Presentation of the intellectual outputs of the project UsinG online gAMe to tacle Early school leaving and reducing behavioural difficulties among pupils Project 2019-1-PL01-KA201-064865

1. The information and views set out in this document are those of the author(s) and do not necessarily reflect the official opinion of the European Union. Neither the European Union institutions and bodies nor
any person acting on their behalf may be held responsible for the use which may be made of the information contained therein.
ProSocial Values Community International Conference
Online Multiplier Event
(Innovative tools and approach in school education)
prof. Bożena Majerek
Justyna Janik MA
The Pontifical University of John Paul II in Krakow
DISORDERS IN THE BEHAVIOR OF YOUTH IN THE OPINION OF PUPILS AND TEACHERS/ Innovative tools and approach in school education
DISORDERS IN THE BEHAVIOR OF YOUTH IN
THE OPINION OF PUPILS AND TEACHERS

2. Defining the term of a behavioral disorder
Behavioral disorders:
a) they do not lead to the satisfaction of a person's personal needs
b) they do not serve to solve the tasks
c) they break accepted moral and social norms and rules

3. Types of behavioral disorders in children and adolescents
1. Disorders in relations with adults (eg attacking people who are kind to the child, rejecting offers of
cooperation and help, provoking aggression, distrust, manipulating for gain, lying, threats, attempts to
intimidate, etc.);
2. Disorders in relations with peers (eg excessive competition, rejection of others, isolation, aggression,
violence, manipulating others in order to achieve specific benefits, showing contempt and aversion,
attempts to subordinate and dominate others, etc.);
3. Disorders in the perception of oneself (eg inadequate evaluation of oneself and one's abilities, self-
depreciation, self-aggression, self-blame, etc.);
4. Disorders in task-related situations (eg refusal to perform a task, postponing a task, interrupting an
activity in progress, not using one's abilities in the task implementation;
5. Disorders in functioning in a group (eg inability to recognize and respect rules and norms, inability to
oppose the group in a constructive manner);
6. Risky behaviors (eg smoking, drinking alcohol, Internet addiction, experimenting with extreme diets).

4. Methodological assumptions of the research
Main problem:
How do students and teachers perceive child and adolescent behavioral disorders?
Detailed problems:
1. What is the frequency of perceiving selected disorders of students' behavior at school by teachers from
different countries?
2. What is the frequency of perceiving selected behavioral disorders of children and adolescents at school by
students from particular countries?
3. What are the differences in the perception of the frequency of selected child and adolescent behavioral
disorders emerging in school in the assessments of teachers and students from individual countries?

5. Research Tools
The survey questionnaire consisted of 66 questions:
1. Problems in relationships with adults (15 Items)
2. Problems in relations with peers (11 Items)
3. Problems in functioning in the peer group (8 Items)
4. Problems with self-perception (9 Items)
5. Problems in task situations (9 Items)
6. Risky behavior (14 Items)
 5-point grading scale
 tabular form
statistical demographic data (e.g. gender, age, type of school)

6. Characteristics of the group
Time of research: November 2019 to January 2020
Place of the research: Poland, Slovakia, Romania, Greece and Portugal
Group: 106 teachers from primary and secondary schools
319 students from primary and secondary schools

7. Research conclusions (selection)
1. Disorders in relations with adults: infidelity, lies, quarrels, a strong need of students to focus their attention on themselves
and the inability to talk to adults about their needs and problems.
2. Disturbances in relations with peers: quarrels, insults, lies and the inability to ask for help in difficult situations.
3. Disorders in functioning in a group: students' inability to adapt to class rules and inability to cooperate in a group.
4. Disturbances in self-perception: students' inability to admit their mistakes, lack of self-confidence, inability to cope with
their problems and lack of empathy.
5. Disorders in task-related situations: lack of organizational competences, leaving important things to the last minute, inability
to organize their work rationally and abandoning undertaken tasks.
6. Risky behavior: smoking, drinking alcohol and being addicted to the Internet.
Selected research conclusions

8. Game based on virtual reality - GAME
UsinG online gAMe to tacle Early school leaving and
reducing behavioural difficulties among pupils
Project 2019-1-PL01-KA201-064865

9. The main goals of the GAME virtual game:
developing competences in the field of correct verbal and non-verbal communication;
the acquisition of effective response strategies and negotiation skills in problematic
situations (quarrels, rebellion, vulgarity, lies, unreliability);
acquiring knowledge and skills in the field of recognizing the needs and problems of
students;
learning to build a class team, and to enforce established rules and norms;
broadening the knowledge of the group roles performed and the resulting behaviors;
acquiring the ability to correctly read the student's messages and correctly recognizing
their emotions.

10. Main results of the GAME PROJECT

11. Projekt GAME
Learn more here:
www.projectgame.eu
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International Conference in Kraków
23-24.09.2021
For more information contact us:
bozena.majerek@upjp2.edu.pl
justyna.janik@upjp2.edu.pl