Professional pedagogical approaches to youth aggression in inclusive-education settings

Abstract

Today, the problem of aggression in society is extremely acute, especially among youth in inclusive education settings. This article is devoted to the psychological and pedagogical problem of student and youth aggression, a problem currently faced by pedagogical workers. The article also focuses on the possibility of averting student aggression in inclusive environments through art therapy and other psychological and pedagogical and training tools. The purpose of the paper is to reveal solutions to the problem of aggression in the inclusive education setting, which is an indicator of the professional competence of pedagogical workers and a determination of the main art-therapeutic, psychological, and pedagogical means of tolerance development for students. To accomplish this goal, this paper uses the theoretical research methods of theoretical analysis, synthesis, abstraction, comparison, generalization, systematization, as well as the empirical research methods of questionnaires and statistics. The findings suggest that it is necessary to implement student tolerance development programs in order to avoid personality aggression. An integral part of effective tolerance development programs in both general and higher education is art therapy, along with psycho-pedagogical and training materials.