Cognition, Brain, Behavior. An Interdisciplinary Journal Copyright 2012 ASCR Publishing House. All rights reserved.

. ISSN: 1224-8398 Volume XVI, No. 1 (March), 89-105

PROBLEM BEHAVIOR IN DIFFERENT SOCIAL ENVIRONMENTS AMONG ADOLESCENTS OF BULGARIAN AND ROMA ORIGIN
Eva PAPAZOVA1, Radostina ANTONOVA2*
1

Institute for Population and Human Studies, Bulgarian Academy of Science, Sofia, Bulgaria 2 Health and Social Development Foundation, Sofia, Bulgaria

ABSTRACT The aim of this article was to trace out and analyze the behavioral problems at adolescents from four different social environments: institutions for children and adolescents deprived from parental care (ICADPC), segregated school in a neighbourhood with compact Roma population, school with pupils of both Bulgarian and Roma origin (mixed school) and school with predominantly Bulgarian pupils (Bulgarian school). 309 adolescents were studied. Achenbach and Edelbrock (1979, 1991) Children Behavior Check List scale was used. The results showed that the assessed girls were characterized by internalized behavioral problems, and boys were characterized with externalized behavioral problems. Most aggressive were the youngest adolescents (14-15 years old), and least aggressive were the oldest adolescents (18-19 years old). Most problems were encountered at the social environment at ICADPC, and least problematic was the environment at Bulgarian schools, except externalized problem behavior indicators for the second. Mixed school environment was not significantly more problematic than the segregated Roma environment. KEYWORDS: Roma Community Bulgaria, segregrated schools, adolescents behavioral problems, Children Behavior Check List scale, quantitative survey

