The Level of Aggression and Social Adjustment among Drug Addicts

Introduction
Aggression is an intention to cause harm or an act intended to increase relative social dominance.
It refers to a range of behaviours that can harm both physical and psychological to oneself, other
or objects in the environment. Aggression is found in all human beings as well as animals.
Aggression is a hostile behavior. It’s related to the feelings of distress and frustration and can be
manifested in physical and verbal ways. Aggressive behavior is performed with the intention of
harming someone. Aggression is human tragedy unsurpassed. Aggression is an emotional
reaction and it is very hard to measure. It’s related to the feelings of distress and frustration and
can be manifested in physical and verbal ways. Aggressive behavior is performed with the
intention of harming someone. Aggression is human tragedy unsurpassed. Aggression is an
emotional reaction and it is very hard to measure. As can be expected, humans express their
aggression differently than animals. Although humans are similar to animals in some aspects of
aggression, they differ from most animals in the complexity of their aggression because of
factors such as culture, morals, and social situations. A wide variety of studies have been done
on these situations. Alcohol, pain and discomfort, frustration, and violence on television are just
a few of the factors that influence aggression in humans. There is evidence that aggression can
be increased through watching and imitating the behavior of others. The effect of violence on
television has long been a question of interest for psychologists. The majority of the evidence
suggests that watching violence on television does increase the likelihood of violent behavior in
children (McCawley, 2001).

1.1 Aggression
Predatory or defensive behavior between members of different species may not be
considered as aggression. Aggression can take a variety of forms and can be physical or be
communicated verbally or non-verbally. Aggression differs from assertiveness, although the
terms are often used interchangeably among laypeople, e.g. an aggressive salesperson The
research into human aggression is extensive and complex (Geen,Donnerstein, 1998). Aggression
is defined as the act of initiating hostilities or invasion. The practice or habit of launching
attacks, Hostile, destructive behavior or actions. “Hitting, pushing, or threatening behavior that
commonly occurs when a caregiver attempts to help an individual with Alzheimer’s with daily
activities, such as dressing.” “Acts or threats designed to cause injury. “Behavior that is intended
by its exhibitor to harm the interests of its target.” “Hostile action directed at someone or
something often in the form of a general physical or vocal disruption”. (Lobber, Hay 1997)

According to Anderson and Bushman, 2002, “In psychology and the social and
behavioural sciences, aggression refers to behavior that is intended to cause harm or pain.
Aggression can be either physical or verbal, and behavior is classified as aggression even if it
does not actually succeed in causing harm or pain. Behavior that accidentally causes harm or
pain is not aggression. Property damage and other destructive behavior may also fall under the
definition of aggression. Aggression is not the same thing as assertiveness.

Aggression is an action. It is intended to harm someone. It can be a verbal attack--

insults, threats, sarcasm, or attributing nasty motives to them--or a physical punishment or
restriction. Aggression also seems to be a way of maintaining social order among many species.
Animals compete with each other over food, mates, and dwelling spaces. often showing
aggression and occurring among virtually all vertebrate species, including humans. However, if
aggression is an effective way of maintaining social order, reckless violence appears to be a poor
survival mechanism. (McCawley, 2001)

According to Aroson et al, 1997" Aggressive action is behaviour aimed at causing either
physical or psychological pain" according to Hay, (1997) defined aggression as physically
aggressive behavior is common among small children. For example, toddlers may push, bite and
hit when they are angry and frustrated. Most children become less physically aggressive as they
mature and improve their language and interpersonal skills. However, while there are different
pathways to violence and delinquency, a history of persistently aggressive behavior from an
early age is associated with later aggression and delinquency in adolescence and adulthood.

