UNIVERSITATEA UNIVERSITA TEA TITU MAIORESCU FA FACULT CULTA ATE DE PSIHOLOGIE INVATA INVA TAMANT MANT ZI
LUCRARE DE DIPLOMĂ AGRESIVITATEA – FORMĂ DE ADAPTARE ŞI CONTRA-REACŢIE LA FRUSTRARE LA COPIII INSTITUŢIONALIZAŢI DE VÂRSTĂ ŞCOLARĂ MICĂ
COORDONATOR ŞTIINŢIFIC : CONF.UNIV.DR. MARGARETA DINCA
ABSOLVENTA : ABSOLVENTA MIHAI ANA-MARIA
BUCURESTI 2007
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“VIAŢA ESTE LUPTA PENTRU MENŢINEREA UNUI UN UI EC ECHI HILI LIBR BRU U ÎN PE PERM RMAN ANEN ENŢĂ ŢĂ AMENINŢAT AMENINŢA T”. ( BORDET )
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“VIAŢA ESTE LUPTA PENTRU MENŢINEREA UNUI UN UI EC ECHI HILI LIBR BRU U ÎN PE PERM RMAN ANEN ENŢĂ ŢĂ AMENINŢAT AMENINŢA T”. ( BORDET )
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CA0ITOLUL II 0ROBLEMATICA AGRESIVIT4ŢII N 0SI;OLOGIE 0SI;O0EDAGOGIE ŞI 0SI;O0ATOLOGIE $#"# NORMALITATE ŞI DEVIANŢĂ JN CONDUITA SOCIALĂ $#$# AGRESIVITATE ŞI COMPORTAMENT AGRESIV
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$#%# FORMELE DE MANIFESTARE ALE AGRESIVITĂŢII $## AGRESIVITATEA JN CADRUL GRUPULUI
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CA0ITOLUL III COM0ORTAMENTUL AGRESIV CA FORM4 DE ADA0TARE ŞI COM0ENSARE A FRUSTR4RII
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02
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03
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L) r$"* ă"9 ROSENZEIG '*)#(#'ă &'2r!-re!&4ii)e *) (r"!r)r% 4: !/ e:r!(*2iive – '$ )r%##!)!%) %!% (ă#+ă9 4!,)ră 4&,!r#) ""# ,?#%'! %=!%r 8/ i2r!(*2iive – '$ )r%##!)!%) %!% ,r#%!)!ă &r% #% &/ i.(*2iive – '$ #,)!"* %!% !r)!)! 4!r-, )#%ră #&%r,)*ă. E>&re%ia ori'$r(i a't !e a+re%i"itate e%te (n 'at?ar%i% ')r% r%$"'% #!#)r%) *) !,)!% '%*%*)*!% (,r% $% )r%##!)!%. A&)r##) ,r#'ăr"# )'! $% )r%##!)!% r%$"'% #!#)r%) *) )r%#"% +#9 &,!r##! &#))*#;%#9 )'%)!) $"'% *) ')!)r#. A'%)!) )r 4%) 'ă )!"'# '$ " ră&" $% )r%##!)!% %!% %=&r#)!9 %(%'!"* )" ')!)r!#' )r !r%?"# ă #'+,r%;% #!#)r%) )*!,r ră&""r# )r%#%. 8 r%$"'%r%) ',(*#'!"*"#9 " r,* #&,r!)! 4* )" $#%r% re!&4ii. D%#"r9 #!) #&"*"*"# ,!#* %!% ă )!)'% +# ă 4$%&ăr!%;% !#"*"* $#r%'! ')r% &r,,)'ă )r%##!)!%. !/ %=&r#)r%) ,!#*#!ă## % &,)!% ()'% 'ă!r% , ) !r%#) &)r!% – $% %=%&*"9 !%r)&%"!"*9 )*! ,?#%'! )" )*!ă &%r,)ă $%'! '%) ,r##)*ă 8/ %=&r#)r%) $#r%'!ă ()ă $% #!#)!,r9 (#% 4 ',$### ,&"#!#% &/ %(%'!"* !%r)&%"!#' )* ')!)r#-"*"# 4 %*#?%r)r%) !%#"#*,r )r%#% ORC6EL>. Pr# "r)r%9 (r"!r)r%) %%r%);ă !%$#% )r%#% ')r% " &,! (# 4$r%&!)!% $#r%'! 4&,!r#) )%!"*"# r%)* )* (r"!răr## &%!r" 'ă )'%!) (#% " %!% #;#?#*9 (#% %!% ')&)?#* ă )'#,%;% &r# %%r% )'#"# &"#!#%. A!"'# $%?"+%"* &%!r" %%r#) )r%#ă ?*,')!ă %!% ă#! &r# 4$r%&!)r%) )'!"*"# 4&,!r#) ""# )*! ,?#%'!-#!ă. Ar%##!)!%) %!% )!(%* !r)(%r)!ă9 $%&*))!ă +# '#)r %%r)*#;)!ă 4 )"#!% #!")##9 #)r '%* )"&r) 'ăr"#) % 4!,)r'% )&r,?#"* )r%)!"*"# % "%+!% #a& i%&$-itor )" &r%F"$#'#". E=#!ă )"#!% &!r!&erisi&i !)e '8ie&e)'r s!* (ers'!2e)'r ')r% $%!%r#ă &'.('r!.e2*) !gresiv9 )'%!%) (##$ ',#$%r)!% $% "?#%'!"* 4 ')";ă ') (r"!r)!%: "/ $)'ă &%r,)) #;)!ă %!% )!#'#&)!ă +# '! $% &"!%r#'>9 ,!#*#!)!%) %%r)!ă $% , (r"!r)r% % &,)!% )#(%!) $#r%'! )" #$#r%'! $/ #$##$"* #!,*%r)! ă ',#$%r% 'ă %!% 4 #"r)ă '$ )!)'ă " r"& $)! )" , &%r,)ă %/ &r%;%) F"!#(#'ăr## ,r)*% 4 ) ()'% )'%! *"'r". T%,r#) a+re%i"itatea e%te o 'ontra1rea'#ie la ,r(%trare ) (,! "&"ă ",r )&*% ))*#;% 'r#!#'% 4 *#!%r)!"r) &#,*,#'ă $% &%'#)*#!)!%. A!(%*9 4 ','%&#) *"# E@SENC !%,r#) %!% '#r'"*)!ă $# ,%! '% (r"!r)r%) %!% $%(##!ă 4 !%r%## )r%##!ă## +# #%r. D%#"r9 ',$"#!%*% )r%#% % ,$#(#'ă ,!,%%!#'9 % 4)ă 4!r"'! (##) ")ă " %!% $%!%r#)!ă %='*"#9 ?#,*,#'. Pr,?*%) (r"!răr## +# )r%##!ă## )r% , #!,r#% *"ă +# ',!r,%r)!ă 4 &#,*,#%9 %) (##$ $%&)r!% $% ) (# 4'%#)!ă.
