Socio-pedagogical prevention of bullying in educational institutions: theoretical and practical aspects

Abstract

The article provides a comprehensive theoretical analysis of the phenomenon of bullying as a current socio-pedagogical problem in the modern educational environment of Ukraine. The relevance of the study is determined by the growing number of bullying cases among children and adolescents, the high level of latency of this phenomenon, as well as the insufficient effectiveness of existing mechanisms for the prevention and counteraction of bullying in educational institutions. The essence of the concept of "bullying" is revealed, its typological classification is defined (physical, psychological, economic, sexual bullying and cyberbullying). The key features that distinguish bullying from conflict are characterized: systematicity, intentionality, imbalance of power, the presence of parties (bully, victim, bystanders) and negative consequences for the mental and physical health of the victim. The structure of bullying is studied, the psychological portraits of its participants are analyzed. Special attention is paid to the consequences of bullying for all categories of participants in the educational process. The legal and regulatory framework for counteracting bullying in Ukraine is considered, the provisions of the Laws of Ukraine "On Education" and "On Amendments to Certain Legislative Acts of Ukraine on Counteracting Bullying (Harassment)" are analyzed, which determine the legal principles of liability for committing bullying. The problems of practical implementation of anti-bullying policy are emphasized: insufficient qualifications of pedagogical staff, low level of students' trust in teachers, lack of systematic monitoring. The experience of foreign countries in implementing comprehensive anti-bullying programs is summarized. The main areas of socio-pedagogical prevention of bullying are substantiated: primary (educational work, formation of tolerance), secondary (diagnosis, identification of children at risk, psychological and pedagogical support), tertiary (work with cases of bullying, psychocorrection of participants). An algorithm of actions for pedagogical staff on identifying, stopping and preventing cases of bullying is proposed.