著者

橋本 摂子

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.64, pp.123-142, 1999-05-15

被引用文献数

4

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This paper aims to clarify the dynamic process in "ijime" situations, focusing on the practical role of bystanders in group dynamics. In "ijime" studies, bystanders have been identified as the key persons who influence the seriousness of the "ijime" situation. However, the practical effects of bystanders on the "ijime" situation is not clear. Since the structure of an "ijime" group is presumed to be static, and the change of the "ijime" situation has been overlooked in previous studies. In this study, we attempt to show the different effects caused by the various roles bystanders play in the process of "ijime". Through interviews conducted on 62 students at the university and high school level, we were able to classify their experiences in elementary school or in junior high school on the subject of "ijime". There is a remarkable difference between the "ijime" situation in elementary school and in junior high school. Depending the role of the bystander in any given "ijime" situation, three patterns of "ijime" in elementary school and two patters in junior high school were identified. These differences can be attributed to the varying attitude that bystanders have toward a particular "ijime" situation. In elementary school, bystanders act either as an audience or remain silent for personal safety reasons, thus allowing the "ijime" to attract more attention by adults. In junior high school, however, bystanders are no longer concerned with the role of "ijime" because they have lost interest in the "ijime" behavior. In this case, bystanders detract attention away from the "ijime" in such a way that the assailants behavior become more serious. Then the situation turns for the worst with the possibility that a victim will emerge. It is during the freshman and sophomore year in junior high school that incidents of "ijime" can become most serious. This fact has been explained with the increase in the number of bystanders in previous studies.