05
0ARTEA A II –A ASPECTELE PRACTICE ALE CERCETĂRII
00
CA0ITOLUL IV METODOLOGIA CERCET4RII
#"# O>IECTIVELE CERCETĂRII #$# IPOTEZELE CERCETĂRII #%#ORGANIZAREA ACTIVITĂŢII DE CERCETARE ## METODE ŞI TE6NICI DE CERCETARE
0B
H.2. OBIECTIVELE CERCET4RII T#!*"* r%&r%;#!ă , %=&r%#% 4*,?)!ă9 $% )=#ă %%r)*#!)!%9 ) '%%) '% "răr%+!% *"'r)r%). O?#%'!#%*% &% ')r% "r%);ă ă *% !)?#*# ,r #;) $#r%'! (%,%%*% &"% 4 r%*)#% 4 !#!*". T#!*"* *"'răr## %!%: A+re%i"itatea ,orm$ !e a!a&tare -i 'ontra1rea'#ie la 'o&iii in%tit(#ionali)a#i !e "6r%t$ -'olar$ mi'$ . 6,r"*)r%) *"# -) ("$)%!)! &% &r%#) 'ă )r%##!)!%)9 ') +# ',&,r!)%!"* )r%# r%&r%;#!ă , (,ră $% )$)&!)r%9 $)r +# , ',!r)-r%)'#% *) , #!")#% (r"!r)!ă. A'%! *"'r" %!% $%F) " ()&! ',(#r)! +!###(#' $% &#,*,#%. C) &r# ,?#%'!# $% )=#ă %%r)*#!)!%9 '%r'%!)r%) ,)!ră "răr%+!% "r&r#$%r%) )!"r## ')r% %=#!ă 4!r% )r#)?#*%*% $# !#!*": )r%##!)!%9 )$)&!)r% +# (r"!r)r%. C) " &r# &) )* &r,'%"*"# $% !r%'%r% $% *) %%r)* *) &)r!#'"*)r )'%! &r,'% "răr%+!% )!#%r%) ""# #%* $% $#r%'!ă !%!)?#*#!)!% ) (%,%%*,r !"$#)!%>9 )r%##!)!%) %!% ',#$%r)!ă9 4 &r#'#&)*9 "? )&%'!"* ",r) $# ()%!%*% )*%9 +# )"%: #,*%) +# *#?)F"* ,r)* )r%# 4 r%*)##*% #!%r&%r,)*%. A'%)!) " 4%)ă 'ă ,r (# %*#F)!% '%*%*)*!% $#%#"# )*% )r%##!ă##: ')r%%*% %$"')!#% 4 ()#*#) $% ,r##%9 &r%'" +# 4 #!#!"##*% $% 4ăă! %!% ,r?)9 )# &r%'#9 $%&r% ,$%*%*% ()#*#)* +# r%&%'!#9 +',*)r #!%r#,r#;)!% $% ',&#*>9 ()'!,r## $%'*)+)!,r# )# ',&,r!)%!"*"# )r%# &r%$#&,;##% %%!#'ă +# &#,&)!,*,#% &)r%!)*ă>9 ()'!,r# !r)")!#;)# &%!r" ',&#* +# ()#*#%9 '" #&*#')## 4 $%'*)+)r%) )r%##!ă##9 ?,*# ,)!#'% r)%9 )*!% !r)"%>9 &r%'" +# '%*%*)*!% (,r% )*% )r%#"## +# ',&,r!)%!"*"# )r%#. 8 $%%r"* (,r"*ăr## '%*,r '!,r) ,?#%'!#% &% ')r% +# *% &r,&"% '%r'%!)r%) ,)!ră9 -) &,r#! $% *) , %r#% $% (re.ise. I)!ă ',!%=!"* $% &r%#% $% *) ')r% -) &,r#! 4 (#=)r%) ,?#%'!#%*,r '%r'%!ăr##: !/ S,'#%!)!%) % )(*ă 4!r-" ',!#"" &r,'% $% !r)(,r)r% +# $%%#r%. 8/ Pr# "r)r%9 % ,$#(#'ă )*,r#*% $$ )+!%r% ",r %!"r# $% )*,r# $#(%r#!% ')r% 4*,?%);ă. Tr)(,răr# &r,("$% 4 !,)!% )&%'!%*% *%)!% $% )$)&!)r%) ,'#)*ă +# #!%r&%r,)*ă ) #$##$"*"#. &/ I(*"%) )-%$#) &r# &r,,)r%) (#*%*,r )r!#!#'% +# $% $%%% )#)!%> ')r% %!)*%);ă #,*%) +# ',&,r!)%!"* )r%# 4 %%r)*9 &r# "ră!,)r%*%: )r%#"#9 ?)$#!#9 (,*,#r%) )r%*,r9 &)r%r#9 ("r!"r#9 ră&#r#9 %!'. #$ ',! $% )'%!% r%)*#!ă#9 -) &r,'%$)! *) (#=)r%) o*ie'ti"elor 'er'et$rii . Pr# "r)r%9 '%r'%!)r%) ,)!ră )r% ') '8ie&iv (ri2&i(!): "r&r#$%r%) 'r%+!%r## )r%##!ă## *) ',&### #!#!"#,)*#;)#9 ',&)r)!# '" '%# $# ()#*#%. 8 &)r)*%* '" )'%! ,?#%'!# &r#'#&)*9 (#=)! )!%r#,r9 '%r'%!)r%) #;%);ă +# "ră!,)r%*% '8ie&ive se&*2,!re:
