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The school environment is a complex microcosm where the younger generation learns to adapt to live in society. The problem of school bullying is in the highlight. The purpose of the research is to study the correlations between “bullying structures” of the teenagers, living in their own families and in social rehabilitation centers for minors, and their choice of coping strategies. The hypothesis of the research assumes that teenagers will prefer different coping strategies depending on their place in the bullying structure and the place of living. The sample consisted of 62 teenagers aged 12-13 years old. On the grounds of the theoretical research, we distinguished psychological and social prerequisites of the phenomenon of school bullying. We and state that aggression and anxiety displaying by teenagers in a group cooperation are predictors of a bullying situation. The psychological testing allowed us to reveal bullying structures, components of aggressive behavior and school anxiety, and preferable coping strategies of adolescents. Using the Spearman’s rank correlation analysis enabled us to prove the hypothesis and to describe the preferable coping strategies of such bulling structures as “Bully”, “Bully’s assistant”, “Defender”, “Victim” and “Bystander” depending on the place of living of teenagers. The research has got a novelty and practical importance and the results are useful for work with teenagers in comprehensive schools and in social rehabilitation centers for minors.

Features of choosing coping strategies by teenagers in the context of the risks of modern education