Assumptions of asocial children’s behaviour at school
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Abstract
Asocial behaviour is reflected as delinquency, escape from school and home, drug-addiction, and suicide; all these are different ways to cope in a crisis. In this paper two main sources of children’s asocial behaviour are emphasized: 1) children’s orientation toward standards of prestige and success stated by society, and 2) the need of valuable emotional bonds.
Nowadays student’s success is mainly associated with the achievements in academic performance, and success of an adult – with his/her financial and social independence and level of academic education. The worldwide discussion during the last decade about children’s rights approximated social status of a child and of an adult. Consequently, the concept of social success of a child and an adult became similar.
Results of the study, which was carried out in 1999 show that such understanding of the success exists – level of education and a good paid job are one of the highest values for the youth.
More than 1800 students (7-9, 12-14 and 16-18 years old) were questioned in Lithuania and Sweden in 1995 and 1998 with a purpose to find out their opinions about the value of and a support given to children’s rights at home and in school, to identify the rights which are valued the most, and to identify violations of a non-discrimination principle in school, to find out students’ opinions about equality of students and teachers.
The aim of the project was to identify the concepts held by children in different countries about their rights and the reality of their implementations, to assess the level of practising these rights and the nature of socialisation, which reflects the status of children in a society.
The findings of the study show that students in Lithuanian schools lack emotional security, respect for their opinion, love and care from adults.
Quality of communication with teachers and academic questions are the most urgent issues for students. 72 per cent of them agree that discrimination exists in school; this is especially true for children from poor and problematic families, and for those who are out of standards of beauty, abilities, and behaviour.
Results of the study enable stating an assumption that in school exist unfavorable conditions, which trigger the development of an asocial behaviour of students, particularly from those coming from problematic families. The special role in preventing asocial behaviour of children should be given to a social worker, because traditionally social worker is the one who is responsible for changing tactics and principles of social communication, who is also responsible for development and fostering of human potentials and abilities and for their application in a socially accepted way.
Nowadays student’s success is mainly associated with the achievements in academic performance, and success of an adult – with his/her financial and social independence and level of academic education. The worldwide discussion during the last decade about children’s rights approximated social status of a child and of an adult. Consequently, the concept of social success of a child and an adult became similar.
Results of the study, which was carried out in 1999 show that such understanding of the success exists – level of education and a good paid job are one of the highest values for the youth.
More than 1800 students (7-9, 12-14 and 16-18 years old) were questioned in Lithuania and Sweden in 1995 and 1998 with a purpose to find out their opinions about the value of and a support given to children’s rights at home and in school, to identify the rights which are valued the most, and to identify violations of a non-discrimination principle in school, to find out students’ opinions about equality of students and teachers.
The aim of the project was to identify the concepts held by children in different countries about their rights and the reality of their implementations, to assess the level of practising these rights and the nature of socialisation, which reflects the status of children in a society.
The findings of the study show that students in Lithuanian schools lack emotional security, respect for their opinion, love and care from adults.
Quality of communication with teachers and academic questions are the most urgent issues for students. 72 per cent of them agree that discrimination exists in school; this is especially true for children from poor and problematic families, and for those who are out of standards of beauty, abilities, and behaviour.
Results of the study enable stating an assumption that in school exist unfavorable conditions, which trigger the development of an asocial behaviour of students, particularly from those coming from problematic families. The special role in preventing asocial behaviour of children should be given to a social worker, because traditionally social worker is the one who is responsible for changing tactics and principles of social communication, who is also responsible for development and fostering of human potentials and abilities and for their application in a socially accepted way.
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