Specificity of studying personal role position in bullying
Introduction. The variety of existing psychodiagnostic tools, on the one hand, and its insufficiency in terms of taking into account psychological characteristics, the specifics of the role positions of the individual in bullying indicates the presence of a methodological problem. Existing forms and questionnaires do not fully include ideas about the activities of a person in the bullying structure and significantly simplify possible role models. Not all forms and questionnaires have passed the validation procedure. The purpose of the work is to analyze the role position in the bullying structure and, as a result, to standardize the author's research questionnaire for its study. Materials and methods of research. The questionnaire was tested on 198 respondents aged 15-17 years. The study was conducted on the basis of the Academy of Pre-Professional Education of the State Educational Institution of the Republic of Crimea “Fevzi Yakubov Crimean Engineering and Pedagogical University”, Simferopol. The respondents filled out a psychodiagnostic technique form “The role position of a personality in bullying”. The results. The author offers a research questionnaire “The role position of a personality in bullying” to determine the roles and positions occupied by adolescents in bullying and in the adolescent environment according to the model of D. Lane. In the course of an empirical study, the author substantiates the validity, reliability, stability and constancy of the research methodology using statistical analysis. According to the results of the study, in-depth personal characteristics of the participants of the bullying structure (according to the D. Lane model) were determined, which have their own statistically reliable values: initiator, initiator's assistant, defender and victim. Conclusion. The problem of bullying reaches critical proportions – if 10 years ago 1-2 bullying victims could be identified in a student group, today the number has increased 3, and sometimes 5 times (data from VTSIOM and focus groups). The development and validation of a reliable diagnostic method is becoming relevant and necessary. The developed psychodiagnostic tools will allow researchers and practitioners to more accurately diagnose role positions in the bullying structure and develop effective programs for the prevention and correction of this phenomenon.
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