Chelyabinsk Institute of Retraining and Improvement of Professional Skill of Educators (RUSSIAN FEDERATION)
About this paper:
Appears in: INTED2019 Proceedings
Publication year: 2019
Pages: 2838-2848
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.0758
Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain
Children often experience a state of frustration in adverse social conditions schools. This fact is associated with the conditions of social, economic and psychological deprivation. One of the manifestations of this state is aggressive behavioural reactions. This is evidenced by cases of manifestation of aggression among schoolchildren in the countries of Western Europe, the USA, and Russia. It is quite logical to talk about the possibility of preventing such manifestations by the help of preventive psychological and pedagogical measures. Such measures include the search for available and reliable tools to identify the propensity for aggression, systematic use of methods and technologies that can positively affect the reduction of the aggressiveness of schoolchildren.

The purpose of this article is to justify the effectiveness of technology for the prevention of aggressive behaviour of schoolchildren. It based on the identification of the propensity for aggressive behaviour and the systematic use of psychological and pedagogical means that reduce aggressive manifestations in the environment of schoolchildren.

The methodological basis of the research is the idea of L. S. Vygotsky about the unity of intelligence and affect. The unity of human consciousness determines the relationship of his emotional and intellectual spheres. Consequently, it is possible to change the emotional (affective) sphere, including aggression by affecting the intellectual one. Measures of influence on the development of the intellectual sphere of schoolchildren included three areas of joint activities of teachers and psychologists: the use of methods of cinema pedagogics, the organization of psychological trainings, and the involvement of schoolchildren in team-search activity. Plots of films were associated with the features of identifying and reducing aggressiveness. Psychological and pedagogical trainings were aimed at developing empathy, learning the ability to recognize and regulate this manifestation of aggression. Team-search activity develops cooperation and effectively solving problems in team work. The method of studying aggressiveness in the behaviour of schoolchildren of L.G Pochebut was applied in the implementation of the technology. This method allowed the use of standardized criteria at all stages of monitoring data about the state of aggressive attitudes of children.

The technology for the prevention of children' aggressive behaviour was tested experimentally in Russian schools in adverse social conditions (10 schools in Chelyabinsk Region). The results of diagnostics at the ascertaining stage revealed the presence of a significant proportion of schoolchildren with a high level of aggressiveness (29%) in the selection of adolescent in the amount of 193 people. The authors obtained data about reducing the proportion of children with a high level of aggressiveness to 18% at the pilot stage was revealed, where in 2018 the technology was implemented to prevent the aggressive behaviour of children in schools.

The conclusion is drawn about the practical applicability and positive effect of the technology for the prevention of aggressive behavior of schoolchildren in adverse social conditions. Methods of revealing the propensity to aggressive behaviour, cinema pedagogics method, psychological training and team-search activities can be used by teachers and psychologists of schools in the practice of preventing the aggressive behavior of children.
School children, adverse social conditions, aggressive behavior, prevention, cinema pedagogics method, psychological training, team-search activity.