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Ostracism and ignorance as a form of problem behavior
Arnejčič, Beno
In this article I analyze the formation and development of ignorance (ostracism) as a form of problem behavior. Ostracism is rejecting or ignoring an individual or a group of persons. Ostracism ...prevents the establishment of a contact, or damages an already existing positive interpersonal relationship. Research has shown that ostracism is a special form of interpersonal conflict, because it harms the basic human needs such as belonging, control, self-esteem and the importance of existence (Williams, 2007; Goodacre & Zadro, 2010). Blackhart, Nelson, Knowles & Baumeister (2009) defined ignorance as "social exclusion", which means that one person has been exposed to solitude or her social contacts were rejected. Ostracism and ignorance cause adolescent problem behavior. This represents social exclusion, which destroys self-esteem, because it suggests that you did something wrong. You feel helpless. Whatever you do you meet the silence of the caller. All this leads to emotional pain (Kipling & Williams, 2011). I performed a controlled psychological observation of the behavior of the group. The observation included 50 graduate students-department of early childhood education and inclusive pedagogy at the Faculty of Education. The experiment lasted for one hour and was carried out in spring 2014. Students were divided into 5 working groups. The working groups participated in artificial situations which involved an imaginary problem. Observation workforce in the dormitory consisted of the headmaster, members of work team and a newcomer in the group who had just entered the workforce. The latter is given more or less ignorance by the employees. Working the role of the participants in the group have received immediately prior to the execution of experiment. The participants were given their roles immediately before the experiment. Psychological observation was directly conducted by an observerwho was following the instructions and analyzing the situation of each working group. One of the key findings of the research is that acceptance largely depends on the management style of the dormitory headmaster, and especially on good contact of the headmaster as the leader of a group with newcomers and with their colleagues.
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