Abstract
The article considers the problem of studying and preventing, and also presents the results of the authors' practical experience - an express study to identify bullying in schools in Almaty. An analysis of the experience of foreign countries in preventing bullying shows that many of their programs are aimed at attracting all members of the teaching staff. The authors substantiate the fact that most programs do not take into account the potential "internal" resources of potential victims of bullying. The purpose of this study is an analytical study and practical justification of the problem of bullying in the school environment based on rapid research in teenage high schools. Some general characteristics typical of children at risk of bullying were noted on the basis of the results of Diagnostic methods: high level of anxiety, emotional lability, emotional volitional instability, timidity, low self-esteem, inadequate level of claims, low concentration of attention, avoidance - as the main strategy to overcome conflict situations. A “risk group” was identified based on the results of diagnostics and emotional development programs “World of Emotions” and trainings to develop skills to combat bullying, and “potential victims of bullying” were conducted with this risk group. The results showed positive dynamics, which confirmed the assumption that students need to develop skills to combat bullying - skills to combat bullying, such as: emotional stability, stability, poise, willpower, mental strength and so on.
Highlights
The educational environment of the school is diverse, it contains both positive factors and factors that have a negative impact on the mental development of students
This indicator is equal to 32%in Austria, Luxembourg and Scotland, 30% in Canada and Switzerland, 25% in France
According to a study of the United Nations Children's Fund (UNICEF) held in 2011 in Kazakhstan, 66.2% of Kazakh schoolchildren faced school violence, 63.6% of them in the role of witness, 44.7% - in the role of the injured, and 24.2% admitted to committing violent acts
Summary
The educational environment of the school is diverse, it contains both positive factors and factors that have a negative impact on the mental development of students. Researchers identify relationships between the types of bullying experienced by primary school children and their anxiety, condition-a character trait, self-esteem and certain socio-demographic characteristics [13]; between victimization of bullying and physical fitness among children and adolescents [14]. They are looking for tools and technologies to identify the risk of violence in schools [15].
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