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The word “aggression” comes from the Latin “agressio”, which means “attack”, “attack”. Aggression is the purposeful infliction of physical or psychological harm on another person. Aggression is the ability to harm another person.

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Verbal - expressed in verbal form: threats, insults, the content of which directly indicates the presence of negative emotions and the possibility of causing moral and material damage to the enemy. Expressive - manifests itself through non-verbal means: gestures, facial expressions, voice intonation, etc. In such cases, the person makes a threatening grimace, waves his fist or shakes his finger at the enemy, and loudly spews profanity. Physical - direct use of force to inflict moral and physical damage on the enemy.

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He attacks the other children, calls them names and beats them, takes away and breaks objects, deliberately uses rude expressions, in a word, becomes a “thunderstorm” for the entire children’s group. An aggressive child often feels rejected and unwanted. He is looking for ways to attract the attention of adults and peers. Aggressive children are very often suspicious and wary, they like to shift the blame for the quarrel they started onto others.

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Boys Girls Aggression is rude, open, less controllable Aggression is hidden, selective, directed

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Encountering aggression causes bewilderment and confusion among parents. What do parents usually do? They punish the child.

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The manifestation of cruelty and disobedience does not always mean the presence of mental disorders. Often the child simply does not know how to behave correctly. One-time outbursts can develop into a mental disorder when the child is “infected” by the parents’ aggressiveness.

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2. When a child lives in an atmosphere of rejection and dislike for him, he develops a feeling of hostility in the world around him. Manifestations of cruelty in children begin with relationships with adults.

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the desire to attract the attention of peers the desire to get the desired result the desire to be in charge protection and revenge the desire to infringe on the dignity of another in order to emphasize one’s superiority attitude in the family and inconsistency of parents

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Recommendations of the psychologist: 1. Avoid threats and physical punishment. 2. Watch your child play. 3. Discuss with your child which book or cartoon character he wants to be like or not. 4. If a child tells his dream, listen, because in a dream he sees what he lacks in life.

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7. In a fit of anger, never call your child names - he will copy your behavior and words when communicating with both people and animals. 8. Do not focus on aggression. 5. Teach your child to tell what worries him, what he is experiencing. Let your child get used to talking about his feelings, what he likes and what he doesn’t. 6. Enter into your vocabulary the expressions “I’m offended”, “I’m angry”, “I’m upset” and enter these words into the child’s active vocabulary.

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9. Banning and raising your voice are ineffective methods. 10. Accept the child as he is. Avoid endless lectures, better set an example of humane behavior, focus on such examples in life, books, films.

Slide 2: Aggression

The word “aggression” comes from the word adgradi (where ad - on, gradus - step), which literally means “to move towards”, “to step on”. The closest words related to this concept are “progress” (movement forward, development) and “regression” (movement backward). In its original sense, "to be aggressive" meant something like "to move towards a goal without delay, without fear or doubt"

Slide 3: Definitions of aggression

The psychological dictionary gives the following definition: “Aggression is a motivational behavior, an act that can often cause harm to the targets of the attack or physical damage to other individuals, causing them depression, psychological discomfort, tension, fear, apprehension, a state of depression... "Researcher of aggressive behavior L. Berkovets drew attention to the fact that one of the main problems in defining aggression is that in English this term implies a wide variety of actions: "When people characterize someone as aggressive, they can say that he usually insults others, or that he is often unfriendly, or that he, being strong enough, tries to do everything his own way, or maybe, perhaps, he throws himself into the pool of unresolved problems without fear.”

Slide 4: Common definition:

“Aggression is any form of behavior aimed at insulting and harming another living being who does not want such treatment.” From this definition it follows that aggression should be viewed as a pattern of behavior rather than as an emotion, motive or attitude. Aggression unfolds both in a state of complete composure and in extreme emotional excitement.

