EFEKTI RADA NASTAVNOG OSOBLJA U PREVENCIJI NASILJA
EFFECTS OF WORK OF TEACHING STAFF IN VIOLENCE PREVENTION

Summary/Abstract: Understanding the relationship between conscious and unconscious processes that take place within the human mind, through which certain positive or negative behaviors, implicit or explicit, are expressed - represents the area of research of many sciences. By raising awareness, especially in the last fifteen years, emphasis is placed on the causes of behavior that discriminate on any basis and point to the need to develop better social relations based on equality, tolerance, philanthropy, and the same is the intention of numerous school programs. Schools and other institutions are designed to represent a resource for society, even when it models unacceptable forms of behavior for future generations. The educational system works with intervention and preventive programs to prevent these forms of behavior, while children simultaneously adopt various prejudicial and stereotypical models of behavior, building attitudes about others, even when they have never met „those others “. It implies a competitive environment, lack of cooperation, passivity and sanctioning of critical thinking is a suitable ground for discrimination of all categories of society and that with the way of working of a heterogeneous group of teaching staff, even the school is not immune to the lack of quality. In this paper, we are dealing with the assessment of the effectiveness of the quality of the work of teachers and professional associates, namely those focused on the prevention of unacceptable patterns of behavior through the minimum, i.e. only seven workshops of professional associates and teachers. The pre-test and post-test include 246 students of different ages from primary and secondary schools and21 teachers/professional associates. The results speak in favor of the need for interventions in cases of violence in schools, and about changes in student behavior when solving problems in situations before and after participation in the Program's workshops. More than 50% of responses from teachers and associates speak in favor of positive effects after applying seven workshops. The work is of an empirical nature, based on the naming of phenomena that threaten the quality of (co)life, which children internalize in future behaviors, and offers guidelines for the establishment of practice based on education that calls for peace in all aspects of the lives of current and future generations.

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