Journal articles: 'Bulling'

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Stratiychuk, E. V., and R. V. Chirkina. "Teacher's position in school bulling." Современная зарубежная психология 8, no. 3 (2019): 45–52. http://dx.doi.org/10.17759/jmfp.2019080305.

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Bulling is the most pressing problem of modern school not only in Russia, but also in other countries. One of the key figures in the prevention and resolution of school bullying situations is the teacher, whose position in the article is considered in the context of the effectiveness of anti-bulling programs. The teacher can recognize the situations of bulling, take measures to prevent it and resolve the already-emerging situations. The teacher is also a role model for students, and his reactions determine the behavior of children and their confidence in adults in situations of bullying. Modern anti-bulling programs offer teachers a wide range of activities that can reduce bullying and victimization in the classroom. However, teachers currently have difficulties in recognizing bulling, responding effectively to it from the standpoint of a professional and personal position in a bulling situation. The article provides an overview of foreign and Russian studies on the teacher's position in the situation of bulling, describes the elements of anti-bulling programs aimed at teachers. The article may be interesting for psychologists and educators who encounter bullying situations in the educational environment.

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Petechel, O. Yu. "Criminological And Psychological Analysis Of Cyberbullying." Actual problems of improving of current legislation of Ukraine, no. 50 (June 11, 2019): 83–89. http://dx.doi.org/10.15330/apiclu.50.83-89.

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The article is devoted to the research of the modem social phenomenon - bulling. The author analyzes the concepts and features of bulling. Summarizing the positions of scientists, the author highlights the following signs of bulling: 1) intentional acts; 2) long-term or / and systematic (repetitive) actions; 3) collective nature; 4) the role structure; 5) aggressiveness; 6) power imbalance between the victim and the aggressor; 7) bullying is a behavior; 8) has a personal purpose; 9) has no signs of selfdefense. The article offers a universal classification of types of bulling, in particular physical bulling (acts of aggressive nature (beating, pushing, striking, striking); social bullying (creating a tense atmosphere for learning, to form a superficial attitude of the group, even teachers or school staff to the victim, boycott, isolation, persecution); verbal bulling (threats, humiliation, ridicule, hostile facial expressions and gestures, abusive nicknames); economic bulling (seizure of money and material things, damage of personal property); sexual bullying (humiliating gestures, jokes of a sexual nature, coercion to certain negative actions, shooting in dressing rooms); cyberbullying (messaging, images, photos, videos, harassing, abusive behavior, hacking into personal mailboxes or accounts, corrupting personal information, abusive behavior in chats, social networks, and mobile). In addition, special attention has been paid to preventing this negative phenomenon. As a result of the research, the author proposes changes to the current legislation in the field of counteraction to billing, in particular the need to clarify the actions as long-term and systematic, as well as to provide for the possibility of conducting of bulling by a group of people or bulling against of group of people. The author considers it necessary to further define bulling as an act having a personal purpose.

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Aranzales Delgado, Yuvitza Daniella, José Jaime Castaño Castrillón, Reinaldo Augusto Figueroa Salcedo, Sebastián Jaramillo Ruiz, Johan nicolás Landazuri Quiñones, Vanessa Muriel Forero, Alejandra Rodríguez Ramírez, and Katerine Valencia Cortés. "Frecuencia de acoso y ciber-acoso, y sus formas de presentación en estudiantes de secundaria de colegios públicos de la ciudad de Manizales, 2013 / Frequency of bullying and cyberbullying, and its ways of presentation in public high school students in the." Archivos de Medicina (Manizales) 14, no. 1 (June 15, 2014): 65–82. http://dx.doi.org/10.30554/archmed.14.1.237.2014.

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Objetivo: Determinar la frecuencia y formas de presentación de acoso y ciber-acoso en estudiantes de secundaria de instituciones educativas de la ciudad de Manizales, Caldas, Colombia. Materiales y métodos: Estudio de corte transversal realizado en tres instituciones educativas públicas de Manizales. La población de estudiantes fue de 1 769, de los cuales se tomó una muestra de 574. Se tomaron variables demográficas, de acoso escolar empleando el instrumento para medir violencia escolar de la Fundación Paz Ciudadana, ciber-acoso, funcionalidad familiar, ansiedad, depresión y autoestima según cuestionarios empleados en estudios anteriores. Resultados: 50% de la población de género femenino, con promedio de edad de 14,3 años. El cuestionario empleado arrojó un 5% en el rango 3-5 de acoso, 2,4% en el rango 3-5 de acosadores, 1,6% en el mismo rango de la escala de ciber-acoso, y 0,9% en la de ciber-acosadores. Si bien es cierto que estas proporciones son bajas, se debe tener en cuenta que en el rango 2-3 de todos los cuestionarios podría haber tanto acoso o acosador Se encontró que la baja autoestima, los altos niveles de depresión y la disfuncionalidad familiar correlacionan con altos niveles tanto de acoso, como de acosador, y también sus contrapartes virtuales. El género femenino es tan acosado como el masculino pero son más los acosadores de género masculino que de femenino (p=0,000). Conclusiones: En esta población el “bullying” es un fenómeno de ocurrencia no despreciable. Se encontró igualmente que los efectos psicológicos del “bullyng” afectan tanto al acosado como al acosador.Objective: Determine the frequency and the ways of presentation of bullying andcyberbullying in high school students from schools in Manizales, Caldas, Colombia,between January and June of 2013. Materials and methods: A cross-sectional studyrealized in three public schools of Manizales. The population of students was 1769,of which 574 were gotten as a sample. Many variables were taken from previousquestionnaires’ studies: Demographic, bullying using the instrument for bullying ofFundación Paz Ciudadana, cyberbullying, family functioning, anxiety, depression andself-esteem. Results: 50% of the sample was male and the rest was female with anaverage of 14.3 years old. The questionnaire showed a prevalence of 5% within the3-5 range in regards to the bullied, 2,4% in regards to the bully and 1,6% in regardto the cyber-bullies. It was found that low self-esteem, high levels of depression andfamily dysfunction are correlated to the high levels of bulling and cyber-bulling. Malesand females are being bullied equally, but males are more often the bully (p=0,000).Conclusions: In the population bullying is not of low occurrence. It was found as wellthat the psychological effects are present in the bullied as well as the bully.

