Violence at school between students. Bullying in a school environment: causes, forms, prevention

Psychological abuse at school – myth or reality?
Commissioner for Children's Rights in the Nenets Autonomous Okrug
T.E. Gasheva
In an educational institution, a teacher is one of key figures affecting the mental and somatic health of children. Various educational paradigms focus teachers on creating a comfortable developmental environment for children, the ability to build constructive interaction with the student both during the lesson and during extracurricular activities(V beginning of XXI century, student-centered learning was in the lead, and in last years The competency-based approach in education is “gaining strength”).
Unfortunately, our schools are still far from implementing the principles of humanism and a tolerant attitude towards the most vulnerable and unprotected category of the population - children.
The facts of psychological violence in educational institutions are not hidden by either adults or children, and they are expressed in threats against the student, deliberate isolation of the student; imposing excessive demands on the student that are not age appropriate; insult and humiliation; systematic unfounded criticism of the child, leading him out of emotional balance; demonstrative negative attitude towards the student.
Psychological violence committed by a teacher in the form of sarcasm, ridicule, ridicule, humiliation of the individual leads to functional changes in the child’s health and alienation from school. Numerous studies by scientists have shown that violent actions by teachers in primary school lead to a lower manifestation of children’s abilities and their social incompetence. Such violence gives rise to problems in the behavior of children - aggression, feelings of inadequacy and inferiority, and causes stress in the child, similar to the effect of trauma and physical violence.
IN scientific publications reflects some features of the teacher's personality that contribute to the occurrence of violent actions towards students. These include: rigidity, desire for dominance, anxiety, rapid irritability (especially in response to provoking behavior of the child), low self-esteem, depression, impulsiveness, dependence, low level of empathy and openness, low resistance to stress, emotional lability, aggressiveness, isolation, suspiciousness .
Stress, “burnout” and professional deformation of the teacher distort the objective picture of the student’s behavior, lead to a negative perception of any situation of “disobedience”, and become a trigger for “showdown”. Children suffering from teacher violence develop symptoms of post-traumatic stress and develop an inferiority complex. In lower grades, such students project violence in the form of aggression towards animals, peers, and in adolescence teachers themselves become targets.
An analysis of this problem in schools showed that teachers have underestimated ideas about the harm and consequences of psychological violence towards students. Many teachers believe that more harm is caused to a child in the case of physical violence than verbal violence. Life shows something else - child suicides are more often associated with long-term repeated emotional and social forms of violence, gradually or spontaneously weakening the fragile psyche of a minor.
As part of the global campaign “16 days without violence,” the Ombudsman for Children’s Rights in the Nenets Autonomous Okrug conducted surveys (using the “random sampling” method) and conversations with students on the problem of psychological violence in eight schools. A total of 386 students aged 13–17 years participated. The results were disappointing: in educational institutions this problem exists (experienced insult or humiliation from teachers once - 14.5% of respondents, several times - 12% of children). Students aged 13–15 years, who are at the peak of adolescence, react more vulnerable to themselves.
A high level of psychological violence is also observed in relationships between adolescents (every fourth child has experienced repeated humiliation and insults from peers).
The small number of affirmative answers in the “parents” column indicates that in families various types of psychological violence from parents and relatives to children are not perceived as not corresponding to the norm. In the system of conventional norms, in the “friend-foe” relationship, all grievances are endured more acutely, more severely, and leave an indelible mark on the child’s mental health.
Very often, some childhood problems overlap with others. A student who experiences difficulties in learning and communicating with classmates becomes very sensitive to the emotional reactions of the teacher. Any demand on his part that is not consistent with the child’s expectations is perceived as denial, ill will, or bias. It should also be taken into account that, in a child’s understanding, psychological violence is a purely individual construct, if the fact of violence is isolated. In situations of mass “rejection” of children in the “teacher-student” system, it is necessary to look for the reason in the personality of the teacher, his teaching methods and style of interpersonal interaction.
The Declaration of the Rights of the Child (1959) states that “the child, by reason of his physical and mental immaturity, requires special protection and care, including adequate legal protection, both before and after birth.” In the Convention on the Rights of the Child (1989), in Art. 19, it is written in black and white: “States Parties shall take all necessary legislative, administrative, social and educational measures to protect the child from all forms of physical and psychological violence, insult or abuse, neglect or neglect.” In the Law of the Russian Federation “On Education” (1992), in Art. 15, clearly states: “discipline in an educational institution is maintained on the basis of respect for the human dignity of students, pupils, and teachers. The use of methods of physical and mental violence against students and pupils is not allowed.” In our schools, against all odds regulations, - is it allowed?
There is only one conclusion: only the conscious perception of violence in school as a phenomenon, knowledge about various types violence, teacher mental health, teachers' moral judgment, their values, expectations and behavior, as well as legal competence, can become a preventive barrier to any type of violence against children.
Every case of inhumane treatment of a child is on the conscience of an adult who has crossed the line of what is permitted.

