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    Wyświetlanie 1-13 z 13
    Tytuł:
    Rytualne i nierytualne oblicze „fali” w szkole
    The Ritual and Non-ritual Aspects of Hazing at School
    Autorzy:
    Jaskulska, Sylwia
    Powiązania:
    https://bibliotekanauki.pl/articles/1074997.pdf
    Data publikacji:
    2017-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    rite of passage
    initiation
    hazing at school
    aggression at school
    Opis:
    In the paper I ask whether the similarities between the institutional hazing and tribal rites of initiation, pointed to by authors who describe this phenomenon, make it possible to talk about a ritual character of the brutal phenomenon of how freshmen are treated by older students, and if they do, then how can it translate into potential preventive measures. I discuss this issue based on the example of hazing at school. Having chosen the distinctive features of the rites of passage as my point of reference, I refer to school hazing as a pseudo-rite and I recommend taking into account its ritual character and the non-ritual objectives it completes in the preventive and repair measures at school.
    Źródło:
    Studia Edukacyjne; 2017, 43; 113-128
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Retrospektywne spojrzenie na przemoc rówieśniczą w szkole
    Autorzy:
    Tłuściak-Deliowska, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/2007912.pdf
    Data publikacji:
    2016-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    aggression
    violence
    bullying
    aggression at school
    bullied
    bully
    teacher
    retrospective study
    Opis:
    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.
    Źródło:
    Kultura i Edukacja; 2016, 3(113); 11-32
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Agresja w szkole
    Autorzy:
    Kowalski, Wiesław
    Powiązania:
    https://bibliotekanauki.pl/articles/2141473.pdf
    Data publikacji:
    2010
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    aggression
    school
    Opis:
    The term „aggression” has many meanings. As a dictionary entry, it means aggressive, brutal behaviour towards somebody or something, also strong, negative emotions such as hatred, anger, evoking such behavoiur. The presented article shows the results of research on this phenomenon in secondary schools.
    Źródło:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2010, 2(5); 373-383
    1898-8431
    Pojawia się w:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Doświadczanie agresji i przemocy w szkole
    Experiencing violence and aggression at school
    Autorzy:
    Poraj, Grażyna
    Powiązania:
    https://bibliotekanauki.pl/articles/2139123.pdf
    Data publikacji:
    2004
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    aggression
    school
    corrective treatment
    Opis:
    The research project was designed to diagnose the phenomenon of aggression among the students of the last level of primary school. The research was directed by the Regional Centre of Social Policy of the Marshal’s Office in Łódź´ and run over the year 2002. It relates to the following research problems: - the place of contact with violence and aggression, - the most common indications of violence and aggression at school, - the individual experience of violence and aggression in different psychological environments, - the expectations of help. As far as the scientific method is concerned, a special questionnaire was constructed. It was addressed to the students of the sixth class of primary school in province of Ło´dz´, representing different psychological environments: from urban to rural. The total number of students, who participated in the research project was 455 (100%); 49% of girls and 51% of boys. The detailed analysis of the results of the research indicated school as the most common place of facing with the phenomenon of violence and aggression. Undesirable behaviours appear in all the school societies and call for the corrective treatment. The research revealed the differences between sexes and showed the general tendency of dealing with aggression: 57% of students declare their willingness to learn the techniques of self – defence, they also search for help in the school environment: 52% of students count for friend’s aid and 47% expect help from the teachers. The author suggest three courses of corrective treatment: - rebuilding of the educational environment, - educating the teachers in preventing, recognizing and acting against violence and aggression, - teaching the ability of dealing with conflicts and difficulties.
    Źródło:
    Acta Universitatis Lodziensis. Folia Psychologica; 2004, 08; 19-31
    2353-4842
    Pojawia się w:
    Acta Universitatis Lodziensis. Folia Psychologica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    AGRESJA I PRZEMOC W POLSKICH SZKOŁACH: PERSPEKTYWA SOCJOEKOLOGICZNA
    Aggression and violence in polish schools: socio-ecological perspective
    Autorzy:
    Kołodziejczyk, Jakub
    Walczak, Bartłomiej
    Powiązania:
    https://bibliotekanauki.pl/articles/570506.pdf
    Data publikacji:
    2015
    Wydawca:
    Wyższa Szkoła Pedagogiczna Związku Nauczycielstwa Polskiego
    Tematy:
    agresja,
    przemoc
    szkoła
    uczniowie
    aggression
    violence
    school
    students
    Opis:
    W artykule, na podstawie założenia teorii socjoekologicznej i taksonomii K. Rigby i D. Olweusa, zostaje podjęta próba pokazania skali oraz charakterystyki przemocy i agresji występującej wśród uczniów szkół poddanych ewaluacji zewnętrznej w roku szkolnym 2013/14. Analiza obejmuje także współwystępowanie różnych form agresji i przemocy. W drugiej części opracowania autorzy analizują i w oparciu o model regresji wielorakiej hierarchizują czynniki determinujące intensywność doświadczania agresji i przemocy przez ucznia.
