aggression

Manifestations of Pupil Aggression towards Teachers in Elementary and Secondary Schools

Author: Jana Kohútová
Author: Ingrid Emmerová
Year of publication: 2017
Source: Show
Pages: 17-25
DOI Address: https://doi.org/10.15804/tner.2017.50.4.01
PDF: tner/201704/tner20170401.pdf

The study focuses on pupils’ aggression towards teachers. The goal of the study was to determine a statistically significant relationship between the forms of aggressive behaviour and the age of teachers and the length of their teaching experience. The research sample consisted of 268 teachers of elementary schools, secondary vocational schools and grammar schools in the region of Banská Bystrica. Results revealed a statistically significant negative relationship between teachers’ age and the years of teaching experience in three forms of aggressive behaviour: refusal to obey instructions, intentional disruption and ironic remarks. A statistically significant relationship was observed between the length of teachers’ teaching experience and destruction of school property.

Работа психолога по ранней диагностике и профилактике эмоциональной неуравновешенности студентов

Author: Gulnara Hasanova (Гюльнара Гасанова)
Institution: Baku Slavic University (Бакинский славянский университет)
Year of publication: 2016
Source: Show
Pages: 47-58
DOI Address: -
PDF: kim/2016_1/kim2016104.pdf

Early diagnosis and prevention of emotional instability of students on psychologist`s work
Abstract:
The article is devoted to the problem of an early diagnosis among students with emotional imbalance, revealing aggression, anxiety, presence of the stress in students, the difficulties of adapting to a new team. Exploring the matter of the theory, we have seen how diverse approaches of scientists to this issue, which gives us a reason to conduct its research and consideration of the matter, taking into account national peculiarities of students of Baku Slavic University. Experimental work was carried out on the basis of the Faculty of Education of the University that mentioned above. As the purpose of the study was determined to the characteristics of the emotional sphere of students, corrective and preventive work diagnostics and organization within the center providing social and psychological assistance to young people, which functions at the Department of Pedagogy and Psychology of the Baku Slavic University. After diagnosing the presence of problems relating to the adaptation of freshmen to the new social environment, our assistance to the program has been planned for the students, whose performance on the application of the technique go beyond the norm. The basis of psycho program was one of the series of training sessions in conjunction with the mini lectures and seminars, which allowed the students to explain the difficulties of the first year of study in high school and, after individual counseling students create a specific program depending on the presence of difficulties at this age stage. Comparing the results before and after the correction process has allowed us to confirm the effectiveness of the program, which has been decided to comprehensively existing problems among students. Therefore, the students were well prepared for the examinations, and indicators on different scales were ranked in the allowed rate.

Pupils’ Aggressive Behaviour towards Teachers in Elementary Schools in Slovakia

Author: Miriam Niklová
Author: Michaela Šajgalová
Year of publication: 2016
Source: Show
Pages: 104-115
DOI Address: https://doi.org/10.15804/tner.2016.46.4.09
PDF: tner/201604/tner20160409.pdf

Pupils’ aggressive behaviour towards teachers is a serious educational problem prompting social need for its solution in the school environment. The present research study aims to monitor the current state of pupils’ aggressive behaviour towards teachers. The study is of a theoretical-empirical nature. At the theoretical level, the issue is relatively little treated in the Slovak professional literature. It is paid more attention by foreign authors. The empirical section of the study presents results of our research conducted in Slovakia in 2016 among teachers of the elementary school second level in the Banská Bystrica and Žilina regions, as well as among professional staff at centres for pedagogical counselling and prevention. The research paid special attention to forms of aggressive behaviour, gender differences and causes of these serious behavioural disorders in pupils. Pupils’ aggressive behaviour towards teachers may have a variety of forms of which the verbal form such as back-talking and vulgarisms towards teachers is the most frequent. Gender differences recorded in pupils’ aggressive behaviour towards teachers showed the prevalence of boys. From the aspect of causes of pupils’ aggressive behaviour towards teachers, those were mainly improper parenting and a lack of teacher authority.

