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This article addresses the issue of prosocial behavior - behavior that aims to benefit others and does not involve mutual help and benefits for oneself. The article is based on the theoretical ideas of psychology about the determinism of personality through its social relations and self-determination of personality, as a result of its active life position. At the same time, some researches are described regarding the prosocial behavior of children, some mechanisms and factors that are the basis of prosocial behavior are described, some strategies that contribute to the formation of such behavior are presente

Antisocial behavior in children are manifestationsthatgobeyondtheboundaries of normalcy at a certaintime of development, they are a set of behaviors, which are manifested in thefamily, schooland social environment. It isknownthat it iseasiertopreventthantotreat, so in thisarticlewewill focus on theprevention of behavioralproblems in theschoolenvironment, highlightingsomewaystoprevent antisocial behavior in highschoolstudents.

Children with SEN, including with severe disabilities - autistic spectrum disorders, can be supported in school through specialised activities, additional and complimentary to didactic activities and directly in the classroom, by adopting the activities to special educational needs. Thus, in order to solve certain problems related to educational inclusion of these children, it is necessary to take into account the communication and socio-emotional needs and the needs related to their intellectual functioning. These children should be ensured with a functional curriculum and activities which are appropriate to their development level.

One of the strategic directions for ensuring the quality of education is the prevention of difficulties in child development; optimizing the process of psychosocial adaptation to the new societal conditions; facilitating effective communication in order to train social skills; ensuring effective partnerships in order to build positive relationships; selection of methodologies and tools for assessment and psychological intervention according to the child’s age and developmental characteristics, etc. In this context, the role of the psychological service in general education is undeniable. The respective article reflects the scientific results regarding prevention, assessment and psychological intervention in primary and secondary education with reference to the affective, psychobehavioral and cognitive domains.