Generally speaking, excellently written.
The total dysfunctionality and tendency to violence, due to pathological character traits, of a significant part of the teachers was revealed. The issue of conducting a psychiatric examination of teachers is extremely relevant, because mental violence in schools is widespread and is perceived by teachers themselves as a method of education and maintaining order.
Thus, they break the psyche of children from primary school age, undermine their motivation to study, hinder their socialization and simply destroy the mental health of children.

And this article clearly highlights what constitutes violence on the part of women in power against the children entrusted to them:

Huge disadvantage modern family and schools - this is the lack of training in schoolchildren in the methods and practice of psychological self-defense. But there are any number of practices of psychological violence in a child’s life - both in the relationships between teachers and students, and in the relationships between children and parents, and in the relationships between children.

Relations between adults and children, due to their constant one-pointedness, embed stable patterns of subordination in the psyche of adolescents. These are two types of schemes. The first type is submission, justified by the natural distribution of roles. It arises in life wherever, with large differences in competence, the right to determine methods of action is given to the more competent party. For example, the client does not interfere in the process of tailoring, in the use of scissors by a hairdresser, or in the preparation of food by restaurant chefs. Likewise, an adult is more competent than a child, and this gives rise to natural submission.
The second type of child subordination to an adult is fundamentally different from the first. This is a completely unjustified and unpaid submission, which at school and at home can sometimes be very similar to slavery.

Paragraph 6 of Article 15 of the Law “On Education” reads:
“Discipline in an educational institution is maintained on the basis of respect for the human dignity of students, pupils, teachers. The use of methods of physical and mental violence against students and pupils is not allowed.”
Human dignity is one of the main foundations of human rights. It happens that people (children and adolescents especially) cannot identify a violation of human rights, but feel humiliated. In any case, when we feel a violation of human dignity, we can talk about a violation of human rights. All human rights and freedoms are, in one way or another, related to human dignity. Therefore, it is very important to identify psychological violence in children both at school and in the family and to give this concept a clear definition.
Physical abuse is any non-accidental injury to a child under 18 years of age by a parent, relative, or other person. These injuries can be fatal, cause serious (requiring medical care) physical or mental health problems or developmental delays.
Mental violence is an impact on the human psyche through intimidation and threats in order to break the victim’s will to resist, to defend their rights and interests.
Psychological (emotional) violence - periodic long-term or constant mental influence of parents (guardians) or other adults on a child, leading to the formation of pathological character traits or inhibiting personality development

Psychological violence is:

Rejection of the child, open rejection and constant criticism of the child;
insult or humiliation of his human dignity;
threats against a child;
deliberate physical or social isolation of a child, forcing him to be alone;
presenting demands to a child that are not appropriate for their age or abilities;
lies and failure to fulfill promises by adults;
one-time rough physical impact which caused mental trauma in the child.
accusations against a child (swearing, screaming);
belittling his successes, humiliating his dignity;
prolonged deprivation of a child’s love, tenderness, care and security from parents;
committing violence against a spouse or other children in the presence of a child; child abduction; exposing a child to immoral influences;
inflicting pain on pets to intimidate a child

What does psychological violence lead to and how does it manifest itself?:

Delay in physical speech development, growth retardation (in preschoolers and junior schoolchildren);
impulsiveness, explosiveness, bad habits(biting nails, pulling out hair), anger;
attempts to commit suicide, loss of meaning in life, goals in life (in adolescents);
pliability, pliability;
nightmares, sleep disturbances, fears of the dark, people, fear of anger;
depression, sadness, helplessness, hopelessness, lethargy;
neglect, lack of care for children - inattention to the basic needs of the child in food, clothing, shelter, medical care, supervision;
does not grow, does not gain appropriate weight or loses weight, the child constantly goes hungry, begs or steals food;
abandoned, unattended, does not have suitable clothing or housing;
no vaccinations, needs dental services, poor skin hygiene;
does not go to school, skips school, comes to school too early and leaves too late;
tired, apathetic, behavioral deviations, illegal behavior.
If your child (teenager) tells you that they are being abused, then:
Trust him. He will not lie about the bullying he experienced, especially if he tells it very emotionally, with details; the emotions correspond to the state he experienced.
Don't judge him. After all, another person committed violence, and your child suffered.
Listen carefully, calmly and patiently, showing that you understand the severity of his suffering.
Don’t downplay his pain by saying that “nothing bad happened, everything will pass...”.
Do not reject him if, when he turns to you, he is met with condemnation, fear, anger, something that can cause him a deeper wound than the violence itself.

School violence is a type of violence that involves the use of force between children or teachers against students, or—rarely in our culture—students against a teacher. School violence is divided into emotional and physical.

Emotional abuse causes emotional stress in the victim, humiliates him and lowers his self-esteem. Types of emotional abuse:

Ridicule, giving nicknames, endless remarks, biased assessments, ridicule, humiliation in the presence of other children, etc.;

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, do not invite him to birthday parties, etc.).

Physical violence means the use of physical force against a student or fellow student, which may result in physical injury.

Physical violence includes beating, hitting, slapping, slapping, damaging and taking away things, etc. Usually physical and emotional abuse accompany each other. Ridicule and bullying may continue long time causing traumatic experiences in the victim.

Any child can become a victim, but usually they choose one who is weaker or somehow different from others. The most common victims of school violence are children who:

– physical disabilities – those who wear glasses, have reduced hearing or have motor impairments (for example, with cerebral palsy), that is, those who cannot protect themselves;

– behavioral characteristics – withdrawn children or children with impulsive behavior;

– appearance features – red hair, freckles, protruding ears, crooked legs, special shape, body weight (fullness or thinness), etc.;

– undeveloped social skills;

– fear of school;

– lack of experience of living in a team (children at home);

– diseases – epilepsy, tics and hyperkinesis, stuttering, enuresis (urinary incontinence), encopresis (fecal incontinence), speech disorders – dyslalia (tongue-tied), dysgraphia (impaired writing), dyslexia (impaired reading), dyscalculia (impaired ability to count ) etc.;

– low intelligence and learning difficulties.

Children raised in conditions of maternal deprivation (that is, who did not receive sufficient love and care in infancy, with unformed attachment to their parents - shelter children and “social orphans”) are later prone to more violence than children raised in normal families.

A greater propensity for violence is found in children who come from the following families (Olweus 1983):

Single-parent families. A child raised by a single parent is more likely to use emotional violence against peers. Moreover, a girl in such a family will reliably use emotional violence against others more often than a boy.

Families in which the mother has a negative attitude towards life. Mothers who do not trust the child's world and school usually do not want to cooperate with the school. In this regard, the manifestation of violence in a child by the mother is not condemned or corrected. In such cases, mothers tend to justify violence as a natural reaction to communication with “enemies.”

Powerful and authoritarian families. Upbringing in conditions of dominant hyperprotection is characterized by unconditional submission to the will of the parents, therefore children in such families are often suppressed, and school serves as a channel where they splash out internally suppressed anger and fear.

Families that are characterized by conflict family relationships. In families where adults often quarrel and swear, aggressively asserting themselves in the presence of a child, the so-called “learning model” works. Children learn and subsequently apply it in Everyday life as a way to cope with the situation. Thus, one behavior pattern can be passed down from generation to generation as a family curse. The very frustrating and anxious atmosphere of the family forces the child to defend himself and behave aggressively. In such families there is practically no mutual support and close relationships. Children from families in which violence is practiced evaluate violent situations differently than other children. For example, a child who is accustomed to forced communication - commanding, barking and raised tone - evaluates it as normal. Consequently, he will not see anything special in the shouting and beatings, both from the teacher and from the children.

Families with a genetic predisposition to violence. Children have different genetic basis for stress tolerance. Children with low tolerance to stress have a greater predisposition to violent acts.