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"/ E#$%#%r%) ')r)'!%r#!#'#*,r &##'% )# (r)#*%> ')r% -)" ,$#(#')! $%!%r#$ ',&,r!)%!"* )r%# )* ',&##*,r +',*)r# #'# $# C%!r"* $% P*))%! $/ S"r&r#$%r%) ,$"*"# '" #(*"%%);ă C%!r"* $% P*))%! – ') #!#!"#% $% %$"')#% #!%*%'!")*ă9 ,r)*ă9 '"*!"r)*ă9 ,'#)*ă – $%;,*!)r%) ',&,r!)%!"*"# )r%# %/ S"r&r#$%r%) ,$"*"# $% )#(%!)r% )* )r%##!ă## *) ',&## +',*)r# #'# $# C%!r"* $% P*))%! / A)*#;) ă"r## +# ,$"*"# 4 ')r% !#&"* #$##$")* $% ră&" *) (r"!r)r% #(*"%%);ă ',&,r!)%!"* $% )$)&!)r% ,'#)*ă +# +',*)ră: ',&,r!)%!"* $% 4ă)r% ',&,r!)%!"* $% r%*)#,)r% / I%!#)r%) #(*"%%*,r %=%r'#!)!% $% , %r#% $% ()'!,r# %=!%r# )"&r) !#&"*"# $% ră&" (r"!r)! – )r%#: '*)) $% %*%# ')r)'!%r#!#'#*% #!#!"#%# ,'r,!#!,)r% ()#*#) $% )&)r!%%ă.
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H.=. I0OTE3ELE CERCET4RII C) &"'! $% &*%')r% -) *")! ()&!"* – $%,!r)! +!###(#' – 'ă )r%##!)!%) %!% , (,ră $% )$)&!)r% +# ',!r)-r%)'#% *) (r"!r)r% *) ',&### #!#!"#,)*#;)# $% r!ă +',*)ră #'ă. I ',%'#ă9 i('e0! (ri2&i(!)+ ) (# (,r"*)!ă )!(%*: % &r%;"ă 'ă $)'ă )r%##!)!%) %!% , (,ră $% )$)&!)r%9 &r%'" +# " ,$ $% ',!r)-r%)'#%9 )!"'# %) % )#(%!ă 4 ,$ &r%)! 4 C%!r%*% $% P*))%! ',&)r)!# '" Ş',*#*% $% )ă. 6)ă $% #&,!%;) )!%r#,r (,r"*)!ă #&,!%;) &r#'#&)*ă> )" )# (,! (,r"*)!% "ră!,)r%*% i('e0e se&*2,!re: "/ $)'ă )r%##!)!%) % )#(%!ă ') (,ră $% )$)&!)r% $)!,r#!ă )?%%# ,$%*%*,r ()#*#)*% +# +',*)r%9 )!"'# %) )r% !%$#% %#$%!% $% )#(%!)r% $/ $)'ă %=#!ă )"#!% ')r)'!%r#!#'# &##'% "*! )# (r)#*% *) ',&### #!#!"#,)*#;)# ',&)r)!# '" '%# $# ()#*#%9 )!"'# %*% "! )# %#$%!% *) &r### $)!,r#!ă #(*"%%# r%&%'!#% %/ $)'ă )r%##!)!%) %!% (,ră $% )$)&!)r% +# ',!r)-r%)'#% *) (r"!r)r%9 )!"'# ',&### $# C%!r"* $% P*))%! (,*,%' ',&,r!)%!"* )r%# 4 )'%! % / $)'ă )#(%!ăr#*% (r"!r)! – )r%#% #!%#!)!%) +# ')*#!)!%) *,r> )" )*,)r% )$)&!#ă ,'#)*ă +# +',*)ră9 )!"'# )*%) &,;#!#ă )" %)!#ă ) r"&"r#*,r ,'#)*% +# +',*)r% $% )&)r!%%ă *% #(*"%%);ă / $)'ă *) %*%## ,'r,!## 4 ()#*#% % ',!)!ă " #%* 'ă;"! )* )r%##!ă## +# , )$)&!)r% 4 ("'#% $% &%'#(#'"* (#%'ăr"# %*%9 )!"'# *) ',&## #!#!"#,)*#;)# , ',!)!) " &r) )# 'r%'"! )* (r"!răr## +# )r%##!ă##9 r%&%'!# " #%* )# 'ă;"! &r##$ ')*#!)!%) )$)&!ăr## ,'#,-+',*)r%. A )"! 4 %$%r% *) ',&### $# ()#*#% +',)*) $% )ă> +# !r"'!"r) 4 ("'#% $% %$##*% %$"',%% ()#*#)*%: &ăr## "'#!,r#9 '" !"$## %$##9 '" !"$## "&%r#,)r%.
