Bullying in an educational environment presentation. Bullying. Types of bullying. Families with conflicting family relationships

Types of bullying at school. Prevention methods.

Anna Volkova, 02/16/2018

1495 145

Development content

Slide 1 “Welcome!”

Slide 2

Features and types of bullying at school

In almost every class there are students who become the object of ridicule and open bullying. School bullying is not something that goes away and is temporary: the pain and humiliation often lasts for several years, or even until graduation. The most important thing is that the problem is that almost anyone can be at risk. What kind of phenomenon is this, in which the student was previously called a “black sheep”, a “scapegoat”, and now a victim of bullying?

Slide 3

Bullying (from English Bullying) - bullying of one person by another, aggressive pursuit of one child by other children. Appears in all age and social groups. In complex cases, it may take on some features of gang crime.

Bullying in educational, closed and other children's institutions has been known for a long time in different countries, including Russia. However, the real study of bullying began only at the end of the 20th century.In the modern world, school bullying is seen as a serious social and pedagogical problem that needs to be recognized and preventive measures taken. Prevention of bullying (measures to prevent it or reduce the level of aggression and violence) will help reduce the scale of this negative phenomenon, reduce the number of “aggressors” and “victims” involved in it, and establish relationships between children, taking into account the individual characteristics of each.

Slide 4

It is carried out regularly.

Slide 5

There are the following types of bullying:

1. Physical school bullying – the use of physical force against a child, resulting in possible bodily harm and physical injury (beating, hitting, pushing, slapping, hitting, slapping the head). In extreme cases, a weapon, such as a knife, is used. This behavior is more common among boys than girls. A subspecies of physical bullying is sexual (harassment, violence, forced sex).

2. Psychological school bullying –violence associated with an effect on the psyche, causing psychological trauma through verbal insults or threats that deliberately cause emotional insecurity.

Slide 6

Psychological bullying has several subtypes:

verbal bullying – an offensive name or nickname with which the victim is constantly addressed, name-calling, ridicule, spreading offensive rumorsendless comments, biased assessments, humiliation in the presence of other children. Name-calling may also take the form of insinuations about the student's perceived sexual orientation;

nonverbal bullying – offensive gestures or actions (spitting at or in the direction of the victim, showing indecent gestures);

intimidation – the use of constant threats, blackmail in order to induce fear in the victim, apprehension and force him to perform certain actions and deeds;

insulation – the victim is deliberately isolated, kicked out, or ignored by part of the students or the entire class. They refuse to play with the child, make friends, go for walks, do not want to sit at the same desk with him, and do not invite him to birthdays and other events. This may involve passing notes, whispering insults that may be heard by the victim, or derogatory writing on a board or in public places;

extortion – They demand money, valuables and items, and free food coupons from the victim through threats, blackmail, and intimidation.;

damage and other actions with property – theft, robbery, hiding the victim’s personal belongings;

school cyberbullying – insult, humiliation via the Internet, social networks, email, telephone or other electronic devices(sending controversial images and photographs,anonymous phone calls,name calling, spreading rumors,victims of bullying are filmed and posted online).

Typically, physical and psychological violence go hand in hand. Ridicule and bullying can continue for a long time, causing traumatic experiences for the victim.

Potentially, any child can become a “victim” or a rapist under certain situational and life circumstances. However, young rapists are predominantly active, self-confident, dominant, morally and physically strong children.

Slide 7

In a bullying situation there is always:

" Aggressor" – a person who stalks and intimidates a victim.

"Victim" - a person who is being attacked.

"Defender" - a person who is on the side of the victim and tries to protect him from aggression.

“Aggressors” are people participating in bullying started by the aggressor.

"Supporters" - people who are on the side of the aggressor, who are not directly involved in bullying, but also do not interfere with it.

" Observer" - a person who knows about the details of aggressive interaction, bullying, but maintains neutrality.

Slide 8

Typical traits of students who tend to become " aggressors" bullying:

They experience a strong need to dominate and subjugate other students, thus achieving their goals;

impulsive and easily angered;

often behave defiantly and aggressively towards adults, including parents and teachers;

have no sympathy for their victims;

if they are boys, they are usually physically stronger than other boys;

children raised in families with a low level of emotional warmth and support (for example, orphans in guardianship families, etc.).

It is important to note that abusers do not always want to harm their victim with their behavior. They may have their own goals: to feel their strength, to influence the situation, to form character traits that are significant for themselves.

The “victims” of bullying are usually those children who are weaker or in some way different from others.

Slide 9

Most often, children who become victims of violence have:

physical disabilities – those who wear glasses, have reduced hearing or have motor impairments (for example, with cerebral palsy), that is, those who cannot protect themselves, are physically weaker than their peers;

behavior patterns – withdrawn, sensitive, shy, anxious or children with impulsive behavior. Hyperactive children can be too annoying and sociable: they get involved in other people's conversations, games, impose their opinions, and are impatient while waiting for their turn in the game. For these reasons, they often cause irritation and resentment among their peers;

appearance features – everything that makes a child stand out from the crowd in appearance can become an object of ridicule: red hair, freckles, protruding ears, crooked legs, a special head shape, body weight (fullness or thinness);

Slide 10

poor social skills – insufficient experience of communication and self-expression. Such children cannot defend themselves from violence, ridicule and insults, often do not have a single close friend and communicate more successfully with adults than with peers;

fear of school – academic failure often forms in children a negative attitude towards school and a fear of attending certain subjects, which is perceived by others as increased anxiety and uncertainty;

lack of experience of living in a group (children at home) – those who have no experience interacting in a group of children before school may not have the skills to cope with communication problems;

health features – there are a lot of disorders that cause ridicule and bullying from peers: epilepsy, tics, stuttering, speech disorders and other painful conditions;

low intelligence and learning difficulties – weak abilities can be the cause of a child’s low learning ability. Poor academic performance creates low self-esteem: “I can’t handle it,” “I’m worse than others,” etc. Low self-esteem can contribute in one case to the formation of the role of a victim, and in another to violent behavior as a compensation option. Therefore, a child with low intelligence and learning difficulties can become both a victim of school violence and a perpetrator.

