Republic of Lithuania Law on Education (2011) indicates that one of the school's goals -to ensure a safe environment for its pupils. However, the number of bullying at schools remains quite high. Regarding the number of pupils, experiencing bullying, Lithuania is in first place (HBSC 2014) among other countries. The purpose of the article -to reveal teachers' competence as a factor, ensuring the prevention of bullying among peers at school. The results of qualitative research, which reflects the teachers' attitude to their competence to deal with cases of bullying among peers at school, are presented in the article. The results of qualitative research reveal the attitudes of social pedagogues and class masters towards teachers' ability to carry out the prevention of bullying at school. The results of the survey show that the majority of teachers have the knowledge about bullying, its expression, however, some teachers state that they lack the ability to deal with cases of bullying among peers at school. Teachers experience difficulties mostly when they try to interfere in bullying situations among peers. The results of the research allow to make an assumption that seeking for the quality in preventing the bullying among peers, it is necessary to improve teachers' competences.

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The aim of the paper is to analyse the restrictions on the collaboration of social pedagogue and form tutor when coping with bullying cases in school. To succesfully deal with the bullying issues in school, it is necessary to make use of different forms of collaboration and to remove restrictions on the collaboration of social pedagogue and form tutor. By the analysis of the expertidentified drawbacks and hindrances of collaboration, the following restrictions were identified: the failure to perceive the goals of collaboration, a shortage of time, a lack of the system of collaboration and /or its regulation, a lack of the specialists' motivation, and a lack of competence Only the development of a sustainable system of social pedagogue and form tutor's collaboration will ensure effective work with schoolchildren, their parents, and pedagogues when coping with the bullying cases in school.

Today, scholars raise the need for the development/self-development of social emotional competences in schools and emphasize the importance of its development for successful socialization of children. Scientific articles emphasize the importance of improving teachers' social emotional competences for social emotional education of children. The need to improve social emotional competences is underlined in Lithuanian and European Union documents that point to the importance of high-quality social emotional education and the need to improve teachers' competences. Recently, researches have been focusing mainly on the peculiarities of children's social emotional education, yet the problem of improving social emotional competences of pedagogues is left aside. The article reveals the attitude of students of the Childhood pedagogy study programme towards the existing social emotional competences and substantiates the need for its improvement in the education of future pedagogues. Findings of qualitative research (individual interview with the students) are presented. The results of the study have revealed that students do not always succeed in recognizing and managing the feelings that emerge, especially they lack knowledge and skills to control stressful situations. The analysis of students' perspective highlighted the need for the improvement of social emotional competences in the education of future pedagogues.

Bibliotherapy is used in children's day centers in order to provide assistance to children and adolescents from social risk families. There is evidence found in scientific literature that the application of bibliotherapy at day centers is useful for strengthening self-sufficiency, and if applied purposefully, it enables to cope with psychological problems, promotes spiritual growth and qualitative development, raises self-esteem, selfknowledge, understanding, and frees from perceptions that prevents from recognizing personal unpleasant feelings. The professional application of bibliotherapy at day centers, by working with children and adolescents, creates assumptions to strengthen the motivation regarding self-cognition, self-development and learning. The aim of this research is to answer to the question of how bibliotherapy can be applied in social pedagogical activities at children's day centers (CDC). After a qualitative research had been accomplished (of social educators, parents whose children attend CDC), it was found that the application of bibliotherapy is justified in solving various social-pedagogical problems of children and youth (especially those associated with dealing with motivation problems of adolescent learning).