In addition, low academic performance is also a risk factor for violence. Research has shown that good grades in courses are directly linked to higher self-esteem. For boys, school performance is not as significant and has a lesser impact on self-esteem. For them, success in sports, extracurricular activities, hikes and other activities is more important. Underachieving girls are at greater risk of aggression toward peers than underperforming boys. School violence is facilitated by:

1. The anonymity of large schools and the lack of a wide choice of educational institutions.

2. Poor microclimate in the teaching staff.

3. Indifferent and indifferent attitude of teachers. School violence has direct and indirect effects on children.

Firstly, prolonged school bullying affects the child’s self. Self-esteem drops, he feels bullied. Such a child subsequently tries to avoid relationships with other people. It often happens the other way around - other children avoid making friends with victims of violence because they are afraid that they themselves will become victims, following the logic: “As your friend is, so are you.” As a result, forming friendships can become a challenge for the victim, and rejection at school often extends to other areas of social relationships. Such a child may continue to live according to the “loser program.”

Secondly, the role of the victim is the cause of low status in the group, problems in learning and behavior. Such a child has a higher risk of developing neuropsychic and behavioral disorders. Victims of school violence are more often characterized by neurotic disorders, depression, sleep and appetite disorders, and in the worst case, the formation of post-traumatic syndrome.

Third, in adolescents, school violence causes disturbances in identity development. Prolonged stress creates a feeling of hopelessness and desperation, which, in turn, is fertile ground for thoughts of suicide.

MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

EDUCATIONAL INSTITUTION

MOGILEV STATE UNIVERSITY

them. A.A.KULESHOVA

Faculty of Pedagogy and Child Psychology

Department of Special Psychological and Pedagogical Disciplines

Test

in Crisis Psychology

Violence against children. Counseling children of victims of violence. Physical abuse and school violence.

Completed by: 4th year student gr. "PSO -42"

Faculty of PiPD

Lisova N.P.

Checked by: Candidate of Psychological Sciences

Cherepanova I.V.

Mogilev 2015

Introduction 3

Physical violence 7

Psychological consequences of physical violence and overcoming them 10

Mental characteristics of children affected by violence 15

Conclusion 33

List of sources used 34

Introduction

The concepts of “violence” or “child abuse” and “neglect” are quite new for specialists working with children in our country. It is clear that teachers and doctors have encountered cases of child abuse, but at the state level this problem was often simply hushed up.

Therefore, it is very important to first have clear definitions of abuse and its types.

Child abuse (violence) is any behavior towards a child that violates his physical or mental well-being, jeopardizing his health and development.

In developed countries, close attention to the problem of child abuse has been paid since the early 60s. At the theoretical level, this issue was considered even earlier. Anna Freud wrote back in 1944:

“Everyone has long known that a lack of certain foods, vitamins, etc. in early childhood can cause physical disabilities in adulthood, even if the harmful consequences are not immediately visible. But not everyone knows that the same thing happens with the mental development of the child "When certain needs are not met, the consequences can be long-term psychological defects. These certain needs are a lack of personal attachments, emotional stability and ongoing educational influence."

Already in 1963-1964, the first legislation on child abuse appeared in the United States. According to statistical studies, about 1.5 million children are abused in the United States annually, of which 63% were victims of neglect and 43% of violence.

In Europe (England) - about 90% of children are punished with spankings or even flogging, about 50% of children aged 7 years are subjected to severe physical punishment.

No mass epidemiological studies have been conducted in Russia. S.Ya. Doletsky, as a pediatric surgeon, studied beaten children and described the “syndrome of dangerous treatment of children.” Under this name this phenomenon entered the literature.

School violence

School violence is a type of violence that involves the use of force between children or teachers against students, or—which is extremely rare in our culture—students against a teacher.

School violence is divided into:

emotional

physical.

Emotional abuse is a chronic form of behavior in which a child is humiliated, insulted, ridiculed, thereby disrupting the normal development of his emotional sphere. Psychological abuse involves ongoing, prolonged and pervasive behavior.

Children who are emotionally abused typically do not receive any positive responses or reinforcement from their parents or caregivers. Everything good that a child does is, as a rule, ignored by adults, and any negative aspects of the child’s behavior are emphasized in every possible way, accompanied by insults and severe punishments. As a result, the child’s emotions develop one-sidedly, self-esteem is low, the child is not able to understand his own feelings, the feelings of others, and cannot develop an adequate emotional response. Any communication with parents is accompanied by emotional tension, fear, and anxiety. Psychological violence can also include frequent conflicts in the family that occur in front of children, dragging a child into a situation of divorce or division of property.