Slide 5: Theories of aggression

aggressive behavior, like any other social behavior, is under the control of instincts (McDougal's instinctive theory). aggression as an expression of the death instinct (psychoanalytic theory of S. Freud); aggressive behavior is a reaction that arises under the influence of external or “sign” stimuli specific to each type (ethological theory of K. Lorenz); aggression seems to be a drive generated by frustration (hypotheses of frustration - aggression by D. Dollard and N. Miller) social learning theory (A. Bandura) cognitive behavioral theory (N. Novako).

Slide 6: “The Sinister Charm of Violence” by A. Guggenbühl

aggressive tendencies are inherent in the very nature of man, and the joy obtained from destruction and the use of violence is his primordial property (G. Breslav) A. Adler saw in aggression the desire to overcome the innate sense of inferiority. For F. Perls, it was not represented as an “impulse of death”, but as a “impulse of life”, necessary for the active assimilation of the outside world. K. Lorenz believes that the attraction to aggression is built into the human psyche, and for its manifestation it does not need an external threat or internal frustration. It occurs spontaneously and needs to be discharged. The biological nature of aggressiveness, in his opinion, is emphasized by the successes of breeders who breed both aggressive breeds of dogs, roosters, etc., and non-aggressive ones (such as St. Bernard, Newfoundland). E. Fromm: “The mechanism of defensive aggression is “built-in” into the brain of humans and animals and is designed to preserve their vital interests from threats... It is necessary to strictly distinguish between biological, adaptive, life-sustaining, benign aggression from malignant aggression that is not related to preservation life."

Slide 7: G. Parens distinguishes two types of aggression:

Non-destructive aggression is persistent, non-hostile, self-protective behavior aimed at achieving a goal. This is an innate mechanism that serves to adapt to the environment, satisfy desires, achieve goals for the development of cognition and the ability to rely on oneself. It begins to work from the moment of birth and encourages a person to compete in the world around him and protect his rights. Hostile destructiveness - malicious behavior, rejection, hatred, rage, vindictiveness. This is also a type of self-defense, which is activated as a result of strong unpleasant experiences (pain, distress). This also includes the desire to cause pain and the pleasure derived from it (sadism).

Slide 8: The role of culture

In a social environment, the level of aggressiveness is determined by the degree of socialization and ethnocultural norms, requirements, and attitudes. The general development of civilization presupposes an increasing limitation of aggression within moral and social frameworks (although in life we ​​more often observe the opposite). According to X. Heckhausen, culture sets the norm and determines the type and frequency of aggressive forms of behavior. Any culture declares and sanctions its specific norms and criteria, thereby predetermining what should be allowed, what should be prohibited and what should be encouraged.

Slide 9: Aggression manifests itself in the form of aggressive behavior or aggressive actions

This is a form of response to various physically and psychologically unfavorable life situations that cause stress, frustration, etc. conditions. It is one of the main ways to solve problems related to the preservation of individuality and identity, the protection and growth of a sense of self-worth, self-esteem, level of aspirations, as well as the preservation and strengthening of control over the environment that is significant for the subject. Aggressive actions act as: - a means of achieving any significant goal; - a method of psychological relaxation; - a way to satisfy the needs for self-realization and self-affirmation.

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Slide 10: Provoke aggressive behavior:

Insufficient development of intelligence; - reduced self-esteem; - low level of self-control; - underdevelopment of communication skills; - increased excitability of the nervous system due to various reasons (trauma, illness, etc.)

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Slide 11: Aggression and aggressiveness

In modern psychology, the concepts of “aggression” and “aggressiveness” are distinguished. The first is usually considered as individual actions, actions, the second - as a relatively stable personality trait, expressed in readiness for aggression, as well as in the tendency to perceive and interpret the behavior of another as hostile. Longitudinal studies show that aggression begins in childhood, becomes a stable character trait, and persists throughout the rest of one’s life. We can say that certain internal prerequisites that contribute to the manifestation of aggressiveness develop already in preschool age.

