Programs for the Prevention of Adolescent Bullying in the Activities of a Teacher-Psychologist



Prevention of adolescent bullying is one of the leading areas of activity of a teacher-psychologist. Being a widespread issue of the modern school bullying in adolescence demands to be separated from other aggressive behaviors by specific criteria. There are: primary prevention, aimed at pre-venting bullying situations in an educational institution, at forming public unacceptance of aggressive behavior, at creating an active position to stop it; secondary prevention, which implies the containment of provocative bullying factors and the strengthening of protective factors (first of all, the optimization of relationships in the adolescent environment and the dyads “adolescent — adult (teacher, parent)”; tertiary prevention, which is a set of measures of psychological assistance to victims, abusers and witnesses of bullying and their social environment. At each level of preventive work, measures are developed in four main directions: work at the school level in general, work at the school class level, work at the family level, work at the individual level (with an adolescent). In each of these areas of work, a teacher-psychologist, classroom teachers of secondary classes, a social teacher, and deputy director for educational work have their own tasks and responsibilities. They take part in the development of a unified school anti-bullying program as members of a single team. There are specifics in prevention programs — depending on the role of an adolescent in bullying: a victim, an abuser or a witness. The basis for the development of a bullying prevention pro-gram at school is to understand and take into account the main patterns of school bullying identified on the basis of the analysis of the results of scientific research in this area, as well as an analysis of the specific situation in an educational institution and school monitoring data on bullying cases.

General Information

Keywords: adolescent bullying, teacher-psychologist, prevention programs

Journal rubric: Axiological and Personality-Oriented Basis of Cooperation and Interaction of Educational Environment Subjects

Article type: scientific article


Received: 23.07.2021


For citation: Volkova E.N. Programs for the Prevention of Adolescent Bullying in the Activities of a Teacher-Psychologist [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2021. Vol. 18, no. 3, pp. 90–97. DOI: 10.17759/bppe.2021180308. (In Russ., аbstr. in Engl.)


  1. Volkova I.V. Kharakteristiki podrostkovogo bullinga i ego opredelenie = Characteristics of teenage bullying and its definition [Elektronnyi resurs]. Vestnik Mininskogo Universiteta = Vestnik of Minin University, 2016, no.3, p. 25. 1. URL: (Accessed 26.07.2021) (In Russ.).
  2. Kravtsova S., Shapkina A., Belevich A. Bulling v shkolakh mira: Avstriya, Germaniya, Rossiya. Obrazovatel’na-ya politika = Educational Policy, 2016, no. 3, pp. 97–119 (In Russ.).
  3. Sobkin V.S., Smyslova M.M. Bulling v stenakh shkoly: vliyanie sotsiokul’turnogo konteksta (po materialam krosskul’turnogo issledovaniya) = Bullying at school: the impact of sociopcultural context (based on cross-cultural research). Sotsial’naya psikhologiya i obshchestvo = Social Psychology and Society, 2014, no. 2 (5), pp. 71–86 (In Russ.).
  4. Olweus D. Bully/victimproblems in school: facts and intervention. European Journal of Psychology of Education, 1997. Vol. XII, no. 4, pp. 495–510.

Information About the Authors

Elena N. Volkova, Doctor of Psychology, Professor, Leading Researcher, Psychological Institute of the Russian Academy of Education, Professor of the Department of Psychology of Education and Prevention of Deviant Behavior, Moscow Pedagogical State University (MPGU), Moscow, Russia, ORCID:, e-mail:



Total: 1322
Previous month: 52
Current month: 16


Total: 651
Previous month: 6
Current month: 1