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Zaman, Fakhar, Hafiza Munam Zarish, and Sofia Safder. "DOES THE RECIPROCAL RELATIONSHIP OF THE WORKPLACE BULLING AND ORGANIZATIONAL JUSTICE IN BANKS OF LAHORE?" DECEMBER 01, no. 02 (December 31, 2020): 221–33. http://dx.doi.org/10.53664/jsrd/01-02-2020-10-221-233.

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The purpose of this study is to examine relationship of workplace bullying and organizational justice in banking sector, Lahore. Research concentrated on workplace bullying and its 5 dimensions and organizational justice and its 4 dimensions. Banking sector chooses to conduct this current study. Simple random sampling technique was applied to choose 300 respondents from 28 banks situated in Lahore (Pakistan). The organizational justice and workplace bulling both has reciprocal impact on each other. The organizational justice has more prominent impact on workplace bulling as compare the impact of workplace bulling on the organizational justice. The study provides significant information about the relationships among research variables which further help in reaching the conclusion of the study. The results provide significant information about the relationships among research variables in reaching the conclusion of study and offering certain recommendations to the concerned stakeholders and policy makers.

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Rudaja, Viktorija. "Countering bullying in primary school." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 14 (2020): 285–91. http://dx.doi.org/10.5937/zrufpl2014285r.

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This article is devoted to a problem of school bulling in the modern education system. The theoretical analysis results of the school bullying phenomenon, its causes, origin conditions, structure and display characteristics are presented in the article. Theoretically substantiated the need for preventive measures to prevent school violence. The practical recommendations submitted on minimization of the school bulling are offered in the article.

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Shyrokoradyuk, Liliya. "Filthy communication between parents and children and its influence on verbal bulling at school." HUMANITARIUM 43, no. 1 (September 24, 2019): 171–80. http://dx.doi.org/10.31470/2308-5126-2019-43-1-171-180.

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The article explores the current problem of using obscene language as a tool for verbal bulling, and provides empirical material for the connection between verbal bulling at school and the active obscene vocabulary of parents addressed to children and in the presence of children. The theoretical bases for our study were the works of D. Olveus, J. Devoy, S. Kafenberger, who laid the foundations for the development of the problem of school bulling, as well as the methodology of subject-action approach and the concept of the subject of mental activity developed by V. Tatenko. In accordance with this goal, we investigated the manifestations of verbal bulling behavior in the high school. It was found that high school students most often use obscene language as a tool of verbal bullying. The article also outlines some of the peculiarities of using obscene language as verbal bullying in the environment of high school students. It was established that parents of the students often use verbal harassment and obscene language as a tool to influence a child's behavior in the family environment. Of all the high school students surveyed, 66 % of the students questioned indicated that parents were using obscene language at home, and 48 % of parents questioned were also positive about using verbal bulling of their children. We investigated what kind of obscene words were used as insults of children by the parents, identified and classified them. We established that personal insults were performed on regular basis, and the emotional reactions of children were so acute that 1.5 % of high school students were having suicidal thoughts. That means that for some students the family is the place where they are bulled and verbally abused. We used the concepts of «subject of mental activity» and «system of substantive intuitions» to determine the depth of psychological trauma. It was established that emotional reactions to family bulling are entrenched in the behavior of children and become the basis for the realization in the school of the bullying roles of a victim, a buller and observers.

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Blickle, Gerhard, James A. Meurs, and Christine Schoepe. "Do Networking Activities Outside of the Classroom Protect Students Against Being Bullied? A Field Study With Students in Secondary School Settings in Germany." Violence and Victims 28, no. 5 (2013): 832–48. http://dx.doi.org/10.1891/0886-6708.vv-d-12-00094.

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Research has shown that having close relationships with fellow classmates can provide a buffer for students against bullying and the negative outcomes associated with it. But, research has not explicitly examined the potential benefits of social networking behaviors outside of the classroom for those who could be bullied. This study addresses this gap and finds that, although a bullying climate in the classroom increases overall bullying, students high on external networking activities did not experience an increase in the bullying they received when in a classroom with a high bullying climate. However, the same group of students reported the largest degree of received bulling under conditions of a low bullying climate. We discuss the implications of our results and provide directions for future research.

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Arshad, Muhammad, and Muhammad Aslam. "ACADEMIC PERFORMANCE;." Professional Medical Journal 24, no. 07 (July 3, 2017): 977–80. http://dx.doi.org/10.29309/tpmj/2017.24.07.1020.

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Objectives: examined the relationship between academic performance andbulling in an academic environment. Setting: 9th to 12 grades students male and female ofdifferent private school of Faisalabad city. Period: March 2015 to April 2016. Material andMethod: 200 students 13 to 18 years old were taken and apply the Bullying Scale (Espelage,200). Result: Pearson correlation revealed that academic achievement negatively correlatedwith bulling. This relationship was significant with bully(r = -.67, p< .001), In order to predictacademic achievement multiple regression was separately computed, which demonstratedbully, (F = 3.49, p< .01) and of academic achievement. Conclusion: The relationship betweenbullying and academic performance. It is concluded finally that academic achievementnegatively correlated with bulling.

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Zarish, Hafiza Munam, Muhammad Zulqarnain, and Zaeem Ahmad. "THE STUDY ON MPACT OF WORKPLACE BULLING ON THE ORGANIZATIONAL COMMITMENT." DECEMBER 01, no. 02 (December 31, 2020): 129–43. http://dx.doi.org/10.53664/jsrd/01-02-2020-02-129-143.

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The purpose of current study is to explore the relationship of organizational commitment, verbal bullying and direct bullying in the banking sector of Lahore. Organizational commitment has been found to a serious problem in these days for all organization. This research concentrated on organizational commitment and two types of bullying i.e., physical and verbal bulling. The banking sector chose to conduct this current study. Because banking sector is considered as one of the extremely stressful sectors in Pakistan and it has great share in the economy. Simple random sampling technique was applied to choose 300 respondents from 28 banks located in Lahore (Pakistan). the structure questionnaire was utilized to gather the data. 270 fully completed questionnaires were used in the final analysis. Multiple linear regression was applied through SPSS to test the hypotheses. Overall workplace bullying has negative influence on organizational commitment. Moreover, two dimensions like the verbal bullying and direct bullying has the negative influence on the organizational commitment.

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Robert, Faran. "Impact of Workplace Bullying on Job Performance and Job Stress." Journal of Management Info 5, no. 3 (October 15, 2018): 12–15. http://dx.doi.org/10.31580/jmi.v5i3.123.

