<p style=”text-align: right;”><strong>S. Myskin, N. Sapilova</strong></p>
<p style=”text-align: center;”><strong>PREVENTION OF BULLYING AMONG CHILDREN AND ADOLESCENTS IN EDUCATIONAL ORGANIZATIONS</strong></p>
<em><strong>Abstract</strong>.</em> The article is devoted to the actual problem of the psychology of interpersonal relations of children and adolescents in the conditions of the educational process, namely destructive forms of their communication and interaction – bullying. A critical analysis of the current state of the problem of prevention and prevention of bullying among children and adolescents has been carried out. The mythologization and stereotyping of teachers’ consciousness in assessing the situation of child bullying is presented as a leading factor in the spread of this phenomenon among young people. The main social and psychological channels of bullying broadcast into the children’s environment are identified: intercultural, labor (professional) and intra-family. The authors attempt to substantiate bullying as a spontaneous form of social initiation of children during the passage of the corresponding social situation of development. At the same time, the conflictogenicity of communication is indicated as a psychological mechanism leading to bullying, suggesting simultaneous actualization of the needs for unification and individualization. To build an optimal system of prevention and prevention of bullying, the authors turn to the identification and analysis of psychological and pedagogical deficits of teachers. The results of a pilot study of psychological and pedagogical deficits are presented. An original model of bullying prevention based on a developing (active) approach to the organization of communication and interaction of children and adolescents in the appropriate social situation of development is proposed.
<strong><em>Keywords</em></strong>: bullying, conflictogenicity of communication, psychological and pedagogical deficits, social situation of development, bullying prevention.
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