THE SPECIFIC ROLE OF THE PRINCIPLES OF PREVENTIVE-PEDAGOGICAL ACTIVITY IN THE PROCESS OF SUPPORTING INTERACTION TO OVERCOME AGGRESSION AND THE INFLUENCE OF COGNITIVE DISMODERATION INTERCOURSE FOR CHILDREN FROM PRIMARY SCHOOL AGE

Abstract

In school, assisting the mainstream teacher in mastering the basic principled approaches to overcoming
aggression is an important aspect of the school education system. In this way, the mass teacher gets an idea of how
the child will receive information in the preventive process, how he can communicate with a professional focus on
his problems. With regard to school-based prevention programs and the basic approaches set in them, the emphasis
on competence in the field of solving social problems and overcoming the lack of fruitful communication is
essential. These are techniques that allow students to overcome stressful situations, leading to aggressive clashes
between them.
The research methodology includes a set of basic approaches for the implementation of primary prevention. The
practical activities at the level of primary prevention of aggression are realized through the application of strategies
for making promising possible solutions to problem situations, anger management techniques, in the implementation
of which children are given the opportunity to decide what to do to improve behavioral your skills. In practice, the
emphasis is on the reproduction and analysis of specific example steps: how to react to students in a problematic
situation in order to overcome the process of cognitive dismoderate intercourse between them, inciting them to
aggression. Role-playing games are used for the implementation of preventive trainings, for example: of the
interlocutor, to participate fruitfully in the preventive game. Preventive mastery of social and emotional competence
requires building the ability of children to discover and respect the feelings and views of others, because in most
cases aggressive children have difficulty perceiving the views of another person and "read" the emotional signals in
communicating with others. (Frey, S. & Hirschstein, K. 2000, Vol. 8, Issue 2, p. 102.)
The purpose of the research is to study the specific basic approaches for prevention of aggression and overcoming
cognitive dismoderate intercourse.
The results show that the preventive activity involving the special individual school prevention is developing in the
direction of finding the most appropriate pedagogical and psychological ways to achieve the general school
prevention. In school, individual prevention emphasizes the differentiation of a tool for socio-pedagogical
intervention, as a process, this type of school prevention, emphasizes communication, which is important for this
activity because it is a direct consequence of trust between teachers and children of primary school age.
Conclusions: Preventive work is being done to obtain the necessary methodological preventive actions to overcome
aggression, in coordination with the relevant authorities. In fact, aggression is observed not only in school, but also
in society as a whole, which in turn inevitably reflects on children, some of them get used to solving their problems
with conflict.
Recommendations: At the level of primary prevention of aggression it is effective to work on preventing possible
aggressive outbursts, the main content of this activity is aimed at forming such consciousness, behavior and
emotions in children that will strengthen their moral position in any situation.
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 (implicitly) , to maintain, self-control and explicitly (clearly), expresses his
preceptive attitudes, influencing the moment of communication. In practice, there is dismoderial feedback, namely
incorrect reading of behavioral signals in the communication process. It would be appropriate for programs to
overcome aggressive behavior in children to include prevention of risk factors regarding the psychological,
emotional, and physical development of children, clarifying to children the meaning of what aggression and
aggressive behavior are. What are the manifestations and what are the reasons for the increase and how to influence
children from effective models of emotional comfort and stability, through learning in games that develop a culture
of cooperation, patience and peace. Inclusion of alternative forms and training modules in therapy, laughter, art,
movements, interactive games for prevention of aggressive behavior, creating conditions for cooperation of students
with others and building good relationships in the school, by focusing on overcoming cognitive dismoderate
intercourse.