Search results

1

Physical and Relational Aggression. An Introduction to Gender Differentiation

100%

Andraszczyk W., Gierczyk M.

Studia Edukacyjne

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2017

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issue 46

225-234

PL

This article attempts a preliminary analysis of physical and relational aggression in the context of gender. The study of literature on the subject shows that the relations between gender and the above types of aggression are complex and fitperfectly the debate between proponents of biological determinism and social constructivism. It is difficultto derive a conclusion from both the results of empirical research on this problem and theoretical considerations, which are often ideology-dependent.

2

Manifestations of Aggressive Behaviour in Pupils – Theoretical Views and Research Findings

70%

Hollá K., Kuricová V.

The New Educational Review

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2013

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vol. 34

111-122

EN

The study presents results of research conducted by means of the BPAQ and Cyber-Bullying Tolerance questionnaires on a sample of 788 elementary school pupils of the 8th and 9th grades. It shows an increase in verbal aggression, hostility and anger in the pupils. In terms of gender, the increase was confirmed in verbal aggression in boys and physical aggression in girls. Tolerance to cyber-bullying as a form of aggressive behaviour increases with the development of science and technology and the increase in pupils´ aggressive behaviour. Knowledge of manifestations and causes of pupils´ aggressive behaviour is the basis for the educational work of teachers and other professionals.

3

Mobbing jako forma agresji społecznej. Aspekty cywilizacyjne i kylturowe (charakter zjawiska i próba badań empirycznych)

58%

Sommer H., Michno J., Sommer H.

Kultura – Przemiany – Edukacja

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2016

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vol. 4

136-157

PL

Problem mobbingu stał się w ostatnich dekadach istotnym punktem odniesienia do ewentualnych badań i analiz dla przedstawicieli różnych dyscyplin naukowych (zwłaszcza szeroko rozumianych nauk społecznych). Stąd też zamysł autorów poniższego opracowania, którzy w sposób charakterystyczny dla socjologów pochylili się nad tym tematem i przeprowadzili badania, których zasadniczym celem miała być odpowiedź na pytanie, czy ze zjawiskiem mobbingu mamy do czynienia w Polsce? Zanim jednak udało się uzyskać odpowiedź na zadane pytanie badawcze, autorzy postarali się przybliżyć pokrótce samo pojęcie, rodzaje i skutki mobbingu ze szczególnym uwzględnieniem naszego kraju.

EN

The problem of bullying has become in recent decades an important reference point for any research and analysis for representatives of various scientific disciplines (especially the widely understood social sciences). Hence the intention of the authors of this study, who in a manner characteristic of sociologists bent over this issue and conducted a study whose primary objective was to answer the question: is the phenomenon of bullying we have to do in Poland? Before, however, managed to get the answer to the research question, the authors tried to briefly introduce the same concept, types and effects of bullying, with particular emphasis on our country.

4

Moral dilemmas of defence decisions in situations of threats of physical aggression – comparative analysis between 1999 and 2018

58%

Kałużny R.

Scientific Journal of the Military University of Land Forces

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2023

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vol. 55

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issue 1(207)

5-19

PL

Autor w niniejszym tekście interpretuje wyniki badań dotyczące moralnych dylematów podejmowanych decyzji, co do sposobów obrony przed agresją fizyczną. Agresją, w jednym przypadku skierowaną na respondenta z zamiarem pozbawienia go życia, w drugim na osobę postronną bez wyraźnie określonego zamiaru. Badaniami realizowanymi przez autora zarówno w roku 1999, jak i w roku 2018 objęto studentów uczelni wojskowej z I roku studiów (okres szkolenia podstawowego). Przeprowadzona analiza porównawcza danych empirycznych uprawnia autora do stwierdzenia, że moralność decyzji dotyczących działań obronnych w sytuacjach zagrożeń agresją fizyczną zależy przede wszystkim od tego, na kogo została skierowana owa agresja (respondent, osoba postronna) oraz od jej natężenia. Daje również podstawy do postawienia tezy, że na przestrzeni lat 1999-2018 nastąpiła pozytywna zmiana w świadomości moralnej kandydatów do korpusu oficerów Wojska Polskiego.

EN

In this article, the author interprets the results of research on moral dilemmas of making decisions as to how to defend oneself against physical aggression. In one instance, aggression is directed against the respondent with the intent to kill, in the other, against a bystander with no clear intent. Research conducted by the author both in 1999 and in 2018 involved 1st year military school students (basic training period). The conducted comparative analysis of empirical data allows the author to conclude that the morality of decisions concerning defensive actions in situations of threats of physical aggression depends primarily on the person against whom the aggression is directed (respondent, bystander) and the intensity of aggression. The analysis also gives grounds for postulating a thesis that between 1999 and 2018, there has been a positive change in the moral awareness of candidates for the Officer Corps of the Polish Armed Forces.

5

Rozwój agresji u dzieci i oddziaływania profilaktyczne w rodzinie

47%

Biel K.

