Bullying. Types of bullying. Bullying We can talk about bullying, or bullying, when one or more individuals are regularly exposed to negative behavior over a long period of time. Problems in learning and behavior

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:

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

– behavioral characteristics– withdrawn, sensitive, shy, anxious children or children with impulsive behavior, lack self-confidence, are unhappy and have low self-esteem;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

(children at home);

– illnesses– epilepsy, tics, stuttering, enuresis (urinary incontinence), encopresis (fecal incontinence), speech disorders – dyslalia (tongue-tied), dysgraphia (impaired writing), dyslexia (impaired reading), dyscalculia (impaired ability to count), etc. d.;

– 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 bullying 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).

What to do?

Adult behavior strategy.

Memo for parents

Advise your child to avoid being at risk for school bullying:
--do not 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 class decisions if they do not contradict its moral standards

(do not swim against the flow of your team);

Do not give reasons for humiliation of self-esteem;

Do not demonstrate your physical strength;

Don't show your weakness;

With your gifts and hobbies you must learn to attract children to yourself, and not push them away;

Your child's giftedness should be used for the benefit of the class and school, so that

classmates were proud that they studied together, and did not envy him

*find a friend among your classmates, or even better, several

of 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.

do not demonstrate your elitism;

What exactly can parents do?

1 teach not to be afraid of your classmates who also have problems;

2. establish contacts for parents with teachers and classmates;

3. participate in class activities that involve parents;

If preventative measures do not help and your child is a victim of bullying, parents should:

*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;

“School bullying” Advice from a psychologist

Bullying (from the English bully - to bully, intimidate) is aggressive persecution of one of the members of the team by the rest of the team members or part of it.

The outsider does not bring home any of his classmates or peers and constantly spends his free time at home completely alone; does not have close friends with whom he spends his leisure time; classmates rarely invite him to birthdays, holidays, or, he himself does not invite anyone to his place, because he is afraid that no one will come;

in the morning he often complains of headaches, an upset stomach, or comes up with some reason not to go to school; thoughtful, withdrawn, eats without appetite, sleeps restlessly, cries or screams in his sleep; he has a pessimistic mood, may indicate that he is afraid to go to school or will commit suicide;

begs or secretly steals money without clearly explaining the reason for his offense; looks like a loser, sudden changes in mood are visible in his behavior. Anger, resentment, irritation, takes out on parents, relatives, weaker objects (younger brothers and sisters, pets);

comes home with minor abrasions and bruises, his things look as if someone wiped the floor with them. Books, notebooks, and school bags are in disrepair; chooses an unconventional route to school.

What exactly can parents do to increase their child’s authority among classmates: Establish contacts with teachers and classmates; participate in class activities; if there is an unusual hobby that is interesting to children, tell your child’s classmates about it;

invite the child’s classmates, and especially those with whom he sympathizes, to visit you as often as possible; increase the child's self-esteem; in cases of high self-esteem of the child, explain to him that this does not need to be shown to others, that every person has both disadvantages and advantages; help the child become a member of the class team, and not just go to study;

do not turn your child against his school activities, even if they seem unnecessary to you; Teach to fulfill general requirements for all children in the class, right down to the dress code in physical education lessons.

Tell the abused child: I believe you. I'm sorry this happened to you. It is not your fault. It's good that you told me about this. I will try to make sure that you are no longer in danger.

Typical traits of students who tend to become bullies (Aggressor) have 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 an authoritarian, harsh upbringing - being intimidated and downtrodden at home, they try to throw out suppressed anger and fear on weaker peers; children raised in families with a low level of emotional warmth and support (for example, orphans in guardianship families, etc.).

Aggression is a stable characteristic of a person, reflecting his predisposition to behavior whose purpose is to cause harm to others, or a similar emotional state (anger, rage).