Corresponding author: E-mail: r.antonova@hesed.bg

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Adolescence is a period of difficulties. During this life cycle the behavioral problems are more interesting from a research perspective, rather than normative adolescent development. Previous research has documented the factors subjacent to these behavioral problems, seeking correlation between aggressive behavior in adolescence and problems in the context of family and school environment. Studies which analyze the relationship between school environment and behavioral problems of pupils indicate that adolescents who are violent in school, have more negative interactions with teachers (Meehan, Hughes & Cavell, 2003; Murray & Murray, 2004), a more negative school self-concept (Andreou, 2000; Boders, Earleywine, & Huey, 2004; O'Moore & Kirkham, 2001), and in some cases are rejected by their peers (Hay, Payne, & Chadwick, 2004; Rubin, Bukowski, & Parker, 1998; Werner, 2004). Adolescents who are rejected by their peers also tend to have negative school self-concept (Estevez et al., 2006). It is also shown that adolescents who manifest antisocial behavior usually have a negative attitude towards the authorities such as police, law and legislation, and school teachers (Emler, Ohana, & Dickinson, 1990; Emler & Reicher, 1995). In 1999 R. Harvey conducted a study related to stigmatization among African-American students in different social contexts - in universities with the presence of predominantly Anglo-Saxon Americans and with prevalence of African Americans. The results showed that African-Americans in the predominantly "white" universities scored significantly higher rates on the scale which measured the perception of stigmatization (Harvey, 2001). The psychological literature did not reveal studies that discuss the relationship between behavioral problems and segregation of Roma children in Bulgaria. By the mid-90s of the 20th century the existence of segregated "Roma" schools in Bulgaria is not noticed. Their existence is associated with the presence of Roma neighborhoods in almost all big Bulgarian cities, and the enrollment of the children in the primary education is linked to their neighborhood. The established "segregated" schools are not thought as a problem of the Bulgarian society and of the educational system as a whole. It should be noted that along with the "segregated" schools in Bulgaria there exist "mixed" schools as well - with both Bulgarians and Roma children. However, the behavior of children in this kind of social environment is not subject to review, analyze, and study by the psychologists and researchers. EXTERNALIZED AND INTERNALIZED PROBLEM BEHAVIOR Externalized and internalized problems are two key dimensions of child and adolescent behavior (Garber et al., 1991; Serbin et al., 1991). Externalized problems (such as disruptive and aggressive behavior, disrespect for adults, explosive temper, impulsive and hyperactive behavior) are powerful developmental risks, which can
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contribute to school dropout and criminal behavior in later years (Hymel et al., 1990; Ladd & Burgess, 1999; Loeber, 1990). Externalized behavior is related to conflict, dependent and not close relationships with others (Birch & Ladd, 1998; Howes, 2000; Howes et al., 2000; Pianta & Niemitz, 1991). The consequences of internalized problems (e.g., feelings of inferiority, anxiety, somatic complaints, loneliness) seem less compatible. Internalized problems in some studies do not lead to predictable negative consequences (Ladd & Burgess, 1999; Serbin et al., 1991), while other studies have found later development of anxiety in the presence of internalized problems (Hymel et al., 1990; Rubin et al., 1989). Externalized problems jeopardize the student-teacher relationship to a greater extent than internalized problems. Several studies have shown that teachers perceive externalized behavioral problems of students as very disturbing, unlike shyness and anxiety in children and adolescents (Alton-Lee et al., 1993; Lovejoy, 1996; Mullen & Wood, 1986). It should be emphasized that aggressive children prefer violent solutions to problems which directly involves their teachers (Trachtenberg & Viken, 1994). In turn, socially withdrawn children have no close relationships with teachers (Birch & Ladd, 1998; Howes, 2000), but these relationship may be improved (Ladd & Burgess, 1999). TYPES OF BEHAVIORAL PROBLEMS Aggression and antisocial behavior, depression and anxiety, crime and criminal tendencies and social withdrawal are among the types of behavioral problems that are characteristic of late childhood and adolescence (Steinberg & Morris, 2001). Aggression and aggressive behavior Offenses in adolescents are common and prevalent in boys, and can even be described as normative. Moffitt (Moffitt, 1993) suggests that for many boys offenses are not only legal but also a kind of "adjustment", expressing the function of autonomy in adolescence. However, the frequency of these behaviors should not be underestimated, and their seriousness ignored. Crimes committed by adolescents have often serious consequences. Moffitt proposes an integrative model of adolescent antisocial behavior, which is a person-environment model (Moffitt, 1993). She claims that the amount of youth offenses is a result from a phenomenon called "maturity gap, which is caused by the discrepancy between the attainments of different biological stages of maturity in adolescence, without simultaneously reaching the maturity status. Under these circumstances, offenses are ways of self-determination, expression of autonomy and substitute of adulthood. This is an adaptive attempt by teenagers to build a bridge between changing self-perceptions and social roles ascribed to them.
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Most of the aggressive boys seem to develop problems early in life and maintain such behavior in adulthood (Farrington et al., 1990; Robins, 1985). Virtually all men in that study who were diagnosed with antisocial personality disorder have the same diagnosis from childhood (Robins, 1985). Thus there is broad empirical support for identifying chronic, antisocial and criminal behavior. Offenses are also a problem for adolescents, as significant number of criminal activities increased dramatically during this age period (Moffitt, 1993; Robins & Rutter, 1990). Criminal behavior and criminal tendencies Juvenile delinquency is a complex issue and many factors are involved in its development (Jessor, 1992). The peer group is important. The influence of family is also very important, through conflict and aggression in family environment, parenting style, family breakdown and other factors. The personality of adolescents is another important factor. Personality traits such as negative attitudes toward school and to the authorities, disengagement with goal setting, refusal to take responsibility and disregard of the rights of others might be indicators of predisposition to criminal behavior. It is important to emphasize that deviant peer group is the strongest predictor of adolescent delinquency among girls, especially when parents, school and other interpersonal factors are controlled (Aseltine, 1995; Brownfield & Thompson, 1991; Gomme, 1985), friendship is another important aspect of the relationship between peers. Aspects of emotion and affection in the group of peers are unclear. There are disturbing and criminal friendships in the context of "intimate" versus "unintimate" relationship. Research into gender differences and peer pressure is considered in the context of crime. In theory, the more susceptible are teenagers are and the more powerful non-conformist attitudes in the group of peers, the higher the likelihood to become deviant. Boys are more likely to believe their friends put pressure on them (Angenent & de Man, 1996; Giordano et al., 1986). Early matured girls are more susceptible to pressure from their peers than boys, matured in time or later matured girls (Caspi et al., 1,993;. Ge et al., 1996.). In support of the theory, both boys and girls that matured early are more likely to be deviant (Canter, 1982; Phelps & McClintock, 1994).