Edukacja Elementarna w Teorii i Praktyce

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2014

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issue 4(34)

71-88

PL

Agresja dzieci stanowi zagrożenie dla prawidłowego funkcjonowania społeczeństwa. Współczesna wiedza na temat agresji u dzieci wskazuje na rozwój zachowań agresywnych już od najwcześniejszego okresu życia, jej stałość i heterotypiczny charakter. Artykuł ma na celu prezentację rozwoju agresji u dzieci najmłodszych, wskazanie na rodzinne uwarunkowania zachowań agresywnych dzieci oraz dostarczenie wskazówek dla skutecznej profilaktyki zachowań agresywnych u dzieci w środowisku rodzinnym. Rozwój agresji u dzieci dokonuje się od agresji fizycznej do społecznej, przy czym występowanie fizycznych przejawów agresji jest bardziej właściwe dla chłopców, natomiast agresja społeczna częściej jest spotykana u dziewcząt. Badania nad agresją wskazują, że istnieje pewna grupa dzieci, u których obserwuje się podwyższony poziom agresji. W wielu przypadkach prowadzi to do niedostosowania społecznego. Autor wymienia trzy grupy czynników agresji dzieci tkwiące w rodzinie: transmisja międzypokoleniowa, metody i style wychowawcze oraz występowanie konfliktów małżeńskich. Następnie przedstawia wskazówki dla oddziaływań profilaktycznych w rodzinie, które obejmują różne fazy rozwojowe dziecka oraz najważniejsze czynniki chroniące. Aby oddziaływania profilaktyczne były skuteczne, należy uwzględnić formy agresji stosowanej przez dzieci i dopasować do nich odpowiednie programy skierowane bądź na gniew, jako przyczynę agresji gorącej lub korzyści i pozytywne emocje kojarzone z agresją traktowaną instrumentalnie. Ponadto działania profilaktyczne powinny być skierowane zarówno na dziecko, jak i rodziców oraz szersze otoczenie społeczne, które może stanowić potrzebne wsparcie dla dysfunkcyjnego środowiska rodzinnego.

EN

Aggressive children and young people pose a threat to the proper functioning of society. Contemporary knowledge about aggression in children indicates the development of aggressive behaviour from the earliest period of life, together with its stability and heterogeneous nature. This article aims to present the early development of aggression in children, indicating familial factors lying behind aggressive juvenile behavior and providing guidance for the effective prevention of such behavior in a family environment. The development of aggression in children ranges from physical aggression to relational forms of aggressive behaviour. The presence of physical symptoms of aggression is more relevant to boys, while social (relational) aggression is more common in girls. Research on aggression indicates that there is a group of children who show increased levels of aggression. In many cases this leads to social maladjustment. The author suggests three groups of factors responsible for generating aggression on the part of children in the family: intergenerational transmission, methods and styles of upbringing and the presence of marital conflict. Then he offers some tips for prevention within the family, taking into account the different phases of a child’s development and the most important protective factors. In order to be effective, this prevention should consider the forms of aggression used by children and match them with adequate programs aimed at dealing with anger (where the latter is construed as the reason for reactive aggression), or at addressing any perceived benefits and positive emotions associated with aggression when the latter is construed instrumentally (as proactive aggression). In addition, preventive measures should be targeted at both the child and the parents, and at the wider social environment potentially capable of providing the support that will be needed by a dysfunctional family environment.

6

The technique of study of the behaviour types modelling in mind of junior schoolchildren with disordered speech development

47%

Belova O.

International Journal of Pedagogy, Innovation and New Technologies

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2017

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vol. 4(1)

47-51

EN

The paper proves that the problem of aggressive behaviour of schoolchildren under the conditions of nowadays life is of a particular importance so far as pedagogical experience confirms that the tendency to increasing of the aggression level among the children of school age are observed; this influences on their relations with parents, teachers, age-mates and causes discomfort for them and also some difficulties in the process of study. According to scientific resource a child lives, acts, feels, thinks, speaks, imagines, remembers in the state of aggression. Long-lasting aggressive state can influence specifically on the way of its thinking (depression, paranoic manifestation etc.), on the development of imagination (drawing of fights, war, fire etc.), on speech (speaks rudely, insultingly, arrogantly etc.) and in general on the personality. The presence of aggression in the child's behaviour always makes great difficulties during communication but the aggressive tendencies should not be appraised only as negative. Aggression can increase on the background of increasing the child's activeness as well as decrease. It can manifest situatively in all children and it's not always indicates the disorder regarding a personality sphere of a child. So aggression can help a child to develop the initiaitve soul. But also it can provoke isolation and hostility. In our research work we are trying to observe the problem of children's aggression catholicly that is why we be carrying out the research in its different spheres: "I-Personality", "I – in the family", "I – in the society". We also have predicted that the comparative analysis of modelling peculiarities of the aggressive behaviour will allow us to discover common and different qualities of aggression manifestation in children with typical development and disordered speech. The materials of the research of the constatation phase will help to determine the directions of compensation and correction of the marked-out states and to form the studying-preventive technique for junior schoolchildren due to them. The analysis of the results of scientific works systematically and logically combines the features of its carrying, diagnostic tools of aggression and evaluation criteria of qualities of completing tasks into a modified "Plot and situational-illustrated" technique which is aimed at the study of aggression in primary school children with different levels of speech development in three main aspects of the study: "I – in the family," "I – in the society" and "I-Personality". The analysis of scientific and methodological sources allowed us to distinguish three types and six subtypes of aggression, and to identify their symptoms: the self-regulated type included the controlled subtype and the competitive subtype; the latent type – the defence subtype and the depressive subtype; the behavioral type – the demonstrative subtype and the physical subtype. The peculiarities of modelling of aggressive behaviour types in primary schoolchildren with typical psychophysical development, with phonetic disordered speech (PhDS), phonetic-phonemic disordered speech (PhPhDS) and mildly manifested general speech disorderes (MMGSD) are discovered.

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1 Edukacja Elementarna w Teorii i Praktyce

1 International Journal of Pedagogy, Innovation and New Technologies

1 Kultura – Przemiany – Edukacja

1 Scientific Journal of the Military University of Land Forces

1 Studia Edukacyjne

1 The New Educational Review

1 Andraszczyk W.

1 Belova O.

1 Biel K.

1 Gierczyk M.

1 Hollá K.

1 Kałużny R.

1 Kuricová V.

1 Michno J.

1 Sommer H.

1 2023

2 2017

1 2016