Hannah Fisher-Grafy
Bar-llan University, Israel
Scientific Tracks Abstracts: J Neurol Neurophysiol
Growing social rejection and bullying in elementary school-age children, especially on social networks, have mostly been examined from a pathological perspective focusing on the rejected child or the rejecting group. Various approaches dealing with development in latency do not adequately explain the phenomenon. This study aims to offer a theoretical developmental explanation for social rejection in latency with an appropriate application. In this qualitative study, 12 focus groups of 140 Israeli children in grades 4-5 were interviewed. Data analysis was categorized according to the revised Van Cam method improved by Moustakas (Moustakas, 1994). The present study confirmed a normative developmental perspective and identified the developmental role that social rejection plays in latency. Autonomy processes and social norms characterizing normative child development were identified as driving the mechanism of social rejection. Practical implications for educators and mental health professionals and directions for future research are discussed.
Hannah Fisher-Grafy B.Sc. Psychology, Bar Ilan University. M.Sc. Research Psychology, Bar Ilan University Bibliotherapy Diploma, University of Haifa. Three-year training in the Psychology of the self, The Israeli Association for the Psychology of the self and the study of subjectivity Ph.D. in the hermeneutics and psychoanalysis program, Bar-Ilan University. Dissertation: “Latency: Moral Aspects of the Phenomenon of Social Rejection”.
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