B
H.. ORGANI3AREA ACTIVIT4ŢII DE CERCETARE 8 ?);) #&,!%;%*,r +# ,?#%'!#%*,r (,r"*)!%9 ) %(%'!")! '%r'%!)r%) 4 *,')*#!)!%) C,!)) )$ 4ă 4 %$%r% +# r%)*#;)r%) ""# !"$#" ',&)r)!#. C) )!)r%9 ) #%!#)! "?#%'# )(*)# 4 QC%!r"* $% P*))%! De)7i2*) &%!r" ) $%&#!) %*%%!%*% $% &%'#(#'#!)!% +# *) QŞ',)*) r. 1 $# )'%%)+# *,')*#!)!%9 +',)*ă %%r)*ă 4 ')r% ',&### "! &r,%## $# ()#*#%. M,!#)#) %!% %#$%!ă9 4 %"* 'ă ) r"! ă ,?%ră #(*"%) %=%r'#!)!ă $% C%!r"* $% P*))%!9 ') #!#!"#% #&*#')!ă 4 &r,!%'#) ',&#*"*"#9 )"&r) $%;,*!ăr## ',&,r!)%!"*"# )r%#. A'!##!)!%) $% '%r'%!)r% ) ,r)#;)!-, &*%'$ $% *) )*%%r%) *,!"r#*,r $% "?#%'# $# (#%')r% #!#!"#% #;)!ă. A!(%*9 ) )*% $# ',#$%r%!% %!,$,*,#'%9 " "ăr $% 0 $% "?#%'# '" r!% '"&r#% 4!r% B +# 11 )#9 (ără ) *") 4 ',#$%r)r% #%*"* $% &r%ă!#r%9 r%;"*!$ )!(%* " *,! %!%r,% +# ')r% r%*%ă $#(%r%%*% ')*#!)!#% *) #%*"* ',&,r!)%!"*"# )$)&!)!#9 ,'#,-+',*)r. S!r"'!"r) *,!"r#*,r % &r%;#!ă )!(%*:
L'*) ,e s*8ie&4i ,i2 Ce2r*) ,e P)!s!.e2
VÂRSTELE NR. DE SU7IECI
< – @ )#
@ )# +# 1 *"ă – 1 )#
1 )# +# 1 *"ă – 11 )#
5
15
1
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VÂRSTELE NR. DE SU7IECI
< – @ )#
@ )# +# 1 *"ă – 1 )#
1 )# +# 1 *"ă – 11 )#
B
12
11
A )"! 4 %$%r% *) ',&## $# ()#*#% +',)*) $% )ă> +# !r"'!"r) 4 ("'#% $% %$##*% %$"',%%: &ăr## "'#!,r#9 '" !"$## %$##9 '" !"$## "&%r#,)r%.
B1
MEDII FAMILIALE EDUCOGENE REPARTIIA PE CLASE
MUNCITORI
STUDII MEDII
STUDII SUPERIOARE
C*)) ) II-) C*)) ) III-) C*)) ) I/-) TOTAL
2 5 11
B 5 10
1 2 3
10%
36%
54%
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TIPUL DE REACIE COMPORTAMENTAL A ELEVILOR N RAPORT CU STIMULII FRUSTRANI
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COMPARAIE COPII N FAMILIE 9 COPII INSTITUIONALIZAI PRIVIND REACIA COMPORTAMENTAL LA STIMULII FRUSTANI Tipuri ! r!"#$i! %& r"p'r #u i*u+ii ,ru"&$i Criteriile după care am analizat distribuţia copiilor pe grupuri ilustrative ale tipurilor de reacţie în raport cu un potenţial frustrant, la apărarea 6ului în funcţie de perceperea unui anumit stimul frustrant Fi la persistenţa trebuinţei ca indice al rezolvării problemelor puse de frustrare după modelul interpretărilor lui Rosenz"eig, prezentat în testul descris anterior. Analiza rezultatelor obţinute releva o pondere mai mare a elevilor ce adoptă o atitudine ecilibrată în raport cu $,a#a *"a!&(&($ :OD; ca indice al unei trebuinţe nesatisfăcute. /e locul al doilea se situează elevii pentru care ameninţarea nesatisfacerii trebuinţei se află în centrul atenţiei lor figurile 8 şi 9%.
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2imeni nu este vinovat
1n condiţiile persistenţei unei trebuinţe 2/% pentru consumarea acesteia, subiecţii adoptă comportamente diferite ++ preferă să ceară autorul cuiva fiind, ca atare, mai dependenţi de alte persoane, >' preferă autonomia în efortul de a rezolva respectiva problemă pe cont propriu& iar
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(? nu se grăbesc în rezolvarea problemei apărute, prefer!nd ca aceasta să se rezolve în timp figurile 12 şi 13%.
(?C ++C >'C
++ - solicită autor >' - rezolvă singur problema (? - lasă descisă problema
'$./ ,/ 12
2/% 6H/R670A 8R6@90260 )# +)
++ >'
+# >) ># *) *#
(?
