To the issue of the role classification of participants in bullying situations.

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     Bobrovnikova Nataliya Sergeevna ORCID: 0000-0001-5192-3882 Senior Lecturer, Department of Psychology and Pedagogy, Tula State Pedagogical University named after L.N. Tolstoy 125 Lenin Ave., building 4, office 1, Tula, 00026, Russia vicious.angel@yandex.ru 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

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

Introduction.

School bullying as a conflict is a set of multiple separate episodes of negative interaction between different subjects of the educational organization. The subjects of bullying as a conflict perform different functions and 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 implementation of negative leadership in a situation characterized by the presence of a scenario of alienation of the victim.

The relevance of the study and the relevance of the results obtained are dictated by the fact that bullying research holds significant importance for several reasons, individual, societal, and institutional levels.

Here is a breakdown of a few points of the importance of bullying research:

1) Understanding the impact of bullying actually has on us: research helps in qualifying and quantifying types of bullying behaviors, allowing us to understand its magnitude and impact on victims, perpetrators, bystanders, families, schools, and communities.

2) Identifying risk factors: by studying bullying patterns, researchers can identify individual, familial, school-related, and societal risk factors associated with bullying perpetration and victimization. This understanding can guide future preventive interventions in conflict.

3) Developing effective interventions into conflict: research provides insights into which anti-bullying programs and interventions are effective in reducing bullying behaviors and promoting positive social interactions. Evidence-based interventions can be more targeted and impactful.

4) Promoting of mental health among young adults: Bullying can have severe psychological consequences for victims, including depression, anxiety, suicidal ideation, and other mental health issues. Research helps in understanding these outcomes better and designing interventions to support affected individuals.

5) Creating safe and friendly environments: by understanding the dynamics of bullying and its impact on the school or organizational environment, research can inform policies, procedures, and practices that foster safer and more inclusive spaces for everyone with zero level tolerance towards any type of hostility.

6) Empowering of wide range of stakeholders and groups of interest: bullying research empowers educators, parents, policymakers, and other stakeholders with knowledge and tools to recognize, address, and prevent bullying effectively.

7) Raising awareness and tolerance: research findings can be instrumental in raising public awareness about the seriousness of bullying and its consequences. Increased awareness can lead to community-driven initiatives, support systems, and resources.

Methodology.

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

Results.

First, it is necessary to highlight the main operational concepts and notions that we will rely on in the process of conflict analysis of the experience of school reconciliation services. Conflict can be interpreted as a clash of antagonistically irreconcilable interests of social groups. Lewis Kozer, a representative of the functional theory of conflict, gave the following definition of social conflict in "Functions of Social Conflict": social conflict is a struggle for values and claims to status, power, and resources, in the course of which opponents neutralize, damage or eliminate their rivals. ^[1]

Hence it becomes clear that social conflict carries an agonal aspect, it is always a kind of competition for the most complete satisfaction of one's needs, but not always the interests of a single individual can combine with the interests of society, social groups, etc. It is necessary to take into account that conflict is always a way of negative interaction, characterized by the presence of the subjects of interaction of the attitude to struggle. Lewis Krisberg noted that it is necessary to consider conflict not as a structure isolated from reality, but as part of the context of reality, often having an impact on the environment. ^[2] To resolve conflict is to have such an impact on the determinants of contradictions that they cease to exist and are not allowed to arise again; we are talking here about the causes and their manifestations in the form of contentious issues, but in no way about the manifestations of conflict. Resolution from Darendorf's point of view is an untenable concept. ^[3] Thus, there are two main ways of influencing conflict. The first way is to suppress the conflict. In the case of pedagogical conflict, this method is the destruction of the articulation of the interests of the opposition about the opinion of the bearer of power in the conflict. In the case of a conflict at school it may be, for example, a teacher who seeks not to resolve the obvious formed in the educational team contradictions, but to silence the fact of the conflict, reducing the level of attention of superiors, parents of students, students themselves about the negative consequences of the presence of a conflict in the team. Also, suppression of conflict can be expressed through partial satisfaction of the interests of the opposition group with the subsequent fulfillment of these interests in the field of practice. Yes, violent forms of manifestation of conflict contradictions will run covertly and their mimicry and partial destruction of the opposition will not give the result in the long term. ^[4],[5] Power imbalance is a frequent phenomenon in a conflict. Opposition group, a group of interests that has no access to either administrative resources or to a set of official symbolic capitals, its toolkit of influence in the conflict is limited and reduced to the assimetrical use of situational advantages in the conflict. Conflict can have a significant emotional component, which may indicate its destructiveness as a way of interaction. ^[6]