There are 6 forms of parental behavior that lead to emotional abuse:

1. Parental abandonment of children.

2. Isolation of children:

a) emotional

b) physical.

3. Intimidation.

4. Constant insults.

5. Ignoring.

6. Corruption of children.

Physical violence means the use of physical force against a student or fellow student, which may result in physical injury.

Physical violence includes beating, hitting, slapping, slapping the head, damaging and taking away things, etc. Usually, physical and emotional violence accompany each other. Ridicule and bullying can continue for a long time, causing traumatic experiences for the victim.

Any child can become a victim, but usually the one who is weaker or somehow different from the others is chosen. The most common victims of school violence are children who:

– physical disabilities – those who wear glasses, have reduced hearing or have motor impairments (for example, with cerebral palsy), that is, those who cannot protect themselves;

– behavioral characteristics – withdrawn children or children with impulsive behavior;

– appearance features – red hair, freckles, protruding ears, crooked legs, special shape, body weight (fullness or thinness), etc.;

– undeveloped social skills;

– fear of school;

– lack of experience of living in a team (children at home);

– diseases – epilepsy, tics and hyperkinesis, stuttering, enuresis (urinary incontinence), encopresis (fecal incontinence), speech disorders – dyslalia (tongue-tied), dysgraphia (impaired writing), dyslexia (impaired reading), dyscalculia (impaired ability to count ) etc.;

– low intelligence and learning difficulties.

Children raised in conditions of maternal deprivation (that is, who did not receive sufficient love and care in infancy, with unformed attachment to their parents - shelter children and “social orphans”) are later prone to more violence than children raised in normal families.

A greater propensity for violence is found in children who come from the following families (Olweus 1983):

1. Single-parent families. A child raised by a single parent is more likely to use emotional violence against peers. Moreover, a girl in such a family will reliably use emotional violence against others more often than a boy.

2. Families in which the mother has negative attitude to life. Mothers who do not trust the child's world and school usually do not want to cooperate with the school. In this regard, the manifestation of violence in a child by the mother is not condemned or corrected. In such cases, mothers tend to justify violence as a natural reaction to communication with “enemies.”

3. Powerful and authoritarian families. Upbringing in conditions of dominant hyperprotection is characterized by unconditional submission to the will of the parents, therefore children in such families are often suppressed, and school serves as a channel where they splash out internally suppressed anger and fear.

4. Families that are characterized by conflicting family relationships. In families where adults often quarrel and swear, aggressively asserting themselves in the presence of a child, the so-called “learning model” works.

Children learn and then use it in everyday life as a way to cope with situations. Thus, one behavior pattern can be passed down from generation to generation as a family curse. The very frustrating and anxious atmosphere of the family forces the child to defend himself and behave aggressively. In such families there is practically no mutual support and close relationships. Children from violent families evaluate violent situations differently than other children. For example, a child who is accustomed to forced communication - commanding, barking and raised tone - evaluates it as normal. Consequently, he will not see anything special in the shouting and beatings, both from the teacher and from the children.

5. Families with a genetic predisposition to violence. Children have different genetic basis for stress tolerance. Children with low tolerance to stress have a greater predisposition to violent acts.

In addition, low academic performance is also a risk factor for violence.

Research has shown that good grades in courses are directly linked to higher self-esteem. For boys, school performance is not as significant and has a lesser impact on self-esteem. For them, success in sports, extracurricular activities, hikes and other activities is more important. Underachieving girls are at greater risk of aggression towards peers than underperforming boys.

School violence is facilitated by:

1. The anonymity of large schools and the lack of a wide choice of educational institutions.

2. Poor microclimate in the teaching staff.

3. Indifferent and indifferent attitude of teachers. School violence has direct and indirect effects on children.

Firstly, prolonged school bullying affects the child’s self. Self-esteem drops, he feels bullied. Such a child subsequently tries to avoid relationships with other people. It often happens the other way around - other children avoid making friends with victims of violence because they are afraid that they themselves will become victims, following the logic: “As your friend is, so are you.” As a result, forming friendships can become a challenge for the victim, and rejection at school often extends to other areas of social relationships. Such a child may continue to live according to the “loser program.”

