Bullying: diagnosis, prevention, correction Changes in the social situation of the development of the modern child, characterized by the destruction of natural institutions of socialization - the family and the children's community, the orientation of education towards an individualistic model, the strengthening of the process of stratification of society according to social economic, political and other indicators, a tendency towards impoverishment, restriction of children’s communication with peers, negatively affects the process of socialization of children, leads to an increase in various forms of social deprivation, including an increase in the number of rejected children, isolated in the children’s community, who have become victims of aggression from peers, victims of school bullying or bullying [1,4,5,9]. Bullying or school bullying - from English. bullying - intimidation. This is physical and/or psychological terror, aggressive actions on the part of one or more persons, against a child - the victim. Bullying differs from other forms of aggressive behavior in that it is carried out by a stronger group or individual classmates against a classmate who is obviously weaker mentally or physically, has various forms of manifestation, occurs systematically over a long time and is carried out consciously [5,10,11]. The victim acutely experiences the effects of bullying, but for various reasons cannot respond to aggression. Thus, the essential signs of bullying are: inequality of power; repeatability; inappropriately high sensitivity of the victim. Bullying is an international problem. According to WHO, every year several million children, starting from the age of eight, become victims of school bullying[4,11]. 10 - 15% of children aged 8-10 years are daily exposed to various forms of verbal aggression from classmates (ridicule, nicknames, insults, etc.), more than half occasionally become victims of physical violence [5,6]. Up to 30% of junior schoolchildren experience difficulties communicating with peers and are prone to display aggression when resolving simple conflicts [9,10], and 15%, for various reasons, become outcasts in the class, excluded from interpersonal interaction [4,5,6]. According to WHO, in our schools, 12 to 24% of adolescents aged 11 to 15 years are subjected to regular violence at least 2-3 times a month, and 20–24% of Russian schoolchildren and 10–14% of schoolgirls themselves become bullies. Recently, there has been a tendency towards an increase in the prevalence of bullying cases. According to a number of authors, bullying is accompanied by the development of crisis conditions in children and adolescents. It does not pass without a trace for any of its participants and literally breaks the personality of the children. Instigators and persecutors develop antisocial traits, they are prone to addiction, and are subject to excessive anxiety and depression. In turn, rejection and isolation in a peer group is hard for the “victims” and leads to an increase in morbidity (neurotic disorders, depression, sleep disturbances, appetite, the formation of post-traumatic syndrome), causes problems in learning, and increases the risk of delinquent behavior [1, 2,4,5,6,11]. Victims of bullying lose self-esteem, develop inferiority complexes, experience various forms of social maladjustment, and become entrenched in the role of “victim” or “loser,” which is often extrapolated to other areas of relationships. Victims of frequent or persistent bullying at school, when becoming adults, are significantly more likely to complain about their health, suffer from depression, nervous disorders and are prone to suicide. They are less successful in their professional activities, have low incomes, are more likely to be unemployed, and lead lonely lives without family or friends. School violence causes identity disturbance in adolescents. Prolonged stress affects a feeling of hopelessness and desperation, which in turn is fertile ground and a risk factor for thoughts of suicide. Due to the significance of the bullying situationFor the development of the personality of children and adolescents, the prevalence of this phenomenon in modern schools, it is relevant to comprehensively study the psychological causes of this phenomenon, which will allow choosing the most effective areas of psychological and pedagogical work to optimize interpersonal relationships in the classroom and create optimal conditions for the development of the personality of each child. The problem is active. Bullying began to be developed by American psychologists in the mid-70s, although the formulation of the problem itself arose much earlier. Back in 1910 in Vienna, at a congress on the topic: “On suicide... among high school students,” Sigmund Freud noted school violence as one of the main causes of suicide in adolescents [5]. The following types of bullying are distinguished: A. Psychological (moral) violence: 1.verbal (ridicule, assigning nicknames, endless remarks and biased assessments, ridicule, humiliation in the presence of other children, threats of physical harm, blackmail, threats to complain to adults, stop being friends, extortion, denunciation, slandering the victim, nagging, insults, name-calling, nicknames (teasing, swearing), etc.); social exclusion (boycott, rejection, isolation, refusal to communicate with the victim (they refuse to play or study with the child, do not want to sit at the same desk with him, etc.); 3. cyberbullying - publication and distribution of offensive texts, videos on the Internet and photographs, threats, as well as posing as a “victim” online (up to 30% of schoolchildren aged 12-15 are susceptible to this) trolling (trolling - trolling, fishing with a lure) - posting on the Internet (on forums) has recently become widespread. , in discussion groups, blogs, etc.) provocative messages with the aim of causing flames, conflicts between participants, mutual insults. B. Physical violence: beating, hitting, slaps on the head, damage and taking away things, theft, etc. According to various sources, the first is the most common type