    On the basis of the socio-ecological theory and taxonomy of K. Rigby and D. Olweus the article describes violence and aggression behavior as well as its scale among students of schools, which have been externally evaluated in school year 2013/14. The analysis presents also co-appearance of various forms of aggression and violence. In the second part authors analyze and on the basis of the model of multiply regression arrange in hierarchy factors determining intensity of experience by students aggression and violence.
    Źródło:
    Ruch Pedagogiczny; 2015, 1; 35-47
    0483-4992
    Pojawia się w:
    Ruch Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Działania wychowawcze w perspektywie oceny zachowań agresywnych / przemocowych uczniów
    Educational programmes in terms of assessing students’ aggressive / violent behaviours
    Autorzy:
    Woś, Marek
    Powiązania:
    https://bibliotekanauki.pl/articles/442232.pdf
    Data publikacji:
    2019-06-28
    Wydawca:
    Towarzystwo Wiedzy Powszechnej w Szczecinie
    Tematy:
    rodzina
    uczeń
    szkoła
    agresja
    przemoc
    family
    learner
    school
    aggression
    violence
    Opis:
    Zarówno rodzina, jak i szkoła zobowiązane są do podejmowania współpracy w wychowaniu młodego człowieka. Dlatego też wychowanie winno być konsekwentne i trwałe, ukierunkowane na ukształtowanie wychowanka zgodnie z oczekiwaniami społeczeństwa. Na terenie szkoły, pomimo wdrażania programów profilaktyczno-wychowawczych, dochodzi do wielu działań agresywnych / przemocowych ze strony uczniów. Niniejsze opracowanie ma na celu pokazanie, że niezależnie od tego, jak mocno dane społeczeństwo jest osadzone w cywilizacji europejskiej, dochodzi w nim do podobnych wykroczeń ze strony młodocianych jednostek.
    Both the school and the family are obliged to cooperate in a young individual’s upbringing. Therefore, upbringing is to be consistent and persistent, directed at forming an individual in accordance with the expectations of society. Despite the implementation of numerous preventive and educational programmes one can still witness a lot of aggressive behaviour on the school premises. The following study aims to show that regardless of how strongly a given society is embedded in European civilisation, similar misdemeanours are made by the learners.
    Źródło:
    Edukacja Humanistyczna; 2019, 1; 97-110
    1507-4943
    Pojawia się w:
    Edukacja Humanistyczna
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Trening empatii jako metoda zapobiegania zachowaniom agresywnym w grupie dzieci w młodszym wieku szkolnym – doniesienia wstępne
    The influence of empathy training as the way to prevent aggressive behaviours of primary school children – preliminary reports
    Autorzy:
    Wild, Ewelina
    Lickiewicz, Jakub
    Makara-Studzińska, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/527896.pdf
    Data publikacji:
    2018
    Wydawca:
    Krakowska Akademia im. Andrzeja Frycza Modrzewskiego
    Tematy:
    aggression
    aggression prevention
    primary school children
    empathy
    empathy training
    agresja
    zapobieganie wykluczeniu społecznemu
    młodszy wiek szkolny
    trening empatii
    Opis:
    The work concerns the issue of the influence of the training on the empathy and the aggression in group of children 6–9 years old. The subject of the research was to determine the level of aggression in group of children 6–9 years old, conducting training of empathy, and re-examination of the level of aggression. Aggression was examinated by modified version of questionnare ‟My life in school” created by Tiny Arora, with polish adaptation by Tomasz Kołodziejczyk. The empathy training included eight exercises, the aim of which was to develop skills related with empathy. There was 100 students of elementary school in the study group, 52 girls and 48 boys. A conducted statistical analysis confirmed the correlation between the empathy training and the level of aggression in whole study group. However, a hypothesis about relationship between sex and effectiveness of training weren’t confirmed. Both boys and girls empathy training brought results, although it was more effective in first group. The empathy training was proven to be effective. It reduced the level of aggression in the study group of 100 children 6–9 years old. These findings prompted to number of doubts and thoughts about its implementa on and encouraged to reflection the improvement of future research trials. It is certain, however, that empathy training reduces aggression and can be an effective tool in dealing with aggression at school.