Criteria for determining aggressiveness: A CHILD often loses control of himself. A CHILD often argues and quarrels with adults. A CHILD often refuses to follow the rules. A CHILD often annoys people on purpose. A CHILD often blames others for his mistakes. The CHILD often gets angry and refuses to do anything. A CHILD is often envious and vindictive. A CHILD is very sensitive, reacts very quickly to various actions of others, which often irritate him.

How do you express your anger?

Emergency intervention Calm attitude, ignoring minor aggression (so-called graceful grooming). Focusing on actions (behavior), rather than on the child’s personality.

Adults' control of their own negative emotions. (while maintaining partnership) Reducing the tension of the situation.

Discuss the offense after both parties have calmed down, but as soon as possible after the incident, first in private, without witnesses, and then in a group or family. Maintaining a child’s positive reputation among peers.

Thank you for your attention!

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Bullying at school VS cohesion of caring people. Organizational culture as a way to solve problems of discipline and counter violence

Krivtsova S.V., Head of the Center for Practical Psychology of Education, State Budgetary Educational Institution of Higher Education "Academy of Social Management"

DEFINITION OF BULLYING:

DEFINITION OF BULLYING:
A student is subjected to bullying when, over a period of time, aggressive actions are carried out against him by one or more persons, he experiences it acutely, but for various reasons cannot respond to the aggression (D. Olweus).

Inequality of power
Aggression
Incidents have been repeating themselves for some time now
Sensitivity of the victim (acute emotional reaction)

Four signs of bullying:

Myths about bullying

Are only children from socially disadvantaged families involved in bullying? NO
Does bullying only happen to bad teachers? NO
Is bullying more common among teenagers? NO
Bullying goes away on its own, is it just one of the teenage problems? NEVER
Responsibility for bullying lies with the school psychologist???

Why do you need to engage in bullying?

1. Negative consequences, both immediate and delayed, for bullies and victims are described
2. Changes the school/classroom climate.
3. Negatively affects those students who are observers
4. Victims of bullying may commit suicide

Health implications

Symptoms Non-victims Victims
Headache 6% 23%
Disturbed sleep 23% 42%
Abdominal pain
in the stomach 9% 20%
Feeling overwhelmed 9% 17%
Anxiety 10% 28%
Feeling that I am unhappy 6% 23%
Depression sst 16% 49%
Severe depression 2% 16%

Types of victims

children who differ from the mainstream
children with unpleasant habits (untidy, whiny, obsessive, cowardly, ingratiating, greedy)
children who communicate better with adults than with peers
physically weak, including disabled people
those whom the teacher does not like
brand new
eccentric
sensitive (sensitive)
any other children

At the same time, the following psychosomatic disorders may be indicators of bullying:

problems with concentration,
depression, depressed state),
irritability,
feeling of insecurity
increased sensitivity,
nightmares,
stomach pain,
fatigue,
lack of appetite,
poverty of social contacts,
symptoms of fear, such as chest pressure,
bouts of sweating,
pain in the back, neck, muscles,
sleep disturbance.

Questionnaire for studying bullying

In our class:
Gossiping about someone, spreading false or unverified information
Show their contempt through gestures or glances
Laughing at someone, speaking badly
People talk badly about that person behind someone's back
Regularly hide or damage someone's things (school supplies, bicycle...)
Someone is always left out, not included in games, not invited to birthdays, etc.

Most victims of bullying are in elementary school

Percentage of victims of bullying by class

Factors contributing to bullying at school

lack of control over behavior during breaks and in “hot spots”: toilets, locker rooms, cafeteria, secluded corners, etc.
an attitude of indifference towards peer violence; They don't know what to do and don't believe they can help.
indifference as an attitude of teachers

What to do? (3 levels of operation)

Change the school's policies regarding bullying and strictly enforce the rules. Principle: No case of bullying should go unpunished
To teach teachers, primarily class teachers, programs for working with cases of bullying in the classroom. Principle: Early intervention is preferable
Include systematic work with victims of bullying and their parents in the psychologist’s work plan. Principle: The student should not be left alone with violence

What is not considered effective? (what not to do)

Shift all responsibility to the psychologist
Forward the problem to parents
Hold an event, a promotion - generally anything one-time and short-term
Send participants (victim and bully) to the director, demand an apology from the bully
Advise the victim not to pay attention

What should a psychologist do?