Secondly, the role of the victim is the cause of low status in the group, problems in learning and behavior. Such a child has a higher risk of developing neuropsychic and behavioral disorders.

Victims of school violence are more often characterized by neurotic disorders, depression, sleep and appetite disorders, and in the worst case, the formation of post-traumatic syndrome.

Third, in adolescents, school violence causes disturbances in identity development. Prolonged stress creates a feeling of hopelessness and desperation, which, in turn, is fertile ground for thoughts of suicide.

Violence against children at school: how to prevent and protect your child

A fairly common phenomenon that children and their parents face is cases of violence at school. Where to go and how to help your child to prevent child abuse at school - a topic that worries more than one generation. The consequences of violence in schools are very well known to those who have encountered such a problem - be it the victim herself or her loved ones, but what to do and how to understand the reasons for such cruelty among children is a secret with seven seals.

The problem of violence in school - the responsibility lies with adults

Parents going to school, communicating with offenders, class teacher, unfortunately, the situation does not change. The same way the “rapists-victim” scenario played out will continue until graduation. And incidents of violence at school will repeat.

Until parents and teachers understand the causes of cruelty and take measures to neutralize it among children, violence in schools will continue. The root of proper class formation is the ability of teachers to differentiate children by vectors.

As the system-vector psychology of Yuri Burlan shows, a hierarchy inevitably develops in any children's group. Only without clear adult leadership - this hierarchy is formed on the principle of a primitive society, whose members fight for survival. Some become victims, others persecutors.

In primitive society, a group gathered around a urethral leader. No more than 5% of children are born with the urethral vector. Not every children's group has a urethral boy. In the absence of a urethral specialist in the class, the children's team unites on a feeling of hostility, choosing the weakest as a victim. Bullying the victim, verbal or physical, relieves tension in the group and the level of hostility decreases.

Violence against children at school: who is at risk

Who becomes a victim of violence in the school community? You can’t make fun of a child who can fight back; you can suffer in return. Usually the victim of violence is a visually cutaneous boy. He is afraid of everything, almost anything goes wrong, he is ready to cry, he is not able to kill a spider. It's not like he can fight - he's incapable of defending himself from attacks.

The visual vector gives the child a fear of death. The properties of the vector are innate, but in the process of education they are transformed into their opposite. As the fear of death develops, it turns into love and compassion for people. If a child is not allowed to develop in the right direction, he remains fearful and ends up in tragic situations.

Children feel who can be bullied and who is dangerous for their own health.

The second category of children who may be victims in school are children who are different from others. For example, they have some external defects or injuries. Something that is very striking, something that can be mocked and mocked. Sometimes even a strange name can be a reason for violence against a child. After all, such a child is different from the rest, which means he has the risk of becoming an object of hostility.

There is safety in numbers. And you have to carry this burden, going to school every day, as if it were hard labor, where all your strength is directed not at studying school material, but at overcoming the mental and physical pain from bullying.

Violence against children at school: a psychological problem for the younger generation

School violence is one of the problems that needs to be addressed. Without understanding the inner nature of children, this is almost impossible to do. There is such a victim in almost every class. It is impossible to fight the effect without understanding the cause. The worst thing is that school psychologists working with children are powerless when faced with aggression in children’s groups.

It is important to understand that today's children are our future. And what is taken out of school will go into society. And to what benefit for the benefit of society is a child with psychological trauma suffered in the school community able to realize himself in society?

Demand from parents and teachers. The easiest way is to abdicate responsibility and say that the children will figure it out themselves. And also to follow the lead of the majority of the class, encouraging the offenders, and believing that the victim is to blame. The infantile option is to go with the flow. Who then will protect the one who becomes a victim and give the right direction in the development of adolescents?

Eliminating violence at school is the key to future psychological health

Violence in school is a fairly common problem. If earlier violence was only against boys, then modern schoolchildren present us with surprises. Now girls also show violent ways of communicating. They treat the victim with particular cruelty and record it on video. Sometimes what you see is shocking.

The problem of violence at school in the future for students brings psychological problems that leave a mark on the life scenario, negatively adjusting it. All parents and teachers need to know how to prevent and help children avoid violence in schools.

Violence in schools - what to do when this is a priority task that teachers need to cope with, regardless of the age of the children in which it occurs?

Violence in schools. Prevention using systems thinking

System-vector psychology of Yuri Burlan gives an answer to the question: how to deal with physical and verbal violence against children in schools.

