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Originalia

Bullying als Gruppenphänomen:

Published Online:January 01, 2004https://doi.org/10.1026/0049-8637.36.1.19

Abstract

Zusammenfassung. Die Charakterisierung von Opfern und Tätern, die Beschreibung ihrer Beziehungen und die Erfassung möglicher Konsequenzen von systematischer, wiederholter Aggression gegen Schwächere reichen nicht aus, um die Dynamik von Bullying als Problem von Schulklassen darzustellen. Auf Basis des von Salmivalli entwickelten “Participant role“ Ansatzes (Salmivalli, Lagerspetz, Björkqvist, Österman & Kaukiainen, 1996) untersuchten wir 104 Schülern aus vier sechsten Klassen an zwei Hauptschulen und können neun von zehn Schülern eine distinkte Rolle im Bullyingprozess zuordnen. Anhand der sozialen Positionen im Klassengefüge (soziale Präferenz/sozialer Einfluss) und anhand reziproker Beziehungen (Freundschaften) lassen sich Opfer, Verteidiger des Opfers, außenstehende, Täter, Assistent oder Verstärker des Täters unterscheiden. Freundschaften verbinden im Wesentlichen Schüler ohne aggressive Verhaltenstendenzen einerseits und die, die aktiv daran beteiligt sind, dass jemand schikaniert wird andererseits. Implikationen für einen kontextzentrierten Blick auf den Bullyingprozess werden diskutiert.


Bullying as group phenomenon: An adaptation of the “participant role” approach

Abstract. Research on characteristics of victims and bullies, descriptions of their relationships, and on the consequences of systematic, repeated aggression within an asymmetric power relationship prove insufficient to uncover bullying dynamics due to peer involvement. Based on Salmivallis “participant role approach” (Salmivalli, Lagerspetz, Björkqvist, Österman, & Kaukiainen, 1996) we investigated 104 6th graders from four classes of two different schools and identified participant roles for nine out of ten pupils. Social position (social preference/social impact) and reciprocal relationships (friendship) differentiated victims, defenders, outsiders, bullies, their assistants, and their reinforcers. Friendship links those with a non-aggressive behavioural style on one side and those who are actively involved in bullying on the other side. Implications for a group-centered view on the bullying process are discussed.

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