    Praca dotyczy problemu wpływu treningu empatii na poziom agresji u dzieci w wieku 6–9 lat. Przedmiotem badań jest określenie poziomu agresji u tychże, przeprowadzenie treningu empatii, a następnie ponowne zbadanie poziomu agresji. Agresję badano zmodyfikowaną wersją kwestionariusza „Moje życie w szkole”, opracowanego przez Tiny Arora i zaadoptowanego w wersji polskiej przez Tomasza Kołodziejczyka. Trening obejmował osiem ćwiczeń, których celem było rozwinięcie umiejętności związanych z empatią. Badania empiryczne zrealizowano wśród dzieci w wieku 6–9 lat, czyli uczniów klas 1–3 szkoły podstawowej. W grupie badanej znalazło się sto dzieci: 52 dziewczynki, 48 chłopców. Przeprowadzona analiza statystyczna potwierdziła związek pomiędzy treningiem empatii a poziomem agresji w badanej grupie. Nie potwierdzono natomiast hipotezy o związku płci i skuteczności treningu. Zarówno u chłopców, jak i u dziewczynek trening empatii przyniósł rezultaty, chociaż w grupie chłopców były one lepsze. Trening empatii okazał się skuteczny. Zmniejszył poziom agresji w badanej grupie stu dzieci w wieku 6–9 lat w ciągu jednego tygodnia. Badanie nasunęło szereg wątpliwości i przemyśleń dotyczących jego wykonania i skłoniło do refleksji nad udoskonaleniem przyszłych prób badawczych. Pewne jest jednak, że trening empatii obniża poziom agresji i może stanowić skuteczne narzędzie w radzeniu sobie z agresją w szkole.
    Źródło:
    Państwo i Społeczeństwo; 2018, 4; 19-31
    1643-8299
    2451-0858
    Pojawia się w:
    Państwo i Społeczeństwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Agresja w szkole w świetle samoopisów uczniów
    School Aggression in the Light of Students’ Accounts
    Autorzy:
    Ostrowska, Krystyna
    Powiązania:
    https://bibliotekanauki.pl/articles/699261.pdf
    Data publikacji:
    2004
    Wydawca:
    Polska Akademia Nauk. Instytut Nauk Prawnych PAN
    Tematy:
    agresja
    szkoła
    zachowania agresywne
    młodzież
    badania kryminologiczne
    aggression
    school
    aggressive behaviours
    youth
    criminological research
    Opis:
    The article presents results of a research conducted for the Ministry of National Education and Sports, which primarily aimed to look closer at the  changes in forms, scale and increase of aggressive behaviours of students at all the different learning and upbringing stages. The first kind of such research in Poland was initiated by K. Ostrowska and A. Siemaszko in 1981. Its results were widely discussed by A. Siemaszko in his book „Deviated teenage behaviours”. Next research, which is a direct source of reference for the research discussed in this article, was a countrywide research into aggressive behaviours of students, conducted in 1997 also from the initiative of K. Ostrowska, with a cooperation and extensive financial involvement of prof. Hans Ludwig Schmidt, dr. Janusz Surzykiewicz and the Bosch Foundation. Similarly as in the past, the results were thoroughly presented in a monography „Aggression and School Violence. Socio-economic conditions” written by Janusz Surzykiewicz. The presented research concerning aggressive behaviours of students in 2003, is based on answers of respondents about causing and experiencing aggression across a 12 months period before conducting the research. Questionnaires in self-report technique were conducted in November and December 2003. A group of 16 students was randomly sampled from ministerial lists of primary, lower secondary, general secondary schools, specialised secondary schools, technical secondary schools as well as basic vocational schools. Research has been conducted in all 16 provinces of Poland. In the randomly sampled schools a suitable number of students was randomly sampled from each teaching level. In relation to 1997 the number of surveyed students is smaller, the previous counted 2567 individuals. Contraction of this group was dictated by financial and time limitations of the research. This article includes characteristics of student respondents by their age, kind of school, class, place of living, family situation including family structure, marital status of parents, current residing or other persons, with parents, age of parents, their education and professional activity. The socio-demographic characteristic of the families indicated that in 90% of cases students come from complete families, they have parents, in the age of professional activity (35-50 years of age) with vocational, secondary and higher education. However, there is a worrying fact that about 20% of families is struggling economically due to the lack of permanent employment. The characteristic of aggressive student behaviour concerns, on the one hand, a number and percentage frequency structure of 41 behaviours considered in the research as an indicator of aggression, on the other hand - an analysis according to the differentiated categories of aggression. These are behaviours which have a smaller potential effect – they would cause a considerably smaller, danger, pain, harm, suffering i.e. spreading lies about other students; and ones which could be called examples of serious aggression or even as bearing characteristics of criminal offences such as: threatening with a knife, a razor blade, gas or using a sharp object while in a fight. The most common signs of aggression on the school area the less potentially harmful behaviours, they create a specific school atmosphere. Amongst those to mention would be: cheating on teachers, disrupting teaching in class, offensive talking, calling other students names, writing on school walls and desks, purposeful pushing others, spreading lies and harming oneself by drunkenness. Such forms of behaviour happen to 30 - 40% of respondents. However, as it has been mentioned in detailed descriptions, school is also a place where more serious forms of aggression take prace. These are: forcing students to do things against their will, fighting with other colleagues, group beating of a single student, forcing or provoking sexual behaviouts, using sharp objects in a fight. The article incorporates data suggesting an