School Bulling as a Reflection of Group Subject Development

Alla A. Gudzovskaya,  Institute for Research on Social Phenomena
Anastasiia M. Manukhina, Center of Social Services of the City of Samara
Anna A. Proskurina, Institute for Research on Social Phenomena

Recommended Citation:
Gudzovskaya, A. A., Manukhina A. M., Proskurina A. A. (2017). School bulling as a reflection of group subject development. Social Phenomena. 2017 1(7), pp. 41-49.

Abstract

The article examines the directions of group subject development along the lines of awareness and the acceptance of subjective positions. Five levels of group subject development are described. School bullying is viewed as a result of deficient development of subject positions in a group. The empirical study demonstrates the risk of bullying in every class in modern Russian schools. However different classes of the same student ages and in the same school may differ in the risk levels of bullying. Considering bullying in terms of group subject development makes it possible to plan effective preventive work at school, as well as to transform the already existing bullying practice into constructive relations.

Keywords: group subject, bullying, school, victim, we-group, subject-subject positions of interaction.

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