S. Nikolidakis1, P. Argyropoulos2

1University of Peloponnese (GREECE)
2University of Derby (GREECE)
Delinquent behavior is witnessed in the modern school on a daily basis. Verbal violence is used by many children in order to stimulate their peers’ interest, to integrate into groups as well as due to school failure, a frequent phenomenon observed during the last years of school life.

The subject matter of the present paper is verbal violence generated by secondary education students. More analytically, the causes of verbal violence, its implications and the teacher’s role will be scrutinized. The teacher’s role is crucial and counseling, too, to this growing phenomenon, especially in an era of economic and moral crisis. In other words, an effort is made by the teacher to gain the students’ confidence, to formulate their stances and perceptions, to eliminate pathogenic phenomena and hostilities among students and to promote collaboration through incentives for work. His assistance to students’ self-realization as they all together set their objectives is apparent. In case of divergent behavior such as verbal violence, the educator ought to intervene fast and rationally in order to prevent and confront the undesired behavior. Furthermore, he ought to re-integrate the young offender into the school group by making him understand the erroneous behavior.

In terms of psychology, the phenomenon of victimization will be studied; the victimizers’ characteristics and the socio-psychological impact of verbal violence at school will be examined. It is noteworthy that this is not examined as an isolated phenomenon but in co-ordination with other aspects of delinquency.

The role of counselor-psychologist often invited to intervene in the framework of the non-socially accepted violent behaviors will also be examined. Thus, a tantalizing phenomenon to the Greek society is globally examined while the perspective of connecting disciplines is presented. In particular, these phenomena could be evaluated, the child’s emotional state and motives could be understood and a psycho-pedagogical intervention could be organized, when necessary, by the psychologist. The psychologist’s role at school is given a new meaning during this period as the educator is reinforced and assisted to raise various problems related to emotional and social nature.