ANALYSIS OF THE SPECIFIC ROLE OF THE SOCIAL EDUCATOR IN SCHOOL ACTIVITIES FOR OVERCOMING AGGRESSION AND THE INFLUENCE OF COGNITIVE DISMODERATION INTERCOURSE FOR CHILDREN FROM PRIMARY SCHOOL AGE

Abstract

In school, the support of the mass teacher by the social pedagogue covers the following activities in terms of socio-pedagogical preventive support, here he enters the role of resource teacher, advising the mass on the most important features of preventive learning of the student arising from his specific behavior. In this way, the mass teacher gets an idea of how the child will receive information in the preventive process, how he can communicate with him without aggression, in what learning activities he can participate. In the implementation of the main ways to prevent and correct behavioral deviation, in this case aggressive behavior, differentiates the need for specific methodological assistance in individual disciplines and to overcome cognitive dismoderate intercourse. It is permissible for the resource teacher to be present in the classroom in certain cases in order to provide direct assistance. Thus, the two teachers could discuss the details of the curriculum concerning the aggressive student. The resource teacher organizes the inclusion of the mass teacher in short-term forms for receiving basic, special training, including seminars, conferences and others, providing the mass teacher with special literature available to him.
The research methodology includes a set of techniques for the implementation of primary prevention, as professional interactions in the implementation of primary prevention, in which the social educator participates, can generally be outlined as consultation between colleagues to resolve specific cases according to the principle – confidentiality.
The purpose of the research is to study the specific approaches of the social pedagogue in the primary prevention of children of primary school age.
The results show that the preventive activity focuses on the super vision, the process of discussing problems and conflicts in the search for their professional overcoming. Of particular importance for the course of preventive activities is the intervention in the activities of the teacher, which is mutual consultation in case of professional problems in a group of equal partners who, according to a regulated structure, purposefully try to make decisions in an experience-oriented preventive process.
Conclusions: The social pedagogue, in the process of the specifics of his activity, helps the two affected parties to properly intervene in the problem situation, by reviewing the accusations and confrontation to rethink the role of all in the problem. Success in the process of overcoming the problem depends on how the social educator will be able to differentiate with each individual member the right personal approach. He must be able to control his own emotions so that his consultation can contribute to the practical realization of the primary prevention of aggression. Relationships that generate fruitful interaction on overcoming cognitive dismoderate intercourse require the professional activity of the social educator to be linked to helping the child to restore his social functioning to normal and create the necessary conditions for micro, meso and the macro level of interactions
Recommendations: At the level of primary prevention of aggression, it is effective to work on prevention at school, as a professional care for the child, which should take into account the family and seek preventive contacts there. The activity of the pedagogue in the preventive aspect is to know the programs for service in the social and pedagogical sphere, to know the legislation and ethical norms related to human rights. For the implementation of adequate prevention, he must be able to work in a multidisciplinary team, to consult, prepare reports, apply practical tests of a preventive nature, provide overview materials, have communication skills that underlie preventive activities. The pedagogue must be able to build hypotheses about the nature of social problems on the basis of modern concepts of man, to protect his rights, both socially and personally safeguardly.
Additional data: Cognitive dismoderate intercourse is an unexplored, hitherto, social, communicative problem in the psychological spectrum of moderation in human consciousness, reflecting on the refraction of feedback in the process of communication, implicitly (implicitly) , to maintain, self-control and explicitly (clearly), expresses his preceptive attitudes, influencing the moment of communication. In practice, there is dysmoderational feedback, namely incorrect reading of behavioral signals in the communication process. Social educators promote the objects of prevention in various ways, such as - "do not be afraid, experience your emotions and share them." In the preventive aspect, it is important to eliminate risk factors, such as something that is pre-diagnosed and research technologies in the process of preventive activities (surveys, tests, new forms of work, etc.).