PREVENTIVE „NON-EXISTENT ANIMAL" DRAWING FOR THE STUDY OF AGGRESSION IN CHILDREN OF PRIMARY SCHOOL AGE BY DECIMATING THE SYMPTOMS ACCOMPANYING „COGNITIVE DISMODERATE INTERCOURSE”
The studied students are from the fourth grade, the town of Kyustendil. The drawing of the "Non-existent animal" aims to prevent the essence of the problem of working at the level of primary prevention of aggression in children of primary school age. The following criteria are distinguished in order to analyze the symptom of the "non-existent animals" depicted by children: the preventive symbolic meaning of the depicted objects; preventative importance of colors; degree of aggression; the presence of decorative details. The preventative approach in the drawing is based on the stage in which children painting the non-existent animal, drawing themselves in situations of social communication. When children accumulate in their minds subjective, emotional estimates of their intercourse with their peers, they as a result of cognitive psychological stress sharpen their feelings of being suppressed. Students begin to experience inwardly negative feelings, as a result of which they push these experiences unconsciously and at a conflict moment of perturbation from the external environment with which they communicate, these emotions of emotion in the children are unleashed. At such times, children with lower self-control outweigh the aggressive manifestation of a calm reaction that avoids the aggressive outburst. There are situations where the propensity of children to irritable behavior leads to behavioral deficits in my forms of communication with others. When there is an unfavorable relationship between children, they start distancing and non-acceptance of the other's point of view, and then begin to feel lonely as a factor in „cognitive dismoderate intercourse". Incomplete interactions between children help to ignore the essential moments of communication between children; in practice, incorrect feedback is broken in the course of cognitive processes in communication. There is a distance, not a clarification of the relationship. A small percentage of children start sharing their emotions even with their loved ones. In practice, children do not clarify their positions and relationships with peers and those with whom they have problematic interactions. In this way, children reconstruct in their minds subjective assumptions about the actual irritants leading to aggressive manifestations. Children begin to get angry at themselves and the people they communicate with on every occasion, even with the most common remark. These children are predominantly irritable, especially among the students, which contributes to the escalation of their aggressive behavior. Children do not realize what behavior they actually have and how it affects the people they communicate with. They lack the proactive behavioral standard. Subsequently, there is an imbalance between perceptual views of children and their classmates about attitudes related to problematic issues. In practice, there is an incorrect refraction of the feedback in the process of communication between children, and the focus on their own perceptual attitudes comes to the fore. Emphasizing on one's own views and neglecting the corrective preventive attitude of adult authority on the problematic situation only reinforces the process of „cognitive dismoderate intercourse", among children.
