Influence of the Bullying Victim Position on Aggressive Behavior

In a study involving 150 adolescents aged 15 to 18 years the emphasis was placed on the connection of the bullying victim position and level of aggressiveness. The following methods were used: a questionnaire, a method of sociometry, Rosenberg self-esteem scale, Bass-Perry aggressive behavior diagnosis questionnaire. We tested the assumption that the people occupying the bullying victim position, have a high level of aggression. Analysis of the results showed that the greatest number of subjects play the role of the aggressor / victim, and most often, adolescents face verbal type of bullying. The study analyzed the gender aspect of bullying. It was concluded that the group of bullying aggressors / victims is the most difficult and dangerous for the development of the personality of a teenager. Also, we made conclusions about poor awareness about bullying in teachers and tolerance to bullying in the educational environment. Due to the above study, we identified and describe the mechanisms of formation and manifestation of aggressive behaviors in bullying.

1. Vishnevskaia V.I., Butovskaia M.L. Fenomen shkol'noi travli: agressory I zhertvy v rossiiskoi shkole [The Phenomenon of school bullying: aggressors and victims in the Russian school]. Etnograficheskoe obozrenie  [Ethnographic review], 2010, no. 2, pp. 55-68.
2. Enikolopov S.N., Tsibul'skii N.P. Psikhometricheskii analiz russkoiazychnoi versii Oprosnika diagnostiki agressii A. Bassai M. Perri [Psychometric analysis of the Russian version of the BPAQ (Buss-Perry Aggression Questionnaire)]. Psikhologicheskii zhurnal [Psychological journal], 2007, no. 1, pp. 115-124.
3. Petrosiants V.R. Psikhologicheskaia kharakteristika starsheklassnikov, uchastnikov bullinga v obrazovatel'noi srede, i ikh zhiznestoikost': avtoreferat diss. kand.psikhol.nauk [Psychological characteristics of high school students, participants of bullying in the educational environment, and their viability. Ph.D. Thesis.]. St. Petersburg, 2011. 30 p.
4. Regush L.A. Samootnoshenie podrostkov i perezhivanie problem shkol'noi zhizni [Self-experience of adolescents and experience of the problems of school life]. Izvestiia rossiiskogo gosudarstvennogo universiteta im. A.I. Gertsena [Izvestia of the Russian state University A.I. Herzen], 2009, no. 100, pp. 57-65.
5. Fainshtein E.I. Mobbing, bulling I sposoby bor'by s nimi [Mobbing, bullying and how to deal with them]. Direktor shkoly [Director of the school], 2010, no.7, pp. 72-76.
6. Bullies, victims, and bully/victims: Distinct groups of at-risk youth / Haynie D.L., Nansel T., Eitel P., Crump A.D., Saylor K., Yu K., et al.  Journal of Early Adolescence, 2001, no. 21, pp. 29-49.
7. Olweus D.Bullying at School: What We Know and What We Can Do (Understanding Children's Worlds). Oxford UK: Blackwell Publishers, USA, 1993. 140 p.
8. Olweus D. Bully/victim problems among schoolchildren: Basic facts and effects of a school-based intervention program. The development and treatment of childhood Aggression . D. J. Pepler, K. H. Rubin (Eds.). Hillsdale, N.J.: Erlbaum, 1991, pp. 411-448.
9. Totten M. Assessment Toolkit for Bullying, Harassment and Peer Relations at School . Ottawa: Canadian Public Health Association, 2004. 166 p.