The roles of offenders and victims are not constant, they can change: victims can become offenders and vice versa. Sometimes one of the classmates takes on the role of a rescuer, defending the victim in front of the offender. However, quite often this role becomes heterogeneous, since the rescuer begins to experience the power of the pursuer, he turns from a rescuer into a victim, and sometimes simply into a victim of a given situation.

In elementary school, violence can begin with racketeering - when older students take money from younger students. Children aged 11–15 use gossip, humiliating jokes, and boycotts. Moreover boys and girls use different forms of bullying. If boys more often resort to physical bullying (kicking, pushing, etc.), then girls are more willing to use indirect forms (spreading rumors, excluding them from social circles).Girls have a harder time dealing with bullying than boys.

Sexual (gender) differences in bullying are associated with the characteristics of boys’ normative (aggressive) culture, which changes noticeably with age. Among young boys, physical aggression typically results in unpopularity and social rejection from peers. In 10-12 year old boys, bullying is most pronounced at the beginning of the school year, when children are fighting for their status in school life (leader, accepted, not accepted, rejected, outcast). Once this process is completed and the group hierarchy is established, bullying subsides. Numerous studies show that more assertive boys have more friends and are more successful with girls in forming friendships. In those school classes where there is a rigid class hierarchy structure, the child is forced to play the assigned role of victim throughout his school life. If the class is poorly structured, the child can free himself from this role. Bullying exists not only among children, but also in relationships between teachers and students. Some teachers abuse their power by insulting, humiliating and even hitting their students, while other teachers may be bullied by students.

Most often, the “victims” of bullying remain silent about the fact that they are being bullied. You can recognize it by the child’s behavior and mood. The “victim”, as a rule, feels defenseless and oppressed in front of the offender. This leads to a feeling of constant danger, fear of everyone and everything, uncertainty and, as a result, to a loss of self-respect and faith in one’s own strength. In other words, the child “victim” becomes truly defenseless against the attacks of bullies. Extremely severe bullying can push the “victim” to commit suicide. In this regard, close people around you need to show utmost attention to even a minor change in the child’s behavior.

Slide 11

pretending to be sick to avoid going to school;

they are afraid to go to school and home alone, ask to accompany them to lessons, and are often late;

the child’s behavior and character changes;

obvious symptoms of fear, consisting of sleep and appetite disturbances, night screaming, enuresis, stuttering and nervous tics, unsociability and secrecy;

frequent requests for money, theft;

decreased quality of studies, loss of interest in favorite activities;

permanent abrasions, bruises and other injuries;

silence, reluctance to talk;

suicidal intentions and, as an extreme measure, suicide.

These manifestations do not always indicate that the child has become a “victim” of bullying. Meanwhile, if these symptoms are observed constantly, then it is worth suspecting something is wrong and conducting a small investigation to establish the reasons that caused changes in the child’s behavior.

Slide 12

What may be the consequences for the victim of bullying:

Poor relationships with classmates can cause poor performance. The child loses the desire to go to school, he may develop various neurotic and even mental disorders. Suspicion and disbelief in the good intentions of other people are a natural state of the normal psyche, which has been attacked by rejection for a long time. The worst thing is thatregular bullying can provoke a suicide attempt or attempt on the life of one of the persecutors . Bullying causes irreparable damage not only to the psyche of the victim. The situation of bullying is no less harmful for observers. They risk remaining weak-willed pawns in the hands of stronger and more enterprising ones. And a decision made under the influence of the majority, contrary to the voice of conscience, and the constant fear of being in the place of the victim contribute to a decrease in self-esteem and loss of self-respect. Aggressors are corrupted by impunity; they learn that similar methods can be used to control others.

You cannot talk about a class in which bullying occurs as a collective. The unification occurred not due to mutual sympathy or common interests, but out of necessity - the children simply had nowhere to go. In such a group there is no dynamics, relationships do not develop, but freeze, taking on an ugly form. It is all the more likely that if the one who is being bullied leaves, a new outcast will appear in the class, since this is the only possible way of building relationships that the children have learned.

It is important to note that the situation of bullying itself leads to a distortion in the formation of children’s personality. It is a worthy position in a peer group, which gives a child and adolescent moral satisfaction, that is the main condition for normal mental development.

According to the results of a study by Norwegian psychologist Dan Olweus, a child victim may have problems interacting with others, and these difficulties can manifest themselves in adolescence, young adulthood, and even adulthood. Most offenders often do not achieve a high degree of realization of their abilities, since they get used to asserting themselves at the expense of others, and not as a result of their own efforts. Even the psyche of outside observers undergoes a change - they may develop a position of non-interference and ignoring the suffering of others.