increase in aggressive behaviour amongst girls, and the still remaining statistically significant  differences between girls and boys especially in the growth of aggression and in  some more serious forms of aggression. Furthermore, a characteristic of aggressive student behaviours is presented taking into account six. categories: aggression and physical abuse, aggression and verbal abuse, psychological abuse, aggression and violence with objects, aggression and violence using gun, sexual abuse, and all other kinds of demoralisation and social maladjustment. A comparison of referenced findings from 2003 with those from 1997, required using not only the same research procedure (self-report questionnaire) but also taking up the very same classification of aggressive behaviours. Prevention of aggressive student behaviours can be effective if performed after correct diagnosis of such phenomenon, of its causes and only if an adequate means to diagnose will be used. An important element of the diagnosis is recognising aggression amongst students depending on the stage of their primary and secondary education. In 1997 there was no early secondary schooling yet, therefore only primary and secondary school students were verified. This very article introduces results of strengthening of different forms of aggressive behaviours in primary, lower secondary, general secondary schools, specialised secondary schools, technical secondary schools and basic vocational schools. What can be quickly noticed is a fact that all named forms of violent behaviours take place in the studied population independently of the kind of school, yet their intensity is different. These differences are provided by the received chi-squared coefficients presented in the tables. An additionally modified categorisation of aggression has been used for a more clear and efficient presentation of aggressive behaviours in schools for the future prevention. Two criteria have been taken -  the strength of a deed and who it is directed at. In that way nine, instead of six, categories of aggression have been established: aggression and physical abuse, aggression against teachers, aggression against objects, psychological abuse, auto-aggression, family disobedience, verbal aggression, aggression with threatening to use a dangerous object, sexual abuse, take over, theft, being arrested by the police. For primary school the most characteristic behaviours are verbal aggression (31,1% of students admit to behave that way), physical aggression but to a lesser  degree (13,7% of students), aggression against teachers (11,6%) aggression against objects (8,8%). Other forms of aggression occur less often, they are admitted by 2,6% to 5,1 % of students. In the lower secondary schools we can  observe a higher figure of students using also other forms of aggression. Still the dominant form of aggression is the verbal one (38,1% of students), auto-aggression appears more strongly in form of alcohol and abuse of  other psychoactive substances (19,9%), aggression against teacher has a higher level too (19%), as well as against objects (17,2%), physical abuse (12,7%). Psychological abuse, together with family disobedience occur more often than in primary schools. There is another difference in escalation of aggressive behaviours at the stage of lower secondary schools. Secondary schools, specialised secondary shools, as well as basic vocational schools, as shown in the forms of diagrams, indicate similar symptoms of aggression, the strength of such behaviours is also comparable within that group. The most common are: auto-aggression, verbal aggression, aggression against, teachers, aggression aguinst, objects, physical abuse, family disobedience, thefts, psychological abuse. Students in basic vocational schools differ in kinds and strength of aggressive behaviours. And primarily, more commonly than other students in their age, they show aggression and physical abuse. Diagnosis of aggression should not only focus on the knowledge about the offenders but also on the knowledge about the victims. This aspect has thus been discussed in this research. Twenty nine incidents of aggression have been analysed, victims of which could have been students. The aggressors could have been their colleagues, teachers, or other people. This side of a problem is not mentioned in the article. What has been under study, however, was the correlation between being an aggressor and being a victim, as well as on finding out the so-called ‘only aggressors’ and ‘only victims’. The research has confirmed the dependency between being a victim and being an aggressor. Factor analysis enabled for a differentiation of the types of ‘only aggressors’, five factors were found, and types of ‘only victims’ – seven factor found, and mixed types, ‘aggressors and victims’ - five factors. The aggression diagnosis amongst students based on the analysis of kinds of forms, their intensity and popularity within a population, is at the end of the article and it allows for stating that aggressive student behaviours are becoming a particular form of student ‘adaptation’ to the expectations of other fellow students, teachers and parents. They take more diversified forms, the number of behaviours dangerous to health and safety increases, too. Students attack teachers more often, despite the fact that teachers do try to limit their aggressive behaviours. In the student environment there is a growing number of far more serious incidents. The higher the education stage, aggressive behaviours do not decrease, the numer of aggressive students increases and the hierarchy of their order changes. The most worrying is an increase in number of students abusing alcohol and other psychoactive substances. Such behaviours are considered as forms of auto-aggression in this article. The report finishes with conclusions addressed to teachers, pedagogues, and pedagogic school supervisors for they could be included in the educational programmes and prevention methods to which schools are obliged by the adequate legal acts from the educational system and ministerial directives.
