THE ROLE OF THE EDUCATIONAL INSTITUTION PSYCHOLOGIST IN PREVENTION OF BULLYING: FOREIGN EXPERIENCE
Abstract
The article explores the crucial role of school psychologists in the prevention of bullying, drawing on international experience and evidence-based practices. In the context of rising aggression, social stress, and digitalization – exacerbated by the ongoing war in Ukraine–the issue of bullying has become increasingly urgent. The study emphasizes that bullying is not only a social but also a deeply psychological problem that affects the emotional well-being, academic motivation, and long-term development of children. The analysis highlights key international programs such as the OBPP (Norway), KiVa (Finland), and the work of scholars like Dorothy Espelage, Susan Swearer, Peter Smith, and Sameer Hinduja.Based on the synthesis of these approaches, a multidimensional model of psychologist involvement in bullying prevention is proposed. This model includes diagnostic-analytical, consultative, educational-preventive, coordination-organizational functions, as well as digital support and monitoring.The model defines the role of a psychologist, the main methods and tools of work that are relevant to the Ukrainian educational context. The emphasis is placed on a systematic approach to preventing bullying at the community level, the importance of working with all participants in bullying (victims, aggressors, witnesses) and creating a psychologically safe school climate. The article outlines the prospects for further research, including empirical testing of the model in the real conditions of a Ukrainian school.
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