How to create and maintain healthy atmosphere in a group of children and teenagers? Adults must teach children how to treat each other correctly. Without systemic knowledge, it is impossible to see the real desires of students and overcome one’s own desire to impose one’s own values ​​on children, which may not coincide with the child’s values. System-vector psychology reveals the innate desires and character traits of a child and explains how to realize them.

When teachers and parents understand the inner properties of children, they can easily guide their actions in the right direction. The correct development of the boy's skin-visual properties results in a positive attitude towards him in the team. Children want to communicate with him and be friends.

It is important for teachers and parents to instill compassion in schoolchildren, give them the right moral guidelines, and develop the ability to protect the weak. This will help bring child abuse at school under control. System-vector psychology of Yuri Burlan shows what needs to be done so that the child can restore the lost sense of security and safety, which is a necessary factor in normal development. Loss of a sense of security and safety is a consequence of psychological or physical violence inflicted at school or at home. Thanks to systemic knowledge, painful experiences can be stopped.

“...It is sometimes very difficult to notice changes in yourself. But children are our mirrors. And I have very strong connection with daughter. I was worried about this, I really wanted her to grow up not as complex as me. And no matter what I did (visits to a psychologist, books, etc., etc.), but my daughter “took everything off” from me.

Violence at school

School violence- this is a type of violence in which the use of force occurs between children or teachers in relation to students, and in our culture - extremely rarely by students in relation to the teacher. School violence is divided into emotional and physical.

Lemme Haldre (2000) defines emotional abuse as an act committed against a student or teacher that is intended to impair the psychological well-being of the victim.

Emotional abuse causes emotional stress in the victim, humiliating him and lowering his self-esteem.

Types of emotional abuse:

Ridicule, giving nicknames, endless comments and biased assessments, ridicule, humiliation in the presence of other children, etc.;

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, do not invite him to birthday parties, etc.).

Physical violence means the use of physical force against a student or fellow student, which may result in physical injury.

Physical violence includes beating, hitting, slapping, slapping the head, damaging and taking away things, etc. Usually, physical and emotional violence accompany each other. Ridicule and bullying can continue for a long time, causing long-term traumatic experiences for the victim.

Who is the most likely victim of school violence?

Any child can become a victim, but usually the one who is weaker or somehow different from the others is chosen. The most common victims of school violence are children who:

Physical disabilities. Children with physical disabilities - those who wear glasses, have reduced hearing or have movement disorders (for example, with cerebral palsy), that is, those who cannot adequately fight back and protect themselves - are offended much more often;

Features of behavior. Introverted children (introverts and phlegmatic people) or children with impulsive behavior (with MMD) become targets for ridicule and aggression. To some extent, hyperactive children can be too annoying, and at the same time more naive and spontaneous than their peers. They delve too deeply into the personal space of other children and adults: they get into other people’s conversations, games, impose their opinions, are impatient while waiting for their turn in a game, etc. For these reasons, they often cause irritation and receive a “blow back.” Hyperactive children can be both victims and perpetrators, and often both at the same time;

Features of appearance. Everything that makes a child stand out appearance from the general mass, can become an object of ridicule: red hair, freckles, protruding ears, crooked legs, a special head shape, body weight (fullness or thinness), etc.;

Poor social skills. There are children who have not developed psychological protection from verbal and physical violence due to insufficient experience of communication and self-expression. Compared to children who have developed social skills appropriate for their age, children with undeveloped social skills are more likely to accept the role of victim. Those who have accepted the role of the victim resign themselves to the situation as inevitable, often even internally finding an excuse for the rapist: “... well, that means this is who I am, I’m worth it, I deserve it.”

Fear of school. It occurs more often in those who go to school with negative social expectations about it. Sometimes this fear is induced from parents who themselves had problems in school age. Stories about an angry teacher and bad grades can be a trigger for fear. A child who shows uncertainty and fear of school will more easily become an object of ridicule from classmates;

Lack of experience of living in a group (children at home). Children who do not attend preschool preschool may not have the necessary skills to cope with communication problems. Moreover, they can often surpass in their erudition and skills the children who went to school. kindergarten;

Diseases. There are a lot of disorders that cause ridicule and bullying of peers: epilepsy, tics and hyperkinesis, stuttering, enuresis (urinary incontinence), encopresis (fecal incontinence), speech disorders - dyslalia (tongue-tied), dysgraphia (illiterate writing), dyslexia (impaired learning to read), dyscalculia (impaired learning to count), etc.;

Low intelligence and learning difficulties. Low abilities also determine a child’s lower learning ability. Poor academic performance creates low self-esteem: “I can’t cope. I am worse than others,” etc. Low self-esteem in one case can contribute to the formation of the victim role, and in another - violent behavior as a compensation option (Asher, Dodge, 1986). Thus, a child with low level intelligence and learning difficulties can become both a victim of school violence and a perpetrator.

