SOCIAL-PEDAGOGICAL APPROACHES TO THE PREVENTION OF MOBING AND BULLYING: A COMPARATIVE ASPECT

Abstract

Introduction. In modern society, the problem of interpersonal violence is becoming particularly acute, especially in conditions of martial law, which increases stress, uncertainty, and social vulnerability among the population. Some of the most common forms of destructive interaction are bullying in educational settings and mobbing in professional teams. These phenomena destroy psychological well-being, undermine the atmosphere of trust, reduce motivation to study and work, and provoke the development of anxiety and professional burnout. The existence of legislative regulation of these phenomena in Ukraine (Law No. 2657-VIII, Law No. 2759-IX) indicates the relevance of scientific analysis of their essence, causes, and ways to counteract them. Purpose of the work. The study is aimed at a theoretical and practical analysis of socio-pedagogical approaches to the prevention of bullying and mobbing, identifying their characteristic features, factors of spread, and justifying effective prevention strategies in domestic and foreign experience. The purpose of the work is to conduct a theoretical and practical analysis of socio-pedagogical approaches to the prevention of bullying and mobbing in the educational environment, to identify their characteristics, factors of spread, and ways of effective prevention. Scientific novelty. For the first time, a comparative analysis of Ukrainian and foreign models of mobbing and bullying prevention has been carried out. It has been shown that foreign practice is dominated by comprehensive “zero tolerance” policies, interactive methods of forming a culture of safety, mentoring and mediation systems. In Ukraine, however, preventive strategies are still in their infancy: restorative practices, educational programs for the development of tolerance, and mediation as a tool for non-violent conflict resolution are gradually being introduced. It is argued that effective prevention is only possible through a combination of legislative regulation, social and emotional learning, corporate ethics, and the creation of a safe educational environment. Conclusions. Countering bullying and mobbing requires a comprehensive approach that combines legal, pedagogical, and socio-psychological tools. The following are important: improving the mechanisms for implementing legislation; developing a “zero tolerance” institutional policy; forming a culture of non-violent interaction; increasing the emotional competence of participants in the educational process; introducing transparent mechanisms for responding to conflicts. A promising direction is the integration of international practices based on partnership between schools, families, and communities into the national educational space. This will contribute to the creation of a psychologically safe environment, increased trust, and harmonization of interpersonal relationships.