The Formation of Anti-Bullying Skills of Adolescents: Approbation Results of Program for Prevention Violence and Cruelty in School Environment

  • Mukasheva A.B., Kassen G.A., Galiyeva B.Kh., Tulekova G.M., Onalbekov Y. S


The analysis of the experience of other countries in the prevention of bullying and consideration of well-known anti-bullying programs, suggests that many of these programs are aimed at involving all members of the educational staff and administration to this work, and to creation of anti-bullying barrier based on external obstacles: the system of work of school inspectors, class teachers and administration on the basis of punitive methods, warning aggressors, increasing busy periods of adolescents through electives, etc.

The authors substantiate the fact that most programs do not take into account the potential of "internal" resources of possible bullying victims, do not take into account that teenagers are victimized because of the low level of development of strong-willed personality traits, stress resistance, and other anti-bullying skills, starting from childhood.

The program for the prevention of cruelty and violence in a school environment developed and presented in the article on the basis of the formation of anti-bullying skills is aimed at reducing the victimization of teenagers and creation of stable and comfort educational environment. The program involves the implementation of approaches (axiological, personality-oriented, subjective, dialogical, etc.) and axiological principles (continuity, dialogical interaction, systematic and others).

The article also presents the results of testing the developed program for the prevention of cruelty and violence in a school environment based on the formation of anti-bullying skills of adolescents. In the process of implementing the program, the risk group - “potential victims of bullying” acquired to some extent anti-bullying skills: i.e. skills not only to recognize and describe their feelings, to recognize and describe the feelings of others, to manage their emotional states, interpersonal interaction, but also emotional stability, poise, mental strength, willpower.

Thus, it was proved that with the proper organization of the activities of specialists, teachers and parents in the prevention of cruelty and violence in a school environment will be optimally created conditions (external – environmental and internal - personal), preventing the emergence of victim (sacrificial) behavior, as the teenager will acquire a complex of skills that will act as a bullying. Therefore, it can be argued that to warn and prevent cruelty and violence in a school environment, there is no need to maintain authoritarian control of the behavior of all adolescents, it is enough to create a kind of anti-bullying barrier of skills.