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The Relationship between the Attitudes relating to School Bullying and the Experience with Role-Taking

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The Relationship between the Attitudes

relating to School Bullying and the Experience with Role‑Taking

著者 Watanabe Yayoi, Yasutomi Minako journal or

publication title

Bulletin of the Education Faculty, Shizuoka University. Liberal arts and social sciences series

volume 50

page range 285‑293

year 2000‑03‑23

出版者 Shizuoka University. Faculty of Education URL http://doi.org/10.14945/00008491

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静岡大学教育学部研究報告 (人0社会科学篇)第50号 (2000.3)285〜293

Relationship between the Attitudes the Experience with

relating to School Bullying and Role-Taking

285

いじめについての態度 と役割取得経験 との関連

The

   (D・   美奈子②

Yayoi WATANABE and Minako YASUTOMI

(平成11年10月 4日 受理)

1 . Abstract

The purposes of this study were to examine 1) differences among cognitive, af:

fective, and behavioral components of the attitudes relating to school bullying ; and 2) the effect of discussion with role reversal on the above three domains for each student ; and 3) the development of interpersonal negotiation strategies (Selman, and Demorest, 1984).

Study I consisted of 249 - 4th through 6th graders of an elementary school and Study II

consisted of 39 - 5th graders.

In Study I , a questionnaire was administered to children to obtain information about their perceptions of school bullying. This questionnaire consisted of 57 items in 19

categories concerning bullying (e.g. hurting another's feelings and body, group attack on one person in a group, taking another's role, how to react when finding a classmate bullied, discriminating bullying with good-natured teasing, and so on). Each item had three separate parts according to the cognitive, affective, and behavioral components(Table 1).

Children responded to each item on a 5-point scale in terms of how they personally fit that description. The results showed that there was only a significant difference between grades. 5th graders scored on a lower level in all 3 components than 4th and 6th graders, and the score of the cognitive component for all the children was the highest among the three. This result suggests that their feelings and behaviors were more primitive than their cognition.

In Study II children were given the same questionnaire as used in Study I and another one asking their attitudes about a hypothetical story dealing with a bullying incident both at pre-test and post-test. To summarize this story : a classmate who is not good at running was chosen as a member of a relay team as a result of chance. She was coached by her classmate who was good at running. But they lost in the end because of her failure. After this, she began to be bullied by her classmates. Children were divided into two groups by their response at pre-test. One group consisted of children who supported

(1)静岡大学教育学部 ② 吉田町立住吉小学校

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   0安  美奈子

the victim appearing in the hypothetical story and the other group consisted of the ones who supported the victimizers. The two groups were given the first class to discuss another hypothetical story separately. And then half the members of each group were asked to change their standpoint (if they supported the victim in the first class, they were forced to support the victimizer) and discuss it again in the second class. Thus, there were children who took the same standpoint in both discussions and those who were made to change

their standpoint. These findings suggested no differences between the two groups of children. Children who were forced to change their standpoint after the first discussion seemed to be confused at post-test, contrary to the prediction that they would be able to get higher scores after experiencing both sides of bullying. However, the highest percent- age of children whose score increased at post-test was among the group not forced to switch. We also found the levels of interpersonal negotiation strategies for most of the children were low (Level 1 or Level 2).In addition, most of the children thought that they should solve the problem relating to bullying by trying to change the victim's attitude.

They tended to focus on transforming the victim's attitude rather than the victimizer's one.

2 . Overview

Newspapers in Japan have been reporting accounts of bullying in Japanese elemen-

tary schools on a daily basis since 1985. Bullying has become one of the growing social problems in Japan. The most serious issue is that such bullying can lead to suicide. Parents and teachers do not realize what causes children to commit suicide and they are unable to

see the early warning signs that there is trouble. Compared to children in western nations, Japanese children have little training in how to share their feelings with others, nor do they learn how to present their own ideas or opinions. In Japan, people are overly sensitive to what other people think about them since cooperation and group unity have always been emphasized. People are educated not to isolate themselves by claiming their own feelings

or opinions. Instead, they must compromise with their own peer group and remain a peaceful member of their group. Parents and teachers have a hard time recognizing the real turmoil children experience because, on the surface, children act like things are going well. Furthermore, as children grow older, they become more introverted toward their surroundings and express themselves less to other peers. They think that sharing their true feelings with others may hurt the other person's pride or feelings. Thus children at this young age don't take advantage of opportunities to seek advice from other people. It seems

like their pain may be a result of being bullied by their peers.

