Aggression essays

Aggression essays Jimmy Wylie Nurture plays a much larger role in the development of aggression in ones personality then that of nature. Green (http://mentalhelp.net/psyhelp/chap7/) defines aggression in terms of four basic elements: 1) delivery of a harmful stimulus or stimuli (i.e. an insult, kick, ect.) to another person, 2) an intent to harm another person, 3) a belief that an action will be effective, and 4) a target who is motivated to avoid being harmed. Human aggression seems to universally effects humans as a species. However there are some societies, like that of the United States who are much more affected by both internal and international aggression. Psychology Today (http://mentalhelp.net/psyhelp/chap7/) asked, If you could secretly push a button and thereby eliminate any persons with no repercussions to yourself, would you press that button? 69% of American males and 56% of American females said they would. There are many theories which argue that aggression is a natural aspect but there is just t oo much evidence that argues aggression as being a product of socialization. Most of the arguments siding that aggression is a natural behaviour are just theories and ideas with little or no fact in them. These arguments tend to blame aggression on insanity and mental illnesses. On the other hand, these theorists state that acts of aggression are done from observing others and seeing their successes and the benefits aggression brings. This is easily shown though family life and is extremely evident in the media. Some others argue that aggression can be a way of trying to gain attention. At a very young age influences with aggression can deeply affect the way ones personality develops. As stated earlier the theories arguing that aggression is a natural part of a humans personality use mental dysfunctions in an attempt to prove this. For example; Charles Whitman killed his wife and...

Free Essays on Teen Depression

Adolescent Depression: The Under Acknowledged Disease Psychology Depression is a disease that afflicts the human psyche in such a way that the afflicted tends to act and react abnormally toward others and themselves. Therefore it comes to no surprise to discover that adolescent depression is strongly linked to teen suicide. Adolescent suicide is now responsible for more deaths in youths aged 15 to 19 than cardiovascular disease or cancer (Blackman, 1995). Despite this increased suicide rate, depression in this age group is greatly underdiagnosed and leads to serious difficulties in school, work and personal adjustment which may often continue into adulthood. How prevalent are mood disorders in children and when should an adolescent with changes in mood be considered clinically depressed? Brown (1996) has said the reason why depression is often over looked in children and adolescents is because "children are not always able to express how they feel." Sometimes the symptoms of mood disorders take on different forms in children than in adults. Adolescence is a time of emotional turmoil, mood swings, gloomy thoughts, and heightened sensitivity. It is a time of rebellion and experimentation. Blackman (1996) observed that the "challenge is to identify depressive symptomatology which may be superimposed on the backdrop of a more transient, but expected, developmental storm." Therefore, diagnosis should not lay only in the physician's hands but be associated with parents, teachers and anyone who interacts with the patient on a daily basis. Unlike adult depression, symptoms of youth depression are often masked. Instead of expressing sadness, teenagers may express boredom and irritability, or may choose to engage in risky behaviors (Oster & Montgomery, 1996). Mood diso rders are often accompanied by other psychological problems such as anxiety (Oster & Montgomery, 1996), eating disorders (Lasko et al., 1996), hypera... Free Essays on Teen Depression Free Essays on Teen Depression Adolescent Depression: The Under Acknowledged Disease Psychology Depression is a disease that afflicts the human psyche in such a way that the afflicted tends to act and react abnormally toward others and themselves. Therefore it comes to no surprise to discover that adolescent depression is strongly linked to teen suicide. Adolescent suicide is now responsible for more deaths in youths aged 15 to 19 than cardiovascular disease or cancer (Blackman, 1995). Despite this increased suicide rate, depression in this age group is greatly underdiagnosed and leads to serious difficulties in school, work and personal adjustment which may often continue into adulthood. How prevalent are mood disorders in children and when should an adolescent with changes in mood be considered clinically depressed? Brown (1996) has said the reason why depression is often over looked in children and adolescents is because "children are not always able to express how they feel." Sometimes the symptoms of mood disorders take on different forms in children than in adults. Adolescence is a time of emotional turmoil, mood swings, gloomy thoughts, and heightened sensitivity. It is a time of rebellion and experimentation. Blackman (1996) observed that the "challenge is to identify depressive symptomatology which may be superimposed on the backdrop of a more transient, but expected, developmental storm." Therefore, diagnosis should not lay only in the physician's hands but be associated with parents, teachers and anyone who interacts with the patient on a daily basis. Unlike adult depression, symptoms of youth depression are often masked. Instead of expressing sadness, teenagers may express boredom and irritability, or may choose to engage in risky behaviors (Oster & Montgomery, 1996). Mood diso rders are often accompanied by other psychological problems such as anxiety (Oster & Montgomery, 1996), eating disorders (Lasko et al., 1996), hypera...

Thomas Stonewall Jackson Essay Example | Topics and Well Written Essays - 1250 words

Thomas Stonewall Jackson - Essay Example While he did not excel, he worked hard to complete his training and successfully graduated in 1846. His final grade placed him 17th among his class of 59 students, (Cooke, 1866) an indication of the potential that he was later to unlock. Following his graduation, Jackson transferred to Mexico where he received military training and served for five years. Within this time the Mexican war broke out, and he earned two brevets for his role in the war. In February 1852, he resigned from his designation in Army and accepted professorship at Virginia Military Institute. Soon he was recognized as a professor of artillery tactics and natural philosophy at Virginia Military Institute in Lexington. He had a significant role in the Civil War, commanding the confederation army, and fought in a number of important battles such as the battle of Chancellorsville. Jackson lost an arm as a consequence of this battle, and while he survived the amputation, complications brought on by pneumonia meant tha t he died eight days later. Thomas Jackson married twice in his life, first to Elinor Junkin and later to Mary Anna Morrison. He married Elinor Junkin in 1853 but she didn’t survive after giving a stillbirth and died due to postpartum hemorrhage on October 22, 1854, after just one year of marriage. Thomas Jackson married again in 1857 with Mary Anna and had two daughters, of these one survived, she was named Julia Laura. MILITARY CAREER Jackson is considered by many Military Historians to be the ‘most blessed’ tactical commander. He started his military career as a Second Lieutenant in United States Army in the artillery regiment. Due to his excellent commanding personality and strong decisive powers, he was sent on Mexican War for two years where he served at different battles like Chapultepec, Contreras and Mexico City. As a consequence of the battles he fought and his determination he earned two brevets and was promoted as First Lieutenant. During war in Mexic o, he met Robert Lee for the first time, this relationship would prove to be highly influential (Doak, 2005). One of Jackson’s key leadership traits was the ability to show strong decisive power, choosing a course and sticking to it, despite opposition. An example of this was during the battle at Chapultepec, where Jackson refused to obey orders which he considered to be wrong. He later argued that his denial was justified, as he considered the withdrawal of the army would do more harm than good under the circumstances surrounding that battle. However, he learned later in his career to follow instructions of those senior to him even when he knew that the decisions that they made were incorrect. It was this aggressive attitude that earned him his second brevet, and his subsequent promotion to Major. He was the only army officer to receive two promotions during the three year Mexico War. Jackson was complimented with a nickname†Stonewall† during first battle of Bull Run. Jackson resigned from his army service in February 1852 to follow up with his professorship. JACKSON AS A PROFESSOR After retiring from the Army, Jackson accepted a new career as a professor at Virginia Military Institute and taught Experimental Philosophy and was an Instructor of Artillery. The ideas and theories that he presented were unusual and many are still in use today. Many of his concepts are considered to be military