AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
because everything revolves around him and his individual
schedule ... [R6 / 4PS / 28].
3.1.3
Manifestations of latent aggression.
The described manifestations of latent aggression were divided
into two basic groups (Table 1), which shows that rational
aggression has a higher incidence, despite a lower number of
manifestations compared to social manipulation.
Table 1. Occurrences of latent aggression during integrated
education
RATIONAL
AGGRESSION
SOCIAL MANIPULATION
Specific
Expression
Frequency
Specific
Expression
Frequency
Escalated criticism
against the victim
55 %
Prejudicial
information
without
verifying the
truth
42 %
Call in question
opinions, ideas to
degrade the victim
28 %
humiliating
remarks with
the repeated
intention to hurt
the victim
25 %
Thefts ( to hide
victim´s belongings
without a chance to
find them), or
demolishing of
personal belongings
17 %
Incitation to
hurt the victim
15 %
Segregation
with intention
of activity
isolation
18 %
3.1.4 Prevention and dealing with hidden bullying
The interview with teachers shows that teachers seek
professional help and appreciate the presence of professional
staff at the school. They take their presence like obviosity,
which is needed in every school..... our school was one of the
first to have a school psychologist, we appreciate his presence.
He cooperates with a special pedagogue. It depends on the
situation ... we also cooperate with a psychological counsellor,
so if necessary we can also contact him [R9 / 2PS / 33 / F].
Despite the fact that teachers agreed on the general idea of
inclusion (they consider it ideal concerning children with
behavioural disorders). The limitation in their work on
uncovering hidden aggression is the lack of knowledge and
training of practical skills to cope with hidden aggression in the
classroom
(e.g. use of drawing Valachová, 2019; use of
bibliodrama, Chanasová, 2019, etc.
).
3.2 Research findings (special elementary schools)
Based on interviews with educators (Nb = 59) from special
elementary schools, we present the following findings.
3.2.1 The presence of latent aggression in class collectives.
Based on interviews with educators, it is evident that latent
aggression occurs in segregated conditions compared to
integrated education sporadically (17% of teachers admit it).
3.2.2 Pupil as part of integrated education
A pupil with a disadvantage in integrated conditions by
stigmatization and isolation involuntarily loses friends, thus
also social relations in the classroom. Anxiety leads to a loss of
interest in the school, even the victim may not finish the school
(up to 35% of disadvantaged pupils are voluntarily transferred
to special schools).
Usually, he or she either voluntarily leave or seek possible and
targeted exclusion for a specific, trivial reason. The pupil who
is influenced by that “package of experience” is entering into
segregated education. Personal failure in a collective or group
and a sense of inferiority increases victimization after the
aggressor appears in a new team. This is one of the reasons
why educators say that the reason for transferring to their
school must be known because the bullying of the pupil and his
subsequent school failure is always a signal to increase
attention during the adaptation period.
Miško entered in and we had a lot to do to control him.
He was normally able to manipulate the class and hate.
And he always seems to be innocent arguing that
somebody else beat him.
Mrs. teacher, I saw that they were doing wrong and so
terrible. They beat Janko, one of them commands and the
second one beats Janko again. ”1
[R7 / 2SPS / 5]
Educators have to know their pupils all the better because their
expression may not be so understandable, because they have
e.g. barriers to communication, they have difficulty expressing
themselves as accurately as possible or authentically describing
the situation (mostly pupils with cognitive disadvantages).
3.2.3
Manifestations of latent aggression.
The described manifestations of latent aggression in special
elementary schools have been divided into two basic groups
(Table 2), which shows that social manipulation in the context
of latent aggressive behaviour has a higher incidence compared
to rational aggression.
Table 2. Occurrences of latent aggression within segregated
education
RATIONAL AGGRESSION
SOCIAL
MANIPULATION
Specific
Expression
Frequency
Specific
Expression
Frequency
Thefts ( to hide
victim´s
belongings
without a chance
to find them), or
demolishing of
personal
belongings
18 %
Prejudicial
information
without
verifying the
truth
33 %
Call in question
opinions, ideas to
degrade victim
8 %
Humiliating
remarks with
the repeated
intention to
hurt the victim
24 %
Incitation to
hurt the victim
11 %
Other
incitation-
valid for
individual
situations
(unquestionabl
e latency in the
behaviour of
the aggressor
towards the
victim)
6 %
3.2.4 Prevention and dealing with hidden bullying
Identical conclusions were also recorded based on interviews
with educators who carry out preventive activities within class
hours as prophylactic measures. In case of suspicion of
bullying in the group, they use rather individual interviews. Up
to 35% of educators agreed that they had minimal knowledge
of latent aggression. Based on the above findings, we find that
hidden bullying is a common part of class groups regardless of
the age of the participants. Rational aggression is more
prevalent in peer groups in general schools, as opposed to peer
1
Authentic transcript from a special elementary school pupil interview with a teacher
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