AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
groups in special schools dominated by socially active
aggression.
In the case of latent (hidden) aggression from educators´ the
point of view, we state the following:
The strongest predictor to successfully identify hidden
aggression was training of educators. Up to 1/6 of the
teachers have had training (relevant training) on this issue
and they have a more positive attitude towards its
detection and further work with the group.
The second predictor was the personal factors of the
educators (less stress and more time for the class and
paying special attention to pupils with aggressive
behaviours).
The third predictor was the age of the educator, it was
confirmed that the age-younger educators tend to be more
positive compared to the age-old colleagues.
The fourth predictor was the support of school in dealing
with this issue, in terms of active climate monitoring of
individual classes, support of teachers in further education
and real organizing of professional counselling service
directly at the school (psychologist, medical educator,
eventually special educator
, Kováčová, 2019; Vaska et al.,
2019).
Latent aggression is a specific form of bullying that Crick -
Grotpeter (1995) called as non-physical aggression. From their
point of view, it is a momentary effect in the mutual behaviour
of people in society, at all levels of social contacts. Later,
Fried, Fried (1996) said that this form of aggression should not
be considered to be a typical aggressive behaviour because this
silent, historically tolerated behaviour was considered as a
natural part of socialization. Social aggression has been (and
currently remains) an impulse for observation in research and
professional publications. Putallaz et al. (2007) confirmed that
it is a deliberate ignorance of a member (victim) in various
situations, but which strictly excludes any direct attacks on the
victim
(Kováčová, 2019). Later, they considered slander,
obloquy aimed at weakening the position of the victim to be
the indirect manifestations, resulting in damage to the
reputation (concerning the "good name" or the social
reputation) of the victim.
3 Conclusion
Based on the presented research findings, it is possible to
conclude that current groups of younger schoolchildren create
and accept a variable range of relationships from friendly to
hostile ones. These relations are also manifesting themselves
(not only) by aggression, hatred or hostility. The whole process
of hidden aggression begins covertly, in the case, that this form
of aggression is not revealed, it gradually transforms into direct
aggression.
In accordance with the presented research, the current situation
in Slovak schools confirmed the existence of hidden
aggression in class groups; it means the presence of latent
aggressive phenomena in social relations and their occurrence
among disadvantaged pupils of younger school age.
It is necessary to consider a long-term systematic work in
favour of inhibiting latent aggression, especially if intervention
itself has not started at an early age. The primary form of
eliminating hidden aggression in the child/pupil groups is
training that promote their competencies in the area of social
relationships (Jablonský, 2019). Rather, interactive and
experiential processes of fictitious or real situations are used
that are adequately addressed with respect to the age of the
participants.
On the basis of the above statements of educators, it is
necessary that the preventive module aiming to successful
results against latent bullying contained:
Thematic training showing latent aggression in theoretical
background and findings (complemented by good practical
examples from abroad);
experience training to deal with a specific situation;
an internal preventive module containing procedural
schemes depicting the school's cooperation with
appropriate participants of latent bullying and procedural
schemes to support the school's management and staff;
to validate of the preventive module within procedural
schemes in a particular school.
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Primary Paper Section: A
Secondary Paper Section: AM, AN
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