of bullying - verbal bullying (insults, cruel jokes, verbal provocations, name-calling, obscene jokes, etc.) In second place is boycott, in third place is physical violence. In fourth place is the spread of rumors and gossip, in fifth place is theft. The cause of suicide, as a rule, is not physical violence, but isolation from the reference group, boycott. As studies have shown, in the lower grades the incidence of bullying is higher, more common among boys, decreases by the age of 14-15, cyberbullying is most common among adolescents 13-15 years old, more typical for girls. In a situation of bullying there are always instigators (provocateurs), their victims, persecutors - the bulk of children, who, under the leadership of the instigators, carry out the bullying and neutral observers (with silence they encourage the bullying, without preventing it in any way [4,5,6]. Initiators of bullying: 1. children suffering from violence in their family and compensating for their suffering by violence against the weakest in the class. 2. schoolchildren with narcissistic character traits, striving for leadership, power, self-affirmation at the expense of others who cannot assert themselves at school in socially acceptable ways: through their studies, but claim a high status in the team. 3. aggressive children. Harassers are generally not popular in the class. They themselves are not ready to initiate bullying or protect the victim, but they easily take up the initiative of the offender. Many of them, being conformists, obey the herd mentality, do like everyone else, often they have undeveloped reflection and empathy; some demonstratively bully the unpopular in the hope of earning the favor of the class leader, others do this out of boredom, underdeveloped interests, or a desire for entertainment; out of fear of being in the same position or simply do not dare to go against the majority; desire to assert oneself. In a school bullying situation, the majority of children are observers. They are divided into indifferent, approving (tolerating) and disapproving of bullying. Child observers in most cases experience greatpsychological pressure, are characterized by anxiety, and exhibit a feeling characteristic of trauma patients - helplessness in the face of violence. They are often haunted by feelings of guilt for not standing up or, in some cases, for joining in the bullying. All this can gradually change school attitudes and norms, making them cynical and ruthless towards victims.Victims. Any student can become a victim of bullying. Characteristics of victims of bullying: children who differ from the majority in appearance or behavior; with unpleasant habits (untidy, whiny, obsessive, cowardly, ingratiating, greedy); children who communicate better with adults than with peers; physically weak, sick, with fear of school, unsuccessful in learning, those whom the teacher does not like; new; eccentric; sensitive (sensitive), unable to stand up for themselves, demonstrate confidence, or defend it. The victims are often children who cannot hide their insecurity and provoke with their behavior a repetition of the incident on the part of the aggressor-power-hungry. Possible roles of unpopular schoolchildren: “Jester”, “Scapegoat”, “Submissive Victim”, “Slave”, “White Crow” “Bitter”, “Unpopular”, “Aggressors”: aggressor-attacker, rejected aggressor, “Sneaks” [8]. Risk factors for a child to become a victim of bullying: 1. Peculiarities of upbringing in the family. The family is of paramount importance in the socialization of the child [1,4,7]. In the family, the child receives the first experience of establishing relationships, which is the basis for the formation of interpersonal relationships with peers [1,9]. If the socialization process is disrupted due to various reasons: absence of a family, various forms of social disadvantage (incomplete family, parental alcoholism, etc.), broken social ties in the family itself (lack of trusting relationships among parents, emotional contact with the child, authoritarian parenting style) or deformed (over-, under-protection, private use of punishment, inflated level of demands on the child), this largely determines the difficulties of the child’s socialization in the school community. As a number of researchers note, parents of outcast children often themselves experience difficulties in relationships with people. This is largely determined by their individual characteristics: a low level of development of social qualities, communicative incompetence, hostility towards others, including due to increased aggressiveness, conflict, etc.[4,5,10]. Children, imitating their parents, adopt their forms of relationships with others, which may turn out to be ineffective in relationships with peers and other significant adults; the personal characteristics that a child acquires in the process of socialization in the family can become one of the reasons for his rejection in the peer group (for example, aggressiveness, conflict, anxiety, selfishness, lack of communication, etc.)[1,3,5,6]. Bullers, as a rule, are raised in families: with a lack of warmth and involvement of family members in the child’s life; insufficient control and supervision of the child; permissive style of parental behavior, permissiveness; cruel style of education, the use of physical punishment on the part of the child. 