But why can't this bullying behavior be stopped ? Instead it is increasing more and more. We suppose one reason for this problem is caused by a lack of social perspective taking, which means an ability to identify with another person's pain. In today's contempo-

rary society, children are forced to compete against each other at an early age which creates great stress in their daily lives. As the society rapidly changes, children have fewer opportunities to just play outside with their friends. Instead of relating to other people,

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いじめについての態度 と役割取得経験 との関連

more and more children are devoted to watching television or playing video games alone.

This behavior may hinder their ability to relate to their peers and find their role in a group.

From an early dge, most children learn that it is wrong to bully another person, but in reality they don't have many opportunities to apply what they are taught. They do not know how to mend a broken relationship after a fight or disagreement. Since there is a

lack of experience and ability to objectively examine things when they face a real problem in interpersonal relationships, they have no control of their feelings or behavior.

Although children know very well what is right and wrong when they are in a

situation of bullying their friends, they don't have good control over their emotions and behavior. On this presupposition, we first want to determine their attitude toward bullying in their school in the following three domains of their life : the cogRitive, the affective, and the behavioral. Second, we want to examine the effect of role reversal exercises on these three areas. Through this we also want to try to help the children to understand the various viewpoints of bullying as well as to achieve a high level of understanding from these discussions. Third, we want to examine the development of interpersonal negotiation strategies and do research on strategy orientation to determine in which of the above three domains the problem lies.

Study I

1 . Objective

To try to discover the difference between three domains : cognitive, affective, and behavioral. The motive for this research is because children understand cognitively that bullying is bad behavior, but most of the time, because their emotions cannot follow their cognition, they react impulsively. In other cases, they become violent or verbally abusive.

We observe this commonly occurring in their daily lives. So we would like to test this hypothesis by means of a questionnaire.

2 . Method of Research :

Subjects : 85 elementary school fourth grade students : 42 males, 43 females ; 81 fifth

grade students : 38 males, 43 females ; and 83 sixth grade students : 43 males, 40 females - for a grand total of 249 students. Research Design - Distribute the questionnaire in order to get information about students' bullying behaviors. The questionnaire is completed by each student in a group. There are 57 questions in 19 categories in the questionnaire. Each question covers the three domains: cognitive, affective, and behavioral. The children will

answer by marking a five-point Likert scale. An example of questions is in Tables 2,3, and

4.

3 . Results and Conclusions:

By analyzing responses by grade and gender, we recognized the significant effects

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of grade level on students. We found that in total points, the fifth grade scored the lowest in all three areas (cognitive, affective, and behavioral). Here, we do not project that results would improve with increased age. Most students scored the highest points in the area of cognition, followed by feelings and behavior. As we presupposed, they understand cognitively, but their feelings and behavior do not follow. It is necessary to support those weak areas by means of education.

Table I The 19 Categories Related to Bullying used in the Questionnaire

A HninganO■cts feeling or body

B Chil■enwho are notphysiny adept are e町 わL bunied

O Childrenwho山 omers an減 iけomplex areettbb bdied D:ChildrenwhoJ an油甲鶴山m ofと随Юtte are eawto be htted

E:Toventyour anger o山面 山 E伝 on o■ers

F:To Fng■lp on One personh a goup

G:島 an l聰調α

,m   hab■

ying simtion

I IXttu漁面昭beneen bdyingand goodmh面medteasing

 HOW tOFeSpOndwhen Lingbdied

JL山

m山OfanomeFfS feelings

K How todeal覇血 緑山 甲 Ofdislikeb a… 轍倣 運

tdb崚

them

L:Undb就田直疑3dbttdmttofadlildwhobunies M:Howto tte whenyou山 e abu■ying dtu価 N:Pmple whom you00nsultmぬ 鮨 山

,m

O:Neoe面

Ofresolvingm

P:Using ano■er consulting goup

Q:Felingyoubelongto a Foup andi面闇血 R Closeness ofa cirde of鈍瓢お{帥

m

Howtowork宙 a peFSOnWho轟 help

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い じめについての態度 と役割取得経験 との関連

Table 2 Hurting other's feelings or body

¨ ¨

Cogoftive: I should mt hfi anothCs fulings orbody.

