Causes of violence in rural schools. School violence. Types of violence. Reasons for violence. Consequences of violence. Violence against children at school: who is at risk

Every month, except for summer months, a scandal rages in Russia related to the mental or physical violence of a teacher against students - one list of such stories will take up a newspaper page. The details are wild: the teacher wrote the grade to the first grader...

Every month, except for summer months, a scandal rages in Russia related to the mental or physical violence of a teacher against students - one list of such stories will take up a newspaper page. The details are wild: the teacher wrote the grade on the forehead of the first-grader, having learned that he forgot the diary; The teacher took the child out of the classroom and hit him in the stomach. One teacher stuck chewing gum to the girl's hair, another threw the student off the chair, the third beat the children with a ruler, the fourth locked the first-graders in the closet.

Noisy cases that have reached the court, the prosecutor's office and the press are the tip of the iceberg. According to the Right of the Child Foundation, teacher violence in schools affects 20% of children - one in five.

On March 1, the Moscow prosecutor's office proposed the creation of a nationwide database of teachers who were seen in the use of violence against children.

All the examples below are from Moscow, fresh, from decent schools.

For the press, the details are extremely reluctant to tell and only with the condition of complete anonymity: such wounds do not heal for a long time.

ordinary stories

"Physical education teacher made first graders who didn't have uniforms strip and practice in their underwear."

“The children were not allowed to go to recess, at the next lesson the boy asked to go out, but the teacher did not allow it. He asked louder. The teacher refused because he "talks boorishly." The child peed right in the lesson.

“The teacher of the beginning says:“ Kozlov fully justifies the name: a goat - he is a goat.

Only those whose child has already moved to another school are ready to share the details.

“The teacher hit my son on the arm because he writes sloppy. The next day he got into a fight with another boy and she ripped them both by the ears. The son said that this was not the first time. I saw bruises on the ears of the second boy - both old and fresh - but his mother was afraid to complain. The teacher beat three more children, but everyone was silent.

I went to the director. She promised to take action - up to dismissal. Parents began to collect signatures in defense of the teacher and against my child. They told me: your son brings her, such people need to be beaten! The teacher was fired, but two days later a delegation of parents went to the director and persuaded her to reinstate her at work. I just transferred my son to another school - I didn’t even complain.”

It is interesting that in almost half of the cases that have reached the court, parents go to the authorities with collective letters: they ask for the return of teachers.

Defenselessness and impunity

But here's another story. At the end of November last year, a Moscow sixth-grader at a mathematics lesson in response to a remark sent an elderly teacher to who knows where. She hit him in the face. The boy packed his things and went to the exit, the teacher caught up with him and hit him again, his nose bled. The teacher was immediately fired under Article 336 of the Labor Code. What happened, a teacher with thirty years of experience does not understand herself: "The eclipse has found." The students ask the director to return the teacher. The boy was transferred to another class, because in his own they say to him: "It's all because of you."

Article 336 of the Labor Code of the Russian Federation provides for the dismissal of a teacher even for a single use of physical or mental violence against a student. The measure is necessary and justified.
The teacher, of course, should not throw himself at the child. But the child should not curse the teacher. And if he swore, he should not go unpunished due to his youth.

What can a teacher do in response to an insult? “Write in a diary”, put a deuce and call your parents to school. The student is protected by infancy, the teacher is not protected by anything and is bound by ethical restrictions. Violence cannot be used, but what can? In ordinary life, after persuasion and remarks, people begin to yell or proceed to administrative measures; the teacher is not supposed to yell, and measures are not provided.

The principles of collective education and punitive mechanisms worked in the Soviet school: we could be scolded at a pioneer gathering or a meeting of the Komsomol committee, summoned with our parents to the teachers' council, or even write to them in the party organization. All this is no more, and thank God. The question is what is there? Only talented teachers manage to cope with the problem of discipline on their own, and then intuitively. Although this is not God knows what esotericism, and “keep class” is not Newton's binomial. In other countries, they specifically teach "class management", but domestic methodological science is going through hard times.

Helplessness

On popular video services on the Internet, there are many recordings made by children in the classroom, using phones. Teachers scold frantically, beat children on the heads with books... And the children laugh, sometimes even those who are beaten: hooray, the circus has arrived! And the teachers seem to have completely forgotten who is the adult in the class. They see in their young tormentors mature, complete scumbags. And they take revenge on them for pain and humiliation - in an adult way, without discounts for infancy.

I looked through about fifty records made in different schools and cities. It is striking how the teachers are the same with their hopeless cry (to which schoolchildren do not pay attention) and complete oblivion of the objectives of the lesson. While the teacher is absorbed in a showdown with the offender, chaos reigns in the classroom: the children shout, come in and out, jump, chat ... First of all, we have failed lessons - both methodically and disciplinaryly.

They say that today's children are real lawless people. And such things happen, and this is confirmed by video recordings. But more often than not, we are just stupid and arrogant children who feel impunity and know no boundaries. The question of the boundaries of what is permitted and of who should mark them is the most acute in today's school.

Here is one teacher who writes on the website of the notorious series “School”: “We are not educators, but teachers! And education is laid in the family. So this is not a signal to us, teachers, but to YOU, dear parents! More often you need to look into the child’s soul, and not plug it with money and freedom, and go to school not 4 times a year for meetings, but at least once a month! That's when the result will be!

Teachers firmly believe that parents have remote controls for their children. And they forget that in the classroom children are a social group in which their own laws operate, and that parents are no longer included in this group.

What to do?

Methodical illiteracy breeds boring lessons. The inability to maintain discipline without shouting and punishing creates chaos. As soon as additional stress factors are superimposed on chaos and boredom (schoolchildren are hooligans, everything is bad at home, the director yelled) - teachers begin to explode, like banks in a cellar, and cripple others.

At the same time, the problem of discipline is not solved by the dismissal of the teacher and the exclusion of the student.

To solve it, it is necessary to develop and implement school rules, think over legal, non-repressive disciplinary measures: what can and should a teacher do in a typical situation when a student fights in class or is rude? It is necessary to teach teachers to cope with conflicts without unnecessary emotions and to keep the attention of the class, it is necessary to provide them with the opportunity for psychological help and relief. Who should do it? This is a question not only for the Ministry of Education and Science and regional educational authorities, but also for every school.

What should parents do? Explain to children, who often simply do not understand social roles, how you can and how you can not talk to the teacher and behave in the classroom; younger ones - that they should not be afraid to tell their parents about problems with the teacher. If the teacher has exceeded his authority - find out exactly what happened and what is the proportion of the child's fault (if any - work with this separately). To fix the beatings with a doctor, and moral harm - with a psychologist, if the harm and beatings are obvious. An application addressed to the director of the school is mandatory, to the police - if desired, all this with copies of certificates. A copy of the application can be submitted to the district department of education. If the school does not take any measures, remove the child from the traumatic situation and complain higher: to the district education department, to the prosecutor's office.

As long as we remain silent, nothing will change.

Under the text

Rules of the law that you need to remember and which you can refer to in statements:

Education Act:

Article 2 says that the state policy in the field of education is based on the principle of the humanistic nature of education, the priority of universal human values, human life and health, and the free development of the individual.

Paragraph 6 of Article 15 reads: “Discipline in an educational institution is maintained on the basis of respect for the human dignity of students, pupils, and teachers. The use of methods of physical and mental violence in relation to students, pupils is not allowed.

Article 156 of the Criminal Code of the Russian Federation provides for a fine, correctional labor or imprisonment for up to three years for improper performance of the duties of educating a minor by a teacher, if this act is connected with cruel treatment of a minor. It is also possible to be deprived of the right to conduct pedagogical activities for several years.

Articles 115 and 116 of the Criminal Code of the Russian Federation establish liability for beatings and torture.

Article 336 of the Labor Code of the Russian Federation provides for the dismissal of a teacher even for a single use of physical or mental violence against a student.

Article 151 of the Civil Code of the Russian Federation allows you to claim monetary compensation for moral damage (physical and moral suffering).

School violence is a type of violence in which there is the use of force between children or teachers against students, and in our culture very rarely by students against a teacher. School violence is divided into emotional and physical.

Lemme Haldre (2000) defines emotional abuse as an act committed against a student or teacher, which is aimed at worsening the psychological well-being of the victim.

Emotional abuse causes emotional tension in the victim, humiliating him and lowering his self-esteem.

Types of emotional abuse:

Ridicule, nicknames, endless remarks and biased assessments, ridicule, humiliation in the presence of other children, etc .;

Rejection, isolation, refusal to communicate with the victim (they refuse to play, study with the child, do not want to sit at the same desk with him, are not invited to birthday parties, etc.).

By physical violence is meant the use of physical force in relation to a student, a fellow student, as a result of which physical injury is possible.

Physical abuse includes beating, hitting, slapping, slapping, damaging and taking away things, etc. Usually, physical and emotional abuse go hand in hand. The teasing and bullying can go on for a long time, causing the victim to experience lasting traumatic experiences.

Who is most likely to be the victim of school violence?

