PSYCHODIAGNOSTICS AND PSYCHOCORRECTION OF AGGRESSIVE BEHAVIOR IN PRIMARY SCHOOL CHILDREN

Vol.4 No.10 OCTOBER (2025) 407 INTERNATIONAL JOURNAL OF EUROPEAN RESEARCH OUTPUT ISSN: 2053-3578 I.F. 12.34 PSYCHODIAGNOSTICS AND PSYCHOCORRECTION OF AGGRESSIVE BEHAVIOR IN PRIMARY SCHOOL CHILDREN Konratbaeva Ayjamal Bazarbaevna Lecturer, Department of Psychology, Uzbekistan national pedagogical university named after Nizami Email: ayjama[email protected] Abstract: The article analyzes theoretical data on the origins and formation conditions of aggressive behavior in primary school children. It also provides a practical overview of psychodiagnostic methods used to assess aggression and outlines the main directions, content, and methods of psychocorrection specific to this age group. The study offers applied insights for practicing psychologists working with aggressive children. Keywords: aggression, primary school age, psychodiagnostics, psychocorrection, “Nonexistent Animal” test, “Hand Test,” “Questionnaire for Identifying Students’ Aggression Motives,” empathy, conflict, emotions, anger. Introduction With the advent of the 21st century, society has undergone rapid and profound transformations, accompanied by the emergence of various psychological and pedagogical problems. Among these, the rise in aggressive behavior among children—manifested in direct or indirect threats, hostility, and violence—has become particularly alarming. Aggressive children tend to be irritable, impulsive, impatient, obstinate, and emotionally unstable, which leads to strained relationships with parents, peers, and teachers. Such behaviors negatively affect the child’s psychological well-being, emotional regulation, and long-term socialization. Aggression, if not addressed, may become a stable personality trait and hinder the individual’s overall development. Therefore, the issue of psychodiagnosing and correcting aggressive behavior in children is one of the most pressing tasks in school psychology today. Methodology Psychodiagnostic Methods for Identifying Aggressive Behavior In practice, school psychologists frequently inquire about which diagnostic tools are most effective for identifying aggressive tendencies in children. Psychodiagnostics involves the systematic and comprehensive assessment of an individual’s psychological state and personality features through specialized methods. Vol.4 No.10 OCTOBER (2025) 408 INTERNATIONAL JOURNAL OF EUROPEAN RESEARCH OUTPUT ISSN: 2053-3578 I.F. 12.34 The following are the most widely used psychodiagnostic techniques for evaluating aggression among schoolchildren: “Nonexistent Animal” Projective Technique. Literature Review This method reveals hidden emotional states and personality traits such as hostility, stubbornness, and lack of self-confidence. The child is asked to draw an imaginary animal that does not exist in reality and to name it. The psychologist observes the process and analyzes details of the drawing, including form, elements, and explanations, to uncover aggressive tendencies. Hand Test (E. Wagner, 1962). A projective method using ten cards (nine with hand images and one blank). The child describes what each hand might be doing. Responses are analyzed for aggressive, defensive, or neutral tendencies. The method helps predict potential aggressive behavioral patterns. “Crocodile” Drawing Technique. This graphical test allows assessment of latent aggression. The crocodile, a symbol of hostility and distrust, serves as a metaphorical representation of the child’s inner emotional state. “Cactus” Method (M.A. Panfilova). Designed for children over three years old, it assesses emotional and personal traits. The child draws a cactus; the number, size, and placement of spines indicate the level of aggression and defensiveness. “Questionnaire for Identifying Students’ Aggression Motives.” Developed by V.S. Sobkin and A.S. Fomichenko, this tool explores teachers’ perceptions of students’ aggression and its motivating factors. Using a 7-point Likert scale, respondents evaluate 42 potential causes of aggression, categorized into five groups: (1) individual traits; (2) ideological disagreements; (3) teacher-related triggers; (4) academic and social factors; (5) broader social influences. A comprehensive diagnostic approach combining several of these methods ensures more accurate results and a deeper understanding of the child’s psychological condition. Psychocorrectional interventions have evolved from behavioral to humanistic and cognitive paradigms. Early behavioral programs focused on punishment and reinforcement, while contemporary approaches prioritize empathy training, self-control techniques, and emotional awareness. T.P. Smirnov (2005) identified key directions for working with aggressive children—developing positive self-esteem, empathy, emotional regulation, and Vol.4 No.10 OCTOBER (2025) 409 INTERNATIONAL JOURNAL OF EUROPEAN RESEARCH OUTPUT ISSN: 2053-3578 I.F. 12.34 constructive problem-solving. Similarly, V. Frankl’s