Frustrated over peer rejection 1

Children’s retaliation against peer social rejection

By

David G. Caban, MBA

Winter 2009

Children suffering from peer-rejection

It is common for children too retaliate against his or her social environment after
experiencing a long duration of peer-rejection (Mitchell, Longhurst and Jacob, 2008, pg.
15-16). As a result, for children undergoing peer rejection and bullied throughout
adolescents stems the likelihood of developing an aggressive personality, as well as
retaliating against others (Mitchell, Longhurst and Jacob, 2008). In addition, becoming
more expose to other facets of aggressive actions, which is preceded by violence, such as,
media violence (movies, sit-coms, Internet) and violent video games. Children could
potentially develop priming aggressive thoughts, which can develop aggressive images of
retaliating against those who socially rejected them (Mitchell, Longhurst and Jacob,
2008; Wei, Ming & Yi, 2008). Media and other facets of violence can be the
reinforcement model to perplex priming aggressive thoughts in children cognition, which
can potentially become a reality (Huesmann, Moise-Titus, Podalski and Eron, 2003;
Mitchell, Longhurst and Jacob, 2008; Wei, Ming & Yi, 2008).
Children retaliating against his or her social peers that rejected them can
potentially suffer from both social and legal ramification. For example, as a result of
children experiencing extensive social rejection from peers are more likely too retaliate
against society. As a result, children can develop depression and antisocialism. In the
case of a Virginia Tech Student open fire on campus was also teased, bullied as well as
socially rejected by his peers (Mitchell, Longhurst and Jacobs, 2008). In addition, the
student (perpetrator) was also prescribed antidepressant, such as, Prozac to deal with his
depression. However, the media only promoted two types of ideology associated with
school violent problems, such as social and relational peer rejection and media violence
(Mitchell, Longhurst and Jacob, 2008; Horn, 2004). For example, in the movie called
Mean Girls adolescents experience social and relational rejection through manipulation
(Horn, 2004). Some adolescents commented, “It’s just like what happens in high school”.
Therefore, the media promotes what children and adolescents experience during middle
and high school. As a result, Children as well as adolescents who are socially rejected
stem the likelihood of retaliating against his or her social environment. The media
reinforces that concept.
 Frustrated over peer rejection 2

In addition, children who are socially rejected from their peers can potentially
become more angry, bitter and frustrated. As a result, children as well as adolescents can
turn too drugs to help deal with their common issue (Mitchell, Longhurst and Jacob,
2008). When children act out socially such as fighting, kicking and physically damaging
property it can have a profound affect throughout his or her childhood. If the matter is
neither address nor resolve it can have serious repercussion through adolescents and
especially young adulthood (Huesmann, Moise-Titus, Podalski and Eron, 2003). Instead,
children turn to other avenues, such as other social peers experiencing similar peer
rejection, which can potentially effect prosocial development (Mitchell, Longhurst and
Jacob, 2008; Wei, Ming & Yi, 2008). For example, both Klebold and Harris turned
towards members of the Trench Coat Mafia for social and moral support (Hufscmid,
2006).

