Volume 04 Issue 06-2024
134
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
06
P
AGES
:
134-139
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Aggressive behavior among students in educational institutions is a pressing concern that affects the overall learning
environment, student well-being, and academic performance. Understanding the underlying reasons for such
behavior and developing effective psychocorrection strategies is crucial for creating a safe and conducive educational
atmosphere.This article aims to explore the multifaceted reasons behind aggressive behavior in students, ranging
from individual psychological factors to environmental and school-related influences. By delving into these causes, we
can better comprehend the complexity of the issue and identify targeted interventions. Furthermore, the article will
discuss various psychocorrection methods that have been shown to mitigate aggressive tendencies in students.
KEYWORDS
Aggressive behavior, educational institutions, psychocorrection, cognitive-behavioral therapy (CBT), anger
management, social skills training, peer mediation, conflict resolution.
INTRODUCTION
Aggressive behavior among students is a complex
issue that can have significant impacts on both
individual well-being and the overall school
environment. By comprehensively defining and
recognizing the various forms of aggression, educators
and mental health professionals can effectively
Research Article
REASONS FOR AGGRESSIVE BEHAVIOR OF STUDENTS IN EDUCATIONAL
INSTITUTIONS AND ITS PSYCHOCORRECTION
Submission Date:
June 20, 2024,
Accepted Date:
June 25, 2024,
Published Date:
June 30, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue06-22
Adikalieva Ariwkhan
2nd Year Student In The Specialty Of Pedagogy And Psychology, Nukus Innovation Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 06-2024
135
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
06
P
AGES
:
134-139
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
intervene and support students in need [3]. Physical
Aggression, characterized by actions causing physical
harm, is overt and visible. Verbal Aggression, through
the use of words to inflict harm, can be equally
damaging. Relational Aggression, often covert and
insidious, targets social relationships and can have
long-lasting effects. Understanding that some
aggression is a normal part of development is crucial.
Developmentally appropriate aggression includes
occasional conflicts as children learn social skills.
However, problematic aggression is persistent, severe,
and indicative of deeper issues requiring specialized
intervention. Assessing the frequency, intensity,
duration, and impact of aggressive behaviors is
essential. High frequency and intensity, prolonged
duration, and significant negative impacts on
individuals and the school community are red flags for
problematic aggression. Intervening in cases of
problematic aggression requires a multi-faceted
approach. Implementing social-emotional learning
programs, providing individual counseling, fostering
positive peer relationships, and involving families in the
intervention process can all be effective strategies.
Establishing a safe and inclusive school environment is
key to preventing and addressing aggressive behavior.
Encouraging
open
communication,
promoting
empathy
and
conflict
resolution
skills,
and
implementing anti-bullying policies can help create a
culture of respect and understanding. By proactively
defining, identifying, and addressing aggressive
behavior in students, educators and mental health
professionals can foster a school environment where
all students feel safe, respected, and supported.
Through targeted interventions and a commitment to
promoting positive social interactions, schools can
work towards reducing aggression and promoting
healthy
social-emotional
development
among
students [5].
Aggressive behavior in students is a multifaceted issue
influenced by a complex interplay of individual,
environmental, and school-related factors. By delving
into these causes, educators and mental health
professionals can gain valuable insights to design
effective interventions and support mechanisms
tailored to address the root of the problem. Individual
factors play a significant role in shaping a student's
propensity towards aggression. Personality traits and
temperament, such as impulsivity and low empathy
levels, can predispose individuals to react aggressively
in challenging situations. Children with difficult
temperaments may struggle with regulating their
emotions, leading to outbursts of anger and
aggression. Mental health issues, including ADHD,
ODD, and anxiety, can also contribute to aggressive
behaviors as students may use aggression as a coping
mechanism for underlying emotional distress.
Environmental influences, particularly family dynamics
and parenting styles, have a profound impact on a
student's development of aggressive behavior.
