International experience of social prevention of aggressive behavior in adolescents

Abstract

 The article examines the international experience of social prevention of aggressive behavior in adolescents as an important area of socio-pedagogical activity, which is becoming increasingly relevant in the context of rising manifestations of youth aggression. Aggressive behavior during adolescence is conditioned by age-specific developmental changes, identity search, emotional instability, as well as external destructive factors within the social environment. One of the most effective mechanisms for preventing aggression is social prevention, which encompasses a system of legal, psychological, educational, medical, and social measures aimed at reducing or eliminating risk factors.

The article summarizes approaches to the implementation of preventive programs in leading European countries (Germany, France, the United Kingdom, Poland) and the United States. It is shown that prevention strategies are implemented on several levels: individual, group, class-based, and institutional. Emphasis is placed on the complexity of prevention, which includes cognitive-behavioral therapy, social training, family therapy, and psychodynamic approaches. Programs that combine multiple methods simultaneously have proven to be most effective. The German experience demonstrates a clear structure of measures across three levels of prevention: primary (preventing destructive influences), secondary (identifying at-risk groups and working with them), and tertiary (rehabilitation and resocialization of offenders). Successful practices in the U.S. include the "40 Steps to Development" program and the "Teen Court" initiative, both of which are implemented with consideration for adolescents’ individual needs and involve community, family, school, and social service professionals.

Special attention is given to the prevention of aggression in educational settings, particularly to anti-bullying measures that are effectively applied in Poland and the UK. The article highlights the importance of institutional support and an interdisciplinary approach, which ensures effective coordination between educators, social workers, psychologists, and parents. It is noted that systematic prevention should be conducted continuously throughout the academic year, covering all participants in the educational process.