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Depression / Anxiety Modern investigations suggest that adolescence is an important period of development and understanding of depression, as many significant changes in depressive problems occur during adolescence (Petersen et al., 1993). Modern integrative perspectives recognize the importance of the operationalization of the three levels of depression in adolescence - depressed mood (Kandel & Davies, 1982), anxiety-depressive syndorme (Achenbach, 1991) and depressive disorder (American Psychiatric Association, 1994), as all have important influences and unique contribution to the understanding of significant psychological problems in adolescence and all contain unique features during this age period (Angold, 1988; Compas et al, 1993). Increasing rate of depressive problems (with higher levels of depression observed in girls compared to boys), appears in adolescence, and remain relatively stable in adulthood (Petersen et al., 1993). Early and middle adolescence is marked by increased risk of the occurrence and development of depression, compared to childhood (Petersen et al., 1993). Girls are twice as likely to develop depression than boys (Nolen - Hoeksema & Girgus, 1994). Longitudinal research also show that the course of depressive problems differs for boys and girls. In a longitudinal study with 335 adolescents, Petersen and colleagues (Petersen et al., 1991) revealed no significant gender differences in the measurement of depressive affects and the number of depressive episodes in early adolescence (6-8 grade), but there were significant differences in adolescents in twelfth grade. In 12th grade girls are characterized by an increase in depressive affect, while the boys remained relatively stable. School dropout (social withdraw) Each year about 700 thousand young people in the United States drop out of school and about 25% of all 18-19 year do not finish high school (Dryfoos, 1990; Simons et al., 1991). Low school achievement, failure and dropping out of school in adolescents are associated with a range of individual and contextual changes which researchers discussed in terms of substance abuse and risky sexual behavior. Being at school is the single most important thing young people can do to improve their future life prospects. Students at risk of dropping out, often suffer from inadequate learning habits, unclear objectives, lack of interest in school, missing self-initiative and are disorganized. They drag on when faced with cases that need intellectual independence and responsibility, and are often unable to identify and participate in the life of the educational institution (Edwards et al., 1990).
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In Bulgaria most frequent cases of school dropouts occur in children from Roma origin (Milenkova, 2004). Roma children have many inexcusable absences from school. In the group of students with inexcused absences "from 11 to 20" Roma constitute 78.6% and in the group of children with "more than 20 inexcused absences' their share is 90.9%. Therefore, dropping out of school in Bulgaria has its ethnic correlates, which means that the accumulation of absences from school reflect cultural values, typical for the respective ethnic group (Milenkova, 2004). The whole system of individual-context interaction must be committed to the social withdrawal and leaving from the educational system. BULGARIAN RESEARCH ON THE ISSUE In the literature there are no studies that explicitly consider the issue of problem behavior in adolescence in different social environments, such as institutions for children and adolescents deprived of parental care (ICADPC), segregated Roma schools, mixed schools (with students of both Bulgarian and Roma origin), and Bulgarian schools (schools that teach mainly children of Bulgarian origin). The issue of behavioral problems in adolescence itself is explicitly addressed in the study of Shumkova with 449 students aged between 13 and 18 years. The study showed that regardless of the type of behavioral problems in both sexes, the group of adolescents with behavioral problems did not demonstrate significantly greater levels of problematic relationships with parents, teachers and peers. In the context of school environment, alcohol and sex in adolescence is accompanied by problems in relations with teachers only. (Shumkova, 2006). In another study that was conducted with 94 students in middle school age and with Buss-Durki questionnaire for the study of aggression it was found that in 21%, or one out of five of the studied population was with hyperactive symptoms, accompanied by rude and violent behavior. 59% of students share a lack of intimacy, friendship and trust. The most aggressive children were at the beginning of puberty (11-12, 13-14 years). There were no gender differences, the percentage of aggressive girls was not significantly different from that of boys. It is alarming, however, that with increase of age in girls and boys aggressiveness increases as well (Krastev, 2011). Research of Tamanova with 170 adolescents aged between 13 and 18 years found that during this age period anxiety and aggression increases in adolescents. There are gender differences, as aggressive irritability is more characteristic for girls, while physical aggressiveness for boys (Tamanova, 2011). The issue of problem behavior is implicitly reflected in its research with other ethnic groups in the country. For example, investigation of Stoyanova with Bulgarians, Turks, Pomaks, Roma, Jews and Armenians showed that Bulgarians have the most negative attitude and the greatest social distance towards the Roma.
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According to the author, this can be explained by the theory of Tajfel whereby in intergroup comparison "we-they" expresses preference to your group of religion and lifestyle. The Bulgarians have the most negative attitude towards Roma due to their inexceptance of lifestyle. The intensive negative attitude of Bulgarians towards Roma and greatest social distance from them is a fact established by previous studies in the period 1990-2000 (Stoyanova, 2003). In another study of Dimitrov with adolescents from Bulgarian, Turkish, Greek and Roma origin it was found that Roma show highly positive attitude towards socialization and integration to schol environment. According to the author, the declared satisfaction of Roma pupils with school life and their interest in school activities can indicate their desire to continue their education (Dimitrov, 2010). In Bulgaria, in the institutions for children and adolescents deprived from parental care Bulgarian and Roma children live together. That makes this social environtment ethnically mixed. Furthermore, the adolestents from ethnically mixed schools live and learn at ethnically mixed social environment as well. In comparison, the social environment in segregated Roma schoools and Bulgarian schools is not mixed and the pupils are from one and the same ethnic origin. That makes the four groups of adolescents compatible in the context of social environment. It can be assumed that in homes for children and adolescents deprived of parental care (ICADPC) and in mixed schools where Bulgarian and Roma pupils learn and live together there will be stronger manifestations of behavioral problems, which is based on the larger social distance and negative attitudes among Bulgarians and Roma, compared with adolescents from segregated Roma school and Bulgarian school where adolescents are more satisfied with their school environment and accordingly will be observed weaker manifestations of behavioral problems. The so made theoretical and empirical analysis inspired the idea to trace out and analyze the behavioral problems in adolescence at ICADPC, segregated Roma schools, mixed schools and Bulgarian school. Objective The major objective of this study is to track out and analyze the behavioral problems in adolescents from ICADPC, segregated Roma school, mixed school and Bulgarian school. Consequently we intend to: - (i) identify the gender differences in behavioral problems of adolescents; - (ii) identify the age differences in behavioral problems of adolescents; - (iii) identify the influence of the "social environment" factor on the behavioral problems of adolescents.