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Bullying at workplace is a very serious issue and can be found in every other organization. The actions of bullying could be very obvious or discreet and the people who are victimized by workplace bullying can strike them in numerous ways. This research is focused on the impact of workplace bullying on job performance and job stress. A total of 250 employees of 6 private banks of Lahore, Pakistan took part in this study and facts were examined through Statistical Package for the Social Sciences (SPSS) version 25. The results clearly depict the significant relationship between workplace bullying and job stress, while the relationship between the workplace bulling and job performance is subtle. Furthermore, this research paper also provides the findings, conclusion and recommendations for future researchers.

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Garbuzova, Violetta Sergeevna, and Viktoriia Andreevna Skovorodko. "Bulling v sovremennoi shkole." Interactive science, no. 5 (60) (July 25, 2021): 53–54. http://dx.doi.org/10.21661/r-554130.

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Цыпин, Александр, and Alexandr Tsypin. "Bulling is a psychotraumatic factor of the educational environment of the school." Applied psychology and pedagogy 3, no. 4 (December 10, 2018): 53–66. http://dx.doi.org/10.12737/article_5c082a0b790897.46765010.

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The article is devoted to the problem of bullying in school. Bullying is considered as one of the types of violence. The article analyzes the foreign and domestic scientific approaches to the concept of "bulliig", considers its main forms and signs, as well as the psychological characteristics of bulls. In the course of the analysis of theoretical studies, the author came to the conclusion that bullying is a prolonged, repetitive, publicly aggressive violent behavior of a group of individuals or one individual against a person who is unable to defend himself and demonstrates his vulnerability due to destructive effects.

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Shablystyi, Volodymyr, Svitlana Obrusna, Yuriy Levchenko, Vitaliy Gluhoverya, and Viktoriia Rufanova. "Social and legal nature of bullying." Revista Amazonia Investiga 10, no. 37 (March 5, 2021): 78–85. http://dx.doi.org/10.34069/ai/2021.37.01.7.

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The aim of the article is to analyze the concepts of bullying and mobbing, to determine their social and legal nature, to formulate our own definition of these terms. The subject of the study is an analysis of the concepts of bullying and mobbing. The research methodology includes the following methods: system and structural method, formal and dogmatic method, historical method, clustering method, comparative and legal method, legal modeling method and others. The results of the study. The definition of bullying is comprehensively studied, its types are singled out, the phases of its development are determined. Practical implication. The difference between bullying and mobbing, as well as between bullying and conflict, is studied. Value / originality. Based on the research conducted the authors’ concepts of bulling and mobbing are proposed.

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Ціпан, Тетяна. "PSYCHOLOGICAL AND PEDAGOGICAL PREVENTION OF BULLYING IN THE SCHOOL ENVIRONMENT." Інноватика у вихованні, no. 14 (November 17, 2021): 270–78. http://dx.doi.org/10.35619/iiu.v1i14.427.

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The article analyzes the concept of “bullying” and describes the areas of psychological and pedagogical prevention of this phenomenon. Bullying is considered as individual or group physical or psychological violence against a person who is unable to defend himself at the time of the violence against him; as a form of cruel behavior, when the physically or psychologically stronger (bully, abuser) gets pleasure from ridicule, bullying of the weaker (victim). The factors and reasons for the spread of bulling in the school environment are clarified. Bullying has been found to exist in two behavioral subcategories: direct and indirect bullying. Direct intimidation (active bullying) involves: threats, humiliation, insults, humiliation, harassment, causing trouble; indirect intimidation (passive bullying) includes: spreading rumors, spoiling personal belongings, lying, damaging reputation, isolation. Five stages of bulling were analyzed: creation of conditions, initial stage, active stage, social isolation of the victim, escalation of the conflict. Factors contributing to the development and spread of bullying in adolescence were identified: low socio-economic status of the family, intra-family conflicts, changes in the family (the appearance of a stepfather, stepmother, second child, etc.), hyperopia or indifference of parents; low school performance and inflated requirements for students achievement, which do not correspond to their abilities, capabilities; low level of education; self-affirmation by humiliating the victim, up to the satisfaction of their own sadistic needs; alcohol, drug and computer game abuse; the struggle for power in the group, the desire and need to dominate others; life experience, which includes manifestations of aggression, hostility, violence, etc. It was found that important in the practical activities of the school is the psychological and pedagogical prevention of bullying, which is implemented at the individual, group, school and family levels, and aimed at maintaining the mental health of students, as well as creating conditions that minimize or the influence of factors provoking violence, harassment, aggression, terror, etc. is leveled off.

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Kim, Ki Ho, Eugene Y. Roh, Young Joong Kim, and Samuel A. Spralls. "Bullying in Korean hotel restaurant kitchens: why is everybody always picking on me?" Employee Relations: The International Journal 43, no. 1 (August 11, 2020): 337–51. http://dx.doi.org/10.1108/er-09-2019-0362.

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PurposeThe primary purpose of this article is to develop and test a model of the antecedents and consequences (Cho et al., 2016) of bullying in Korean hotel kitchens.Design/methodology/approachCross-sectional survey data were collected from 288 kitchen workers at 12 upscale Korean hotels. Proposed path models were tested using Hayes' (2013) PROCESS syntax in SPSS for mediation and moderated mediation analyses.FindingsThe empirical results indicated that an employee's acquiescent silence behavior increases the likelihood of being bullied. As a result, bullied employees are more likely to respond by engaging in a person-related counterproductive work behavior (CWB-P) or in defensive silence out of fear with temporary employees reacting less aggressively compared to regular employees.Research limitations/implicationsCross-sectional design and self-report data risk common method variance and attributions of causality. Future research should use longitudinal designs to avoid common method bias and make causal inferences. Theoretical and practical implications for kitchen productivity are presented. The study should offer valuable insights for prospective employers to develop on-going training and create a positive working environment within the organization.Originality/valueWhile bullying is a widespread and even an epidemic problem for the commercial kitchen environment, research into abusive behavior among chefs has been limited. By utilizing a specific segment of the hospitality industry, this research identified different behavioral aspects of bulling between temporary and regular employees in the commercial kitchen environment.

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Anjum, Ambreen, and Aisha Shoukat. "Workplace Bullying: Prevalence and Risk Groups in a Pakistani Sample." Journal of Public Administration and Governance 3, no. 2 (July 10, 2013): 226. http://dx.doi.org/10.5296/jpag.v3i2.3985.

