School climate in peer bullying: observers' and active participants' perceptions

Sonja Pečjak, Tina Pirc
2017 Psihološka Obzorja  
Peer bullying is a phenomenon present in all schools. The school as an institution has a major role in limiting peer bullying. The primary goal of the study was to determine how different groups of students perceived school climate in relation to peer bullying regarding their role in peer bullying (active participants: bullies, victims, bully-victims and non-active participants: observers). 414 students (from 18 primary and secondary schools) responded to The School Climate Bullying Survey
more » ... ullying Survey (SCBS; Cornell, 2012), which measures the incidence of various forms of peer bullying and three dimensions of school climate (prevalence of teasing and bullying, aggressive attitudes, and willingness to seek help). The results showed that the active participants in peer bullying report a frequent presence of verbal and social bullying (54% and 40%, respectively) and a significantly lower frequency of physical and cyber bullying (14%). The largest differences between the groups of students were found in their perceptions of the prevalence of aggressive attitudes and willingness to seek help in a school context. In the perceptions of both of these dimensions we found a high degree of similarity between the groups of bullies and victim-bullies, and between the groups of victims and observers. The first two groups, when compared to the victims and observers, perceived to a greater extent that school allows aggression as a way of affirmation among peers and in school in general, and that neither teachers nor peers do not stop the bullying, which discourages the victims from seeking help from them. The results confirmed the existence of the association between students' perceived school climate by bullying and their behavior (roles) in peer bullying. Šolska klima pri medvrstniškem nasilju: zaznave opazovalcev in aktivnih udeležencev Sonja Pečjak * in Tina Pirc Oddelek za psihologijo, Filozofska fakulteta, Univerza v Ljubljani Povzetek: Medvrstniško nasilje (MVN) je pojav, prisoten v vseh šolah. Pri omejevanju MVN ima šola kot institucija pomembno vlogo. Glavni cilj naše študije je bil ugotoviti, kako posamezne skupine učencev glede na vlogo v MVN (aktivni udeleženci: nasilneži, žrtve, žrtve-nasilneži in neaktivni udeleženci: opazovalci) zaznavajo šolsko klimo v povezavi z medvrstniškim nasiljem. V raziskavi je sodelovalo 414 učencev iz 18 osnovnih in srednjih šol. Uporabili smo Vprašalnik šolske klime pri medvstniškem nasilju (SCBS, Cornell, 2012), ki meri pojavnost različnih oblik MVN ter tri dimenzije šolske klime (dopuščanje nasilja, dopuščanje agresivnih stališč in spodbujanje iskanja pomoči). Rezultati so pokazali, da aktivni udeleženci MVN poročajo o pogostejši prisotnosti verbalnega in odnosnega nasilja (v 54 in 40 %) ter o pomembno manjši pogostosti pojavljanja fizičnega in spletnega nasilja (14 %). V zaznavah dimenzij šolske klime smo med skupinami učencev našli največje razlike pri dopuščanju agresivnih stališč učencev in iskanju pomoči. Ugotovili smo, da v zaznavah obeh dimenzij obstaja precejšnja podobnost med skupinama nasilnežev in nasilneževžrtev ter med skupinama žrtev in opazovalcev. Prvi dve skupini v pomembno večji meri zaznavata, da šolsko okolje dopušča agresivnost kot način afirmacije med vrstniki in v šoli nasploh ter da niti učitelji niti vrstniki ne zaustavljajo nasilja in da zato pri njih ni smiselno iskati pomoči. Rezultati potrjujejo obstoj povezanosti učenčevih zaznav šolske klime pri MVN in njihovega vedenja (vlog) pri tem nasilju. Ključne besede: medvrstniško nasilje, zaznana šolska klima, nasilneži, žrtve, opazovalci 75
doi:10.20419/2017.26.470 fatcat:cngw5hyblzgbbbddkprnbp6eve