Slide 13

Signs of bullying:

someone is pinned in the corner of the room, and when an adult approaches a group of children, they fall silent, run away, and abruptly change their activities (they can hug the “victim” as if everything is fine);

the child’s school supplies (textbooks, notebooks, personal belongings) are often scattered around the classroom or hidden;

during lessons, the student behaves secretly, fearfully when answering, and laughter, noise, interference, and comments begin to spread in the class;

the student is constantly insulted, teased, and given offensive nicknames;

during recess, in the cafeteria, the child stays away from other schoolchildren, hides, runs away from peers and older students, tries to stay close to teachers and adults;

The schoolchild reacts to other children with a stupid smile, tries to laugh it off and run away;

the child may be confused, shake with fright, fear, or cry;

signs of violence on the student’s body or face (bruises, abrasions, cuts, pale or red face);

one of the students is not chosen by others during group games, classes, that is, to be in isolation;

younger schoolchildren are afraid to go to the toilet;

children do not leave after school, but wait for someone near the school.

Slide 14

Technology for responding to identified or established facts of bullying:

1. When establishing the fact or suspicion of the existence of a bullying situation, the teacher reports the current situation to a representative of the administration.

2. The administration, together with the social and psychological service of the school, decides on the urgency of responding to the identified fact of aggression.

3. Direct work with victims and persecutors.

Slide 15

Slide 16

If the child confirmed to you in a conversation that he victim bullying.

Tell to kid:

I believe you(this will help the child understand that you are able to help him with his problem).

(this will help the child understand that you are trying to understand his feelings).

It is not your fault. (let your child understand that he is not alone in this situation: many of his peers face different types of intimidation or aggression at one time or another while growing up).

(this will help the child understand that he did the right thing by asking for help and support).

(this will help the child look into the future with hope and feel protected).

Slide 17

To the director of the educational institution ___________
from _______ (full name, position, place of work)

STATEMENT

“___” __________20_at ____ hours ____ minutes were discovered (specify by whom)
signs of bullying against a minor (specify the minor,
his place of residence, place of study), in relation to which unidentified persons
(or indicate specific persons if they are known to the victim) were committed
actions (specify which ones). Signs that give reason to suspect bullying include:
are (specify specific features).
I ask you to consider the issue of bringing you to legal liability.
"___" __________20_year
____________________________________

Slide 16

To the director's name
from (child's full name)

Class

I would like to inform you that I (full name) day month, year time place, suffered from
actions of (name of the offender), description of what happened.
Indication of possible cause and current emotional and physical state
the victim.

Number, signature

Slide 19

To the director's name
from (child's full name)

Explanatory

Number, signature

Slide 20 “Thank you for your attention!”

Exercise “Swap places”

The driver is selected and stands in the center. Everyone else sits in a circle on chairs; there is no chair for the driver. The driver says: “Switch places who or who has... (who likes to walk, who didn’t have breakfast today, who has a watch, etc.).” Those with this sign must get up and quickly move to another seat (you cannot occupy the next chair), the driver also rushes to take the vacant chair. The one who did not have time to change seats becomes the driver.

Exercise “Joking letter”

It is often easier to solve a problem if you approach it not only optimistically, but also with a sense of humor. During this exercise, children can write a humorous letter to an acquaintance with whom they have difficulty communicating. This letter belongs to the category of those that can be written, but should not be sent.

Instructions from an educational psychologist: “Choose someone with whom you were recently angry, with whom you have a difficult relationship. Write this person a humorous letter in which you immensely exaggerate all your feelings towards him. You can also limitlessly multiply the “wrongdoings” of this person. Try to write so funny that you yourself want to laugh at this problem or this conflict.”

Issues for discussion:

How did you feel when you wrote a humorous letter?

What was the hardest thing about this?

Do you find it easy to exaggerate your own feelings, such as anger or resentment?

Can you laugh at yourself sometimes?

What do you think the person you wrote to would say if they read your letter?

When is it good to laugh at conflict? (For example, when a conflict arises due to a misunderstanding.)

Exercise “Let’s play in a situation”

- Play up the situation so that a conflict occurs. (Children offer an option)

- play up the situation to get out of the conflict and show sociability.

Game application "Let's play in the situation"

Development content

Subject

Bullying at school

Bullying

bullying of one person by another, aggressive pursuit of one child by other children. Appears in all age and social groups. In complex cases, it may take on some features of gang crime.

Main components of bullying :

This is aggressive and negative behavior.
It is carried out regularly.
It occurs in relationships in which the participants have unequal power.
This behavior is intentional.

Types of bullying:

Physical school bullying

Psychological school bullying

Bullying situation

"Aggressor"

"Aggressors"

"Victim"

"Supporters"

"Defender"

"Observer"

Typical traits of students who tend to become " aggressors"

- feel a strong need to dominate and subjugate other students, thereby achieving their goals;

Impulsive and easily angered;

Often behave defiantly and aggressively towards adults, including parents and teachers;

Have no sympathy for

to their victims;

If they are boys, they usually

physically stronger than others

boys;

Children raised in families with a low level of emotional warmth and support (for example, orphans in guardianship families, etc.).