() (# ) # C ere autor alcu iva
Rezol vă s inguri problemele
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5asă timpul s ă rezolve problemele
<5
P"ri#u+"ri-$i+! "r!i/i-$ii +" u0i!#$ii i&/!i"$i
1n funcţie de punctaul general obţinut, totalul maEim de puncte fiind (##, am grupat subiecţii integraţi eEperimentului pe trei niveluri : copii cu agresivitate scăzută # )) puncte%& copii cu agresivitate moderată ))-?) puncte% Fi copii cu agresivitate ridicată ?)-(## puncte%. Ca atare, ponderile se prezintă astfel: (* dintre subiecţi eEprimă un indice scăzut de agresivitate& )* totalizează grupul celor cu potenţial agresiv moderat Fi >D - subiecţii cu agresivitate înaltă figura nr. 14%.
(*
)*
>D
(* - agresivitate scăzută >D - agresivitate ridicată )* - agresivitate moderată
'$./ ,/ 14
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CARACTERISTICILE AGRESIVIT4ŢII LA SUBIECŢII INVESTIGAŢI Raportul valorilor globale dintre frustrare Fi agresivitate
Analiza distribuţiei subiecţilor din lotul ales, în cadrul unor categorii valorice pentru fenomenele luate în studiu, evidenţiază proporţii apropiate. e eEemplu, frustrarea scăzută apare la (' dintre subiecţi, iar agresivitatea scăzută la (*& frustrarea moderată caracterizează +D dintre subiecţi, iar agresivitatea )*& frustrarea înaltă este implicată pentru >) dintre elevi, iar agresivitatea pentru >D figura nr.15 %. 7e poate constata faptul că, de regulă, copiii frustraţi sunt Fi agresivi. Analiza comparativă a frustrării Fi agresivităţii evidenţiază o stare de încordare, de ameninţare, persistenţa unei trebuinţe, apărarea puternică a 6ului figura nr. 16 %.
(* ('
)* +D
>D
>)
('Ifrustrare scăzută >)Ifrustrare înaltă +DIfrustrare moderată
(*Iagresivitate scăzută >DI agresivitate înaltă )*I agresivitate moderată
'$./ ,/ 15
3rustrare Agresivitate
D# )#
)* +D
+#
>)
>D
># *#
(' (*
(# #
frustrare înaltă agresivitate ridicată
frustrare moderată agresivitate moderată
frustrare scăzută agresivitate scăzută
F$./ ,/ 16
Conduita frustrant-agresivă raortată la fa!torii institu"ionali#ării
Analiza anamnestică a unor cazuri ce prezintă conduite frustrantagresive la copii instituţionalizaţi relevă ca responsabili, cel puţin "#$ 'a!"$: 1; nivelul de v!rstă la care copilul a pierdut sau s-a despărţit de părinţi& 2; nivelul de v!rstă la care s-a produs instituţionalizarea& 3; frecvenţa scimbării instituţiilor de ocrotire Fi a persoanelor de ataFament atunci c!nd acestea au eEistat%. Astfel, în grupa subiecţilor cu '("a# >$ a.#$-$"a"# !)?("# am identificat cei mai mulţi copii instituţionalizaţi imediat după naFtere. AceFti copii au scimbat mai multe instituţii de ocrotire: leagăne, case de copii preFcolari, case de copii Fcolari, ceea ce a făcut ca persoanele de îngriire Fi ataFament să fie instabile. 5a aceFti copii pragul de frustrare este ridicat, particularităţile lor psiocomportamentale prezent!ndu-i ca inadaptaţi, greu educabili, etc.
<<
1n activităţi diverse, aceFti copii se plictisesc repede, nu se antrenează dec!t cu dificultate sau ciar deloc, uneori ciar Fi în activităţi ludice, cu at!t mai puţin în cele Fcolare. 6i nu participă activ la viaţa colectivului, dau impresia că sunt insensibili la aprecierile morale, la puniţie ori gratificaţie. 2u finalizează activităţile pe care le încep, iar capacităţile lor de învăţare, randament Fcolar, capacitate de comunicare Fi relaţie sunt deficitare. Grupa copiilor cu valori ridicate ale frustrării Fi agresivităţii si-au pierdut părinţii mama sau persoana de ataFament în urul v!rstei de *-> ani. 6i se caracterizează printr-o puternică nevoie de dragoste, fiind însă neîncrezători în împărtăFirea ei dau impresia că ar fi fost trădaţi, pot aunge ciar la acte antisociale. 5a aceFti copii, pragul frustrării este scăzut, sunt suspicioFi, intoleranţi, dispun de o reactivitate crescută, preponderent eEtrapunitivi, cei care dorm neliniFtit, se simt nesecurizaţi, cei care se leagănă, scr!Fnesc din dinţi, vorbesc singuri Fi au ticuri verbal-mimice. in punctul de vedere al randamentului Fcolar se situează la un nivel mediu, iar în planul relaţiilor comportamentale de grup sunt dificili, incomozi, deranează pe ceilalţi, nu sunt agreaţi. Copiii instituţionalizaţi care Fi-au pierdut părinţii după v!rsta de D-? ani au nivelul frustrării Fi agresivităţii ca oscil!nd între valorile medii Fi imediat sub acestea. 1n general, ei sunt agreaţi în grup& randamentul Fcolar este bun, iar prognosticul adaptabilităţii este favorabil. Categorie aparte a copiilor instituţionalizaţi o constituie cei care au unul sau ambii părinţi, dar aceFtia se subsumează familiilor cu probleme de integrare socio-umană familii dezorganizate, alcoolici, andicap mintal, etc%. 5a aceFtia se manifestă frecvent agresivitatea& se eEprimă în plan comportamental prin crize eEistenţiale, ca urmare a structurii fragile a sensului lor de viaţă, a modelului de urmat& eEprimă compleEe de culpabilitate Fi de neputinţă, uneori ei comport!ndu-se ca pierz!nd relaţiile cu lumea, devenind incapabili de acţiune figura nr. 1$ %. Concluzion!nd, frustrarea Fi agresivitatea la copiii instituţionalizaţi este corelată cu caracteristicile generale date de mediul de ocrotire familial%. Aceasta deoarece instituţia publică nu poate crea o anumită intimitate, familiaritate, viaţă personal-individuală, în conformitate cu cerinţele specifice ale diferitelor niveluri de v!rstă ale copilăriei figura nr. 18%.
