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  Previous issue (2019. Vol. 8, no. 3)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: https://doi.org/10.17759/jmfp

License: CC BY-NC 4.0

Started in 2012

Published quarterly

Free of fees
Open Access Journal

 

Teacher's position in school bulling 297

Stratiychuk E.V., PhD in Psychology, Faculty of Legal and Forensic Psychology, Moscow State University of Psychology & Education, Moscow, Russia, chugeka@yahoo.com
Chirkina R.V., PhD in Psychology, Head of the Department of Legal and Forensic Psychology and Law, Faculty of Legal and Forensic Psychology, Moscow State University of Psychology and Education, Moscow, Russia, rimmach@bk.ru
Abstract
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.

Keywords: bulling, victimization prevention, anti-bulling programs, teacher’s position, educational environment

Column: Educational psychology

DOI: http://dx.doi.org/10.17759/jmfp.2019080305

For Reference

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