ПРИМЕРНИ УЧИЛИЩНИ ТЕМАТИЧНИ ЯДРА В НАСОКА ПРЕДОХРАНЯВАНЕ ОТ АГРЕСИЯ
EXAMPLE OF SCHOOLS THEMATIC CORE IN AGGRESSION PROTECTION

Summary/Abstract: The purpose of the study is to develop preventative themes for the prevention of aggression in primary school children. The methodology of the study includes the development of preventive topics for overcoming cognitive dismoderate intercourse in children as a result of which they receive deviations from their normal behavior. Theoretical analysis and synthesis of literary sources that are substantially relevant to the purpose of the study. Comparative analysis and synthesis of empirical research data. The results include the identification of prevention topics that support the development of children's social skills. Preventive theme at primary prevention level: "Humanizing relationships in the school environment to overcome students' aggressive behavior". Improving the cognitive processes in personality development is essential in the process of communication between teachers and students in order to come up with useful ideas for self-control in the communication process. The attitude and authority of the teacher, his / her knowledge and approaches to overcoming "cognitive dismoderate intercourse" play a decisive role in this. The teacher must develop an attitude to overcome his / her negative emotions in order to cope with the problematic situations, because the optimal pedagogical communication will contribute to the creation of opportunities for sharing the students' problems and fears. Conclusions: From a very early childhood, the distance and rejection of the other's point of view begins, and later, loneliness, with adolescents accompanying them, becomes a factor of cognitive dismoderate intercourse. A distance is gained, not a clarification of the relationship between children. They begin not to share their emotions, even with their loved ones. The sense of alienation from others in the children themselves deepens, as they encapsulate within themselves so that they are not harmed. They begin not to clarify their positions with peers and those with whom they have problematic interactions. In this way, they reconstruct in themselves subjective assumptions about how to react in problematic situations. Self-indulgence in children, provoking their ego, in some situations, especially when they are not communicating enough with each other, to reconstruct in their minds the wrong conclusions about the problematic issues that concern them. Loss of self-control at the moment of communication due to the dismoderated feedback may lead to an aggressive reaction. Defending positions and attitudes between them, in some situations, drives them into oppositional behavior. Recommendations the child is a person who develops and needs to enrich his / her experience by making his / her own mistakes, then it is the moment when preventive parents and educators, responding adequately to the situation, will not only prevent problems in the child's behavior, but will help him in the future to find ways of fruitful socialization in which aggression is absent. By overcoming cognitive dismoderate intercourse, the individual who joins the system of social formation of behavioral habits enriches his / her self-actualization, overcoming the barriers in his / her personal deficits. Additional data: in cognitive dismoderate intercourse, a cognitively dismoderated relationship is practically made between the course of the perceptual psychic process, the comprehension of elements of children's interactions, and the parallel systems of analysis, in the exchange of information

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