Aggression is considered to be one of the types of interactions between persons that implies threatening of one individual by others. It is known that there is a phenomenon of cumulative increase of aggression if one’s violent actions are complemented with others’ similar conduct (Anderson, 1997). Gender also matters, as in general, men tend to be involved in situations when aggressive behavior is manifested most often. The following environmental elements can contribute to potentially aggressive conduct toward others: poverty, family violence, constant exposure to violence in media, availability of weapons, and substance abuse (Bond, 2004).
With respect to modifications in the environment that might be needed, there is a phenomenon called “deindividuation” that implies loss of sense of self in a group, making it complicated to assemble a crowd in a place, which is known for aggressive behavior stimulation, can be beneficial. Considering potential changes in culture that might be needed, social reinforcement, which means rewarding for specific, mostly deviant behavior, shall be made unattractive by leaders and influencers.
Program Focus and Structure
The program is focused on workplace violence and consists of two distinct modules intended to provide comprehensive understanding of the issue, address the risk factors, and utilize interventions for lowering the reactivity on the aggression occurring at the workplace. The first module is focused on the concept of aggression that includes understanding of risks factors for the behavior and examination of personal triggers and reactions that make a participant vulnerable. The first module’s length is 8 hours of lectures divided equally between two above-mentioned topics, both of which ends with a quiz. The second module is focused on interventions to minimize aggressive situations, supported with examples, and methodic to improve self-esteem and support self-efficacy. The second module’s length is 20 hours divided equally between two above-mentioned topics. 10 hours are lectures followed with quizzes, and 10 hours of practical lessons focused on implementation of interventions learned in a form of a game.
The program is focused on workplace violence and consists of two distinct modules intended to provide a comprehensive understanding of the issue, address the risk factors, and utilize interventions for lowering the reactivity on the aggression occurring at the workplace. The first module focuses on the concept of aggression that includes an understanding of risk factors for the behavior and examination of personal triggers and reactions that make a participant vulnerable. The first module’s length is 8 hours of lectures divided equally between two topics mentioned above, ending with a quiz. The second module is focused on interventions to minimize aggressive situations, supported with examples, and methodic to improve self-esteem and support self-efficacy. The second module’s length is 20 hours divided equally between the two above-mentioned topics. Ten hours are lectures followed by quizzes and 10 hours of practical lessons focused on the implementation of interventions learned in the form of a role game.
Goals and Objectives of the Program
The program’s primary objective is to become more confident while facing aggression at the workplace, more efficient at identifying individuals that are likely to manifest deviant behavior, and increase self-esteem. The goals are the following: to deepen understanding in the background of the phenomenon of aggression, complimentary risk factors, and personal reactions and triggers. To learn techniques and interventions how to minimize or de-escalate aggressive situations and behaviors, improve self-esteem, and support self-efficacy.
Vital Concepts, Examples, and Interventions
First, it is vital to be aware of own triggers to obtain an insight into the mechanism of reacting to other people’s aggressive behavior. It is common that people who are especially vulnerable to aggression are triggered by others, but the violence itself factors. For instance, unjust treatment at the workplace makes an individual doubt his or her abilities lowering the level of self-confidence (Litner, 2020). It is also true for feelings of helplessness, being unneeded or too needed, loss of independence, and exposure to criticism. The quick assessment of the aggressor’s own self-concept is vital for addressing the issue and can be done through consideration of risk factors influencing one’s behavior. It will enable to understand the individual’s weaknesses that make them behave aggressively and return the self-confidence by ensuring that the victim of such conduct is not the one who is actually guilty in the situation.
It is possible to design interventions to minimize aggressive situations, based on existing techniques supporting them with examples of aggressive behavior the mentioned techniques can be utilized for. Cognitive reappraisal is methodic of recognizing negative thoughts and changing their meaning and emotional valence, which can be especially helpful, for instance, during exposure to verbal aggression from a superior colleague (Denson, 2015). Self-control methodology that includes mindfulness and breathing techniques is useful for not making a situation worse or not losing the ability to think straight, for instance, when there is a necessity to function under pressure from aggressive employees effectively. In general, assessment of the reasons for a person to behave inappropriately and not letting it negatively affect self-confidence is a key to resolving the issue.