<@
scăzut
7ubprotecţie
moderat
ridicat
2ormal
7upraprotecţie #
*#
+#
D#
$#
(##
F$./ ,/ 17
(## '# $# ?# D# )# +# ># *# (# # imediat după naF tere
la v!rs ta de *-> ani
F$./ ,/ 1<
la v!rsta de D-? ani
@
C"r"#!rii#i+! pi1i#! +" u0i!#$ii i&/!i"$i P#'a,+# a&# "#"(&($ @" Grupurile de elevi investigaţi au relevat o serie de "#,$,+# a'#!"$-# care au fost mai evidente în stimularea comportamentului agresiv. Astfel, sa putut evidenţia o grupare a copiilor în raport cu aceste tendinţe. Au fost selecţionate din grupa celor $ categorii de tendinţe, doar > dintre ele care scot în evidenţă sau stimulează comportamentul agresiv& este vorba despre: "#,$,+#&# $(&$-# impulsivitatea%, "#,$,+#&# !)"# $,"a*$&$"a"# Fi "#,$,+#&# a,"$!$a&#.
G(a#a (*$#!+$& 8, '(,!+$# # "#,$,+#&# a'#!"$-# istribuţia subiecţilor din lotul ales pe cele > categorii de tendinţe afective amintite mai sus, evidenţiază gruparea elevilor pe > niveluri: nor&al #-(*# puncte%& li&ita (*#-*)# puncte% Fi regnant *)#->D+ puncte%. Ca atare, distribuţia procentuală a copiilor investigaţi pe aceste categorii de tendinţe Fi pe niveluri de manifestare este ilustrată în tabelele nr. 6 şi $ pentru compararea loturilor de elevi: Centrul de plasament Fi Jcoala de masă. 862026 0mpulsivitate 0nstabilitate 8endinţe antisociale
C/00 12 3A40506 pct.% #-(*# (*#-*)# *)#->D+ () (# ) (D ' ) D -
C/00 027808902A50;A0 pct.% #-(*# (*#-*)# *)#->D+ > ($ ' D *+ ' () D
Ta*#& ,/ 6 862026 0mpulsivitate 0nstabilitate 8endinţe antisociale
C/00 12 3A40506 .% #-(*# (*#-*)# *)#->D+ )# >> (? )> ># (? *# -
Ta*#& ,/ 7
C/00 027808902A50;A0 .% #-(*# (*#-*)# *)#->D+ (# D# ># *# $# ># )# *#
@1
Analiza rezultatelor obţinute relevă o pondere mai mare a elevilor cu tendinţe către impulsivitate, instabilitate Fi antisociale aflate la limită a copiilor instituţionalizaţi în ordine : D#& $#& )#% comparativ cu elevii din familie >>& >#& #%. Aceste tendinţe afective se manifestă la aceFtia din urmă în limitele normalului mai mult, comparativ cu ceilalţi copii investigaţi. e asemenea, tendinţele antisociale sunt mult mai evidente la copiii instituţionalizaţi, spre deosebire de cei din cadrul familiei >#& )#& *#& comparativ cu *#& #& # - în funcţie de nivelurile abordate% figura nr. 19%.
(##
Copii instituţionalizaţi Copii în familie
$# D# +# *# # #-(*#
(*#-*)#
*)#->D+
#-(*#
(*#-*)#
F$./ ,/ 1=
*)#->D+
#-(*#
(*#-*)#
*)#->D+
@2
R"p'ru+ /"+'ri+'r +'0"+! i&r! "r!i/i"! 2i !&i&$!+! #-r! i*pu+i/i"!
Analiza distribuţiei subiecţilor din lotul ales în cadrul unor categorii valorice pentru fenomenele luate în studiu, evidenţiază proporţii relativ apropiate. e eEemplu, agresivitatea scăzută apare la (* dintre subiecţi, iar impulsivitatea la >#& agresivitatea moderată caracterizează )* dintre copii, iar tendinţele impulsive +?& agresivitatea ridicată este implicată pentru >D dintre copii, iar impulsivitatea pentru *> figura nr.20%.
(*C >#C +?C
)*C >DC
*>C
F$./ ,/ 20
@3
7e poate constata că, de regulă, copiii cu tendinţe impulsive sunt Fi agresivi. Analiza comparativă a agresivităţii Fi impulsivităţii evidenţiază o stare de încordare, de ameninţare, de nervozitate, de dominare a unui afect figura nr. 21%. (## Agresivitate 0mpulsivitate
$# D# +# *# # Agresivitate 0mpulsivitate scăzută
Agresivitate 0mpulsivitate moderată
Agresivitate 0mpulsivitate crescută
F$./ ,/ 21
R"p'ru+ i&r! !&i&$!+! "&i'#i"+! *"&i,!"! +" #'piii i&iu$i'&"+i3"$i #'*p"r"i/ #u !+!/ii i& ,"*i+i! 1n funcţie de punctaul general obţinut, am grupat subiecţii integraţi eEperimentului pe > niveluri: copii cu tendinţe antisociale pregnante *)#>D+ puncte%& copii cu tendinţe antisociale moderate (*#-*)# puncte% Fi copii cu tendinţe antisociale scăzute #-(*# puncte%. Ca atare, ponderile se prezintă astfel: ># dintre copiii instituţionalizaţi manifestă tendinţe antisociale scăzute comparativ cu *# dintre copiii din familie& )# dintre copiii din instituţia ocrotitoare manifestă impulsivitate moderată în sensul că se afla la limită% comparativ cu # din cei din familie& iar restul de *# dintre copiii din Centrul de /lasament eEprimă tendinţe antisociale pregnante, la copiii din Jcoala de masă acestea neeEist!nd la nici un copil din lotul supus cercetării figura nr. 22%.
