Буллинг как групповой феномен: результаты исследования буллинга в Финляндии и скандинавских странах за последние 20 лет (1994-2014)

В последнее время в психолого-педагогической литературе все чаще встречаются утверждения, что феномен буллинга (травли, систематического издевательства) должен рассматриваться как «групповой процесс» и коррекционные методы, направленные на профилактику буллинга, должны быть ориентированы на работу с группой, а не на отдельных хулиганов и их жертв. В то же время ученые пока не вполне отчетливо представляют, какие именно изменения должны быть внесены в такого рода групповые отношения и как это можно сделать. В статье представлен обзор данных, полученных финскими, датскими, норвежскими и шведскими учеными, о формах участия группы в запугивании, в том числе о мотивах физических лиц, участвующих в издевательствах, и способах адаптации жертвы буллинга к различным формам группового поведения со сверстниками. Приведен краткий обзор коррекционных мер при работе с группой, участвующей в буллинге, и возможные направления исследований агрессивного поведения детей и подростков по отношению к сверстнику

1. “I'm O.K. but you're not” and other peer-relational schemas. Explaining individual differences in children's social goals / C. Salmivalli, [et al] // Developmental Psychology. 2005. Vol. 41, no. 2. P. 363–375. https://doi.org/10.1037/0012-1649.41.2.363.
2. Alsaker F., Nägele C. Bullying in kindergarten and prevention // Understanding and addressing bullying: An international Perspective PrevNet publication series / D. Pepler, W. Craig. 2008. Vol. 1. P. 230­248.
3. An empirical test of bullies' status goals: Assessing direct goals, aggression, and prestige / J. Sitsema, [et al.] // AggressiveBehavior. 2009. Vol. 35, issue 1. P. 57–67. doi: 10.1002/ab.20282.
4. Andreou E., Metallidou P. The relationship of academic and social cognition to behaviour in bullying situations among Greek primary school children // Educational Psychology. 2004. No. 24. P. 27–41.
5. Behavior in School-Aged Children Bullying Analyses Working Group. Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment / T.R. Nansel, [et al.] // Archives of Pediatrics & Adolescent Medicine. 2004. 158. P. 730–736.
6. Björkqvist K., Ekman K., Lagerspetz K. Bullies and victims: their ego picture, ideal ego picture, and normative ego picture // Scandinavian Journal of Psychology. 1982. Vol. 23. P. 307–313. doi: 10.1111/j.1467-9450.1982.tb00445.x.
7. Boulton M., Bucci E., Hawker D. Swedish and English secondary school pupils' attitudes towards, and conceptions of, bullying: Concurrent links with bully/victim involvement // Scandinavian Journal of Psychology. 1999. Vol. 40, no. 4. P. 277–284. doi: 10.1111/1467-9450.404127.
8. Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents / R. Veenstra, [et al.] // Developmental Psychology. 2005. Vol. 41, no. 1. P. 672–682. https://doi.org/10.1037/0012-1649.41.4.672.
9. Bullying as a group process: Participant roles and their relations to social status within the group / C. Salmivalli, [et al.] // Aggressive Behavior. 1996. Vol. 22. P. 1–15.
10. Bullying at school—An indicator of adolescents at risk for mental disorders / Kaltiala-Heino, R., [et al.] // Journal of Adolescence. 2000. Vol. 23, issue 6. P. 661–674. doi:10.1006/jado.2000.0351
11. Camodeca M., Goossens F. A. Children's opinions on effective strategies to cope with bullying: The importance of bullying role and perspective // Educational Research. 2005. Vol. 47. P. 93–105.
12. Card N., Hodges E.V.E. Shared targets of aggression by early adolescent friends // Developmental Psychology. 2006. Vol. 42, no. 6. P. 1327–1338. doi: 10.1037/0012-1649.42.6.1327.
13. Craig W., Harel Y. Bullying, physical fighting, and victimization // Young people's health in context: International report from the HBSC 2001/02 survey.WHO Policy Series: Health policy for children and adolescents / C. Currie. Copenhagen: WHO Regional Office for Europe. 2004. Issue 4
14. Dijkstra J. K., Lindenberg S., Veenstra R. Beyond the class norm: Bullyingbehavior of popular adolescents and its relation to peer acceptance and rejection // Journal of Abnormal Child Psychology. 2008. Vol. 36, no. 8. P. 1289–1299.