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The aim of present study was to explore the prevalence of workplace bullying in a sample of Pakistani employees. In addition, this research also aimed to determine the relationship of various demographics of employees with their experiences of bullying in order to identify risk groups. The study was conducted on a sample of 450 employees of Punjab who showed their willingness to participate. Their age ranged from 22 to 60 years (M=34.14, SD=9.17). An indigenously developed “workplace bullying scale” with demographic information sheet was administered to collect the data. Results showed that78% of employees reported experiences of workplace bulling. The findings of present study indicated that female employees, unmarried and young age employees, employees working at lower grades, employees with a low level of education and workers with little work experience are particularly at greater risk for becoming targets of bullying.

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Zharova, D. V., and E. Y. Terekh. "PSYCHOLOGICAL PECULARITIES OF TEENAGE BULLING." Pedagogical Review, no. 1 (2018): 79–84. http://dx.doi.org/10.23951/2307-6127-2018-1-79-84.

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Vasylevych, Vitalii, Svitlana Obrusna, Elchin Iskenderov, Liudmyla Kryzhna, and Oleksandr Sokurenko. "Foreign experience in bullying prevention in schools." Revista Amazonia Investiga 10, no. 46 (October 25, 2021): 169–75. http://dx.doi.org/10.34069/ai/2021.46.10.16.

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The aim of the article is to conduct a comprehensive study of bullying prevention at schools using foreign experience. The subject of research is the concept of bulling and features of its manifestation in educational institutions. The research methodology includes general scientific and special methods of legal science: method of theoretical analysis and systematization of scientific literature, method of modeling, statistical method, dogmatic method, logical method, method of summarization. Research results. The main causes, consequences of bullying in schools are analyzed and the characteristics of its participants are given. It is determined that bullying can be considered as a social, legal, psychological and pedagogical problem. Practical meaning. It is proved that schools without bullying differ in cohesion and various extracurricular forms of interaction between students. Value / originality. It is stated that the main means of counteracting this negative phenomenon in educational institutions are active public life, an atmosphere of openness, the possibility of collective conflict resolution under the guidance of a caring teacher.

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Okoli, Canice Enuma, and Theresa Ucheoma Ettu. "Effects of three counselling interventions on attitude to and involvement in bullying among senior secondary students in Owerri, Nigeria." Ghana Journal of Education: Issues and Practice (GJE) 3 (December 1, 2017): 54–74. http://dx.doi.org/10.47963/gje.v3i.490.

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This study investigated the effects of three counselling interventions on attitude to and involvement in bullying among senior secondary students in Owerri, Nigeria. Four hundred and twenty students drawn from twelve senior secondary schools were chosen for the study. The schools were assigned the social skills training, inhibitory modelling, persuasion or the waiting-list control. The participants were exposed to 6 weeks, one-hour weekly, training designed to change their attitude to and involvement in bulling behaviours. Two research instruments were used for data collection. Similarly, two research hypotheses were formulated in the study. The hypotheses were tested using 2 x 4 Analysis of Covariance (ANCOVA). The findings show that the counselling interventions successfully modified students’ attitude to bullying. The counselling interventions were equally effective in reducing the students’ involvement in bullying. However, the inhibitory modelling was superior to persuasion and social skills training in modifying the participants’ involvement in bullying. Based on the findings, it is recommended that an anti-bullying policy be formulated at both junior and secondary school levels.

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Nazarevych, V. V. "Ostrakism as a prerequisite of bulling." Theory and practice of modern psychology 1, no. 6 (2019): 70–77. http://dx.doi.org/10.32840/2663-6026.2019.6-1.15.

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Gubenko, A. Y., and N. N. Khan. "BULLING PROBLEM IN THE EDUCATIONAL PROCESS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 227–31. http://dx.doi.org/10.51889/2020-1.1728-5496.41.

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This article reveals in detail the specifics of the manifestation of aggression, physical and moral negative impact on children in the school environment, the concept of "bullying" is described in detail and explained. The main world achievements in the field of combating this phenomenon are considered. The structures and features of preventive and anti-bullying programs created in different countries of the world from the 80s of the 20th century to the present are analyzed. The article also provides a short list of authors of scientific works that reveal the problem of bullying and violence among schoolchildren. The main factors that have a positive effect on the stabilization and elimination of bullying in the training team are considered. The necessity of preparing a future teacher is shown.

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Sudenko, Yu. "Prevention of Bulling into Educational Environment." Ûridična psihologìâ 27, no. 2 (2020): 41–47. http://dx.doi.org/10.33270/03202702.41.

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Calle Sandoval, Diego Alejandro. "Funciones ejecutivas en niños de 5 a 7 años ante el fenómeno bullying." Informes psicológicos 21, no. 1 (2021): 87–99. http://dx.doi.org/10.18566/infpsic.v21n1a06.

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Este artículo corresponde a un estudio empírico analítico sobre Bulling y funciones ejecutivas en los primeros años de escolaridad. La medición de las funciones ejecutivas se realizó mediante la prueba Hearts and Flowers en niños de preescolar, y la Batería Neuropsicológica de Lóbulos Frontales y Funciones Ejecutivas (BANFE 2) para los de 6 y 7 años. Además, para medir matoneo se utilizó el Cuestionario sobre bullying (Paredes et al., 2008). La n (= 280) reveló un desempeño ejecutivo inferior en los menores con antecedentes de bullying, en comparación con sus pares sin dicha condición. Adicionalmente, aquellos que reportaron ser tanto víctimas como agresores, evidenciaron rendimientos ejecutivos bajos, especialmente en funciones como el control inhibitorio y la empatía. Igualmente, se identificó cierta relación entre la función ejecutiva toma de decisiones y la frecuencia en los actos de agresión en los menores con dicho antecedente.

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Ekimova, V. I., and A. M. Zalaldinova. "Victims and offenders in a situation of bulling: who are they?" Современная зарубежная психология 4, no. 4 (2015): 5–10. http://dx.doi.org/10.17759/jmfp.2015040401.

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Bulling is one of the most common form of violence in the school environment, adversely affecting the physical and mental health of all its members. The article provides a brief review of foreign studies of this phenomenon, the actual statistics of its prevalence and forms of manifestation. Research focuses on the General characteristics of the bulling participants – aggressors and victims of aggression. The article points to the descriptive character of the studies and contradictory results. It also draws attention to the scarcity of diagnostic tools and a lack of understanding of the psychological component of the problem.

