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ZJAWISKO MOBBINGU MIĘDZYUCZNIOWSKIEGO A WARTOŚCI WYNIESIONE Z DOMU RODZINNEGO

100%
Kosmatka R. M.
Forum Pedagogiczne
|
2015
|
issue 1
159-169
PL
Artykuł zawiera informacje na temat przemocy szkolnej w kontekście prawidłowego przekazu wartości. Przeanalizowano definicję pojęcia mobbing oraz opisano role, jakie odgrywają w nim sprawca i ofiara przemocy. W dalszej części przytoczono wyniki badań dotyczących mobbingu uczniowskiego w różnych krajach oraz wyszczególniono stosowane formy przemocy w szkole. Opisano wybrane programy profilaktyczne mające na celu ograniczenie mobbingu. Poruszono problematykę wartości mogących zminimalizować ryzyko, że dziecko stanie się ofiarą przemocy lub samo będzie mobberem.
EN
The article includes information on school violence in context of proper transmission of values. The definition of mobbing has been analysed and the role of both the violator and the victim of the violence in the above-mentioned aspect have been described. The further part of the article consists of the outcomes of the research on student mobbing in various countries. The forms of violence have been listed. Chosen preventive programs which aim at mobbing limitation have been described. The article tackles the issue of values which could minimise the risk of a child becomming a victim of violence or of the fact that they might become a mobber themselves.
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Mobbing w wychowaniu

88%
Kosmatka R. M.
Seminare. Poszukiwania naukowe
|
2015
|
vol. 36
|
issue 2
127-140
EN
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.
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