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Slide 12: Classification of aggressive manifestations

Dichotomous method of division: Instrumental aggression - behavior in which aggression is only a means and is aimed at achieving a goal, obtaining a result, and not causing harm. This type of aggression is highlighted, in particular, by R. Baron and D. Richardson. The second type of aggression is usually defined as hostile - it is a response to a real, perceived or imagined threat to intentionally cause harm.

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Slide 14: E. Bass proposes a conceptual framework that includes three axes: physical - verbal, active - passive, direct - indirect

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Slide 16: Separation by focus on the object:

Heteroaggression - directed at others: murder, rape, beatings, threats, insults, profanity, etc. Augoaggression - directed at oneself: self-deprecation up to suicide, self-destructive behavior, psychosomatic diseases Separation due to appearance: Reactive aggression - represents response to some external stimulus (quarrel, conflict, etc.) Spontaneous aggression - appears for no apparent reason, usually under the influence of some internal impulses (accumulation of negative emotions, unprovoked aggression in mental illness)

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Slide 17: Separation by focus:

Instrumental aggression - is committed as a means of achieving a result: an athlete seeking victory, a dentist removing a bad tooth, a child loudly demanding from his mother that she buy him a toy, etc. Targeted (motivational) aggression - acts as a pre-planned action, the goal of which is causing harm or damage to an object: a schoolboy who was offended by a classmate and beat him up, a man who deliberately abused his wife, etc. Separation according to the openness of manifestations: Direct aggression - directed directly at the object that causes irritation, anxiety or excitement: open rudeness, use of physical force or threats of violence, etc. Indirect aggression - refers to objects that do not directly cause excitement and irritation, but are more convenient for displaying aggression (they are accessible and displaying aggression towards them is safe): a father, coming home from work “out of sorts,” takes his anger out on the whole family, for no apparent reason; After a conflict with a neighbor, a mother begins to yell at her child for almost no reason, etc.

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Slide 18: Separation by form of manifestation:

Verbal - expressed in verbal form: threats, insults, the content of which directly indicates the presence of negative emotions and the possibility of causing moral and material damage to the enemy Expressive - manifested by non-verbal means: gestures, facial expressions, voice intonation, etc. In such cases, the person makes a threatening grimace, waves a fist or shakes a finger at the enemy, loudly spews profanity Physical - direct use of force to cause moral and physical harm to the enemy

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Slide 19: Biological typology

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Slide 20: Aggression is eternal

No matter how much a person socializes, he cannot escape his biological nature, since he is endowed with a huge and stable force of aggression. A person with below average aggressiveness risks achieving less in life than he deserves. A complete lack of aggressiveness borders on apathy or spinelessness, because it means a refusal to fight “Any human relationship, even if at first glance it is dictated by positive feelings, such as love, friendship, cooperation, is always a more or less pronounced struggle for power, and this means, to one degree or another, a manifestation of aggression.” “...to eradicate manifestations of aggression is not only senseless, but also harmful, and it is only necessary to ensure that they are proportionate to the circumstances and socially acceptable, and also do not unnecessarily restrict human rights and freedoms.” A.V. Khomich

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Slide 21: It is obvious that man is the most aggressive and destructive creature on our planet. D. Krech

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Last presentation slide: Aggression and aggressive behavior

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AGGRESSION IN ADOLESCENTS The presentation was prepared by: teacher-psychologist GBOU secondary school No. 369 Makarova I. N.

Aggression is destructive behavior that contradicts the norms and rules of the existence of people in society, causing physical and moral harm to people, or causing them psychological discomfort.

Adolescent aggression is one of the most typical manifestations of the teenage crisis. Teenage aggression is an extremely unpleasant, but at the same time natural and natural phenomenon. Aggression by teenagers is a sign of internal discomfort and inability to control their emotions.