Human aggression is any behavior directed toward another individual that is carried out
with the proximate (immediate) intent to cause harm. In addition, the perpetrator must believe
that the behavior will harm the target, and that the target is motivated to avoid the behavior
(Anderson, Bushman, 2002) Aggression can be either physical or verbal, and behavior is
classified as aggression even if it does not actually succeed in causing harm or pain. Behavior
that accidentally causes harm or pain is not aggression. Property damage and other destructive
behavior may also fall under the definition of aggression. Aggression is not the same thing as
assertiveness. (Adamson. Issa, 1999)

Since the early 1900s, researchers have developed comprehensive models to explain
human aggression (Lynam,et al 2006). The reasons driving these efforts are obvious as human
aggression is costly and damaging to both the individual and society as a whole (Werner, Crick,
1999) Unfortunately, the research into aggression has been primarily focused on the more overt
types of aggression, such as physical (hitting or pushing) aggression (Fry, Gabriel, 1994
Paquette, et al 2001) Alternatively, verbal (threatening to harm) aggression (Slee,et al 2000)

While these forms of aggression are extremely damaging and are important to
investigate, researchers have largely ignored the other less obvious forms of aggression (Werner,
Crick, 1999). Over the last two decades researchers have begun to investigate and operationalize
less obvious forms of aggression (Gross, 2004 Slee, 2000 Kaukiainen,2004)

Some of the more prominent types that been identified include relational aggression
(Crick Grotpeter, 1995) social aggression (Gariépy, et al 1989) indirect aggression (Peltonen, et
al 1988).

1.2 Biology of Aggression

Aggression is directed and often originated from outside stimuli, but has a very distinct
internal character. Using various techniques and experiments, scientists have been able to
explore the relationship between various parts of the body and aggression. The areas from which
all emotions originate is the brain. While scientists continue to test various areas of the brain for
their effects on aggression, two areas that directly regulate or affect aggression have been found.
The amygdala has been shown to be an area that causes aggression. Stimulation of the amygdala
results in augmented aggressive behavior, while lesions of this area greatly reduce ones
competitive drive and aggression. The hypothalamus has been shown to cause aggressive
behavior when electrically stimulated but more importantly has receptors that help to determine
aggression levels based o their interactions with neurotransmitters serotonin and vasopressin.
(Arson et al, 1997)
1.3 Bases to Classify Aggression
A number of classifications and dimensions of aggression have been suggested. These
depend on such things as whether the aggression is verbal or physical, whether or not it involves
relational aggression such as covert bullying and social manipulation whether harm to others is
intended or not, whether it is carried out actively or expressed passively, and whether the
aggression is aimed directly or indirectly. Classification may also encompass aggression-related
emotions (e.g. anger) and mental states (e.g. impulsivity, hostility) Aggression may occur in
response to non-social as well as social factors, and can have a close relationship with stress
coping style.

1.4 Types of Aggression

1.4.1Verbal aggression
It is “attacking” by a word, from verbal mockery up to insults having curse words and
foul language. Sometimes the insulting word can literally kill you inside.

1.4.2 Physical aggression

According to Jacob Bogatin is the action of insult or speaking a fight. There are so many
people ready to start a fight at the slightest pretext and even without an occasion.

1.4.3 Hostile aggression

Act of aggression stemming from a feeling of anger In fact, intended to cause pain or
injury

1.4.4 Instrumental aggression

An act of aggression that intends to hurt someone, but a means to a goal other than
causing pain

1.4.5 Relational aggression

Also known as covert aggression or cover is a type of aggression in which harm is caused
through damage to one’s relationships or social status. Relational aggression, according to Dan
Lowe is a type of Bullying in general physically or psychologically violent re-occurring
1.5 Theoretical Approaches to Aggressive Behavior
Theories are developed to provide a clear description of a term or a phenomenon from
different perspectives of different scholars and philosophers. Following are some theories for the
better understanding.

1.5.1 Psychoanalytic Theory

Sigmund Freud is well known as the father of psychoanalysis. Freud in his early theory
(Smith, 2002) asserts that human behaviors are motivated by sexual and instinctive drives known
as the libido, which is energy derived from the Eros, or life instinct. Thus, the repression of such
libidinal urges is displayed as aggression. As an example of the expression of aggression as
explained by Freud, let us consider his work on childhood aggression, and the Oedipus complex.
A boy around age five begins to develop an intense sexual desire for his mother. He has come to
regard her as the provider of food and love and thus wants to pursue an intimate, close
relationship. The desire for his mother causes the boy to reject and display aggression toward his
father.