It is necessary to emphasize the factor of diversity and role diversification of the subjects of bullying as a conflict. It should also be noted that cyberbullying, which is a type of bullying in the digital space with the use of digital means of communication and modern media communications, also has a role in coloring interactions along with other aspects of discursive practices in the media in the context of forming the image of a stranger and using the language of hostility. ^[7] Here it is necessary to emphasize the importance of discourse as a complex communicative event that has a huge potential to spread certain images and connotations of people's actions, and events. ^[8],[9] Participants in a conflict-individuals or groups involved in a conflict because of the need to realize through the conflict their interests and needs 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 of the conflict can represent both individuals and groups. The key aspect of the conflict is the presence of mutually exclusive interests of the parties, as well as the readiness to counteract in achieving their interests, expressed in the confrontation.

Thus we get the following classification:

1) Primary participants in the conflict-opponents, who are often carriers of agonistic-intransigent positions, are directly involved in the conflict.

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

3) Third individuals or groups who may have an interest in a particular resolution or conclusion of the conflict.

Now we can begin to analyze the classifications of various Western researchers of bullying and extrapolate their concepts to the conflictological paradigm. We should start with the aspects of ordinary bullying when the subjects meet face to face. Salmivalli, Lagerspetz, Björkqvist, Österman, and Kaukiainen note that in "face-to-face" bullying students can try on the following roles: victim, bully, reinforcer of the bully, assistant of the bully, defender of the victim, and outsider. ^[12] It should also be emphasized that the role context of bullying situations among adolescents is flexible, expressed through changing role demands in a given situation. Thus, adolescents can change roles in a conflict depending on the situation and the opportunity to act in it. Thus, an adolescent can be an aggressor in one situation, and in another situation, he or she can choose the position of a victim.

Bullying in adolescence is characterized by role flexibility. Bayraktar, Machackova, Dedkova, and Cerna, Ševčíková in their work emphasized that in cyberbullying situations adolescents tend to take the most familiar and most successfully played in real situations roles. ^[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, routinized patterns of aggressive behavior as well as patterns of victim behavior can coexist in the same individual. ^[14],[15] Choosing the aggressor stance is often the result of negative experiences gained from following the victim script. Researchers Brack, K and Caltabiano, N and Bauman, S in their research papers have repeatedly noted that bully and victim are the most widely represented role scripts in bullying as conflict. ^[16],[17]

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

1) Pursuers (aggressors, bulls)

2) The support group of pursuers (laugh and mock 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 themselves 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), but as a result, this raises indifference in them, or they, feeling powerless, become "indirect" victims of harassment.

Studies by Western researchers (Diagram «Inclusion of adolescents in bullying situations») on the inclusion of adolescents in bullying show the following results from surveys of young people: the majority belong to the group of "least included in bullying situations" (51%), 13 percent of students in educational institutions responded that they "often participate in bullying situations in the role of victim/aggressor", and two groups of respondents of 10 percent each respectively indicate that they tend to occupy the roles of the only aggressor or only victim. ^[18]

It should be emphasized that digital space and digital reality differ from the real world primarily in the possibility of choosing role scenarios of interaction unnatural for a person in the real world. These scenarios seem attractive to the individual, but for one reason or another are unattainable in real life. The main limitation of the realization of the dream role script in the context of conflict situations at school is the threat of negative sanctions, which can be enforced by the strongest and most resourceful party to the conflict. Also, bullying can be a situation of contradictions between community members and can last for years without changing the role dispositions of participants, and active actions of both sides, which is exactly what is characteristic of 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 can be different in their quality but represent elements of systemic pressure on the victim of bullying. Such actions can include insults, the creation of a negative image, discrediting, criticizing, stealing, forgery, gossip, and others.

