AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
EXISTENCE OF LATENT AGGRESSION AT STANDARD AND SPECIAL CLASSES IN SLOVAK
SCHOOLS – EDUCATORS´ FINDINGS
a
BARBORA KOVÁČOVÁ,
b
STANISLAV BENČIČ,
c
ANNA
HUDECOVÁ,
d
HELENA ORIEŠČÍKOVÁ,
e
ALEXANDRA
ALEKSANDRA SIEDLACZEK-SZWED
a,,c,d
Department of Pedagogy and Special Education, Faculty of
Education, Catholic University, Hrabovská cesta 1A, 034 01
Ružomberok, Slovakia
b
Faculty of Mass media, Pan-European University, Tomášikova
150/20, 821 02 Bratislava, Slovakia
e
email:
Department of Pedagogy, Faculty of Social Sciences, Jan
Dlugosz University in Czestochowa, Waszyngtona 4/8, 42-200
Czestochowa, Poland
a
barbora.kovacova@ku.sk,
b
stanislav.bencic@paneurouni.com,
c
anna.hudecova@ku.sk,
d
helena.oriescikova@ku.sk,
e
a.siedlaczek-szwed@ujd.edu.pl
The study presents an analysis of findings from a long-term research supported by the
VEGA agency 1/0452/18 Identifications, analyses, inhibitions of latently aggressive
children´s actions in pre-school period.
Abstract: The paper describes research findings that focused on the occurrence of
latent aggression in special classes in primary schools and in classes where pupils with
health handicaps are educated. The research evaluators were teachers who educated
pupils at a health disadvantage in schools. The indicators show the occurrence of latent
aggression in classrooms, where pupils with health handicaps are educated.
Keywords: aggressive behaviour, latent aggression, kindergarten
1 Theoretical background
When dealing with latent (hidden) aggression at schools, it is
necessary to mention that school classes are premises for its
emergence and formation. At the same time, those premises
also provide space for the implementation of preventive
programs aimed at inhibiting latent aggression in the
classroom, school (Kováčová, 2014, Šavrnochová et al., 2020).
According to Gajdošová (2000), school classes have solid
groupings that are connected by mutual relationships created
on the basis of coexistence and that are aware of mutual
togetherness. Relationships in classes or peer groups
themselves are also a space for latent aggression. Adamík
Šimegová (2011, p. 9) claims about the school environment,
that it is “inevitably also a space of constant movements,
dynamics, and formation of forces, which also give potential
for assertion, aggression and violence.”
The form of this aggressive behaviour is a negative factor for
every school, class, educator and pupil. Latent aggression is
also one of the barriers to inclusive education (Šuhajdová,
2019). It harms the social networks of children/pupils with
disabilities, specifically affecting components such as
friendship/relationships, interaction / contact and perception /
acceptance (Bizová, 2013). According to specific educators´
statements, physical bullying can be identified more quickly in
comparison with hidden aggression. The pedagogues´ research
findings and conclusions (Kováčová, 2019) confirmed that
physical aggression is more visible for educators in the school
environment. Teachers say they do not have the professional
abilities and competencies to detect latent aggression. Up to
78% of educators point to the fact that bullying in schools is
revealed in the case when victims decided or more precisely
forced to do tragic solutions or bear sorrowful consequences ...
In particular, victims feel help from the competent authorities
in raising awareness related to their problems, in immediate
coping strategies such as govern the problem, choosing an
effective approach and assistance.
Based on those facts, we focused on the occurrence of latent
aggression in the classes where the pupils with health
handicaps are educated, in so-called special classes and general
classes. The direct participation of an experienced teacher, who
was involved in aggressive acts, should be considered as a
significant factor in the described research.
2 Research methodology
Within more detailed research related to latent aggression,
there was used a method of group interview focusing on the
research of four factors (Figure 1).
Figure 1. Four factors (research)
The educators who were divided into two groups took a part in
the interview. The first group (group A) represented educators
(N
a
= 69) who teach in general classes where was the
handicapped pupil who was registered as individually
integrated (Graph 1).
Graph 1. Research Group A classified according to age
The second group (group B) consisted of educators (N
b
= 59)
who taught in special classes in general schools or teach in
special classes (Graph 2).
Graph 2. Research Group B classified according to age
When comparing the age in the separate groups we can state
that participants aged 45-55 years represented the most
numerous group in the mentioned both groups.
2.
Pupil as part of
integrated and
segregated
education
4.
Dealing with
hidden aggression
1.
Presence of latent
aggression in class
collectives
3.
Demonstrations of
latent aggression
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