Teaching children less social development and more violence

Prosocial developments are the positive aspect of proper upbringing of children

(Karademas, Kafetsios and Sideridis, 2007). For instance, children socially interacting
with other children, but may experience less peer-rejection. Children enhancing in areas
of academics, as well as developing good social skills that affects proper biopsychosocial
development (Bandura, 2001; Huesmann et al., 2003; Karademas, Kafetsios and
Sideridis, 2007; Sandstrom, 2007). In addition, a healthy relationship with parents, other
family members, as well as social peers (Bandura, 2001; Sandstrom, 2007). Furthermore,
children eating a healthy meal can enhance a healthy mind, which helps produce positive
interactions of those around them (Karademas, Kafetsios and Sideridis, 2007; Linn,
2008). For instance, children actively involve in sports and other extra curricular
activities that promotes proper social development.
The past twenty years technology has advanced with newer technology that is so
readily available to the population-Especially children (Brown-Hamilton-Giachristis,
2005). However, technology has promoted more advance ways of insinuating aggressive
and violent interaction, such as violent video games (Huesmann et al., 2003). The
excessive exposure to media violence is portrayed in many different avenues through the
media, such as video games, hand held telephones and media toys (Chory-Assad, 2005;
Levin & Carlsson-Paige, 2005). Children excessively expose to several different media
facet can potentially become more expose to other facets of media violence, which
enhances the ability of instilling a subculture of becoming desensitize towards aggressive
and violent behavior (Huesmann et al., 2003; Levin & Carlsson-Paige, 2005; Mitchell,
Longhurst and Jacob, 2008; Wei, Yi and Ming, 2008).
Children expose to other facets of violence such as aggressive and violent video
movies, sit-coms, violent video games and children entertainment can potentially develop
the culture of becoming desensitize towards violence (Chory-Assad, 2005). Media violent
entertainment can become both a reinforcement of reinforcement and a teaching role
model (Anderson & Bushman, 2002; Huesmann et al., 2003). Because of the fact
portraits of violence reflects or mirrors children social surroundings, as children deriving
from abusive homes, neighborhood and community violence. Secondly, media violence
reinforces priming aggressive thoughts, which to planning to act out retaliation against
those who bullied children that were socially rejected by their social peers (Anand, 2008).
 Frustrated over peer rejection 3

Children socially deprived and its consequence

Children bullied throughout most of their childhood and adolescents are

victimized (Mitchell, Longhurst and Jacob, 2008). Children become victimized based on
a social culture as what is socially acceptable based on outward and inward appearance
(Mitchell, Longhurst and Jacob, 2008). Also, when children enter into a newer
environment they do not expect what is lurking ahead of them, which can potentially
develop anxiety that ultimately can lead into depression (Huesmann et al., 2003;
Mitchell, Longhurst and Jacob, 2008). As a result, children can become angry, frustrated
and bitter that can result into physical and social confrontation, which becomes hazardous
to our environment (Mitchell, Longhurst and Jacob, 2008). For instance, in the
Columbine incident both Klebold and Harris were both physically as well as harassed by
their social peers in school (Huesmann et al., 2003). As a result, children who are socially
deprived would end up socializing among peers similar to his or her social rejection. As
in the case of both Klebold and Harris they became members of a social group that
experience similar social rejection (Gumpel, 2008; Mitchell, Longhurst and Jacob, 2008).
The group known as the Trench Coat Mafia was a social group that experience
similar social deprivation as Klebold and Harris. After the Columbine incident less
information has been revealed as to the social discussion between the Trench Coat Mafia
and Klebold and Harris (Taylor, 2006). It deems as a phenomenon, because of the fact of
poor police investigation. In addition, other reinforcement innuendo, such as violent
video games Doom, which is a reinforcement model of the attack at Columbine
(Huesmann et al., 2003). Therefore, Doom was an aggressive planning technique model
that instigated the attack (Huesmann et al., 2003). Because of the fact, Doom was the
actual blueprint for the Columbine incident (Huesmann et al., 2003; Larkin, 2009).
The incident that occurred in Columbine can happened anywhere in the United
States, as well as other foreign soil. For example, on April 16, 2007, shooting on a
campus of Virginia Tech, which a young man who experience the similar relational
experience as both Klebold and Harris before the Columbine Incident (Martin, Longhurst
and Jacob, 2008). The young claimed the lives of 31 staff and students before turning the
gun to himself. However, other eyewitnesses claimed to have seen other gun shooters
(Hufscmid, 2006; Watson Website, 2008). Similar as in the Columbine Incident, and yet,
policing failed to investigate or reported the actual event that may had taken place in both
locations (Hufscmid, 2006; Martin, Longhurst and Jacob, 2008; Watson Website, 2008).