The father is viewed as a competitive rival and the goal they both try to attain is the
mother’s affection. Thus, an internal conflict arises in the young boy. On one hand, he loves his
father, but on the other, he wants him to essentially “disappear”, so that he can form an intimate
relationship with his mother. A boy will develop an immense feeling of guilt over this
tumultuous conflict and come to recognize the superiority of his father because of his size. This
evokes fear in the boy and he will believe that by pursuing his mother’s affection his father will
want to hurt him, essentially castrate him To resolve the conflict, the boy learns to reject his
mother as a love object and will eventually identify with his father. Thus, he has come to
understand that an intimate relationship with his mother is essentially inappropriate. (Smith,
2002)

These examples of Freud’s psychoanalytic theory demonstrate the idea that aggression is
an innate personality characteristic common to all humans and that behaviour is motivated by
sexual drives. According to Freud and demonstrated by the male and female Oedipal Complexes,
aggression in children is instinctual and should be resolved by adulthood. Therefore, over the
course of development, after the child has rejected the opposite sex parent, he or she will enter a
period of latency in which they commonly reject all boys or all girls. Once puberty is reached,
attention shifts to the genital region as an area of pleasure Freud asserted that once this stage is
reached, both men and women would search for an appropriate member of the opposite sex to
fulfil sexual urges. Thus, Freud states that in individuals where the childhood conflicts have been
successfully resolved, all aggression has been removed by adulthood in the pattern of
development. (Smith, 2002)

Later, Freud (Smith, 2002) added the concept of thanatos, or death force, to his Eros
theory of human behavior. Contrary to the libido energy emitted from the Eros, thanatos energy
encourages destruction and death. In this conflict between Eros and thanatos, some of the
negative energy of the thanatos is directed toward others, to prevent the self-destruction of the
individual. Thus, Freud claimed- that the displacement of negative energy of the thanatos onto
others is the basis of aggression.

1.5.2 Cue-Arousal Theory

According to this theory, although frustration leads to anger, it doesn't necessarily lead to
aggression. There needs to be some associated stimulus to spark the aggression. For example, if
you were carrying a pile of heavy books and couldn't get the door open. this would cause you to
feel frustration, but not aggression. However, if someone then laughed at you, this may be the
cue to aggression. ("Theories of aggression", 2003)

This was shown by an experiment called the Weapons Effect. Participants were given a
task to do and were verbally criticised for their performance of the task, leading to frustration.
They were then given the chance to give electric shocks to the people who had criticised them.
Half of the participants did this while there was a gun present. These people gave significantly
more shocks than the other half, suggesting that the gun acted as a cue to aggression. However,
one criticism of this study is that there may be cultural differences. For example, some people
may have given fewer shocks as the other person had the gun. (“Theories of aggression”, 2003)

1.5.3 Social Learning Theory

According to Bandura 2003, described that if a child is rewarded for being aggressive
that behaviour is positively reinforced and is more likely to be repeated. For example, a child hits
another child and the second child gives up his toy. The first child has been rewarded for ller
violent behaviour, so will probably be violent again in the future. Similarly, a child may be
rewarded for aggressiveness through negative reinforcement. This means that something bad is
avoided. For example, a child prevents another child from stealing his toy by threatening her and
he gets to keep the toy. Again, the aggressive behaviour is rewarded and the behaviour is likely
to be repeated.