1. Tell the administration and teaching staff about bullying
2. Listen to the opinion of each teacher and take a coordinated position regarding confrontation with bullying
3. Help teachers formalize their position into specific rules and sanctions
4. Help the administration create a special body: an anti-bullying committee or a justice council

How to work with parents correctly?

Don't give them all the responsibility
Do not call until you have a specific plan in place (the parents of the bully can rarely help, the parents of the victim should not feel your powerlessness)
Talk at meetings about bullying and the school’s position in advance, in primary school
Apply the “No Blame” technique with the participation of parents

How to work with teachers correctly?

Talk about bullying, teach how to recognize markers of bullying
Encourage everyone to take a personal stand
Talk about the actions of teachers that can unwittingly provoke bullying
Tell them what to do
Lead a regular supervision group on this issue

Teachers' actions

Don't ignore, don't downplay
If the school has come to a common understanding and agreement that bullying is a manifestation of violence, then even those who are not direct participants become more sensitive to bullying situations and have the ability to respond appropriately.

Teachers' actions

To take a position
If a teacher becomes aware of or witnesses an incident of bullying, he should take a clear and unambiguous position and try to ensure that at least the “observers”, and if possible the bully himself, also change their position regarding what is happening, and also explain to them what the psychological consequences are for the victim in this situation.

Teachers' actions

Conversation with the class
Discuss the case of bullying with the children in the class. Such a conversation will deprive the situation of violence of the veil of “secret”, make it obvious to everyone, help resolve the conflict situation, discuss together the existing rules against bullying or develop new ones. At the same time, the potential of those students who behave positively is actively used.
Inform the teaching staff
The teaching staff must be aware of the case of bullying and take control of the situation. In especially difficult cases, it is necessary to seek help from outside, for example, to the commission on juvenile affairs, a psychological counseling center, the Council of Fathers, the church, etc.

Teacher's actions

Invite parents for a conversation
If bullying occurs in primary school, it is especially important to involve parents as early as possible, discuss with them the warning signs of bullying and what response strategies could and should be.
Patronage program
The system of patronage of older schoolchildren over younger ones creates a communicative space that facilitates faster detection of cases of bullying and the involvement of bosses in resolving such situations.

The first signs of bullying

A group of children stand in a tight ring, look around, excitedly discuss something, aggression is felt
A student comes to class looking shabby: torn, soiled clothes, bruises, abrasions - signs of a fight
The student is alone at all breaks
An obedient child suddenly began to be late for school or sit in class after school, waiting for something.
No one wants to sit with one of the students; he always completes tasks alone in small groups

A group of children waits for someone in the school yard after school

A group of children waits for someone in the school yard after school
High school students hang around junior school toilets
In a canteen, someone buys food for someone else with their own money.
Those who are physically stronger or older constantly “ask for a loan” from younger children or demand to let them call their phone
One student takes sportswear (sneakers) from another: “asks” to share
A child asks his parents for money - supposedly the school is collecting money for some needs

Actions at the school level I. Increasing the level of communication culture in school: teach everyone how to deal with bullying (improve interaction between students and adults in school)

Improving the skills of school administration on the issue of bullying prevention. The school must develop rules of behavior for all students who experience bullying: what to do, where to go, to whom and in what form to report it. Application for the fact of provocation, insult, physical violence, extortion, threats, etc. must be done without fail. The school also creates Anti-bullying committee / Ethics committee, Council of Fathers, Council of justice, etc.
Improving the administration's skills in creating a positive school atmosphere

Actions at school level II. Improving the competencies of countering power-hungry behavior among teaching and technical staff of the school

Teachers must be able to recognize potential victims of bullying and be vigilant.
Students who are bullied should have the right to receive support from teachers when it comes to bullying.
Teachers must learn to recognize power seekers and distinguish the degree of severity of aggressive behavior (whether this student is a malicious aggressor).
Teachers must learn to confront aggression constructively.