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Kapirenkova, O. N., and M. I. Piskazheva. "MODERN UNDERSTANDING OF BULLING IN SCHOOL ENVIRONMENT." EurasianUnionScientists 3, no. 6(75) (July 21, 2020): 58–62. http://dx.doi.org/10.31618/esu.2413-9335.2020.3.75.843.

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Article is dedicated to the phenomenon of bullinga in the school medium. Is represented the comparative analysis of the determination of concept in practical psychology. Is carried out the analysis of content and Евразийский Союз Ученых (ЕСУ) # 6(75), 2020 59 characteristics of bullinga as social psychological phenomenon. Is represented the analysis of the stages of the process of bullinga in the school medium. article is dedicated to the phenomenon of bullinga in the school medium. Is represented the comparative analysis of the determination of concept in practical psychology. Is carried out the analysis of content and characteristics of bullinga as social psychological phenomenon. Is represented the analysis of the stages of the process of bullinga in the school medium.

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Sorochuk, Liudmyla. "THE PROBLEM OF BULLING IN THE MODERN EDUCATIONAL ENVIRONMENT AND THE WAYS OF ITS OVERCOMING." Almanac of Ukrainian Studies, no. 25 (2019): 110–14. http://dx.doi.org/10.17721/2520-2626/2019.25.17.

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The problem of the emergence of bullying in the educational area among school-age children is investigated, since in recent years in Ukraine the bullying (baiting) has often been referred to as a negative phenomenon. A brief analysis of modern scientific investigations on the problems of bullying in the educational environment is done, which shows the necessity of a detailed and systematic study on this problem. Bulling is seen as a conflict and widespread phenomenon in children's groups, which can cause a negative impact on formation of personality, difficulties in socio-psychological adaptation, complexity and uncertainty of a young person in choice of next career. It has been noted that numerous facts of child abuse have caused attention to this phenomenon and implementation of specific steps at the state level to counteract and prevent this problem. It is emphasized that the presence of bullying in the educational environment has a negative impact not only on the victim of persecution, but also on the perpetrators (abusers, observers) as well as on parents and teachers. Emphasis is placed on the necessity of coordinated work of educational institutions, school psychologists, social educators, lawyers, parents to overcome bullying, which, respectively can reduce the manifestation of this negative phenomenon and greatly improve the resolution of conflict situations. Finding peaceful ways to resolve conflict situations, upbringing of friendly relationships between children and assimilate moral values leads to a healthy psychological climate in the children's groups, educate the respect and mutual assistance among coevals. There are a number of methodological recommendations for organizing the educational process, conducting cultural events, leisure, extracurricular work, outdoor activities, which help to prevent such a negative phenomenon of our reality. It is concluded that the joint work of relevant state institutions, educators, lawyers, psychologists, parents, media representatives, using different methods of influence on the individuals, may provide conditions for resolution of conflicts and overcoming bullying among children and school youth.

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Olga, Litvinova. "RESEARCH OF PSYCHOLOGICAL FACTORS OF ADOLESCENT BULLING." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 4 (November 29, 2019): 183–89. http://dx.doi.org/10.32999/ksu2312-3206/2019-4-24.

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Giavrimis, Panagiotis Efstratios. "School bulling. Teacher interpretation schemes and conceptualizations." International Journal of Sociology of Education 9, no. 3 (October 25, 2020): 325. http://dx.doi.org/10.17583/rise.2020.5319.

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School bullying has been a perennial phenomenon and in recent years several studies have been conducted to investigate its consequences on those involved. School bullying is defined as a form of aggressive behavior in which one or more students engage in physical or psychological violence against a student repeatedly and for a long time, consciously, to cause physical or mental pain. The purpose of our research is to investigate the interpretations of Primary education teachers in the island of Lesvos. We use symbolic interaction to interpret the meanings that are produced, exchanged, and intertwined in the social context of school. In the present study, the qualitative method was used, its main feature being the interpretive and naturalistic approach to social reality. Teachers, as actors subject to a structurally defined environment of school bullying interpretations, have incomplete knowledge of its conceptualization, but 'established' criteria for discriminating and delimiting 'divergent' behavior, which can, however, raise problems in terms of categorization.

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Opolska, Natalia. "BULLING: THE LEGAL MAKEUP OF ADMINISTRATIVE MISCONDUCT." Entrepreneurship, Economy and Law 10 (2019): 101–6. http://dx.doi.org/10.32849/2663-5313/2019.10.17.

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Opatsky, R. M. "BULLING AND ITS NEIGHBORHOOD: A COMPARATIVE ASPECT." Прикарпатський юридичний вісник 2, no. 4(29) (April 22, 2020): 144–47. http://dx.doi.org/10.32837/pyuv.v2i4(29).452.

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The problem of violence in the human environment, and especially in adolescents, testifies to the need for careful study and development of preventive measures to address it, since children, on the one hand, are the most vulnerable, most vulnerable and almost completely dependent on society. The author emphasized the problem of qualification of unlawful acts, their differentiation from joint socially dangerous acts, and therefore the type and severity of punishment of the guilty person. An attempt has been made to compare billing with similar offenses in its own generic object. It has been established that in modern society various forms of persecution are manifested, covering absolutely all age and social groups. The author made an attempt to independently identify the main signs of bullying, which include: presence of the offender (Buller) – a person under 18 years of age; the presence of a victim; a direct intent, that is, a direct desire to cause physical harm / pain, or to make a moral humiliation of the victim, usually by witnesses or on the public Internet; systematic; the ability of a third party to witness (bystander) wrongdoing. It is concluded that the manifestation of bullying underlies such offenses in the adult life of the offender. It is proposed to fix at the normative level various manifestations of psychological and physical abuse, such as: mobbing – hiring an employee in a team with the purpose of his subsequent dismissal; hazing – informal ritualistic violent rites performed when joining a particular group and to further support the hierarchy in that group; stalking – bullying, harassment, victim tracking, etc; hat – a display of hatred, contempt for human activity on the Internet; Body-shaming is a humbling criticism for features that go beyond conventional beauty standards, as well as providing for a mandatory corrective program for the abuser.

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Myroniuk, T., and A. Zaporozhets. "Improvement of Measures against Bulling in Ukraine." Naukovij vìsnik Nacìonalʹnoï akademìï vnutrìšnìh sprav 112, no. 3 (2019): 21–28. http://dx.doi.org/10.33270/01191123.21.

