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JOURNAL OF INTERDISCIPLINARY RESEARCH

school age groups, because the researcher must firstly identify
aggressive action and then work with the individual, the
individuals, and the situation which happened.

3.1 Hidden aggression identified situation and interpretation
of chosen findings

Individual situations are presented in the form of brief
descriptive situations and with a child's verbal testimony
supplemented by the aggressor/victim child's assessment.

a) Repeated refusal to lend a toy or another object for playing

Rejecting a toy with justification that you are not my friend is a
fairly common manifestation occurring in child collectives
(wording: I will not lend you it, you are not my friend!). If this
type of behaviour is repetitive and intensifies against the selected
victim, the situation can be correctly identified as latently
aggressive.

Situation A (Tab. 3)
Here's an example of a boy (John, 5 years old). The boy has
repeatedly expressed his desires about friendship.  "I'm not their
friend, they don't want me. That's wrong. This one (pointing
finger to another boy) is a friend and that one is not. Why? „He
also shows his position in the class as part of an expressive
representation of his position, e.g. in the drawing he is on the
edge of the drawing ... " when everyone is playing, I am looking;
when toys are borrowed, I have to wait for rest or last one.”

Tab. 3: Assessment of the identified situation A through the
hidden aggression index

Rating scale

Group bullying

(S-i: 105p)

Aggressive
behaviours

(S-i: 38p)

Reactive

aggression

(S-i: 22p)

index

Analysed comment:
In a group rating, John gained a high score (i = 84p) in points,
indicating that he is in a very serious situation whose
identification was also confirmed by the questionnaire. The score
in the index of aggressive behaviours (i = 14p) suggests that
John can be considered a victim. The index in the reactive
reaction item suggests that John cannot defend himself, i.e. it is
likely that he will leave the team because he is unable to defend
himself (parents were advised to enrol a minor to a primary
school outside the catchment area of the kindergarten).

b) Repeated harm by another person

Friendship is a very important premise for every pre-school
child. It is something necessary for a child to be successful in a
social life. The concept of popularity and the concept of
friendship mentioned above also provides negative opportunities
for a child looking for power after being an aggressor.

Situation B (Tab. 4)
Andrejka (5,5 years) went through a situation that is typical for
latent aggression in pre-school age. There is a verbal
description of the situation, which is always repeated before
coming from a walk in the changing room. Andrejka´s friend (in
the position of "visible" aggressor)pulls her hair and the other
friend is looking at it. The child's testimony implies that these
two friends are doing it, "but they are not always the same (in
this act, note). A child who uses hidden strategies with an
aggressive intention in his actions uses a mediator usually a
friend, who is in friendly relationship.

Tab. 4: Assessment of the identified situation B through the
hidden aggression index

Rating scale

Group bullying
(S-i: 105p)

Aggressive
behaviours
(S-i: 38p)

Reactive
aggression
(S-i: 22p)

index

Analysed comment:
In the group evaluation, Andrejka received a high score (i = 78p)
from the group's point of view, which suggests that she is in a
serious situation whose identification by a kindergarten teacher
(to be warned by Andrejka´s parent) was also confirmed by the
questionnaire. Andrejka's score is identical to the score in
clinical assessment that is valid for the female persons. Andrejka
can be considered as a victim of hidden aggressive action. The
index in the reactive aggression item (i = 12) suggests that
considering the situation, it is necessary to provide for Andrejka
time for possible responses to the situation.

c) Repeated rejection of the child by another child

Even the appearance plays an important role among pre-school
children. I don't want him to be here, but don't tell it him! We
will not play with him because he will block us, and ...  we will
not play well. And we want to play well, don´t we? There are
isolated figures with children's comments even in their art
products.

Situation C (Tab. 5):
Julius (7 y.) „I am sad, because nobody plays with me. I want a
friend, but I don't have one. That's why I start to fight and
wrestle (...) because no one likes me.”

Table 5: Assessment of the identified situation C through the
hidden aggression index

Rating scale

Group bullying
(S-i: 105p)

Aggressive
behaviours
(S-i: 38p)

Reactive
aggression
(S-i: 22p)

index

Analysed comment:
Julius gained a rating scale in the bullying index of the points
that indicate that he was accepted by the group but he was not
bullied. Described situations have image of hidden bullying by
the group, but this was not confirmed by the rating. It is clear
that even a value index in the item of aggressive behaviour
suggests that Julius is not the victim. He can defend himself (S-i,
r = 20). We have actually assessed the situation that
manipulation was done by Julius.

Fig. 1: Graphical processing of situations A-C

Based on the evaluation of the behavioural aspect (Chart 1), it
can be concluded that when considering two of the three
situations, it can be considered as having latent aggressive
behaviour.

Research has confirmed that selection of victim for hidden
aggression is done by an aggressor and a peer-group. According

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