    Źródło:
    Archiwum Kryminologii; 2004, XXVII; 115-153
    0066-6890
    2719-4280
    Pojawia się w:
    Archiwum Kryminologii
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Autorytet nauczyciela-wychowawcy szansą na przezwyciężanie agresji i przemocy w szkole
    The Authority of a Teacher-Educator as a Chance to Overcome Aggression and Violence at School
    Autorzy:
    Słotwińska, Helena
    Powiązania:
    https://bibliotekanauki.pl/articles/21151117.pdf
    Data publikacji:
    2022-06-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    autorytet
    nauczyciel
    wychowawca
    kompetencje
    szkoła
    agresja
    przemoc
    authority
    teacher
    educator
    competences
    school
    aggression
    violence
    Opis:
    W artykule omówiono najważniejsze zagadnienia, które zawarte są w jego tytule. Składa się on z sześciu punktów. Na początku szczegółowo zostało omówione pojęcie autorytetu, a następnie jego rola i znaczenie w nauczaniu i wychowaniu. Punkt trzeci i czwarty ukazuje pojęcie oraz rodzaje agresji i przemocy a także przejawy zachowań agresywnych. Każdy nauczyciel, mając gruntownie opanowany przedmiot swej specjalności, musi kształcić się w tej dziedzinie ale również w dziedzinach pokrewnych. Postawa intelektualna nauczyciela, powinna charakteryzować się umiarem, ostrożnością, rozwagą i powściągliwością w wydawaniu sądów. Kompetencje osobowościowe i zawodowe nauczyciela-wychowawcy, to kolejne zagadnienie przedstawione w artykule. Część końcowa artykułu poświęcona została relacjom pomiędzy Mistrzem i uczniem, które ułatwiają przezwyciężanie trudności wychowawczych.
    In the article discusses the most important issues contained in its title. It consists of six points. At the beginning, the concept of authority was discussed in detail, followed by its role and importance in teaching and upbringing. The third and fourth points show the concept and types of aggression and violence as well as manifestations of aggressive behavior. Each teacher, having a thorough knowledge of the subject of his specialization, must educate himself in this field, but also in related fields. The intellectual attitude of the teacher should be characterized by moderation, caution, prudence and restraint in passing judgments. The personality and professional competences of a teacher - educator are another issue presented in the article. The final part of the article is devoted to the relationship between the teacher and the student, which makes it easier to overcome educational difficulties.
    Źródło:
    Roczniki Pedagogiczne; 2022, 14, 2; 115-132
    2080-850X
    Pojawia się w:
    Roczniki Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Aktywność nauczyciela religii w przeciwdziałaniu agresji elektronicznej wśród młodzieży
    Activities of the religious education teacher against electronic aggression among young people
    Autorzy:
    Zellma, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/2154332.pdf
    Data publikacji:
    2014-12
    Wydawca:
    Wyższe Seminarium Duchowne Diecezji Elbląskiej w Elblągu
    Tematy:
    the religious education teacher
    electronic aggression
    the prevention
    programme
    the religion lessons
    young people
    school
    Opis:
    Electronic aggression, a phenomenon currently taking place among young people, poses difficult tasks for teachers. They relate to primary, secondary and tertiary prevention in theschool environment and require the cooperation of headmasters, teachers and parents. The analyses undertaken in the study present the specificity of the activities of the religious education teacher aimed at preventing aggression among young people. Firstly, the scope of meaning of ‘electronic aggression’ has been given. Next, the multidimensionality of electronic aggression among the young has been pointed out. In this context, preventive measures taken by the religious education teacher in the school environment have been described. Aims, tasks and rules, as well as forms, methods and means necessary for the prevention of electronic aggression among young people have been brought to attention. The cooperation of the religious education teacher with the headmaster, parents and other teachers in carrying out the tasks set by the school prevention programme has been considered significant.
