Aspects of role models in bullying as a basis for interaction.

Trufanov Gleb Alekseevich ORCID: 0000-0002-3537-9589 Researcher, Faculty of Humanities, Department of International Relations, University of Donja Gorica, Podgorica, Montenegro 81000, Montenegro, Podgorica municipality, Podgorica, Oktoih str., 1, room s11 valentinothedoctor123@gmail.com Other publications by this author     Evstafev Aleksandr Viktorovich ORCID: 0000-0001-9435-6005 Senior Lecturer, Department of Higher Mathematics, Peter the Great St. Petersburg Polytechnic University 195251, Russia, St. Petersburg, Politechnicheskaya str., 29, office 1 evstafev93@mail.ru Other publications by this author     Tomin Vitalii Vyacheslavovich ORCID: 0000-0002-7679-843X PhD in Pedagogy Associate Professor, Department of Foreign Languages, Orenburg State University 460018, Russia, Orenburg, Pobedy Ave., 13, 13 vnimot@yandex.ru Other publications by this author

Akulina Elena Evgenievna ORCID: 0000-0002-9645-9785 PhD in Pedagogy Associate Professor of the Department of Humanities and Socio-Economic Disciplines, K.G. Razumovsky Moscow State University of technologies and management (the First Cossack University); Volga Region Cossack Institute of Management and Food Technologies 433515,, Russia, Ulyanovsk region, Dimitrovgrad, 28.30 Gvardeyskaya str., room 309 elenshark@mail.ru

Introduction.

School bullying as a conflict is a combination of many separate episodes of negative interaction between various subjects of an educational organization. The subjects of bullying as a conflict perform different functions, have different goals and objectives, as well as different expectations regarding the process of interaction within the conflict. Bullying as a conflict is a process of implementing negative leadership in a situation characterized by the presence of a victim alienation scenario.

The relevance of the study and the significance of the results obtained are dictated by the fact that the study of bullying is of great importance for several reasons, at the individual, social and institutional levels.

Here are a few points about the importance of bullying research:

1) Understanding how bullying affects us: Research helps to qualify and quantify the behaviors associated with bullying, which allows us to understand its scope and impact on victims, offenders, bystanders, families, schools and communities.

2) Identification of risk factors: By studying bullying models, researchers can identify individual, family, school, and community risk factors associated with bullying and victimization. This understanding can become the basis for future preventive interventions in conflict.

3) Development of effective conflict intervention methods: research provides an idea of which anti-bullying conflict programs and interventions are effective in reducing the intensity of bullying and developing positive social interactions. Evidence-based interventions can be more targeted and effective.

4) Strengthening the mental health of young people: Bullying can have serious psychological consequences for victims, including depression, anxiety, suicidal thoughts and other mental health problems. Research helps to better understand these impacts and develop measures to support those affected.

5) Creating a safe and supportive environment: By understanding the dynamics of bullying and its impact on the school or organizational environment, research can help develop policies, procedures and practices that contribute to creating a safer and more inclusive space for all, with zero tolerance for any type of hostility.

6) Empowering a wide range of stakeholders: Bullying research provides educators, parents, policy makers, and other stakeholders with the knowledge and tools to effectively recognize, eliminate, and prevent bullying.

7)      Raising awareness and tolerance: Research findings can help raise public awareness of the severity of bullying and its consequences. Raising awareness can lead to the emergence of new educational initiatives, support systems and resources at the legislative support level.

Methodology.

Analysis of scientific and practical pedagogical, psychological, sociological, conflictological literature, periodicals, comparison, generalization, synthesis. Lewis Kozer's theory of conflict functions, Ralph Dahrendorff's theory of conflict.

Results.

First of all, it is necessary to identify the main operational concepts and concepts that we will rely on in the process of conflict analysis of the experience of school reconciliation services. The conflict can be interpreted as a clash of antagonistically minded subjects within the framework of social interaction due to the presence of different interests between such subjects, which cannot be satisfied without prejudice to the other side of the conflict. In this case, the interest always tends to be realized at the expense of the other opponent's interest. Lewis Kozer, a representative of the functional theory of conflict, in his work "Functions of Social Conflict" gave the following definition of social conflict: a social conflict is a struggle for values and claims to status, power and resources, during which opponents neutralize, damage or eliminate their rivals.^[1]