Most often victims Children who experience school bullying are those who:

– physical disabilities– those who wear glasses, have reduced hearing or have motor impairments (for example, with cerebral palsy), that is, those who cannot protect themselves are physically weaker than their peers;

– behavior patterns– withdrawn, sensitive, shy, anxious children or children with impulsive behavior, lack self-confidence, are unhappy and have low self-esteem;

– appearance features– red hair, freckles, protruding ears, crooked legs, a special head shape, body weight (fullness or thinness), etc.;

– undeveloped social skills– often do not have a single close friend and communicate more successfully with adults than with peers;

– fear of school , academic failure often forms in children a negative attitude towards school as a whole, a fear of attending certain subjects, which is sometimes perceived by others as increased anxiety, uncertainty,

provoking aggression;

– lack of experience of living in a team

(home children);

– illnesses– epilepsy, tics, stuttering, enuresis (urinary incontinence), encopresis (fecal incontinence), speech disorders – dyslalia (tongue-tied), dysgraphia (written language impairment), dyslexia (reading impairment), dyscalculia (numeration impairment), etc. d.;

– low intelligence and learning difficulties.

The following are typical for teenagers who are victims of bullying:

Pretending to be sick to avoid going to school;

They are afraid to go to school and home alone, they ask to accompany them to lessons, they are late;

Behavior and temperament change;

Obvious symptoms of fear, consisting of sleep and appetite disturbances, night screaming, enuresis, stuttering and nervous tics, unsociability and secrecy;

Frequent requests for money, theft;

Decreased quality of study, loss of interest in favorite activities;

Permanent abrasions, bruises and other injuries;

Silence, reluctance to talk;

Suicidal intentions and, as an extreme measure, suicide

CONSEQUENCES FOR A VICTIM OF BULLYING

Regular bullying can provoke a suicide attempt or attempt on the life of one of the persecutors

Signs by which bullying can be recognized:

Someone is pinned in the corner of the room;

When an adult approaches a group of children, they: fall silent, run away, abruptly change their activities (they can hug the “victim” as if everything is fine);

one of the students is not chosen by the others

(in isolation);

The whole class laughs at the same student;

Very offensive nicknames;

According to the face of one of the students: pale, red (spotted), in tears, scared, shaking, signs of violence on the body/face;

Younger schoolchildren are afraid to go to the toilet;

Schoolchildren do not leave after classes, they are waiting for someone near the school

Technology for responding to identified or established facts of bullying.

1. When establishing the fact or suspicion of the existence of a bullying situation, the teacher reports the current situation to a representative of the administration.

2. The administration, together with the social and psychological service of the school, decides on the urgency of responding to the identified fact of aggression.

3. Direct work with victims and persecutors.

Remain calm and control the situation if bullying is detected in the classroom

Take the incident or story of bullying seriously
Provide support to the victim.
Show the offender (aggressor, buller) your attitude to the situation
Give the offender the opportunity to assess the situation from the victim’s point of view (i.e., put yourself in the victim’s place)

If the child confirmed to you in a conversation, what he victim bullying.

Tell to kid:

I believe you (this will help the child understand that you are able to help him with his problem).
I'm sorry this happened to you (this will help the child understand that you are trying to understand his feelings).
It is not your fault . (let your child understand that he is not alone in this situation: many of his peers face different types of intimidation or aggression at one time or another while growing up).
It's good that you told me about this (this will help the child understand that he did the right thing by asking for help and support).
I will try to make sure you are no longer in danger (this will help the child look into the future with hope and feel protected).

Form for reporting suspected bullying

To the director of the educational institution ___________ dated _______ (full name, position, place of work )

STATEMENT

“___” __________20_year at ____ hours ____ minutes signs of bullying were discovered (specify by whom) in relation to a minor (specify the minor, his place of residence, place of study), in relation to whom unidentified persons (or specify specific persons if they are known to the victim) committed actions ( indicate which ones). Signs that give reason to suspect bullying are (specify specific signs). I ask you to consider the issue of bringing you to legal liability. “___” __________20__ _____________________________________

Child Abuse Reporting Form

To the director's name from (child's full name)

I bring to your attention that I (full name), day, month, year, time, place, suffered from the actions of (name of the offender), description of what happened. Indication of the possible cause and the current emotional and physical state of the victim.

Number, signature

Explanatory note for a child aggressor

To the director's name from (child's full name)

Explanatory

My name, time, place, what I did, who was hurt, explanation of the reasons.

Number, signature

The individual being bowled usually does not have an easy time defending himself - he is usually relatively helpless. A quarrel between individuals of approximately equal strength is not bowling. (The significance of this aspect was noted back in 1983, when the world's first anti-mobbing campaign was carried out in Norway.)

Prevalence of bowling: - 13% of schoolchildren have experience as victims, 20% as persecutors, and in big cities the level of bowling is higher than in rural areas - 25% of teenagers have participated in bowling at least once - -68% of high school students have witnessed bullying at school

Indirect bullying includes: the spread of rumors and gossip, social exclusion and isolation (when no one communicates with the child, does not invite him to a game, does not choose him for the team), avoidance, manipulation of friendship (“If you are friends with her, we are with you not friends").

Types of rejection Bullying (they don’t give way, they call you names, they beat you, pursuing some goal: revenge, having fun, etc.). Active rejection (occurs in response to the initiative coming from the victim, they make it clear that he is a nobody, that his opinion does not mean anything, they make him a scapegoat). Passive rejection, which arises only in certain situations (when you need to choose someone for a team, accept them into a game, sit at a desk, children refuse: “I won’t be with him!”). Ignoring (they simply don’t pay attention, don’t communicate, don’t notice, forget, don’t have anything against it, but aren’t interested either).

