EDUCATOR AND PHYSICAL EDUCATION TEACHER IN THE 
PREVENTION OF SCHOOL VIOLENCE Cover Image

EDUCATOR AND PHYSICAL EDUCATION TEACHER IN THE PREVENTION OF SCHOOL VIOLENCE
EDUCATOR AND PHYSICAL EDUCATION TEACHER IN THE PREVENTION OF SCHOOL VIOLENCE

Author(s): Marta Dedaj
Subject(s): Education, School education, Educational Psychology
Published by: Visoka škola strukovnih studija za vaspitače "Mihailo Palov"
Keywords: violence; violence prevention; children with disabilities; educator; physical education teacher;

Summary/Abstract: Complex issue of school violence has been the subject of numerous research projects in different countries and cultures. The sample usually included primary school pupils of typical development. Only a small number of research papers focused on children with disabilities who have symptoms of hyperkinetic disorder. Excessive and inadequate psychmotor activity which occurs at an early age can become an obstacle in children’s attempt to become efficient members of social groups. Children need to develop social skills that enable them to understand their environment and be more efficient in everyday situations in order to function effectively in society and make friendships. School as a social institution has the greatest possibility to exert influence on upbringing and education of pupils in a planned, organized and systematic way. Therefore, it has the responsibility to prevent and reduce violence among the pupils. School violence has to be solved in a systematic, preventive way which insists on the joint action of all available resources. Our research provides a model of cooperation between educators and physical education teachers. The model consists of two different subprograms (educational workshops and complex psychomotor exercises) directed at a single general goal – the prevention of school violence. We can conclude that most of the features of this survey proved to be determinative, considering internal and external behavioral problems. Behavioral component is emphasized by the influence of the situation on behavior and learning of the missing social skills, whereas the cognitive component is emphasized by the attempts to change cognitive deviations and cognitive deficiencies in children.

  • Issue Year: 3/2013
  • Issue No: 1
  • Page Range: 11-55
  • Page Count: 45
  • Language: English