Action at school level

Teachers should rely on the counteraction system created at school, including the anti-bullying committee and other structures that provide emergency countermeasures in situations of aggression among children.
Teachers need to know what factors contribute to bullying.

Personnel training is carried out systematically in the form of trainings.

Personnel training is carried out systematically in the form of trainings.
They are intended for all adults in the area of possible conflict: from the bus driver, security guard, cleaning lady to parents, teachers and administration.

III. Formation of constructive behavior in students in case of bullying against them

Children must be able and ready to:
tell your parents or adults they trust about the bullying incident, for example, a teacher, educator, studio manager, etc.;
behave confidently;
look for friends among peers and classmates;
avoid situations in which bullying is possible;
engage in methodical and consistent restoration of your self-esteem with the help of a specialist, if necessary;
be persistent and cocky (at least outwardly);
do not hope (dream) to take revenge with even greater cruelty and do not use weapons;
learning to use humor is the most powerful weapon against verbal aggression.

Methodology

Methodology
"No charges"
(No blame - approach)

Important prerequisites for using the method:

Children participating in the “No Charges” procedure should, if possible, not be dependent on the teachers conducting it. Therefore, we recommend inviting outside specialists, for example, social workers, school psychologists, or even school management, to carry out this method.

A group of helpers is created to help the victim. Together with these “selected” guys, we search for personal proposals - solutions to stop mobbing.

Key message:

“I have a big problem due to the fact that one of the students in our class is now having a very bad time. I can't handle this problem on my own! I need help, and I turn to you for this help!”

Preparation

First conversation with the victim (see “Basic Interview Questions” below)
Conversation with the victim's parents
Information and training for teachers

Carrying out

Meeting with a group of helpers

Second conversation with the victim about a week later
Follow-up conversations with each group member; perhaps repeated conversations – individual or with a group
The final celebration, perhaps even with the presentation of a diploma, is in about 2 months.

1. First conversation with the victim

Interview with the victim (see interview text below)
Explain the purpose: to explore what happened, who was involved, and who can provide support.
Take the victim’s condition and her fears seriously, and try to reduce the level of fear and anxiety.
Do not meet with a group of helpers without the consent of the victim!

Evelina's case

6 years ago, Eva and her parents moved from Baku to the Moscow region. Since then, she has been attending school here with other children. She speaks Russian without an accent, she has friends. But lately she feels that the two girls whom she considered her main friends have begun to shun her more and more. They almost stopped talking to her and began throwing reproachful and devaluing glances in her direction. They also constantly comment and criticize her clothes. In addition, she feels worse and worse during classes at the school sports club, where, except for the coach, none of the girls talk to her. During bus trips, no one from her class sits next to her, and if she tries to sit next to one of her friends, they declare that the seat is taken. Eva suffers from a feeling of self-doubt and cannot follow her parents' advice to behave more firmly and defend herself from attacks.

She has this feeling that no matter what she does, it will be wrong.
The situation escalated for Eva when, before a class trip together, the girls told her that if she took part in this event, she would “be worse.” She tried to take time off from classes during this time, but her parents did not support her. Now she increasingly thinks that it would have been better for her not to live at all, she is full of fear and despair.

Evelina decided to tell her class teacher about her problem. She took the girl to school psychologist S.I. She asked the girl to tell about her situation in class and in the sports club (the history of bullying). Together they thought about the conditions under which Evelina would still be able to take part in the class’s collective trip. S.I. told Eva how the procedure of the “No Blame” technique is carried out. Eva is very afraid that her situation in class may worsen even more. As a next step, S.I. decides to have a conversation with Eva's parents.