The instigators are active, sociable children who claim to be leaders in the class; aggressive children who have found an unrequited victim to assert themselves; children who strive to be the center of attention at any cost; children who are accustomed to treating others with a sense of superiority, dividing everyone into “us” and “strangers”, egocentric, unable to sympathize with others and put themselves in the place of others; maximalists, children who do not want to compromise (especially in adolescence).

Persecutors Are not independent, easily influenced by others, and lack initiative. Conformists always strive to follow the rules, certain standards (they are very diligent and law-abiding in everything that concerns school rules). They are not inclined to admit their responsibility for what is happening (most often they consider others to blame). They are often subject to strict control from their elders (their parents are very demanding and tend to use physical punishment). They are self-centered and do not know how to put themselves in the place of another. They are not inclined to think about the consequences of their behavior (in conversations they often say: “I didn’t even think about that”). They are not confident in themselves, they value “friendship” and the trust shown by class leaders very much (in sociometric studies they receive the smallest number of elections, there are no mutual elections with anyone from the class). Cowardly and embittered.

Victims with an unusual appearance (visible scars, limp, squint, etc.); suffering from enuresis or encopresis (incontinence of urine and feces); quiet and weak, unable to stand up for himself; unkemptly dressed; frequently missing classes; unsuccessful in studies, overprotected by parents; unable to communicate.

Moral violence Nicknames and teasing aggression (conscious desire to insult, annoy, anger a peer) desire to attract attention (of the one you tease or those around you) revenge (an offended or humiliated child begins to tease the offender, especially if he cannot respond physically; he also does the same out of envy)

Types of excuses “The black cash register is the key to me, whoever calls names is at himself!” “Chicky-trucky wall!” (The child puts a barrier between himself and the name-calling with his hand.) “A crocodile walked along, swallowed your word, but left mine!” “Whoever calls names is called that himself!” - Fool! - Nice to meet you, and my name is Petya.

Consequences of bowling and associated risks: - victims experience difficulties with health and academic performance, three times more likely than their peers to have symptoms of anxiety and depressive disorders, apathy, headaches and enuresis, and attempt suicide - persecutors often experience poor academic performance, absenteeism, and fights , theft, vandalism, weapons possession, alcohol and tobacco use