It is also worth noting that certain goals and objectives in bullying theoretically can 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 consist in the desire to continue or stop bullying episodes, respectively. This may also include the aspiration to compensate for damage, revenge, etc. The victimization concept of Hans von Hentig and his socio-biological classification of victims, based on the causes and consequences of certain patterns of behavior of the victim, also speaks in favor of the concept of the possibility of the victim of bullying to pursue and realize his interests in the conflict. ^[19] Behaviors-sum of actions with an increasing outcome of both resolved and constant complexes of various contradictions, leading to the achievement of the goal in the conflict or alienating the moment of achievement of the goal. The goal is always revealed through the understanding of speculative benefit in the future, the benefit itself is the result of the realized motivation of the individual.

1. Depressed victims - easily exposed to violence and/or humiliation due to a suppressed instinct for self-preservation

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

3. Extravagant victims - are characterized by unconventional and unusual behavior that provokes aggression.

4. Lonely victims

5. Tormentors - victims with displays of aggression as defense and/or revenge

6. Blocked victims - victims who are confused by their actions.

7. Suffering class - victims who transform themselves into aggressors.

Discussion.

The authors of this article offer their previously unpublished system of role scripts that a victim of bullying can follow. It is now necessary to consider the role scripts that may be involved in conflict. The author's position on the role of the victim lies within an understanding of Ralph Darendoph's concept of conflict and society and the dichotomy of the basic behavior of groups and individuals in an imbalanced system of "dominance and subordination".

1) Accepting the fact of bullying situations as an integral element of being within an educational organization. This can include the following two sub-scenarios within the activation of the bullying victim's role frame

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

Thus, by accommodating the agenda in the group community, yesterday's victim can become an aggressor. The main emphasis, in this case, is on the individual's recognition of the factor of inequality within the system of domination and subordination, as well as the possibility of playing by the rules of this system, which can lead to situational benefit, role change, and role-emotional benefit.

B) Assimilation of the static nature of the role disposition. In this sub-scenario, the victim is unequivocally convinced of the impossibility of changing his or her position neither in the future nor in the present tense. The only possible role for the victim-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 a role benefit in the context of following the victim pattern. Such benefits may include pity, consolation prizes, and the opportunity to complain.

It should be emphasized that an exclusive focus on following the victim 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 with the pressure of 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 in 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 nature, and composition of the victim's actions.

Elements of the pre-conflict position of the victim of bullying, which have a determining significance in the context of further actions of victims, the scenario of actions.

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

2) Relationship of an individual with the holder of power in the collective.

3) Frequency and density of victim/aggressor contacts and support groups in the collective.

4) Perception and perception of objective and subjective positions and interests in the conflict by the parties to the conflict.

Thus, it is necessary to introduce the novel and exclusive concept of role benefit into the discourse on bullying. Benefit in this case is presented primarily as emotional satisfaction from the realization of a certain role in the conflict. The dynamics of adolescent collectives assert the possibility of rapid change of role preferences and situationality of benefit. ^{[20],[21],[22]} However, the motivation of adolescents to participate in conflict should be allocated 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 zone of success-benefit. Under success in a bullying situation, we can understand a whole range of expected results, including defending one's values or imposing them, raising one's authority through public humiliation of the opponent, gaining power, violence, and coercion. Many western researchers in their papers addressed the essence and relevance of modern technologies and their impact on bullying. ^[23] Here we can say that social media and modern communicative gadgets may have either positive or negative impact on bullying prevention in educational facilities, especially schools. ^[24],[25] We cannot ignore the fact that surveillance in schools may help in prevention of bullying as a form of openness and transparency in 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 the emotional component and the publicity of episodes of constant bullying of the opponent, aimed at gaining emotional benefits and forming a negative public opinion about the victim.

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

1. Goals aimed at achieving aspects centered in the subject field.

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

3. Goals aimed at justifying one's position and actions for oneself and other people, creating and realizing an emotional precedent.

The fact of presence or absence of the factor of publicity of goals realization influences the manner of manifestation of these or those goals

A) "Content for oneself"

B) "Content for others"

In the case of bullying, we more often see following the scenario B. It is necessary to emphasize the possibility of realization of emotional benefit in all 3 groups of goals.

Conclusion.

The problematics of bullying research remains invariably topical and relevant. The research offers a new concept of role and emotional benefits in situations of bullying as a form of conflict. The authors of the study are convinced of the importance of effective intervention in conflict and also hold the position of the necessity of conflict resolution in bullying situations.