -e(er o- these problems (hen (earing amas " /t might be that not being able to be i,enti8e, increase, theirsel-*e2cacy an, ,ecrease, opportunities -or evaluation apprehension4-ear o- being assesse, by others6"


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Mullen .89 has also sho(n that in violent situations(here people are being attac e,5 in,ivi,uals (ho (ent to

provi,e help to the victim o-ten (oul, ,o so i- theycoul, mas their true i,entity5 -or e&ample by (earing ahat an, ,ar glasses"In a correlational study7 atson .89>B note, that-rom a total o- ? cultures stu,ie,5 those (arriors that ,isguise,their in,ivi,ual i,entity through the use o- -ace paint garments ten,e,to use more aggression such as torture5 ,eath or mutilation o-captives">o(ever5 to simply suggest that the cause o- aggression (as ,ue tothe lo(ering o- inhibitions is some(hat narro(" /t is rather,eterministic to suggest that ,ein,ivi,uation in a group brings aboutaggressive behaviour as it ,oesn’t allo( -or -ree (ill an, the -act thatsome in,ivi,uals choose not to behave aggressively even (hen theyare part o- a large cro(, an, are ,ein,ivi,uate," 0urthermore5 in ameta*analysis o- ,ein,ivi,uation research con,ucte, %y ostmes and$pears .899 5 much o- the previous research e&amining,ein,ivi,uation hel, the vie( that the group inHuence, the psychology4the thin ing an, action6 o- the in,ivi,ual" Postmes an, #pears’analysis o- over A stu,ies investigating ,ein,ivi,uation ,i, not,iscover a consistent 8n,ing o- ,ein,ivi,uation acting as apsychological inHuence on the in,ivi,ual’s state an, behaviour"

Their meta*analysis reveals that there are no consistent research8n,ings to support the argument that re,uce, inhibitions an,antisocial behaviour are more li ely to be seen in large groups orcro(,e, situations (here anonymity can be maintaine, (ith ease"/nterestingly they suggest that behaviour change o- in,ivi,uals ingroup situations has more to ,o (ith group norms than anything else"

CUE AROUSAL(earning !%*ectives+ )ou ,ill %e a%le to:

• E&plain ho( cue arousal contributes to aggressive behaviour (ith re-erence toresearch"

0rustration lea,s to anger .Dollard3s frustration/aggression -ypot-esis .89B9 5 butFer o(itM an, ePage 41J @6 argue that i- cues such as a ni-e or a gun are present in thesituation5 they (ill inHuence the in,ivi,ual’s behaviour an, anger may be e&presse, asaggression"RE$EARC6 E&IDENCE 'er?o,itF and (e age .89 >Met-od E&periment

Design /n,epen,ent groups$ample 1AA un,ergra,uate psychology stu,ents -rom the Oniversity o-


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Condition one 4 Participants receive, multiple shoc sCondition t,o 4 Participants receive, only one shoc "

The participants that receive, the most shoc s (ere in the angry group" The participants (ho receive, only one shoc (ere in the non*angry group"

art t,o of t-e experimen t The subIect an, stooge change, rooms" The participants no( ha, to Iu,ge their partner’sper-ormance on the tas an, issue the shoc s"Condition one a 1 *guage shotgun an, a "7L calibre revolver (ere in vie( in

the room"Condition t,o a ba,minton rac et an, shuttlecoc s (ere in vie( in vie( in theroom"Fer o(itM measure, the amount o- shoc s given to the partner as measurement o- anger"#indings

The angry group gave more shoc s an, hel, the shoc ey ,o(n -or longer (hen the shotgunan, revolver (ere in vie( compare, to the participants (ho coul, see the ba,minton rac etan, shuttlecoc s"

The research (as con,ucte, in an arti8cial environment an, (as not an every,ay situation asthe present o- 8rearms is unusual" There-ore it is possible that the participants -ul8lle, thee&perimenters’ e&pectations because that (as (hat they thought they shoul, ,o" Theirbehaviour may have been the result o- ,eman, characteristics rather than a reHection o- (hatthey (oul, ,o in a genuine situation"

/t is possible that the results o- the stu,y (ere a!ecte, by the participants’ no(le,ge thatthey (ere ta ing part in an e&periment an, that there (oul, be no conse3uences to pay -ortheir actions" lec? and McElrat- .8998 loo e, at 1 K(eapons e!ect’ stu,ies an, state,that the e!ect only (or e, on those in,ivi,uals (ho ha, no prior e&perience o- guns"0urthermore5 the more closely the e&perimental situation reHecte, real li-e5 the less li ely there(as to be an e!ect" Qlec an, $cElrath argue, that it shoul, not be too surprising since theconse3uences o- the actions (ere neither serious nor permanent" 8 carrie, out a very similar e&periment an,

got opposite results" /t is more li ely that aggressive behaviour is cause, by other -actors" /t isa (ea ness o- the cue arousal theory that important cognitive an, biological causes o-behaviour are not mentione, in the e&planation" $ulti,imensional e&planations coul, be moreaccurate"