15. Do bystanders influence the frequency of bullying in a classroom? / Kärnä, A., [et al.] The XIth EARA conference, Turin, Italy, 2008.
16. Dodge K. The structure and function of reactive and proactive aggression // The development and treatment of childhood aggression / D. Pepler, K. Rubin. Hillsdale, NJ: Lawrence Erlbaum. 1991. P. 201–218.
17. Erath S., Flanagan K., Bierman K. Early adolescent school adjustment: Associations with friendship and peer victimization // Social Development. 2008. Vol. 17. P. 853–870.
18. Espelage D., Holt M., Henkel R. Examination of peer-group contextual effects on aggression during early adolescence // Child Development. 2003. Vol. 74, no. 1. P. 205–220. doi: 10.1111/1467-8624.00531.
19. Garandeau C., Cillessen A. From indirect aggression to invisible aggression: A conceptual view on bullying and peer group manipulation. // Aggression and Violent Behavior. 2006. Vol.11, no. 6. P. 641–654. doi: 10.1016/j.avb.2005.08.005.
20. Goossens F.A., Olthof T., Dekker P.H. New participant role scales: Comparison between various criteria for assigning roles and indications for their validity // Aggressive Behavior. 2006. No. 32. P. 343–357.
21. Graham S., Juvonen J. An attributional approach to peer victimization // Peer harassment in school: The plight of the vulnerable and victimized / J. Juvonen, S. Graham. New York: Guilford Press, 2001. P. 49–72.
22. Granic, I., Dishion, T. Deviant talk in adolescent friendships: A step toward measuring a pathogenic attractor process // Social Development. 2003. Vol. 12, no. 3. P. 314–334. doi: 10.1111/1467-9507.00236.
23. Hawker D., Boulton M. Subtypes of peer harassment and their correlates // J. Juvonen, S. Graham, ed., Peer harassment in school: The plight of the vulnerable and the victimized. New York: Guilford Press. 2001. P. 378–397.
24. Hawkins D.L., Pepler D.J., Craig W.M. Naturalistic observations of peer interventions in bullying // Social Development. 2001. Vol. 10, issue 4. P. 512–527. doi: 10.1111/1467-9507.00178.
25. Hawley P. Social dominance and prosocial and coercive strategies of resource control in preschoolers // International Journal of Behavioral Development. 2002. Vol. 26. P. 167–176. doi: 10.1080/01650250042000726.
26. Hawley P., Little T., Card N. The allure of a mean friend: Relationship quality and processes of aggressive adolescents with prosocial skills // International Journal of Behavioral Development. 2007. Vol. 31, no. 2. P. 170–180.
27. Hodges E.V.E., Perry D.G. Personal and interpersonal antecedents and consequences of victimization by peers // Journal of Personality and Social Psychology. 1999. Vol. 76, no. 4. P. 677–685. https://doi.org/10.1037/0022-3514.76.4.677.
28. 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. Vol. 2. no. 4. P. 387–397.
29. Juvonen J., Galvan A. Peer influence in involuntary social groups: Lessons from research on bullying // Peer influence processes among youth / M. Prinstein, K. Dodge, ed. New York: Guilford Press, 2008. P. 225–244.
30. Juvonen J., Graham S., Schuster B. Bullying among young adolescents: The strong, weak, and troubled // Pediatrics. 2003. Vol. 112, no. 6. P. 1231–1237.
31. Juvonen J., Ho A. Social motives underlying disruptive behavior across middle grades // Journal of Youth and Adolescence. 2008 Vol. 37, issue 6. P. 747–756. doi: 10.1007/s10964-008-9272-0.
32. Juvonen J., Ho A.Y. Social motives underlying antisocial behavior across middle school grades // Journal of Youth and Adolescence. 2009. Vol. 37, issue 6. P. 747-756. doi: 10.1007/s10964-008-9272-0. doi: 10.1007/s10964-008-9272-0.
33. Keltner D., Gruenfeld D.H., Anderson C. Power, approach, and inhibition // Psychological Review. 2003. Vol. 110, no. 2. P. 265–284. https://doi.org/10.1037/0033-295X.110.2.265.
