PSYCHOLOGICAL PECULARITIES OF TEENAGE BULLING
DOI: 10.23951/2307-6127-2018-1-79-84
The problem of bullying is of particular significance in the Russian science and practice. But psychologists began to work on the development in the early 21st century. The problem of bullying becomes more relevant in the teenage environment every day. In modern society, teenagers have forgotten how to use communicative techniques. They have ceased to defend their point of view in a socially acceptable way. Cases of cruel treatment of peers became more frequent. Bullying is one of the reasons of personal destruction, depression and suicide attempts. Vygotsky said that adolescence is considered critical age for the formation of a differentiated self-esteem, development of social roles, development of moral principles and the regulation of normative behavior. Based on it, any kind of violence will leave its mark on the future life of the student. Violations that occur after violence affect all levels of human functioning. They lead to persistent personality changes that hinder the child’s ability to realize themselves in the future. This article considers the theoretical aspect of the problem of teenage bullying, analyzes different approaches to the definition of “bullying” and presents Russian definition of “school violence”. The article describes and analyzes psychological peculiarities of adolescent bullying in an educational environment. The research was based on theoretical analysis of psychological and pedagogical literature.
Keywords: aggressor, bulling, victim, educational surrounding, teenage age
References:
1. Volkova E. N., Volkova I. V., Skitnevskaya L. V. Kul’turno-istoricheskaya teoriya L. S. Vygotskogo kak metodologicheskoye osnovaniye dlya issledovaniy podrostkovogo bullinga [Vygotsky’s cultural-historical theory as a methodological basis for bullying studies]. Teoreticheskaya i eksperimental’naya psikhologiya – Theoretical and Experimental Psychology, 2017, vol. 10, no. 2, pp. 6–18 (in Russian).
2. Vygotskiy L. S. Sobraniye sochineniy: v 6 tomakh [Compositions in 6 vol.]. Moscow, Kniga po trebovaniyu Publ., 2012. Vol. 4. 431 p. (in Russian).
3. Petrosyants V. R. Psikhologicheskaya kharakteristika starsheklassnikov, uchastnikov bullinga v obrazovatel’noy srede i ikh zhiznestoykost’. Dis. kand. psikhol. nauk [Psychological characteristics of high school students, bullying participants in the educational environment and their viability]. Saint Petersburg, 2011. 210 p. (in Russian).
4. Lein D. A. Shkol’naya travlya (bulling) [School bullying]. Detskaya i podrostkovaya psikhoterapiya [Child and adolescent psychotherapy]. Ed. by D. Lane and E. Miller. Saint Petersburg, 2001. Pp. 240–274 (in Russian).
5. Illarionova E. S. Problema bullinga v podrostkovom vozraste [The problem of bullying in adolescence]. Materialy V Mezhdunarodnoy studencheskoy elektronnoy nauchnoy konferentsii “Studencheskiy nauchnyy forum” [Materials of the V International Student Electronic Scientifi c Conference “Student Scientifi c Forum”] (in Russian). URL: http//www.scienceforum.ru/2013/178/2003 (accessed 20 October 2017).
6. Volkova I. V. Kharakteristiki podrostkovogo bullinga i yego opredeleniye [Characteristics of teenage bulling and its defi nition]. Vestnik Mininskogo Universiteta – Vestnik of Minin University, 2016, no. 2 (15), pp. 26 (in Russian).
7. Volkova E. N., Grishina A. V. Otsenka rasprostranennosti nasiliya v obrazovatel’noy srede shkoly [Estimation of the violence expansion in the educational environment of a school]. Psikhologicheskaya nauka i obrazovaniye – Psychological Science and Education, 2013, no. 6, pp. 19–29 (in Russian).
8. Olweus D. Bullying at School: What We Know and What We Can Do (Understanding Children’s Worlds). Oxford, Blackwell Publishing. 1993. Pp. 152.
9. Ozhieva E. N. Bulling kak raznovidnost’ nasiliya [Bullying as a kind of violence]. Kiev, Ruta Publ., 2001. 320 p. (in Russian).
10. Zmanovskaya E. V. Deviantologiya. Psikhologiya otklonyayuschegosya povedeniya: ucheb. posobiye dlya stud. vyssh. ucheb. zavedeniy. 2-e izd., ispr. [Deviantology. Psychology of deviant behavior: textbook for students of higher educational institutions. 2nd ed., revised]. Moscow, Akademiya Publ., 2004. 288 p. (in Russian).
11. Konovalov A. Yu. Shkol‘naya sluzhba primireniya i vosstanovitel‘naya kul‘tura vzaimootnosheniy: prakticheskoye rukovodstvo [School reconciliation service and restorative relationship culture: practical guide]. Ed. by L. M. Karnozova. Moscow, Tsentr „Sudebno-pravovaya reforma“ Publ., 2012. 256 p. (in Russian).
12. Sutton J., Smith P. K., Swettenham J. Social cognition and bullying: Social inadequacy or skilled manipulation? British Journal of Developmental Psychology, 1999, no. 17, pp. 435–450.
13. Byrne B. J. Bullies and victims in school settings with reference to some Dublin schools. Irish Journal of Psychology, 1994, no. 15, pp. 574–586.
14. Garofalo R., Wolf R. C., Kessel S., Palfrey S. J., DuRant R. H. The association between health risk behaviors and sexual orientation among a school-based sample of adolescents. Pediatrics, 1998, no. 101, pp. 895–902.
15. Haynie D. L., Nansel T., Eitel P., Crump A. D., Saylor K., Yu K., Simons-Morton B. Bullies, victims and bully/victims: Distinct groups of at-risk youth. Journal of Early Adolescence, 2001, no. 21, pp. 29–49.
16. Kodzhaspirov A. Yu., Kodzhaspirova G. M. Psikhologo-pedagogicheskaya bezopasnost’ obrazovatel’noy sredy detskikh uchrezhdeniy. Kurs lektsiy. Uchebnoye posobiye [Psychological and pedagogical safety of the educational environment of children’s institutions. Lecture course. Tutorial]. Moscow, Prospekt Publ., 2017. 460 p. (in Russian).
17. Bochaver A. A., Khlomov K. D. Bulling kak ob’ekt issledovaniy i kul’turnyy fenomen [Bulling as a research object of and a cultural phenomenon]. Psikhologiya: zhurnal Visshey shkoly ekonomiki – Psychology: Journal of the Higher School of Economics, 2013, no. 3, vol. 10, pp. 149–159 (in Russian).
( 411.56 kB ) 
( 405.12 kB )
Issue: 1, 2018
Series of issue: Issue 1
Rubric: ISSUES OF PSYCHOLOGY
Pages: 79 — 84
Downloads: 2254