EVALUATION OF PARENTAL INVOLVEMENT IN THE PROCESS OF OVERCOMING AGGRESSIVE BEHAVIOURS BY STUDENTS AT SCHOOL

Abstract

Aggression in the modern educational environment is becoming an increasingly topical issue. More and more diverse forms of its manifestation are observed in Bulgarian schools, and the age at which they are found is decreasing. Today, in addition to physical, mental and social bullying, there is also talk of emotional, virtual and other types of bullying and violence between adolescents. Aggression in children "has always been the subject of analysis by adults, social institutions, the family and the community as a whole", as it is a manifestation of deviancy that arouses "great social interest" and has a huge social resonance (Nikolova, 2022:5). Various factors play a role in the emergence, but also in the overcoming of aggressive acts in the school environment - family upbringing, the school community with the respective specifics of formal and informal structures and their interactions, the personal characteristics of the student and his desire for education, the influence of the ethno-cultural group from which he comes, his intrigues and attractions, social networks and subgroups of which he is a member.
The publication presents and comments on the opinion of pedagogical specialists in school, in order to establish their views on the involvement of parents in the process of overcoming aggressive behavioral actions by students. The results are based on surveys of 16 pedagogical counsellors and school psychologists from schools in Blagoevgrad. The opinions of 27 parents of high school pupils were also studied.
The analysis of the obtained results outlines a rather negative picture of the family's activity in its interaction with the school - in defining the problem of aggression and, accordingly, a low degree of cooperation on their part not only to resolve conflict situations with their child, but also in terms of emotional connectivity between them as an adult and a child within the kinship matrix. The dominant position of the professionals allows to conclude that the leading reaction of the parents, is denying the aggressive manifestations of their child and is rather blaming the professionalism of the formal subjects.
This thesis is also supported by the responses of the families, nearly 70% of whom strongly disagree with the school's finding, which informs them of violence and bullying by the student. At the same time, they rely in no small part on the educational function of the educational institution to influence negative student communications. It is found that the problematic is in several dimensions that combine and contribute to the emergence of destructive behavior in adolescents - family, friends, emotional-mental balance, educational environment. In reality, however, parental involvement in the life of the school and their emotional commitment to the child's growth and development is a major condition for curbing and transforming negative personality reactions.