The Retaliation against society

Priming aggressive thoughts and planning coincide to the extent of retaliation

(Mitchell, Longhurst and Jacob, 2008; Anand, 2008). Children who are bullied tend to
organize or orchestrate a plan of retaliation against those who socially rejected them, as
well as bullied them (Mitchell, Longhurst and Jacob, 2008). For instance, one of the key
elements behind the school violence are children who experience social rejection, tease
upon and bullied without any social recourse, therefore, learning of no other alternative
but too retaliate with force (Mitchell, Longhurst and Jacob, 2008).
 Frustrated over peer rejection 4

According to Mitchell et al., (2008), described “Almost 50 years ago, one of the
deadliest acts of school violence took place in Chicago. A student with severe disruption
in his relationship at home and school set fire to a parochial school where 95 people died
as a result” (p. 14). Situation involving children students and even adults retaliate against
a system when all matter recourse becomes to the point of without any social and legal
recourse and limits the individual would react to violence (Melanie, Takarangi, Devon,
Polaschak, Hignett and Garry, 2008). However, the individual always experience a
chronic aggressive action imposed against them. As in the case of both Klebold and
Harris similarity incident of both of their social rejection from their peers, as well as lack
of parenting or poor parenting added to the boys idea based on the concept to reengaged
in a system of aggressive and violent nature (Mitchell, Longhurst and Jacob, 2008).
Furthermore, other sociological surroundings that are in need of further
exploration, which includes other violent influences, such as, religion and peer relation
both Klebold and Harris had with the Trench Coat Mafia (Melanie, Takarangi, Devon,
Polaschak, Hignett and Garry, 2008). The Judean Religion as well as other extremist
religious groups does promote aggressive and violent acts against their non-conformist.
For example, Judean Religion permits the concept of exterminating non-Jews, such as
Gentiles. Therefore, the Judean Religion and other religious groups do promote priming
aggressive thoughts against their non-conformist. Priming aggressive thoughts in children
based on religious teaching is socially accepted (Melanie, Takarangi, Devon, Polaschak,
Hignett and Garry, 2008).

Violent video games is NOT the causation

The Judean Religion is a philosophy a culture based on the Teachings of the

Talmud. The Talmud is based on the Old Testament of the Holy Bible, which describes
the History of the Nation of Israel. The teaching clearly describes that any human origin
that is non-Jewish is considered a “Goyim”. Goyim are considered as subhuman. Klebold
and Harris may have been influence in Judaism since childhood (Long, 2007). Therefore,
philosophical as well as the cultural belief of both Klebold and Harris condone and
reinforce the boys priming aggressive thoughts against their victims (Huesmann et al.,
2003; Larkin, 2009; Long, 2007).
Violent video game is the reinforcement model for both Klebold and Harris. For
example, Doom and Quake are the two video games they constructed. Of the two Doom
mirrored the horrific event called the Columbine Incident (Huesmann et al., 2003).
According to the General Aggression Model (GAM) produced by Anderson et al.,
provided a theoretical framework too explained the relationship between developing
priming aggressive thoughts and violent video games (media violence), which can
potentially develop into violent behavior (Anderson, Berkowitz, Donnerstein, Huesmann,
Johnson, Linz, Malmuth, and Wartella, 2003). Also, linking children priming aggressive
thoughts with other facets of violence (Wei, Ming and Yi, 2008, Pg. 157). For example, it
measures the level of aggression within the individual while interacting with violent
video games (Chory-Assad, 2005). In addition, viewing other media violent movies, sit-
com, etc., (Anderson & Bushman, 2002; Chory-Assad, 2005; Huesmann et al., 2003).
Therefore, media violence is the same as social violence, because it influences children
 Frustrated over peer rejection 5

