Social Versus the Aggressive Behavior of the Students in the School Context: the Theoretical Approaches

Abstract

The progressively higher cognitive criteria, which modern school starting from the yearly school years, imposes on students, demand greater individual engagement by the teachers in the affective component. In function of the right management of the education, the determined social climate in the class is a necessary pre-condition. The basic structural components of this climate are the interactions of the students themselves, which reflect mainly through two opposed tendencies: pro-social and aggressive behavior. In this article, we analyze these two components of the social climate from the aspect of the theoretical studies, i.e. their reflection in the school practice. Also, we pay attention to the strategies which have been proven to be efficient in the control of the aggressive behavior. We conclude by discussing key findings and identifying areas for further research to create a vital, open and democratic educational culture of tolerance and by arguing that the prevention of youth violence should be a national priority.