ANALYSIS OF QUESTIONNAIRE FOR PEDAGOGICAL ADVISORS IN SCHOOL REGARDING THE PRIMARY PREVENTION OF AGGRESSION AND THE INFLUENCE OF COGNITIVE DISMODERATION INTERCOURSE IN THE SCHOOL

Authors

  • Vesela Ivanova Bozhkova Southwestern University "Neofit Rilski", Blagoevgrad, Bulgaria

Keywords:

Primary prevention of aggression, children of primary school age, aggressive behavior of students, pedagogical advisor

Abstract

The school develops relationships with different orientations and content, in relation to the formation of the personality of the adolescent child, in the process of which should not only require obedience on his part, but also to support the development of his identity. In order to have positive results from the joint preventive activity between the family and the school in the person of the pedagogical specialists, the resources for purposeful and step-by-step preventive actions for overcoming the cognitive dismoderate intercourse should be mobilized. This is possible only with free choice in interpersonal interactions. Leading in the pedagogical process is the teacher, who is professionally engaged in the guidance of parents and in the search for favorable forms of communication with students in order to overcome cognitive dismoderate intercourse. In the preparation of pedagogical staff for working with aggressive children, the presence of a strong emphasis on the acquisition of skills for partnering is necessary.
The research methodology includes a set of techniques for the implementation of primary prevention, as in theoretical and practical-applied aspect are consistent with modern experimental approaches for diagnosis and evaluation of primary prevention of aggression in children. The aim of the study is to reduce the aggressive behavior of students in primary school age through a set of techniques for preventive interaction with pedagogical advisors at school.
The purpose of the study is to reduce the aggressive behavior of students in primary school age through a set of techniques for preventive interaction with pedagogical advisors at school.
The results of the study show that modern models of preventive interaction between pedagogical advisors at school and institutions relevant to the issue will transform the views of the learning environment of modern children. The competencies of educators should organize pedagogical interactions in which to overcome the confinement in family and school life, so that ways can be sought to help overcome cognitive dismoderate intercourse. The result will lead to optimization of the pedagogical process in the educational environment for students, because it creates trust and optimal responsibility in communication between them and subsequently eliminates the formality of communication between pedagogical advisors at school and families of children with aggressive behavior. By combining their efforts, parents and professionals will be able to use their abilities to coordinate their efforts to deal with the difficulties caused by the process of educating students in the direction of overcoming cognitive dismoderate intercourse.
Conclusions: Relationships that generate fruitful interaction on overcoming cognitive dismoderate intercourse also require personal interactions to be based on trust and cooperation. As a result of successful practices in this direction, perspectives appear in the interaction between specialists and the school, which will eliminate mistrust and misunderstandings in the interactions between teachers, parents and students. An information system for parents and teachers is needed to present information from specialists, consultations on current issues related to the upbringing and development of children and the implementation of appropriate practices and methods for interaction in the process of overcoming cognitive dismoderate intercourse. Depending on the professional training of the pedagogical specialists, rubrics adequate to the pedagogical interaction can be devised, giving useful information in the process of overcoming the cognitive dismoderate intercourse. In the preventive aspect, the new preventive approaches for overcoming aggression should be regularly updated in order to have adequate interaction between the pedagogical advisors at the school and the specialists related to the issue. Such interaction would be comprehensive and comprehensive only if the educational process is comprehensive and up-to-date with the necessary knowledge and proactive skills for children, in addition, it should be regulated in order to overcome cognitive dismoderate intercourse.
Recommendations: At the level of primary prevention of aggression, it is effective to work on the incorrect breaking of the feedback in the process of communication between children. The expectations from the preventive interaction between the pedagogical advisors in the school and the institutions related to the issue are focused on creating a positively organized pedagogical environment in which young students acquire skills, knowledge, form relationships, share ideas and thoughts and each of them could be learn from your successes and failures.
Additional data: Cognitive dismoderate intercourse is an unexplored, hitherto, social, communicative problem in the psychological spectrum of moderation in human consciousness, reflecting on the refraction of feedback in the process of communication, implicitly (hidden), when the personality, self-control and explicitly (clearly), expresses his preceptive attitudes, influencing the moment of communication. In many situations the feedback in the communication process is lost, namely neither the teacher communicates the problem to his student to his family, nor the parent in a similar problem communicates with the teacher, the situations of interaction between family and school regarding the preventive process are still unfortunately they are in a similar position to the one mentioned above. Emphasis is not placed on the fact that these activities are important for the emotional and mental development of students, which should give priority to the implementation of preventive techniques to overcome aggression in children.

References

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Published

2022-03-30

How to Cite

Ivanova Bozhkova, V. (2022). ANALYSIS OF QUESTIONNAIRE FOR PEDAGOGICAL ADVISORS IN SCHOOL REGARDING THE PRIMARY PREVENTION OF AGGRESSION AND THE INFLUENCE OF COGNITIVE DISMODERATION INTERCOURSE IN THE SCHOOL. KNOWLEDGE - International Journal , 51(2), 367–374. Retrieved from https://ikm.mk/ojs/index.php/kij/article/view/5080

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