cognition, which influences both attitude and social behavior (Anderson, Berkowitz,
Donnerstein, Huesmann, Johnson, Linz, and Wartella, 2003; Linn, 2004).
When children interact with the characters of violent video games they are
influence too copycat or mimic the character role modeling. As a result, children develop
priming aggressive thoughts, which can be acted out socially (Anderson, Berkowitz,
Donnerstein, Huesmann, Johnson, Linz, Malmuth and Wartella, 2003; Huesmann et al.,
2003, Wei et al., 2008).
A microscopic view in dissecting the incident of both Klebold and Harris, which
lead to the Columbine Incident: First, both Klebold and Harris were socially rejected by
their peers, secondly, they became associated with other aggressive and violent
personalities known as the Trench Coat Mafia (Larkin, 2009; Hufscmid, 2006). Thirdly,
is the boy’s background in the Judean Religion that bases its philosophy to the Talmud
(Hufscmid, 2006; Long, 2007)? Lastly, is the boy’s relationship within the home? Parents
did not perceived closely or concern with boys association with their school peers, as
well as their psychological interaction within their environment (Long, 2007; Hufscmid,
2006).
Klebold and Harris both constructed the video game called Doom, which reflected
the actual setting of the Columbine Incident. According to Policing it was a mirror
reflection of the fateful event that occurred at Columbine High School. Viewing other
related elements besides the video game called Doom, such as, eyewitness accounts
suggested other gunmen involved in the shooting (Hufscmid, 2006). Furthermore, for
both Klebold and Harris to perform pinpointed accuracy to their victims plus the weapons
utilized for murder would be impossible. Klebold and Harris would have to acquire
intensive training too both utilized operation of a semi-automatic weapon, as well as
performed work of an assassin (Long, 2007; Mitchell, Longhurst and Jacob, 2008). A
video game does present an idea, but NOT how too utilize (train an assassin) a semi-
automatic weapon-Especially the weapons used in the Columbine Incident (Long, 2007;
Mitchell, Longhurst and Jacob, 2008). However, each of the different synerio represents
an influential mechanism for both Klebold and Harris too instill a violent culture, because
they did participated committing the murders at Columbine High School. As a result, it
leads to the deaths of innocent people (Long, 2007; Hufscmid, 2006).

Learning to become aggressive

The interesting aspect of the General Aggression Model is violent video games
increases the arousal of the players state of mind. It increases the state of mind by
priming aggressive thoughts that affects children cognition (Wei, Ming, and Yi, 2008, pg.
157). However, it is short-term memory, but through additional anger, bitterness and
disappointment social interactions from their peers, such as depriving social opportunity
can develop an increase of excessive media violent exposure (Wei, Ming and Yi, 2008,
pg. 157-158).
According to Wei et al., (2008) described, “In long-term, repeated playing of
violent video games reinforces aggressive-related cognitive structures, aggressive
perceptual schemata, and aggressive behavioral scripts” (p. 157). Therefore, the player
excessive exposure too violent video games, as well as other violent media and social
interaction (as in both Klebold and Harris with Trench Coat Mafia) can develop an
 Frustrated over peer rejection 6

addiction (Wei, Ming and Yi, 2008; Vasquez, Bartsch, Pedersen and Miller, 2007).
Excessive media and social violent exposure can develop both the increase of an
aggressive personality and perhaps becoming more prone to desensitization towards
violence (Wei et al., 2008, pg. 157-158).
Once the aggressive and violent scripts learned from violent video games or other
media sources interacted socially it can have potential legal ramification. Similarity, to
the Columbine Incident, as well as other past school violent acts (Huesmann et al., 2003;
Wei et al., 2008). Acting out aggressively or imitating, mimicking violent media role
models the individual would have to organize the thought process through cognition
(Vasquez, Bartsch, Pedersen and Miller, 2007, pg. 447-448). It is known as priming
aggressive thoughts, which includes various structural factors that affect cognition. These
factors can be either environmental, physical, psychological, mental, as well as
sociological inferences (Vasquez, Bartsch, Pedersen and Miller, 2007, pg. 477). It can be
phenomenal, however, in most school incident such as, Columbine most of the factors
mentioned above played a pivotal role (Long, 2007; Hufscmid, 2006).
Usually, social stressors can develop the anger and frustration, which includes an
array of other social factors (Vasquez et al., 2007). For example, court system not
understanding the social stressor of the defendant (Anderson et al., 2003; Vasquez et al.,
2007; Vold, Bernard and Snipes, 2002). When a defendant undergoes a criminal trial the
nature of the trial can be strenuous. As a result, it can increase the aggressive trait of the
defense, which can lead to future ramification by the defendant (Vasquez et al., 2007).
For instance, a defendant charge for arm robbery can potentially faced life incarceration,
whereas, the nature of the crime does not fit the time of incarceration (Nathanson, 2005;
Vold, Bernard and Snipes, 2002). For example, most defendants charged for robbery
derived from lower social economical societies (Randall, 1998). Deprivation can lead an
individual accessibly to anger, bitterness and frustrated because of the lack the system
provides, therefore, resulting to an increase level of aggression. Children, adolescents and
young adults deriving from these types of environments develop an aggressive and-or
violent culture, because the community displays such character (Levin-Carlsson-Paige,
2003). Therefore, it becomes a cultural practice, which is accessible to facets that
resemble violence (Levin & Carlsson-Paige, 2003). Children interact with violent video
games becomes a reinforcement model that increases level of aggression that can
potentially lead into a violent rage resulting to a criminal nature (Anderson & Bushman,
2002; Vasquez et al., 2007).
In lower social economical areas people are deprived economic and social
opportunity. Therefore, developing a culture based on the character of their community
(Levin-Carlsson-Paige, 2003;Vasquez et al., 2008). Violent video games as in Grand
Theft Auto the media characters portrayed similar real life characters that resembles
lower social economical communities (Huesmann et al., 2003; Linn, 2008; Vasquez et
al., 2007).
According to Vasquez et al., (2007) suggested that “Previously shown that a pain
provocation can interest with a subsequent annoying or arousing event to argument an
aggressive response” (p. 478). Researcher both present and past purported that high levels
of aggression already existed with most adolescents and children prior to interacting with
violent video games, therefore, violent video games would be the reinforcement model to
increase level of aggression (Anderson & Bushman, 2002;Vasquez, et. al., 2007).
 Frustrated over peer rejection 7

