Bullying in a children's group: teachers’ orientations and opportunities

We discuss the definition and phenomenology of direct and indirect bullying, describe the effects of bullying for all categories of participants. We discuss the most common teachers’ settings (normative, assertive, avoidant) in relation to bullying, and the ways to respond arising from these settings. We discuss mismatch in understanding the phenomenon of bullying between psychologists and educators, as well as the need to develop consistent definitions for the design of prevention programs and preventive procedures in situations of bullying in particular institution. We reveal the basic myths developed in society and aggravating bullying normalization, aggressor support and the victim's humiliation. We discuss the principles of organization of prevention system and school bullying prevention. The teachers’ possibilities to reduce the number of school bullying situations are considered. We show the necessity of a more critical and informed teachers' attitude toward bullying situations and their own response strategies.

1. Bochaver A.A. Metaforakak instrument analizaubezhdenij (v kontekstepredstavlenijuchitelja o svoejrabote) [Metaphor as a tool for beliefs analysis (in the context of the teachers’ representations of their work)] // Sovremennaja zarubezhnaja psihologija [Journal of Modern Foreign Psychology], 2012. № 1 P. 65–75.
2. Bochaver A.A., Khlomov K.D. Bulling kakob#ekt issledovanij I kul'turnyj fenomen [Bullying as a subject of research and cultural phenomenon]// Psihologija. Zhurnal Vysshej Shkoly Jekonomiki [Psychology. The Journal of the Higher School of Economics]. 2013. № 3. P. 149–159.
3. Enikolopov S.N. Psihologicheskieproblemybezopasnostivshkole (stenogramma). // Materialyproekta «Obrazovanie, blagopoluchie I razvivajushhajasja jekonomika Rossii, Brazili  i Juzhnoj Afriki» Psihologicheskie problem bezopasnosti v shkole (stenogramma). [Psychological problems of safety at school // Materials of the project ‘Education, well-being, and developing economy of Russia, Brazil, and South Africa’ (verbatim)]. Available at URL: https://psyjournals.ru/edu_economy_wellbeing (Accessed 09.09.2013).
4. Kutuzova D.A. Travlja v shkole. Mifyireal'nost' [Bullying in school: Myths and reality] Available atURL: http://mediclabbor.ru/?p=294 (Accessed09[Г1] .09.2013).
5. Kutuzova D.A. Travlja v shkole: chtojetotakoeichtomozhno s jetimdelat' [Bullying in school: what is it and what we can do] //Zhurnal[Г2]  prakticheskogo psihologa [Journal of practical psychologist]. 2007. № 1.P. 72–90.
6. Roland E. Kakostanovit' travlju v shkole: Psihologijamobbinga [How to stop mobbing in school]. Moscow: Genezis, 2012. 264 p.
7. Boulton M.  Teachers’ views on bullying: definitions, attitudes and ability to cope[Г3] // British Journal of Educational Psychology. 1997. Vol. 67(2). P. 223–233.
8. Buaraphan K. Metaphorical Roots of Beliefs about Teaching and Learning Science andtheir Modifications in the Standard-Based Science Teacher Preparation Programme // International Journal of Science Education. 2011. Vol.  33 (11). P. 1571–1595.
9. Dontsov A.I., Perelygina E.B. Psychology in Russia: State of the Art, Vol. 6, Issue 2, 2013.
10. Fahie D., Devine D. The Impact of Workplace Bullying on Primary School Teachers and Principals // Scandinavian Journal of Educational Research. 2012. Vol. 56, Issue 1. P. 1–18. [Электронный ресурс] URL: https://doi.org/10.1080/00313831.2012.725099 (Accessed 09.09.2013).
11. Hazler T. at al.. Adult recognition of school bullyingsituations// Educational Research. 2001. Vol. 43(2). P. 133–146.
12. Kochenderfer[Г4] -Ladd B., Pelletier M.E. Teachers' views and beliefs about bullying:Influences on classroom management strategies and students' coping with peer victimization// Journal of School Psychology. 2008. Vol. 46. P. 431–453.
13. Kowalski[Г5]  R.M., Limber S.P., Agatston P.W. Cyberbullying: Bullying in the digital age. 2nd ed. Chichester: Wiley-Blackwell, 2011. 282 p.
14. Lee C. Exploring teachers' definitions of bullying// Emotional and Behavioural Difficulties. 2006. Vol. 11 (1). P. 61–75.
15. Maunder R.M., Harrop A., Tattersall A.J. Pupil and staff perceptions of bullying in secondary schools: comparing behavioural definitions and their perceived seriousness //Educational Research. 2010. Vol. 52. P. 263–282.
16. Mishna F., Pepler D., Wiener J. Factors Associated With Perceptions and Responses to Bullying Situations by Children, Parents, Teachers, and Principals. Victims and Offenders //An International Journal of Evidence-based Research, Policy, and Practice.  2006. Vol. 1.P. 255–288.
17. Olweus D. Bullying at school: What we know what we can do. N.Y.: Blackwell, 1993. 140 p.
18. Yerger W., Gehret C. Understanding and dealing with bullying in schools // The Educational Forum. 2011. Vol. 75. P. 315–326.