Afuive. I ftel sad when I ffi srll€ons hurt on aTV Hmgan Behaviordt I rcrrcr hrrt aryorcs fislin$$ rrtxxly.

Table 3 To vent your anger (indiscriminately) on others

4.4・OcO。80

3.50Ct10 2.61o.88b

¨

Copitivel sbould mt vent my anger on others wben I am in mr$le , 4.12(1. 10

Aftctive:I dont ftel rel@sd fiommyhmublas afterl veff myangeronotlers. 3.M(1.12)

Behavioral IVe reverveffied myangeronothers whenl was intnouble. 3.0q1.16)

Table 4 How to deal with feelings of dislike tor a person without offending them

Domain ¨

Cognitirrs It would be better to tell a pemon why I dont tike tlre way they are. 3.84(1.01)

Affdive: I dont mirxl t^king th houble to Whin to anothr penson wby I dont like them

3.42(1.10)

Behaviorat IVe alwaln explainedtbmushlyto anotherpemonwhnthre is something.

3.040.m)

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   生 。安  美奈子

Study II

1 . Objective :

By conducting role reversal discussions both before and after using the same questionnaire as in Study I , we will try to discover how the discussions change the students' attitude. This objective is to examine the effects of discussion from each viewpoint which Selman and Demorest(l984) mention in their work "Interpersonal Negoti- ation Strategies : Development and Steps of Strategy Orientation." The research objective is to examine the effect of discussions from various points of view.

2. Method of Research :

Subjects : 39 elementary school fifth grade students in one class : 17 males, 22

females. Examination Practice - This research was based on administering the same questionnaire as in Study I as well as an additional illustrative story. The discussion time was two hours. During that time, the students were divided into two groups. In one group, the role was that of the bullying student ; in the other, the role was that of the victim. Half

of these original groups were then told to change their roles and discuss the other viewpoint. These same students were tested a week later using the original questionnaire.

The following is the illustrative story which was used:

Kusakawa-san loves to draw pictures and read books, but she's not good at any kind of sports. Soon there will be a school sports festival. All the students of her Number 8 class of the 5th grade are anticipating a victory in the relay race against the other classes. One of the students, named Motomura-san, can run especially fast and she doesn't want to lose this relay against her rival in the Number 5 class. The students for this relay were selected in a prior class meeting. Six people were needed for this relay and five of them were easily selected because they could run fast. But the last one could not be easily decided upon. So they chose the last one by using the Rock, Paper, Scissors game. As a result, Kusakawa -san was selected to join the relay group. Motomura-san knows that Kusakawa-san is not good at any kind of sports, so she tried to teach her how to run faster in their practice times. Motomura-san, however, sometimes shouted at her and tried to spur her by saying,

"What are you doing !!! Are you really trying as hard as you can??? Pig !! Can't you run faster ???" And she also decided which order that Kusakawa-san would run in their team.

Now the day has come. Although Kusakawa-san likes the games like Tug-of-War,

she could not enjoy them because she was so worried about running. When the relay race came at last, Kusakawa-san's heart was racing. She got the baton from her team-mate and she ran as fast as she could. Fortunately the previous person ran so fast, there was a wide margin between her and the other runners. So she felt that she would not be passed by them. But, in the next moment, when she tried to pass off the baton to her next team -mate she dropped it. And because of that, Motomura-san's team lost to her rival's

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いじめについての態度 と役割取得経験 との関連

Number 5 class. So Class # S won the first prize and Class # 8 only received the second prize.

On that day, neither Motomura-san or Kusakawa-san said anything about that failure. But the next day, when Kusakawa-san went to school, she found something

written on her desk, "We lost the game because of you, Stupid !" She also heard Motomura -san and her friends talking about it saying, "If we didn't have a certain person on our team, we could have won the game." Kusakawa-san went to Motomura-san to try to apologize by saying, "I'm sorry !" And Motomura-san said to her, "It's too late to be soffy.

I worked hard to teach you how to run. We don't want to talk to you." And she left Kusakawa-san alone. Kusakawa-san was very discouraged.

3.1 How does student's attitude change before and after discussion

We did not recognize any difference in attitude between discussions done pre-test or post-test. On both tests, there was a high score in the cognitive domain, the affective followed, and the behavioral was the lowest. We analyzed the data after it was collected and tried to correlate the results for each individual both pre-discussion and post-discus- sion. We found that the number of students who increased their score was 38.5yo, and those who scored lower were 23.I%. Even though the number of students who scored higher was greater than those who scored lower, we did not conclude that there was any significant difference as a result of role-reversal discussions.