When children watch others being rewarded for aggressive behaviour, they are likely to
learn this behaviour through vicarious reinforcement. For example, a psychologist called he did
an experiment with five groups of children. The first group were shown a video where an adult
behaved violently towards a bo-bo doll and being rewarded for this behaviour. The second group
were shown a video with an adult being punished for violent behaviour towards the doll. The
third group were shown a cartoon cat behaving violently. The fourth group were shown a non-
violent video and the fifth group were not shown a video at all. All of the children were then
allowed to play in a room full of toys which included bo-bo dolls. He found that all of the
children who saw the violent behaviour on the films acted twice as aggressively towards the bo-
bo dolls than the control groups. However, there was no difference between these groups.
(Theories of aggression”, 2003)

There are, however, several criticisms of this research. Some people argued that this was
not a good example of aggression as no humans were hurt. Also, the bo-bo dolls are designed to
be punched so they invite aggression. The ecological validity of the experiment was low. This
means it is difficult to generalise the findings to real life as the experiment was done in a lab and
this is not very realistic. Another criticism is that the children that acted aggressively in the
experiment tended to be the ones who were rated as aggressive anyway (Theories of aggression”,
2003).

1.6.1 Frustration
Frustration can lead to aggression. Whether in fact frustration will generate aggression can be
affected by the intentions of the frustrator Buss, 1963. The timing of the frustration also affects
the extent of aggression. Cantor, et al (1975) put subjects in a situation where they were insulted
by the experimenter. Some subjects were given no explanation for this behaviour. Others were
informed ahead of time that the experimenter was very upset about an upcoming exam. A third
group were told about the experimenter’s worry over the examination, but only after they had
been provoked. The subjects were then asked to evaluate the experimenter and were told that
these evaluations would be used to decide whether the experimenter would receive financial aid
in the future. The information concerning the experimenter only mitigated the negative
evaluations if the subjects were told prior to the frustrating event.

1.6.2 Temperature
A series of violent outbreaks during the summers of the 1960’s led to warnings by social
critics that when temperatures rise, tensions due to such factors as poverty increase, and are more
likely to result in aggression (Commission, et al 1968) Palamarek Rule (1979) conducted a
laboratory investigation that does not suffer from this criticism. Subjects were either insulted or
not insulted and placed in either a comfortable (73 degrees) or uncomfortable (96 degree) room.
Later these men were asked to choose between two tasks, one of which allowed them to aggress
against their partners. If the men had been previously insulted, more aggression was shown when
they were in a comfortable room. On the other hand, if they had not been insulted, more
aggression was produced if they were in the uncomfortable room. This finding suggest that
moderate levels of discomfort generate the most aggression. When the temperature rises people
tend to feel more disposed to aggressive behaviour. A researcher looked at incidents of violence
across the USA and the corresponding weather reports. He found that when it was moderately
hot (84°F) there was the most violence, but after weather higher than this temperature, the
violence decreased. This was backed up by a lab study by Baron and Bell who put participants in
rooms of different temperatures then increased the heat in each of the rooms. The participants
were asked to give electric shocks. They found that as the temperature rose, the participants gave
more electric shocks, but that once the temperatures got to extreme levels, the shocks decreased.
However, another researcher called Anderson looked at cases of violent acts including rape,
murder and assault. He found that there was a steady increase as the temperature rose but that
there was no indication of decline in extreme heat. One problem with this theory is that it would
probably not be true to say that people in hotter countries are more aggressive. (Theories of
aggression “, 2003)

1.6.3 Noise
High levels of noise can also augment aggression. Wilson et al (1976) had subjects
angered by a confederate and then exposed to loud (95 decibels) or low intensity noise while
they were delivering shocks. The loud noise resulted in more intense shocks. In a second study,
the investigators exposed subjects to the noise as they worked on a math test. Next they were
insulted by the confederate. When given the chance to shock. those subjects who heard the more
intense noise gave the more severe shocks. High levels of noise can increase aggression. Noise is
any unwanted sound that causes a negative effect. It can cause aggression when it is too loud or
unpredictable. Glass and Singer conducted an experiment where participants were asked to
complete a maths task and were then asked to complete a proof-reading task. During the maths
task, some of participants were subjected to noise, but all of them had quiet during the proof-
reading task. It was found that the people who had the noise in the first task made more mistakes
in the second task. They made the most mistakes when the noise was very loud, was random
(unpredictable) and when they had no control over it. (Theories of aggression”, 2003).

