Środowiskowe uwarunkowania agresywnych zachowań młodzieży : jako wyznacznik oddziaływań profilaktycznych i interwencyjnych

Abstract

Aggression has become a common phenomenon these days. Observing various areas of a social life, one can draw a conclusion that the opinion of the necessity of using aggression in order to achieve success is getting more and more dominant. Many people think that only by gaining control over other people can they be successful in various spheres of functioning. The very phenomena are also reflected in the behaviour of children and young people, raising understandable parents’ and teachers’ concern as well as the interest of researchers looking for the causes of aggression increase. In the literature of the subject it is underlined that it is not only the escalation of various forms of aggression and violence among those entering the social life that is worrying, but also a significant brutalisation of the very actions and emotional reserve of younger people. What strikes in their opinions is having no sense of guilt, ascribing responsibility for their behaviour to others, a high level of tolerance of their own antisocial behaviours, an intensified sense of emotional damage, suspiciousness and distrust of others. The behaviour disorders appearing in children and young people inevitably boil down to the problems in their social functioning because they make the realization of tasks deriving from the necessity of adjutsing to different social roles difficult, as well as disturb the process of building satisfactory interpersonal relationships. With the development of needs and skills of a child, its interactions with the social environment change. What undergoes transformation is not only child’s requirements towards others, but also expectations a disordered child has from all interaction participants . Thus, developmental changes lead to the transformation of the nature of the disorder itself — the disorder manifests itself within the area of an individual problem of a child in its earlier developmental stages to the extent it takes on the form of a social problem with child’s development. The issues raised concerning the phenomenon of aggression and violence among children and young people force us to look for the answer to the questions on the causes of its occurrence and escalation whereas the most suitable area of such exploration seems to be the field of social science. The very work, based in the sphere of the interests of social pedagogy, presents the studies of a qualitative type which, on the basis of the analysis of individual cases, aim at the identification of environmental and socialising determinants of aggressive behaviours of young people attending post-primary schools. During the research, the attention was paid to such elements of social life as family, school, peer group, local community, and global socialising-educational conditions influencing an individual in an indirect way. The empirical part of the work is preceded by the theoretical review of different ways of defining aggression and conceptions of the causes of aggressive behaviours formulated on the basis of different academic fields. A supplement to these pieces of information is the last chapter including an overview of the methods preventing aggresive behaviours to be used in the educational practice.