Any child can become a victim, but usually one who is weaker or somehow different from the others is chosen for this. The most common victims of school violence are children with:

Physical handicaps. Children with physical disabilities - those who wear glasses, have reduced hearing or movement disorders (for example, with cerebral palsy), that is, those who cannot adequately fight back and protect themselves - are offended much more often;

Features of behavior. Closed children (introverts and phlegmatic) or children with impulsive behavior (with MMD) become targets for ridicule and aggression. To some extent, hyperactive children are too annoying, while more naive and spontaneous than their peers. They get too deep into the personal space of other children and adults: they get into other people's conversations, games, impose their opinions, they are impatient while waiting for their turn in the game, etc. For these reasons, they often cause irritation and receive a “strike back”. Hyperactive children can be both victims and perpetrators, and often both at the same time;

Features of appearance. Everything that distinguishes a child in appearance from the general mass can become an object of ridicule: red hair, freckles, protruding ears, crooked legs, a special head shape, body weight (fullness or thinness), etc .;

Bad social skills. There are children who have not developed psychological protection against verbal and physical violence due to insufficient experience in communication and self-expression. Compared to children whose social skills are developed in accordance with their age, children with undeveloped social skills are more likely to accept the role of a victim. The one who has taken the role of the victim resigns himself to the situation as if it were inevitable, often even internally finds an excuse for the rapist: "... well, that means I am like that, I deserve it, I deserve it."

Fear of school. It occurs more often in those who go to school with negative social expectations about it. Sometimes this fear is induced by parents who themselves had problems at school age. Stories about an angry teacher and bad grades can become a trigger for fear. A child who shows insecurity and fear of school will more easily become an object for bullying by classmates;

Lack of experience of life in a team (home children). Children who do not attend a children's group before school may not have the necessary skills to cope with communication problems. At the same time, they can often surpass in their erudition and skills children who went to kindergarten;

Diseases. There are many disorders that cause ridicule and bullying of peers: epilepsy, tics and hyperkinesis, stuttering, enuresis (urinary incontinence), encopresis (fecal incontinence), speech disorders - dyslalia (tongue-tied tongue), dysgraphia (illiterate writing), dyslexia (violation learning to read), dys-calculia (impaired learning to count), etc.;

Low intelligence and learning difficulties. Low abilities also determine the lower learning ability of the child. Poor academic performance forms low self-esteem: “I can’t do it. I am worse than others,” etc. Low self-esteem in one case can contribute to the formation of the role of the victim, and in the other - violent behavior as a compensation option (Asher, Dodge, 1986). Thus, a child with low intelligence and learning difficulties can become both a victim of school violence and a rapist.

Who is most likely to become a school rapist?

Stroufl, Fluson (1986), as a result of the research, argue that children brought up in conditions of maternal deprivation (that is, in infancy who did not receive enough love, care, children with unformed attachment to parents - orphanage children and "social orphans"), later prone to more violence than children raised in normal families.

Olweus (1983) paid attention to family factors that provoke the formation of violent personality traits in a child. In his opinion, a greater risk of being abused is found in children who come from the following families.

1. Incomplete families. A child raised by a single parent is more likely to use emotional abuse towards other children. Moreover, a girl in such a family will significantly more often use emotional violence against others than a boy.

2. Families in which the mother has a negative attitude towards life. Mothers who are distrustful and negative towards the world and the child's school are usually unwilling to cooperate with the school. In this regard, the violence of the child by the mother is not condemned and is not corrected. In such cases, mothers tend to justify violence as a natural reaction to contact with "enemies".

3. Powerful and authoritarian families. Upbringing under conditions of dominant hyperprotection is characterized by unconditional submission to the will of parents, therefore children in such families are often crushed, and the school serves as a channel where they splash out internally suppressed anger and fear.

4. Families that are distinguished by conflict family relationships. In families where adults often quarrel and swear, aggressively asserting themselves in the presence of a child, the so-called "learning model" works. Children learn and then apply it in everyday life as a way to cope with the situation. Thus, one pattern of behavior can be passed down from generation to generation like a family curse. In itself, the frustrating and disturbing atmosphere of the family makes the child defend himself, behave aggressively. In such families, mutual support and close relationships are practically absent. Children from families where violence is practiced evaluate violent situations differently than other children. For example, a child who is accustomed to violent communication - ordered, barking and raised tone, evaluates it as normal. Consequently, in shouting and beatings, both from the side of the teacher and from the side of the child, he will not see anything wrong.

5. Families with a genetic predisposition to violence. Children have a different genetic basis for tolerance (tolerance) of stress. Children with low stress tolerance show a greater predisposition to violent actions. In addition, poor academic performance is also a risk factor for violence. Research has shown that good grades in subjects are positively correlated (directly related) to higher self-esteem. For boys, school performance is not as significant and affects self-esteem to a lesser extent. It is more important for them to be successful in sports, extracurricular activities, hiking and other activities. Underachieving girls are at greater risk of exhibiting aggression towards peers than boys with poor academic performance.

Environmental risk factors for school violence

School violence contributes to:

1. The anonymity of large schools and the lack of variety in the choice of educational institutions. Not every child, due to his characteristics, is suitable for a big noisy school. Some children feel and behave better in small classes, being in a calm group. The overload of the curriculum, the noisy atmosphere can negatively affect emotionally labile and hyperactive children with an unstable nervous system, turn them on and excite them. In a large school community, greater anonymity also predisposes to violence, i.e., a lower probability of detecting an act of violence and limiting it, due to the fact that it is difficult for a teacher to “reach” everyone, delve into his problems, etc. The absence of other schools nearby, restrictions on The choice also unties the hands of violent teachers, since children and parents are forced to endure arbitrariness - they have nowhere to go, you won’t take your child far to school every day, especially if it is several kilometers away and there is no accessible transport connection. In one of these schools, located in a military town, due to teacher's lawlessness, 3 suicides were committed by high school graduates over the course of 2 years.

2. Poor microclimate in the teaching staff. Violence in the teacher's behavior is due, in principle, to the same factors as in children. In teacher teams with an authoritarian leadership style, the same relationship exists between students and teachers: "Who is on top is stronger." Irritability, dissatisfaction of teachers can spill out and turn into aggression towards children. If a teacher allows external factors to influence him (troubles at home, conflicts with the administration, etc.), then his professionalism is highly questioned. Unfortunately, professional burnout is often taken out on students.

3. Indifferent and indifferent attitude. Overworked teachers often do not intervene in children's fights, they say to complaining parents: "Let the children figure it out themselves." If classmates and parents also belong to the teacher's arbitrariness - "... but she does not offend my child," and the school administration, then the rapist feels himself unpunished.

Consequences of school violence

School violence has direct and indirect effects on children.

Firstly, prolonged school bullying affects the child's own "I". Self-esteem drops, he feels hounded. Such a child in the future tries to avoid relationships with other people. Often the opposite happens - other children avoid friendship with victims of violence, because they are afraid that they themselves will become victims, following the old teacher's logic: "... What is your friend - such is you." As a result, forming friendships can be a problem for the victim, and rejection at school is often extrapolated to other areas of social relationships. Such a child can continue to live according to the “loser program”.

Secondly, falling into the role of a victim is the cause of low status in the group, problems in learning and behavior. These children are at high risk of developing neuropsychiatric and behavioral disorders. Victims of school violence are more likely to have neurotic disorders, depression, sleep and appetite disorders, and in the worst case, post-traumatic syndrome may develop.

Thirdly, in adolescents, school violence causes disturbances in the development of identity. Prolonged stress gives rise to feelings of hopelessness and hopelessness, which, in turn, is fertile ground for thoughts of suicide. The following real case study illustrates the complexities of diagnosis, intervention, and the consequences of school violence. He is instructive in every way. Unfortunately, this is far from the only case, and I can assure you that at present, almost every school has its own Elena Alexandrovna, and sometimes more than one, which uses such “pedagogical methods” and “techniques”. Behind every such situation is a childhood tragedy, the consequences of which, including long-term ones, are so traumatic and unpredictable that they leave an imprint on the formation of the personality and on the mental health of the child. All the events described are genuine, only the names of the affected children have been changed.

