DOI: 
http://dx.doi.org/10.15293/1813-4718.2501.12
UDC: 
316.77; 37.032
Tretyakova Alyona V.
2nd year graduate student, Novosibirsk State Pedagogical University, alena.tretyakova.01@bk.ru, Novosibirsk
Aizman Roman Idelevich
Доктор биологических наук, Doc. Sci (Biolog), Prof. Head of the Department of Anatomy, Physiology and Life Safety, Novosibirsk State Pedagogical University, aizman.roman@yandex.ru, Novosibirsk

Psychoemotional Characteristics of Adolescents Depending on their Role in the Structure of Bullying

Abstract: 
Bullying as a psycho-social phenomenon is currently widespread among adolescents. In this regard, the study of the influence of bullying on the psycho-emotional state of students and the assessment of their psycho-emotional state, depending on the role they occupy in this process, is of particular importance. The purpose of the study is to assess the psycho-emotional state of adolescent students depending on their role in the process of bullying. The contingent and research methods. The target audience of the study was 54 students aged 14–15 years of two 9th grades of MBOU Secondary School No. 155 in Novosibirsk. The respondents were surveyed using four questionnaires: D. Moreno’s sociometric measurement questionnaire (sociometry); E.G. Norkin’s “bullying structure” test; E. Phillips’ diagnosis of school anxiety; L.G. Pochebut’s aggressiveness questionnaire. In the course of the study, grade 9 A was designated as a control, grade 9 B was designated as an experimental class. The results of the study and conclusions. Sociometric analysis revealed the presence of neglected and outcast students in both classes, as well as rejected ones in the experimental class. A positive bullying structure was observed in the control class, as the number of defenders of the victim prevailed over the number of initiators and his assistants. In the experimental class, more initiators of bullying and their assistants were identified, which affected the psycho–emotional state of the students – more adolescents with increased levels of anxiety and aggression were found. Thus, active participation in bullying is accompanied by psycho-emotional shifts in adolescents. The data obtained are the basis for work on reducing bullying, decreasing the level of aggression and increasing emotional comfort in the experimental classroom.
Keywords: 
bullying; learners; bullying structure; aggressor; victim; neglected; outcasts; anxiety; aggressiveness
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