What are the main forms of adolescent aggression? Physical aggression: The teenager uses physical force against other people. Verbal aggression: a teenager expresses his negative feelings using words, threats, shouting, etc. Irritability: the teenager is rude at the slightest provocation, becomes abrupt and hot-tempered. Suspiciousness: the teenager has a negative attitude towards others, does not trust them, believing that “everyone is against him.” Indirect aggression: a teenager tries to express his aggression directed at someone specific through other people (mean jokes, gossip, bullying). Resentment: a teenager can become offended at the slightest reason, and the resentment can be directed at a specific person (peer or adult) or “at the whole world.” Passive-aggressive behavior (hidden aggression): a teenager does not do what is asked, or does it too slowly, forgets about requests and instructions, and delays time.

Recommendations for parents The most important thing is to create for the child such living conditions where he would be shown examples of peaceful relationships between people and there would be no negative examples of aggressive behavior. Education on the principles of cooperation (especially in the family) is the main condition for preventing aggression. The best guarantee of good self-control and adequate behavior in children is the ability of parents to control themselves. The table below provides general “recipes” for getting rid of anger that will be useful to all parents.

Contents How to do it 1. Build a relationship with your child so that he feels calm and confident with you - Listen to your child; - spend as much time as possible with him; - share your experience with him; - tell him about your childhood, victories and failures; - if there are several children in the family, try to communicate not only with everyone together, but also give your “undivided” attention to each of them separately 2. Watch yourself, especially in those moments when you are under stress and it is easy to get out of your mind balance - Put off doing things together with your child; - try not to touch the child in moments of irritation

Contents Ways to do it 3. If you are upset, then children should know about your condition - Tell children directly about your feelings, desires, needs: “I am very upset, I want to be alone. Please play in the next room” 4. In those moments When you are upset or angry, do something nice for yourself that could calm you down - Take a warm bath, shower; - drink tea; - listen to your favorite music

Contents How to do it 5. Try to anticipate and prevent possible troubles that may cause your anger - Do not let your child play with the things that you value; - do not allow yourself to be thrown out of balance; learn to anticipate the onset of your own emotional breakdown and prevent it by managing yourself and the situation 6 . You should prepare for some particularly important events in advance - study the strengths and capabilities of your child; - if you have to make a first visit (to the doctor, to kindergarten, to school), rehearse everything in advance

How to behave correctly with children who show aggression towards adults or peers. Calm attitude in case of minor aggression. In cases where the aggression of children and adolescents is harmless and understandable, the following positive strategies can be used: - completely ignoring the child/adolescent’s reactions (a very powerful way to stop unwanted behavior); - expression of understanding of the child’s feelings (“Of course, you’re offended, but...”); - switching attention, suggesting a task (“Please help me get the dishes from the top shelf, you’re taller than me”); - positive labeling of behavior (“You’re angry because you’re tired”).

How to behave correctly with children who show aggression towards adults or peers. Focusing on actions (behavior), rather than on the individual. The technique of objective description of behavior allows us to draw a clear boundary between an act and a personality. After the child has calmed down, it is advisable to discuss his behavior with him. It should be described how he behaved during the manifestation of aggression, what words he said, what actions he performed, without giving any assessment. Critical statements, especially emotional ones, cause irritation and protest and lead away from solving the problem.

How to behave correctly with children who show aggression towards adults or peers. Control over your own negative emotions. Parents and professionals need to very carefully control their negative emotions when interacting with aggressive children. When a child or teenager demonstrates aggressive behavior, it causes strong negative emotions in adults - irritation, anger, resentment, fear or helplessness. Adults need to recognize the normality and naturalness of these negative experiences, understand the nature, strength and duration of the prevailing feelings.

