draw conclusions from the text (not using bullet points, in full text, briefly)
In the complex situation of adolescent development, schools play a key role not only in academic learning, but also as an environment for social-emotional learning and behavior management. Aggressive behavior among teenagers remains a serious problem that not only disrupts the learning environment, but also hinders students' ability to form healthy relationships and develop into well-adjusted adults. Addressing the causes of these behaviors requires a comprehensive approach that combines pedagogical strategies and social work practice to ensure positive outcomes for all students.
By examining the effectiveness of existing programs, identifying gaps in support structures, and proposing innovative solutions based on empirical research, this analysis aims to provide actionable insights for education stakeholders seeking to create safe and supportive learning environments. Since schools are increasingly aware of their role in the psychosocial development of adolescents, this analysis serves as a basis for active and preventive socio-pedagogical work necessary to mitigate the incidence and consequences of aggressive behavior.
The experimental study was conducted on the basis of the Mariupol Specialized School of the I-III grades of Secondary School No. 66. Students of the 8th grade (15 people: 8 girls and 7 boys) participated in the study.
To identify the state of social and pedagogical work with adolescents with manifestations of aggressive behavior, the author's questionnaire was used
According to the results of the survey, it was found that the school has a school psychologist and there is a special program to combat aggressive behavior.
The school detects aggressive behavior through observation and incident reports.
In order to combat aggressive behavior, children/teachers consult a school psychologist, and classroom hours are also held to prevent manifestations of aggressive behavior and combat it. Parents' meetings are held for this purpose.
As an effective method of combating aggressive behavior, the majority of girls answered that they would like to engage in calming activities, and boys - to participate in team sports or physical activities.
According to the results of the survey, teenagers believe that in order to cope with aggression, teachers should establish strong relationships with students and hold discussions on aggression management, and parents should have open communication and classes dedicated to adolescent aggression.
According to teenagers, all the listed activities (creative, physical, social activity and awareness practices) will help to get rid of feelings of aggression.
Teaching teachers to more effectively identify aggressive behavior and manage it, according to teenagers, can affect the reduction of aggression among students.
To help cope with aggressive behavior, teenagers may be interested in participating in anger management workshops and mindfulness and relaxation techniques.
the main areas of activity of a school psychologist:
1. Psychological diagnostics involves identifying students' cognitive abilities, learning styles, personality indicators, behavior patterns, academic achievements, and emotional development. The school psychologist uses various assessment tools to:
- Conduct psychological and educational assessments to diagnose learning disabilities, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and other cognitive or developmental problems.
- Provide assistance in identifying intellectual giftedness.
- Assess emotional and behavioral disorders.
- Assess the student's readiness for school, especially for preschool education programs.
- Implement screening and preventive measures to identify potential academic or social-emotional difficulties early.
2. Consulting. School psychologists are consultants for teachers, parents and other school employees. They:
- Provide recommendations on how to adapt the learning environment to meet the diverse needs of students.
- Provide recommendations on creating individual educational programs or plans for students with disabilities.
- Advise on behavior management strategies that can be used in the classroom and at home.
- Support school administrators in developing policies and programs to improve school climate and culture.
3. Psychological education. This direction involves educating the school community (students, teachers, parents) on psychological topics. School psychologists:
- Conduct workshops and presentations on issues such as bullying, stress management, conflict resolution, social skills and coping strategies.
- Raise awareness of mental health issues and reduce the stigma associated with seeking help.
- Provide parents with resources and information about child development and effective parenting methods.
- Help train staff to identify and support students with mental health issues.
4. Development work.In developmental work, school psychologists focus on initiatives that support students' cognitive, emotional, and social development. They:
- Develop and implement group and individual intervention programs targeting areas such as self-esteem, resilience, academic skills, and interpersonal relationships.
- Monitor and evaluate the progress of students receiving support or intervention services.
- Establish prevention programs to address issues such as substance abuse, violence, and other risky behaviors.
- Participate in crisis intervention and follow-up prevention in response to traumatic events or emergencies affecting the school community.
- Advocate for a student-centered educational approach that promotes growth and learning at developmentally appropriate levels.
Adolescents' level of aggression can vary depending on a variety of factors, including individual differences, environmental influences, and personal circumstances. Aggressiveness can be divided into different levels: from mild to severe.
Easy aggressiveness. This level may include occasional or minor acts of aggression, such as verbal arguments, name-calling, or expressing frustration through non-violent means. This can be a normal part of adolescent development as they navigate social interactions and assert their independence.
Moderate aggressiveness. At this level, aggression may become more frequent or intense. This may include physical altercations, bullying, verbal threats or intimidating behaviour. Moderate aggression may indicate underlying problems that require attention and intervention.
