Keyword: «pedagogical prevention»

The article deals with the concept of youth extremism and terrorism; especially the organization of pedagogical prevention of extremism and terrorism among students. The ways of overcoming youth extremism and terrorism.

The article reveals the phenomenon of bullying as one of the types of aggressive behavior. It is emphasized that bullying is a fairly common phenomenon in schools in many countries of the world. This situation poses a number of tasks for scientists and practitioners in terms of pedagogical prevention and countering bullying. Solving these problems is the key to a successful fight against this form of harassment in educational institutions. The purpose of this article is a systematic analysis of existing training programs that help reduce the manifestation of such a negative phenomenon as bullying in educational institutions. An analytical review of the main training programs that exist in foreign pedagogical theory and practice aimed at preventing bullying at school is presented. Particular attention is paid to the pedagogical prevention of bullying in the framework of the activities of a social teacher and a class teacher. It is emphasized that the effectiveness of training work on the prevention of bullying at school depends on the interaction of all subjects of the educational process (administration, teachers, parents, schoolchildren). The article describes three main groups of training programs against bullying at school, which focus on the cognitive, social aspects of the personality or take them into account together (multimodal programs). Cognitive programs emphasize the important role of perceptual processes in human life and their impact on behavior. Therefore, much attention is paid to the development of abilities for adequate perception of other people and self-perception, the study of non-verbal human behavior, the development of skills in interpreting body language and paralinguistic means of communication within the framework of cognitive training programs. In social training programs, significant attention is paid to the development of social (communicative) skills of the individual (the ability to actively listen, understand non-verbal signals, and the ability to resolve conflict situations). To do this, you need to be able to verbalize your own needs, values and goals and to be ready to compromise with other people. In addition, skills of constructive joint work to achieve common goals are formed. Multimodal training programs in bullying prevention in schools have become widespread because give a chance to model different content blocks and use appropriate methods. A characteristic feature of multimodal programs is their eclecticism, a combination of various techniques that ensure the successful solution of the tasks. These programs can be effectively used in individual and group work with schoolchildren.