1.6.4 Genetic factors

The field of behavioural psychology which has been greatly influenced by the study of
genetics, indeed it seems that genetics, along with the environment, play multiple roles in
determining psychological responses in humans and animals. Aggression is one psychosocial
behavior in which the role of genetic influences and environmental influences are not exactly
known. Aggression is a multi-dimensional concept causing difficulty when attempting to define
it in genetic terms. (Jamie, 1996).

1.6.5 Crowding
A higher density of people leads to higher levels of aggression. It is also unpleasant when
your personal space is invaded. For example, there is the most aggression along the most
heavily-congested roads; there are more prison riots when the population density in the prison is
higher; a study shows there was more aggression in a day nursery as the nursery got more
crowded. (Theories of aggression. 2003)

However, this pattern is not found in families, as people expect others to be in close
proximity. This suggests that it is not just a high density, but overcrowding that is the problem.
There are also limitations to this, as some people do not find encroachment of their personal
space to be a problem. Furthermore, there are also cultural differences e.g. Arabs tend to stand
very close together. Also, if you can confront people about it, aggression can be reduced. Both
crowding and heat lead to physiological arousal which leads to aggression. However, this may
depend on your interpretation of the arousal; for example, crowds can be uplifting, fun and
exciting. (Theories of aggression. 2003).
1.6.6 Social Factors
Aggression is most frequently associated with perceptions of intentional provocation by
others and also with feelings of exploitation. Consequently, any social interactions that result in
the perception of unfair treatment or sense of frustration may elicit unpleasant thoughts and
feelings and lead to aggression. In short, the violation of important social norms can lead to
perceptions of unfair treatment and feelings of frustration. In a case where an individual does not
receive something to which s/he feels entitled, a perception of unfair treatment is likely to occur.
For example, most people feel entitled to be treated with respect and dignity or, simply, with a
degree of civility. If, in fact, they are treated in a disrespectful manner, feelings of injustice are
likely to ensue. (Neuman, 2000).

1.7 Social Adjustment

Adaptation of the person to the social environment. Adjustment may take place by
adapting the self to the environment or by changing the environment Campbell, Psychiatric
Dictionary, 1996) Social adjustment is important social-personal factors that many mental and
behavioral activities of individuals can be overshadowed.

Goodestein, Lanyon (1995) have described adaptation as a continuous process in which

social learning experiences of person is causing his emotional needs and also provides the
possibility of acquiring ability and skills through which he can be focus to satisfy his needs.

Social adjustment can be defined as a psychological process. It frequently involves

coping with new standards and values. In the technical language of psychology, getting along
with the members of the society as best as one can is called adjustment.

1.8 Nature of Social Adjustment

We are social beings we live in a society we form opinions about others and others have
opinions about us. Everybody wants acceptance and recognition from and within society. We try
to behave according to the norms of the society so that we can adjust with others. But it is not an
easy task as the personality of each individual is a unique organization. This organization has to
make special efforts to adjust with others unique organizations, which we call society.
1.9 Some Bases of Social Adjustment
1.9.1 Perception
Perception is needed for social adjustment. The processes of behavior. Learning,
maturation, sensation, perception and motivation are significant in our life because they
contribute to the process of adjustment. The way we interact with people depends to how we
perceive them and how we interpret their behavior. Your behavior in a group is certainly
different from the behavior when in alone.

Our perceptions of others and personalities and feelings guide us in deciding the way we
respond to them and what sort of relationships we have with them

1.9.2 Impression
Impression formation is the process by which information about others is converted into
more or less enduring cognition When we first meet someone, we usually have access to
information how the person looks and where he/she works and what he/she says.

Stress and adaptation The efforts to live and be satisfied is called adaptation:
Environmental factors which make it hard for an individual to live are called stress. At the most
elementary level of life, stress is experienced as irritation and discomfort as a slightly more
advanced level, stress is explained as the anticipation of harm

1.9.3 Social influence

The process of social influence contains two critical elements

a. Someone and opposite intervention

b. Inducing change in other person.

