Personal boundaries and bullying among schoolchildren

Author: Mozgovaya N., Southern Federal University (Russia)

Keywords

bullying among schoolchildren, bullying structure, functions of the personality boundary, personal

Abstract

Research relevance. The problem of bullying at school is an interdisciplinary issue. It is important to examine it alongside personality characteristics like personality boundaries. Research objective. We examined the relationship between the personality boundaries functions and the components of schoolchildren's bullying structure. Research methods and sample. We applied diagnostics of psychological boundaries of personality (T.S. Levy) and methodology for identifying "bullying structure" (E.G. Norkina), examining fifty-three schoolchildren (aged 11-13) of both sexes. Key results. There is a connection between the personality boundary and the components of the bullying structure, namely, if certain boundary functions manifest themselves, the expression of the bullying structure components change. The results show positive and negative relationships at p≤0.01 and p≤0.05 level between personality boundary functions and bullying structure components: significant positive relationships at the p≤0.01 level between the "initiator" component of the bullying structure and the boundary functions: " penetrable" (r=0.359, when p=0.008); "absorbing" (r=0.391, when p=0.004); "calm-neutral" (r=0.453, when p=0.001). Thus, when personality boundaries functions are high, the bullying structure "initiator" gains prominence, and vice versa. We found positive and negative relationships when p≤0.05 between the bullying role "protector" and the calm-neutral boundary function (r=0.341, when p≤0.012); between the "victim" component and the restraining function (r=-0.296, p≤0.031), and the calm-neutral (r=-0.296, p≤0.031). The results are in the area of uncertainty, indicating a trend in this relationship. Observations. “Initiator” is an individual with a high potential for aggression. Such personality boundary functions as permeable, absorptive and calm-neutral are typical of “initiators”. School bullies tend to 'dissolve' the boundaries of others. They have their own strong permission to ask for help, and do not handle rejection.

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