2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2025-11-1-0-113700PSYCHOLOGY<strong>Anti-bullying competence model in educational organizations and assessment of its effectiveness</strong><br /> &nbsp;<strong>Anti-bullying competence model in educational organizations and assessment of its effectiveness</strong><br /> &nbsp;FominaAnastasia ViktorovnaFominaAnastasia Viktorovnaanastasia27122111@yandex.ruKursk State Medical Universit202511100

Introduction. One of the modern threats to psychological security is bullying at school. Bullying has a devastating effect on the student&#39;s personality and on the education system as a whole. In the modern educational space in the Russian Federation, there are no programs for the prevention of school bullying at the state level. The purpose of the study is to analyze the effectiveness of the anti-bullying competence model for the prevention of bullying in the educational space. Materials and methods. The total sample size was 20 people. The study was conducted in MBOU &ldquo;Secondary school № 2&rdquo;, Povorino, Voronezh region. Observation and conversation were used to collect data, as well as standardized psychodiagnostic techniques: the SMOB Questionnaire (self-assessment) (X. Kasper, adapted by S.V. Krivtsova), &ldquo;Classical Sociometry&rdquo; (sociometric test in school practice (M. Bityanova), Bullying Risk Questionnaire (A.A. Bochaver, V.B. Kuznetsova, E.M. Bianchi, P.V. Dmitrievsky, M.A. Zavalishina, A. Kaporskaya, K.D. Khlomov). Mathematical and statistical processing of information (descriptive and comparative statistics) was carried out using the software product &ldquo;Statistica 11.0&rdquo;. Results. The criterion for the effectiveness of the model and the anti-bullying program developed on its basis are changes in the risk indicators of bullying associated with anxiety and emotional instability, its prevalence, and the sociometric structure of the school staff. We have achieved the following main results: the prevalence of type II bullying has decreased by 36%, the classroom has become more cohesive, intra-group norms and rules have been consolidated, effective communication has been established between adolescents and adolescents and teachers, all students are involved in circle and sectional activities.

Introduction. One of the modern threats to psychological security is bullying at school. Bullying has a devastating effect on the student&#39;s personality and on the education system as a whole. In the modern educational space in the Russian Federation, there are no programs for the prevention of school bullying at the state level. The purpose of the study is to analyze the effectiveness of the anti-bullying competence model for the prevention of bullying in the educational space. Materials and methods. The total sample size was 20 people. The study was conducted in MBOU &ldquo;Secondary school № 2&rdquo;, Povorino, Voronezh region. Observation and conversation were used to collect data, as well as standardized psychodiagnostic techniques: the SMOB Questionnaire (self-assessment) (X. Kasper, adapted by S.V. Krivtsova), &ldquo;Classical Sociometry&rdquo; (sociometric test in school practice (M. Bityanova), Bullying Risk Questionnaire (A.A. Bochaver, V.B. Kuznetsova, E.M. Bianchi, P.V. Dmitrievsky, M.A. Zavalishina, A. Kaporskaya, K.D. Khlomov). Mathematical and statistical processing of information (descriptive and comparative statistics) was carried out using the software product &ldquo;Statistica 11.0&rdquo;. Results. The criterion for the effectiveness of the model and the anti-bullying program developed on its basis are changes in the risk indicators of bullying associated with anxiety and emotional instability, its prevalence, and the sociometric structure of the school staff. We have achieved the following main results: the prevalence of type II bullying has decreased by 36%, the classroom has become more cohesive, intra-group norms and rules have been consolidated, effective communication has been established between adolescents and adolescents and teachers, all students are involved in circle and sectional activities.

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