SOCIO-PSYCHOLOGICAL FEATURES OF SCHOOL BULLYING

The problem of bullying in the school environment remains relevant and pervasive. For effective preventive work in institutions of general secondary education requires a detailed study of the socio-psychological features of this phenomenon. The existing methods of preventive work in schools are aimed mainly at the main actors of abuse ("victims" and "aggressors"). This approach often changes the role structure or manifestation of the bullying, but does not stop the process. The article analyzes the age characteristics of bullying among adolescents in the school environment. Based on theoretical analysis of scientific sources, the definition of bullying as a socio-psychological phenomenon is specified. Various forms of manifestation of school harassment are analyzed. The specifics of the structural-role relations that are formed in the process of bullying, the features of each role structure are considered. Based on the empirical research, the structural components of school bullying were identified and the relationship of bullying participants with their individual-typological features was analyzed. The basic personality traits associated with the various forms of manifestation of the bullying were revealed, as well as the interconnection of the forms of manifestation with each other. The results of the empirical study allow us to develop ways of overcoming and preventing bullying, which will be aimed at all participants of the process, taking into account the peculiarities of their communicative interaction.