Expressed aggressiveness. This level includes more extreme forms of aggression, including physical violence, repeated bullying, or actions that endanger the well-being of others. Serious aggression often requires the immediate intervention of professionals such as social workers, school psychologists, and even law enforcement to ensure the safety of the teen and those around him.
In the study of the level of aggressiveness of teenagers based on the Mariupol Specialized School I-III degrees of Secondary School No. 66, students of grades 7-8 were selected who turned to a psychologist due to the inability to control their emotions and aggression or who were registered due to cases of aggressive behavior (4 boys).
The method of diagnosing indicators and forms of aggression by A. Bass and O. Darka was used for the study. It is intended for diagnosis of aggressive and hostile reactions.
The conducted survey shows that of all the so-called forms of aggressive or hostile reactions, aggression most often manifests itself in indirect aggression, irritation, and verbal aggression. This means that teenagers use subtle or hidden means to express their aggression (gossip, manipulation or sabotage). It also indicates a heightened sensitivity or low tolerance for frustration, potentially leading to outbursts of anger in response to minor stimuli. Teenagers use harsh words, insults and threats as a tool to express hostility.
At the average level, aggression manifests itself in physical aggression and negativism. This suggests that adolescents may sometimes engage in actions such as hitting, pushing or other forms of direct physical confrontation, resisting or resisting suggestions, instructions or authority figures, expressing negative attitudes.
Least of all, aggression manifests itself in resentment, suspicion, and a sense of guilt. This suggests that teenagers may feel ignored, misunderstood, or neglected, but instead of acting out aggressively, they internalize these emotions. Adolescents may not show a pronounced tendency to feel guilty. This suggests that their aggressive actions may be caused by factors other than internal moral conflict or a sense of entitlement. Also, adolescent aggression can be caused by impulsivity, frustration, or external stressors, rather than being wary or distrustful of others.
recommendations that can be integrated into existing programs or developed as new initiatives:
1. Providing comprehensive training of teachers on recognizing signs of aggression, understanding its causes and implementing effective prevention strategies. This should include teaching conflict resolution, communication skills and creating a positive classroom atmosphere.
2. Encouraging the active participation of parents and families in the educational process. Workshops, seminars, and regular communication can help parents understand and address factors that contribute to aggressive behavior while promoting alignment between home and school expectations.
3. Creating a culture of zero tolerance for bullying can significantly reduce the number of aggressive incidents.
4. Using digital platforms where teachers can report, track and analyze student behavior. This can help identify patterns of aggression and triggering events.
Apps that allow students to self-report their mood and behavior can also be helpful. Such self-reporting can lead to increased student self-awareness and provide social educators with data to take action.
5. Use of communication platforms. Tools such as e-mail, text messaging, and educational platforms such as social media where students and teachers can communicate can be used to connect with students, provide support, and share resources for managing aggression.
6. Implementation of online courses that teach conflict resolution and peer mediation, which help students learn to manage their feelings and express them without resorting to aggression.
Using serious games or virtual reality simulations to practice conflict resolution in a controlled virtual environment.
7. Online consulting and support. Teletherapy or online counseling options for teens who prefer digital communication or don't have access to in-person counseling.
Creating online support groups moderated by professionals that allow teenagers to communicate with other people who are facing similar problems.
8. Creation of an online platform where teenagers can anonymously seek advice and support from their peers. Trained moderators or consultants can facilitate discussions and provide guidance.
9. Educational and training software. Interactive programs that teach social-emotional learning skills, including empathy, emotional regulation, and responsible decision-making.
Computer-based or online training programs for teachers and other school staff will help recognize warning signs of aggression and intervene effectively.
10. Using gadgets, noise-cancelling headphones, or mood-altering lighting in schools to create an environment that helps reduce stress and aggression.
The use of assistive technology will help support students with special educational needs, as frustration with learning difficulties can sometimes manifest itself in aggression.
11. Using software that monitors social media interactions at school to prevent cyberbullying and identify potential threats or incidents of aggression.
12. Use of mobile apps designed to improve mental health and teach relaxation techniques such as deep breathing or mindfulness meditation.
Using game programs that promote positive behavior and increase emotional intelligence.
13. Inclusion in the curriculum of art therapy, music therapy or other expressive methods of combating manifestations of aggression. These creative abilities can serve as a means for students to direct and express their own feelings in a positive way.
14. Using sociodramatic and role-play to help students practice social skills in a controlled and supportive environment. These activities can improve empathy and conflict resolution skills.
15. Inclusion of activities related to nature and green spaces in the school environment.
The effectiveness of these recommendations varies depending on the context and should be integrated into a comprehensive strategy adapted to the specific needs of the school's students.