We analyzed the data comparing groups that had a fixed role and groups where the role was reversed and we did not find a significant difference in data as a result of fixing or changing roles in discussion. In comparing each domain we found a tendency for higher score in the behavioral domain of the role-fixed group. Correspondingly, we found a lower score in the behavioral domain of the role-changing group (Fig. 1). Lastly, in analyzing the change in each item, we found significant difference only in Table 5 and 6 ("Behavior toward a slow moving child who is easily bullied by others" and "Venting anger on others").

As a result of this analysis, w€ didn't find significant effects on the change in attitudes toward bullying as a result of role-reversal discussions. One reason for this can be drawn from student's discussions. 5th grade students, according to Selman's Theory of Social Perspective Taking, cannot easily identify with the feelings of the opposite role (bully or bullied). Furtherrnore, they can not put themselves in the role of a third person observing the two roles. This is quite obviously a result of their stage in Interpersonal Negotiation Strategies. Because of that, when the role is changed in discussion, we observed confusion on the faces of the students. This shows that the children struggle to identify with the opposite role. This confusion is predicted in the development between Level 1 and Level 2 of. Selman's Theory of Interpersonal Negotiation Strategies. These children understand both roles with their desires and attitudes, but they cannot resolve these roles into a third person who sees both sides. We see the need for further research

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   生・ 安  美奈子

focusing on the method of role reversal and developing the ability of social perspective taking.

(ゆ

80 00 40 20 0

麗翌role changed 艤圏role fxed

  noclange d』

Behaviorai Levei

Fig. 1 The total change in score due to role reversal for behavioral level

Table 5 Children who are not physically adept are easy to be bullied

htt PodЩ

@nitivq Tb id€thatapemnshould doenrerythingqrdeb ratherthnelowlyis mtfine.

2.0(1.6) 2.6qU0)*

Atr*tive- I dont frplftusfatrxlwithchikheuwb rant tlo esythiry qui*$.

2.72(1..?g '2.S(098)

Bebviona} I\rc rever itrentbmllyoruniffientionallydone sorethingbad to ehildrenwho

cantdoeasy thrngnqui*ly. 2.8Pl.0つ a211.14b

.05

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いじめについての態度 と役割取得経験 との関連

able 6 To vent your anger(indiSCrirninately)on Others

Domain h邸 POStЩ

mI山 vemmyan30FOn曲 Wbenlanhtlu■ le。

服 山 り:Idonttelrelased ttmy伝洲 鶴 血 Iventmyansr

(,11lL (:,ltll] il,13,

嗽 腱Htt novoFVOlltodmya曜m山

"hnl wasintFOubb.

4。11(1.1つ  4.00Kl。063

30∝1.0つ 3.40Kl.00壼

2.41kl.102.竃1.00p

ド 。05

3.2 Developmental stages of lnterpersonal Negotiation Strategies and the effects of discussion before and after on Strategy Orientation

There were no meaningful changes in the questionnaire results with discussion before and after. In this 5th grade class, most students fell into Level 1, followed by Level 2, with only a few students falling into Level 3. And we found that in Strategy Orientation, in general, both before and after the discussion, more students felt that the victim should change their attitude rather than the bully, but after the discussion, the number of students who felt the victim should change increased .

Concerning bullying itself , any reason given by the bully is not acceptable to justify the act of "bullying", so it's necessary to stop the bullying. But according to these results, most children chose to think that the victim should change their attitude rather than working on the bully's attitude directly. There are a couple of reasons for this. One is that

students truly believe that the victim is somehow responsible for causing the problem. The other is that students perceive less of a risk of being bullied themselves by confronting the victim rather than the bully. But this attitude creates the atmosphere that observers take the bully's side and increases the victim's perception of being bullied. Consequently, from now on in order to cope with bullying, there is a need to develop curriculum to make the students think from the perspective of Strategy Orientation, that is, how to carry through with the most desirable response to bullying.

4. References

Selman ,R. L. & Demorest, A. P. (1984). Observing troubled children's interpersonal negoti- ation strategies : Implications for a developmental model. Child Development, 55, 288 -304.

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