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Hypotheses 1. In the case of internalized girls, problem symptoms will be more characteristic, while for boys - externalised problem symptoms will dominate (Tamanova, 2011; Farrington et al., 1990; Robins, 1985; Nolen - Hoeksema & Girgus, 1994). 2. With the increase of age both the internalized and externalized problem behavior will increase, regardless of gender of adolescents (Tamanova, 2011; Krastev, 2011). 3. Social environment will influence the problem behavior in adolescents. ICADPC and mixed school will show higher levels of problem behavior based on the larger social distance and negative attitudes between Bulgarians and Roma than in segregated Roma school and Bulgarian school where learn children mostly from one and the same ethnic origin (Smith, 2003; Dimitrov, 2010). METHOD Participants The sample consists of 309 adolescent respondents (aged 14-19). 102 (33%) of them are pupils from the 31st High School "I. Vazov" in Sofia, which is a Bulgarian school; 51 (16,5%) pupils are from the 135th school" Jan Amos Comenski " in Sofia, which is a mixed school with Bulgarian and Roma students; 89 (28,8%) are pupils from High School "Nayden Gerov " in Plovdiv, which is a segregated Roma school and 67 (21,6%) participants are from 5 ICADPC - "Luba Teneva" in Berkovitsa, "Asen Zlatarov" in Sofia, "Constantza Lyapcheva" in Dolna Banya, "Bulgarka" in Stara Zagora and "Hr. Smirnenski" in Balvan,Veliko Tarnovo. The study was conducted as group study during regular school classes between March, 2011 - October, 2011. Measures The scale for measurement of problem behavior of Achenbach and EdelbrokChildren Behavior Check List was used (Achenbach & Edelbrock, 1979, 1991). For the purposes of the study four of the eight subscales of the questionnaire were used, namely the scales of social withdrawal, anxiety/depressive symptoms, criminal tendencies and aggressive behavior. The participants assessed each of the 52 items with "false", "somewhat true" and "completely true". The scale was adapted for Bulgarian context by G. Balev (1996).

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RESULTS AND DISCUSSION The statistical analysis of data shows a very good internal consistency of the 52 items scale of Achenbach and Edelbrok for measurement of problem behavior (Children Behavior Check List; Achenbach & Edelbrock, 1979, 1991). The reliability of the scale is determined by the Cronbachs alpha and the measured coefficient is equal to 0.88. Table 1 represents the results of One-way ANOVA, reflecting the influence of gender on behavioral problems of adolescents in the studied sample. In bold in the table are indicated the significant Fischer coefficients.
Table 1. Influence of gender on adolescent behavioral problems (ANOVA)
Boy Mean Std.Dev. social withdraw anxiety/ depression criminal tendencies agresssive behaviour internalized behavioural problems externalized behavioural problems 4,45 7,94 5,82 13,64 12,38 19,43 2,49 4,87 3,73 5,94 6,75 8,76 Mean 4,64 9,31 4,35 11,79 13,96 16,14 Girl Std.Dev. 2,81 5,52 3,4 5,87 7,73 8,51 0,41 5,28 13,02 7,59 3,58 11,14 0,51 0,02 0 0,006 0,05 0,001 0,56 0,79 0,7 0,8 0,82 0,85 F p Alpha

