Contemporary definitions of bullying are strikingly in agreement that bullying represents aggressive behaviour involving premeditation, time span, power imbalance and clear role assignment. Even though useful in some situations, these premises are not as helpful if the aim is to improve the social environment in educational contexts. The aim of the present article is to argue that educators need alternative theoretical tools when attempting to improve relations between children. We argue that interpretations of bullying in educational contexts are not ‘owned’ by any specific party, but rather involve (1) intersubjective negotiation and (2) the co-regulative competence of educators and children. The present theoretical proposition suggests that the role of educators is not to establish who did what, how and why, but rather to acknowledge and respect the children’s profound subjective experiences of the bullying situation, regardless of assigned roles in the conflict. We therefore suggest that intersubjective understanding of situations and the sensitive co-regulative competence of educators represent useful theoretical tools when dealing with systematic conflicts between children. The conclusion points out that nonpartial understanding of bullying and emotional recognition of experiences might increase children’s self-awareness, making them a part of the solution rather than ‘a part of the problem’.

中文翻译：

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在欺凌情况下帮助儿童：主体间理解和共同调节的作用

欺凌的当代定义惊人地一致认为，欺凌代表攻击性行为，涉及预谋、时间跨度、权力不平衡和明确的角色分配。尽管在某些情况下很有用，但如果旨在改善教育环境中的社会环境，这些前提就没有那么有用了。本文的目的是论证教育工作者在试图改善儿童之间的关系时需要替代的理论工具。我们认为，在教育背景下对欺凌的解释不是由任何特定的一方“拥有”，而是涉及（1）主体间协商和（2）教育者和儿童的共同调节能力。目前的理论命题表明，教育者的作用不是确定谁做了什么、如何做和为什么做，而是承认和尊重儿童对欺凌情况的深刻主观体验，无论在冲突中分配的角色如何。因此，我们建议，在处理儿童之间的系统冲突时，对情境的主体间理解和教育者敏感的共同调节能力是有用的理论工具。结论指出，对欺凌的非部分理解和对经历的情感认知可能会提高儿童的自我意识，使他们成为解决方案的一部分而不是“问题的一部分”。因此，我们建议，在处理儿童之间的系统冲突时，对情境的主体间理解和教育者敏感的共同调节能力是有用的理论工具。结论指出，对欺凌的非部分理解和对经历的情感认知可能会提高儿童的自我意识，使他们成为解决方案的一部分而不是“问题的一部分”。因此，我们建议，在处理儿童之间的系统冲突时，对情境的主体间理解和教育者敏感的共同调节能力是有用的理论工具。结论指出，对欺凌的非部分理解和对经历的情感认知可能会提高儿童的自我意识，使他们成为解决方案的一部分而不是“问题的一部分”。