    Źródło:
    Studia Elbląskie; 2014, 15; 333-343
    1507-9058
    Pojawia się w:
    Studia Elbląskie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rozmiary nieprzystosowania społecznego uczniów warszawskich szkół podstawowych
    The extent of social maladjustment among children of Warsaw elementary schools
    Autorzy:
    Ostrihanska, Zofia
    Powiązania:
    https://bibliotekanauki.pl/articles/699042.pdf
    Data publikacji:
    1982
    Wydawca:
    Polska Akademia Nauk. Instytut Nauk Prawnych PAN
    Tematy:
    nieprzystosowanie społeczne
    szkoła podstawowa
    uczniowie warszawscy
    nieprzystosowanie szkolne
    demoralizacja
    kradzież
    wagary
    agresja
    spożywanie alkoholu
    social maladjustment
    primary school
    Warsaw students
    school maladjustment
    demoralization
    theft
    truancy
    aggression
    alcohol consumption
    Opis:
    In the school year 1976/77 the Department of Criminology, Institute of State and Law, Polish Academy of Sciences, began research whose object was - among others - to ascertain the extent of social maladjustment among children from Warsaw elementary schools. As socially maladjusted were recognized children, whose behavior was characterized by a complex of comparatively persistent symptoms pointing to inobservance by those children of fundamental rules of behavior obligatory for the youth of this age (that is, truancy, hour-long gallivating round the streets without control, keeping company of demoralized colleagues, thefts, running away from home, drinking, taking drugs, sexual demoralization, vandalism, aggression). In the study were included all children of 3rd- 8th grades of 50 elementary schools in Warsaw: it was a random sample from all schools of this type in the city. There were over 600 classes included in the study, with the total of 17,662 children aged 9- 15.             The main object of the study was to find out how many children with the symptoms of social maladjustment there are among the pupils of grades 3- 8. It was to be achieved by obtaining information from the teachers about those among their pupils whose behavior covered by the definition of social maladjustment as presented above.             The extent of social maladjustment among the children of Warsaw elementary schools was found to be substantial, as there were 6.5% of socially maladjusted children in the classes examined (10% of the boys and 2.7% of the girls). The extent is greater in the higher grades (there were as many as 15.4% of socially maladjusted boys and 4.4% of such girls in the 8th grade), and lower in the lower grades (respectively 7.4% of boys and 1.4% of girls in the 3rd grade). From the 7th grade an exceptionally distinct increase is pronounced.             The percentage of boys revealing symptoms of social maladjustment is 3,7 times higher than that of girls. Among girls, there is a more pronounced increase in the extent of social maladjustment in higher grades as compared with lower grades, than it is the case among boys. Among the eldest girls the symptoms of social maladjustment intensified than among the eldest boys.             The study revealed also large differences in the extent of social maladjustment among different schools. The percentage of socially maladjusted children ranged from 2.3% in the ’’best” school to 17% in the "worst" one. The classes in the "worsts" schools were found to be smaller than those in the “best” ones where the disclosure of a smaller number of socially maladjustment children could have been connected with the poorer acquaintance of the teachers with their pupils in larger classes. The districts of the “worst” schools were also often defined by the head-masters as "difficult”, that is inhabited by families estimated by them as unfavorable educational environment.             The definition of social maladjustment assumed in the study revealed first of all the children who: gallivanted (77% of socially maladjusted boys and 75% of girls), played truant (70% of boys and 79% of girls), kept company of demoralized colleagues (55 and 44% respectively). The next most frequently occurring type of behavior was stealing (1/3 of boys and 1/5 of girls), while it was seldom that the children with the symptoms of social maladjustment were considered as drinking alcohol (merely 16% of boys and 14% of girls), which result not only from the fact that the children start drinking in the higher grades, but also from the teachers being only poorly informed as to the extent of drinking among their pupils. Running away from home occurs seldom among the socially maladjusted children (13% of boys and 15% of girls), as well as the symptoms of sexual demoralization (which were, however, found in as many as 20% of socially maladjusted girls from the highest grade, and in only 5% of boys from this grade); the teachers gave no information whatever as to the taking of drugs by socially maladjusted children.             