The girl's mother came for a consultation with a psychologist, worried about changes in the child's behavior. At the time of the consultation, Inna was in the second grade. She finished the first class with another teacher, due to the reduction in the number of children, the class was disbanded, and from the new academic year the girl went to a new class. From the very beginning, the mother noticed the changes taking place with her daughter and could not understand what they were connected with. The girl became capricious, insecure, not as cheerful as before. She made suicidal remarks. When her mother put her daughter to bed, she cried and asked, “why she was born”, asked her mother to strangle her at night, “because she is bad.” Similar thoughts haunted the girl in the future, for a long time. On September 4, the daughter brought the first deuce, subsequently deuces fell like a cornucopia. For the slightest mistake - 2, for an error-free work - See. Not a single praise, not a single encouragement. Tears and curses began from Inna. She called the school "stupid", refused to go there, cried for fear that the teacher would again yell at her and scold her. Doing homework stretched to 22-23 hours, accompanied by stormy tears and resistance. Since the girl was still studying at the musical lyceum of arts, where she demonstrated brilliant abilities and played in the orchestra, then, naturally, she started her lessons upon her return from the music school - in the evening. Mom, being a teacher (speech therapist) herself, shared the myths traditional for our culture that “the teacher is always right.” She tried to explain to her daughter the teacher's demands, trying to justify the teacher without undermining her authority, until she faced a reality that was so monstrous that it required urgent measures to save the child. Mom tried to cooperate with the teacher - repeatedly approached her for advice regarding homework preparation. Elena Alexandrovna reassured her mother, saying that she had a wonderful, kind, smart girl, she was just adapting, getting used to the new team and the requirements of the teacher. However, the teacher used the parent's trust in her own way. After the mother once again approached the teacher for advice and help (the daughter does homework for a very long time), the next morning she put Inna in front of the whole class and announced to the children that she “does her homework until ten in the evening and cannot do it right” . The girl came home crying, screaming at her mother, why she tells everyone, "how bad she is." Inna said that after that all the children laughed at her, called her a fool. Such cases of humiliation were not isolated. If a girl writes something incorrectly, the teacher shows the children her notebook, and the children laugh at her, calling her "a poor student and a fool." But Inna performed tests on 4 and 5, in the first grade she was the best student.

In the first half of the year, Inna repeatedly told her mother that the teacher hit the children on the head. She beat the girl's head against the blackboard because she could not solve the problem or came without replacement shoes, etc. Mom asked her daughter if Elena Alexandrovna beat her. She replied that she did not beat, but she was very afraid that she would beat. Gradually, the picture of "fighting" loomed clearer: all the children were victims - both those who were punished and those who witnessed the violence were also traumatized, as they waited their turn.

When a mother gave her daughter the “wrong size” ruler, she cried and said that the teacher would break it. In addition to the fact that the teacher constantly yelled at Inna, she also turned the children against her, exposing her in a negative light. In the end, the teacher moved from emotional abuse to physical. Methods of physical punishment were used repeatedly, but the girl did not tell her mother about it. There were several reasons for this:

First, the mother protected the teacher, not the daughter. In any case, subjectively, the girl perceived it that way. And the girl was afraid to confess, thinking that she would also get it from her mother;

Secondly, the teacher was a master of manipulation and, after applying physical force, she showed a friendlier attitude towards the child, suggesting to him that he deserved this punishment. “If you hadn’t cheated on the test, you wouldn’t have received a slap on the back of the head,” thereby creating a feeling of guilt in the children’s mind, and for the rest, the idea that he “is to blame, he earned it.”

One day, a classmate told Inna's mother that the teacher pulled her daughter by the hair so "that her head was dangling from side to side," just because she wrote "not the way she was taught." Only after direct questions from her mother did the girl confirm this fact, which indicates the presence of post-traumatic syndrome. A few days later, the girl came home all in tears: the teacher “stuffed her in the ass” and ordered the belt to be brought on Monday. Inna said that she was crying not from physical pain, but from humiliation, as this happened in front of the whole class. On weekends, the girl kept asking her mother if she had found the belt. However, the mother decided to figure out what was happening and go to the teacher. On Monday, before going to school, Inna burst into tears again because her mother refused to give her a belt. She refused to go to school without him, as she was afraid that the teacher would yell at her again.

Before talking to the teacher, mother asked the children from the class. The children confirmed all these facts to her and said that they felt sorry for Inna, because Elena Alexandrovna “literally mocks her for no reason.” It is important to note that not only Inna was the victim of physical and emotional abuse, but many children. The children also said that textbooks, notebooks, rulers and other school supplies fly around the classroom if the child brought or took out “not what is needed”. One day, Inna's classmate returned from school with a bruise on her forehead. She explained to her mother that she didn’t have time to bend down and the teacher hit her on the forehead with a textbook, but “she didn’t throw it at her, but at another boy”?!... The most disgusting thing was that many parents knew about what was happening in the class, but were afraid talk about it because "their kids will get worse." And the children, after the next massacre, no longer complained, since their parents did not protect them last time. When we subsequently interviewed all the children from this class, they willingly told us how the teacher mocked other children, but were silent about themselves. And only after specially posed questions did they talk about themselves. As they spoke, many trembled their lips, some wept. This indicated that all the children were traumatized. Gradually, the scale of the disaster expanded.

So, it began with the mother's appeal about the suicidal statements of her eight-year-old daughter. And as it often happens, we find a pair of cases - another girl came to the consultation with her mother. The reason for the referral was the teacher’s complaints about the girl’s behavior: she is distracted in class, withdraws, is silent during conversations with the teacher, left the school once without permission, etc. When clarifying the situation with leaving school, it turned out that Katya went home from the first-aid post, and not to the class because she is afraid of the teacher and because her classmates "call her a fool." From a conversation with Katya and her mother, it turned out that throughout the school year the teacher repeatedly dragged her by the hair because she forgot to change shoes - “almost lifted her hair above the desk”, hit her on the back and “slapped”, “ grabbed her hand, almost dislocating it” (which mother was a witness to). In addition, the teacher grabbed the girl by the scruff of the neck, pushing her in the back, “dragging” her to the head teacher because she did not come to school because she felt unwell and did not bring a certificate; yelled at Katya (including with her mother), scolded, humiliated in front of the whole class. Katya's class was called by the teacher "a class of idiots" and "a class of fools". The girl also confirmed that similar actions occurred in relation to other students in the same class. A familiar picture led us to a question to which we received an affirmative answer: both girls were in the same class. The center the parents contacted belonged to the system of PPMS centers.

The organization of the provision of psychological assistance in it implies anonymity, independence from educational structures and the complexity of the assistance provided. Therefore, we never ask for names or schools, unless the client himself wants to tell. But here the case was different, and the solution of this issue required official intervention, access to an educational institution, since it was not just one child that had to be saved, but the whole class. In addition, an official appeal to several instances at once (medical institutions for examination, the prosecutor's office for a legal assessment, the Education Committee for an administrative decision) leaves less chance for the school administration to hush up this case without making it public. Remember, school management is always more concerned about the fall of their reputation than the problems of the victims, and behind the expressed willingness to cooperate very often hides a desire to keep the situation under control. As one of the deputy directors of this school, who joined the commission to clarify the circumstances of this case of violence, said: “We support you, we ourselves suffer from this teacher and are ready to work together with you, but the main thing is that the prestige of our school does not suffer!” The social order of this "mishandled Cossack" was so obvious that he did not even hide it. Only the official level of relations, without any agreements and compromises, will make it possible to bring the matter to the end. Therefore, if you are working with the problem of school violence, then prepare for the "war", and be prepared for the fact that the "front line" may not go where you expect. But, unfortunately, we came to this conclusion later, at first we tried to help Inna, since the situation was acute and it was necessary to urgently get her out of this nightmare.

We suggested that mom transfer her daughter to another school, and only then arrange proceedings. Firstly, the girl had to be taken out from under the blow. Secondly, in such cases, one should avoid the “trail of glory”, which inevitably happens and prevents the child from starting all over again. Thirdly, this should have been done for another reason - the girl was experiencing an acute stress disorder (according to ICD-10 F.43) and any stimulus (classmates, conversations, a former teacher, and the school itself) would cause her to revive the traumatic experience - memories and difficult experiences, emotionally returning her to a situation of trauma. For a quick and successful recovery, it was necessary to change the situation, but my mother decided otherwise. She considered that transfer to a parallel class would be sufficient. And no matter how we tried to convince, we did not succeed. Life is stronger. Mom raised Inna alone, and it was simply impossible for her to take her to another school because of work, and this school was in the yard and Inna could return home on her own. Again, in another class there were familiar children with whom she went to kindergarten and studied in the first class until it was disbanded. At that time, we could not even imagine how we could “set up” the child, since we did not yet fully understand who we were dealing with. To resolve the issue of transferring to another class, we came to the head teacher of the elementary school. We set out in the report all the facts of violence known to us, applied by the teacher to these girls, with the requirement to resolve the issue not only of the transfer, but also of the professional suitability of the teacher and his urgent replacement.

Our conversation was joined by the director, who assured that he would “take urgent measures, figure it out,” and if the facts were confirmed, he would “dismiss him immediately under the article.” He asked his mother to come up to him, write a statement in which she explained everything in detail, after which he would issue an order for the transfer. We asked that in the new class the girl be given time to adapt, since there was a significant lead in the program. In addition, we asked that it not be attested yet, that is, that it should not be given marks, especially bad ones (since it was the end of the third quarter and it is easy to guess with what marks E.A. would have released it). We also agreed that we would not yet disclose to the new teacher the reasons for the transfer, so as not to disturb the teaching staff and not to injure the child once again. But the leak of information did occur, and not through our fault. Mom came to the director on Tuesday, did everything he asked: explained the situation, wrote a statement asking for a transfer, but not from Wednesday, but from Monday (for some reason she decided that it was better to start a new life from a new week). The girl, of course, has not yet been told anything about the transfer - she still had to somehow finish her studies before the end of the week in the old class. But professional secrecy and our pedagogical system are incompatible things.