34. LaFontana K., Cillessen A. Developmental сhanges in the priority of perceived status in childhood and adolescence // Social Development. 2009. Vol. 19, issue 1. P. 130-147. doi:10.1111/j. 1467-9507.2008.00522.x.
35. Nielsen M., Matthiesen S., Einarsen S. Sense of coherence as a protective mechanism among targets of workplace bullying // Journal of Occupational Health Psychology. 2008. Vol. 13, no. 2. P. 128–136. https://doi.org/10.1037/1076-8998.13.2.128.
36. Nishina A., Juvonen J. Daily reports of witnessing and experiencing peer harassment in middle school. Child Development. 2005. Vol. 76, issue 2. P. 435–450. doi: 10.1111/j.1467-8624.2005.00855.x.
37. Norah R Collins (2014). Bullying - Stop the Cycle - Childhood and Adult Bullying: A comprehensive guide of proven strategies and techniques,March 7, 2014.
38. O'Connell P., Pepler D., Craig W. Peer involvement in bullying: Insights and challenges for intervention // Journal of Adolescence. 1999. Vol. 22, issue 4. P. 437–452. doi:10.1006/jado.1999.0238.
39. Olthof T., Goossens F. Bullying and the need to belong: Early adolescents' bullying-related behavior and the acceptance they desire and receive from particular classmates // Social Development. 2008. Vol. 17, issue 1. P. 24–46. doi:10.1007/s10964-008-9272-0.
40. Olweus D. Bullying at school: Long-term outcomes for the victims and an effective school-based intervention program // Aggressive behavior: Current perspectives / L.R. Huesmann, Ed. New York: Plenum Press, 1994. P. 97–130.
41. Olweus D. Peer harassment: A critical analysis and some important issues // Peer harassment in school: The plight of the vulnerable and victimized / J. Juvonen, S. Graham, ed. New York: Guilford Press, 2001. СТР
42. Ostvik K., Rudmin F. Bullying and hazing among Norwegian army soldiers:Two studies of prevalence, context, and cognition // Military Psychology. 2001. Vol. 13, no. 1. P 17–39. https://doi.org/10.1207/S15327876MP1301_02.
43. Peer group affiliation of children: The role of perceived popularity, likeability, and behavioral similarity in bullying / M. Witvliet, [et al.] // Social Development. 2009. Vol. 19, issue 2. P. 285-303. doi:10.1111/j.1467-9507.2009.00544.x.
44. Pellegrini A.D., Long J.D. A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school // British Journal of Developmental Psychology. 2002. Vol. 20. P. 259–280.
45. Person-group dissimilarity in involvement in bullying and its' relation with social status / M. Sentse, [et al.] // Journal of Abnormal Child Psychology. 2007. Vol. 35, issue 6. P. 1009–1019. doi: 10.1007/s10802-007-9150-3.
46. Physical, verbal, and relational forms of bullying among German students: Age trends, gender differences, and correlates / H. Scheithauert, [et al.] // Aggressive Behavior. 2006. Vol. 32, issue 3. P. 261–275. doi: 10.1002/ab.20128.
47. Pöyhönen 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. Vol 56, issue 2. P. 143-163. doi: 10.1353/mpq.0.0046.
48. Pöyhönen V., Kärnä A., Salmivalli C. Classroom-level moderators of the empathy-defending link // The 20th Biennial ISSBD Meeting. Würzburg, Germany, 2008. . СТР
49. Rivers I., Smith P.K.. Types of bullying behaviour and their correlates // Aggressive Behavior. 1994. Vol. 20. P. 359–368.
50. Roland E., Idsoe T. Aggression and bullying // Aggressive Behavior. 2001. Vol. 27, issue 6. P .446–462. doi: 10.1002/ab.1029.
51. Salmivalli C. Aggression and Violent Behavior 15. 2010. P. 112–120.
52. Salmivalli C., Huttunen A., Lagerspetz K. Peer networks and bullying in schools // Scandinavian Journal of Psychology. 1997. Vol. 38, issue 4. P. 305–312. doi: 10.1111/1467-9450.00040.
53. Salmivalli C., Isaacs J. Prospective relations among victimization, rejection, friendlessness, and children's self- and peer-perceptions // Child Development. 2005. Vol. 76, issue 6. P. 1161–1171. doi: 10.1111/j.1467-8624.2005.00841.x-i1.