From here it becomes clear that social conflict carries an agonal aspect, it is always a kind of struggle for the fullest satisfaction of one's needs, but not always the interests of an individual can be combined with the interests of society, social groups, etc.  It should be borne in mind that conflict is always a way of negative interaction, characterized by the presence of a struggle attitude among the subjects of interaction.    Lewis Krisberg noted that it is necessary to consider conflict not as an isolated structure from reality, but as part of the context of reality, which often has an impact on the environment. ^[2] To resolve a conflict means to have such an impact on the determinants of contradictions that they cease to exist and cannot arise again; here we are talking about the causes and their manifestations in the form of controversial issues, but not about the manifestations of conflict. Resolution from Darendorff's point of view is an untenable concept." ^[3] Thus, there are two main ways to influence the conflict. The first way is to suppress conflict. In the case of a pedagogical conflict, this method consists in destroying the articulation of the interests of the opposition regarding the opinion of the bearer of power in the conflict. In the case of a conflict at school, this may be, for example, a teacher who seeks not to resolve the obvious contradictions that have formed in the teaching staff, but to silence the very fact of the conflict, reducing the level of attention of the authorities, parents of students, and students themselves about the negative consequences of having a conflict in the team. Also, the suppression of the conflict may be expressed in partial satisfaction of the interests of the opposition group, followed by the realization of these interests in the field of practice. Yes, violent forms of manifestation of conflict contradictions will proceed covertly, and their mimicry and partial destruction of the opposition will not yield results in the long term. ^[4],[5] Power imbalance is a frequent phenomenon in conflict. An opposition group, an interest group that does not have access to either administrative resources or a set of approved symbolic capitals, is always limited in the possibilities of its influence in a conflict. In this case, the tactics of behavior in conflict can be reduced to the level of asymmetric use of situational advantages and benefits in the conflict. Conflict can have a significant emotional component, which may indicate its destructiveness as a way of interaction. ^[6]

It is also necessary to emphasize the factor of diversity and role diversification of bullying subjects as a conflict. It should also be noted that cyberbullying, which is a kind of bullying in the digital space using digital means of communication and modern media communications, also has a significant destructive potential in the formation of aggressive forms of interaction along with other aspects of discursive practices in the media in the context of forming the image of an "alien" and using the language of hostility. ^[7] Here it is necessary to emphasize the importance of discourse as a complex communicative event with great potential for spreading certain images and connotations of people's actions and events. ^[8],[9] The participants in the conflict are individuals or groups involved in the conflict due to the need to realize their interests and needs through the conflict or the interests and needs of their beneficiary. ^[10],[11]

In modern conflictology, it is customary to distinguish the following roles of conflict participants. It should be noted that the participants in the conflict can be both individuals and groups. The key aspect of the conflict is the existence of mutually exclusive interests of the parties, as well as the willingness to counteract in achieving their interests, expressed in confrontation.

Thus, we get the following classification:

1) The primary participants in the conflict are opponents, who are often carriers of agonistically irreconcilable positions, are directly involved in the conflict.

2) Secondary participants in the conflict are individuals or groups who act as managers and pursue their own goals in the conflict, secondary to the primary participants.

3) Third parties or groups that may be interested in a certain resolution or end of the conflict.

Now we can begin to analyze the classifications of various Western bullying researchers and extrapolate their concepts to the paradigm of pedagogical conflictology. We should start with the aspects of ordinary bullying, when the subjects meet face to face. Salmivalli, Lagespetz, Bj?rkqvist, ?sterman and Kaukiainen note that in face-to-face bullying, students can try on the following roles: victim, bully, bully's promoter, bully's assistant, victim defender and neutral observer. ^[12] It should also be emphasized that the role context of bullying situations among adolescents is flexible and is expressed in changing role requirements in a specific situation. Thus, teenagers can change roles in conflict depending on the situation and the opportunity to act in it. So, in one situation, a teenager can be an aggressor, and in another, he can choose the position of a victim.