The Focal Person is one who is influenced by the source of intervention is termed as the agent.
The following table classifies agents, types of intervention and related concepts.

1.10 The Five Concepts are Social facilitation Imitation

Compliance to others Conformity to norms Obedience Social facilitation the presence of
others would always influence performance and the efforts to bring changes in performance of an
individual are called social facilitation Imitation involves change in focal person and apposite
behavior that matches or copies other and appose behavior.
1.10.1 Compliance to others
Human being as a social being has to adjust himself in the social environment. He works
everyday according to his daily schedule, but practically in his daily life he commands others and
works according to his own or others rules and regulations.

1.10.2 Conformity to norms

It refers to the situation in which individuals change their behavior so that they become more
similar to those of the other members of the group.

1.10.3 Obedience
It refers to situations in which the agent has the legitimate right to influence the focal person and
the focal person has the obligation to obey. John Michael Lu Esquivel.
 Literature Review

Barratt, et all 1997 conducted a research on Impulsiveness, aggression, reading, and the
P300 of the event-related potential. In the present research, attentional impulsiveness and non-
planning impulsiveness were found to relate positively with physical aggression, negatively with
reading level, and negatively with the amplitude of the parietal-region P300 of the event-related
potential evoked in an oddball and continuous performance task (CPT). In contrast, motor
impulsiveness was found not to relate to aggression or reading level, but, interestingly, it was
found to relate positively to amplitude of the parietal-region P300 in the oddball task.
Additionally, physical and verbal aggression related negatively to reading level, whereas anger
and hostility did not. Physical and verbal aggression also related negatively to the amplitude of
the central- and parietal-region P300s in the oddball task but not in the CPT. Moreover, hostility
related negatively to the amplitude of the central-region P300 in the CPT, but did not relate
significantly to the P300 amplitude in the oddball task. Anger showed no significant relations
with the amplitude of the P300 in any region or task. In addition to reading level relating
negatively with these sub traits of impulsiveness and aggression, it related positively with the
amplitude of P300.

Mahalik, et all (2005), conducted a research on Examining Masculinity Norms, Problem

Drinking, and Athletic Involvement as Predictors of Sexual Aggression in College Men in this
study examined Male sexual aggression toward women is a serious social problem, particularly
on college campuses. In this study, college men’s sexually aggressive behavior and rape myth
acceptance were examined using conformity to 11 masculine norms and 2 variables previously
linked to sexual aggression: problem drinking and athletic involvement. Results indicated that
men who use alcohol problematically and conform to specific masculine norms (i.e., having
power over women, being a playboy, disdaining gay men, being dominant, being violent, and
taking risks) tended to endorse rape myths and report sexually aggressive behavior.
 Additionally, were more men who reported higher levels of problematic alcohol use and
risk taking likely to report sexually aggressive behavior without endorsing rape myths.
Implications and recommendations are discussed.

A review and reformulation of social information-processing mechanisms in children’s

social adjustment. Kenneth et all (2005) Research on the relation between social information
processing and social adjustment in childhood is reviewed and interpreted within the framework
of a reformulated model of human performance and social exchange. This reformulation proves
to assimilate almost all previous studies and is a useful heuristic device for organizing the field.
The review suggests that overwhelming evidence supports the empirical relation between
characteristic processing styles and children’s social adjustment, with some aspects of processing
(e.g. hostile attributional biases, intention cue detection accuracy, response access patterns, and
evaluation of response outcomes) likely to be causal of behaviors that lead to social status and
other aspects (e.g. perceived self-competence) likely to be responsive to peer status.

Social comparison in adjustment to breast cancer. Rosemary R. Et al (2006) Investigated

4 theoretical perspectives concerning the role of social comparison in coping with a threatening
event, using 78 29-78 yrs. old females with breast cancer as Ss. It is noted that, according to the
supercopers perspective, personal contact with comparison others is often unavailable to patients;
in addition, contact with media supercopers (fellow victims presented as adjusting smoothly)
may make patients feel inadequate by comparison. According to the similarity perspective,
patients select comparison targets who are similar to themselves because those comparisons
should be the most informative.