Increase levels of aggression already existed with children with excessive

interaction with violent video games, as well as other aggressive factors (Linn, 2008).
Other aggressive factors such as neighborhood violence, parental and domestic abuse,
lack of parenting, excessive media violent viewing, as well as aggressive social
interactions amongst other social peers (Chory-Assad, 2006). Therefore, the continuing
influence of violent interaction such as violent video games reinforces the cognitive
thinking process (Wei et al., 2008). Children could become more desensitize towards acts
of aggressive and violent nature (Huesmann et al., 2003). As a result, children through
adolescents then entering young adulthood would become more sensitive towards
aggressive and violent acts (Huesmann et al., 2003; Wei et. al., 2008). Because of the
fact, young adults especially children within an electrified society is already convince
that violent acts are normal (Wei et al., 2008). Therefore, condoning to instill a culture of
more violence interaction within children, which affects prosocial development. As a
result, could potentially infringe future relationship, such as, marriages, loss of
friendships, negative interactions with policing and instilling a culture of violence
without realizing the full realization, such as, social and legal ramifications (Chory-
Assad, 2006; Eckler, 2006; Levine & Carlsson-Paige, 2003).
Children excessively expose to media violence can develop biopsychosocial
consequences that most adults failed to recognize (Brown & Hamilton-Giachristis, 2005).
For example, excessive exposure towards violent means becoming adaptable to an
excessive violent nature, which can potentially result affecting both social economic
ramifications (Karademas, Kafetsios and Sideridis, 2007, p. 286). Childhood violence
disturbs children cognitive process, which can disturb the brain developing process
(Karademas, Kafetsios and Sideridis, 2007).

The potential danger linking children with lower IQ and violent exposure

Usually, individuals with high efficacy such as, educators, educated students that
from an array background tend too exclude with children with opposite intellectuals
(Karademas et al., 2007, p. 285-286). For example, children with lower IQ and children
deriving from lower social economics status of society tend to rely more on their social
surroundings that share a distinct culture, such as, poverty and racial issues. Contrary to
children with higher IQ’s deriving from an upper social class or working classes of
societies (Karademas et al., 2007). In addition, tend to be less socially accepted with
children with lower IQ can stray away from violence (Karademas, et al., 2007).
According to Karademas et al., (2007), purported, “Individuals with high self-Efficacy
have certain expectation that are controlled and subjective, such as, very good health,
well-being, aware of his or her social surroundings and display positive emotions” (p.
286). Regardless, of his or her social surroundings children with higher IQ’s are more
prone to control their environment.
Children with lower IQ tend to be more aggressive, assertive, furthermore, more
applicable in blend within the community. For example, children with low IQ do more
poorly in schoolwork, such as, math, ready and writing (Karademas et al., 2007, pg. 286-
287). Therefore, stemming the likelihood of becoming less interested in areas of
academia and proper social development. Children with less prosocial development are
more interested interacting within a social environment sharing similar interest
 Frustrated over peer rejection 8