Elena Alexandrovna was an informal leader in the teaching staff of the elementary school, leading the opposition to the administration. Carrying out her "subversive" activities - periodically sending relevant papers to various regulatory bodies, she contributed to the removal of 5 head teachers from office in 4 years. At school, the check followed the check, the administration received one reprimand after another, so the intention of the hunted director to finally demonstrate to everyone “who is the boss here”, taking advantage of the situation, was understandable, but, as subsequent events showed, it was just empty air shaking.

It is necessary to say a little about Elena Alexandrovna. She "raised" a whole galaxy of young and devoted teachers, as they say, in her own image and likeness - impudent, just as evil, with the same attitude towards children. Therefore, the transfer became known on the same day, and Elena Alexandrovna could not admit that her word was not the last. She was not yet aware of everything that she was charged with, but she knew that the girl was being transferred at the request of her parent. The opportunity to recoup presented itself very soon. To begin with, she secured herself with papers: she wrote a paper addressed to the head teacher, in which she presented Inna as “a problematic, uncontrolled, abandoned child who systematically underdoes homework or does it wrong.” The head teacher acquainted her mother with this “document” and stated that Inna has mental retardation (MPD) with the ensuing consequences. But that wasn't the worst. The main blow was ahead. In the evening after returning from the music school, the girl was doing her homework and she ran out of blue ink in her pen. There was no other pen, it was also impossible to get blue paste, since it was already 23 hours. Mom suggested that her daughter write with black paste or a pencil. The girl refused, because she knew that the teacher did not allow writing with any other paste than blue, and noticed that Elena Alexandrovna would scold her again. But my mother reasonably replied that it was better to complete the assignments with black paste than to come to school with unfinished lessons. The next day, during independent work, the teacher, when checking notebooks with homework, discovers a “crime”.

And then the hour of reckoning arrived. “Who gave you permission to write with black ink?” she screams at the girl. Inna, numb with fear, quietly tries to explain to her: “Mom said that ...” Interrupting the child in mid-sentence, Elena Alexandrovna how to squeal: “Oh, mom allowed ..” Take your things and go from this class, see you I can't. I don't need girls like that in my class!" At the same time, Inna froze, not knowing what to do next. The teacher, in order to increase the humiliation, threw all her school supplies on the floor. The girl began to cry, crawling on the floor, began to collect pencils and erasers that had rolled away. However, the teacher did not calm down. She collected everything that remained on the desk, and squeezed it into a briefcase and pushed the girl out into the corridor by the collar. After that, she continued to teach. Inna cried for two lessons and a break, the teacher did not come to her. go. She did not yet have the experience to cope with such a situation. Everyone whom the teacher had previously kicked out of the class, then returned, so Inna, shaking with sobs, meekly awaited her fate. But Elena Alexandrovna did not come out to her. Children at recess came up to Inna and calmed down, took pity on the girl. Inna, tired of her worries and uncertainty, decided to go home. As soon as she began to go down the stairs, she suddenly hears a cry: "Who allowed you to leave?" The teacher took Inna by the hand and took her to the class where they planned to take her from Monday, but Elena Alexandrovna did it on Wednesday.Mom, having taken her to one class in the morning, after school met her sobbing in another.

And Elena Alexandrovna received her dividends here too. An hour later, at a consultative appointment, Katya described this situation to us like this: “... the teacher went berserk to the point that Inna was expelled from school just because she wrote with black ink ...”. For an eight-year-old child, this situation is perceived as a disaster, not as it is for a teenager who will "honor" being kicked out. Despite the fact that Katya got no less from Elena Alexandrovna and she was also terribly afraid of her, all the same she did not react as hard as Inna, she was able to develop protection. Her high tolerance for violence was explained very simply - at home, her mother beat her in the same way on the head for deuces and behavior.

For Anna, everything was different. She received a new injury, which should not have been if she had gone straight to another school. Mom said that she was transferred to another class, but there was no relief. In the evening, fear and anger, breaking through the tears, resumed again. Horror seized her again: she suddenly realized that she did not know the schedule for tomorrow, what lessons were given, but she understood very well what happened for unfulfilled homework. She has this experience. And the girl throws a tantrum to her mother, declaring that “it’s better that she remains a fool for life, but she won’t go to school anymore.” In the evening of the same day, suicidal statements are again updated, but the girl no longer succumbs to persuasion, she no longer trusts anyone - neither her mother, nor the psychologist, because "... everything only got worse, not better, as promised ..."

In the morning, the mother comes to us in tears, and we decide to send Inna to the crisis service for a consultation with a psychiatrist to examine her condition. First, we had no right to ignore suicidal statements in this situation, because no one ever knows for sure how serious they are. Secondly, given her condition, she needed to take drugs that would slightly alleviate the symptoms. Inna herself could no longer cope, her adaptive capabilities had been exhausted by that time: she had sleep disturbances - difficulty falling asleep, nightmares with multiple awakenings during the night, decreased appetite, psychosomatic complaints - headaches, pain in the stomach, etc. Thirdly , it was also necessary to obtain an objective document from a psychiatrist, indicating the depth of the child's mental health impairment due to psychotrauma. Without this document, it is impossible to prove harm due to emotional and physical abuse in court.

The crisis service very quickly examined the child, providing comprehensive assistance, including sending the relevant documents to the city Education Committee, from where the inspector subsequently left to clarify the circumstances of the case. To the credit of the inspection of the city committee, they did not drag it out and actively began to manage the work of the commission, later they gave an objective assessment of the events taking place in the school, recommending the director to dismiss the teacher under the article.

All facts of violence were confirmed and new ones were revealed. We interviewed not only the injured second-graders in the presence of their parents, a social pedagogue and the school's deputy director, but also several generations of her former students: whom she "removed" from her class and those who had already completed their studies at this school. Unfortunately, no one removed the teacher from work, so all the children were very afraid to tell the truth, some were subjected to pressure from their parents, who ordered them to remain silent or tell a lie: “...otherwise, if it is not removed, it will be worse.” This made it much more difficult to interview the children, and since they were all intimidated by the teacher, this caused them additional worries and fear for their future. Elena Alexandrovna also carried out a good “prophylaxis”.

After we charged the administration with responsibility for inflicting additional psychological trauma on Inna, which led to a deterioration in her condition, namely: a girl suffered due to information leakage, the director reprimanded the teacher for "arbitrarily transferring a student to another class." Not for what she did to the child, that is, not for emotional abuse, but for the fact that she carried out the transfer without the order of the director! In addition, he gave her “for review” a statement from mother Inna, written in his name, which described all the facts of violence used by the teacher against the children of this class! He explained his action to us like this: “I was obliged to explain to her why I am reprimanding ...” Yes, to explain, but not to acquaint with official information! This was another betrayal, which also made it difficult to interview children and caused another trauma to the girl in the future.

What Elena Alexandrovna came up with and carried out in the future, in general, it was difficult even to imagine. After making a photocopy of this statement, she arranged a "demonstrative reading" of this statement, with appropriate comments, in front of her students.

She slowly read out all her “exploits” described there, commenting on it like this: “Children, tell me, was it really like that? Did I hit anyone? All the children were speechless in a daze, not knowing how to behave, bewildered by this hypocrisy. She ended her “demonstration performance” with words that are of key importance for everyone: “Whoever wrote this will answer me for this!” So she issued a warning to everyone.

At the next break, the children told everything in the appropriate interpretation to Inna, who was already in another class. The girl comes home, shaking with sobs, rushes to her mother with the words: “Why did you write to Elena Alexandrovna? Now she will put you in jail!” The reaction is quite natural, because after the loss of her father due to divorce, she faced the prospect of losing her mother - her only support. At least an eight-year-old girl subjectively perceived it that way, experiencing fear. She knew that anything could be expected from a former teacher.

Screaming? What? What did she call you?

Hooligan, somehow else, but I don't remember.

Tell me, is it true that Elena Alexandrovna put Inna in front of the whole class and scolded her? It was so?

Yes. She scolded me for the black paste, forced me to pack my things and took me out of the class with the words: “I don’t need such an unscrupulous woman. Go to another class. I can't see you!"

Don't know.

And what did Elena Alexandrovna do after she kicked out Inna?

She pushed her to the door, and she returned to the classroom. Later we saw that Inna was crying, she was waiting for the whole lesson. We had a math lesson, and then a labor lesson.

I didn’t understand something from the story of your classmates, did Elena Aleksandrovna really read out Inna’s mother’s letter to the class?

What did she tell you?

She said that the one who wrote this letter will answer. We turn to the boy's mother:

Is there anything you would like to say or add?

Yes. In a conversation with her grandmother after school, Elena Alexandrovna said: “If Vanya does something wrong, I allow the boys from the class to beat him.” Due to bad behavior, apparently. We have only been studying with her since this school year. She told her grandmother that he should be punished with a belt.

Mom believes that her son is afraid of E.A., the boy himself confirmed this.

An excerpt from a conversation with Zhenya about an event a year ago, but the wounds from which have not yet healed.

