Ситуации буллинга в контексте современной конфликтологии

Any community of people is characterized by communication and the type of such communication. Communication and interaction in the planning of community activities and the realization of intended goals. Communication skills play a key role in productivity in interaction between actors. The inability to express their needs, outline the circle of interests, and set boundaries inevitably leads to an imbalance in the process of interaction of subjects, and the imbalance itself can contribute to the emergence of situations of fixation and assignment of certain attributes-markers that are assigned to certain participants of communities, which inevitably leads to the emergence of contradictions between members of the community. Contradictions can have inter-individual and intergroup character (dividing the community into fractions). Such contradictions are characterized by the presence of mutually exclusive and incompatible interests and the desire of one actor to realize his interest at the expense of another actor. In such cases, related to contradictions and interaction of actors-carriers of incompatible interests, as well as in the presence of active actions of actors expressed in confrontation, we can talk about the presence of conflict.

Research methods: analysis of scientific and practical pedagogical, psychological, sociological, and conflict literature, periodical scientific publications, comparison, generalization, and synthesis. Theory of functions of conflict by Lewis Coser, conflict theory of Ralph Darendorph.

The authors of this research paper are adherents of the functional theory of conflict and R. Darendof's conflict model of society. Therefore, the theories of L. Koser and R. Darendorf were chosen as the most operational and corresponding to the problems and methodology of the study. Thus, under the conflict the authors of the study propose to understand: the confrontation of social subjects (social groups, individuals), which arises due to the deficit of power, status, and resources, this process is accompanied by actions to neutralize the opponent

Conflict in an educational organization, and in particular in a school, is an invariably topical and relevant topic in domestic and foreign conflictology. In one of his previous studies devoted to the problem of bullying at school, G.A. Trufanov noted the importance of constructive intervention in the conflict by specialists in school mediation and reconciliation services

The authors of the study place special emphasis on the nature of bullying as a conflict and its key characteristics, as well as provide an operational definition that reveals the main characteristics of bullying as a situation of negative and destructive interaction-interaction of subject-object nature: bullying as a conflict is a form of destructive interaction, which includes many types and subtypes of aggressive behavior, is characterized by two essential features – the imbalance of power of opponents, as well as the constancy of conflict situations. Bullying is a set of episodes of pressure, alienation, humiliation, etc., which is based on the unequal power of opponents in terms of access to power, leadership, symbolic capital, and material resources. Bullying as a conflict is always a marker of a critical state in the system of distribution of benefits between community members

Bullying is a significant problem for a modern educational organization. It is necessary to emphasize the fact that the environment of children's interaction, due to its dynamism and tendency to single out leaders, often tends to reproduce negative labels of alienating nature and properties in the direction of certain members of children's communities. This kind of alienation translates into bullying. It should be noted that in the age of digital technology, bullying has gained new opportunities to be widespread among social media users, which brings negative and destructive interaction to a whole new level due to the permanence of the bullying process

It is necessary to emphasize the importance and role of media as a mediating structure in the dissemination of patterns of hostility language in textual and non-textual forms in social networks, as an interactive space of interaction between subjects involved in the educational process. Media as a mediator plays a key role in creating a certain impenetrable "vacuum" of hostility around the victim of bullying. The "vacuum" of hostility in this case should be understood as a social space of conflict, where the weakest opponent is subjected to a widespread, constant, and systematic negative impact of the strongest opponent, which is almost impossible to avoid.

Bullying in school as a complex conflict. It is a long-term process of confrontation of the parties in an aggressive-negative realization of incompatible and mutually exclusive interests of the leadership of individuals or groups, through causing suffering to the victim of bullying. Bullying is a long-term conflict, which tends to develop according to the extensive scenario due to the involvement of new participants in the conflict. Also, bullying is characterized by the features of an irrational-hostile attitude towards the representatives of its species-species. From the point of view of the aggressor party, bullying is an example of negative leadership. Bullying is always a process of disintegration and alienation, alienation of the victim from the normal social environment. 

What makes the role of the participants in this conflict different? Some researchers believe that bullying comes from the behavioral patterns of the victim and the aggressor, as archetypes

Now, we have to delve into the classification of roles in bullying as a specific type of conflict inside the framework of education as a process.

In this article, we will adhere to the following concept, most fully reflecting the extensive nature of involving new participants in the school's bullying process, developed by Roland E: 

1) pursuers (aggressors, bulls);

2) the support group of pursuers (laugh with the aggressor, stand next to the moment of harassment, come up with ways of harassment...);

3) victims;

4) victim support group (who actively tries to resist harassment of another person);

5) neutral – they are directly involved in the conflict and are removed from it (although they don’t want to tolerate violating the educational process, disrupting lessons, scandals in the lesson and change, etc.);

6) provocateurs – those who themselves do not use aggression, but provoke violence and harassment between others in their own interests (bet on the winner, shoot on video and upload on the Internet, etc.);

7) sympathizers (disagreeing with what is happening, but usually silent). They do not like what is happening in the classroom, but they try not to intervene (perhaps out of fear of swapping places with the victim), as a result, this raises indifference in them, or they, feeling powerless, become "indirect" victims of harassment.