Reduce the tension of the situation. Typical incorrect actions of an adult that increase tension and aggression are: - raising the voice, changing the tone to a threatening one; - demonstration of power (“I am still the teacher here”, “It will be as I say”); - scream, indignation; - aggressive postures and gestures: clenched jaws, crossed or clasped hands, talking “through clenched teeth”; - sarcasm, ridicule, ridicule and mimicry; - negative assessment of the personality of the child, his relatives or friends; - use of physical force; - drawing strangers into the conflict; - unyielding insistence on being right; - notations, sermons, “reading morals”; - punishment or threats of punishment; - generalizations such as: “You are all the same”, “You, as always, ...”, “You never ...”; - comparing the child with other children (not in his favor); - commands, strict requirements, pressure; - excuses, bribery, rewards.

How to behave correctly with children who show aggression towards adults or peers. Discussion of misconduct. There is no need to analyze behavior at the moment of manifestation of aggression; this should be done only after the situation has been resolved and everyone has calmed down. At the same time, a discussion of the incident must be held as soon as possible. It is better to do this in private, without witnesses, and only then discuss it in a group or family (and even then not always). It is important to remain calm and objective during the conversation. It is necessary to discuss in detail the negative consequences of aggressive behavior, its destructiveness not only for others, but, above all, for the smallest aggressor.

How to behave correctly with children who show aggression towards adults or peers. Maintaining a child's positive reputation. It is very difficult for a child, especially a teenager, to admit that he is wrong and defeated. The worst thing for him is public condemnation and negative evaluation. Children and adolescents try to avoid this at all costs, using various mechanisms of protective behavior. Indeed, a bad reputation and a negative label are dangerous: once attached to a child/teenager, they become an independent motivating force for his aggressive behavior. To maintain a positive reputation, it is advisable to: - publicly minimize the teenager’s guilt (“You don’t feel well,” “You didn’t want to offend him”), but show the truth in a face-to-face conversation; - do not demand complete submission, allow the teenager/child to fulfill your demand in his own way; - offer the child/teenager a compromise, an agreement with mutual concessions. Insisting on complete submission (that is, on the child not only immediately doing what you want, but also in the way you want), can provoke a new outburst of aggression.

How to behave correctly with children who show aggression towards adults or peers. Demonstration of a model of non-aggressive behavior. An important condition for developing “controlled aggression” in a child is demonstrating models of non-aggressive behavior. When aggression occurs, both sides lose their composure, and a dilemma arises - to fight for their power or to resolve the situation peacefully. Adults need to behave non-aggressively, and the younger the child is, the more peaceful the adult’s behavior should be in response to children’s aggressive reactions. The behavior of an adult, which allows one to demonstrate an example of constructive behavior and aimed at reducing tension in a conflict situation, includes the following techniques:

unreflective listening. This is listening without analysis, giving the interlocutor the opportunity to speak. It consists of the ability to be silent attentively. Both words are important here. To remain silent - because the interlocutor wants to be heard, and is least of all interested in our comments; carefully - otherwise the person will be offended, and communication will be interrupted or turn into a conflict. All you need to do is support the flow of your interlocutor’s speech, trying to get him to speak out completely; a pause to give the child the opportunity to calm down; instilling calm through non-verbal means; clarifying the situation using leading questions; use of humor; acknowledgment of the child's feelings. Children quickly adopt non-aggressive behavior patterns. The main condition is the sincerity of the adult, the correspondence of his non-verbal reactions to the words.

Types of aggression in children and ways to build relationships

Name of the type of aggression Recommendations Hyperactive-aggressive child Such children, being brought up in an “idol” type family or in an atmosphere of permissiveness, when they find themselves in a group of peers, can become aggressive. It is necessary to competently build a system of restrictions, including using game situations with rules. Encourage children to admit their own mistakes. Teach them not to blame others. Develop a sense of empathy, sympathy for others - peers, adults and all living things. Aggressive, touchy and exhausted child. A child’s touchiness can be associated not only with shortcomings in upbringing or learning difficulties, but also with growing pains, peculiarities of maturation of the nervous system and body. Increased sensitivity, irritability, and vulnerability can provoke aggressive behavior. Help your child relieve mental stress by playing with him in a noisy game. And try to avoid stressful situations if the child is almost always aggressive