RELATI)E EPRI)ATION (earning o%*ectives: )ou ,ill %e a%le to:

E&plain ho( relative ,eprivation can contribute to aggressive behaviour (ith re-erenceto research"

The theory (as create, by $touHer in 89; 5 but base, on the (or o- 6ovland and $ears in 890 (honotice, that ,uring the 1J7As recession in the O#5 there (as an increase in anti*blac violence an,lynching") conscious comparison generates -eelings o- ,i!erence (hich is the basis -or antisocial behaviour"/ne3ualities bet(een groups seem to bring about hostility bet(een them an, there have been many riots

bet(een such groups5 -or e&ample:The race riots in Chicago 1J1J Notting >ill5 on,on5 1JBL os )ngeles 1JJFri&ton5 on,on 1JL1 >an,s(orth5 Firmingham5 1JL1 Fra,-or, an, .l,ham5 AA1 The riots inon,on A11

.ne group sees (hat other groups have an, -eel that they shoul, be able to have access to those thingstoo e"g" (ages5 housing5 Iob opportunities5 security etc"Runcimann .89 i,enti8e, t(o types o- relative ,eprivation:

• fraternalistic relative deprivation as it involves group*to group comparison"• Egoistic relative deprivation involves comparison bet(een in,ivi,uals"

rig-t and lee .8999 suggest that social mobility 4transition up an, ,o(n a class system6 (oul,re,uce the e!ects o- relative ,eprivation") potential problem (ith the theory is that it says very little about ho( (e ,eci,e (hat group to compareourselves (ith" There are cognitive processes at (or in terms o- sel-*perception an, comparison"


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T-e follo,ing article can %e found at((("malcolmrea,"co"u Soc 9oung relative "htmRelative deprivation ,as a term 8rst coine, by $am $touHer an, his associates in their (artimestu,y The American Soldier 41J?J65 relative ,eprivation (as r igorously -ormulate, by G Runciman in89 " /ts use in criminology (as not until the 1JLAs by theorists such as # #tac 5 Sohn Fraith(aite an,particularly the le-t realists -or (hom it is a ey concept" /ts attraction as an e&planatory variable in thepost*(ar perio, is because o- the rise o- crime in the maIority o- in,ustrial societies ,espite the increase inliving stan,ar,s" That is5 (here material ,eprivation in an absolute sense ,ecline, an, the ol, e3uation o-the more poverty the more crime (as clearly -alsi8e,"

Relative Deprivation occurs (here in,ivi,uals or groups subIectively perceive themselves as un-airly,isa,vantage, over others perceive, as having similar attributes an, ,eserving similar re(ar,s4theirerence groups6" /t is in contrast (ith absolute ,eprivation5 (here biological health is impaire, or(here relative levels o- (ealth are compare, base, on obIective ,i!erences * although it is o-ten con-use,(ith the latter" #ubIective e&periences o- ,eprivation are essential an,5 in,ee,5 relative ,eprivation is moreli ely (hen the ,i!erences bet(een t(o groups narro(s so that comparisons can be easily ma,e than(here there are caste*li e ,i!erences" The ,iscontent arising -rom relative ,eprivation has been use, toe&plain ra,ical politics 4(hether o- the le-t or the right65 messianic religions5 the rise o- social movements5in,ustrial ,isputes an, the (hole plethora o- crime an, ,eviance"

The usual ,istinction ma,e is that religious -ervour or ,eman, -or political change are a collective responseto relative ,eprivation (hereas crime is an in,ivi,ualistic response" Fut this is certainly not true o- manycrimes * -or e&ample5 smuggling5 poaching or terrorism * (hich have a collective nature an, a communalbase an, ,oes not even al lo( -or gang ,elin3uency (hich is clearly a collective response" The connectionis5 there-ore5 largely un,er*theorise, * a reHection o- the separate ,evelopment o- the concept (ithin theseemingly ,iscrete ,isciplines o- sociology o- religion5 political sociology an, criminology"

