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ANTI-BULLYING PRACTICES IN SCHOOL: SOCIAL-PEDAGOGICAL CONTENT

Mykhailo Alokhin
The Pedagogical Process: Theory and Practice pp 85-92; doi:10.28925/2078-1687.2019.1-2.8592

Abstract: The article is devoted to the problem of bullying in a student’s environment of a modern school. The author generalizes that the key features of a bullying as a form of violent action are aggressive negative behavior, systematic and repetitive acts of violent actions, intentional and disproportionate forces (power) between the parties to the conflict. According to the results of a sociological survey involving 561 teachers and 1321 schoolchildren aged 14–18 from 56 schools in Kryvy Rih, it was found that 10.4% of the polled students are aware of the significant scale of oppression of peers. In order to counteract the bullying, it is necessary to develop at school three-component model of the system of harassment prevention that consists of 3 subsystems: «integral approach in management», «education and upbringing», «intersectoral partnership». An important element in building a safe space is the steps to implement a restorative approach instead of a disciplinary one in dealing with school conflicts. In a restorative approach, teachers appeal to the empathic attitude of the participants in the conflict situation to each other and to realize the role of each in it, and offenders more often recognize their guilt and are approaching reconciliation and returning to harmonious relationships. The educational tools of the educational program «Lions Quest: Social and Emotional Competencies of the 21st Century», a set of educational programs «Solving Conflicts by Peace, are extremely effective. Basic skills of mediation»; Institutions of education can be implemented electives «I solve conflicts and build peace around myself», «Learn to be citizens».
Keywords: Behavior / survey / model / School / conflicts / peace / Extremely / build / Solving / violent

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