Name of the type of aggression Recommendations Aggressive child with oppositional defiant behavior. If a child is often rude, but not to everyone, but only to parents and people he knows, then there is probably something wrong in your relationship. You rarely engage and communicate with your child; you are no longer the role model you used to be; the child is bored, has nothing to do, and he transfers his own mood and problems onto you, shifts responsibility for his behavior. Try to solve problems together, in cooperation with the child, but not for him. Aggressive-fearful child. Hostility and suspicion can be a means of protecting a child from an imaginary threat, an “attack.” Work with fears, model, that is, create, a dangerous situation and overcome it together with the child.; in this case, the situation should be on the verge of pleasant and unpleasant with a predominance of pleasant

Name of the type of aggression Recommendations Aggressive-insensitive child. There are children whose ability to respond emotionally, empathize, and sympathize with others is impaired. The reasons may be unfavorable conditions of family upbringing, impaired intellectual development of the child, as well as traits of emotional coldness, callousness, flatness, increased affective (emotional) excitability, which are transmitted from the parents or relatives of the child. At the same time, it is difficult for him to understand that the other, that is, the offended, is feeling bad and in pain. Try to stimulate humane feelings in such a child: be kind, pet cats and dogs, care for animals; draw the child's attention to the sad, depressed state of another person and stimulate the desire to help. If this does not help, teach your child to bear responsibility - to “work off” for his aggressive behavior (“Now go and apologize”, “Stroke him on the head”, “Shake his hand”, “Offer a toy to the child who is offended by you”, etc.)

Thank you for your attention!

Internet information resources: http://www.psihologu.info /

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Year: 2009
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Name:
unknown
Year: 2009
Pages: 43
Format: ppt (zip)
Size: 3.62 MB
Quality: good
For many centuries, a child was treated as an adult, only small, weak and without rights; children were even sewed the same things as adults, only smaller. People started talking about the specifics of the children's psyche after Dickens's novels - first in the plane of literature, and children were presented as real angels: meek, kind, unhappy. And using a scientific approach, the psychology of childhood began to be seriously studied mainly after the work of Z. Freud, who proved the influence of events that happened in childhood on the entire future fate of a person.

Quite quickly it became clear that children are no more angels than adults, and aggressiveness is fully inherent in them. According to numerous studies, now manifestations of childhood aggressiveness are one of the most common forms of behavior disorder that adults - parents and specialists (educators, psychologists, psychotherapists) have to deal with. These include outbursts of irritability, disobedience, excessive activity, pugnacity, and cruelty. The vast majority of children have direct and indirect verbal aggression- from complaints and aggressive fantasies (“Now Baba will come and take you away!”), to direct insults and threats (“You are ugly”, “What a fool you are!”, “Now it hurts like hell!”). Many children have cases of mixed physical aggression- both indirect (destruction of other people's toys, damage to a peer's clothes lying near his bed, etc.) and direct (children punch their peers in the head or face, bite, spit, etc.). This aggressive behavior always proactive, active, and sometimes dangerous for others, and therefore requires competent correction.

Causes of childhood aggression:

• Destruction of emotional ties in the family
• Food influence
• Disrespect for the child's personality
• Situational reasons
• Socio-biological reasons

Types of aggression:

• Physical aggression
• Indirect aggression
• Verbal aggression
• Tendency to irritation
• Negativism

Types of human aggression:

• Benign
• Malignant
• Pseudo-aggression
• Defensive aggression

Tips for communicating with an aggressive child

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AGGRESSION

concept, types, reasons

Aggression – from lat. agressio - attack

Aggression –

This is destructive behavior that contradicts the norms and rules of the existence of people in society, causing physical or moral harm to people, or causing them psychological discomfort.

