What Is the Role of Observational Learning in Domestic and Family Violence?

What is the role of observational learning in domestic and family violence?

PSY1011 Critical Thinking Assignment 2

Word Count: 987 words

  During childhood and juvenility, observations of how parents act, provides behavioral modelling in a child , as children tend to deduce a particular style of parenting through repeated exposure. The child witness to a violent environment has a higher risk of displaying similar conduct whether witnessed or experienced, as an adult. Through the analysis of some research studies into behavioral problems’ main factors, it is evident that observational learning of being exposed to aggression is the main factor that was contributing to family violence or Intimate partner violence (IPV). The cycle of violence as a learned behavior, in particular; modelling violence and a negligence to teach effective methods of managing conflicts, leading to violence as a result, was analyzed.

  Studies have validated the cycle of violence as a model and a learnt conduct. An evaluation of findings, indicated a link in the cycle of violence. A study that observed 16 million children exposed to IPV mostly in the form of verbal aggression followed by physical assault, displayed results that tend to show early childhood behavioral issues, followed by aggressive behavior during adolescence (Towe-Goodman, Stifter, Coccia & Cox, 2011). This was supported by a further investigation, using 3000 adults, who were once exposed to IPV in which the research concluded that childhood subjection to violence, led to psychosocial maladjustment and alcohol reliability due to depression, during adolescence (Roustit, Renahy, Guernec, Lesieur, Parizot, & Chauvin, 2009). In contrast, children’s observational learning does not only limit to parents modelling violence but their interactive environment as well. Around 400 children below the age of 8, were investigated for peer modelling of aggression and it was concluded that the peer interaction also plays a part in the child’s development and it can be either positive or negative (Brendgen, Boivin, Vitaro, Bukowski, Dionne, Tremblay & Perusse, 2008).  Both research studies employed an identical pattern in which a child’s observational learning does not only occur during Intimate Partner Violence but also around peer interactions and its influences, even if parents’ model exemplary behavior.

  However, the reliability of Towe-Goodman et al. (2011), Rousitt et al.  (2009) and Brendgen et al. (2008)’s conclusion that the child’s surroundings, playing a part in observational learning which leads to aggression may be called into question as there should have been a control variable in which similar types of aggression, was inflicted from someone without an exposure to violence during their childhood in order to find out if observational learning really does play a role in Intimate Partner Violence (Finkel, DeWall, Slotter, Oaten & Foshee (2009)) . As some people can act with a violent impulse due to their own self-regulatory failure, with or without violence exposure background, this control variable was not investigated in the study (Finkel et al.,2009).  

  While contrasting results exist, the studies indicated, have agree that childhood observational learning plays a role in adult violence when merged with reasoning (Towe-Goodman et.al., (2011), Rousitt et.al., (2009) & Brendgen et.al., (2008)). While results indicate that modelling violence is one of the factors, it is also suggested that failure to teach effective ways of managing conflict is also a contribution. Wan & Bateman (2007) revealed in a pilot study that not much is known about partner violence and there should be a school-based education on providing better knowledge as ‘primary prevention’ such as thorough counselling on children with poor conducts are the best. Wan & Bateman (2007)’s term of ‘primary prevention’ was further supported by David, LeBlanc, & Self-Brown (2015), as their research concluded that either home or school should educate or seek help for the child, in order to serve a protective role, for children exposed to violence. It was observed that both (Wan & Bateman, 2007) and (David et.al., 2015) have similar conclusions in educating the children on violence and teaching them how to manage a conflict as an early prevention to adult aggression.

  Eriksson & Mazerolle (2015) conducted a research, on the long term effects of experiencing child abuse and observing parental violence, among 300 crime offenders. Their research provided support that witnessing violence have led to aggressiveness in adulthood, however to a certain extent as results have shown differences in the level of aggression between offenders with direct and indirect exposure, together with a history of child abuse, in which they tend to be even more hostile (Eriksson & Mazerolle, 2015). Furthermore, Fusco & Fantuzzo (2009) stated that at least 96% of the children in this world, are exposed to sensory violence rather than physical violence, in which children are naturally involved in domestic violence events, where they picked up violent behaviors, starting from learning vulgarities. Thus, it is evident that observational learning alone has a big impact on the child’s behavior, with differing degree of violence.