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Petechel, O. Yu. "Bulling: Legal And Psychological Analysis And Its Prevention." Actual problems of improving of current legislation of Ukraine, no. 49 (April 3, 2019): 79–89. http://dx.doi.org/10.15330/apiclu.49.79-89.

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The article is devoted to the research of contemporary social phenomenon - bullying. The author analyzes notion and features of bullying. A universal classification of types of bullying are proposed in the article. Therefore, a special attention is paid to the ways of prevention of this negative phenomenon. As a result of the study, the author proposes to apply changes to the current legislation in the sphere of counteraction of bullying.

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Polovina, Nada, and Ivana Djeric. "Parental education and exposure of female and male students to bulling in school environment." Temida 12, no. 4 (2009): 59–76. http://dx.doi.org/10.2298/tem0904059p.

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The paper presents the results of research exploring the correlation between exposure of elementary school students to various types of bulling at school (stealing of personal belongings, violence, coercion, mockery, shunning) and their parents' educational level. Special emphasis was put on connections in mother-daughter and father-son dyads were explored. The research is a part TIMSS 2007 International Project covered a representative sample of 2447 8th Grade students (1161 boys and 1286 girls) from 36 elementary schools in Serbia. A questionnaire was used to collect the information on assessment of school environment, as well as students' experience of peer victimization. Overall, 48.1% students (in male sub-sample 54.4%; in female sub-sample 42.7%) reported being subjected to some kind of bullying in the preceding month. Much more frequently than girls, boys were subjected to theft of personal belongings, coercion and shunning. Correlation is found between educational level of mothers and bullying of their daughters at schools (especially violence, coercion and mockery). While students/daughters of highly educated mothers were more frequently subjected to coercion (forced to do something they did not want to do), daughters of poorly educated mothers were more frequently subjected to shunning. The sub-sample of boys did not indicate any correlation between educational level of fathers and peer victimization in school environment.

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Kara, Zhanna, and Liudmila Kruteleva. "Features of choosing coping strategies by teenagers in the context of the risks of modern education." E3S Web of Conferences 273 (2021): 12049. http://dx.doi.org/10.1051/e3sconf/202127312049.

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The school environment is a complex microcosm where the younger generation learns to adapt to live in society. The problem of school bullying is in the highlight. The purpose of the research is to study the correlations between “bullying structures” of the teenagers, living in their own families and in social rehabilitation centers for minors, and their choice of coping strategies. The hypothesis of the research assumes that teenagers will prefer different coping strategies depending on their place in the bullying structure and the place of living. The sample consisted of 62 teenagers aged 12-13 years old. On the grounds of the theoretical research, we distinguished psychological and social prerequisites of the phenomenon of school bullying. We and state that aggression and anxiety displaying by teenagers in a group cooperation are predictors of a bullying situation. The psychological testing allowed us to reveal bullying structures, components of aggressive behavior and school anxiety, and preferable coping strategies of adolescents. Using the Spearman’s rank correlation analysis enabled us to prove the hypothesis and to describe the preferable coping strategies of such bulling structures as “Bully”, “Bully’s assistant”, “Defender”, “Victim” and “Bystander” depending on the place of living of teenagers. The research has got a novelty and practical importance and the results are useful for work with teenagers in comprehensive schools and in social rehabilitation centers for minors.

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Anufrieva, Elena V., Evgenya S. Naboychenko, and Olga P. Kovtun. "Bulling and Cyberbullying: Problem of the Modern Teenager." Pediatric pharmacology 18, no. 5 (December 1, 2021): 423–29. http://dx.doi.org/10.15690/pf.v18i5.2334.

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Background. Russia is one of the top ten European countries with high level of bullying and ranks second in cyberbullying among adolescents. Involvement in bullying and virtual aggression has immediate and long-term consequences for all parties to the conflict, including witnesses. Immediate consequences can be manifested as violation in adaptation and socialization of children and adolescents; long-term consequences can be mental disorders in emotionally labile schoolchildren. School bullying is always distinguished by its cruelty and intransigence.Objective. The aim of the study is to estimate the prevalence of bullying and cyberbullying among boys and girls aged 11, 13 and 15 years studying in educational organizations in Yekaterinburg and to create the complex of preventive guidelines.Methods. Sociological cross-sectional study was carried out using the questionnaire with questions from the international questionnaire Health Behaviour in School-Aged Children (HBSC). Analysis of the results was carried out for different age and gender groups, the results of comparative analysis with the data of the international HBSC study are also presented.Results. The main characteristics of bullying are presented: prevalence, age and social features. High involvement of adolescents in bullying (11.7%) and cyberbullying (18.2%) was revealed. The ratio of adolescents who have repeatedly been the victims of physical, psychological and virtual aggression was significantly higher (21.7 and 31.8%, respectively). Boys are more likely to be aggressors and victims of abusive behaviour (physical and psychological aggression) than girls. Moreover, number of schoolchildren who became victims of bullying decreases with age, this indicator is more significant among boys, while the number of cyberbullying victims increases among older adolescents.Conclusion. The high prevalence of bullying in adolescents has negative impact on both, victims and aggressors. Bullying affects the physical and mental health of children and adolescents, leads to psychological and social maladaptation, as well as the development of sustainable models of problematic and most often aggressive behavior. Educational organizations have to become the basis for implementation of future programs on bullying and cyberbullying prevention. They should not only provide safe environment but also help children to establish open and friendly relationship with peers and adults and to clearly understand their actions and their consequences.

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Khalikova, L. R. "The Problem of Bullying in Educational Organizations through the Look of Children and Teachers." Вестник практической психологии образования 16, no. 3 (2019): 74–82. http://dx.doi.org/10.17759/bppe.2019160304.

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The article presents the results of research among students and teachers to study the ideas about bulling and the specifics of its manifestations in educational organizations of the Republic of Bashkortostan. 20,480 students were examined. For this, we used a questionnaire developed by E.V. Novikova, an Educational Psychologist at Gymnasium No. 91, and I.R. Khokh, a Medical Psychologist of Clinical Psychotherapeutic Center of the Ministry of Health of the Republic of Bashkortostan. In parallel with the survey of children, a survey among teachers of the republic was also conducted. The survey involved 3219 teachers of educational institutions of the Republic of Bashkortostan. The researxh was aimed at as key questions as: how employees of general education organizations recognize, respond, and describe bullying; how do they explain its causes and consequences; what measures and measures are taken to prevent bullying in the school environment. The questionary was based on the methods developed by Russian scientists A.A. Bochaver, A.V. Zhilinskaya, and K.D. Khlomov from the Center “Perekrestok” of the Moscow State University of Psychology and Education.