2. Conversation with the victim's parents

Understand the position of the parents Enter into a trusting relationship with the parents (obtain their permission to use the technique)
Tell us about the “No Blame” method and its capabilities

3. Prepare and inform others

Informing other teachers
Forming a group of about 6 people, which includes both bullers and neutral guys - boys and girls!
Event Planning

Event Planning

School psychologist S.I. and the class teacher inform all teachers teaching in Eva’s class about what is happening and form a group of assistants. It includes both instigators of bullying (Clavdia and Irina), two “neutral” girls with good social competence (Svetlana and Natasha), and two boys who were not involved in the bullying situation in any way (Nikolai and Denis).

4. Meeting with a group of helpers

Key message: “I have a big problem due to the fact that one of the students in our class is now having a very bad time. I can't handle this problem on my own! I need help, and I turn to you for this help!”
Installation:
Explain what the problem is (my problem), without blaming anyone
don't discuss the past
not to punish anyone, but together to take responsibility for what is happening
What can each person in the group do? No promises!
Can you do it! transfer responsibility to the group.
Talk again in about a week

The next morning, the class teacher announced to the children who were part of the group of assistants that after school they would have a group lesson with psychologist S.I. greets the six children gathered and tells them that she is very worried about the fact that one girl from their class is having such a bad time that she is even going to refuse the general trip. The guys immediately ask if we are talking about Eva! S.I. confirms their assumption and reports that Eva has been almost unable to sleep for several weeks now because she feels the general rejection of her class.

S.I.: “I can’t solve this problem on my own, so I need your help to make Ava feel better as quickly as possible.” S.I. explains to the guys what her main goal is (see above) in this group work. Claudia and Irina try to defend themselves again and again, not agreeing that things have gone so far.

This is not about finding someone to blame, but about finding ways out. Svetlana and Natasha offer to take care of Elena during breaks or in group classes. Nikolai and Denis take care that one of the boys does not suddenly attack Eva. Irina and Claudia first notify S.I. that they are not going to become Eva's best friends. Ira then says that she is going to stop gossiping about Ava with the other girls. Claudia decides that she will try to see Eva less often in the coming weeks, but if they do meet somewhere, she will say hello to her.

Psychologist S.I. sequentially carries out the position:

S.I. writes down all the guys' suggestions and tells them that in a week she will talk with them again to find out what success they have achieved in implementing their initiatives. S.I. also meets briefly with Ava to inform her that the six assistants are going to do something to help her. She also agrees with her to hold the next meeting in a week.

5. Second conversation with the victim

Find out what changes have occurred and how he is feeling now. Check again what opportunities the victim has to influence the situation.

Eva talked about going on a trip with her class. Before this, she had hardly slept, but the day, despite the fatigue, went well. She is also very glad that during breaks Natasha and Svetlana spoke to her several times and even offered her something from their breakfasts. If during lessons the children were divided into groups, then she saw that she was chosen last. But twice the teacher placed her in a group where Nikolai and Denis were, and everything went well. She is proud that she finally took part in the class trip and that she even shared some little things from food or her chewing gum with the guys. She is also going to start communicating more actively with the guys from the parallel class, with whom she has not had any problems so far. And if the situation gets worse again, then she knows that now she can always turn to her class teacher or psychologist S.I. for help.

6. Individual conversations with each member of the group of assistants

A week later, individual conversations are held with all group members:
How was your week?
What did you manage to do that you planned?
How do you think ... (victim's name) is feeling now?
What can you say about the other assistants in the group?
What other observations do you have regarding this situation?
What could be further improved?
Do you want to continue participating in this promotion in the future?
If it is clear that no positive changes have occurred, conduct individual conversations again after a week.
If there is success, repeat meetings after 6 weeks to summarize and final celebration.

