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Tytuł:
SAFETY AND SECURITY IN EDUCATION: A TEACHER’S PERSPECTIVE
Autorzy:
Malwina, Dankiewicz,
Powiązania:
https://bibliotekanauki.pl/articles/891371.pdf
Data publikacji:
2018-08-20
Wydawca:
Wyższa Szkoła Bezpieczeństwa Publicznego i Indywidualnego Apeiron w Krakowie
Tematy:
safety and security in education
school aggression
aggression toward a teacher
school intervention procedures in emergency situations
Opis:
The article presents the problem of safety and security in school from the perspective of a teacher. The scope of the phenomenon and the types of aggression experienced by teachers and other school staff are described. Psychological and sociological research, and legal provisions on aggression and violence against a teacher are presented, as well as examples of aggressive behaviors in schools and system solutions for dealing with them. It is identified the need for a clear school system of social conduct standards and penalties for dangerous behaviors, as well as intervention procedures in emergency situations, taking into account the actions in the event of aggression or violence against a teacher.
Źródło:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje; 2015, 19; 78-94
2299-4033
Pojawia się w:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
SAFETY AND SECURITY IN EDUCATION: A STUDENT’S PERSPECTIVE. A REVIEW OF RESEARCH AND LEGAL REGULATIONS REGARDING THE AGGRESSION IN SCHOOL
Autorzy:
Malwina, Dankiewicz,
Powiązania:
https://bibliotekanauki.pl/articles/891356.pdf
Data publikacji:
2018-08-20
Wydawca:
Wyższa Szkoła Bezpieczeństwa Publicznego i Indywidualnego Apeiron w Krakowie
Tematy:
safety and security in education
school aggression and violence
student rights
school-based prevention program
Opis:
The article presents the problem of safety and security in school from the perspective of a student. The scope of the phenomenon and the types of aggression and violence experienced by students from their peers and teachers were described. Psychological and sociological research showing the general upward trend of aggressive behavior and violence, as well as student rights to the protection and regulating its functioning in school were presented. It was indicated the necessity of system solutions for dealing with the phenomena of aggression and violence in schools and the need for the introduction of prevention programs in schools.
Źródło:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje; 2015, 18; 21-38
2299-4033
Pojawia się w:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Safety and security in education: a student’s perspective. School-based prevention programs
Autorzy:
Malwina, Dankiewicz,
Powiązania:
https://bibliotekanauki.pl/articles/891674.pdf
Data publikacji:
2018-08-20
Wydawca:
Wyższa Szkoła Bezpieczeństwa Publicznego i Indywidualnego Apeiron w Krakowie
Tematy:
safety and security in education
school aggression and violence
school-based prevention program
The Olweus Bullying Prevention Program (OBPP)
Aggression Replacement Training (ART)
Opis:
The article presents the problem of safety and security in school from the perspective of a student. The necessity of system solutions for dealing with the phenomena of aggression and violence in schools and the need for the introduction of prevention programs in schools was indicated. The paper presents an analysis of the undertaken so far by the schools prevention activities which have not led to a decrease in the most common pathological behaviors among children and adolescents. The Olweus Bullying Prevention Program (OBPP), taking into account the remedial measures at the school, classes and individuals level and model Aggression Replacement Training (ART) recommended by the Ministry of National Education were presented.