In the obtained picture of social maladjustment among school children there was a variety of the types of behavior regarded as symptoms of maladjustment; the intercorrelations between separate symptoms were not strong. Connections between these symptoms are more frequent and stronger in the case of children from higher grades, in whom the process of social maladjustment is more intense. The child from the 3rd grade defined as socially maladjusted is first of all a neglected child: gallivanting, playing truant, keeping company of demoralized colleagues, often behaving aggressively. Among the 8th grade children a larger cumulation of various types of behavior was found and also other symptoms were noted much more frequently. In the lower grades, truancy is the behavior which initiates and intensifies the process of social maladjustment: among those playing truant the cumulation of other symptoms can be found much more often than among other children. In the case of older boys, it is the company of demoralized colleagues that acquires the initiating and intensifying role in the process of social maladjustment.. It increases and shapes aggressive attitudes, provides patterns and encouragement to drinking alcohol, and is also conducive to gallivanting, stealing and sexual demoralization.             According to the teachers, the majority (over 2/3) of the socially maladjusted children had severe learning problems, which had distinct repercussion on their unsatisfactory school progress. Such children were termed maladjusted to school education. Apart from the socially maladjusted children, the teachers also named 6,2% of boys and 3,5% of girls from the examined classes as revealing symptoms of school maladjustment. Every sixth boy from the classes included in the study was socially maladjusted or maladjusted to school, and every sixteenth girl. As the children grew up, there was a trend to cumulation of the symptoms of social and school maladjustment in them. Among the socially maladjusted boys from the lowest grades, an essential dependence was found between their reading and writing problems and their truancy, which - as stated above - initiates the process of social maladjustment in these grades. When asked about the causes of the child’s learning problems, which occur among the half of socially maladjusted children, the teachers indicated the insufficient care at home and bad family situation as the cause. Among boys, this cause is particularly important in the case of socially maladjusted children from lower grades (2/3 of all cases), and diminishes in the higher grades when - according to the teachers - it is the child himself who is to blame, particularly for his laziness.             According to the teachers, among the families of socially maladjusted children those are prevailing who - for various reasons - are incapable of coping with their protective and educational tasks. Among the socially maladjusted children, the contribution of those from incomplete families (approximately 1/3 of the families of socially maladjusted boys and as many as 42.2% of the families of girls) and those brought up by mothers alone (approximately 1/4 of boys and 1/3 of girls) is much greater than in the average population. The degree of education of the parents is usually low with physical workers prevailing, and while the fathers usually have some professional training, the majority of mothers have no profession at all. In the families examined both parents usually work out of home (which is typical of a Polish urban family).             In the families of over 1/3 of maladjusted boys and nearly 1/2 of girls, there are conditions that decided about their distinct socially deprived character as educational environment. According to the teachers, alcoholism or excessive drinking of one of the parent accurs in over 1/3 of these families. The family background of socially maladjusted girls is more socially negative than this of boys. The intensity of negative characteristics of the environment was particularly explicit among the children whose social and school maladjustment symptoms were cumulated.             The majority of socially maladjusted children had learning problems concerning at least two school subjects. The majority had also problems in learning to read and write and were still below the level of their grade at the time of the study as regards their command of these skills which are essential for school education.             Protective and educational activities undertaken by schools in respect of socially maladjusted children are minimal as compared with the needs. Only 10% of boys and 15% of girls visit day-rooms or day stay-in schools. As few as 11% of boys and 8% of girls attend youth clubs in the culture clubs. While the day-rooms and day stay-in schools are visited by children from worse family environment, usually those taken better care of in their families attend youth clubs.             A large part (approximately 2/3) of socially maladjusted children were included in the "summer holiday action” and participated in holiday camps. Also, regarding a large part of them psychologists and educators were consulted; however, the teachers await assistance of guidance centre not only in the form of diagnosis but also of a long-term treatment of maladjusted child and his family.
