Aggression: Causes, Consequences, and Inhibiting Factors 00-FF-AGC

Treści programowe
1. Conceptualizations of aggression
2. Individual differences in aggression (self-esteem, rumination, dark triad, perspective taking)
3. Basic theories of aggression (Bandura, Freud, Lorentz, Dodge)
4. Metatheories of aggression (GAM; I3 theory)
5. Procedures of measuring aggression in experimental studies

Treści programowe
1. Conceptualizations of aggression
2. Individual differences in aggression (self-esteem, rumination, dark triad, perspective taking)
3. Basic theories of aggression (Bandura, Freud, Lorentz, Dodge)
4. Metatheories of aggression (GAM; I3 theory)
5. Procedures of measuring aggression in experimental studies

Treści programowe
1. Basic conceptualizations of aggression
2. Individual differences in aggression (self-esteem, rumination, dark triad, perspective taking)
3. Aggression from the perspective of clinical psychology (PTSD, depression, anxiety)
4. Metatheories of aggression (GAM; I3 theory)
5. Procedures of measuring aggression in experimental studies
6. Different sorts of aggression (sexual, psychological, driving aggression)
7. Microaggression and hate speech

Treści programowe
1. Basic conceptualizations of aggression
2. Individual differences in aggression (self-esteem, rumination, dark triad, perspective taking)
3. Aggression from the perspective of clinical psychology (PTSD, depression, anxiety)
4. Metatheories of aggression (GAM; I3 theory)
5. Procedures of measuring aggression in experimental studies
6. Different sorts of aggression (sexual, psychological, driving aggression)
7. Microaggression and hate speech

LITERATURA OBOWIĄZKOWA:
Anderson, C. A., Bushman, B. J. (2002). Human aggression. Annual Review of Psychology,53(1), 27–51.
Berkowitz, L. (1989). Frustration-aggression hypothesis: Examination and reformulation.Psychological Bulletin, 106, 59–73.
Finkel, E. J., Hall, A. N. (2017). The I 3 Model: a metatheoretical framework for understanding aggression. Current Opinion in Psychology, 19, 125–130.
Denson, T. F., DeWall, C. N., Finkel, E. J. (2012). Self-control and aggression. Current Directions in Psychological Science, 21(1), 20–25
LITERATURA UZUPEŁNIAJĄCA
DeWall, C. N., Anderson, C. A., Bushman, B. J. (2011). The general aggression model: Theoretical extensions to violence. Psychology of Violence, 1(3), 245–258.
Dinić, B. M., Wertag, A. (2018). Effects of Dark Triad and HEXACO traits on reactive/proactive aggression: Exploring the gender differences. Personality and Individual Differences, 123, 44–49
Kjærvik, S. L., Bushman, B. J. (2021). The link between narcissism and aggression: A meta--analytic review. Psychological Bulletin, 147(5), 477–503.

LITERATURA OBOWIĄZKOWA:
Anderson, C. A., Bushman, B. J. (2002). Human aggression. Annual Review of Psychology,53(1), 27–51.
Berkowitz, L. (1989). Frustration-aggression hypothesis: Examination and reformulation.Psychological Bulletin, 106, 59–73.
Finkel, E. J., Hall, A. N. (2017). The I 3 Model: a metatheoretical framework for understanding aggression. Current Opinion in Psychology, 19, 125–130.
Denson, T. F., DeWall, C. N., Finkel, E. J. (2012). Self-control and aggression. Current Directions in Psychological Science, 21(1), 20–25
LITERATURA UZUPEŁNIAJĄCA
DeWall, C. N., Anderson, C. A., Bushman, B. J. (2011). The general aggression model: Theoretical extensions to violence. Psychology of Violence, 1(3), 245–258.
Dinić, B. M., Wertag, A. (2018). Effects of Dark Triad and HEXACO traits on reactive/proactive aggression: Exploring the gender differences. Personality and Individual Differences, 123, 44–49
Kjærvik, S. L., Bushman, B. J. (2021). The link between narcissism and aggression: A meta--analytic review. Psychological Bulletin, 147(5), 477–503.