Źródło:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje; 2015, 17; 40-51
2299-4033
Pojawia się w:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Obraz siebie ofiar przemocy szkolnej. Analiza negacji w narracjach
The self-concept of school violence victims. Analysis of the negations in narratives
Autorzy:
Łukasiewicz, Kalina
Powiązania:
https://bibliotekanauki.pl/articles/459801.pdf
Data publikacji:
2017
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
przemoc szkolna, obraz siebie, ofiara przemocy szkolnej, dręczenie, agresja szkolna, negacje
school violence, self-image, school violence victim, bullying, school aggression, negations
Opis:
The objective. The purpose of the research was to present the self-concept of young people experiencing school violence that is being disclosed within their narratives. Methodology. The entries in Internet forums of 33 school violence victims have been analyzed. 13 of them were related to the recent experiences, the remaining 21 described in the ones from past. The narratives have been analyzed against the negations included within. The following have been taken into consideration: number of the negations, their kind, functions and the substance. Basing on their substance the self-concept of the school violence victims has been reconstructed. The results. School violence victims characterizes low self-esteem. They find themselves as helpless and worthless. They can notice only their negative characteristics, what makes them finding themselves as worse than the others. They still search for the traits that caused they became victims. These persons perceive their situation as indivertible. They feel strong, negative emotions like anxiety and shame. Persons, who have experienced violence in the past, can see its impact on their current life. The findings. In the narratives of persons experiencing school aggression, a specific self-concept of the violence victims is reflected, especially low self-esteem and negative thoughts about themselves, lack of life control, lack of faith in the possibility of changing the current situation, feeling alienated, experiencing anxiety and shame, difficulties with communicating own needs. The discourse is a reliable source of information about the mind of the violence victims, that would be hard to find using other methods.
Cel badań. Celem badań było przedstawienie obrazu własnej osoby, jaki ujawnia się w narracjach młodych ludzi doświadczających przemocy szkolnej. Metodologia. Przeanalizowano wypowiedzi 33 osób, zamieszczone na forach internetowych, opisujące przeżycia związane z doświadczaną przemocą szkolną. 13 narracji dotyczyło aktualnych przeżyć, pozostałe 20 opisywało przeszłe doświadczenia ofiar. Wypowiedzi przeanalizowano pod kątem występujących w nich negacji. Pod uwagę wzięto liczbę negacji, ich rodzaj, funkcje oraz treść. Łącznie przeanalizowano 185 negacji. Na podstawie ich treści zrekonstruowano obraz siebie ofiar przemocy szkolnej. Wyniki badań. Osoby doświadczające przemocy szkolnej charakteryzują się zaniżonym poczuciem własnej wartości. Postrzegają siebie jako bezradne i bezwartościowe, niepotrafiące poradzić sobie z trudnymi sytuacjami. Dostrzegają w sobie jedynie negatywne cechy, uważają się za gorsze od innych. Pomimo przekonania o swojej niewinności poszukują w sobie cech, które przyczyniły się do tego, że stały się ofiarami. Osoby te postrzegają swoją sytuację jako niemożliwą do zmiany. Odczuwają silne negatywne emocje takie, jak lęk, wstyd, smutek i żal. Osoby, które przemocy doświadczały w przeszłości, dostrzegają jej długofalowe negatywne skutki i wpływ na aktualne funkcjonowanie. Wnioski. W narracjach uczniów doświadczających agresji ze strony kolegów szkolnych widoczny jest obraz siebie charakterystyczny dla ofiar przemocy, zwłaszcza niskie poczucie własnej wartości i negatywne myśli dotyczące własnej osoby, poczucie braku kontroli nad swoim życiem, brak wiary w możliwość zmiany sytuacji, poczucie wyobcowania, doświadczanie lęku i wstydu oraz problemy z komunikowaniem własnych potrzeb. Przekaz w formie narracji stanowi rzetelne źródło informacji na temat psychiki ofiar przemocy, do których dotarcie w inny sposób byłoby wyjątkowo trudne.
Źródło:
Ogrody Nauk i Sztuk; 2017, 7; 64-76
2084-1426
Pojawia się w:
Ogrody Nauk i Sztuk
Dostawca treści:
Biblioteka Nauki
Artykuł
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:
Covert forms of aggressive behaviour among girls
Ukryte formy zachowań agresywnych u dziewcząt
Autorzy:
Krajnčan, Mitja
Pavel, Jana Rapuš
Powiązania:
https://bibliotekanauki.pl/articles/919927.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
behaviour
aggression
covert forms of aggression among girls
relations
elementary school
teachers
family
Opis:
Nowadays, increasingly more attention is being paid to the issue of aggressive behaviour, primarily owing to a stronger awareness of children’s rights and parents’ responsibility to promote them. The number of systematic studies dealing with the relational level and the area of covert aggressive behaviour is limited. In the past, studies investigating aggressive behaviour primarily focused on its most typical manifestation, i.e. physical aggression. In the postmodern period, however, experts have begun to explore different forms of aggressive behaviour which are particularly typical of girls. In this study the authors focused on various forms of covert violence to which girls in elementary schools are exposed. The descriptions of behaviours provided by both teachers and girls reveal a variety of forms of covert aggression among girls as well as a range of related incidents and their causes.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2013, 2; 189-209
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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:
Profilaktyka agresji w pracy nauczyciela w perspektywie edukacyjnej analizy transakcyjnej
Autorzy:
Pankowska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/606595.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
preventing aggression at school, Educational Transactional Analysis, teachers’ knowledge and self-awareness.