The upward comparison perspective is predictive of comparisons to relatively advantaged

or superior individuals. The downward comparison perspective leads to the prediction that, under
conditions of threat, individuals make comparisons to people who are inferior or less fortunate in
order to enhance their self-esteem. Ss were interviewed to determine which perspective had the
most validity in terms of their experience with closed-ended questions. Ss offered spontaneous
comparisons throughout the interview. Both closed- ended questions and spontaneously offered
comparisons yielded a preponderance of downward comparisons. Findings support the value of
using naturalistic methods for studying comparisons and suggest a more active and cognitive role
for social comparison than is usually portrayed.
 Gender Differences in the Relationship Between Heavy Episodic Drinking. Social Roles,
and Alcohol-Related Aggression in a U.S. Sample of Late Adolescent and Young Adult Drinkers
Mark Speechley, Ph.D.2, John J. Koval, Ph.D. Gender Differences in the Relationship Between
Heavy Episodic Drinking. Social Roles, and Alcohol-Related Aggression in a U.S. Sample of
Late Adolescent and Young Adult Drinkers. To better understand alcohol-related aggression
among late adolescent and young adult drinkers. The present research aimed to examine whether:
1) the relationship between heavy episodic drinking and alcohol-related aggression was different
for males and females; and 2) social roles (marital and employment status, living arrangement,
student status) influenced alcohol-related aggression. Secondary analyses of the National
Longitudinal Survey of Youth were conducted using a composite sample of drinkers aged 17 to
21 in 1994, 1996 and 1998 (n=808). A stronger relationship was found between heavy episodic
drinking and fights after drinking for females than for males. In terms of social roles, males who
lived with their parents were more likely to fight after drinking than those living in their own
dwelling, while females who dropped out of high school were significantly more likely to fight
after drinking compared with college students. A gender focus is required in future research on
alcohol-related aggression.

The purpose of the study was to investigate the impact of indirect aggression on college
student adjustment. Specifically, this study examined the relationship between perpetration by
indirect aggression and victimization by indirect aggression on three domains of college
adjustment.

The three domains were overall college adjustment, social adjustment to college, and
personal-emotional adjustment to college. In addition to this analysis, gender differences in the
use of indirect aggression and victimization by indirect aggression were evaluated. 135
undergraduate college students participated in the study, of which 114 were females and 21 were
male. Participants completed four assessments, the Student Adaptation to College Questionnaire,
the Indirect Aggression Scale Aggressor Version. The Indirect Aggression Scale Target Version,
and a demographic measure. Bivariate correlations and regression analysis were used to evaluate
the relationship between indirect aggression and college adjustment
1.11 Rational of the Study
In Pakistan there are a large number of people who are drug addicts. The aim of the
present study is to explore the level of aggression and social adjustment among drug addicts.
Aggression is any form of behavior by one person which is intended to cause pain, suffering, or
damage to another person (Dugan, 2004). Frustration, abusive and interfering parents, media,
violence, gender socialization and so on are important factors for aggression. Aggression has
disastrous consequences such as damage to relationships, self loathing, destruction of property,
loss of job and the potential for injury to yourselves and others. It also provides the basis for
further studies in this area. Level of aggression and social adjustment among drug addicts is the
one of the most important area which can’t be ignored.

1.12 Objective
1. Level of aggression and social adjustment among drug addicts

1.13 Hypotheses
1. Aggression and social adjustment is negatively corelated among the drug addicts
2. There will be significant difference in the level of aggression among drug addicts belonging
to different socio economic status
3. There will be significant difference in aspect of social adjustment among drug addicts
belonging to different socio economic status.

Operational Definitions of key Terms

Social Adjustment: Social adjustment is person’s adjusted behaviour towards society to maintain good

social life.