Abstract
This article examines the factors (causes) of bullying in secondary educational institutions as a form of abuse or bullying of some children (adolescents) over others. Statistical data on the prevalence of the studied negative phenomenon in Ukraine and in the world is given; the need for new scientific research on the factors contributing to bullying in the educational milieu is noted with the view to develop an effective strategy for the prevention and counteraction of bullying. A number of scientific points of view on the bullying determination were analyzed; the key personal attributes of the main participants in the bullying relationship were highlighted. Attention is focused on the role of victimhood in the victim’s behavior as a direct cause of bullying, passive, unconscious bully provoking to commit illegal, antisocial violent actions. Other psychological factors of bullying are also being investigated. Particular attention is paid to social factors that directly or indirectly contribute to the emergence of bullying relations at the level of a social group, the issues of deformation of family relations and their cause and effect relationship with bullying at school are highlighted. Based on the study, the author’s approach to the classification of the factors contributing to bullying in the school milieu, in accordance with their nature, is proposed.
Highlights
Bullying, or harassment at school today, is extremely common and fraught with a number of psychological, physical, and social threats
It is noted in educational circles that as a result of bullying, a number of psychological, medical, pedagogical, and other negative consequences are inflicted on a person (Bedukh, 2019)
It should be noted that in the overwhelming majority of cases, bullying is widespread among groups of adolescents in general secondary educational institutions, whereof it originates, because it is the school that acts as the so-called “agent” of socialization (Lushpai, 2010)
Summary
Harassment at school today, is extremely common and fraught with a number of psychological, physical, and social threats. It should be noted that in the overwhelming majority of cases, bullying is widespread among groups of adolescents in general secondary educational institutions, whereof it originates, because it is the school that acts as the so-called “agent” of socialization (Lushpai, 2010) This is explained by the fact that adolescents and children are most vulnerable to bullying due to their psycho-emotional lack of formation and frailty. Transferring specified indicators on the country scale, a threatening situation of a rapid potential drop in the level of success among schoolchildren is developing, which will certainly affect the general state of education and economy of the state in the future Given this understanding of the causes, or factors of bullying in secondary educational institutions will allow a deeper understanding of its illegal, antisocial nature, in which conditions it originates and develops. Etc. addressed the study of the harassment problems in the educational environment, the problem is not exactly settled down yet
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