    Źródło:
    Archiwum Kryminologii; 1982, VIII-IX; 191-231
    0066-6890
    2719-4280
    Pojawia się w:
    Archiwum Kryminologii
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Profilaktyka agresji i przemocy w środowisku rodzinnym i szkolnym
    Aggression and violence among children and youths of school age
    Autorzy:
    Cichosz, Wojciech
    Tyburska, Arleta
    Powiązania:
    https://bibliotekanauki.pl/articles/559329.pdf
    Data publikacji:
    2014
    Wydawca:
    Gdańskie Seminarium Duchowne
    Tematy:
    agresja
    przemoc
    źródła dysfunkcji
    szkoła
    rodzina
    poziomy działań profilaktycznych
    szkolny program profilaktyki
    aggression
    violence
    sources of disfunction
    school
    family
    levels of prevention activities
    school program of prevention
    Opis:
    Temat agresji i przemocy wśród dzieci i młodzieży jest przedmiotem wielu badań naukowych. Szybki rozwój cywilizacyjny, coraz wcześniejsza inicjacja przestępcza dzieci i młodzieży zmusza do podejmowania wzmożonych działań zapobiegających eskalacji agresji i przemocy. Ukazanie istoty, przyczyn, a także sposobów zapobiegania agresji i przemocy występującej wśród dzieci i młodzieży, uświadomienie społeczeństwu zasięgu owego zjawiska oraz konsekwencji podejmowania działań agresywnych i przemocowych przez młodych ludzi sprzyja zrozumieniu istoty problemu. Zjawiska agresji i przemocy dotyczą wszystkich grup wiekowych, jednak uzasadniony niepokój budzi fakt, że coraz częściej dotykają one dzieci i młodzież, mając miejsce zarówno w środowisku szkolnym, jak i rodzinnym. Toteż działania profilaktyczne muszą być podejmowane właśnie przez rodziny i placówki oświatowe. Czytelna postawa rodziców i wychowawców, realizowanie założeń programów wychowawczych i profilaktyki w szkołach odgrywają ważną rolę w zapobieganiu agresji i przemocy. Wspomaganie ucznia w pokonywaniu trudności, ograniczanie i eliminowanie czynników ryzyka zaburzających prawidłowy rozwój psychiczny i fizyczny dzieci i młodzieży oraz inicjowanie i wzmacnianie elementów chroniących to ważne sposoby przeciwdziałania opisywanemu zjawisku.
    The topic of aggression among children and adolescence has become a subject of many scientific studies. Fast civilisation development as well as earlier criminal initiation amongst children and the youth forces to undertake intensified observations and prepare written applications, which are available for the society in general. The aim of the thesis is to show the essense, causes and possible ways of preventing aggression as well as violence which occur among children and the youth but also to make the society aware of range of the phenomenon and consequences of aggressive and violent activities undertaken by young people. The statistical data and legal regulations with regard to antisocial behavior, which appear among children and teenagers, have been approached. Sources of disfunction, which have been introduced in the present thesis, are personal and individual features who reveal disturbing symptoms and also family and school surroundings. The last point has been dedicated to the aspect of showing an important role of the parents and the teachers in preventing antisocial behaviour, preparing school program of prevention but also traditional and new classification of prevention activities.
    Źródło:
    Studia Gdańskie; 2014, 35; 93-110
    0137-4338
    Pojawia się w:
    Studia Gdańskie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Mobbing w wychowaniu
    Mobbing in the Process of Upbringing
    Autorzy:
    Kosmatka, Romualda Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/495000.pdf
    Data publikacji:
    2015-05-31
    Wydawca:
    Towarzystwo Naukowe Franciszka Salezego
    Tematy:
    przemoc
    agresja
    mobbing
    ofiara mobbingu
    mobber
    osobowość mobbera
    rodzice
    szkoła
    style wychowania
    violence
    aggression
    mobbing victim
    mobber’s personality
    parents
    school
    upbringing styles
    Opis:
    The word ‘mobbing’ derives from an English word ‘mob’ – a disorderly crowd of people, the common people, a crowd engaged in lawless violence – and means ‘to attack, harass, surround’. Factors which allow to forecast violent behaviour include parental delinquency, the child’s temper, little support from the guardian (usually mother) as well as the use of upbringing methods based on force and permissive attitude of parents who tolerate their child’s aggressive behaviour towards siblings, peers and adults. The emergence of children’s aggressive behaviour is enhanced by components of the upbringing style in the family as well as the correlations among them. In order to aid upbringing without violence, it is worth considering the model of situational parenting. Effective prevention of aggressive behaviour should encompass suggestions of programmes addressed, in the first place, to parents. It is crucial to teach parents how to react to misbehaviour without resorting to violence.
    Źródło:
    Seminare. Poszukiwania naukowe; 2015, 36, 2; 127-140
    1232-8766
    Pojawia się w:
    Seminare. Poszukiwania naukowe
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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