Teen die agtergrond van toenemende gewelddadige gedrag binne die konteks
van verskillende bevolkingsgroepe en gemeenskappe, is reeds ·heelwat
navorsing ten opsigte van die aard en oorsake van aggressiewe gedrag
onderneem. Aggressiwiteit as vorm van afwykende gedrag is nog nooit deur
die onderskeie gemeenskappe in die Republiek van Suid-Afrika aanvaar
nie.
Die oorsake van aggressiwiteit word deur verskillende navorsers vanuit
wydverspreide ooghoeke benader. Hoewel fisiologiese oorsake van
aggressiewe gedrag nie deur die skrywer ontken word nie, word in hierdie
studie die volwasse mens as verantwoordelike en verantwoordbare wese se
motivering vir aggressiewe gedrag van naderby beskou.
'n Weldeurdagte literatuurstudie oor aggressiwiteit sowel as die basiese
hunkeringe van die mens in die kontemporer-moderne wereld, het aan die
lig gebring dat mense verskillend optree al sou hulle aan dieselfde
samelewingseise blootgestel word. Ervaringsreste, veral ten opsigte van
pedagogiese verhoudings, blyk 'n groat rol in die vorming van die
selfbeeld sowel as belewing en hantering van krisissituasies te speel.
Die mens staan nooit alleen in die wereld nie, maar is voortdurend in
'n verhouding betrokke. Die noodwendigheid van verhoudings raak horn as
sosiale wese, en is ten nouste gekoppel aan belewing en beagting van die
self. Defhalwe word die ervaring van verhoudings uit veral die
kinderdae, of te wel pedagogiese verhoudings, as van deurslaggewende
belang by die vorming van die selfbeeld beskou.
Die bevindinge van hierdie studie is geverifieer by wyse van 'n
idiografiese ondersoek. Gevangenes wat aggressiewe misdade gepleeg het,
is op vrywillige basis by die navorsing betrek. Na aanleiding van
genoemde bevindings is dit nodig geag om 'n gestandaardiseerde vraelys
vir die meting van elkeen se selfbeeldstand in te skakel.
Aanbevelings is geformuleer nadat insig uit navorsingsresultate ten
aansien van die interafhanklikheid van pedagogiese verhoudings,
selfbeeldvorming en aggressiwiteit, verkry is. Hierdie aanbevelings is
veral gerig op steungewende, terapeutiese begeleiding van die
aggressiewe oortreder sodat hy vaardighede kan aanleer waar~olgens hy
lewenskrisisse kan begryp en hanteer.
Extensive research has already been undertaken in respect of the nature
of aggression against the background of increasingly violent behaviour
within different population groups and communities. Aggression as a form
of deviant behaviour has never been accepted by the various communities
in the Republic of South Africa.
Researchers have investigated the causes of aggression from a wide range
of perspectives. Although the author does not deny the existence of
physiological causes of aggressive behaviour, this research focuses on
the motivation for aggressive behaviour in the adult as responsible and
accountable being.
A thorough study of the literature concerning aggression as well as, the
basic yearnings of man in the contemporary modern world, revealed a
diversity in human behaviour even when people were confronted with the
identical demands of society. Past experience, especially in connection
with pedagogic relations, appears to have an important impact on not
only the formation of the self-image but also how people experience and
cope with crisis situations.
Man is never in the world in isolation but is continuously involved in
relationships. This essentiality of relationships affects him as a
social being and is intimately a,ssociated with the experiencing and
evaluation of the self. Experiences with relationships, especially in
childhood, that is pedagogic relationships, are therefore, of cardinal
importance in self-image formation.
The findings of this research were verified by means of ideographic
studies. Prisoners who had perpetrated violent crimes were included in
this research on a voluntary basis. In accordance with the findings it
was considered necessary to incorporate a standardized questionnaire to
measure the state of the self-image of each prisoner.
Recommendations were formulated after obtaining insight arising from
research findings which focussed on the interdependence of pedagogic
relationships, self-image formation and aggression. These
recommendations are mainly directed at the supportive therapeutic
guidance of the aggressive transgressor in order that he may acquire
skills to understand and cope with the crises of life.