(Karademas et al., 2007; Huesmann et al., 2003). For example, children reared within
lower social economical status of society, which are predominately African Americans,
Hispanics and other minority groups (Levin & Carlsson-Paige, 2003; Mitchell, Longhurst
and Jacobs; Schiavone, 2008). As a result, children with lower IQ adapt to an aggressive
and potential violent culture, because it “fit” their self-gratifications (Green & Krcmar,
2005). For example, children reared within either lower or working classes environments
with less interest in academics tend too explore aggressive and violent music lyrics.
In addition too interacting with violent video games and becoming expose to
alcohol, drugs and prescription drugs because it is a reflection to their environment
(Green & Krcmar, 2005; Huesmann et al., 2005; Levin & Carlsson-Paige, 2003). As a
result, of instilling a newer culture of aggressive and violent nature, but also, developing
bad habits contributing to aggressive attitudes and social behavior, which can potentially
lead into acts of violence (Huesmann et al., 2003). Displays models of aggressive and
violent figures whether portrayed through the media and-or social environment can
become the model agent condoning a culture of social acceptance (Green & Krcmar;
Huesmann et al., 2003). For example, most aggressive and violent sit-coms, movies and
even violent video games display similar role modeling of both school and academic
performances and approve more aggressive and violent actions as alternatives (Anderson
& Bushman, 2002). As a result, children as well as adolescents stem the likelihood of
suffering from depression, anxiety, panic disorders, which can lead into other social and
legal ramifications (Nelson and Trainer, 2007, pg. 536-537).
Children’s suffering from depression is very severe, because of the fact it can
affect future outcome-Especially during young adulthood (Karademas et al., 2007;
Nelson and Trainer, 2007). Children would tend to experience social and economic
deprivation, which can lead into potential interaction with policing. Also, especially,
minorities within violent neighborhoods and community would stem the likelihood of not
only becoming detain by policing, but perhaps, arrest and convicted in the court of law
(Vasquez et al., 2007). Usually, policing targets areas that are predominately lower social
economic societies, therefore, with the combination of children reared in these areas in
addition to violent exposure can potentially become problematic (Anderson & Bushman,
2002; Huesmann et al., 2003; Levin & Carlsson-Paige, 2003).

Conclusion

It is a danger when children become victimized amongst their social peers. We

live in a culture of haves and the have-nots. Material possession, personality seems to be
the marker of identifying social acceptance, however, society, especially children are not
cognizance to the fact of the danger they are constructing when they deprive certain
peers. The result can be devastating.
Our culture embraces aggression and violent tactics and techniques that are
unimagined. Advance technology such as hand held video games and movies within
electrified societies promote aggressive attitudes and social behavior, which can potential
become violent. History has shown children upbringing from tease, bullied and street
fighting to the gradual of computerize version how to utilizes a handgun to resolve social
disputes. Electronic video games and Internet access from an array of technological
devices children and adolescents are allowing their minds too become consume with
 Frustrated over peer rejection 9

violence. As a result, society has embrace e the cultural aspect of becoming more
desensitize towards violence. Resulting, in children becoming participants in gang wars
taking the lives of innocent people. In addition, promoting the conceptuality of becoming
banning to bear arms and promoting a police state.
When children become adults they would had already witness over 200,000 acts
of violent behavior, such as murders. Acts of killings and murders portrayed throughout
the media, such as violent video games. The economy collapses, depriving children now
adults the opportunity for education. Therefore, residing towards the military as the
“only” opportunity for upward mobility too attain an education. As a result, society has
embraced the concept of acting out aggressively. For instance, the Columbine Incident
Klebold and Harris constructed a video game called Doom that reflected the incident at
Columbine. Also, the absenteeism of further exploration contributing as well as
organizing the horrific event at Columbine has gone away unnoticed from the public. In
addition, all other school violence, which the perpetrator was a victim of its own society,
deprived of social opportunity. Instead, of not focusing on other elements contributing to
school shooting (violence) the media decides too focus on two elements: violent video
game interactions and social depravity. It is fact, that media violence such as violent
video games stimulates aggression that is harmful for children, especially if they are
victims of their own society. However, it should NOT be viewed as a causal affect but
rather correlational.

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