As seen from Table 1, significant gender differences are observed on three out of the four subscales of problem behavior. The girls are characterized by significantly stronger anxiety-depressive symptoms than boys (F=5,284; p=0,02). In turn, the boys are characterized by more pronounced criminal tendencies and aggressive behavior than girls (F=13,028;p=0,001). Only on the social withdrawal subscale there are no gender differences. This finding is duly reflected in the internalized and externalized problem behavior, as girls differ with internalized problem symptoms (F=3,584; p=0,059) and boys with externalized problem behavior (F=11,142; p=0,001). Thus, our first hypothesis is fully confirmed. Table 2 represents the results of One-way (ANOVA), reflecting the influence of age on behavioral problems of adolescents in the studied sample.

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Table 2. Influence of age on behavioral problems of adolescents (ANOVA)

14-15 y.o. Mean social withdraw anxiety/ depression criminal tendencies agresssive behaviour internalized behavioural problems externalized behavioural problems 4,46 8,95 5,43 13,78 13,41 19,22 Std.Dev. 2,68 5,5 3,76 6,29 7,41 9,25 16-17 y.o. Mean 4,74 8,75 4,91 12,49 13,49 17,41 Std.Dev. 2,67 5,22 3,28 5,31 7,35 7,81 18-19 y.o. Mean 4,14 8 5,01 11,8 12,14 16,72 Std.Dev. 2,52 5,03 4,35 7,03 7,04 10,41 1,21 0,63 0,56 2,13 0,56 0,56 0,29 0,53 0,57 0,02 0,44 0,18 0,56 0,79 0,7 0,8 0,82 0,85 F p Alpha

For the purposes of the study adolescents were divided into three age groups: 14-15 years old, 16-17 year old and 18-19 year old. As seen from Table 2, age has a significant influence only on the subscale of aggressive behavior in adolescents (F=2,128; p=0,021). The most aggressive are the youngest aged 14-15 followed by 16-17 year olds, and finally the least aggressive are 18-19 year olds. Based on this finding, our second hypothesis is rejected entirely. The finding is consistent with results from other Bulgarian studies who found that children in their early teens are the most aggressive (Krastev, 2011). Table 3 represents the results of One-way ANOVA, reflecting the influence of social environment on behavioral problems of adolescents in the studied sample.
Table 3. Influence of social environment on behavioral problems of adolescents (ANOVA)
Bulgarian school Mean social withdraw anxiety/ depression criminal tendencies agresssive behaviour internalized behavioural problems externalized behavioural problems 3,65 7,08 4,66 12,23 10,74 16,9 Std.Dev. 2,26 4,33 3,15 4,76 5,96 6,73 ICADPC Mean 5,97 11,68 6,59 14,44 17,65 21,04 Std.Dev. 2,5 6,1 3,47 7,18 8,01 10,03 11,72 12,18 5,39 2,9 14,3 4,47 F 11,72 12,18 5,39 2,9 14,3 4,47 0 0 0,001 0,03 0 0,004 p 0 0 0,001 0,03 0 0,004 0,56 0,79 0,7 0,8 0,82 0,85 Alpha 0,56 0,79 0,7 0,8 0,82 0,85 F p Alpha

Segregated school Mean social withdraw anxiety/ depression criminal tendencies agresssive behaviour internalized behavioural problems externalized behavioural problems 4,68 8,68 4,47 11,77 13,36 16,24 Std.Dev. 2,67 4,47 4,36 6,29 6,53 10,06

Mixed school Mean 4,23 7,72 4,92 12,92 11,96 17,72 Std.Dev. 2,73 5,41 2,8 5,42 7,48 7,16

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As seen from table, the social environment is a powerful factor that influences both the four subscales of problem behavior, and internalized and externalized behavior of adolescents. The results are better illustrated in Figure 1.