The guys told us that Elena Alexandrovna took you by the ear into the corridor. Was it really so?

Yes. - The boy's face changes. There are tears in his eyes.

What happened in the hallway?

Elena Alexandrovna hit me on the head with her hand.

I forgot.

Did it hurt?

The children told us that you cried.

Where did you go then?

To class.

Show me how Elena Alexandrovna hit?

She grabbed my bangs and hit my head against the wall (shows).

Did your head hurt?

I had a bump on the back of my head.

Did Anton get hit the same way?

Did you tell your mom about this?

Yes. Mom asked where I got the bump from. I said that the teacher hit me.

Mom approached the teacher?

I don't know.

The boy did not complain to his mother again, because she did not protect him the first time. There are a lot of options for emotional and psychological abuse. Moreover, not only children were subjected to pressure, but also their parents. Here are two more cases. She took a group of children to another class through the room in which the psychological, medical and pedagogical commission was located. Even then we were very surprised when they sent us half of the class rejected by her. After examining all of them, we determined a delay in only one child, and then an insignificant one, against the background of microsocial neglect. All the rest had an age-appropriate intellectual development. She failed to throw them out then, during the first year, into the correction class, but she outlined the victims. Some parents lost their nerve earlier and transferred their children. This conversation took place with the grandfather of a girl who was transferred to another program (1-4).

What can you say about the transfer of your granddaughter to another class?

On the very first day of our acquaintance in September, the teacher told Masha: “You will stay for the second year with your knowledge.” Masha immediately started crying. The granddaughter did not go to kindergarten and was not prepared for school. The teacher did not like this. And on September 2 or 3, I myself met with the teacher and in the presence of her granddaughter she said the same thing. The granddaughter did not want to go to school after that, she began to get only twos and threes, even if she knew the material, she still got twos.

Everyone advised me to transfer her to another school. During September, Masha cried every day, went to school with great reluctance. The teacher pressured her. In the third quarter, Elena Alexandrovna called me and said: “Masha will not go to the second grade at all, she belongs in the “Sh” class.” After these words, I was forced to write an application for a transfer. The granddaughter did not want to study with Elena Alexandrovna. Now Masha is studying at 4 and 5, she goes to school with pleasure, and Elena Aleksandrovna only yelled at my granddaughter. My opinion is that she should not be allowed near children at all.

She brought the other child long and methodically. It turned out that we knew him before the interview, he was one of those whom she sent to RMPK. The child was very good, calm, brought up by his grandmother and father. Mom died of cancer a year ago. Until the death of his mother, he lived only with her, did not go to the garden, because there was no one to lead. Alyosha found out about his father shortly before his mother's death. The father drank, and the mother did not live with him. The death of his mother was a very strong blow for the boy; in our conversation about her, he spoke in the present tense and with tears in his eyes. Basically, the grandmother took care of the child. Since paternity was not confirmed legally, guardianship was issued for her. The family lived very hard financially, practically on the grandmother's pension and a small allowance for guardianship. But the boy was well-groomed, clean, although, of course, he wore the old one. Grandmother really took care of her grandson. At the insistence of Elena Alexandrovna, she examined him with all the specialists - a neuropathologist, a psychiatrist, a psychologist, a speech therapist, a defectologist. Therefore, we, unlike her, had no reason to believe that he was an abandoned child. Although, of course, an elderly, simple woman could not help him with his lessons, and he went to an after-school program. Here is what the grandmother told us about the reasons for transferring the boy to another class:

Elena Alexandrovna said that she did not like his hairstyle, pencil case, backpack, school supplies. I think she didn't like him. The grandson went to school with great reluctance, saying that it would be better to study in another school. Alyosha thought for a long time, and she did not like it. She sent us to a neurologist and a psychologist. She did not like the way Alyosha dressed for the photograph, saying to the child in front of everyone: "... couldn't you put on something more elegant?", knowing full well about the material difficulties of our family. Once, when it was necessary to make another contribution for class needs, the family had no money. And she, in a raised voice in the presence of all the children, reprimanded me as a girl for the fact that, from her point of view, we are “dishonest in money.” In this class, the guys offended him and the guys ... We talked a little with the boy about his life today, he told who he was friends with, what he did. I felt at ease, having met like old acquaintances, willingly answered questions. However, we had to ask the main question for us, and immediately facial expressions changed.

Alyosha, how did you live in first grade?

The spontaneous childish smile was replaced by a mimic expression of grief, forming a wrinkle between the eyebrows and accompanied by a deep sigh. At first we thought that he would not talk to us, he would close up, as he had done before, if he was asked about his mother. But he replied:

What is it like?

Then his grandmother pushes him in the side and says:

Say what are you afraid of! Tell me how it was, do not be afraid!

She pulled her hair with force when she did not obey.

Offended. Screamed at me.

Because of which?

Because of their behavior, grades... She said about some of the guys that they didn't understand anything, that they weren't all right in the head, she called them fools. She made Mark (he is now in a different school) hit his head against the wall three times, said: "Hit the wall," and he hit. And then it broke through, we could no longer stop, but he preferred to remain silent about himself for the time being.

The girl, I don’t remember her name, threw everything off the desk: pens, textbooks. She also dragged her by the hair, dragged some of the guys by the ear. When I forgot the colors, Elena Alexandrovna took me and Pavlik by the ear and led me out into the corridor, then, after a while, let me in.

Were you offended?

Yes, that's why I didn't tell at home.

Were you afraid of Elena Alexandrovna?

When - yes, and when not.

Are you afraid of the new teacher?

How are you in your new class now?

Much better, like to study.

Do you feel sorry for anyone of those who remained in Elena Alexandrovna's class?

Sergei, he was sometimes offended by the teacher and classmates. Elena Alexandrovna also dragged him by the hair. Once she called him a goat: “It was not for nothing that they called you that, you are like that” (it was about Seryozha Kozlov).

As they say, there is no evil without good. These children - Masha and Alyosha are very lucky to have a new teacher, perhaps the only one in this school who can be trusted with their child. Her attitude towards children, sometimes very difficult in behavioral and educational terms (after all, there were children with a "delay"), aroused deep respect. There were always children around her, it was impossible to get through to her at recess. If they had gotten to her from the very beginning, then many scars could have been avoided. We cannot reproduce the interview materials in full, but the children confirmed all the facts of violence that took place against Inna, Katya, Serezha, Zhenya and many other children.

It was also important for us to determine: who is in front of us? how long ago did she cross the line? what is it - a system and style of work, well aware of the rapist, or periodic breakdowns of poorly controlled affect? The more we talked with the victims, the more we became convinced that this was not situational aggression, but a way of life. Therefore, there was no need to count on any repentance on her part.

One of her former children, and now a student of the 9th grade, unfortunately, already a deviant teenager, said about her: “... Yes, she broke more than one ruler on my head! ..” So much time has passed, but this was imprinted in memory because it was too traumatic.

After talking with her, we were convinced of our suspicions. In front of us was an impudent, lying straight to the face, self-confident, completely impenetrable, unrestrained because of impunity, a fairly good-looking, thirty-nine-year-old woman. Her excitement betrayed only the fact that even in a conversation with us she allowed herself metal in her voice, periodically breaking into raised tones like pop singer Vitas. She was a teacher of the highest category. She had two children and was divorced. Categorically denying all revealed facts of violence, she claimed: “Children lie! I never did it!” To our question: “Why should they lie?” she could not give an intelligible answer, going into a deaf defense, saying that "... she is amazed, offended, etc." She categorically denied her contribution to what happened to Inna and other children, categorically saying to us: "... it all comes from the family, and the school is not to blame."

In addition, she organized a demarche as part of the parent committee in her defense, which knocked on the thresholds of the inspection of the city Education Committee, demanding that this "wonderful" teacher be left to them. No arguments about the fact that this “wonderful” teacher has already crippled their children: they don’t understand anything but screaming and what will happen to them next is unknown, had no effect. But all children are traumatized, all are victims. And those over whom she mocked, and those who witnessed the violence, experienced the same horror, because at any moment they could be in their place. But her parents, apparently, believed that if they helped her now, then she would treat their children impeccably, sacrificing others. They stated that she did not offend their children and they did not tell them anything like that about others. Parents agreed to complete absurdity: “When we studied, teachers also beat us on the hands. So what? They grew up like no other!” However, since they still remember this, it means that they are also victims, and therefore they do not see anything terrible in school violence - the threshold for tolerance of violence has been raised.

The parents of the victims and we were simply discouraged by the cynicism of the adults. But the "offensive" of Elena Alexandrovna did not end there. Now they began to put pressure on Inna's mother. Calls started asking to “meet and talk”. We forbade my mother to meet with her or anyone from her either in front of witnesses or talk on the phone, because now we already knew who we were dealing with. The directors were also warned: if this does not stop, then we will contact the prosecutor's office. After that, the pressure began to exert in a different way.

