Teachers’ Perception of Aggressive Behaviour in Children: Case of Bosnia and Herzegovina

Abstract

Aggressive behaviour in children and youth is a widespread phenomenon. Antisocial behaviour that includes certain kind of aggressive behaviour can occur and disappear again during a child’s development. However, from a psychological perspective aggression can be one of the problematic types of behaviour in children with long-lasting negative consequences.

The aim of this research is to examine teachers’ perceptions of the types of aggressive behaviour as well as to find out the causes for the development of aggressiveness in school-age children in Bosnia and Herzegovina (BiH) from teacher’s point of view. In order to define and classify the types of aggressive behavior in school age children in BiH, descriptive method was used. For understanding phenomena of aggression and identification of its cause(s), explanatory method was used. In order to examine teachers’ perceptions of the types of aggressive behaviour as well as the causes for the development of aggressiveness, assessment scales for teachers’ perceptions were used.

The research findings indicate that proactive, reactive, and relational types of aggression are most often seen in school-age children from teachers’ perceptions. The causes of aggressive behaviour range widely: Aggressive behaviour occurs as a combination of internal impulses and external stimuli or triggers that indicate possible aggression so temperament as well as environmental factors can influence the development of aggressiveness; aggressive behaviour is acquired through learning   by observing and imitating model; the role of parents and their way of disciplining a child is  another important cause; the mass media is seen as important cause of aggressive behaviour.