Psychological conception of conflict was formed by several trends: psychoanalysis, behaviorism, cognitive. There separate thesis could be used to define conflict as integrated 3 levels (cognitive, affective and action) phenomenon. Although it could be used the same definition for conflicts occurred in education context, there are same specific means of it in educology. Firstly it is the form and the result of teachers behavior. Secondly, the misbehavior of pupils is named as conflict. Lastly, conflict as unavoidable appearance, is the indicator of teachers conflict competence. Conflict between teacher and pupils was usual in traditional school, but in there are justified only constructive conflicts in democratic school.
Psychological conception of conflict was formed by several trends: psychoanalysis, behaviorism, cognitive. There separate thesis could be used to define conflict as integrated 3 levels (cognitive, affective and action) phenomenon. Although it could be used the same definition for conflicts occurred in education context, there are same specific means of it in educology. Firstly it is the form and the result of teachers behavior. Secondly, the misbehavior of pupils is named as conflict. Lastly, conflict as unavoidable appearance, is the indicator of teachers conflict competence. Conflict between teacher and pupils was usual in traditional school, but in there are justified only constructive conflicts in democratic school.
Psychological conception of conflict was formed by several trends: psychoanalysis, behaviorism, cognitive. There separate thesis could be used to define conflict as integrated 3 levels (cognitive, affective and action) phenomenon. Although it could be used the same definition for conflicts occurred in education context, there are same specific means of it in educology. Firstly it is the form and the result of teachers behavior. Secondly, the misbehavior of pupils is named as conflict. Lastly, conflict as unavoidable appearance, is the indicator of teachers conflict competence. Conflict between teacher and pupils was usual in traditional school, but in there are justified only constructive conflicts in democratic school.
Psychological conception of conflict was formed by several trends: psychoanalysis, behaviorism, cognitive. There separate thesis could be used to define conflict as integrated 3 levels (cognitive, affective and action) phenomenon. Although it could be used the same definition for conflicts occurred in education context, there are same specific means of it in educology. Firstly it is the form and the result of teachers behavior. Secondly, the misbehavior of pupils is named as conflict. Lastly, conflict as unavoidable appearance, is the indicator of teachers conflict competence. Conflict between teacher and pupils was usual in traditional school, but in there are justified only constructive conflicts in democratic school.
As the number of pupils, which run into different socialization problems, is increasing, helping them becomes particularly relevant. That it would be properly organized, it is important to know the attitude of school's administration and teacher's team that is helping pupils towards this preserve, set the necessity of help, analyze forms of help that are offered and evaluate the quality of help. According to this research was made in Raseiniai district local governments' educational institutional. Its object is, helping a pupil having trouble in socializing. The aim of the research is to set harmony of demand, supply and quality for pupil having trouble in socializing, while revealing schools leaderships' and helping teams' realization peculiarity of surplus function. The basis of methodological research is kept: the theory of psychoanalysis ( K. Horni, H. Salivanas, E. Fromas}: personality is the reflection of interpersonal relationship; the theory of evolution of psychosocial personality {E. Ericson}: specific behavior of particular pupil depends on his earlier experience, cultural environment and even on the history of community; the theory of social learning {A. Bandura): learning result is humans' behavior and psycho processes. Behavior mostly depends not only on one factor or on separate model of behavior, but their interplay. The methods of research: theoretical – scientific literature, the analysis of law documents; empirical – quantitative standardize written interrogatory method was practiced examining schools' leadership, schools' helping team members and pupils of higher classes; statistical – written interrogatory statistical fact analysis was practiced according expositive statistic methods, correlation analysis and counting in term of percentage. In research participated 18 comprehensive schools of Raseiniai district: 2 gymnasiums, 6 secondary schools ir10 basic schools. 409 pupils compound the grip (14,6 % of 8-12 classes pupils still are studying}, 11 of 18 school headmasters and 108 members of schools preventive working group. In account, 528 respondents were questioned. Comprehensive schools of Raseiniai district give great attention to negative social expression of preventive and child's wealth. Different factors of inside and outside school community life determine efficiency of preventive means, witch now is not sufficient. Results of the research approved hypothesis that helping for pupils' means efficiency that is organized in school determine to harmony of demand, supply and quality.
As the number of pupils, which run into different socialization problems, is increasing, helping them becomes particularly relevant. That it would be properly organized, it is important to know the attitude of school's administration and teacher's team that is helping pupils towards this preserve, set the necessity of help, analyze forms of help that are offered and evaluate the quality of help. According to this research was made in Raseiniai district local governments' educational institutional. Its object is, helping a pupil having trouble in socializing. The aim of the research is to set harmony of demand, supply and quality for pupil having trouble in socializing, while revealing schools leaderships' and helping teams' realization peculiarity of surplus function. The basis of methodological research is kept: the theory of psychoanalysis ( K. Horni, H. Salivanas, E. Fromas}: personality is the reflection of interpersonal relationship; the theory of evolution of psychosocial personality {E. Ericson}: specific behavior of particular pupil depends on his earlier experience, cultural environment and even on the history of community; the theory of social learning {A. Bandura): learning result is humans' behavior and psycho processes. Behavior mostly depends not only on one factor or on separate model of behavior, but their interplay. The methods of research: theoretical – scientific literature, the analysis of law documents; empirical – quantitative standardize written interrogatory method was practiced examining schools' leadership, schools' helping team members and pupils of higher classes; statistical – written interrogatory statistical fact analysis was practiced according expositive statistic methods, correlation analysis and counting in term of percentage. In research participated 18 comprehensive schools of Raseiniai district: 2 gymnasiums, 6 secondary schools ir10 basic schools. 409 pupils compound the grip (14,6 % of 8-12 classes pupils still are studying}, 11 of 18 school headmasters and 108 members of schools preventive working group. In account, 528 respondents were questioned. Comprehensive schools of Raseiniai district give great attention to negative social expression of preventive and child's wealth. Different factors of inside and outside school community life determine efficiency of preventive means, witch now is not sufficient. Results of the research approved hypothesis that helping for pupils' means efficiency that is organized in school determine to harmony of demand, supply and quality.
