Abstract
D.Ed. (Educational Psychology)
This research was motivated by the realisation that pro-active aggression is a dangerous form of aggression that has long been present and unrecognised in the South African context. This subtype of aggression is instrumental and premeditated in nature. The adolescent boy experiencing this type of aggression is characterised by his ability to manipulate and control the individuals around him in order to gain social position, power and material goods.
In-depth phenomenological interviews were conducted with ten adolescent boys between the ages of 13 and 18 years and who adhered to the criteria of experiencing pro-active aggression. The results show that the adolescent boy experiencing pro-active aggression is primarily motivated by a deep fear of vulnerability. This fear drives him to gain what he perceives as control over his surroundings by controlling how people perceive him. Intimidation, bullying and blackmail are strategies used to reinforce their authority and instil fear in those around them.
This fear seems to be rooted in difficult and traumatic childhood experiences as well as complicated relationships with significant adults in their lives. These complicated relationships often cause a severe mistrust of other persons and the traumatic experiences they have been through have made them cynical of life in general. Literature indicates that much has been said about pro-active aggression being experienced by adolescent girls, however not much research has been done on adolescent boys experiencing pro-active aggression.
The research resulted in the development of a psycho-educational model for educational psychologists in the secondary school context to equip them in facilitating the re-authoring of the life story of the adolescent boy experiencing pro-active aggression.
The development of the model took place in four steps. These include Step 1, during which concepts were identified, defined and categorised after completion of...