Retrospektywne spojrzenie na przemoc rówieśniczą w szkole

Author: Aleksandra Tłuściak-Deliowska
Year of publication: 2016
Source: Show
Pages: 11-32
DOI Address: https://doi.org/10.15804/kie.2016.03.01
PDF: kie/113/kie11301.pdf

Research on bullying in schools (1) are taken mainly in the quantitative methodology and (2) are conducted mainly on the regular basis in order to diagnose the phenomenon, evaluating its size and severity, as well as its determinants. The main aim of article is to present results of retrospective study on the experience of peer violence (e.g. the bully, bullied and bystander) at school (primary, middle and high school), with a particular focus on written statements of respondents. The data source was autobiographical memory of young adults. The study was conducted in the current academic year 2014/2015 among pedagogy students of the specialties of teacher education. As a result, the retrospective qualitative data about school experience of young adults were collected. Accept descriptions revealed a variety of personal experiences of respondents associated with peer violence at school, mainly from the perspective of its bystanders and victims. Data also provide a unique account of how adults view and perceived their school experiences.

A Few Problems with Mouffe’s Agonistic Political Theory

Author: Monika Mazur-Bubak
Institution: Jagiellonian University
Year of publication: 2019
Source: Show
Pages: 307-318
DOI Address: https://doi.org/10.15804/ppsy2019207
PDF: ppsy/48-2/ppsy2019207.pdf

The main goal of examining a single philosophical theory, connected with social and political disciplines, is not just to identify its incoherence or to restate the theory in a more elegant way. More important in that kind of investigation is to show its possible impact on people’s lives and the functioning of communities. Thus, it seems more reasonable to conduct a critical analysis of the possible consequences for a real society than to undertake a simple study of the argument’s logical consistency. The main aim of this paper is to introduce doubts about the thesis of Chantal Mouffe presented by her in Agonistics. Thinking the World Politically and Passion and Politics. Main hypothesis is that thinking about the “political” and “politics” with reference to enmity as well as claiming that the source of every political and social activity is antagonism, can provoke an attitude that social and political scenes are battlefields rather than an agora or the space of human interactions. First of all, the author provides the critical analysis and reconstruction of the most important claims connected with the “political”, which can have strong negative effects-i.e. brutalization and creating a negative basis for social relation. Then presents a few possible sources of thinking of “political” as a “competition” or rather “enmity”. The last part it is the critic of what Mouffe claims about reason why people get involve into politics, based on the psychological experiments and in result of this the author shows the importance of validity the high standards in politics, diplomacy and relation on the social level.

Bezpieczeństwo II Rzeczpospolitej – oceny. 1 wrzesień 1939 r. – „niespodziewana” wojna z III Rzeszą i „zaskoczenie” agresją (17) Związku Sowieckiego

Author: Aleksander Woźny
Institution: Polskie Towarzystwo Historyczne, Oddział Opole
Year of publication: 2020
Source: Show
Pages: 27-83
DOI Address: https://doi.org/10.15804/acno2020102
PDF: acno/9/acno202002.pdf

The security of the II Republic – assessments 1 September 1939 – „unexpected” war with the III Reich and the „surprise” of the 17 September aggression by the Soviet Union

The Wehrmacht (German armed forces) attacked Poland without declaration of war on 1 September 1939, on the orders of the leader of the III Reich. Then, on 17 September, the Red Army forced the borders of the Polish II Republic. The title of the article reflects what Polish historiography will forever struggle with – whether the aggression by its western neighbour was “unexpected” and whether we can consider the invasion from its eastern neighbour a “surprise”. Above all, the question is whether the military (General Staff; military intelligence) and political leadership (Foreign Ministry) of the state foresaw beforehand the possibility of rift in Polish-German relations and the renewal of a German-Soviet alliance/pact (cooperation), which in consequence brought about undeclared war with Poland’s eastern neighbour. The presented article is in sections and presented in chronological order.

Individual and Educational Risk Factors for Violence Perpetration. Prophylactic Aspects of Pedagogization

Author: Danuta Rode
Institution: University of Silesia
Author: Magdalena Bolek
Institution: University of Silesia
Author: Mikołaj Cugowski
Institution: University of Silesia
Year of publication: 2014
Source: Show
Pages: 303-313
DOI Address: https://doi.org/10.15804/tner.14.37.3.24
PDF: tner/201403/tner3724.pdf

The article addresses the issue of risk factors for high aggression of women taking action of a violent nature. The study group consisted of 44 women selected on the basis of studies in Family Diagnostic and Consultation Centres, being remanded in custody, or imprisoned. The study examined the dependencies between intensification of aggression and such groups of variables as: educational circumstances, family socialisation conditions, manifestations of demoralization in childhood and adolescence periods, current life circumstances, demographic characteristics, and psychological variables. The application of multiple regression analysis allowed for distinguishing three main factors of women’s aggression (negativism, attitude to school, and theftin childhood/adolescence periods). On the basis of the research findings, psychological and pedagogical directions of prophylactic action were put forward.