Who is most likely to become a school rapist?

Stroufl, Fluson (1986), as a result of their research, argue that children raised in conditions of maternal deprivation (that is, in infancy, who did not receive sufficient love and care, children with unformed attachment to their parents - shelter children and “social orphans”), later prone to more violence than children raised in normal families.

Olweus (1983) paid attention to intrafamily factors that provoke the formation of violent personality traits in a child. In his opinion, a greater risk of exposure to violence is found in children who come from the following families.

1. Single-parent families. A child raised by a single parent is more likely to use emotional abuse towards other children. Moreover, a girl in such a family will reliably use emotional violence against others more often than a boy.

2. Families in which the mother has a negative attitude towards life. Mothers who do not trust and have a negative attitude towards the child's world and school usually do not want to cooperate with the school. In this regard, the child’s violence by the mother is not condemned or corrected. In such cases, mothers tend to justify violence as a natural reaction to communication with “enemies.”

3. Powerful and authoritarian families. Upbringing in conditions of dominant hyperprotection is characterized by unconditional submission to the will of the parents, therefore children in such families are often suppressed, and school serves as a channel where they splash out internally suppressed anger and fear.

4. Families that are characterized by conflicting family relationships. In families where adults often quarrel and swear, aggressively asserting themselves in the presence of a child, the so-called “learning model” works. Children learn and then use it in everyday life as a way to cope with situations. Thus, one behavior pattern can be passed down from generation to generation like a family curse. The very frustrating and anxious atmosphere of the family forces the child to defend himself and behave aggressively. In such families there is practically no mutual support and close relationships. Children from violent families evaluate violent situations differently than other children. For example, a child who is accustomed to forced communication - commanding, barking and raised tone - evaluates it as normal. Consequently, he will not see anything wrong in shouting and beating, both from the teacher and from the child.

5. Families with a genetic predisposition to violence. Children have different genetic basis for stress tolerance. Children with low tolerance to stress have a greater predisposition to violent acts. In addition, low academic performance is also a risk factor for violence. Research has shown that good grades in courses are positively correlated (directly related) to higher self-esteem. For boys, school performance is not as significant and has a lesser impact on self-esteem. It is more important for them to be successful in sports, extracurricular activities, hiking, and other activities. Underachieving girls are at greater risk of aggression toward peers than underperforming boys.

Environmental Risk Factors for School Violence

School violence is facilitated by:

1. Anonymity of large schools and lack of variety of choice educational institutions. Due to their characteristics, not every child is suitable for a large, noisy school. Some children feel and behave better in small classes, being in a calm group. Congestion curriculum, a noisy atmosphere can negatively affect emotionally labile and hyperactive children with unstable nervous system, turn them on and excite them. In a large school community, greater anonymity also predisposes to violence, i.e., there is a lower likelihood of identifying an act of violence and limiting it, due to the fact that it is difficult for a teacher to “reach” everyone, delve into their problems, etc. Lack of other schools nearby, restrictions in choice also gives rapist teachers a free hand, since children and parents are forced to endure arbitrariness - they have nowhere to go, you can’t take your child far to school every day, especially if it is several kilometers away and there is no accessible transport connection. In one of these schools, located in a military town, due to teacher lawlessness, 3 suicides were committed by high school graduates over the course of 2 years.

2. Poor microclimate in the teaching staff. Violence in a teacher’s behavior is determined, in principle, by the same factors as in children. In teaching teams with an authoritarian leadership style, the relationship is the same as between students and teachers: “Whoever is on top is stronger.” Teachers’ irritability and dissatisfaction can spill over and turn into aggression towards children. If a teacher allows external factors to influence him (troubles at home, conflicts with the administration, etc.), then his professionalism is greatly questioned. Unfortunately, professional burnout is often taken out on students.