Methodology for assessing psychological and pedagogical deficits of teachers in the prevention of bullying among children and adolescents

The article is devoted to the problem of teachers' professional readiness to prevent and stop bullying among teenagers. Teachers' professional readiness is viewed through the lens of psychological and pedagogical deficits related to the understanding of the essential characteristics of bullying, the nature of this phenomenon, and preventive measures. The multiplicity of psychological and pedagogical deficits indicates the lack of teachers' professional readiness for effective work with bullying and reveals, firstly, the subjectivity of their attitude towards solving situations of adolescent aggression, which is caused by the transfer of their own personal experience of bullying, and secondly, the desire to satisfy the personal meanings and motives of their social status in preventive work. To solve this problem, a method was developed to assess the psychological and pedagogical deficits of teachers in preventing bullying among children and adolescents. The author describes the stages and types of activities, as well as the main methodological tools: an organizational and activity game and a questionnaire to assess teachers' perceptions of bullying. The article also presents the results of the methodology's testing. The author describes the results of the game's impact on teachers' consciousness and the comparative analysis of the results of the initial and final testing. The article provides evidence of the effectiveness of a methodology for assessing teachers' psychological and pedagogical deficiencies in preventing adolescent bullying and their compensation