The teacher, in whose class Inna was now studying, began to say "unobtrusively" to her mother that "she should not do this to Elena Alexandrovna, etc." And as confirmation of the persuasiveness of her words, Inna again had deuces. No, they didn’t beat her, didn’t humiliate her, but didn’t support or help either, coldly demonstrating distance as a reminder of the reasons for her transfer. Considering that the class in which she had previously studied was seriously lagging behind in the program, it was not difficult to motivate poor grades. Everything is objective, nothing to complain about. Inna was again a hostage, and her condition could not improve under such conditions. He got up again and demanded an urgent solution to the issue of transferring to another school.

Inna was transferred, but even here the administration of the former school could not resist the temptation not to give an appropriate description, of course, unofficial. Therefore, both the girl and the mother were perceived with caution in the new school, putting forward a lot of conditions and demanding in advance from the mother a statement in which she undertook “not to make claims against the school in case of unsuccessful mastering of the curriculum by her daughter”, which is completely illegal. But in the future, the director did not need it, since Inna calmly made up for lost time and is successfully studying at a new school, combining her studies with music lessons. We can say that the worst is over, but behind this are months of individual and painstaking psychotherapeutic work. The psychologist working with her and her mother used a large repertoire of various techniques that helped the girl respond to this situation and gave her support. However, the main task or problem that had to be worked on was to restore the child's trust in adults. Not only gaming techniques, but also drawing tests, which are traditionally used in psychodiagnostics, were of therapeutic value. While drawing, the child to some extent lived out his traumatic experience, allowing feelings to splash out and express kinesthetically on paper. The drawing therapy worked until the child was able to talk about the trauma. Then play psychotherapy, fairy tale therapy and gestalt therapy joined.

The girl's story illustrates very well how she processes a stressful situation and how it reflects her life experiences at school. “The centipede lives in a cave. Anyone can crush her. Therefore, she leaves the cave only at night, so that no one does anything to her. He is friends with ants and small insects. She came up with the spontaneous story below while playing with toys. She chose the toys herself. The main character was a small cockerel, which was several times smaller in size than other heroes. “... The cockerel sang loudly. All the animals began to scold him and each to offend him, the elephant trampled, the hare jumped so that the cockerel was frightened, the lion almost bit off his tail, the frog croaked right in his ear, the wolf almost ate him, the dwarf screamed at him, the horses stamped their hooves, the lion chased him for an hour, the bear almost ate him, the hippo almost dragged him into the swamp, etc.” When writing a fairy tale, the girl played all these actions of animals. Virtually all of the techniques that are used in the treatment of post-traumatic stress disorder can be used in working with school violence. The main thing is that help is provided as soon as possible.

In conclusion, it should be noted that school violence is not a problem isolated from society. It is closely related to changes in the whole society and in family life. All this structural stress, which is provoked by the stressors of everyday life, surrounds not only the adult, but also the child. An adult can reduce the negative impact of situational stress on a child, so no case of school violence identified by an adult should be left without attention and intervention. Since the act of violence has its own reasons, while helping the victim, one should not forget that often the rapist also needs help, especially if it is a child. Often, instead of providing assistance, adults limit themselves only to punishing the perpetrator of a bad deed - expulsion from school or sending to a special school.

P.S. We saved one child. And what about those who remain? To open a criminal case, a statement from the parent of the victim or the director of the school was required. But Inna's mother refused to write a statement to the prosecutor's office, citing the fact that her child "already suffered so much, and let other parents think about their children themselves." The principal of the school, of course, did not need to write to the prosecutor's office at all. It would mean compromising yourself. But, so that we ourselves would not turn to the prosecutor's office, he swore to us that he would fire her in accordance with the recommendation of the inspection of the city Education Committee. And he deceived once again - he did not fire him, apparently fearing a trial, which is inevitable in such cases. We discovered this only in September, when the new academic year had already begun and time, unfortunately, was lost forever, because we had to start all over again. And this would mean that these unfortunate children would have already been interrogated by interrogators without any "attachment", right on the forehead about what they want to forget and not remember anymore. We were not sure that after such an amount of time the children would confirm everything, because they still continued to study with Elena Alexandrovna, and we had no right to substitute them. And the medical documents confirming the harm to the child were only for Inna, whom her mother asked not to disturb. Our Themis is only interested in documented bruises, abrasions, hematomas, fractures, and the rest, as the prosecutor said, “do not bring the matter to court.” So it turns out that the current system does not protect the victim, but the rapist.

And the last. A few months later, a mother comes to us for a consultation with her son from the same school. And again I hear about the same thing - grabbing by the hair and by the ear, cuffs, public insults, etc. - as they say, painfully familiar handwriting. I ask the name and surname of the teacher - it does not match. I call the head teacher at the school and say: “Who is now working as a substitute in the second grade?” They call the teacher. I talk about what's going on. And they tell me that the teacher of the extended day group, the primary school teacher, a pensioner, who, most interestingly, is the mother of Elena Alexandrovna, is replacing the sick teacher. Now everything has become clear. It turns out that E.A. is the victim herself?! It really is all about the family...

But the eldest daughter E. A. followed in her footsteps: she studies at a pedagogical school, continuing family traditions, is going to become a primary school teacher ...

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A child becomes a victim after being frightened ( Psychologist Svetlana Shvetsova)
Life stories about school violence ( Forum Stories)
How to easily get to stop teasing and bullying (part 1) ( Izzy Colman)
How to easily get to stop teasing and bullying (part 2) ( Izzy Colman)

Preventing school violence is not about isolating violent children or firing teachers who use violence. The problem is psychological, but, despite the magnitude, it can be solved. You can get rid of it with an elementary understanding of the psychology of children, solving the psychological problems of such students and teachers.

Now there is an answer to the question of how to deal with violence in schools. We will reveal the main reasons and, using the knowledge of the training "Systemic Vector Psychology" by Yuri Burlan, we will show what needs to be done so that there is no violence in schools.

A person can only exist among other people.

Man is a social form of life. A child can grow into a developed and fulfilled person only among people. If an infant, by coincidence, remains out of contact with people, he will not have thought forms, he will not be able to speak, he will not be able to communicate.

A child is born undeveloped, he has yet to become a man - that is, to receive a certain level of development and education. Therefore, children can only form antisocial groups that commit violence in schools against classmates and even teachers.

It is very important to understand what it means to develop a child. Misinterpretation leads to psychological problems in children, the consequence of which is violence in schools. The development of a child is the inculcation of qualities in him, often opposite to those with which he is born, opposite to what he is.

Different children are needed, different children are important

And what "is" when a baby is born? Options are possible.

There are eight vectors of the human psyche, the properties of which do not intersect with each other - they are all different. And they require different conditions for development. In order to properly develop the child's psyche in accordance with its innate properties, it is necessary to be able to see with which set of vectors a particular child was born.

The psyche is not inherited, it is not material - it has other laws. Prevention of violence at school begins with the understanding that a great misconception is the belief - "The way I was brought up, so I will bring up children." Parents and children may have different psyches - different desires, different opportunities and innate talents.

Prevention and solution of the problem of violence at school - the correct development of a child who was born with systemic analytical thinking

From children born with analytical thinking (with an anal vector), the best sons / daughters, the best students, caring fathers / mothers, faithful husbands / wives, the best teachers, masters of their craft grow up. This happens with the right development.

They have golden hands, they love cleanliness and order - everything is on the shelves, in piles, evenly.

Perfectionists. But by nature they are slow - quality does not tolerate fuss. If they are hurried in childhood, interrupted in conversation, not allowed to sit on the potty for a long time to complete the purification process, their psyche acquires the opposite properties.

It is from these children that, when not properly developed, sadists grow up who threaten and always put their threat of physical violence into action. During their school years, they bully younger children, and when they grow up and become teachers, they bully students. They are the ones responsible for most cases of school violence.

Psychological abuse is also them. Pupils and teachers who devalue everyone and everything, "smear with mud." Vengeful, vindictive, touchy.

Proper development of a child with logical thinking - prevention and prevention of violence at school

Children with logical thinking (with a skin vector) are born in order to form and “keep the backbone” of the state in the future - the structure of society organized by skin people. Their essence is the limitation of oneself and others, the priority of the life principle "benefit-benefit" in order to preserve the state. With normal development, these are future lawmakers and guardians of the law, engineers, managers, military men.

These are children with a flexible body and psyche, very sensitive skin. If they are beaten and humiliated, then their psyche is retrained to the opposite and begins to enjoy not from pleasant touches and strokes, not from reaching heights in the hierarchy of the social ladder, but from pain and humiliation. This is how masochistic inclinations are formed, such children unconsciously, by their behavior, provoke older students or teachers to beating and humiliating in order to get their portion of pleasure. Such children often become victims of violence in schools.

How not to grow a thief in school, punishing for theft

There is another feature of children with a skin vector, which can also make them potential victims of violence from students and teachers. They have an innate "happy reflex" - to take everything they want, even if it's someone else's. This is the behavior of the primitive earner, his specific role.

When a child takes someone else's, he is not yet a thief - he is in the process of development. With an adequate response to such behavior and further proper education, he will develop into a law-abiding person. But in real life, when teachers and students do not understand the true causes of theft, a skin child can become a victim of violence - both physical and psychological. And the scenario described above is launched: he steals in order to provoke satisfaction from pain and humiliation. The victim of violence is formed.

