The Bullying Concept in Scientific and Psychological Sources

From the moral point of view, a person's actions should correspond to a certain social norm. The boundaries of this norm are set by age-old patterns and perceptions. The laws and rules of ethics in force in a given socio-historical situation also have a significant impact. It is believed that “old” and “new” rules should form a solid foundation of morality. Children should be taught these rules, and then they will live without breaking the law. Everyone wants a harmonious life, and often ordinary people, “philistines”, do not think about the true, underlying causes of violent behavior. And when they encounter aggression in children and adolescents, unfortunately, they see only superficial, external manifestations in it. Thus, the behavior of children who show irritation, intemperance, rudeness, opposition, disrespect for elders is seen as a result of poor upbringing, bad influence of peers, books and films with aggressive content, etc. And these children, as a result, become the target of severe measures by adults, society in general. The article considers the old familiar problem of “aggression” in a “new” way as the bullying concept, taking into account the research of recent years. Currently, the bullying term is a universally recognized international socio-psychological term. Despite the fact that experts ignore the problem of the impact of the bullying experience on the further life and attitudes of victims, some data show the extremely adverse impact of harassing on the subsequent behavior of a person. The authors consider different points of view of the concept of “bullying”, reveal the content of the concept of “aggression”, the purposes of aggression, its types: instrumental and emotional aggression, aggression in adolescence, etc. The purpose of this research is to identify and set the main problems associated with the problem of bullying among teenagers. The object of the research is literature considering the problem of bullying, its types. The following methods were used: theoretical (analysis of psychological, pedagogical and scientific and methodological literature on the studied problem, content analysis of modern literature; study of sources determining the characteristics of adolescent development.