Denisova L.V., methodologist of the GBOU PPMS center of the Penza region Hazing (from the English hazing - bullying, an analogue of “Hazing”) - ritual bullying, in which schoolchildren go through a series of various tests and humiliations (moving squatting, standing in the cold rain without clothes , drinking large amounts of water, etc.) in order to prove their right to belong to a particular group. Present only in a situation where there is a certain closed group that cannot be entered into of one’s own free will. Mobing (from the English mob - crowd) is the suppression by a group of individuals, “white crows”, unfriendly or aggressive actions on the part of the group, aimed at one of the members of the team, which are carried out systematically over a long time, the so-called targeted psychoterrorism. When mobbing, the goal is to eliminate a person from the group, one who is strong and is perceived as dangerous and threatening, as a possible competitor. Hazing is bullying practiced by elders against younger ones in so-called “forced membership” groups (groups from which one cannot leave of one’s own free will). By type of hazing, bullying can develop in a class team, in relationships between microgroups, or in parent-child relationships in the family. Bullying (from the English bullying - intimidation - physical and/or psychological terror against a child from a group of classmates, school bullying) is a form of abuse when a physically or mentally strong individual or group takes pleasure in causing physical or psychological pain more weak person in this situation. BULLYING is a relatively new term that denotes an old, one might say, centuries-old phenomenon - child cruelty. Inequality of power, repetition and inappropriately high sensitivity of the victim are three significant signs of bullying. In the West, bullying is the number one problem. Publications on the topic of bullying appeared as early as 1905. Scandinavian scientists (D. Olweus, P.P. Heinemann, A. Pikas, E. Roland) are considered pioneers in this area. Domestic researchers, E.N. Pronina, in particular, note that violent relationships between students are common. However, not every quarrel is bullying. Ordinary conflicts arise, are resolved and pass away. In the case of bullying, constant hostility persists, most often towards an individual child, that is, a long-term conflict arises. The antics of bullies (as the initiators of bullying are called) occur in front of other children, and this has a negative impact on both the “spectators” and the atmosphere, both in the classroom and in the school as a whole. The problem of bullying becomes noticeable in adolescence due to the complexity and contradictory characteristics of growing children and the internal and external conditions of their development. It is at this time that, having learned certain patterns (patterns) of behavior, for example, the behavior of a “victim,” a teenager can follow them for the rest of his life. At the same time, the situation of bullying negatively affects not only the “victims”, but also the “aggressors”, because if the manifestation of aggression turns out to be effective, then this can become established as a style of behavior in the future. Bullying in female and male representatives has differences in the forms of manifestation: in boys, the characteristics of the manifestation of bullying are associated with boyish normative culture, first of all, with the struggle for power; bullying from girls is more personalized, psychologically targeted and much more emotionally destructive. Due to gender characteristics, it is more difficult for girls to cope with the problem of bullying. Asymmetrical - represents asymmetrical relationships. Its distinctive features are the power and arbitrariness of the one who has the power, as well as the helplessness of the victim. A deliberate, hidden malice attack is carried out on the social status and mental health of the person who is chosen as a target. Used as a way to release one’s own aggression; as an opportunity to join the strong; as a way to experience a sense of belonging (to a group, to a stronger group); to increase their own prestige. Gives pleasure - from causing suffering to other people; from abuse of power Affects: trust, self-esteem, educational motivation, health, human dignity Has a latent and prolonged nature Never disappears on its own someone is squeezed in the corner of the room; when an adult approaches a group of children, they: fall silent, run away, abruptly change their activities (they can hug the “victim” as if everything is fine); one of the students is not chosen by others for joint activities (is isolated); the whole class laughs at the same student; they come up with very offensive nicknames for the student; changes in the appearance of one of the students: pale, red, spotted, crying, scared, shaking, signs of violence on the body/face; younger schoolchildren are afraid to go to the toilet; schoolchildren do not leave after classes, they are waiting for someone near school, etc. A student who is being bullied may exhibit the following signs and symptoms: Imitation of physical ailments (stomach pain, headache). Fear of the road to and from school; asking to be brought to and picked up from school, trying to avoid regular school going times. Changes in temperament and/or behavior. Signs of fear or distress include insomnia, refusal to eat, crying, bedwetting, nightmares, stuttering, withdrawn or unsociable. Damage or missing personal items and/or clothing. Frequent requests for money and/or theft of money. Deterioration in academic performance or loss of enthusiasm and interest in school. Unexplained bruises or cuts. Reluctance and/or refusal to talk about what is bothering him/her. Self-harm or suicide attempts. Verbal bullying (verbal bullying) - ridicule, giving names, threats of physical violence, endless comments and biased assessments, ridicule, humiliation in the presence of other children, etc. In this case, the weapon is the voice. It can exist in the form of an offensive name with which one person is constantly addressed, thereby hurting, insulting and humiliating him. This type of bullying often targets victims who have noticeable differences in physical appearance, accent or voice characteristics, and high or low academic performance. Name-calling can also take the form of insinuations about the student's perceived sexual orientation. (The use of anonymous phone calls is a very common form of verbal bullying, in which not only students, but even teachers can become victims). Intimidation relies on the use of very aggressive body language and voice intonation to force the victim to do something he/she does not want to do. The pursuer's facial expressions or "look" may express aggression and/or hostility. Threats are also used to undermine the victim's confidence. Isolation (social exclusion) – boycott, rejection, refusal to communicate with the victim. The victim is deliberately isolated, ostracized, or ignored by part or all of the class. This may involve passing notes, whispering insults that may be heard by the victim, or derogatory writing on a board or in public places. Extortion, blackmail - in this case, the victim is demanded money and threatened if he/she does not give it back immediately. Breakfast, coupons or money for lunch may also be extorted. The victim may also be forced to steal property for the stalker. This tactic is used solely to place blame on the victim. Property Damage - The stalker may focus on the victim's property. As a result, clothing, textbooks, or other personal items may be damaged, stolen, or hidden. Physical violence - beating, hitting, slapping, slaps on the head, taking away things, household chores, etc., can also take the form of severe physical violence. In extreme cases, weapons such as knives may be used. Cyberbullying is the creation of Internet sites with offensive content, harassment of the victim on social networks. Typically, several types of bullying accompany each other and continue for a long time, causing long-term traumatic experiences in the victim. These roles were once introduced by psychologist Stefan Karpman Victims Children with undeveloped social skills who have no experience of living in a group, including those who are afraid of school. Children who are not like others: - with physical disabilities; - with behavioral characteristics: closed (introverts and phlegmatic people), with impulsive behavior, with striking behavioral characteristics, with peculiar manners and reactions; - standing out from the crowd in appearance, - belonging to a different nationality, religion, etc.. Schoolchildren who are often ill. Children (especially teenagers) with clearly expressed opinions, their own views and values, are nonconformists (“black sheep”). Children with low intelligence and/or experiencing learning difficulties, etc. Victims However, more important than external characteristics is the child’s ability to effectively interact in bullying situations: a calm reaction, counter-humor, the ability to fight back if necessary, which, as a rule, victims cannot make. Typical victims of bullying have their own characteristics: fearfulness, sensitivity, withdrawal and shyness; anxiety, self-doubt, low self-esteem; tendency to depression, they think about suicide more often than their peers; social detachment, tendency to avoid conflicts; victims often do not have a single close friend and communicate more successfully with adults than with peers.; if they are boys, they may be physically weaker than their peers. Aggressors (persecutors or abusers) Children raised in families with an authoritarian, harsh upbringing - being intimidated and downtrodden at home, they try to throw out suppressed anger and fear on weaker peers in the class. Children raised in families with low levels of emotional warmth and support. Children who came from families where the ideas of chauvinism, xenophobia and snobbery flourish. Children striving for leadership, who cannot assert themselves at school in socially acceptable ways: through study, social activities, sports, but claim a high status in the team. Children who feel a strong need to humiliate, dominate and subjugate others in order to achieve their goals. As a rule, abusers are impulsive, easily become angry, often behave defiantly and aggressively towards adults, including parents and teachers, and do not feel empathy for their victims. Aggressors (persecutors or offenders) In a bullying situation, there are always: The instigators are active, sociable children who claim to be the leader in the class; aggressive children who have found an unrequited victim for their self-affirmation. The pursuers obey the “herd mentality”; trying to gain favor with the class leader; they are afraid to find themselves in the position of a victim or do not dare to go against the majority. Rescuers Sometimes one of the classmates takes on the role of a rescuer, defending the victim in front of the offender. However, quite often this role becomes heterogeneous, since the rescuer begins to experience the power of the pursuer, he turns from a rescuer into a victim, and sometimes simply into a victim of a given situation. Observers As a rule, the actions of the stalker occur in front of other children. Not all children in the class support the bully, but as unwitting witnesses, they experience various negative feelings: fear, being in the role of a victim, remorse for not standing up for a classmate, disgust, etc. Thus, bullying affects the entire team. Formation of a position towards oneself with the help of significant adults (formation of a child’s position). behavioral stereotypes, “life individual characteristics of the child himself, his desire to assert himself and the inability to do this in a socially desirable direction can lead to unfavorable behavior. Features of interpersonal relationships between children, bullying as settling scores. A child playing the role of an offender experiences a feeling of hostility, behaves aggressively, and is often in a state of frustration. This condition occurs when an obstacle stands in the way of achieving a desired goal. Therefore, it is very important that a growing person develop other ways of behaving in a state of frustration. This is, first of all, the ability to take into account the feelings of another person, as well as the ability to reassess the situation, switch to another goal, and find other ways to achieve your goal. Aggressive behavior may be associated with social learning, when children and adolescents learn certain behavior patterns by observing them in their environment and on television. Often aggressive behavior becomes a role model. Boredom can be cited as a separate reason. The child's inactivity at school leads to a search for acute impressions, which are often associated with the emotional reactions of offended children. Sometimes school bullying is provoked by the behavior of the teacher and the position of the school. on the website of the State Budgetary Educational Institution of the Penza Region for children in need of psychological, pedagogical and medical and social assistance, “Center for Psychological, Medical and Social Support for Children” (PPMS Center of the Penza Region) ADDRESS: crk58.narod.ru in the “Materials” section