How to help such a child, system-vector psychology is already known. There is no need to rush to assign a student to a children's colony or a special school. The feeling of security and safety, the absence of which triggers this “happy reflex”, can only be most effectively provided by the mother. Therefore, the child must be left in the usual home environment, where you need to create a healthy psychological environment. Engage in the development of its natural properties and pay special attention to cultural education.

This behavior is a signal that the child needs extra attention. If it is inadequate to punish at school, demand punishment from parents, hand over to special institutions or carry out demonstrative repressive measures, a thief will grow up. The child will receive damage to the psyche and will not be able to develop in accordance with his destiny.

Potential victim of school violence - who is he?

Of particular note is the violence at school against boys with a specific appearance - similar to girls. These are boys with a skin-visual bundle of vectors. Evolutionarily they were assigned the role of victims. They are kind, beautiful, slender, with expressive, sensual eyes.

They are emotional, impressionable, pity birds and cats, admire flowers and can cry from strong impressions and emotions. Figurative intelligence (visual vector) makes them so.

So that skin-visual boys do not become victims, it is necessary from early childhood to develop their natural talents - an artist or a dancer, a musician or a singer - in a team of girls. Only next to girls do they feel like full-fledged boys and grow up as people with self-esteem and without complexes.

Raising such boys correctly is an effective prevention of school violence, as the number of potential victims of violence decreases.

From victim to mass murderer

The owner of abstract intelligence (sound vector) - with a high degree of disturbance of his psyche and developmental delay (from the screams of parents and teachers, loud noises, insults addressed to him) - can become at school either a loner, an outcast and a victim, or a killer. To recognize such a student or teacher in time is not only the prevention of violence at school, it is the salvation of dozens of lives.

The same teenagers with a sound vector become the first in the use and distribution of drugs in schools. They are driven by the search for the meaning of life, the desire to “go beyond”. Knowing otherwise, they mistakenly try this way. This may be another factor causing all sorts of violence.

With normal development, a child with a sound vector can be perceived by classmates and teachers as a little strange, a little more withdrawn, aloof, distracted. But he won't be a victim.

The innate intellectual potential allows him to study well. In addition, sound children are often passionate about computers, they are well versed in programming, computer games, which makes them attractive to their peers.

Violence in schools: what to do

The system-vector psychology of Yuri Burlan allows you to solve all psychological problems. Including those that lead to violence in schools. As shown above, the basic cause of violence in schools is general psychological illiteracy - ignorance of one's own psyche, the psyche of one's children, and the psyche of teachers.

False attitudes of recent decades: “you need to love yourself”, “the most important thing in life is to be able to relax”, - led to mass disorientation in matters of socialization, in the ability to communicate and live among other people. To the development of all kinds of psychopathologies. To the development of laziness of the mind: unwillingness to change life - one's own, one's children, society.

Prevention of psychopathology in society is the personal responsibility of each person.

1. The child should receive from the mother a sense of security and safety. Only this will allow its natural properties to develop sufficiently. Prevention of violence and aggression is the personal responsibility of parents, it is in their power to create conditions for the harmonious upbringing of children.
2. The sooner a child begins to gain experience of communication in a children's team, the more adapted to communication with people he will grow up. In the prevention of violence and aggression, early socialization is one of the most important and necessary conditions for development. When children enter a children's team - kindergarten, school, sports section, children's health camp - they begin to rank in accordance with natural properties, learn to interact, defend their place in the team, and reckon with each other. An involuntary inner feeling arises: a person “feels” how it is permissible to behave with others without harming oneself. Feels who is weaker, and from whom it is better to stay away.
3. An important condition for the formation of any children's team is the observance of the natural hierarchy- when there are children in the class with different types of psyche, which are in a certain natural ratio. Ideally, when there is a student in the class with a urethral vector - a natural leader who is able to unite the children's team around himself, and not on the basis of hostility towards the victim.
4. Every child from childhood should have the experience of feeling the joy of life, the experience of getting pleasure from the efforts made to achieve the desired. Everyone strives to do what brings him a sense of satisfaction, a sense of pleasure. Only then will he be able to realize himself in society.
5. Compliance with the principle of "do not stand out." Usually the victims of violence are children who stand out from others in some way - clothes, name, social status, appearance. Parents need to be conscious about choosing a name for their child. Prevention of violence is a conscious attitude to everything that can provoke violence.

Raising a happy person

More detailed information about the education and prevention of violence at school can be obtained at Yuri Burlan's free online training "System Vector Psychology".

The article was written using the materials of Yuri Burlan's online training "System-Vector Psychology"

Chapter:

9 Mar, 2018

What surprise will my child bring when he comes home from school today? Yesterday he came all in tears, said that the children called him names, pushed him, wanted to beat him. Ran away. Somehow he does not develop a relationship with the class. He is very worried, suffers, does not want to go to school.

He doesn't get along well with all teachers. The geography teacher loves to shout. If you answer badly, maybe give a slap on the back of the head. And with a pointer he hits the table so hard that he pawns his ears. Children do not like him and are afraid to go to his lessons. Many parents complain that child abuse is rampant in schools. Bullying, verbal sadism, even beatings became more frequent. What if one morning my son says: “I won’t go to school, period”? He says he doesn't do anything wrong. What is he suffering for?

How can parents deal with this situation? Go to the class teacher? Protecting children from violence is also the concern of the school. Let them bring in a psychologist. But will this solve the problem?

Let's try to figure out with the help of Yuri Burlan's System-Vector Psychology what is the cause of violence at school and how to avoid it.

Why are children cruel?

SVP explains that a child is born with a certain set of vectors. A vector is a set of abilities, properties and desires that determine the priorities, character and social realization of a person.

The school class is a small primitive flock. Children have not yet developed, they are guided by instincts. The cultural superstructure in consciousness has not yet been fully formed. This is the reason for the cruelty of children.

Interacting with each other, children learn to rank, find their place, take into account others. Not everyone succeeds. There are outcast kids in almost every class. They are mocked, called names, beaten, humiliated, persecuted. A child with almost any set of vectors can become a victim of violence in the classroom, but most often it becomes a skin-visual boy.

This is a beautiful, sweet boy who looks like a girl. In the ancient human pack, he had no species role. Due to the softness of his character, due to the visual vector, he is not capable of killing, that is, prey, so he did not hunt and did not fight. He still has problems with social adaptation, and, following the collective memory, he is most often bullied by his classmates.

It is very difficult for new children who have been transferred from another school to join the class. And on how much the child has learned to adapt and find his place in the kindergarten team, it depends on whether he can successfully join the class or not.

The inner state of the child is also very important. The more favorable conditions are for the development of his properties at home, where he feels a sense of security and safety, the easier it is for him to adapt. Conversely, if a child is depressed, afraid, tense, insecure, stressed and insecure, the more often he becomes a target for ridicule.

Violence by teachers

Teachers can also abuse children at school if they are in bad conditions. For example, a teacher with an anal vector, when he accumulates grievances or is under stress, may show verbal sadism - screams, insults, inadequate punishments. Can use handshake.

Teachers do not have the knowledge of Yuri Burlan's System-Vector Psychology, therefore they see students through their properties. This means that they can be unfair, elevating some students to favorites, while exposing others to undeserved punishments.

For example, a teacher with an anal vector will value diligent, tidy, prone to high-quality homework assignments by the equality of the properties of students. That is, they also have an anal vector, and in working condition. It also happens vice versa. But the skin fidget will always be punished for the fact that he is not able to show the same qualities. But this is just another child who requires a different approach to himself. Without systemic knowledge, it is easy to harm a child, but the consequences of this will be very sad.

Consequences of child abuse

A child, having become a victim of violence at school, receives a psychological trauma that leaves a deep, unhealed wound in his soul.

Physical punishment is not acceptable for all children. When a child is beaten, he loses his sense of security and safety. In this case, the reaction of the child will depend on his vectors. If children with an anal vector react with resentment and stubbornness, perhaps even revenge, then children with skin vector start stealing- beating will only reinforce their behavior.

Skin children have very sensitive skin, and the psyche quickly adapts to any situation. Getting used to pain, they learn to enjoy it and become masochists.

If you hit a child with a urethral vector, he run away from home or respond with violence.

Child with anal vector from screaming and rushing will enter into stupor.

Screams are detrimental to a child with a sound vector, who has very sensitive hearing. From loud sounds and humiliating meanings put into words, he experiences stress and closes himself from the outside world. The consequence may be poor school performance, because he ceases to perceive information.

The feeling of not being loved can contribute to fears and phobias in a child with a visual vector, who is especially in need of attention and expression of love from others. After all, creating emotional bonds is vital for this sensitive child.

Children do not like to be different. They want to be like everyone else, they prefer not to stick out. For this reason, children with potentially high intelligence sometimes begin to study worse. This is also one of the negative consequences of school violence.

How to protect children from violence

Problems of socialization arise, first of all, due to improper upbringing in the family. First of all, parents must lay the foundation for the development of the child's qualities, which he will then continue to develop at school. Having such a base, the child fits well into the team, and without it, it becomes a whipping boy.