Volume 04 Issue 06-2024
136
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
06
P
AGES
:
134-139
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Exposure to domestic violence, inconsistent discipline,
and lack of parental supervision can contribute to the
normalization of aggression within the family unit.
Socioeconomic stressors, such as financial instability
and community violence, can exacerbate feelings of
frustration and helplessness, prompting aggressive
responses
as
a
means
of
self-preservation.
Additionally, exposure to violent media content and
community violence can desensitize students to
aggression and perpetuate aggressive behaviors as a
normative response to conflict. School environments
also play a crucial role in shaping student behavior [1].
A negative school climate characterized by high stress
levels, competition, and lack of support can foster
aggression among students. Inadequate policies on
bullying and violence may inadvertently enable
aggressive behaviors to persist unchecked. Peer
relationships and experiences of bullying can
significantly impact a student's propensity towards
aggression, as victimization or social isolation can lead
to retaliatory behaviors or attempts to assert
dominance in social interactions. Furthermore, the
quality of teacher-student relationships and classroom
management practices can either mitigate or
exacerbate aggressive behaviors in students. In
conclusion, understanding the multifaceted causes of
aggressive behavior in students is essential for
developing comprehensive intervention strategies
that address the underlying issues driving such
behaviors. By considering individual vulnerabilities,
environmental
stressors,
and
school-related
influences, educators and mental health professionals
can work collaboratively to create supportive
environments that promote positive social-emotional
development and reduce instances of aggression
among students. Through targeted interventions that
address these root causes, we can foster a culture of
empathy, respect, and conflict resolution within
educational settings, ultimately enhancing the well-
being and academic success of all students.
Aggressive behavior in students not only affects the
individual exhibiting such behavior but also has
profound consequences that permeate throughout
the educational environment. Understanding these
consequences is crucial for educators, administrators,
and policymakers to recognize the urgency of
addressing aggression in schools and implementing
effective intervention strategies. Aggressive behavior
disrupts the learning process by creating a hostile
environment that impedes the academic progress of
both the aggressor and their peers. Classroom
disruptions and disciplinary actions can result in missed
instructional time, leading to decreased academic
achievement [4].
Students who engage in aggressive behavior may
struggle to focus on their studies, resulting in lower
grades and diminished motivation to succeed
academically. For the aggressor, persistent aggression
Volume 04 Issue 06-2024
137
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
06
P
AGES
:
134-139
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
can lead to social isolation, emotional distress, and a
negative reputation among peers and teachers. Social
isolation and loneliness may exacerbate underlying
emotional problems, such as anxiety and low self-
esteem, further perpetuating the cycle of aggression.
Victims of aggression experience emotional trauma,
academic disengagement, and social withdrawal,
which can have lasting psychological effects and hinder
their overall well-being. Aggressive behavior in
childhood and adolescence is associated with an
increased risk of criminal behavior and continued
behavioral
problems
into
adulthood
if
left
unaddressed. Victims of aggression are at higher risk
for developing chronic mental health issues and
negative self-perception, impacting their long-term
psychological well-being and life outcomes. High levels
of aggression create an unsafe school environment,
instilling fear and anxiety among students and staff.
This erosion of school safety undermines the
educational mission of the institution and contributes
to a breakdown in trust and respect among members
of the school community. A pervasive sense of
insecurity can lead to decreased morale, impacting
teacher retention and student enrollment. In
conclusion, the consequences of aggressive behavior
in students are far-reaching and multifaceted, affecting
academic performance, social-emotional well-being,
and the overall school environment. By recognizing
these consequences and implementing targeted
interventions that address the root causes of
aggression, schools can create a more supportive and
nurturing environment that promotes positive
behavior and enhances the well-being of all students.
It is imperative for educators, parents, and community
stakeholders to work collaboratively to address
aggression in schools effectively and create a culture
of empathy, respect, and conflict resolution for the
benefit of all students.
Psych correction Strategies
Addressing aggressive behavior in students effectively
requires a range of psychocorrection strategies that
cater to individual needs and the school environment.
