Self-Destructive behaviour in relation with the development of attachment of primary school students

V magistrski nalogi smo uvodoma teoretično predstavili socialni in čustveni razvoj osnovnošolcev, samodestruktivna vedenja in razvoj navezanosti. Izpostavili smo razlike razvoja v srednjem in poznem otroštvu. V nadaljevanju smo predstavili vrste samodestruktivnih vedenj, vzroke za njihov nastanek, psihološka ozadja in soočanje z njimi. Spoznamo ugotovitve različnih avtorjev. Sledi predstavitev razvoja navezanosti. Opisali smo štiri sloge navezanosti: varnost, upiranje, izogibanje in dezorganiziranost. Predstavili smo povezavo med samodestruktivnimi vedenji in razvojem navezanosti. Opisali smo rezultate nekaterih že opravljenih raziskav. V empiričnem delu magistrske naloge smo raziskovali pojav samodestruktivnega vedenja pri osnovnošolcih in ugotavljali, ali so povezana z razvojem navezanosti. Zanimalo nas je tudi, kateri slog navezanosti na starše je pri osnovnošolcih najpogostejši. Podatke, potrebne za raziskavo, smo pridobili s pomočjo anketnih vprašalnikov, ki smo jih razdelili učencem 5. in 9. razredov treh osnovnih šol. Ugotovili smo, da se pri osnovnošolcih pojavljajo samodestruktivna vedenja, predstavili smo najpogostejša. Glede na ugotovitev, da so samodestruktivna vedenja povezana z navezanostjo, smo predstavili tudi sloge navezanosti otrok na starše, ki so razvidni iz raziskave. Z rezultati raziskave te magistrske naloge želimo vse, ki vzgajajo in izobražujejo, spomniti, kako občuten vpliv imajo na ravnanje in vedenje otrok, kako pozorni morajo biti v odnosu z njimi, saj lahko na ta način preprečijo nastanek njihovih škodljivih vedenj.In the master thesis we theoreticali studied social an emotional development of primary school children, self-destructive behaviour and the development of attachment. We write about the areas of social and emotional development and highlighted some differences in the development of middle and late childhood. Next, we focused on self-destructive behaviour. We presented various types of self-destructive behaviours, the causes for their emergence, ways how zo deal with them and explain hteir psychological background. We presented the opinions of various authors. Finally, we further describe the development of attachment. We have desrcibed four styles of attachment (safety, resiliance, deorganisation and avoidance) and describe the importance of cognitive behaviour for the child. In the end of theoretical part, we also present the link between self-destructive behaviour and the development of attachment. We have described the results of some of the already conducted research and included the opinions of various authors. In the empirical part of the master thesis, we researched whether self-destructive behaviours occur in primary school students and whether they are related to the development of attachment. We were also interested in what kind of attachment to parents is most common among primary school children. We collected the data we needed for the survey with the help of questionnaries, which we distributed to students of 5th and 9th grades of three primary schools. We have found that attachment is related to self-destructive behaviours, but we did not get all the results we were looking for. With this master thesis, we recieved an insight into whether primary school students emerge in self-destructive behaviours, and which of these behaviours occur most often, we also received an overview of how children are attached to their parents. With this master thesis, we wanted parents and others involved in education to prove, that they have an influence on the behaviour od children, and therefore must be careful about theirr relations ship with them, as they can thus prevent the development of harmful behaviour in children, that is with better behaviour and qulity relationship with the child