Example:

S.I. Conducts individual conversations with all group members, based on the questions above. Nikolai and Denis had the impression that they had not made any active contribution to the development of the situation, and therefore felt useless. S.I. once again reminded them of the important function they perform by protecting Eva among other boys. Claudia behaved very uncertainly in the conversation and was taciturn. It turned out that she was tormented by remorse, since before the start of the action she had repeatedly taken away Eva’s school supplies. She decided to write Eva a small letter of apology, and also buy her a new eraser, ruler and pencils. Irina is dissatisfied with herself because she could not resist gossip. S.I. discussed with her possible strategies for stopping this behavior and suggested that she meet about it in two weeks. Sveta and Natasha happily shared their successes and said that only now they really got to know Eva. The three of them planned to go shopping this weekend.

7. Summing up

Together with the group, look at what has happened over the past week. Celebrate successes with the group (for example, having a tea party, issuing a diploma)

After 6 weeks: S.I. I learned from Eva, her parents and the class teacher that the girl felt much better. Now Eva can already fully imagine a trip along the Golden Ring and hopes that she will live in the same room with Natasha and Sveta. Shortly before the start of the summer holidays, S.I. met again with a group of assistants to take stock. A celebratory tea party was organized and everyone was given diplomas in recognition of their contributions to resolving the situation.

8. Maintaining contact with the victim's family and teacher

After some time, inquire again whether the changes achieved are saved.
Encourage the victim and their family to seek help if necessary.

At the beginning of the next academic year, psychologist S.I. resumed contacts with Eva’s family and her new class teacher and, at intervals of about a month, regularly asked them how the girl was feeling. Everyone knew that if necessary, they could always turn to S.I. The new class teacher was grateful to S.I. for helping her distribute the girls into groups to live on the territory of the autumn camp.

Basic interview questions during the first meeting with the victim

The purpose of this conversation is to find out what is happening, who is involved in the bullying, as well as with whom the victim may still have a good relationship and what the victim's own resources are to resolve the situation. Based on the information obtained in this conversation, a specialist (for example, a social worker) using the No Blame Approach method, together with the classroom teacher, forms a group of assistants.
Interview Questions:
How long has this situation been going on?
What did you have to go through? In what form did the harassment take place? What exactly happened? What hurt/hurt you the most?
Who was involved in this?
How did these attacks affect you? How did you feel?
What was your life like during this time?
Have you tried to do anything against this? What and when?
How were things with your appetite, sleep, health, etc.?

Rate the degree of your despair (feeling of hopelessness of the situation, your helplessness): 0 --- 5 --- 10

Rate the degree of your despair (feeling of hopelessness of the situation, your helplessness): 0 --- 5 --- 10
What is your level of self-confidence/belief in the best: 0 --- 5 --- 10
Have you thought that you can't stand it anymore? What thoughts did you have about what you could do in this situation?
What would you like (your wish)? What signs would you use to determine that you are feeling better?
What would have to happen to make you feel better at school, in the wardrobe, in class, during breaks, on the way to school?
What do you think you could do to change your situation for the better?
Is there anything else important you would like to say?

school bullying,

Let's

live together!

Prepared by: Ivantsova L.A.

Bullying

(bullying, from English bully - hooligan, brawler, bully)

defined as harassment, discrimination, bullying

Andrew Miller

defines bullying as a long-term process of deliberate cruel treatment, physical and (or) mental, on the part of one or a group of children towards another child (other children).

However, speaking about school, it should be said

that bullying manifests itself not only

in children's relationships, but also

and in the system of relations

“teacher/adult-child.”

Physical. It manifests itself in beatings, sometimes even deliberate self-harm.
Behavioral. This is boycott, gossip (spreading deliberately false rumors that expose the victim in an unfavorable light), ignoring, isolation in the team, intrigue, blackmail, extortion, creating trouble (personal belongings are stolen, diaries, notebooks are damaged).
Verbal aggression. It is expressed in constant ridicule, jokes, insults, shouts and even curses.
Cyberbullying. The latest, but very popular among teenagers. It manifests itself in bullying using social networks or sending insults by email. This includes filming and posting inappropriate video to the public.