LITERATURA OBOWIĄZKOWA:
Anderson, C. A., Bushman, B. J. (2002). Human aggression. Annual Review of Psychology,53(1), 27–51.
Berkowitz, L. (1989). Frustration-aggression hypothesis: Examination and reformulation.Psychological Bulletin, 106, 59–73.
Finkel, E. J., Hall, A. N. (2017). The I 3 Model: a metatheoretical framework for understanding aggression. Current Opinion in Psychology, 19, 125–130.
Denson, T. F., DeWall, C. N., Finkel, E. J. (2012). Self-control and aggression. Current Directions in Psychological Science, 21(1), 20–25
LITERATURA UZUPEŁNIAJĄCA
DeWall, C. N., Anderson, C. A., Bushman, B. J. (2011). The general aggression model: Theoretical extensions to violence. Psychology of Violence, 1(3), 245–258.
Dinić, B. M., Wertag, A. (2018). Effects of Dark Triad and HEXACO traits on reactive/proactive aggression: Exploring the gender differences. Personality and Individual Differences, 123, 44–49
Kjærvik, S. L., Bushman, B. J. (2021). The link between narcissism and aggression: A meta--analytic review. Psychological Bulletin, 147(5), 477–503.

LITERATURA OBOWIĄZKOWA:
Anderson, C. A., Bushman, B. J. (2002). Human aggression. Annual Review of Psychology,53(1), 27–51.
Berkowitz, L. (1989). Frustration-aggression hypothesis: Examination and reformulation.Psychological Bulletin, 106, 59–73.
Finkel, E. J., Hall, A. N. (2017). The I 3 Model: a metatheoretical framework for understanding aggression. Current Opinion in Psychology, 19, 125–130.
Denson, T. F., DeWall, C. N., Finkel, E. J. (2012). Self-control and aggression. Current Directions in Psychological Science, 21(1), 20–25
LITERATURA UZUPEŁNIAJĄCA
DeWall, C. N., Anderson, C. A., Bushman, B. J. (2011). The general aggression model: Theoretical extensions to violence. Psychology of Violence, 1(3), 245–258.
Dinić, B. M., Wertag, A. (2018). Effects of Dark Triad and HEXACO traits on reactive/proactive aggression: Exploring the gender differences. Personality and Individual Differences, 123, 44–49
Kjærvik, S. L., Bushman, B. J. (2021). The link between narcissism and aggression: A meta--analytic review. Psychological Bulletin, 147(5), 477–503.

METODY KSZTAŁCENIA:
wykład, praca w grupach, dyskusja moderowana

NAKŁAD PRACY STUDENTA:
godziny kontaktowe- 15 godz.
przygotowanie do zajęć- 20 godz.
przygotowanie referatu 20 godz.

LICZBA ECTS- 2

METODY KSZTAŁCENIA:
wykład, praca w grupach, dyskusja moderowana

NAKŁAD PRACY STUDENTA:
godziny kontaktowe- 15 godz.
przygotowanie do zajęć- 20 godz.
przygotowanie referatu 20 godz.

LICZBA ECTS- 2

METODY KSZTAŁCENIA:
wykład, praca w grupach, dyskusja moderowana

NAKŁAD PRACY STUDENTA:
godziny kontaktowe- 15 godz.
przygotowanie do zajęć- 20 godz.
przygotowanie referatu 20 godz.

LICZBA ECTS- 2

METODY KSZTAŁCENIA:
wykład, praca w grupach, dyskusja moderowana

NAKŁAD PRACY STUDENTA:
godziny kontaktowe- 15 godz.
przygotowanie do zajęć- 20 godz.
przygotowanie referatu 20 godz.

LICZBA ECTS- 2