Діагностика агресивної поведінки підлітків у контексті профілактично-корекційного соціально-педагогічного впливу

Abstract

Визначено особливості агресії, агресивності, агресивної поведінки та види і закономірності прояву агресивної поведінки. Здійснено порівняльний аналіз прояву агресивної поведінки дівчат загальноосвітніх шкіл і дівчат – вихованок колонії, діагностичне обстеження підлітків школи порівнянням показників, отриманих у результаті соціально-педагогічного й психологічного підходів. Діагностуванням виявлено, що третина підлітків має значні прояви агресивної поведінки. Третина дітей перебувають у групі ризику, маючи або несистемні прояви агресивної поведінки, або ж ці прояви мають системний, проте незначний ступінь відхилень. У третьої частини згідно соціально-педагогічного підходу відсутні прояви агресивної поведінки. Твердження представлено на основі аналізу застосування діагностичного інструментарію і статистичних даних.

Scientific judgments about the concepts of aggression, aggressiveness, aggressive behavior and patterns of manifestation of aggressive behavior depending on the age of the person, the presence of deviations in development and as a consequence of improper socialization, which, respectively, is the basis of prevention and correction, are determined. The diagnostic content of the study is aimed at their coverage. The validity of the presented results is ensured by: revealing the specifics of the manifestation of aggressive behavior among girls - pupils of the colony in comparison with girls of secondary schools by conducting and analyzing questionnaires; using the map of the socio-psychological development of the person as a socio-pedagogical diagnostic toolkit among teenagers to determine the expressiveness and degree of manifestation of aggressive behavior; analytical comparison of the data obtained by means of a psychological diagnostic examination of adolescents on the subject of manifestations of aggression. secondary schools and girls in the colony gave an opportunity to reveal the desire to achieve what is desired in life as a requirement of the time through aggression against others, which is the dominant statement of girls with significant shifts in development; in secondary school girls, aggression prevails because of the desire to achieve one's own goals, and in girls who are pupils of the colony - in order to realize the desire to dominate others, and this can be regarded as a compensatory reaction to unrealization, failure in the process of life; in girls with aggressive behavior, there is a greater lack of understanding of the reasons for their condition, a desire to dominate others, which they explain by external factors. A diagnostic study was conducted among school teenagers, which comprehensively covers the expression of aggressive behavior and its types. And, accordingly, a comparison of indicators obtained as a result of socio-pedagogical and psychological approaches, which clearly complement each other, was made. Examination of school teenagers revealed that a third of them have significant manifestations of aggressive behavior and this refers to verbal (verbal) aggressive behavior, negativism, irritability, psycho-emotional imbalance, physical aggression. Hostility, offensiveness, suspiciousness are present in more than half of the children, and physical aggression, irritation, verbal aggression are expressed in a fifth of those who were involved in the diagnostic examination. According to the psychological diagnosis, the fourth part of the children and the third part - according to the socio-pedagogical one, have no manifestations of aggressive behavior, while a significant group of children, according to the conducted examination, are in the risk group.