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Bullying.

Bullying is long-term physical or mental violence by an individual or group against an individual who is unable to defend himself in a given situation. It is a form of abuse in which a physically or mentally strong individual or group of such takes pleasure in inflicting pain, ridicule, obtaining submission and concessions, and taking the property of a weaker person. Victims most often feel shame and self-doubt, but choose not to report bullying.

Types of bullying: 1. Physical aggression 2. Verbal bullying 3. Intimidation 4. Isolation 5. Extortion 6. Property damage

The most common victims of school bullying are children who have: – physical disabilities – wearing glasses, hearing loss or motor impairments (for example, with cerebral palsy), that is, those who cannot protect themselves, are physically weaker than their peers; – behavioral characteristics – closed, sensitive, shy, anxious children or children with impulsive behavior, lack self-confidence, are unhappy and have low self-esteem; – appearance features – red hair, freckles, protruding ears, crooked legs, special head shape, body weight (fullness or thinness), etc.;

– undeveloped social skills – often do not have a single close friend and communicate more successfully with adults than with peers; – fear of school, failure in studies often forms in children a negative attitude towards school as a whole, fear of attending certain subjects, which is sometimes perceived by others as increased anxiety, uncertainty, provoking aggression; – lack of experience of living in a team (children at home); – diseases – epilepsy, tics, stuttering, enuresis (urinary incontinence), encopresis (fecal incontinence), speech disorders – dyslalia (tongue-tied), dysgraphia (written language impairment), dyslexia (reading impairment), dyscalculia (numeration impairment) and etc.; – low intelligence and learning difficulties.

The victim's behavior is determined by the following indicators: his school supplies (textbooks, notebooks, personal belongings) are often scattered around the classroom or hidden; during lessons he behaves secretly, timidly; when he answers, noise, interference, and comments begin to spread in the class; during recess, in the cafeteria, stays away from other schoolchildren, hides, runs away from peers and older students, tries to stay close to teachers and adults;

he is insulted, teased, given offensive nicknames; he reacts to other children with a stupid smile, tries to laugh it off, runs away, cries; gets along well with teachers but poorly with peers; is late for the start of classes or leaves school late; During group games, activities, he is ignored or chosen last.

Statistics: According to foreign and domestic psychologists, bullying is a fairly common phenomenon in school. Up to 10% of children regularly (once a week or more) and 55% occasionally (from time to time) are bullied by classmates. 26% of mothers consider their children to be victims of such bullying.

Types of school violence: Emotional (emotional stress, humiliation, loss of self-esteem), ridicule, assignment of nicknames, endless comments and biased assessments, ridicule, humiliation in the presence of other children, etc. rejection, isolation, refusal to communicate with the victim (they refuse to play with the child, study, they don’t want to sit at the same desk with him, they don’t invite him to birthday parties, etc. Physical (causing physical injury) beating, hitting, spanking, slaps on the head, damage and taking away things, etc.

Rapists at school Single-parent families families in which the mother has a negative attitude towards life Powerful authoritarian families Families with conflicting family relationships Families with a genetic predisposition to violence

Consequences of school violence Loss of self-esteem, bullying Problems in learning and behavior Suicidal intentions

If the child confirmed to you in a conversation that he is a victim of bullying. Tell your child: I believe you (this will help the child understand that you are able to help him with his problem). I'm sorry this happened to you (this will help your child understand that you are trying to understand his feelings). It is not your fault. (let your child understand that he is not alone in this situation: many of his peers face different types of intimidation or aggression at one time or another while growing up). It’s good that you told me about this (this will help the child understand that he did the right thing by asking for help and support). I love you and will try to make sure that you are no longer in danger (this will help the child look into the future with hope and feel protected).