2. Relationships with the teacher. The second most important institution of socialization for a student is the school [1, 4], where the main initiative in establishing interpersonal relationships in the process of organizing educational activities belongs to the teacher. At the initial stages of forming a school team, the teacher’s relationship with the student often determines his relationship with the class, and the teacher’s assessment becomes significant for the student’s assessment in the peer group. If the relationship between teacher and student, as well as the assessment of him as an individual, is made by the teacher only through the prism of his academic performance and “obedience”, for example, with an authoritarian style of pedagogical communication, then children who are unsuccessful in learning and who violate discipline risk being outcasts amongclassmates. If a teacher knows how to emphasize the personal merits of each child, creates an atmosphere of psychological comfort in the classroom, provides conditions for the student’s self-realization, purposefully creates conditions for interaction between children based on joy and empathy, then in these classes students are more focused on assessing their classmate not only on academic performance, but and personal characteristics, the degree of development of his moral qualities, are distinguished by greater tolerance towards classmates, are active in communication, and the school group is distinguished by a higher level of development. 3. Features of the school team (the degree of its formation, the development of common values, group norms) [2 ,4];..4.Success in educational activities [51]..Factors contributing to the development of bullying at school are: 1. Indifference as the attitude of teachers 2. Position of indifference regarding violence from peers, they do not know what to do and do not believe that they can help. 3. Lack of control over behavior during recess and in “hot spots”: toilets, locker rooms, dining room, secluded corners, etc. Diagnosis of bullying. Based on the order of the education department for the Stupinsky district, in November 2015, monitoring was carried out in schools in our district bullying The study was conducted among 7th grade students using the “Rate Yourself” bullying questionnaire, recommended by the Center for Practical Educational Psychology of ASOU and additionally at the request of class teachers and school administration among 6th grade students. Additionally, in these classes the structure of interpersonal relationships was studied (sociometry Moreno according to business and emotional criteria, positive and negative choices were assessed) and the psychological climate of the team was assessed (a modified version of B.D. Parygin’s methodology). A total of 147 students took part in the study, of which 95 were 7th grade students aged (44 boys and 51 girls) and 52 students of two sixth grades (30 boys and 22 girls). The questionnaire is filled out anonymously and contains 94 statements covering various aspects of this process from the characteristics of communication in a team to assessing the frequency of cases of bullying. The methodology involves identifying cases of bullying 1 (the number of students in respect of whom bullying actions began at least six months ago and were carried out at least once a week) and cases of bullying II (the number of students in respect of whom bullying actions were committed: 1) less frequently than once a week and last less than six months; 2) at least once a week and last less than six months or 3) last more than six months, but occur less than once a week. The study showed that more than 60.0% of students encountered cases of bullying (27.38% - cases of bullying I and 33.33% - cases of bullying II), this phenomenon is more typical for girls. By class, these indicators vary from 20.0% to 80.0%. For sixth grades, the results are comparable (the total number is at the level of 58.0%, 24.4% - cases of bullying I and 37.6% - cases of bullying II), the trend is more pronounced for boys. The average value of the class indicator (the degree of severity of bullying, which determined by the total number of actions per total number of respondents) is 7.17. This indicator varies significantly depending on the class. Among the types of bullying in all classes, verbal aggression predominates. The predominant statements in terms of frequency of occurrence are the following: others prevent me from speaking freely with anyone (23.2%); others interrupt me when I want to say something (22.1%); others spread rumors and lies about me (21.1%); others talk badly about me behind my back (17.9%); curses and offensive nicknames are addressed to me (14.7%); some guys make me laugh (13.7%). The same trends are typical for 6th grade students. The majority of 6th and 7th grade students noted that from 2 to 4 people took part in bullying. More than 45% of seventh graders and 53% of sixth gradersexperienced bullying from classmates. To the question “Who will you turn to to talk about this?” 3 main answer options took first place: to friends and girlfriends (29.9%); to parents (29%); I have no one to turn to, but I don’t need anyone; (14%). For sixth-graders, the first place among answers was turning to parents (38%), in second place there was a higher percentage of turning to teachers (3.3%) and a psychologist (10.2%), otherwise the choice of answers has the same trends. Study of the structure interpersonal relations showed that in classes with greater severity of bullying in the structure of interpersonal relations, a group of isolated and rejected ones stands out (these are sixth grades, 2 seventh grades), this group is more numerous according to the emotional criterion of elections. The total number of children who made up this group is 12 out of 147 surveyed. The majority of schoolchildren in the classes we studied are in the “accepted” (average status) group. The group of “stars” and “preferred” ones is small. The structure of interpersonal relationships changes depending on the selection criterion. The most variable, both in composition and in number, is the “unaccepted” group. The sympathies of classmates towards the “stars” are more stable. A study of the psychological climate in classes showed that more than 55% of students assess the climate in their classes as favorable, about 35% as variable, unsustainably favorable, and about 11% as negative or unfavorable ( in classes with high values ​​for bullying, this figure increases to 18.5%. Thus, the data obtained from the results of sociometric studies and assessment of the psycho-emotional climate in the class can serve as criteria for assessing the degree of well-being of interpersonal relationships in the class and can be used to identify the degree of risk manifestations of bullying in the classroom and