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1n concluzie, putem afirma că la copiii instituţionalizaţi eEistă un dezecilibru efectiv care, însă, nu a depăFit graniţa normalului , dar care, negliate, o pot depăFi, aung!nd în sfera patologicului. tendinţe antisociale scăzute la copii din familii tendinţe antisociale s căzute tendinţe antisociale moderate la limită% tendinţe antisociale pregnante
(##
$#
D#
+#
tendinţe antisociale normal scăzute%
*#
la limită pregnant
#
F$./ ,/ 22
P!r,'r*"&$! "+! !u+ui ”Eu u& ...” Acest test a fost folosit pentru a evidenţia diferenţa dintre imaginea de sine Fi idealul de sine pe de o parte, iar pe de alte, relaţia dintre imaginea de sine Fi frustrare Fi comportamentul agresiv. intre variabilele acestui test 6u psiologic, social, seEual, cultural, adaptativ, familial m-am oprit asupra a + dintre ele cu semnificaţie pentru fenomenele puse în studiu. 6ste vorba despre: 'u si(ologi!) 'u adatativ) 'u fa&ilial şi 'u so!ial.
Ca atare, s-au obţinut următoarele rezultate procentuale înscrise în
tabel nr. 8.
LOCUL
NUMR SUBIECI
EU ADAPTATIV
EU FAMILIAL
EU SOCIAL
EU PSIHOLOGI C
!a&a # a) C#,"( # &aa#,"
30
31%
1=%
7%
43%
30
32%
11%
57%
Ta*#& ,/ <
@5
in aceste rezultate reiese că ponderea cea mai mare o are 'ul si(ologi! la ambele categorii de subiecţi investigaţi: )? pentru copiii instituţionalizaţi , +> pentru cei din familie figura nr. 23%.
(## $# D#
Copii în familie Copiii instituţionalizaţi
+# *# # 6u psiologic
6u adaptativ
6u familial
6u social
F$./ ,/ 23
P!r,'r*"&$! "+! !u+ui ”Eu "2 /r!" - ,iu ...”
nr. 9.
5a acest test , rezultatele au fost următoarele, cum reiese din tabelul
LOCUL !a&a # a) C#,"( # &aa#,"
EU EU PSIHOLOGI ADAPTATIV C 13% 33% 15% 2=%
EU FAMILIAL
EU SOCIAL
17% 22%
37% 34%
Ta*#& ,/ =
Rezultatele la acest test au scos în evidenţă ponderea cea mai mare a 6ului social la ambele categorii de subiecţi investigaţi: >? pentru copiii din familie Fi >+ pentru cei instituţionalizaţi& acestea sunt urmate de 6ul adaptativ >>& 6ul familial eEistă în proporţie de ** la copiii din Centrul
@0
de /lasament Fi (? pentru ceilalţi& iar rezultatele la 6ul psiologic au fost: (> pentru copiii din familie Fi () pentru ceilalţi. e asemenea, rezultatele obţinute au evidenţiat că 6ul familial este într-o proporţie de (( la copiii instituţionalizaţi un procent mult mai scăzut comparativ cu subiecţii din familie ('% dar se constată o creFtere în proiecţia viitoare K 6u aF vrea să fiu tatăL, K6u aF vrea să am familieL% figura nr.24%.
() eu psiGologic
>*C eu adaptativ )?C eu psiGologic
E( (," E( a> -#a ) '$(
*' eu adaptativ
** eu familial
((C eu familial
>+ eu social
F$./ ,/ 24
1n scimb, la copiii din familie , rezultatele sunt apropiate la cele două variante ale testului: K 'u sunt...* Fi K'u aş vrea să fiu...L figura nr. 25%.
