CONTENT AND DIRECTIONS OF ANTIBULING POLICY AT SCHOOL

The article is devoted to the problem of bullying and anti-bullying policy in school institutions. The problem of bullying, from a scientific point of view, began to be studied at the end of the 20th century. Today, this issue is covered in all laws and programs related to ensuring a safe educational environment for participants in the educational process. Bullying, as a social and pedagogical problem, has been actively studied since the beginning of the development of information and communication technologies, which contributed to the rapid dissemination of not only verbal, but also media information: photo and video facts about manifestations of bullying between children. The article presents the results of the research "Unicef", "La Strada-Ukraine", which indicate the prevalence of the phenomenon of bullying among children. The essence of the concept of "bullying" is revealed, as well as categories that are close in meaning: "violence", "aggression", "bullying", "bullying", "conflict". The structural components of the roles of the bullying process are described: initiators or offenders, helpers of offenders, defenders of the victim, victims and observers. The article provides data on anti-bulging programs in foreign countries and focuses on the problem of anti-bulging policy in educational institutions of our country. Three main approaches that make up the anti-bullying policy of schools are analyzed: disciplinary, restorative and an integrated approach, which is implemented using two directions: managerial and educational. The directions of anti-bullying policy at school are presented, namely managerial and educational. The managerial direction is organized and implemented by the head of the educational institution. The constituent components of activities in this area are an analysis of the current situation in an educational institution, the development of an official position of the institution regarding bullying and informing all participants in the educational process about it, the development of rules of conduct for all participants in the educational process and informing about them, defining the responsibilities and responsibilities of participants educational process in relation to the rules of safe behavior in an educational institution, instructing employees, students and parents. Whereas the educational direction is characterized by informing, explaining, developing the skills of tolerance and non-violent communication of all participants in the educational process.

Organizational Activity

Workplace cyberbullying and online harassment are ongoing problems requiring organizational intervention. This chapter utilizes cultural-historical activity theory as a lens to examine organizational activities. Organizational activities establish the productive norms of the workplace which produce and reproduce objects that serve the needs of an organization. By examining the framework of the workplace, organizational leaders and policymakers can more effectively create prevention policies. Activities are broken down into six interrelated parts: tools, subjects, objects, rules, communities of practice, and divisions of labor. The author argues the motivations of individual actors and the motivations of the organization as key pressure points requiring further analysis in order to foster proactive, preventative workplace bullying policy and the development of positive organizational communicative norms.

School Principals Putting Bullying Policy to Practice

School principals must rely on state statutes and district policies to navigate reports of school bullying. Investigating reports to determine the outcomes may vary depending upon the districts definition of bullying, the investigation process, and follow through to reporting the findings of the investigation to the involved children and youth’s parents. However, investigating reports can be challenging due to the confusion of what constitutes bullying. This confusion can be especially troubling for parents who believe their child is being bullied. In order to understand principals' perspectives on bullying, two focus groups were conducted with nine urban school principals. Researchers examined principals’ perceptions of how state- and district-level policies were used within their bully investigation practices. These principals suggest that a clear, specific district wide definition of bullying and step by step procedures to investigate reports, along with the state anti-bullying statute, provide a valuable guide for follow-through and back up in determining cases of school bullying. In addition, they identified how policies and district mandates affected parents, particularly when reporting their investigation findings. Implications for bully prevention policies are discussed.