The use o- relative ,eprivation in criminology is o-ten conHate, (ith $erton s anomie theory o- crime an,,eviance an, its ,evelopment by Clo(ar, an, .hlin5 an, there are ,iscernible5 although largelyune&plore,5 parallels" )nomie theory involves a ,isparity bet(een culturally in,uce, aspirations 4egsuccess in terms o- the )merican Dream6 an, the opportunities to realise them" The parallel is clear: this isa subIective process (herein ,iscontent is transmute, into crime" 0urthermore5 $erton in his classic 1J7Larticle5 #ocial #tructure an, )nomie 4(here norms have bro en ,o(n65 clearly un,erstan,s the relativenature o- ,iscontent e&plicitly criticising theories (hich lin absolute ,eprivation to crime by pointing topoor countries (ith lo( crime rates in contrast to the (ealthy Onite, #tates (ith a comparatively highrate" Fut there are clear ,i!erences5 in particular $ertonian anomie involves an inability to realiseculturally in,uce, notions o- success" /t ,oes not involve comparisons bet(een groups but in,ivi,ualsmeasuring themselves against a general goal" The -act that $erton5 the maIor theorist o- re-erence groups5,i, not -use this (ith his theory o- anomie is5 as Runciman notes5 very strange but probably reHects theparticular )merican concern (ith (inners an, losers an, the in,ivi,ualism o- that culture" The empiricalimplications o- this ,i!erence in emphasis are5 ho(ever5 signi8cant: anomie theory (oul, naturally pre,ictthe vast maIority o- crime to occur at the bottom o- society amongst the losers but relative ,eprivationtheory ,oes not necessarily have this over(helming class -ocus" 0or ,iscontent can be -elt any(here in theclass structure (here people perceive their re(ar,s as un-air compare, to those (ith similar attributes"

Thus crime (oul, be more (i,esprea, although it (oul, be conce,e, that ,iscontent (oul, be greatest

amongst the socially e&clu,e," The -uture integration o- anomie an, relative ,eprivation theory o!ers great promise in that relative,eprivation o!ers a much more (i,esprea, notion o- ,iscontent an, its emphasis on subIectivity insuresagainst the ten,ency (ithin anomie theory o- merely measuring obIective ,i!erences in e3uality 4so calle,

strain theory6 (hereas anomie theory5 on its part5 o!ers a (i,er structural perspective in terms o- thecrucial role o- ,i!erential opportunity structures an, 8rmly locates the ,ynamic o- ,eprivation (ithincapitalist society as a (hole" !C )!2NG

*& INSTITUTIONAL AGGRESSION(earning o%*ectives: )ou ,ill %e a%le to:

On,erstan, (hat is meant by institutional aggression E&plain potential causes o- institutional aggression Evaluate theoretically the e&planations -or institutional aggression


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criminal an, terrorist groups 4i"e" those (ho are boun, together by acommon purpose to be aggressive6"

Institutional aggression can be e&plaine, by ,ein,ivi,uation" The loss o- personal i,entity that results -rom (earing a uni-orm either as a police o2cer or prison guar, may go some (ay toe&plaining the li elihoo, that people (ill ,isplay aggression" Removing

an in,ivi,ual’s o(n clothes an, replacingthem (ith a uni-orm plays a maIor part in,epersonalising them (ithin an institutionalsetting" Dein,ivi,uation may also occuramongst prisoners (hose hea,s are shave,an, (ho are given matching clothing to(ear" >o(ever5 the removal o- in,ivi,ualityin this instance is more li ely to ,ehumanise

the prisoners an, ma e them targets o- aggression" Police in riot gearare ,i2cult to i,enti-y because partial mas s an, visors cover their-aces" .2cers in the AAJ G A protests (ere criticise, -or covering uptheir in,ivi,ual i,entity numbers in or,er to ma e themselves evenmore anonymous" )nonymity may encourage aggression by lesseningthe li elihoo, o- being caught or through the loss o- personal valuesan, morals" The anonymity o- police o2cers5 particularly (hen in largegroups5 may also ma e them seem less human5 an, this -act in turnmay be more li ely to incite violence -rom a rioting cro(, so that theybecome victims o- assault"Oni-orms can also help to ,e8ne roles" ) person’s behaviour maychange in accor,ance (ith the e&pectations a!or,e, to the role theyhave a,opte,5 an, the (earing o- a uni-orm can help them to get intorole" Oni-orms are synonymous (ith institutions (hether hospitals5 thepolice -orce5 prisons or schools" Even colleges an, universities a,optthe use o- scarves or s(eatshirts to ,enote membership o- a particularhouse or -raternity"

