CJUS 340 DB2

The psychology of human behavior is very complex because it is the result of individual’s perception of things or event. The personality aberrations vis-à-vis behavior and traits become huge concern when they are against the welfare of other people or do not conform to social norms. The criminal activities are perpetrated by anti-social personalities who also need to be treated psychologically to improve their behavior and inculcate better traits. Winn amp. Snyder, (1996) assert that actions of individuals are influenced by selective memory where the information is manipulated, resulting in acts that are antisocial.
There are many types of antisocial personalities that have adverse impact on the masses but bullying has emerged as major personality disorders that cuts across age, gender and class. Bullying amongst students significantly harms not only the perpetrators but also has long term ramifications for victims. Vaughan (2010) believes that childhood bullying results in adult anti-social behavior. Bullying is subtle violence to maintain physical superiority and therefore bullies are inclines to promote aggressive stance in their personal and professional life. The victims of bullying, especially children also develop impaired personality with low self-respect as they grow up.
The aggressive behavior of bullies is very damaging for people at large and needs to be addressed early. The various external factors like family history of violence, alcohol, drug, mass-media, where violence is inherently linked to human behavior, often become critical linkages that inculcate violent tendencies amongst the impressionable children and young adults. Thus, anti-social personalities and anti-social behavior must be addressed through socio-psychological interventions.
(words: 257)
Reference
Vaughn, Michael G. et al., (2010) Psychiatric Correlates of Bullying in the United States: Findings from a National Sample.nbsp.Psychiatric Quarterly, 81 (3): 183-195.
Winn, W., and Snyder, D. (1996). ‘Cognitive perspectives in psychology’, Handbook for research for educational communications and technology, 112-142, New York: Simon amp. Schuster Macmillan.