These strategies can be implemented at various levels,
from individual interventions to school-wide programs.
Individual Interventions
Cognitive-Behavioral Therapy (CBT). CBT helps
students identify and change negative thought
patterns and behaviors. It focuses on developing
coping skills and problem-solving techniques.
Therapists work with students to manage anger,
improve emotional regulation, and reduce impulsivity.
Anger Management Programs. These programs teach
students techniques to control their anger and express
it in non-aggressive ways. Techniques such as deep
breathing, counting to ten, and using “I” statements to
express feelings are taught and practiced. Social Skills
Training. Social skills training helps students develop
positive interpersonal skills and improve their
Volume 04 Issue 06-2024
138
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
06
P
AGES
:
134-139
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
interactions with peers. Role-playing and modeling
appropriate social behaviors are common methods
used to teach skills like empathy, cooperation, and
conflict resolution.
Group Interventions
Peer Mediation and Conflict Resolution Programs:
These programs train students to help mediate
conflicts among their peers, promoting peaceful
resolutions. Trained peer mediators facilitate
discussions between conflicting parties to reach
mutually agreeable solutions. Group Therapy Sessions.
Group therapy provides a supportive environment
where students can share experiences and learn from
others facing similar issues. Led by a therapist, these
sessions focus on developing social skills, empathy,
and coping strategies. Social-Emotional Learning (SEL)
Programs. SEL programs teach students to understand
and manage emotions, set positive goals, show
empathy for others, and make responsible decisions.
Schools integrate SEL into the curriculum through
activities and lessons that build emotional intelligence
and social skills.
CONCLUSION
Aggressive behavior in students poses significant
challenges within educational settings, impacting the
academic, social, and emotional well-being of all
involved. Understanding the multifaceted causes of
aggression, from individual psychological factors to
environmental and school-related influences, provides
a comprehensive framework for addressing these
behaviors effectively. Implementing a range of
psychocorrection strategies is essential for mitigating
aggressive tendencies. Individual interventions, such
as
cognitive-behavioral
therapy
and
anger
management programs, help students develop
emotional regulation and coping skills. Group
interventions, including peer mediation and social-
emotional learning programs, foster positive social
interactions and conflict resolution. School-wide
interventions,
such
as
Positive
Behavioral
Interventions and Supports (PBIS) and anti-bullying
policies, create a supportive and safe school climate.
The role of educators and parents is crucial in this
endeavor. Teacher training in managing aggressive
behavior, de-escalation techniques, and collaboration
with parents are vital components in creating a
cohesive support system for students. Parental
involvement in psychocorrection efforts ensures that
positive behaviors are reinforced both at school and at
home. Addressing aggressive behavior in students
requires a holistic and proactive approach. By
understanding
the
underlying
causes
and
implementing targeted psychocorrection strategies,
schools can foster a safer and more conducive learning
environment. This not only benefits the students who
exhibit aggressive behaviors but also enhances the
overall health and harmony of the entire educational
community. The collaborative effort of educators,
Volume 04 Issue 06-2024
139
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
06
P
AGES
:
134-139
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
parents, and mental health professionals is essential in
promoting the well-being and academic success of all
students, ensuring a positive and supportive
educational experience.
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1.
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Jimerson, S. M. Swearer, & D. L. Espelage (Eds.),
Handbook of bullying in schools: An international
perspective (pp. 61-72). Routledge.
2.
Kazdin,
A.
E.
(2017).
Evidence-based
psychotherapies for children and adolescents (3rd
ed.). Guilford Press.
3.
Merrell, K. W., Gueldner, B. A., & Ross, S. W. (2011).
Social and emotional learning in the classroom:
Promoting mental health and academic success.
Guilford Press.
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Olweus, D. (1993). Bullying at school: What we
know and what we can do. Blackwell Publishing.
5.
Walker, H. M., Ramsey, E., & Gresham, F. M. (2004).
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practices (2nd ed.). Wadsworth Publishing.