Rules an, norms are also a characteristic o- institutions" There is o-tena hierarchy (hich has an Kus an, them’ aspect to it (here one grouphas po(er over the other group lea,ing to social ine3uality" Eachperson’s role is instantly i,enti8able by (hat they are (earing5 (ithpeople in positions o- po(er o-ten ,enote, by a uni-orm that bears thesymbols o- their status an, authority"

Aggression in institutions can %e considered in terms of t,oforces:

• #ituational -orces• Dispositional -orces

T-e 5uestion to consider -ere is ,-et-er some people are *ust aggressive and do violent t-ings to ot-er people%ecause of t-e type of person t-ey are .disposition or,-et-er good people do %ad t-ings ,-en t-ey are put into a


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situation t-at encourages aggressive %e-aviour.situational = o(ever5 the e&periment (as a role play so it coul,

be argue, that it lac e, realism an, thatparticipants behave, as they thought they (eree&pecte, behave" /n other (or,s5 the participantscoul, have been KIust playing along’" >o(ever5 there is evi,ence -or the guar,s not

Iust simply role playing5 -or e&ample their brutal behaviour (asn’t there at the startbut ,evelope, over the 8rst -e( ,ays an, they ,i, not play up to the cameras asmight be e&pecte," /n -act their behaviour (as (orse (hen they ne( they (eren’tbeing observe," #o5 (as it more to ,o (ith the in,ivi,ual than the situation=


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Each participant (as subIecte, to physical an,psychological testing be-ore the stu,y to ensure that they(oul, be suitable participants" )ll o- them (ere consi,ere,Knormal’ (ith no participant being assesse, as any moreaggressive than the others" The testing allo(e, a basis -orcomparison" Participants (ere then ran,omly allocate, tothe role o- prison guar, or prisoner" Dave Eshleman (asone o- the participants (ho (as assigne, to the role o- prison guar," Eshleman became no(n as KSohn e (as the most ,egra,ing o- all guar,s"

e came -rom a mi,,le class-amily5 aca,emic -amily" Eshleman love, music5 -oo, an, other people an, ,escribe,himsel- as a person that clearly hel, great love -or his -ello( human beings"

e argue, that the behaviour o- the guar, (as the pro,uct o-the situational -orces o- being a guar, in that particular prisonenvironment5 an, not ,ue to ,ispositional characteristics" imbar,o’s

thoughts about )bu Ghraib automatically -ocuse, on the circumstances in the prisoncell bloc that coul, have le, Kgoo, sol,iers to ,o ba, things’" imbar,o argues thatit is Kba, systems’ that are the problem rather than Kba, in,ivi,uals’" Rather than oneba, apple turning other apples ba,5 imbar,o insists that Kba, barrels’ are theproblem5 i"e" ba, institutions"

>uman behaviour has more than one simple inHuence5 an, the behaviours (itnesse,at )bu Ghraib (ere the result o- interplay bet(een several ey -actors:

• #tatus an, po(er: those involve, (ere the Kbottom o- the barrel’" They (ere armyreservists on a night shi-t an, (ere not supervise, by a superior o2cer"


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Researching this 8el, o- aggression is ,i2cult" Detail is o-ten Iust biographical an, ishar, to ma e a scienti8c stu,y o- the in,ivi,ualistic or situational causes that liebehin, the behaviour" 0urthermore5 in-ormation in this area is socially sensitive inthat it coul, have repercussions -or a select group o- people" Thought has to be givenas to ho( the material gaine, by the research (ill be collecte,5 use, an, publishe,"0rom a practical point o- vie( it (oul, be very har, -or a researcher to control allvariables in naturally occurring situations in a controlle, (ay" 0rom this point o- vie(it (oul, be very ,i2cult to establish cause an, e!ect"

'ernard3s angry aggression t-eory can be use, to e&amine the causes o-institutionalise, aggression in the police force " /t coul, be argue, that -actors suchas the chronic stress o- police (or 5 along (ith the inability to respon, to the actualsources o- that stress5 increase the aggressive nature o- responses that police ma e"Fernar,’s vie( o- there being a police subculture is not ne( an, can be trace, bacto the earlier (or o- estley .89> = Fernar, 4an,


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DeJem .@ 0 e&ten,s this vie( by suggesting that the ,ivision bet(een situationalan, ,ispositional causes may not be so clear as (e thin " >e tal s o- Kpre,atorycharacteristics’ o- terrorism (hich help us to see the terrorist action5 but these shoul,be seen (ithin a (i,er un,erstan,ing o- Kanti*mo,ernist’ impulses’5 e"g" an oppositionto -ree mar ets5 liberal ,emocracy an, associate,

'11 Toy Guidelines and Rubric

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