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Shulga, E. V., and O. V. Fomichova. "Bulling in secondary education: a social-legal approach." Humanitarian studios: pedagogics, psychology, philosophy 10, no. 3 (October 23, 2019): 49–57. http://dx.doi.org/10.31548/hspedagog2019.03.049.

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Morcillo, Carmen, Maria A. Ramos-Olazagasti, Carlos Blanco, Regina Sala, Glorisa Canino, Hector Bird, and Cristiane S. Duarte. "Socio-Cultural Context and Bulling Others in Childhood." Journal of Child and Family Studies 24, no. 8 (August 3, 2014): 2241–49. http://dx.doi.org/10.1007/s10826-014-0026-1.

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Kopylova, O. P., S. V. Medvedeva, and Yu V. Kalashnikova. "Cyber Bulling in Modern Conditions: Possibilities of Legal Regulation." Pravo: istoriya i sovremennost', no. 1(14) (2021): 097–103. http://dx.doi.org/10.17277/pravo.2021.01.pp.097-103.

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Possibilities of legal regulation of cyber bullying are considered in modern conditions. Aggressive behavior in the Internet space is gaining momentum in its distribution among adolescents not only in Russia but throughout the world. Cyber bullying is one of the newest, most dangerous, and also depressing emotional states of a teenager in terms of the consequences of the risk they face. The concept of “cyber bullying” is considered; its forms are specified; proposals aimed at neutralizing the bullying that occurs among adolescents in the Internet space are formulated.

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KAZLAUSKIENE, Ausra, Ramute GAUCAITE, Rasa POCEVICIENE, and Erika MASILIAUSKIENE. "PREVENTION OF BULLYING EMERGING DUE TO LEARNING DIFFERENCES, APPLYING â€œLEARNING FOR LIFEâ€ SYSTEM GROUNDED ON SELF-DIRECTED LEARNING (LIHUANIAN COUNTRY CASE)." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 4 (October 30, 2016): 1269–77. http://dx.doi.org/10.24297/ijrem.v7i4.4358.

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Necessity, timeliness and significance of thelearning and teaching system â€œLearning for Lifeâ€, grounded on self-directed learning, are actualised by the lack of systematic approach to bullying prevention in Lithuania, lack of prevention of bullying due to learning differences and experience and situation of bullying prevention in the country that has formed in this context. Currently bullying cases are increasingly often spoken of but it has to be acknowledged that interest in this problems is taken more episodically, quite often reacting to resonant bullying cases. This demonstrates that the systemic approach is still missing, that the real scope of spread of bullying, its reasons, consequences have not yet been perceived and this aggravates possibilities to manage the situation. Prevention of bulling arising at school due to learning differences should be based on the learning and teaching system â€œLearning for Lifeâ€, grounded on self-directed learning and acknowledgement of the learnerâ€™s learning differences, characteristic to it, and not on the perception of differences as stigmatising shortcoming. In the article by using the method of content analysis, abstraction actualised necessity, timeliness and significance of selfdirected learning framework for the prevention of school bullying of these criteria : links of the system "Learning for Lifeâ€with European and national education documents on education; the education system "Learning for Lifeâ€ interface with methodological approaches; pronciples of the system "Learning for life" as fundamental approaches; the aspects of manifestation of the education system "Learning for life"concept in the educational practice.

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Mc Guckin, Conor, Christopher Alan Lewis, Mark Shevlin, and Garry R. Prentice. "Experiences of workplace bullying among ‘non-traditional’ students: Cause for concern for both business and education?" Psychology, Society, & Education 5, no. 2 (April 28, 2017): 103. http://dx.doi.org/10.25115/psye.v5i2.499.

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Abstract: Workplace bullying (WPB) has been identified as an insidious aspect of the contemporary work environment (Einarsen, Höel, Zapf, & Cooper, 2003). The present study had three related aims (i) to determine current and prior personal experience of WPB among a sample of 295 adults returning to tertiary education, (ii) to further explore the ‘work environment hypothesis’ (Einarsen, Raknes, & Matthiesen, 1994; Mc Guckin, Lewis, & Shevlin, under review) as an antecedent in the WPB process by examining the relationship between the ‘psychosocial workplace’ and exposure to WPB (Varhama & Björkqvist, 2004a, b; Varhama et al., 2010), and (iii) to explore the relationship between exposure to WPB and salient work and life attitude variables (Mc Guckin et al., under review). Overall, 32.4% (n = 93) of the respondents had been bullied in the previous 6 months, 42.1% (n = 120) had witnessed colleagues being bullied during this period, and 56.8% (n = 162) had been bullied in their previous career. The collective influence of the hypothesised antecedent variables (i.e., ‘Challenge’, ‘Social Climate’, ‘Leadership’, ‘Work Control’, ‘Work Load’, ‘Role Conflict’, and ‘Role Ambiguity’) explained a significant proportion of the variance in relation to self-reported personal experience of workplace bullying. Exposure to workplace bullying was significantly related to impaired ‘work and life attitudes’. Experiencias de bulling en el lugar de trabajo entre estudiantes ‘no tradicionales’: ¿Motivos de preocupación para la empresa y la educación? Resumen: El bullying en el lugar de trabajo (WPB) ha sido identificado como un aspecto insidioso de los ambientes de trabajo contemporáneos (Einarsen, Höel, Zapf, y Cooper, 2003). El presente estudio tuvo tres objetivos (i) determinar la experiencia previa y actual de bullying en el trabajo entre una muestra de 295 adultos que retomaron la educación terciaria, (ii) profundizar en la ‘hipó- tesis del ambiente de trabajo’ (Einarsen, Raknes, y Matthiesen, 1994; Mc Guckin, Lewis, y Shevlin, under review) como un antecedente en el proceso de WPB, examinando la relación entre ‘el ambiente psicosocial en el lugar de trabajo’ y la exposición a WPB (Varhama & Björkqvist, 2004a, b; Varhama et al., 2010), y (iii) explorar la relación entre la exposición al WPB y las variables de actitudes más sobresalientes hacia la vida y el trabajo (Mc Guckin et al., under review). En general, 32.4% (n = 93) de los participantes se había visto acosado en los 6 meses previos, 42.1% (n = 120) habían sido testigos del acoso de colegas durante el mismo periodo, y el 56.8% (n = 162) se habían visto acosados en su trayectoria profesional anterior. La influencia colectiva de las variables antecedentes hipotetizadas (i.e., ‘Desfío’, ‘Clima Social’, ‘Liderazgo’, ‘Supervisión del Trabajo’, ‘Carga de Trabajo’, ‘Conflicto de Rol’, y ‘Ambigüedad de Rol’) explicó una importante proporción de la varianza en relación con la experiencia personal autoinformada de bullying en el lugar de trabajo. La exposición al bullying en el trabajo estuvo significativamente relacionada con la insatisfacción de actitudes hacia la vida y el trabajo.