Figure 1. Influence of school environment on behavioral problems of adolescents (Mean scores)

As seen from Figure 1, adolescents from ICADPC (orphanages), are characterized by highest values in the four subscales of problem behavior in terms of scales for the internalized and externalized problem behavior. In other words, the social environment in ICADPC is characterized by strong social withdrawal of children, anxiety and depression, criminal tendencies and aggressive behavior. Second to ICADPC, segregated Roma school is with the most problematic behavior
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in terms of internalized problems - social withdrawal, anxiety and depression. Mixed school (after the ICADPC) has most problematic behavior in terms of externalized problems - criminal tendencies and aggressive behavior. It can be concluded that segregated Roma school environment creates more internalized behavioral problem, and mixed school environment creates more externalized behavioral problem. In this way our third hypothesis is partially confirmed as mixed school environment does not appear to be more problematic than segregated school environment. The least problematic context is Bulgarian schools, excluding scales of aggressive behavior and criminal tendencies. For these two indicators externalized problem behavior is more pronounced than in segregated Roma school and put Bulgarian schools on third place after ICADPC and mixed school. The finding is consistent with the frequent in the media recently cases of beatings, violence and harassment between students in Bulgarian schools. IMPLICATIONS AND CONCLUSION The proposed survey enables us to delineate and analyze the influence of gender, age, school and / or social environment on problem behaviors in adolescence. The obtained results give grounds to assert that: The girls in this study have higher internalized behavioral problems, and boys have higher externalized behavioral problems. The most aggressive are the youngest adolescents aged 14-15, and the less aggressive are the oldest 18-19 year olds, which is explained by the onset of puberty and biological maturation of teenagers. Most behavior problems are found in the social environment in ICADPC, and the least problematic are Bulgarian schools, excluding indicators of aggressive behavior and criminal tendencies. Mixed school environment does not appear to be more problematic than segregated Roma environment. Mixed school is characterized by more pronounced criminal tendencies and aggressive behavior (externalized behavioral problem), and segregated schools are characterized by more pronounced social withdrawal, anxiety and depressive symptoms (internalized problem behavior). Here we should particularly emphasize that the observed social withdrawal in segregated Roma school, accompanied by depression and anxiety can be regarded as an indicator for easy dropout of Roma teenagers from the school system. An individual work is needed with these children, and on group level as class by their teachers and class teachers in order to keep them in the classroom. Moreover, one of the ways to integrate Roma children in Bulgarian schools is through mixed schools. We should pay particular attention to the fact that this
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type of social environment holds more externalized problem behaviors - aggressive behavior and criminal tendencies. In this study it appears that the environment in these schools is more aggressive than in segregated schools, but another study from the same authors showed that this environment is more psycho-socialy mature (Papazova & Antonova, in press). Thus, the path of integration of Roma children in Bulgaria should be this - moving them from segregated to mixed schools, notwithstanding, that they could become subject of aggression and discrimination by their Bulgarian peers. In other words, for the better integration of Roma children in our educational system it is needed a special program for the prevention of aggressive behavior in the classroom in which Bulgarian and Roma pupils study together. In the period 2002-2005, the Health and Social Development Foundation implemented several projects jointly with the 28th High School (mixed school where learn children from a neighbourhood with compact Roma population "Faculteta" in Sofia), funded by PHARE LIEN that aims the approbation and adaptation of successful programs for integration of Roma children in the Bulgarian educational system. One of the most important conclusions from these projects is that the main predictor for successful integration of Roma children in Bulgarian educational system and for prevention of their early dropout is pre-preparation system (starting from 4 years of age) of these children together with their parents. In other words, educational programs for early child development for the children are needed to develop appropriate cognitive and behavioral skills combined with training for their parents to develop effective parental skills to support the educational process of the children. Second predictor is a specialized training for teachers, as systematic work in classes with mixed ethnic composition, in order to increase the understanding of diversity and overcome discriminatory perceptions and attitudes of both ethnic groups to one another. And last but not least, a special attention should be given to the fact that in Bulgarian schools manifestations of externalized problem behavior have been observed (aggressive behavior and criminal tendencies), which are more pronounced than in segregated Roma schools. Besides the subject of visibility through the media when events are truly shocking and striking, these events should be detected in the classroom by properly trained teachers to work with children with problem behavior. Unfortunately, in the Bulgarian educational system this is a serious omission that NGO sector is trying to fill through different projects. One of these projects was the project "School without Violence" initiated by the Bulgarian Psychologists Society, funded by UNICEF-Bulgaria, but after its conclusion it was not considered necessary to be funded and supported again by the Ministry of Education. Statistical facts deduced in this paper highlight the need of qualitative study to focus on the above results.
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