Violence in a Comprehensive Perspective

Author: Camilla Pagani
Institution: Institute of Cognitive Sciences and Technologies, National Research Council, Italy
Year of publication: 2014
Source: Show
Pages: 148-161
DOI Address: https://doi.org/10.15804/kie.2014.05.09
PDF: kie/105/kie10509.pdf

This paper addresses some issues that I consider to be particularly important in order to better understand and possibly countervail the phenomenon of violence. It especially focuses on the following points: a) the concept of violence; b) the Seville Statement on Violence and the possibility of revisiting and updating it; c) emotional and cultural factors as causes of violence; d) a proposal of a new perspective on the study of the relations between ingroup and outgroup; e) the possible role of the awareness of the existence of death in the context of human violence; f) the necessity of including violence against animals in the study of human violence.

Aggressive Education of Children in the Family Environment

Author: Grażyna Poraj
Institution: University of Łódź
Year of publication: 2014
Source: Show
Pages: 162-181
DOI Address: https://doi.org/10.15804/kie.2014.05.10
PDF: kie/105/kie10510.pdf

Children’s individual experience gained within families may lead to the development of both prosocial and aggressive behaviours. The aim of the paper is to analyse the phenomenon of aggression in the family environment. Extensive specialist literature indicates that there are often many co-occurring factors that determine child aggression. Children live in a dysfunctional family, in conditions of poverty and parental pathology, experience parental hostility and violence, are neglected, their vital biological and psychological needs are not met, they undergo inadequate upbringing training. They also experience aggression in sibling relations. Thus, the family provides them with comprehensive aggressive education for years. An important issue is to prevent and control aggression in the family. It is not easy and requires actions at three levels: social, individual and family. The article also presents an interesting intervention model in a sibling aggression situation.

Why a Statement on Violence? Violence Can Be Psychobiologically Tamed

Author: J. Martin Ramirez
Institution: Hoover Institution, Stanford University, USA
Year of publication: 2014
Source: Show
Pages: 182-192
DOI Address: https://doi.org/10.15804/kie.2014.05.11
PDF: kie/105/kie10511.pdf

The Seville Statement on Violence (SSV) was originated by a launched UN-Committee of the International Society for Research on Aggression (ISRA) in the late seventies of the past century. Its final product, elaborated by more than twenty scholars from different scientific disciplines and from all continents, was presented in 1986 at the VI Coloquio Internacional sobre Cerebro y Agresión (CICA) in Seville. Three years later, it was endorsed by the 25th General Conference of UNESCO in Paris. Its main message was that violence, and consequently war too, are avoidable and aggressiveness can be tamed. The present article comments what were the main reasons which urged to elaborate it, and some difficulties found on the way.

Empathy: A Double Edged Sword

Author: Violet Cheung-Blundena
Institution: University of San Francisco
Author: Man Yoke Moke
Institution: University of San Francisco
Author: Pranita Ramanan
Institution: University of San Francisco
Year of publication: 2014
Source: Show
Pages: 193-210
DOI Address: https://doi.org/10.15804/kie.2014.05.12
PDF: kie/105/kie10512.pdf

In the domain of interpersonal relations empathy has been widely regarded as a valuable tool for peacebuilding. Past research has shown that if enough empathy is extended to a victim of violence, insight into the victim’s plight tends to give pause to the aggressor and also prompt bystanders to help. While the victim is the sole recipient of empathy in an interpersonal conflict, elevating the concept of empathy from an individual level analysis to a group level analysis encounters further complications. In intergroup conflicts, both parties in the conflict stand to receive empathy. In light of this, one theoretical question is whether both kinds of empathy, those directed to the ingroup members and the outgroup members, have similar utilities in peacebuilding. We reference the literature on intergroup contact and intergroup threats, to scrutinize the role of empathy in intergroup conflicts. We argue that ingroup and outgroup empathy have the opposite effects on group violence – directing empathy to the outgroup results in the denouncement of aggression, whereas directing empathy to the ingroup may lead to a desire to counterattack. Thus, rather than boosting the overall amplitude of empathy, striking the right balance is the key of leveraging empathy towards peace.