Family and environment. Schoolchildren take their example of behavior from their parents and society. Endless gangster series on television, courtyard ethics, disrespectful attitude towards the weak and sick on the part of adults teach children certain ways of behavior. Computer games also play an important role in the formation of personality, in which a child can kill and beat with impunity.
School. Teachers sometimes deliberately give rise to bullying themselves because they do not know how to cope with manifestations of aggression in children's groups.
What should a teacher think about?

Three groups of children always take an active part in bullying :
victim,
aggressor
and observers.

Bullying aggressor at school, buller characteristics:

Imbalance, narcissism. Hot temper, impulsiveness and uncontrollable character with excessively high self-esteem. Authority is gained not through personal achievements, but by humiliating others. Sometimes bullying for girls is a tool to fight rivals. In this case, the victim does not necessarily have to challenge explicitly. It is enough to be more beautiful and more successful.
Excessive anger, hostility, desire to “scratch your fists”. Feels contempt for the weaker. Physical development is normal or above. He resolves all issues with the help of conflicts, shouting, blackmail, physical threats and beatings. Lies often. Sadistic tendencies are present.

Exalted position in society. Children from rich families do not refuse anything; their parents turn a blind eye to all their tricks, preferring to pay off with a substantial sum rather than spend time together. From childhood, a child gets used to the fact that everything is bought and sold, and any of his actions does not entail consequences, except for a slightly empty family account

Consequences for the victim of school bullying

Mental disorders. Even a single case of bullying leaves a deep emotional scar that requires special work by a psychologist.
Difficulties in relationships. Most people remain single for the rest of their lives. They communicate more on social networks than in the real world.
Diseases. Physical ailments are very often a close result of bullying. Possible sleep disorders and trauma developing into psychosomatics. The pain syndrome goes away only after the work of a psychologist.

Conversation with children of primary school age, reprimand. Up to the age of 12, the problem of bullying at school is easier to solve than with older children. At this age, schoolchildren have not yet formed moral principles, and they rely on the opinion of the teacher. It will be enough to have conversations with all participants in the bullying, show the ugliness of the behavior of the aggressors and show your own negative attitude towards what is happening.
Influence on the aggressor from the outside. After 12 years of age, moral beliefs have already been formed and will not be so easy to change. The personality and authority of an adult fade into the background, and a group of peers comes to the fore. Therefore, you will have to act subtly, shaping public opinion.

Attracting a Reputable Ally. A teacher or adult who is authoritative for children should talk to the class, because here everything depends on the strength of conviction and inner faith in what is being said. Otherwise, everything will fly past your ears. Children must respect this person and listen to him.

Directness. We call the problem by its proper name - it is bullying, oppression. Explain that bullying is a class issue, not an individual issue.
Role reversal. Give an example in such a way that everyone feels like they are the victim. “Imagine that you walk into class, say hello, and everyone turns away from you, how would you feel?” Explain that people are different and each person has characteristics that may irritate others.
Introduction of new rules of behavior and responsibility. Changes may affect leisure time during free school or non-school time.
Specialist help. Invite a psychologist to conduct special psychological games that give you the opportunity to feel in the victim’s shoes and understand the inadmissibility of bullying.

Communication. First of all, you need to explain to the child that he is not to blame for what happens to him. Calling the phenomenon what it is is bullying. And promise to help cope. A condition will help: either a conversation with a teacher, or another school.
Support. It is important to listen to complaints and empathize emotionally with the child. You should not analyze or evaluate his stories, but simply be on his side.
Conversation at school. To stop bullying and violence at school, when talking with teachers, call a spade a spade and demand it from them.