SOCIAL AND PEDAGOGICAL WORK ON THE PREVENTION OF BULLYING AMONG JUVENILES IN EDUCATIONAL INSTITUTIONS

Abstract

The article addresses to the peculiarities of bullying phenomenon among juveniles. Most bullying is verbal: name-calling, teasing, harsh criticism, defamation, ridicule, aggressive remarks, notes threatening violence, spreading false accusations, hostile rumors and gossip. The purpose of the article was to analyze the phenomenon of bullying in educational institutions among juveniles as a socio-pedagogical problem, changes in the regulatory framework for the prevention of bullying; to justify the methods and forms of work of all involved categories of specialists regarding the prevention of bullying in educational institutions among juveniles. The results. The social structure of bullying typically includes three elements: the persecutor, the victim, and the bystander. In modern science, there are several approaches to the study of bullying. Some researchers focus attention on the search and definition of personal traits characteristic of the aggressor and his victim. Others try to consider bullying as a socio-psychological phenomenon. The typical features of students who tend to become persecutors are analyzed: they feel a strong need to dominate and subordinate other students, by pursuing their own goals, they are impulsive and easily rampage; they are often defiant and aggressive in their attitude towards adults (primarily parents and teachers); they show no sympathy for their victims. Typical victims of bullying also have their own characteristics: they are timid, vulnerable, withdrawn and shy; they are often anxious, insecure, unhappy and have low self-esteem; they are prone to depression and think about suicide more often than their peers. It is important to recognize the serious long-term consequences for those who are bullied. Bullies at school tend to become aggressive adults who are more likely to have multiple criminal convictions. As for bystanders, bullying can cause them feelings of anxiety or fear. Observing bullying leads to a violation of the sense of politeness and propriety, sympathy, empathy, and shame are suppressed. In this way, children’s ability to communicate, negotiate and reach a compromise – the necessary foundations for problem solving, conflict resolution and reconciliation. The article also analyzes ways of social and pedagogical prevention of bullying among juveniles in educational institutions and provides methodical recommendations for participants in the process of education and upbringing of schoolchildren. Conclusions. Research has shown that bullying at school has extremely negative future consequences for the victim. This can be expressed in the inability of adults who were bullied in childhood to build full-fledged relationships with other people and raise their own children. That is why it is necessary to train teachers to work with bullying in educational institutions, and also necessarily involve psychological services, parents, education management bodies, community members, the church, and law enforcement services. Key words: bullying, juveniles, educational institution, mobbing, cyberbullying, persecutor (aggressor), victim, bystander.