Year: 2022
Type: conference-paper
Abstract: The article studies the problem of the prevention of school bullying. It was revealed that bullying is a conscious, systematically repeated aggressive behavior directed at one or more people, and based on the inequality of forces. The motives of school bullying can be completely different: revenge, envy, competition, rivalry, attracting attention, personal dislike for the object of bullying, and other motives. The pedagogical communication style of an elementary school teacher can also increase the risk of bullying in early school age. The analysis of the recommendations and existing programs for the prevention of bullying showed that there are many separate exercises, recommendations, and scenarios of "class hours" dedicated to the prevention of bullying in primary school. At the same time, as a rule, these recommendations and scenarios are not systematized within the framework of a ready-made bullying prevention program for children aged 7–11 years. The following are identified as effective forms of bullying prevention: collective creative activity, the method of group projects, and the formation of traditions in the student group. An important component of bullying prevention is the psychological education of teachers and parents.
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4310044599