It is possible to design interventions to promote self-efficiency and self-esteem based on existing principles and methods. Goal-setting is one of the valuable tools intended to ensure the knowledge of what is needed to be done that positively influences self-efficiency while increasing self-esteem at the same time as achievement of simple goals make people feel successful (Field et al., 2014; Perveen et al., 2020). Looking beyond short-term losses and reconstructing the ways failures are perceived play a similar role as it enables one to understand that challenges and obstacles are inevitable, and continuing to believe in own abilities will eventually result in positive outcomes.
Evaluation and Recommendations
It is possible to construct a Pre and Post-test on attitudes toward aggression to evaluate the efficiency of the training. The Questionnaire provided in Table 1 is based on the Collins Attitudes Toward Aggressive Behaviour model and consists of statements rated on a five-point scale from strongly disagree (1) to strongly agree (5).
Table 1. Pre and Post-test on Attitudes Toward Aggression
Note. 1 = strongly disagree, 5 = strongly agree (Grenyer et al., 2004, p. 808).
The evaluation of the tests’ results is based on a two-tailed t-test with a significance value (P level) < 0.05 to ensure the statistical difference in the scores obtain that would indicate the efficiency of the training plan’s interventions. (Grenyer et al., 2004, p. 808). The verdict is made in accordance with regular requirements for the evaluation of T-test results. It is also necessary to include an evaluation of Assertiveness Training to complement the Aggression Intervention Program and ensure a high level of satisfaction from participation in the program. The Questionnaire provided in Table 1 enables the assessment of every distinct module and consists of statements rated on a ten-point scale from strongly disagree (1) to strongly agree (10).
Table 2. Satisfaction with the Training
Note. 1 = strongly disagree, 10 = strongly agree (Grenyer et al., 2004, p. 807).
The average scores are evaluated based on the following rule: mean equals 1-3 implies the training does not meet the expectations and the experience is not satisfying. Mean equals 4-7 implies the training meets some of the expectations and the experience is mostly satisfying. Mean equals 8-10 implies the training meets all or near all of the expectations, and the experience is almost or completely satisfying. A set of recommendations for follow-up training might be beneficial even after the program is over. First, it is necessary to note aggressive behavior to ensure that the individual, against which the learned interventions can be implemented, is identified (Anderson, 1997). Then, keep in mind the risk factors and assist colleagues in addressing them to prevent inappropriate conduct in the future. Finally, find people who share your concerns and help and support each other. This Aggression Intervention Training Plan provides comprehensive information about how to lower the adverse consequences of being exposed to one’s aggressive behavior.
References
Anderson, C. A. (1997). Effects of violent movies and trait hostility on hostile feelings and aggressive thoughts. Aggressive Behavior, 23(3), 161–178. Web.
Bond, M. H. (2004). Culture and Aggression – From Context to Coercion. PubMed, 8(1), 62–78. Web.
Denson, T. F. (2015). Four promising psychological interventions for reducing reactive aggression. Current Opinion in Behavioral Sciences, 3, 136–141. Web.
Field, R. D., Tobin, R. M., & Reese-Weber, M. (2014). Agreeableness, social self-efficacy, and conflict resolution strategies. Journal of Individual Differences, 35(2), 95–102. Web.
Grenyer, B., Ilkiw-Lavalle, O., Biro, P., Middleby-Clements, J., Comninos, A., & Coleman, M. S. (2004). Safer at work: Development and evaluation of an aggression and violence minimization program. Aust N Z J Psychiatry, 38(10), 804-810. Web.
Litner, J. (2020). How to Identify and Manage Your Emotional Triggers. Healthline. Web.
Perveen, A., Hazalizah, B., & Ramlee, F. (2020). Effectiveness of Self-Esteem Based Interventions to Enhance Self Esteem and Academic Achievement among Undergraduate Students. MATTER: International Journal of Science and Technology, 29(8), 1973–1983. Web.