logotherapy (1969) proposes that aggression can be reduced by helping individuals find meaning and purpose, thus transforming destructive impulses into constructive motivation. Among modern integrative methods, art therapy, play therapy, and psychogymnastics have shown high efficacy in primary school settings. K. Rodgers and N. Rogers (2011) emphasize the importance of emotional expression through creativity, while A. Winnicott’s (1971) concept of the “transitional space”** underlines play as a therapeutic medium for resolving inner conflicts. Empirical studies by Panfilova (2010) and Solodnikova (2018) confirm that these techniques improve emotional regulation, decrease aggression levels, and enhance prosocial behavior among children aged 7–10. Overall, the literature suggests that aggressive behavior in primary school children is a multifactorial phenomenon arising from a complex interplay of biological, psychological, and social influences. Effective psychodiagnosis and correction therefore require a comprehensive, systemic approach integrating projective, behavioral, and dialogic methods alongside collaboration with parents and teachers. Analysis Main Directions of Psychocorrectional Work The developmental activities of a school psychologist aim to create favorable conditions for children’s holistic psychological growth, while corrective interventions address behavioral and emotional difficulties. Based on diagnostic results, individualized or group correctional strategies are developed. According to T.P. Smirnov, psychocorrection of aggressive behavior should include the following six main directions: Development of positive self-esteem; Enhancement of empathy and understanding of one’s own and others’ emotions; Reduction of anxiety and emotional tension; Training in constructive behavioral reactions in conflict situations; Teaching anger management techniques and control over destructive emotions; Guiding children to express anger safely and appropriately, transforming negative emotions into socially acceptable responses. A seventh direction emphasizes eliminating environmental factors that provoke aggression through parental and teacher counseling. Collaboration among psychologists, educators, and families is essential for sustained behavioral improvement. Psychological and Pedagogical Approaches to Correction Vol.4 No.10 OCTOBER (2025) 410 INTERNATIONAL JOURNAL OF EUROPEAN RESEARCH OUTPUT ISSN: 2053-3578 I.F. 12.34 The teacher’s inability to manage emotional responses to students’ aggression often leads to emotional burnout, reducing the quality and effectiveness of pedagogical activity. Therefore, preventive and corrective interventions must be systematic, complex, and involve all participants in the educational process. The following psychocorrectional methods are recommended: Play Therapy. As play is central to children’s development, it serves as a natural medium for expressing emotions, building communication skills, and reducing aggression. Creative Self-Expression. Techniques such as art therapy, dance therapy, and bibliotherapy help children express suppressed emotions and transform aggression into creative energy. Sublimation Through Sports. Encouraging participation in team sports (football, basketball) promotes cooperation and reduces aggression. However, highly aggressive individual sports (boxing, karate) may be counterproductive. Group Interaction Training. Group exercises enhance social adaptability, cooperation, and conflict resolution skills. Logotherapy (V. Frankl). This method helps children find personal meaning and promotes verbal expression of emotional experiences. Through empathic dialogue, the psychologist fosters respect, selfworth, and understanding of others. Psychogymnastics. A nonverbal method focusing on body language and emotional expression through movement, facilitating the development of social perception and communication without words. Conclusion Aggression in childhood has a multifactorial nature, arising from psychological, social, and sometimes pathological causes. While observation can identify overt aggression, comprehensive psychodiagnostic assessment is essential to uncover its underlying motivations. Effective correction requires the integration of diagnostic data with individualized intervention programs. The presented diagnostic and corrective methods serve as valuable theoretical and practical resources for psychologists and educators. They can be applied in designing Vol.4 No.10 OCTOBER (2025) 411 INTERNATIONAL JOURNAL OF EUROPEAN RESEARCH OUTPUT ISSN: 2053-3578 I.F. 12.34 psychocorrectional programs aimed at preventing, reducing, and transforming aggressive behavior among primary school children. References Бреслав Г.Э. Психологическая коррекция детской и подростковой агрессивности. СПб., 2005. – 97 с. Немов.Р.С. Психология: Учеб. Для высш. Пед. Учеб. Заведений: В 3: 3 кн. 3–е изд.–М: Гуманитар изд. 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