be used to identify groups at risk of bullying, as well as serve as criteria for the effectiveness of the work being carried out to develop interpersonal relationships in the classroom. A study conducted six months later showed that in classes with high values ​​for bullying, the number of children assessing the climate in the class as unfavorable decreased from 18.5% to 11.1%. A study of changes in the structure of interpersonal relationships in classes with high scores for bullying (2 seventh and 2 sixth grades) is planned to be carried out at the end of the school year. With some children at risk (5 people), as part of the ongoing correctional work, the following methods were used aimed at to identify the psycho-emotional state of the child, his personal characteristics, the development of communication skills: Luscher color test, assessment of personal and situational anxiety by Spielberger-Khanin, SAN), determination of self-esteem and level of aspirations, determination of personal characteristics (multifactorial personality questionnaire Cattell 14PF), USC, determination character accentuations by Leonhard-Smishek, questionnaire by K. Thomas “Assessment of behavioral strategies in conflict situations”, test “Sociability”, methodology for diagnosing dominant defense in communication by V.V. Boyko, projective technique “Man in the Rain”. Based on the results of the studies, we can note some common features characteristic of children who fall into the risk group of being bullied: high level of anxiety, emotional lability, emotional-volitional instability, timidity, low self-esteem, inadequate level of aspirations, lack of sociability, low locus of control, listlessness, avoidance – as the main strategy for getting out of conflict situations [3,10]. The proposed research methods can be expanded, in particular, they can include a variety of survey methods (questionnaires, interviews, conversations), and observation. To identify the causes of bullying, it is effective, in our opinion, to supplement group testing methods with methods for studying the motivational core of elections, a color relationship test; for elementary school, the use of the projective technique “Tree withlittle men" (D. Lampen, adaptation by L.P. Ponomarenko). Diagnostics should also include the study of the psychological characteristics of bullies and additionally include methods for determining the level of Bassa-Darka aggressiveness, determining the tendency to deviant behavior (A.N. Orel ). To carry out effective correctional work, it is necessary to study the characteristics of relationships in the family of children at risk of bullying (assessment of parenting style, questionnaire “Measuring parental attitudes and reactions”). In our opinion, it is necessary to assess the psychological climate of the teaching staff, assess the style of pedagogical communication of the teacher, this is most important for elementary schools (methods “Style of Pedagogical Communication of Teachers” (R.V. Ovcharova), method “Diagnostics of the Style of Pedagogical Communication” (according to N. P. Fetiskin) [3]. Thus, to summarize, it should be noted that diagnostic work aimed at studying the phenomenon of bullying can be expanded, should be comprehensive and requires longitudinal studies. Effective correction of bullying by specialists of the psychological and pedagogical support service is possible with interaction with teachers and parents, includes various response strategies, depending on the situation and involves the development of a specific program of action, which is aimed at improving interpersonal relationships in the classroom (reducing conflict, humanizing relationships, developing children’s communication skills, developing tolerance), individual corrective work both with victims of bullying (mainly the work is aimed at stabilizing the psycho-emotional state, increasing self-esteem, developing communication skills, informing about possible ways to respond to aggression, addresses where you can seek psychological help, hotlines) and their parents (establishing confidential contact, counseling on effective ways to respond to changes in children’s behavior, recommendations for improving the psycho-emotional climate in the family), bullies (aimed at reducing aggressiveness, conflict, informing about responsibility for actions that can be attributed to bullying, developing communication skills, creating a tolerant relationships with classmates). Forms of correctional activities carried out include conversations (“Responsibility”), trainings (“Assertiveness”, “Self-regulation”, “Ways to get out of conflict situations”, “Ways of effective communication”, “Tolerance”), class hours (“Me and my class”, “Ways of effective communication”, “Positive thinking”), participation in the development and organization of extracurricular activities together with class teachers. Main areas of preventive work: Organizational: Development of a work plan for the psychological and pedagogical support service for the prevention of bullying .Identification of risk zones and strengthening control over these zones, with the involvement of students on duty. Creation of a school reconciliation service Educational: 2.1 For class teachers (informing class teachers about test results, discussing priority areas of joint work on organizing the educational process, providing information on bullying (speech at School of education of class teachers, teacher council on the topic “Bullying”, development and provision of methodological recommendations for the prevention of bullying, consultation on various situations related to the situation of bullying, provision of literature on this issue, design of information stands “Bullying”, “Development of interpersonal relationships in a team” )2.2 For parents 2.2.1. speaking at parent meetings (topics: “Bullying and cyberbullying”, “Psychological characteristics of adolescence”, “Ways to effectively interact with a child”, “Family parenting styles”, “Prevention of child abuse”). 2.2.2. preparation of methodological recommendations (“Ways for effective. 420 - 428.