54. Salmivalli C., Kärnä A., Poskiparta E. Development, evaluation, and diffusion of a national anti-bullying program (KiVa) // Handbook of youth prevention science / B. Doll, W. Pfohl, J. Yoon, ed. New York: Routledge, 2009.
55. Salmivalli C., Lappalainen M., Lagerspetz K. Stability and change of behavior in connection with bullying in schools: A two-year follow-up // Aggressive Behavior. 1998. Vol. 24, issue 3. P. 205–218. doi: 10.1002/(SICI)1098-2337(1998)24:3<205::AID-AB5>3.0.CO;2-J.
56. Salmivalli C., Nieminen E. Proactive and reactive aggression among school bullies, victims, and bully-victims // Aggressive Behavior. 2002. Vol. 28, issue 1. P. 30–44. doi: 10.1002/ab.90004.
57. Salmivalli C., Peets K. Bullies, victims, and bully–victim relationships // Handbook of peer interactions, relationships, and groups / K. Rubin, W. Bukowski, B. Laursen, Ed., New York: Guilford Press, 2008. P. 322–340.
58. Salmivalli C., Voeten M. Connections between attitudes, group norms, and behaviors associated with bullying in schools // International Journal of Behavioral Development. 2004. Vol. 28. issue 3. P. 246–258. doi: 10.1080/01650250344000488.
59. Schuster, B. Rejection and victimization by peers: Social perception and social behavior mechanisms // Peer harassment in school: The plight of the vulnerable and victimized / J. Juvonen, S. Graham, ed. New York: Guilford Press, 2001. P. 290–309.
60. Social status and aggressive and disruptive behaviors in girls: Individual, group, and classroom differences. / Estell D., [et al.] // Journal of School Psychology. 2008. Vol. 46, issue 2. P. 193–212. doi: 10.1016/j.jsp.2007.03.004.
61. Social-cognitive and behavioral correlates of aggression and victimization in boys' play groups / D. Schwartz, [et al.] // Journal of Abnormal Child Psychology. 1998. Vol. 26, issue 6. P. 431–440. doi: 10.1023/A:1022695601088.
62. South C., Wood J. Bullying in prisons: The importance of perceived social status, prisonization, and moral disengagement // Aggressive Behavior. 2006. Vol. 32, issue 5. P. 490–501. doi: 10.1002/ab.20149.
63. Teräsahjo T., Salmivalli C. “She is not actually bullied”. The discourse of harassment in student groups // Aggressive Behavior. 2003. Vol. 29, issue 2. P. 134–154. doi: 10.1002/ab.10045.
64. The impact of bystanding to workplace bullying on symptoms of depression among women and men in industry in Sweden / Jensen I.B., [et al.]. // International Archives of Occupational and Environmental Health (Springer Berlin Heidelberg). 2013. Vol. 86, no. 6. P. 709–716. doi: 10.1007/s00420-012-0813-1.
65. The power of friendship: Protection against an escalating cycle of peer victimization / Hodges E.V.E., [et al.] // Developmental Psychology. 1999. Vol. 35, no. 1. P. 94–101. https://doi.org/10.1037/0012-1649.35.1.94.
66. The role of bystanders in students' perception of bullying and sense of safety. / Gini G., [et al.] // Journal of School Psychology. 2008. Vol. 46, no. 6. P. 617–638. DOI: 10.1016/j.jsp.2008.02.001.
67. They're cool: Social status and peer group supports for aggressive boys and girls / P. Rodkin, [et al.] // Social Development. 2006. Vol. 15. P. 175–204. doi: 10.1046/j.1467-9507.2006.00336.x.
68. Turner, J.C. Social influence. Belmont, CA: Thomson Brooks/Cole Publishing Co. 1991. 206 p.
69. Vulnerable Children in Varying Classroom Contexts: Bystanders’ Behaviors Moderate the Effects of Risk Factors on Victimization / Kärnä, A., [et al.] // Merrill-Palmer Quarterly. 2010. Vol 56, no. 3. P. 261-282. doi: 10.1353/mpq.0.0052.
70. Warden D., MacKinnon S. Prosocial children, bullies and victims: An investigation of their sociometric status, empathy and social problem-solving strategies // British Journal of Developmental Psychology. 2003. Vol. 21, issue 3. P. 367–385. do: 10.1348/026151003322277757.