@B (##
Rezultatele M6u sunt...M $#
Rezultatele M6u aF vrea să fiu...M
D# +# *# # eu adaptativ
eu familial
eu social
eu psiGologic
F$./ ,/ 25
P!r,'r*"&$! +" !u+ ”4"*i+i"” Gruparea subiecţilor în funcţie de caracteristicile familiei studiu comparativ Analiza rezultatelor obţinute de subiecţii investigaţi la acest test, precum Fi în urma convorbirilor purtate pe marginea desenelor realizate, au evidenţiat următoarele rezultate: *> dintre copiii din Jcoala de masă fac parte din familii în care eEistă relaţii foarte ecilibrate între membrii& +> din ei sunt încadraţi într-o familie armonioasă, cu relaţii KnormaleL între membrii ei, *? din elevi aparţin unor familii între membrii căreia nu eEistă armonie, relaţiile dintre ei fiind discordante Fi doar ? din elevii Fcolii de masă, supuFi investigaţiei , sunt încadraţi într-o familie subculturală, între membrii ei neeEist!nd relaţii de cooperare Fi colaborare. 2u acelaFi lucru se poate spune în cazul copiilor instituţionalizaţi, în cazul cărora procentul cel mai mare este obţinut de copiii care afirmă că nu au aparţinut unei familii ecilibrate, armonioase, deci, neeEist!nd relaţii între membrii manifest!ndu-se dezinteres afectiv Fi material, lipsa (## afectivităţii, etc.% )>& ei sunt urmaţi de copiii care au fost încadraţi unor familii în care relaţiile dintre membrii erau discordante +#& doar ? Copii înîn familie dintre $# ei au aparţinut unor familii armonioase, acest caz fiind vorba instituţionalizaţi despre acei copii care pe timpul vacanţei deCopii vară sunt luaţi de aFa-numiţii KpărinţiD#adoptiviL din @elgia%& iar procentul copiilor care ar fi putut aparţine unor familii foarte ecilibrate, neeEist!nd în cazul elevilor din Centrul de /lasament pentru comparaţie figura nr. 26 Fi tabel nr. 10 r %. +# *#
# foarte ecGilibrate
armonioase
discordante
nu eEistă
@<
RELAII N FAMILIE F$./ ,/ 26 SUBIECI C$$ 8, 'a$&$# C$$ $,"$"(+$,a&$?a+$
R#&a+$$ 8, 'a$&$# % 'a"# #!$&$*a"#
a,$a#
$!a,"#
,( #$")
23
43 7
27 40
7 53
Ta*#& ,/ 10
Gruparea subiecţilor în funcţie de tipul de familie ca structură de apartenenţă Rezultatele obţinute au permis identificarea a > categorii de subiecţi: cei care aparţin fa&iliei nu!leare; cei care sunt încadraţi într-o fa&ilie &i+tă Fi cei care fac parte dintr-o fa&ilie nonarentală. istribuţia procentuală pe aceste tipuri de familie a copiilor investigaţi este ilustrată mai os tabel nr.11 şi figura nr. 2$%. SUBIECI C$$ 8, 'a$&$# C$$ $,"$"(+$,a&$?a+$
TIPUL DE FAMILIE 'a$&$# ,(!&#a)
'a$&$# $")
'a$&$# ,,a#,"a&)
<7 10
10 37
3 53
Ta*#& ,/ 11
@@ (## copii în familie copii instituţionalizaţi
$# D# +# *# # familie nucleară
familie miEtă
familie nonparentală
F$./ ,/ 27
Comparaţie: copii în familie copii instituţionalizaţi privind tipul de familie de provenienţă
/articularităţile familiei la subiecţii investigaţi 1n acest caz, interesează doar gradul de manifestare al agresivităţii în atitudinile parentale faţă de copii în formarea personalităţii agresive a copilului. Ca atare, rezultatele obţinute au permis identificarea a > categorii de copii, grupaţi în funcţie de gradul de agresivitate al modelului parental agresiv, astfel: atitudine arentală agresivă s!ă#ută) atitudine agresivă &oderată Fi atitudine arentală agresivă ridi!ată. istribuirea globală a subiecţilor investigaţi în funcţie de aceste grade este dată în procente după cum urmează: () dintre copii provin din familii cu o atitudine agresivă scăzută& )D din ei au sau au avut părinţi cu o atitudine parentală agresivă moderată Fi *' dintre subiecţii investigaţi au ()C aparţinut sau aparţin unor familii cu părinţi a căror atitudine agresivă este ridicată figurile nr. 28 şi 29%.
*$C
)?C
1
() I copii din familie cu agresivitate scăzută )D I copii din familie cu agresivitate moderată *$ I copii din familie cu agresivitate ridicată
F$./ ,/ 2<
DISTRIBUIREA SUBIECŢILOR N FUNCŢIE DE TI0UL DE ATITUDINE 0ARENTAL4 AGRESIV4 $# D# +# *# # atitudine parentală agresiv scăzută
atitudine parentală agresiv moderată
F$./ ,/ 2=
atitudine parentală agresiv ridicată
Raportul valorilor globale dintre gradul de agresivitate manifestată la copii Fi atitudinea parentală agresivă
11
Analiza distribuţiei subiecţilor din lotul ales, în cadrul unor categorii valorice pentru fenomenele luate în studiu, evidenţiază proporţii apropiate. Astfel : agresivitatea scăzută apare la (* dintre subiecţi, iar atitudinea parentală agresivă scăzută la () dintre familiile de provenienţă& agresivitatea moderată caracterizează )* dintre copii, iar atitudinea parentală agresivă moderată )*& agresivitatea ridicată este implicată pentru >D dintre elevi, iar atitudinea familială agresivă ridicată este în proporţie de *' figura nr. 30%.
(*C
()C
)*C
)DC >DC
(* I agresivitate scăzută >D I agresivitate ridicată )* I agresivitate moderată
*'C
() I atitudine parentală agresivă scăzută *' I atitudine parentală agresivă ridicată )D I atitudine parentală agresivă moderată
F$./ ,/ 30
7e poate constata că, de regulă, copiii agresivi provin din familii a căror atitudine fată de copii este Fi ea agresivă. Analiza comparativă a lor demonstrează, deci, că modelul influenţează formarea personalităţii agresive a copilului figura nr. 31%.
12 (## $# D# +# *# # agresivitate scăzută
agresivitate ridicată
agresivitate moderată
atitudine agresivă scăzută
atitudine agresivă ridicată
atitudine agresivă moderată
F$./ ,/ 31
13
CA0ITOLUL VI CONCLU3II ŞI 0ERS0ECTIVE DE CERCETARE
CONCLUZII GENERALE
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