Izvleček
Kronično doživljanje medvrstniškega nasilja v šoli predstavlja dejavnik tveganja za psihosocialne in druge prilagoditvene težave kasneje v življenju. V prispevku povzemamo raziskovalne ugotovitve o psihosocialnih in socialnodinamičnih posledicah kroničnega medvrstniškega nasilja v oddelku ali na šoli in utemeljujemo problematičnost obravnavanja medvrstniškega nasilja kot problema posameznika; gre za družbeni problem, katerega dinamiko pomembno sodoloča socialni kontekst razreda oziroma šole. Ugotavljamo, da lahko medvrstniško nasilje razumemo le v interakciji značilnosti posameznika z značilnostmi referenčne skupine, ki ji pripada, tj. razreda. Šolsko oziroma oddelčno okolje namreč predstavlja ključni kontekst socialnega in čustvenega učenja; ima potencial, da pomembno sooblikuje socialno vedenje mladostnikov in upoštevajoč razvojne potrebe mladostnikov podpre takšna njihova vedenja, ki jim omogočajo, da svoje socialne cilje zadovoljujejo na načine, ki ne vključujejo medvrstniškega nasilja.
Abstract
Preventing and Treatment Peer Violence at School as a Process of Social and Emotional Learning
The experience of chronic bullying at school is a risk factor for psychosocial and other adjustment problems later in life. In the paper, we summarise research findings on the psychosocial and socio- dynamic consequences of long-lasting bullying in the classroom or at school, and argue for the problematic nature of treating peer violence as an individual problem. It should be understood as a social problem whose dynamics are significantly shaped by the social context of the classroom or school. We conclude that bullying can only be understood in the interaction between the characteristics of the individual and the characteristics of the reference group to which he or she belongs, i.e. the classroom. The school or classroom environment is a key context for social and emotional learning; it has the potential to significantly shape the social behaviour of adolescents and, taking into account their developmental needs, to support behaviours that enable them to meet their social goals in ways that do not involve bullying.