Uloge u vršnjačkom nasilju i školski uspeh učenika

Abstract

Vršnjačko nasilje i školski uspeh učenika predstavljaju dva važna pedagoška problema čije proučavanje doprinosi unapređivanju vaspitno-obrazovnog rada savremene škole. Danas preovladava stav da je prilikom proučavanja vršnjačkog nasilja važno razmotriti uloge koje u tom procesu imaju učenici koji nisu direktno uključeni u nasilje u ulogama nasilnika i žrtve, već daju pasivnu ili aktivnu podršku nasilničkom ponašanju kroz zauzimanje različitih poduloga u okviru uloge posmatrača (asistenti nasilniku, podstrekači nasilnika, branioci žrtve i autsajderi). Sagledavanje povezanosti uloga u vršnjačkom nasilju i školskog uspeha učenika, kao i faktora koji mogu uticati na jačinu navedene veze, važno je sa aspekta Školske i Socijalne pedagogije, ali je značajno i za školsku praksu, jer može da ukaže na mogućnosti i načine uspešnog ostvarivanja preventivnog delovanja škole. Rad je imao za cilj da se ispita povezanost između uloge u nasilju (nasilnik, žrtva, asistent, podstrekač, autsajder i branilac) i školskog uspeha učenika, kao i da se razradi predlog preventivnog i interventnog pedagoškog delovanja u tom domenu. Kao osnovne tehnike istraživanja korišćene su tehnika nominacije (sociometrijska tehnika) i skaliranje. Putem primene skaliranja nastojalo se da se utvrdi koju ulogu učenik najčešće ima u situacijama vršnjačkog nasilјa, dok je sociometrijska tehnika primenjena kako bi se utvrdio sociometrijski status učenika. Oslanjajući se na tehniku analize sadržaja, izvršena je i analiza postojećih Programa zaštite učenika od nasilja, kako bi se utvrdilo koje mere i aktivnosti škole nameravaju da realizuju u pravcu predupređivanja vršnjačkog nasilja. Rezultati istraživanja pokazuju da se za većinu učenika mogu utvrditi učesničke uloge u nasilju. Utvrđeno je da postoji povezanost između pojedinih uloga u nasilju i sociometrijskog statusa učenika; između uloge u nasilju i školskog uspeha učenika; između uloge u nasilju i pola učenika; između uloge u nasilju, pola i školskog uspeha učenika; između uloge u nasilju, sociometrijskog statusa i školskog uspeha učenika; između učestalosti nasilja na nivou odeljenja i školskog uspeha učenika i između učestalosti nasilja na nivou škole i školskog uspeha učenika. Analiza postojećih Programa zaštite učenika od nasilja je pokazala da postoje mogućnosti za poboljšanje preventivnog i interventnog delovanja škole u nastojanju da se smanji učestalost vršnjačkog nasilja. Saznanja do kojih se došlo empirijskim istraživanjem poslužila su kao osnov za razradu predloga preventivnih i interventnih mera i aktivnosti koje se mogu primenjivati u školama u cilju smanjenja ispoljavanja vršnjačkog nasilja i, indirektno, prevencije školskog neuspeha učenika.

Bullying and academic achievement represent two important pedagogical problems whose examination contributes to the improvement of the educational activities of a modern school. The standpoint which is dominant today implies that the study of bullying needs to incorporate the roles played in that process by students not directly involved in it as bullies or victims, but who provide passive or active support to the bullying behaviour by assuming various subroles within the bystander role (assistants of the bully, reinforcers of the bully, defenders of the victim, and outsiders). Observing the connection between bullying and academic achievement of students, as well as other factors which may affect the intensity of the said connection, is important not only from the perspective of School pedagogy and Social pedagogy, but also significant for school practice, since it can point to the possibilities and manners of a successful preventive action which school can undertake. The thesis aims at studying the link between a role in bullying (bully, victim, assistant, reinforcer, outsider, and defender) and academic achievement of students, as well as developing a proposal for preventive and interventive pedagogical action in this field. The nomination technique (sociometric technique) and scaling were used as basic research techniques. Scaling was applied to determine which role is most often performed by a student in bullying situations, while the sociometric technique was employed to determine the sociometric status of students. Relying upon the technique of content analysis, the existing Programs for the protection of students against bullying were analyzed to determine which measures and activities schools intend to implement so as to prevent bullying. Research results show that the participating roles in bullying situations can be determined for the majority of students. It is concluded that there is a connection between certain roles in bullying and the sociometric status of students; between certain role in bullying and academic achievement of students; between the role in bullying and students’ sex; between certain role in bullying, sex and academic achievement of students; between certain role in bullying, sociometric status and academic achievement of students; between the frequency of bullying at the class level and academic achievement of students, and between the frequency of bullying at the school level and academic achievement of students. The analysis of the existing Programs for the protection of students against bullying showed that there are opportunities for the improvement of the preventive and interventive actions carried out by a school in order to reduce the frequency of bullying. The findings yielded by empirical research served as the basis for the development of proposals for preventive and interventive measures and activities which can be implemented in schools with the aim of reducing the occurrence of bullying and, indirectly, the prevention of school failure of students.