When we talk about the density and frequency of contact between the aggressor and the victim in the educational process, the less often they are, the better for the bullying victim

To establish the tolerance behavior models in the school environment, it is necessary to conduct special training pieces of training and seminars for teachers aimed at explaining the principles of tolerance and corporation ethics for professionals working in this field. It is also necessary to implement and improve expert control, based on an interdisciplinary approach, in this area by conflict specialists, who will be called upon to carry out control within the framework of school reconciliation services

In this case, it is necessary to emphasize that it is conflict scientists who should become an integral part of any school reconciliation service. 

In previous research, Gleb Trufanov highlighted the essence of the role of professional conflictologists in the context of conflict regulation procedures in school

This need for the choice of conflictologists for school reconciliation services is dictated by 

1. The need for a comprehensive understanding and analysis of each case of bullying at school.

2. Systematization of conflictological knowledge of bullying as a complex and conflict genesis phenomenon.

3. Development and typologization of models of effective interaction of the parties in the framework of bullying situations at school.

4. The need for counseling of teachers and schoolchildren to overcome the fact of nihilism and lack of conflict behavior culture.

5. Modern university graduates with a degree in conflictology have a wide and relevant interdisciplinary scientific toolkit.

6. The need to analyze the school environment, and make observations and monitoring of schoolchildren, which allows to identify the fact of existence of contradictions between children at an early stage.

7. Mediation sessions implementation.

The core idea of modern conflict science, which adheres to the positively functional theory of conflict, is the understanding that conflict is not only a source of destruction but also a basis for creation, the resolution of existing contradictions allows the whole to develop further.

1. An interdisciplinary approach can contribute to a fruitful and non-standard solution to many scientific problems. It allows you to explore the object of study as a holistic and unified structure while using data obtained by researchers from different fields of knowledge. The diversity of interdisciplinary tools provides new concepts to enhance existing knowledge.

2. The versatility of interdisciplinary instrumentation is the reason for its versatility and ability to be applied to the study and resolution of almost any scientific task.

3. The synthesis of knowledge is one of the fundamental foundations for integration. This aspect may find itself in expanding opportunities for collaboration between researchers from different fields.

4. The orientation of an interdisciplinary approach to solving the problem leads to the emergence of new scientific paradigms at the junction of different scientific fields, which leads to the enrichment of scientific knowledge in general.

5. A specialist using an interdisciplinary approach uses a special type of scientific language, which is a synthesis of the terminological apparatus of many scientific fields. 

Main functions of conflict scientists in the framework of school reconciliation services

1. Expert assessment of individual cases of relationships of children in the school environment on the element of speech aggression, scientific analytics of the genesis of the language of enmity in the school environment. Early detection of bullying.

2. Demonstrating to the general public the inhumanity of the nature of extremism and harassment.

3. Promotion and development of a dialogic model of interaction in school, based on the principles of equal rights in the interaction of subjects.

4. Settlement of conflicts between parties to conflicts.

5. Formation and promotion of a culture of tolerant behavior.

6. Development and conduct of training and seminars for teachers and parents aimed at the formation of a scientific understanding of the conflict, its nature, and social significance for the progress of society, as well as training aimed at the formation of a culture of constructive conflict interaction.

7. Study of the current legislation in the field of education and other related areas and identification of "gaps" in the legislation, making proposals for its improvement. Establishment of constructive dialogue with legislators and teachers, parents, promotion of mediation model.

8. Providing a constructive and continuous operation with bullying as a conflict.

9. Here we come to an innovative method developed and promoted by Gleb Trufanov- Agora session. This is a special type of interactive event-negotiations between group members based on equality, respect, integrity, and rules of speaking based on exact problems. People can speak only one by one at a time, and the headliner (teacher) watches the discipline in the negotiation process. The key aspect is that neither the teacher nor school leadership decides on certain problems inside a group of children, but the kids themselves. This makes sense because kids know the problem and the teacher is there to assist them in clarifying of the problem, choosing a way of regulating of the problem, and implementing the regulation. The burden of responsibility of deciding on a problem is on kids.

Holding sessions of open discussion of problems regarding bullying cases. Here is an example of questions for a discussion on a bullying-related case.

A. Who was harmed in all bullying events?

B. What consequences did this have?

C. Who, and how can their participants correct these consequences?

D. How to strengthen positive trends, outcomes, and agreements?

10. Demonstration and training in effective communication and cooperative behavior.

11. Holding meetings of classes and schools on the principle of agora. Inclusion and integrative-key to preventing bullying. An open discussion will make it impossible to conceal the fact of bullying in the team, and its public demonstration will transfer responsibility for the aggressor to the entire team, which should become a factor in deterring aggressors in the team.