profilaktyka agresji w szkole, edukacyjna analiza transakcyjna, wiedza i samoświadomość nauczycieli.
Opis:
The author, pointing to research results on the phenomenon of aggression among children and adolescents, postulates the need for schools to take more effective means to prevent aggression. She proposes using transactional analysis as a psychological theory and its application in education as a pedagogical practice. She discusses selected concepts connected with transactional analysis (Ego states, transactions, life positions, strokes, discounting, and passivity) and their links with the problem of aggression. She also shows how knowing these concepts may help teachers understand the roots of students’ aggressive behaviour, respond adequately, and take preventive actions. This article is only an outline of the issue presenting the potential of educational transactional analysis as the basis of educators’ and class teachers’ pedagogical work, with particular emphasis on preventing aggression
Autorka, wskazując na wyniki badań dotyczące zjawiska agresji dzieci i młodzieży, przedstawia konieczność podejmowania przez szkoły bardziej skutecznych działań w zakresie profilaktyki agresji. W tym celu proponuje wykorzystanie analizy transakcyjnej jako teorii psychologicznej i jej zastosowań w edukacji jako praktyki pedagogicznej. Omawia wybrane koncepcje z zakresu edukacyjnej analizy transakcyjnej (stany Ja, transakcje, pozycje życiowe, znaki rozpoznania, dyskontowanie i pasywność) i ich powiązania z problemem agresywności. Ukazuje, w jaki sposób wiedza na temat tych koncepcji może pomoc nauczycielom w rozumieniu źródeł agresywnych zachowań uczniów, wyborze reakcji adekwatnych do sytuacji oraz kierunków działań profilaktycznych. W artykule został przedstawiony jedynie zarys problematyki, aby przedstawić potencjał edukacyjnej analizy transakcyjnej jako podstawy pracy pedagogicznej nauczycieli i wychowawców, ze szczególnym uwzględnieniem profilaktyki agresji.
Źródło:
Lubelski Rocznik Pedagogiczny; 2019, 38, 3
0137-6136
Pojawia się w:
Lubelski Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ aggressive and violent behaviours towards students with mild intellectual disabilities in three forms of education
Autorzy:
Buchnat, Marzena
Powiązania:
https://bibliotekanauki.pl/articles/941419.pdf
Data publikacji:
2020-11-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teacher
school
student with mild intellectual disabilities
aggression and violence
Opis:
Aggression and violence has become a regular part of school reality. The ongoing legal changes in the education system have provided children with mild intellectual disabilities the opportunity to study in three forms of education: mainstream schools, integration classes and special schools. Unfortunately, the results of many studies have revealed that students with disabilities are more likely to be subject to peer victimization, particularly in various forms of inclusive education. In view of such facts, the question arises whether, and if so, how and with what frequency students with mild intellectual disabilities in various forms of education experience aggression and violence perpetrated by teachers. This seems particularly important because of the role that teachers play in building a sense of security in students, especially those with mild intellectual disabilities. The results of the study revealed a much higher level of aggression and violence experienced by students with mild intellectual disabilities perpetrated by teachers working in mainstream schools compared to those working in special schools. This fact raises great reservations regarding the teachers’ attitude towards students with mild intellectual disabilities and the level of their preparation for effective work with such students.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2020, 29; 97-115
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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
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