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Bichhwe, A., and R. Khatri. "Identify Cyber Bulling words using Clustering for Social Media." International Journal of Computer Sciences and Engineering 6, no. 6 (June 30, 2018): 525–28. http://dx.doi.org/10.26438/ijcse/v6i6.525528.

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Grandy, M. "A. Bulling, T. Cstrop, J. Agneskirchrier Body Explorer 2.0." Der Urologe B 42, no. 4 (December 2002): 331. http://dx.doi.org/10.1007/bf03191343.

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Lalak, Nataliia, and Viktoriia Peniak. "SCHOOL BULLING (VIOLENCE) AS THE ACTUAL PEDAGOGICAL PROBLEM NOWADAYS." International scientific journal «Education and Science», no. 1(26) (2019): 132–36. http://dx.doi.org/10.31339/2617-0833-2019-1(26)-132-136.

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BRYNDIKOV, Yuriy. "Social and pedagogical prevention of bulling in teenage environment." Humanities science current issues 1, no. 40 (2021): 224–27. http://dx.doi.org/10.24919/2308-4863/40-1-35.

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Zhang, Huiping, Huazhen Zhou, and Tao Tao. "Bullying Behaviors and Psychosocial Adjustment Among School-Aged Children in China." Journal of Interpersonal Violence 34, no. 11 (June 17, 2018): 2363–75. http://dx.doi.org/10.1177/0886260518780777.

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Bullying behaviors have been studied extensively in Western countries; however, no national data exist regarding this issue in contemporary China. Using a sample of 14,536 children in Grades 6, 8, and 10 from public schools in 11 provinces or autonomous regions in rural and urban China, our study assesses the prevalence of bullying behaviors among school-aged children in China and examines the correlation between bullying and psychosocial adjustment. Results indicate that 6.3% of children reported having been bullied in the last 3 months, 2.5% of children admitted to bullying other students, and 2.2% said they were bullied and bullied others in that same time frame. More boys than girls reported bullying others and being victims of bullying. The frequency of bullying is higher in Grades 6 and 8 than in Grade 10. Rural children are more often involved in bullying than their urban counterparts. Perpetrating and being a victim of bullying are associated with poorer psychosocial adjustment, although different patterns are observed among bullies, those bullied, and those who bully others and have been bullied. Health care professionals should be sensitive to bullying behaviors when identifying students with psychosocial maladjustment. Moreover, programs designed to prevent and intervene in school bullying would benefit from a holistic approach.

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Hunter, Simon C., Kevin Durkin, James M. E. Boyle, Josephine N. Booth, and Susan Rasmussen. "Adolescent Bullying and Sleep Difficulties." Europe’s Journal of Psychology 10, no. 4 (November 28, 2014): 740–55. http://dx.doi.org/10.5964/ejop.v10i4.815.

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This study evaluated whether adolescents who report having been bullied, being bullies, or report both being a bully and being bullied experience more sleep difficulties than children uninvolved in bullying. The study drew upon cognitive theories of insomnia, investigating whether the extent to which young people report worrying about bullying can moderate associations between victimization and sleep difficulties. Participants were 5420 adolescents who completed a self-report questionnaire. Pure Victims (OR = 1.72, 95% CI [1.07, 2.75]), Pure Bullies (OR = 1.80, 95% CI [1.16, 2.81]), and Bully-Victims (OR = 2.90, 95% CI [1.17, 4.92]) were all more likely to experience sleep difficulties when compared to uninvolved young people. The extent to which young people reported worrying about being bullied did not moderate the links between victimization and sleep difficulties. In this way, bullying is clearly related to sleep difficulties among adolescents but the conceptual reach of the cognitive model of insomnia in this domain is questioned.

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Yu.Yu., Boiko-Buzyl, and Protsyk L.S. "PECULIARITIES OF CHILDREN’S AND TEACHER’S BULLING IN THE SCHOOL ENVIRONMENT." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 1 (April 2, 2020): 86–94. http://dx.doi.org/10.32999/ksu2312-3206/2020-1-12.

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Zhuravko, T. V. "Bulling as a social-psychological problem in the educational environment." Theory and practice of modern psychology 1, no. 6 (2019): 47–50. http://dx.doi.org/10.32840/2663-6026.2019.6-1.10.

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Akimova, Olena. "Preparation of maybutny teachers in the cob’s school before prophylaxis in bulling middle schools." Bulletin of Luhansk Taras Shevchenko National University 2, no. 8 (346) (2021): 195–204. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-2-195-204.

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The article reveals the main aspects of preparing future primary school teachers for the prevention of bullying among schoolchildren. The content of psychological and physical forms of bullying in an educational institution is determined, the mechanisms of manifestation of signs of violence in the educational process according to D. Olveus are characterized; the indicators of the readiness of future teachers to prevent bullying in the educational space of an elementary school are determined, the role structure of bullying is revealed. The directions of the formation of competencies in the course of preparing future primary school teachers for the prevention of bullying are characterized: formation of competencies for involving junior schoolchildren in information campaigns of educational institutions, psychological and pedagogical trainings and individual programs for prevention of bullying; formation of competencies for conducting interactive forms of learning, which will provide an opportunity to develop skills and abilities of effective dialogic interaction with all participants in the educational process; formation of competencies to involve parents in trainings-seminars, thematic conversations, psychological and pedagogical games that will increase pedagogical awareness, literacy of all participants in the educational process in aspects of anti-bullying education of children. Thus, the generalization of scientific positions on the process of violence and bullying makes it possible to define it as a long-term and systematic aggression, which can take physical and psychological forms, make up a large part of the social life of primary school children.

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Journal articles on the topic 'Bulling'

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