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Since 2011, bullying has become a major political and social concern.\u00a0And for good reason, about one in ten children is a victim of this scourge.\u00a0To combat this phenomenon, institutions use two types of strategies.<\/p>\n
The first is to take preventive action to make students aware of the consequences of this type of behavior (dropping out of school, school phobia, psychosomatic disorders, depression, suicide).\u00a0According to a\u00a0meta-analysis<\/a>\u00a0, this approach would reduce acts of harassment by 20%.<\/p>\n To cope with the remaining 80%, the institutions have chosen the interventionist strategy as a second approach.\u00a0Our purpose is to show that the intervention of a third party in the harassment relationship to put an end to it, although initially logical, can be counterproductive when we adopt a systemic perspective.<\/p>\n The interventionist strategy takes\u00a0four main forms<\/a>\u00a0\u00a0:<\/p>\n Several observations lead us to put into perspective the value of using these methods.\u00a0The first is due to the fact that by intervening in the harassment situation – which is quite understandable – we send the signal to the harasser and to his victim that the latter is not able to defend himself alone and therefore the aggressor. can continue without risk.<\/p>\n Even if the harassment stops after the intervention of a third party, the victim will not have realized that she is capable of mobilizing internal resources herself to face the aggression.\u00a0When a new situation like this arises, it will be just as helpless as the last time.\u00a0This partly explains the fact that harassed children who change school often are harassed again.<\/p>\n It is important to understand that there is no harassed profile unlike harassers.\u00a0All children are relationship \u201ctested\u201d when they arrive at school, and those who are vulnerable at this time are more likely to be bullied.\u00a0Harassing behaviors are\u00a0behaviors of opportunity<\/a>\u00a0.<\/p>\n The second finding is on the side of stalkers, research distinguishing two profiles.\u00a0On the one hand, we have the\u00a0\u201creactive stalker\u201d<\/a>\u00a0who exhibits deficits in social skills, which leads him to ascribe hostile intentions on the part of his peers and to react to them with excessive aggressiveness.\u00a0In contrast, we find the\u00a0“strategic stalker”<\/a>\u00a0who has high socio-cognitive skills that he uses for purposes of manipulation and domination of others.<\/p>\n Some\u00a0researchers<\/a>\u00a0support the thesis that the purpose of harassment is to acquire a dominant social position in the peer group.\u00a0Also qualified as ”\u00a0\u00a0popular<\/a>\u00a0\u00a0“, this type of profile has no interest in stopping its behavior since it is at the origin of its popularity.\u00a0This is corroborated by a\u00a0study<\/a>\u00a0which shows that strategic harassers are more difficult to respond to interventions.<\/p>\n Finally, beyond the social status acquired through harassment, the low receptivity to this type of approach – in particular those which recommend mobilizing the empathy of the harasser like the Pikas method – can also be explained by the causes the perpetrators (reactive or strategic) of this type of behavior to have deficiencies in\u00a0emotional empathy<\/a>\u00a0(the ability to experience another person’s emotion) and to demonstrate a form of moral disengagement that allows them to relegate to the second plan their principles in favor of other imperatives.<\/p>\n All of these facts lead us to favor another approach which consists in working with the student victim of bullying so that he develops the resources that will allow him to put an end to the situation of aggression himself.<\/p>\n This\u00a0approach<\/a>\u00a0makes it possible to avoid the negative consequences of a confrontation with the stalker, it also allows to develop the self-confidence of the victim and above all, it potentially has a greater chance of success because the harassed person is often the actor. most motivated to change in the system.<\/p>\n For this work with the student victim, we mobilize the tools of the brief and strategic system developed by\u00a0the School of Palo Alto<\/a>\u00a0.\u00a0This approach leads us to consider the situation of harassment as an interactional pathology which is embodied in a\u00a0vicious relational circle<\/a>\u00a0in which each actor plays a role in maintaining the status quo.<\/p>\n It may seem paradoxical, even unfair, to consider that the victim has some responsibility in the situation.\u00a0However, what the victim does to try to solve his problem only feeds him, “the problem is the solution” to use the words of Paul Watzlawick, a great figure of the Palo Alto School.\u00a0That is to say that when the victim tries to be forgotten by his stalker (by hugging the walls, lowering his head, hiding …), she implicitly sends him a message that he can come and attack him because he doesn’t risk anything.<\/p>\n“Opportunity behaviors”<\/strong><\/h4>\n
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Manipulator profiles<\/strong><\/h4>\n
“Corrective emotional experience”<\/strong><\/h4>\n