BULLYING IN EDUCATIONAL INSTITUTIONS: A GENDER ASPECT

Abstract

The article deals with the phenomenon of bullying. This is the notion of prolonged deliberate abuse (physical and mental) by a child or group towards person or people who are unable to protect themselves in a given situation. The study of the phenomenon of violence in the educational environment is especially relevant due to the fact that it can destroy the security of the educational environment and negatively affect the construction of interpersonal relationships between the subjects of the educational process and the development of the learner. The history of the emergence of bullying as a psychological problem in world and domestic science is considered. The analysis of modern foreign works on the problems of bullying in the educational environment shows the need for a deep and systematic study of this phenomenon. Еmpirical research has shown that the situation of bullying in the educational environment is long-term and systematic and identified the most common forms. The places of bullying were identified, the safety of the school environment was assessed, and gender differences in the attitude to the phenomenon of bullying and methods of its implementation were identified. Behavioral styles in conflict are considered. The correlation between the index of internality and the indicator of verbal aggression in this sample is revealed.

Attention is drawn to the need for preventive work to prevent bullying and violence at school. The priority directions of the psychologist's work with schoolchildren are outlined, including the reduction of problematic experiences of "victims" in the field of relationships with peers and the opposite sex, the development of adequate self-understanding, adequate self-esteem; development of skills in cognition of other people, increase of self-confidence in a society, formation of skills of mastering of the emotional state, removal of emotional pressure.

Perspective directions of further research of a problem are planned: studying of motivational, value features of participants of bullying; cyberbullying research; research of parent’s perceptions of the situation of bullying in the educational environment; research of the situation of bullying by students in relation to the teacher; research of psychological characteristics of the teacher, etc.