Abstract
Introduction. The study of adolescents’ victimization merits special attention. This paper is the first report on the image of a peer victim of bullying in victim and non-victim students. Bullying is not an isolated problem in some cultures and countries; it is widespread. Educational establishments are responsible for resolving the problem of bullying. The article (a) presents an overview of modern foreign and domestic research on the issue of bullying; (b) describes the characteristics of bullying; (c) highlights 5 types of teenagers’ adaptation toward bullying.
Methods. These were the theoretical analysis of modern psychological research, psychological testing, content analysis, and statistical analysis. The study techniques included the “Tendency to Victim Behavior” technique by O. O. Andronnikova; “A Peer Victim of Bullying" free descriptions, “My Personal Qualities” questionnaire by Yu. V. Obukhova, V. O. Gur'eva).
Results. The study revealed (a) the predominant types of victim behavior; (b) the association between victim behavior manifestation and students’ self-assessment of personal qualities; (c) features of the image of a peer victim of bullying in schoolchildren with different degrees of victim behavior manifestation.
Discussion. The study findings suggest that active forms of victim behavior (aggressive and hypersocial) tend to predominate in 10–11-year-old schoolchildren. The image of a peer victim of bullying differs in boys and girls with different degrees of victim behavior manifestation. In conclusion: sharpening awareness of bullying among teachers, parents, and students, as well as their involvement in resolving this problem, is the main strategy for preventing bullying in educational establishments.
References
Erath S., Flanagan K., Bierman K. Early adolescent school adjustment: Associations with friendship and peer victimization. Social Development, 2008, V. 17, pp. 853–870.
Isaacs J., Hodges E., Salmivalli C. Long-term consequences of victimization: A follow up from adolescence to young adulthood. European Journal of Developmental Science, 2008, V. 2, no. 4, pp. 387–397.
Salmivalli C. Bullying and the peer group: A review. Aggression and Violent Behavior, 2010, V. 15, no. 2, pp. 112–120. DOI: 10.1016/j.avb.2009.08.007
Salmivalli C., Nieminen E. Proactive and reactive aggression among school bullies, victims, and bully-victims. Aggressive Behavior, 2002, V. 28, no. 1, pp. 30–44. DOI: 10.1002/ab.90004
Terasahjo T., Salmivalli C.“She is not actually bullied”. The discourse of harassment instudent groups. Aggressive Behavior, 2003, V. 29, no. 2, pp. 134–154. DOI: 10.1002/ab.10045
Nansel T. R., Craig W., Overpeck M. D., Saluja G., Ruan W. Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatrics & Adolescent Medicine, 2004, V. 158, pp. 730–736. DOI: 10.1001/archpedi.158.8.730
Kaltiala-Heino R., Rimpelä M., Rantanen P., Rimpelä A. Bullying at school – аn indicator of adolescents at risk for mental disorders. Journal of Adolescence, 2000, V. 23, no. 6, pp. 661–674. DOI: 10.1006/jado.2000.0351
Nielsen M., Matthiesen S., Einarsen S. Sense of coherence as a protective mechanism among targets of workplace bullying. Journal of Occupational Health Psychology, 2008, V. 13, no. 2, pp. 128–136. DOI: 10.1037/107668998.13.2.128
Sitsema J., Veenstra R., Lindenberg S., &Salmivalli C. An empirical test of bullies’ status goals: Assessing direct goals, aggression, and prestige. Aggressive Behavior, 2009, V. 35, no. 1, pp. 57–67. DOI: 10.1002/ ab.20282
LaFontana K., Cillessen A. Developmental changes in the priority of perceived status in childhood and adolescence. Social Development, 2009, V. 19, no. 1, pp. 130–147. DOI: 10.1111/j. 146769507.2008.00522.x
Hawkins D. L., Pepler D. J., Craig W. M. Naturalistic observations of peer interventions in bullying. Social Development, 2001, V. 10, no. 4, pp. 512–527. DOI: 10.1111/146769507.00178
Garandeau C., Cillessen A. From indirect aggression to invisible aggression: A conceptual view on bullying and peer group manipulation. Aggression and Violent Behavior, 2006, V. 11, no. 6, pp. 641–654. DOI: 10.1016/j.avb.2005.08.005
Juvonen J., Graham S., Schuster B. Bullying among young adolescents: The strong, weak, and troubled. Pediatrics, 2003, V. 112, no. 6, pp. 1231–1237.
Andronikova O. O. Psikhologicheskiefaktoryvozniknoveniyaviktimnogopovedeniyapodrostkov [Psychological factors of victim behavior among adolescents]. Diss. Cand. Sci. (Psych.). Novosibirsk, 2005. 213 p.
Fominykh E. S. Communicative attitudes in disabled students as a condition of victimeness. VestnikChelyabinskogogosudarstvennogopedagogicheskogouniversiteta– Herald of Chelyabinsk State Pedagogical University, 2011, no. 9, pp. 200–207 (in Russian).
Obukhova Yu. V. OsobennostiYa-kontseptsiiividovintellektastudentovsotsio- inesotsionomicheskogotipovprofessii [Features of self-concept and intelligence types in students of socionomic and non-socionomic professions]. Diss. Cand. Sci. (Psych.). Rostov-on-Don, 2014. 243 p.
Ermolova T. V., Savitskaya N. V. Bullying as a group phenomenon: A study of bullying in Finland and the Nordic countries over the last 20 years (1994–2014). Modern Foreign Psychology, 2015, V. 4, no. 1, pp. 65–90. Available at: http://psyjournals.ru/jmfp/2015/n1/76177.shtml (Accessed 11 January 2017).
Poyhonen V., Juvonen J., Salmivalli C. What does it take to stand up for the victim of bullying? The interplay between personal and social factors. Merrill Palmer Quarterly, 2010, V. 56, no. 2, pp. 143–163. DOI: 10.1353/mpq.0.0046
Petrosyants V. R. Psikhologicheskayakharakteristikastarsheklassnikov, uchastnikovbullinga v obrazovatel'noisrede, iikhzhiznestoikost' [Psychological characteristics of senior pupils, participants of bullying in the educational environment, and their viability]. Diss. Cand. Sci. (Psych.). St. Petersburg, 2011. 210 p.