Legal Aspects of Creating a Special International Tribunal for the Crime of Russian Aggression against Ukraine

Author: Uliana Koruts
Institution: West Ukrainian National University
ORCID: https://orcid.org/0000-0001-6999-8532
Year of publication: 2023
Source: Show
Pages: 11-17
DOI Address: https://doi.org/10.15804/CPLS.2023101
PDF: cpls/5/cpls501.pdf

The article examines the concept and legal aspects of creating a special international tribunal regarding the crime of the Russian Federation against Ukraine. Although this research topic first emerged after the events of 2014 related to the aggressive actions of the Russian Federation against Ukraine and the annexation of Crimea, scientific interest in the study of this problem increased after the criminal full-scale invasion of Russia on the territory of the sovereign state of Ukraine. The author considers the evolution of creation of select military tribunals, the specifics of their activities, and the established practice of prosecuting the crimes of aggression. Additionally, the analysis focuses on statements regarding the idea of creating a special international tribunal for the Russian Federation for crimes of aggression against Ukraine. It is substantiated that the highest form of international justice in the modern world is a tribunal, as it provides for a public and inevitable punishment and it acts as one of the elements guaranteeing the inviolability of the international legal order at the same time. The creation of a special tribunal for the Russian Federation will be the impetus for new approaches to expand the jurisdiction of the International Criminal Court so that it can prosecute acts of aggression, and Ukraine will serve as an example for responding to aggression. The author determined, the establishment of an international tribunal for the first time is a complex process because it is often necessary to find new and completely original solutions to many legal and practical problems facing the tribunal. Moreover, the sum total of these decisions should provide the basis for a reasonable and universally applicable jurisdiction for future generations, at the same time allowing the tribunal to take into account the social, cultural and historical context of the conflict in question and to reflect this context to some extent in its decisions and practice.

Wartościowanie zachowania agresywnego ucznia z grupy własnej i obcej przez nauczycieli

Author: Jolanta Szczurowska
Institution: Uniwersytet Jana Kochanowskiego w Kielcach
Year of publication: 2013
Source: Show
Pages: 101-119
DOI Address: https://doi.org/10.15804/kie.2013.01.06
PDF: kie/94/kie9406.pdf

Valencing Behavior of an Aggressive Student from Their Own or Other Groups by the Teachers

The aim of this investigations was to point out that for the teachers, who evaluate students aggressive behavior, the important is their membership of the group category (the In-group vs the Out-group; the Conventional-group vs Unconventional-group). It was assumed: 1) the effect of the in group favoritism will not occur, 2) teachers evaluating student’s aggressive behavior of different social category will be guided by different standards. The investigations were performed in Kielce, in six schools (primary school, gymnasium and secondary school) and 112 teachers participated in this studies. The results show than the lack of effect of the in-group favoritism where there is a necessity to punish the aggressive behavior of student and in the level of punishment. Moreover, 1) the teachers have more intensity of the need for punishment student the Unconventional than the Conventional, 2) the normative standards are more important for teachers evaluating students aggressive behavior for In-group vs Out-group, but in the Unconventional – group vs Conventionalgroup the allo-egocentric standards were preferred.

Media influence on children and adolescents

Author: Stanisław Juszczyk
Institution: University of Silesia Katowice, Poland
Year of publication: 2004
Source: Show
Pages: 93-110
DOI Address: https://doi.org/10.15804/tner.04.3.2.07
PDF: tner/200402/tner307.pdf

In the work a discussions focused on negative influences of the media on children and adolescents. The following domains of influence have been described: violence and its three effects: copycat violence, desensitization and catharsis; aggressive behaviour, sexual content, body image and self-esteem as well as physical health and school performance. The media change the system of humanistic values and attitudes of children and adolescents. In order to prevent the dangerous influence of the media parents and educators should advocate a safer media environment for children and adolescents through media literacy.

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