Bullying in adolescence is characterized by role flexibility. Bayraktar, Machackova, Dedkova and Cerna, ?evkov? in their work emphasized that in cyberbullying situations, adolescents tend to take the most familiar and most successfully performed roles in real situations. ^[13] Lam, Cheng, & Liu, and Selkie, Kota, Chan, Moreno emphasize the role flexibility of adolescents involved in bullying, as well as the complex harm to mental health that any bullying causes, as a result of which both routine patterns of aggressive behavior and models can coexist in the same person the victim's behavior. ^[14],[15] The choice of the aggressor's position is often the result of negative experiences gained while following the victim's scenario. Researchers Brack, K and Caltabiano, N and Bauman, S have repeatedly noted in their scientific papers that bullying and victim are the most widely represented role scenarios in bullying as a conflict.  ^[16],[17]

Roland E proposed the following comprehensive classification of roles in bullying as conflict.

1) Pursuers (aggressors, bullies)

2) The support group of the persecutors (they laugh and mock together with the aggressor, stand next to each other at the moment of harassment, come up with ways of harassment)

3) Victims

4) Victim Support Group (who actively tries to resist the persecution of another person)

5) Neutral - they themselves are not directly involved in the conflict and are removed from it (although they do not want to put up with destructive changes in the educational process, disruption of lessons, conflicts in the lesson and change, changes in social statuses in the educational team, etc.).

6) Provocateurs are those who do not use aggression themselves, but provoke violence and harassment between others in their own interests (place bets on the winner, take video and post it on the Internet, etc.)

7) Sympathizers (who disagree with what is happening, but are usually silent). They do not like what is happening in the classroom, but they try not to interfere (perhaps out of fear of changing places with the victim), but as a result it causes them indifference, or they, feeling powerless, become "indirect" victims of bullying.

Studies by Western scientists (the diagram "Role involvement of adolescents in bullying situations") on the involvement of adolescents in bullying show the following results of youth surveys: the majority belong to the group of "least involved in bullying situations" (51%), 13% of students in educational institutions replied that "they often participate in bullying situations as a victim/ aggressor", and two groups of respondents of 10% respectively indicate that they tend to occupy the roles of only the aggressor or only the victim. ^[18]

It should be emphasized that digital space and digital reality differ from the real world primarily by the possibility of choosing role-playing interaction scenarios that are unnatural for a person in the real world. These scenarios seem attractive to a person, but for one reason or another they are unattainable in real life. The main limitation of the implementation of the dream role scenario in the context of conflict situations at school is the threat of negative sanctions that can be applied by the strongest and most resourceful side of the conflict. Bullying can also be a situation of contradictions between team members and last for years without changing the role dispositions of the participants and the active actions of both sides, which is just typical of the conflict. Bullying in real life can include a whole chain of different actions that lead the aggressor to realize his interests and benefit from the conflict. Such actions may be of different quality, but they represent elements of systemic pressure on the victim of bullying. Such actions include insults, creating a negative image, discrediting, criticism, theft, forgery, gossip and defamation, blackmail and others.

It is also worth noting that certain goals and objectives in bullying can theoretically be pursued not only by the aggressor, but also by the victim. The difference between the aspirations of the victim and the aggressor, as the main role models, may be the desire to continue or stop bullying episodes, respectively. This can also include the desire to compensate for damage, take revenge, etc. The concept of victimization by Hans von Hentig, as well as his socio-biological classification of victims based on the causes and consequences of certain patterns of victim behavior, is also supported by the concept of the victim's ability to pursue and realize his interests in conflict. ^[19] Behavior is the sum of actions with an increasing result of both resolved and permanent complexes of various contradictions leading to the achievement of a goal in a conflict or delaying the moment of achieving the goal. The goal is always revealed through the awareness of speculative benefits in the future, the benefit itself is the result of conscious motivation of the individual.

1. Depressed victims are easily subjected to violence and/or humiliation due to a suppressed instinct of self-preservation

2. Greedy victims - constantly striving for personal gain, forgetting about everything, they are called "easy victims"

3. Extravagant victims are distinguished by non-standard and unusual behavior that provokes aggression.

4. Lonely victims

5. Torturers are victims who show aggression as protection and/or revenge.

6. Blocked victims are victims who get confused in the logic of their actions.

7. The suffering class are victims who later turn into aggressors.

Discussion.

The authors of this article propose their own system of role-playing scenarios that can be followed by a victim of bullying. Now it is necessary to consider the role-playing scenarios that may be involved in the conflict. The author's position on the role of the victim is in line with the understanding of Ralph Darendof's concept of conflict and society and the dichotomy of the basic behavior of groups and individuals in an unbalanced system of "dominance and subordination".