Parents need to understand the importance of building a child's relationship with peers. You should not patronize the child too much - this will not give him the opportunity to adapt in the team. At the same time, kindergarten is an obligatory stage in preparing a child for school.

To help a child develop his best qualities, it is important to understand his mental characteristics. This knowledge is given by Yuri Burlan's System-Vector Psychology, helping to prevent the occurrence of difficult situations.

How to raise a happy child

If you want your child to adapt easily and comfortably in a team, you must know his vector features. Only then can you truly understand your child, as well as other children in the class, the motives of their actions, which means you can help your child find a common language with peers.

With systemic knowledge, you will be able to see through the state of teachers and their degree of development, which means you can choose the best teacher. And then your fears for the safety of the child will simply disappear. And school years will not be a punishment for you or for him. The child will enjoy going to school.

On the portal of Yuri Burlan's System-Vector Psychology, there are hundreds of reviews from parents who, after the training, were able to better understand their child, find a common language with him, and help him better adapt to this world. Here is one of them:

“In most situations, irritation goes away, where it usually appeared. Instead, indeed (as Yuri had warned) a smile appears. …. I began to notice changes in my daughter, she seemed to have matured (mentally), relations with classmates improved, she is no longer an outcast in the class, whom everyone calls names. Naturally, she began to go to school with great pleasure and open up.) And then I realized that I was no longer the same as I was a couple of months ago! And I feel like this is just the beginning!

You can learn more about raising children and their characteristics by registering for free lectures on system-vector psychology at the link: http://www.yburlan.ru/training/registration-deti

The article was written using materials

Now it's time to talk about what pedagogical violence is, and what serious consequences it can lead to for a child.

Child abuse is any act that harms the child's physical and mental health and endangers their well-being.

With physical violence, everything is more or less clear - if a teacher beats children, this will not go unnoticed by parents, school administration and social workers. The professional suitability of such a specialist will quickly be called into question, and beatings can become a reason for initiating a criminal case.

Sexual violence is more difficult to identify because victims are often reluctant to talk about the crime. However, proper informing of children and competent sexual education help them to correctly assess what is happening and inform adults so that the perpetrator is punished.

Things with psychological abuse are sometimes even more difficult - even if the child reports it directly, his complaint may be ignored, and the teacher's actions may be justified. In the case of emotional influences, it can be difficult to determine the boundaries of what is acceptable, because many teachers of the "old school", and often some parents, do not find anything wrong with yelling at a child ("what's wrong?") or deliberately humiliating him ( "But he won't grow up to be a nurse").

“I took a folder and wrote down the dates and times of the times I was harassed. I took this folder to the principal of the school. He said: “Son, you have too much free time if you manage to write in these folders. I have more important things to do than deal with what happened two weeks ago.” I told him, "I just wanted you to have an idea of ​​what's going on every day, all the harassment and abuse." He took the folder and threw it in the trash."

North American student

Source: UN website

How is psychological abuse manifested?

Here are some ways in which emotional abuse can be shown in the classroom. After reviewing them, the teacher will be able to draw conclusions about whether he demonstrates aggressive and offensive behavior towards his own students.

Attention to timbre and loudness is inherent in human neurobiology. With the help of loud alarming cries, our distant ancestors warned each other about the danger, and with a threatening roar they signaled the beginning of a fight with a relative. Therefore, when someone screams nearby, we immediately “select”: the heartbeat accelerates, the level of adrenaline rises. The screams of a teacher can make a very depressing impression, fraught with mental trauma - especially if it is not customary to raise your voice in the child's family.

The voice as such is the most powerful instrument of influence in the pedagogical arsenal, so voice control is very important. If you doubt that your listeners are reading your intonation correctly, it may make sense to take a few classes in stage speech or consult a psychologist.

2. angry facial expression

It may seem that this is a trifle, but children are very sensitive to emotions - they not only instantly recognize them, but also quickly, directly react. The aggressive, angry face of an adult can make a child freeze in horror. This also includes body language: clasped hands, abrupt movements, the "pressing" posture of the overseer.

3. insults

The idea that a teacher shouldn't call names to children seems too obvious, but it still happens regularly. “Are you stupid”, “Are you completely stupid?”, “Garden head” - all these statements are far from harmless. And if they are accompanied by signals from the points above, this is already a full-fledged psychological setting. And very negative. You just expressed your emotions about a particular situation, and the child may sincerely believe that he is a clueless, worthless fool. By the way, if this is all true, then there is no point in trying on your subject for such a child.

4. incorrect criticism

A negative characterization can only be given to the actions of the child (if they deserve it), but not to him. Of course, evaluation is necessary for self-examination, but we evaluate what a person has done or not done, not his personality.

How, then, to scold students and evaluate their behavior (which also often leaves much to be desired), if “the teacher can’t do anything”? Use expressions that indicate specific behavior: little effort has been put into this, there is still more to be done if you want to achieve more. And even more so, you should not comment on the appearance of the child and his manner of speaking, mention his relatives or the level of prosperity of the family.

5. humiliation

The first grader also has honor and dignity. If you do not recognize them for a child from an early age, this will interfere with the formation of healthy self-esteem. A seven-year-old person wants about the same thing as you - respect for others, recognition of their successes, self-realization.

How would you feel if the head of the method association ordered you to stand on a stool for not having plans ready, or sent you to a corner for talking with a colleague?

You should never make a child afraid of shame and deliberately make him feel ashamed. Shame is a destructive emotion that makes a person feel small, unworthy and miserable, and, ultimately, dreams of ceasing to exist (“falling through the ground”). Healthy competitiveness is good, because other people's success motivates and inspires. However, you should never consciously humiliate some children in front of others, for whatever purpose this may be done, put pressure on the weak points of students and use their personal information to your advantage.

6. sarcasm

Maybe you have a great sense of humor, and sarcastic remarks are your forte. However, there is an obvious difference between subtle jokes and shameful humiliation (see previous point).

It is easy to disguise outright insults under irony and sarcasm, because at any moment you can say that you were just joking. This is one of the behavioral strategies of school bullies. The ones who try to convince you at breaks that "playing the dog" (throwing the taken thing over the head of the victim) is just entertainment that everyone involved equally enjoys.

For example, a physical education teacher shouts "I'll put buckets on your heads!" and sincerely believes that if he does not really intend to carry out his threat, it means nothing.

Aggressive threats and a calm forecast are not the same thing. “If you do not pass the exam with 91 points or more, you will not be able to enter this university,” is information for thought that does not contain a threat. After all, there are many universities. And here is the saying: “If you don’t pass the exam with 91 points, then you will become a miserable loser, get drunk and die under the fence!” says more about your emotions than about the future of a teenager.

8. biased attitude

Some teachers divide students into favorites and those on whom you can break loose. Such an approach is unethical in itself and harms both the former and the latter. By the way, even the wrong praise can be harmful. And by condoning flattery and fawning, we develop in children not the best character traits.

9. inattention

Lack of empathy is not violence in itself, but often leads to it. In response to your remarks, does the student turn to stone, silently refusing to comply with the request? It's easy to take this as disrespect and get even angrier. But perhaps you are not being ignored at all, just that the student is paralyzed with fear. In a dangerous situation, all living beings, including humans, involuntarily react in two main ways: follow the lead of the “fight or flight” reflex or freeze, unable to move.

Empathy helps to grasp the state of others and choose a line of behavior that is not associated with emotional pressure. In this case, you should dispel the horror of the student and show that you are a person who can be trusted, and not the Scarecrow from the Batman comics. Then the task will be completed.

How bad is emotional abuse in school?

Pedagogical violence leads to fears and neurotic conditions, has a bad effect on academic performance, stimulates aggressive behavior and can cause psychological trauma, depression and PTSD.

Violence doesn't "build character" at all. Following this logic, one should recognize that children with the strongest character are those who have become victims of crimes or constantly face violence in a criminalized environment. In fact, such children, and certainly cannot serve as an example for "current domestic children, on whom it is already impossible to shout at." What does not kill us does not always make us stronger - more often it simply injures the psyche.

The result of systematic insults inevitably becomes bitterness and escalation of internal aggression. Bullying, bullying, bullying and harassment are all the result of authoritarian abusive relationships in the school, and teachers who behave in similar ways with children only perpetuate these problems.

How to prevent?

The general answer is to take care of yourself and create a healthy atmosphere in the teaching and student team that allows you to raise the issue and draw attention to it. It is useful to discuss the topic of pedagogical violence in class (or at home if you are a parent).

Verbal punishment (scoldling, humiliation) does not offend children as much as physical punishment.

Children who are teased need to learn to protect themselves.

Three signs that can be hung several meters apart. One sign with the inscription "I AGREE", the other with the inscription "DO NOT AGREE" and the third with the inscription "NOT SURE".

what to do:

Read statements about violence in schools and invite the participants to stand near the sign representing their opinion. Invite the members of each resulting group to justify their opinion. Most importantly, everyone can go under a different sign if they hear something that makes them change their mind.