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Aggression as a Challenge

Theory and research- Current Problems

Edited By Hanna Liberska and Marzanna Farnicka

We live in a world of phenomena created by the human mind and by human experience, namely conflict, aggression, aggressiveness and violence. These phenomena are viewed as constructs of the mind, types of behaviour, particular experiences and emotional states, specific social interactions or even historical and political categories such as social movements, wars, angry social protests etc. The study explores the notions of aggression and violence and from an individual and a social perspective analyses their determinants in various environments in childhood, adolescence and adulthood. It is an attempt to join the global discussion on reaction conditions and key points that are connected with the risk of pathologization of the personality and its behaviour.
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Contributors

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Bassam Aouil, PhD, is a clinical psychologist, sexologist and an associate professor in the Institute of Psychology at the Kazimierz Wielki University in Bydgoszcz. He is the author or scientific editor of 12 books and over 100 articles in the fields of clinical psychology and rehabilitation. He is the author of the model of online psychological support: The Internet and the Computer in the Practice and Clinical Psychology (Psychological Online help). He is coordinator and head of the Polish and European Union Project No JUST/2011–2012/DAP/AG/3259 “TABBY TRIP in EU.”

Lucyna Bakiera, PhD, (with habilitation) is a developmental psychologist, adiunkt professor at Adam Mickiewicz University in Poznań. She is member of section of Developmental Psychology of the Polish Psychological Association. She is the author of two monographs about adolescence and parenting.

Nóra Barnucz, MA, is an English teacher in primary and secondary school in Hungary and a doctoral candidate in Educational Studies at the University of Debrecen (Hungary). Her areas of interest include the effective use of new technologies in teaching foreign languages, the motivation of disadvantaged students and native language consciousness.

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