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Bullying

Bullying

A modern 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.

Aggression

Aggression

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...

Bystander Effect

Bystander Effect

The discussion of bullying highlights the problem of witnesses not intervening to help a victim. This is a common occurrence, as the following well-publicized event demonstrates. In 1964, in Queens, New York, a 19-year-old woman named Kitty Genovese was attacked by a person with a knife near the back entrance to her apartment building and again in the hallway inside her apartment building. When the attack occurred, she screamed for help numerous times and eventually died from her stab wounds.

Conduct Disorder

Conduct Disorder

Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...

Group Design

Group Design

The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between the two are due to...

Stereotypes, Prejudice, and Discrimination

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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who are...

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Related Experiment Video

Updated: May 15, 2026

The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress

The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress

Published on: July 4, 2013

Violence and school shootings.

Daniel J Flannery¹, William Modzeleski, Jeff M Kretschmar

¹Mandel School of Applied Social Sciences, Case Western Reserve University, 11402 Bellflower Road, Cleveland, OH 44106, USA. daniel.flannery@case.edu

Current Psychiatry Reports

|December 21, 2012

Summary

This summary is machine-generated.

School shootings, though rare, have severe impacts. Research highlights shooter mental health issues but stresses comprehensive threat assessments over shooter profiles for prevention. Further systematic research is needed on all shooting types.

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Area of Science:

Psychology
Criminology
Public Health

Background:

Multiple-homicide school shootings are rare but devastating events impacting individuals, schools, and communities.
Existing research often relies on retrospective case histories or media reports, limiting empirical understanding.
There is a recognized need for more systematic research across all types of school shootings.

Purpose of the Study:

To examine mental health issues associated with perpetrators of multiple-homicide school shootings.
To discuss the limitations of current shooter profiling and advocate for comprehensive threat assessment protocols.
To explore current policies and the role of mental health professionals in school shooting prevention and victim support.

Main Methods:

Focus on multiple-homicide school shooting incidents.
Analysis of shooter mental health issues.
Review of existing literature and policy.

Main Results:

No reliable shooter profile exists; comprehensive threat assessment is crucial.
Mental health issues are a factor in some school shootings.
Current research methodologies have limitations.

Conclusions:

Risk assessment for school shootings should prioritize comprehensive threat assessment protocols over shooter profiling.
Mental health professionals play a vital role in risk assessment and supporting survivors.
Further empirical research is essential to understand and prevent various forms of school violence.