Santykiai kaip žmogaus ugdymo metodologinė paradigma
Inter- Relations as Methodological Paradigm of Human Education

Summary/Abstract: Destructive behavior is recurrent intentional, unprovoked, rude behavior, used by one child or a group of children in order to cause pain or torture to another child. It is common among school children and is a problem in today's school. According to this research and some others, we think that school must seek to protect children from destructive behavior of their contemporaries, which may later grow into criminal nature and violence at home, and it may cause long term harm for its victims. The aim of this work is to reveal peculiarities of expression of children destructive behavior at basic school. The conclusions are: schoolchildren who took part in this research agree that the most common forms of destructive behavior at schools is nicknaming, slandering, pushing one another and fighting. The eighth formers more often experience destructive behavior from their classmates. The eighth formers boys experience nicknaming, slandering and destroying their things, and quite often mock other children themselves. Girls more often than boys indicate that there is mockery, nicknaming and ignoring at school. They also more than boys suffer from destructive behavior. Boys themselves behave destructively. They more often than girl fight and destroy things; girls more often slander. The opinions of schoolchildren and teachers about the frequency of different forms of destructive behavior at school coincide. The opinions of schoolchildren and teachers differ in frequency of children destructive behavior. The opinions about the places of destructive behavior coincide. This research confirms that destructive behavior among schoolchildren is likely to increase. The research shows that pedagogues lack knowledge of schoolchildren destructive behavior and its prevention.

• Details
• Contents