“Mircea cel Batran” Naval Academy Scientific Bulletin, Volume XVIII – 2015 – Issue 1 Published by “Mircea cel Batran” Naval Academy Press, Constanta, Romania // The journal is indexed in: PROQUEST SciTech Journals, PROQUEST Engineering Journals, PROQUEST Illustrata: Technology, PROQUEST Technology Journals, PROQUEST Military Collection PROQUEST Advanced Technologies & Aerospace IDENTIFYINGWITH PARENTSFORDETERMINATION PROSOCIAL AND AGGRESSIVE BEHAVIOR IN CHILDREN Julia DONCHEVA 1 Desislava STOYANOVA 2 1 Pr. Assist. Prof. Dept. of Pedagogy, Psychology and History, University of Ruse „Angel Kanchev“, Bulgaria, jdoncheva@uni-ruse.bg 2 PhD,Pr. Assist. Prof. Dept. of Pedagogy, Psychology and History, University of Ruse „Angel Kanchev“, Bulgaria, dstoyanova@uni- ruse.bg Abstract: Family and parents as a social and educational – training factor for pro-social and aggressive behavior in the child. Social - psychological climate in the family; Personal appearance of the parent. Parent as a model for aggression and non-aggression pact, a set of personal parental qualities; Pedagogical culture of parents - the child as a value and as a subject in the family, parents in the upbringing and socialization of the child's personality (parental responsibility), correctional and educational purposes in the family of children, typical educational resources in the family, creating conditions for prevention. Child digested patterns of behavior of the loved one soft hose who live with and grow from those who learn and intentionally or unintentionally gave him a role model. This role model is "recorded" and is multiplied generation after generation. Then talk about traditional folk psychology, seek the roots of one or other behavior back in time or in primary human development, namely in his childhood. Keywords: family, identity, pro-social, aggressive behavior. "Behavior is a mirror in whichevery show your face” Goethe Child digested patterns of behavior of the loved ones of those who live with and grow from those who learn and intentionally or unintentionally gave him a role model. This role model is "recorded" and is multiplied generation after generation. Then talk about psychology, seek the roots of one or other behavior back in time or in primary human development, namely in his childhood. Inevitably the family and parents are social and educational - educational factor for pro-social and aggressive behavior in the child. Of course, they are not the only, but social - psychological climate in the family contributes the most to the development of positive or negative behavior and attitudes. Personal appearance of the parent is a model, a model for interpretation and identification. It includes a set of parental personality qualities embodied the image of unprovoked aggression parent (pro-social behavior) or that exactly the opposite behavior, with reactions to parental authority demonstrates a destructive behavior. Construction, formation, education within the family of diametrically opposed forms of behavior - a pro-social and aggressive necessitated the development of themes in the report and current research. Interest in the topic of pro-social behavior is emerging in social psychology in the 60sand70sby the increased desire to improve the quality of life, stimulating moral development, social responsibility, etc. To a greater extent this interest is linked to the prevention and reduction of aggressive behavior than to the study of the ancillary behavior itself. Prosocial Behaviour Pro-social behavior, most commonly understood as assistance in response to a direct request for help(helping behavior), but also as behavior that protects and encourages external social sites. Crucial in the second approach has positive behavior in social interaction, eg. adoption partner, the feeling of responsibility for the outcome of an event, interpersonal interaction behavior of the partner and support "adjustment" to the partner. Pro social behavior can be expressed through actions such as assistance, support, love and sharing (not only material goods but also expertise and experiences). Pro social behavior consists of events that bear no obvious good response but benefit recipient. As determinants of pro social behavior were offered both internal and external mechanisms. The emphasis on external factors has focused on the social determinants of pro social behavior. External determinants - for example: the presence of witnesses’ mood. People react less, when circumstances are uncertain when not know what surrounds them when they are not sure about the behavioral norms in a particular environment. Based on pedagogical observation are separated 5 motivational categories related to pro social behavior: 1. Actions "handwritten" – pro social action is formed on the basis of rituals, roles or rules that mimic the game. Example: Katia, which played a doctor, patient comfort / peer and put Nicky on his knees. 2. Actions relating to the application – pro social behavior is motivated by the application of the same age. Example: Tony wants crayons and asked Chrissy to give them up. She agrees. 3. Restoration" actions – pro social actions are formed by the action of "correcting" the aggressive actions of children. Example: Melissa took the toy Petya that starts to cry. Melissa is trying make amends by returning the toy and Petya and apologizes. 4. Egocentric actions – pro social action is driven by the personal interests of the child. Example: Danny gives Rita toy, and expects it to give him something in return. 5. Altruistic actions - they are formed by the combination of three different types of pro social actions that affect altruistic actions: A) an unselfish action – pro social actions are shaped by the fact that the actions of children are not raised by their personal interests. Example: Emmy gives Julie Ball, without asking anything in return. B) Actions arising from the suffering of their peers. Example: Mitko noticed that David falls from the wheel and began to cry. Mitko approaching him and comforted him stroking his head. C) Actions resulting from the needs or desires of their peers, the need may be conspicuous or inconspicuous. Example: Jessica noticed that Danny stands sidelines and watch the game. Jessica tells him: "You want to play?" In literature in altruism is often selected for specific important part of pro social behavior because it is motivated by un self his attitude towards other people. In the examples with children found that altruistic behavior is different from pro social behaviors that are driven by other motives. For example, altruistic behavior, together with aggression is the only category of pro-social behavior, which shows stability over time and negative associations with aggression. In this study the identification with the parents is established by working with projective tests for children and interviews with parents. The frequency with which children show a behavior and the frequency with which they are victims of the actions of their peers may be due to the amount of time children spend in interaction with others, as their stay, for example, in kindergartens and restaurants. Compared with children who prefer to play solitary or in the company of teachers, the children who are very sociable with their peers, are expected to show more pro-social and aggressive behavior and often have interactions in the direction of pro-social and aggressive action by the same. They enter into interactions, express emotions and behavior. Unfortunately, the sad fact is that even in kindergartens meet aggression and victims of aggression. Says G. Voenkinova: 318