68 Spirituality Studies 10-2 Fall 2024 1 Introduction Spirituality and loneliness are factors that can significantly influence the psychological experience of adolescents, including the context of bullying. Adolescents go through a period of intense change where they encounter changes in social relationships, self-knowledge, as well as in the search for their own identity. At this relatively critical time, loneliness can be a very negative experience which is often associated with feelings of anxiety, depression and low self-esteem and self-worth. On the other hand, spirituality can serve as an important protective coping resource, providing meaning or purpose in life. Bullying among peers is a widespread problem in schools and carries serious consequences. The term bullying refers to a certain type of aggressive behavior that takes place under specific conditions (Říčan and Janošová 2010). In general, there are several definitions through which bullying can be defined (Janošová, Kollerová and Zábrodská 2014, 369). Olweus (1993, 2013) has described bullying as repeated exposure over time to negative events by an individual or several other persons. It is enacted through aggressive behavior where a adolescent intentionally causes injury or discomfort to another adolescent through physical contact, words or in other ways. It is characterized by intentional behavior (Rettew and Pawlowski 2016, 235) where a person or group of persons physically or verbally harms, hurts someone repeatedly or deliberately shows dominance and power over those unable to defend themselves (Rigby 2000; Roland 2000; Smith and Brain 2000). According to Wagner and colleagues (2009, 11), bullying is understood as the deliberate and repeated physical and psychological harming of a weaker individual (group) by a stronger individual (group). The basic forms of bullying are recognized (Kollerová, Pospíšilová and Janosová 2020) as being verbal attacks – name-calling, ridicule, humiliation; physical attacks – kicking, hitting, pushing; as well as attacks on relationships – exclusion from activities or groups. The most common type is verbal bullying such as name-calling and teasing (Waseem and Nickerson 2024, 1). When bullying occurs in the classroom, an adolescent usually occupies one of several roles (Wagner et al. 2009, 12). This is either the role of the aggressor, the victim, the defender or the bystander to the bullying process. In terms of personality traits, agreeableness, neuroticism and particularly in girls, extraversion, have been shown to promote defensive behavior (Janošová, Kollerová and Soukup 2018a). Bullying can occur in a variety of settings but is most prevalent in and around educational institutions. Among children, it occurs in schools and boarding schools (Sejčová 2021, 31). Spirituality can be described as a profound aspect of human experience that transcends conventional language and understanding. It involves an inner journey of transcending the self and exploring the subtle energies that play a key role in mystical experiences across different spiritual traditions. From this perspective, spirituality is not limited to specific religious contexts but is a universal phenomenon that can be studied from a variety of perspectives, including cross-cultural and research perspectives. It encompasses both individual and collective aspects, seeking self-awareness, liberation, and a deeper connection to the essence of human consciousness (Gálik 2021, 14–15). Martin Dojčár (2017, 147) relates spirituality to self-transcendence interpreted as “a process of inversion and singularity of consciousness that culminates in the state of non-intentional consciousness and manifests itself in prosocial behavior.” Fabian and colleagues (quoted in Maximov and Lovašová 2023, 2) have argued that spirituality primarily manifests itself as an individual phenomenon that draws attention to spiritual experiences and links them to the search for meaning, individual transcendence and the effort to find, maintain or transform a relationship with sacred things. Maximov and Lovašová (2023, 1) speak of spirituality as an important dimension of an individual’s experience that influences their behavior and contributes to the formation of one’s own identity. The adult world often fails to give young people the necessary “norm” of life and rather distorts it on purpose. Moreover, it often encloses them in its patterns of behavior (Sedláček 2020, 57). Jedličková (2018, 278) confirms that factors that contribute to a more meaningful adolescent life include, for example, engagement in activities, values, maintaining optimism, cultivating the spiritual component of life, religiosity, creativity, relationships with others, pleasure in life and hope for the future. The ability to maintain value goals and give meaning to life even when circumstances change also supports successful coping with the burdens associated with the everyday realities of life. Stríženec (2007, 35) refers to adolescence as a “period of identity”. He says that during this period, individuals have a variety of religious experiences, as well as doubts and controversies. It is possible that adolescents often experience resistance to spirituality as well. Doubt, resistance, as well as openness to spiritual themes are characteristic of the period of adolescence. Madsen and colleagues (2024, 1–11) reviewed a number of qualitative studies that examined the impact of spiritu-
RkJQdWJsaXNoZXIy MTUwMDU5Ng==