DOI: 
http://dx.doi.org/10.15293/1813-4718.1904.12
UDC: 
316.6+159.96+373
Grebenkina Evgeny Vladimirovich
Кандидат педагогических наук, Assoc. Prof., Department of Humanitarian and Socio-Economic Disciplines, Novosibirsk State University of Architecture, Design and Arts, annushka_2007@mail.ru, Novosibirsk
Grebenkin Evgeny Vladimirovich
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department of Correctional Pedagogy and Psychology, Novosibirsk State Pedagogical University, rusforscher@mail.ru, Novosibirsk

Aggression and conflicts in relations of teachers and schoolchildren as a factor of the destabilization of educational area

Abstract: 
The goal is to identify aggression in the school and its critical assessment. The article is devoted to the analysis of the main theoretical approaches to the explanation of the aggressive behavior of an individual, as well as verbal and non-verbal aspects causing aggressive behavior, the main causes and situational factors that increase the likelihood of aggressive behavior of teachers and schoolchildren are considered. Possible ways to control and reduce aggression, which are potentially applicable to various forms of its manifestation. An attempt was made to correlate the origin of certain types of aggression and conflicts with the possibility of educational influence. From the point of view of professional actions, practical steps were taken to overcome aggression and conflicts within the school, by interested parties: parents, students, teachers, and the administration. The relationship between the expediency of introducing a systemic and integrated approach to solving the problem of aggression in school and the reloading of intra-collective relations has been revealed. Special attention is paid to the problem of conflict competence of teachers, as well as to the identification of schoolchildren with “chronic aggressiveness” and schoolchildren outsiders. The analysis of pedagogical situations allowed the authors to conclude that the formalism in the relationship and the orientation of the modern school to the function of knowledge transfer, almost ignored the emotional and social development of students. In conclusion, recommendations on working with aggression and conflicts within the school are presented on a system-modular basis.
Keywords: 
aggression, aggressiveness, aggressive behavior, conflict, psychological and pedagogical diagnostics of aggressive behavior, system-modular approach
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