Keyword: «bullying»

This investigation analyzes the findings on the presence and impact of bullying in secondary school, which are often overlooked but have a significant impact on students' learning and well-being. We use methods of anonymous testing and private interviews with students, the paper analyzes outcomes, incidences, and consequences, namely, the impact on academic performance. The results emphasize the need for intervention strategies and a supportive educational environment. This brief investigation contributes to the literature as it aims to raise awareness and stimulate action to create a safer environ-ment for educational activities.

This article provides a comprehensive analysis of the place and role of educational institutions in the system of prevention of bullying among minors. The author considers an educational organization as a key actor in the identification, suppression, and prevention of bullying, possessing unique access to the children's collective. The paper examines the regulatory and legal framework for the activities of educational institutions in this area, including the obligations established by the Federal Law "On Education in the Russian Federation". Special attention is paid to the systemic approach to prevention, including primary, secondary, and tertiary prevention. Effective models and technologies of work, such as the creation of reconciliation services, the implementation of social-emotional learning programs, and the formation of a favorable psychological climate in school, are analyzed. Based on the analysis of modern scientific literature and legal acts, it is proved that effective bullying prevention is possible only if the efforts of all participants in educational relations are integrated: teachers, administration, psychologists, students, and their parents (legal representatives). The conclusion is made about the necessity of transitioning from one-time actions to the creation of a holistic, continuous prevention system based on the values of respect, empathy, and non-violent interaction.

The relevance of the study is due to the high prevalence and destructive impact of mobbing on the psychological well-being of employees and the effectiveness of organizations. The need to develop reliable tools for its diagnosis and prevention remains a priority for modern organizational psychology. The paper provides a systematic historical and methodological analysis, which for the first time compares the ways of formation and development of research tools for studying mobbing in the foreign and domestic scientific tradition. As a result of the conducted research, the key vectors of the evolution of the concept of mobbing have been identified – from the description of interpersonal aggression to understanding it as a systemic organizational phenomenon. Methodological gaps in domestic research related to the lack of an adapted diagnostic apparatus have been identified. Ways to overcome them are outlined through the integration of international experience and the development of contextually oriented methods. The results obtained have practical significance for such areas as organizational counseling, personnel management and the creation of a psychologically safe working environment.

Digitalization is becoming a part of the modern world, without which it is difficult to imagine our life. In pedagogy, information technology is mainly considered as an auxiliary tool for the implementation of effective education. On the part of the child, gadgets satisfy many needs including communication. Groups and chats are created on social networks, thanks to which students are always in touch with their peers. Such immersion in the digital space creates a key risk – cyberbullying. Research shows that experiencing this phenomenon at school leaves a lifelong imprint. The aim of the study is to identify the nature of the influence of cyberbullying on the personal characteristics of students in an educational environment. The research is based on the approaches of domestic and foreign scholars. Thus, theoretically, there is a significant impact of cyberbullying processes on students' personality and academic performance. It is important to note that such cases of online harassment are accompanied by a lack of adult attention. The diagnostic toolkit is represented by two methods: the Questionnaire "Cyberbullying and Aggression on the Internet" and the "Kettell Test, 14PF/HSPQ". The selection of materials and research methods took into account age characteristics and the relevance of the methodology to adolescence. The empirical data obtained were processed and presented in the following distribution: the majority of the sample had a low level of cyber-victimization (47%), a low level of cyber aggression (49%), an average level of negative emotions (45%), and a high level of adult help (41%). A correlation analysis was made using the Pearson r-criterion between the scales of methods and within the same methodology "Questionnaire of cyberbullying and aggression on the Internet". We have identified the most significant relationships between: "Cyber-victimization" / "A"; "Negative emotions" / "I"; "Cyber aggression" / "C"; "Cyber aggression" / "E"; "Adult help" / "J". Also, the following relationships of indicators were statistically justified within the same methodology: "Cybervictimity" and "negative emotions" and "Adult help" and "Cybervictimity"/ "Negative emotions". Thus, it is possible to carry out preventive work by influencing the components that correlate with the victim's or aggressor's position. The theoretical justification of the research problem is presented by the analysis of domestic and foreign scientific literature. The practical significance is realized in the developed diagnostic tools.

The article provides a brief overview of a person's role-based victimization as a personality trait and a method of "learned social behavior." It presents a characterization of the roles of the participants in bullying. The article examines K. Salmivalli's model of role-based behavior in school bullying and provides a characterization of the participants in bullying ("victim," "aggressor," and "observer"). The article analyzes the reasons for the increase in bullying in the school environment.