Technology for responding to identified or established facts of bullying. 1. When establishing the fact or suspicion of the existence of a bullying situation, the teacher reports the current situation to a representative of the administration. 2. The administration, together with the social and psychological service of the school, decides on the urgency of responding to the identified fact of aggression. 3. Direct work with victims and persecutors.

What to do? Adult behavior strategy.

1. The teacher makes it clear to the victim that he accepts his feelings as real and understandable for any person in such a situation. Here: the child (teenager) will not feel lonely and can count on continued help and support.

3 Thank the child for sharing his experiences with you, expressing a desire to meet with him again. I love you and will try to make sure that you are no longer in danger (this will help the child look into the future with hope and feel protected).

Memo for parents Advise your child, in order not to fall into the risk group for school bullying: --not to show your superiority over others; --do not try to stand out from others if there is no reason for this; --don't brag about your successes, your electronic toys, or your parents;

Do not ignore the decisions of the class if they do not contradict its moral standards (do not swim against the flow of your collective); --do not give reasons for humiliation of self-esteem; --do not demonstrate your physical strength; --do not show your weakness; - with your gifts and hobbies you must learn to attract children to yourself, and not push them away from you; --your child’s talent should be aimed at the benefit of the class and school, so that classmates are proud that they study together, and not envy him

do not demonstrate your elitism; You need to: * find a friend among your classmates, or even better, several real friends; *find a common language with every student in the class; *invite classmates to visit; *learn to respect the opinions of your classmates; *do not always try to win your disputes with peers; *learn to lose and give in if he is, in fact, wrong.

What exactly can parents do to increase the authority of their child among classmates: 1 teach not to be afraid of their classmates who also have problems; 2. establish contacts for parents with teachers and classmates; 3. participate in class activities that involve parents;

If preventive measures did not help and your child became a victim of bullying, parents must: *first of all, understand the true reason for what happened to him; *make sure that your child has really become a victim of school bullying; *report this to the teacher and school psychologist; *together find ways out of the current situation; *if the child was very scared and shocked by what happened, do not send him to school the next day; *if severe stress is experienced, try to transfer the child to another class or even to another school;

The solution to the problem of bullying is in our hands. Good luck to us!!!

Bullying - This is prolonged physical or mental violence by an individual or group against an individual who is unable to defend himself in a given situation.

It is a form of abuse in which a physically or mentally strong individual or group of such takes pleasure in inflicting pain, ridicule, obtaining submission and concessions, and taking the property of a weaker person. Victims most often feel shame and self-doubt, but choose not to report bullying.

Types of bullying:

1. Physical aggression

2.Verbal bullying

3. Intimidation

4. Insulation

5.Extortion

6. Damage to property

Most often victims Children who experience school bullying are those who:

– behavior patterns– withdrawn, sensitive, shy, anxious children or children with impulsive behavior, lack self-confidence, are unhappy and have low self-esteem;

– appearance features– red hair, freckles, protruding ears, crooked legs, a special head shape, body weight (fullness or thinness), etc.;

– undeveloped social skills– often do not have a single close friend and communicate more successfully with adults than with peers;

– fear of school academic failure often forms in children a negative attitude towards school as a whole, a fear of attending certain subjects, which is sometimes perceived by others as increased anxiety, uncertainty,

provoking aggression;

– lack of experience of living in a team

(home children);

– low intelligence and learning difficulties.

Behavior victims determined by the following indicators:

his school supplies (textbooks, notebooks, personal belongings) are often scattered around the classroom or hidden;
during lessons he behaves secretly, timidly; when he answers, noise, interference, and comments begin to spread in the class;
during recess, in the cafeteria, stays away from other schoolchildren, hides, runs away from peers and older students, tries to stay close to teachers and adults;

he is insulted, teased, given offensive nicknames;
he reacts to other children with a stupid smile, tries to laugh it off, runs away, cries;
gets along well with teachers

and bad with peers;

is late for the start of classes

or leaves school late;

During group games, activities, he is ignored or chosen last.

Statistics:

According to foreign and domestic psychologists, bullying is a fairly common phenomenon in school. Up to 10% of children regularly (once a week or more) and 55% occasionally (from time to time) are bullied by classmates. 26% of mothers consider their children victims of such bullying .

Types of school violence:

ridicule, giving nicknames, endless comments and biased assessments, ridicule, humiliation in the presence of other children, etc.

Emotional

( emotional stress,

humiliation, loss of self-esteem )

rejection, isolation, refusal to communicate with the victim (they refuse to play or study with the child, do not want to sit at the same desk with him, do not invite him to birthday parties, etc.

Physical

( physical injury )

beating, hitting, spanking, slaps on the head, damage and taking away things, etc.

families in which the mother has a negative attitude towards life

Rapists at school

Single-parent families

Families with a genetic predisposition to violence

Families with conflicting family relationships

Consequences of school violence

Suicidal intentions

Loss of self-esteem, bullying

Problems in learning and behavior

If the child confirmed to you in a conversation that he victim bullying.

Tell to kid:

I believe you (this will help the child understand that you are able to help him with his problem).
I'm sorry this happened to you (this will help the child understand that you are trying to understand his feelings).
It is not your fault . (let your child understand that he is not alone in this situation: many of his peers face different types of intimidation or aggression at one time or another while growing up).
It's good that you told me about this (this will help the child understand that he did the right thing by asking for help and support).
I love you and I will try to make sure that you are no longer in danger (this will help the child look into the future with hope and feel protected).