1) Acceptance of the fact of bullying situations as an integral element of the existence of an educational organization. This may include the following two subcenaries as part of the activation of the bullying victim's role frame

A) Accommodation of reality and environment with an element of bullying. In this sub-scenario, a teenage member of the community accepts the inevitability and normality of the existence of both bullying and power imbalance, the basic victim-aggressor role dichotomy. He also recognizes the situationality, dynamism and the possibility of changing his disposition and role in the group.

Thus, by adapting to the current agenda in the community, yesterday's victim can become an aggressor. The main emphasis in this case is on the recognition by the individual of the factor of inequality in the system of domination and subordination, as well as the opportunity to play by the rules of this system, which can lead to situational gain, role change and role emotional benefit.

B) Assimilation of the static of the role disposition. In this sub-scenario, the victim is unequivocally convinced that it is impossible to change his position either in the future or in the present. The only possible role for the victim is the victim. By assimilating this type of mono-role interaction in bullying, as in conflict, an individual forms a type of behavior that can lead to role gain in the context of following the victim pattern. Such benefits may include self-pity challenges, "consolation prizes" and the opportunity to complain.

It should be emphasized that an exclusive focus on following the victim's role pattern can lead to a wide range of mental problems, the emergence or intensification of victim syndrome, depression, etc.

2) Disagreement and struggle with the aggressor, revenge.

3) Compromise and agreement with the aggressor in the hope of improving the situation under pressure from society and the aggressor within the framework of bullying as a form of negative leadership.

There are several elements in the context of the victim's disposition at the pre-conflict stage that can influence: the development of bullying scenarios, the initial tactics of the victim of bullying, as well as the formation of the character and composition of the victim's actions.

Elements of the pre-conflict position of the victim of bullying, which are crucial in the context of further actions of the victim, the action scenario.

1) The context of the current position of leadership or hierarchy of an individual in a group (leader, outsider, neutral, etc.), taking into account the concept of a system of dominance-subordination dispositions according to Darendorff.

2) The relationship of the individual with the bearer of power in the collective.

3) The frequency and density of contacts between the victim / aggressor and their support groups in the team.

4) Perception and awareness of objective and subjective positions and interests in the conflict by its participants.

Thus, it is necessary to introduce the concept of role gain into the bullying discourse. The benefit in this case is primarily represented as emotional satisfaction from the realization of a certain role in the conflict. The dynamics of adolescent groups asserts the possibility of a rapid change of role preferences and situational benefits. ^{[20],[21],[22]} However, the motivation of adolescents' participation in the conflict should be given a special role. The goal in a conflict is the expected result of conflict interaction, always expressed as a process of overcoming contradictions, concentrated in the success-benefit zone. Success in a bullying situation can be understood as a whole range of expected results and expecta-tions of subjects, including defending their values or imposing them, increasing their authority through public humiliation of an opponent, gaining power, violence, coercion. Many Western researchers in their works have raised the issue of the essence and relevance of modern technologies and their impact on bullying.^[23] Here we can say that social networks and modern communication gadgets can have both positive and negative effects on the prevention of bullying in educational institutions, especially in schools. ^[24],[25] It should be noted that monitoring in schools can help prevent bullying as a form of openness and transparency in the manifestation of aggressive forms of communication between schoolchildren. ^[25]

It should be emphasized that bullying is often presented as a destructive form of conflict due to the high presence of an emotional component and the publicity of episodes of constant harassment of an opponent aimed at obtaining emotional benefits and forming a negative public opinion about the victim.

In the conflictology of bullying, we classify the goals of conflict as follows

1. Goals aimed at achieving the aspects concentrated in the subject area.

2. Goals related to the social aspect of the conflict (realization of status, maintaining authority in the group, etc.)

3. Goals aimed at justifying one's position and actions in front of oneself and other people, creating and implementing an emotional precedent.

The fact of the presence or absence of a publicity factor for the implementation of goals affects the way certain goals are manifested

A) "Manifest a goal for yourself"

B) "The manifestation of a goal for others"

In the case of bullying, we most often observe following scenario B. It is necessary to emphasize the possibility of realizing emotional benefits in all 3 groups of goals.

Conclusion.

The problems of bullying research remain invariably relevant and significant. The study proposes a new concept of role and emotional benefits in bullying situations as a form of conflict. The authors of the study are convinced of the importance of effective intervention in conflict, and also adhere to the position of the need to resolve conflict in bullying situations.