ON THE IMPLEMENTATION OF EXPERIENCE IN COUNTERACTING SCHOOL BULLYING AMONG PRIMARY SCHOOL STUDENTS

Abstract

The article reveals the systemic nature of bullying and presents the most successful anti-bullying programmes based on the principle of systemicity. Theoretical developments and empirical evidence point to the systemic nature of bullying: group cohesion and group tension, as the main forces of group dynamics, determine the relationship between group members. Group tension can increase both due to a large number of intrapersonal conflicts among group members and as a result of external pressure (authoritarian teaching style of the teacher, unfair treatment of students, general unfavourable school atmosphere). Increased tension threatens the integrity of the group and requires a response. The simplest way to respond is through "substitute sacrifice", which is implemented through bullying, in which the least tolerant students play the role of victim and investigator. Students with severe auto-aggression and victimisation tend to play the role of the victim, while the perpetrators are usually people who react to anxiety with aggression and a desire to dominate. Thus, bullying involves both the group level and the individual level, as well as the environment in which the group operates. The complex structure of bullying puts forward special requirements for anti-bullying programmes - work with group dynamics and personal characteristics of students. A plan for an anti-bullying programme is proposed, based on a curriculum that takes into account the peculiarities of the existing secondary education system.