Causes of aggression

Biological approach

An innate human property, the instinct of self-preservation;

A personal property that is inherited with the type of nervous system;

The result of hormonal disorders (excess adrenaline or testosterone);

Consequences of using psychoactive substances (drugs, alcohol, nicotine, caffeine).

Social theory

We learn to behave aggressively throughout life. This is facilitated by:

Cruelty and violence demonstrated in the media and family;

Unfavorable family relationships (quarrels between spouses, uneven distribution of parental attention between children, use of physical punishment of children).

Psychosocial approach

An increased level of aggressiveness in people is associated with dissatisfaction with the quality of their life, with existing problems at work and in the family.

Psychological theory

A person’s aggressiveness is associated with the presence of the following qualities:

Suspicion;

Decreased or increased self-control;

The desire for dominance;

Increased anxiety;

Lack of creativity;

Inflated level of aspirations (I want everything at once);

The predominance of material values;

Infringed sense of self-worth and self-respect.

Sociobiological approach

People are more likely to promote the survival of those who share genes with them (through altruism, self-sacrifice), and will behave aggressively towards those who are genetically different from them. In this regard, the reasons for the negative attitude of representatives of different national, social, professional, and religious groups towards each other become clear.

Types of aggression

Physical aggression is the use of physical force against another person, causing bodily harm to a person or damaging their property.

Indirect aggression is weaving intrigues, spreading gossip behind a person’s back.

Verbal aggression is the expression of negative feelings towards a person in verbal responses, formal (screaming, squealing, growling), meaningful (curses, threats, insults).

Negativism is an oppositional manner of behavior against established customs and laws, from passive resistance to active struggle.

Irritation is a readiness to express negative feelings at the slightest excitement (hot temper, rudeness).

Resentment is envy and hatred of others for real and fictitious actions.

Suspicion – distrust and caution towards people, the belief that other people are planning and causing harm.

Guilt is a disguised aggression that expresses a possible belief that the subject is a bad person, that he is doing something bad, evil, and the remorse of conscience he feels.

Aggression

Aggressiveness

Aggressive behavior

Aggression is an action aimed at causing physical or psychological harm or damage.

Aggressiveness is a personality trait that reflects readiness and predisposition to aggressive behavior.

Aggressive behavior is a series of aggressive actions.

Children's aggression

• up to a year - as a reaction to discomfort and helplessness.
• 1-3 years – formation of character, inner “I”.
• 3-4 years – socialization of the child, communication with peers.

• 6-7 years – crisis 7 years.
• 11-15 years old – teenage childhood.

2 outbursts of aggression.

Boys: 12 years old and 14-15 years old.

Girls: 11 years old and 13 years old.

• 16-18 years old – youth.

The extinction of aggression.

• Family relationships.

• Relationships with peers.

• Examples of media, films, cartoons, games, programs or shows with aggressive content.

• Often loses control of himself.
• Often argues and quarrels with adults.
• Often refuses to follow rules.
• Deliberately irritates people.
• Often blames others for his mistakes.
• Often gets angry and refuses to do anything.
• Often envious and vindictive.
• Sensitive, reacts very quickly to various actions of others that irritate him.
• Often threatens other people (with words, gestures, gaze).
• Periodically initiates fights.
• He has no compassion, shows cruelty to people and animals, and can intentionally hurt them.
• Unscrupulous in the means of achieving his goals (theft, damage to personal belongings, etc.)
• Does not take into account the opinions of parents, their prohibitions and restrictions.
• Has difficulties in relationships with teachers, openly conflicts with them or skips classes.

• Working with anger means teaching your child generally accepted ways of expressing his anger that are harmless to others.

• Teach self-control – develop the child’s self-control skills in situations that provoke outbursts of anger or anxiety.

• Working with feelings - learning to be aware of your own emotions and the emotions of other people, developing the ability to empathize, sympathize, and trust others.

• Instill constructive communication skills - teach adequate behavioral reactions in a problematic situation, ways to resolve a conflict.