ANALYSIS OF QUESTIONNAIRE FOR TEACHERS ON DETERMINING THE LEVEL OF PRIMARY PREVENTION OF AGGRESSION IN CHILDREN OF PRIMARY SCHOOL AGE AND THE INFLUENCE OF COGNITIVE DISMODERATION INTERCOURSE

Abstract

The role of primary prevention is linked to the answer to a question that underlies the role of social significance dictated by communication between adolescents. In the preventive direction, educational role-playing games based on psychodrama can be used as an alternative to the socio-pedagogical educational practice. Thus, psychodrama, through role-playing and sharing, enables children to process their inner experiences and name them through an adequate communication process.
The purpose of the study is to highlight the working preventive approaches in children with aggressive behavior. Over the last two decades, the importance of primary prevention has increased due to the need for an adequate view of the available risk factors that form and divert behavioral deficits in adolescents.
The research methodology includes the expert opinion of specialists who have the opportunity to observe the problematic behavior of adolescents. In this regard, we need to look at proactivity, both in the lives of adolescents and in the activities of their teachers, parents and professionals involved in their training and education.
The results of the study show that, according to experts, the prerequisites for aggressive behavioral stereotypes are related to the use of exemplary forms of aggression that children observe in their daily lives. Of the teachers 42.86% define the place of the trainings in the preventive educational process as the main strategies at the level of primary prevention of aggression. According to 57.14% of experts, the aggressive manifestations are related to the influence of the child's mental suffering, which in many situations escalates in the form of aggressive behavior. According to 14.29% of pedagogues, it is necessary to introduce new subjects in the curriculum in which to study the problems of school aggression. According to 42.86% of educators, it is necessary to cooperate with different specialists in school, who have a different view and approach to human relations from their personal attitudes. According to 14.29% of educators, it is necessary to involve students in preventive activities and take a leading role in finding solutions, namely the confidence in them that they can understand, allow in turn to be understood and take responsibility for behavior is at the heart of precautionary measures. According to 28.57% of the specialists in the preventive aspect, the use of resources by non-governmental organizations and partners should be undertaken in the conditions of the new two ordinances related to intercultural, civic, health and environmental education and the ordinance for inclusive education. school policies and programs with a focus on mental health, emotions, relationships.
Conclusions: Prevention needs clear approaches that show regulation of the main components of the prevention system. According to 57.14% of experts, impulsivity is a strong factor in the influence of cognitive dismoderate intercourse. between the children. According to 42.86% of the specialists, the conflict of the norms and rules of behavior that children adopt contributes to the manifestations of aggression in children. According to 14.29% of educators, it is necessary to create a mobile group for prevention (field work with volunteers).
Recommendations: At the level of primary prevention of aggression, it is effective to work on the answer to the question of how, we make sense of the information they send to us, whether we perceive the messages of communication correctly. Many times in the process of communication a conflict situation is reached, because the children's reaction and answers are not related to the real stressful situation they find themselves in, they are prompted, retrospectively by a similar stressful situation, but with different messages from this here and now.
Additional data: Preventive guidelines are needed to work on the analysis of the essential components of the preventive system. According to 37.19% of respondents, they are related to the construction of crisis plans. According to 28.57% of the opinion of the surveyed pedagogues, the characteristics inherent in the person with aggressive behavior are related to the accustoming of the person to stereotypical behavior, which is basically aggressive. The search for scientific answers and experimental work on the real causes of aggression in children is essential for the primary prevention of aggression. What exactly is the dismoderative feedback at the moment of communication, through the accumulated experience of the person and the reaction and at a time when she retrospectively (looking back in a similar situation) analyzes the problematic moment, not from the point of view of the here and now, but inadequately. For example, in a conflict situation, the person, reaching an affective state, does not really hear adequately what the opponent says, but breaks it, dismoderatively, entering the role of initially a victim, and later even, may even enter the role of abuser. In such moments, there are no culprits, but rather incapable of communicating normally with each other.