Background. This article attempts to describe school bullying in the context of social pedagogy. The purpose of this article is to concretize the algorithm of social pedagogy in organizing support groups for victims of school bullying. Methods. The study of scientific papers by scientists allowed us to understand that the main method of organizing support groups is to restore a favorable atmosphere in the classroom by involving children themselves. The method of prevention of bullying - "Without blame" - is based on humanistic ideas of innocence of all bullying participants. The technology of appropriate social pedagogical work is a clearly structured process that consists of seven stages. Results and discussions. An approximate algorithm of activities for creating anti-bullying support in an educational organization is recommended for social teachers. Key components of the prevention and response to school violence program are described. Analyzing the above methods, we can highlight core components. Programmes to prevent and respond to school violence: the school director should demonstratively follow the program. A team should be formed to execute the program. To support the program, the school staff should follow all instructions of the program. notify parents, students about the program.. Diagnosis of the reasons for bullying at school. Analysis of the roles (victim, bully, witness) of students in school bullying. Determining the purpose of the school and the ethical norms and rules. Develop a mechanism for primary prevention that focuses on creating a non-violent school. Launch a system to report school harassment. Develop a mechanism to verify and investigate reports of problem behaviors and school violence. Create a system to record problem behaviors and school violence. The social and pedagogical aspects mentioned above that can be applied to bullying in schools demonstrate a strong systemic nature that drives the entire research agenda. The organization of support groups, or "no blame" approach, is an effective tool to stop bullying. Conclusion. These tools do have practical educational value and can be used by teachers in the future, thus improving school relationships, school climate, and school community performance. The social and pedagogical program seeks to have not only a short-term, but also a medium- and long-term impact on everyday school life.
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Kholdarova, Indira Abdukarimovna
"SCHOOL BULLYING IN THE CONTEXT OF SOCIAL PEDAGOGY,"
Scientific reports of Bukhara State University: Vol. 5
, Article 19.
Available at: https://uzjournals.edu.uz/buxdu/vol5/iss1/19