В статье анализируется международный опыт исследований свидетелей буллинга. Проблеме травли посвящено много исследований, в том числе подробно изучены последствия травли для жертв и агрессоров. В то же самое время последствия травли для свидетелей остаются малоизучены, несмотря на то, что именно им отведена главная роль в большинстве антибуллинговых программ, как самой многочисленной группе лиц, участвующих в буллинге и способной предотвратить или остановить его. В статье автором ставится цель – обобщить зарубежный исследовательский опыт изучения свидетелей травли и ее последствий для них. Для наглядности данных автором рассматривается возникновение негативных последствий школьной травли для свидетелей, через призму возникающих у них когнитивных искажений, которые в ситуации травли, с одной стороны, выступают защитным механизмом для свидетелей, с другой, напротив – оказывают негативное влияние на свидетелей: когнитивного диссонанса, морального отчуждения ответственности, генерализации, катастрофизации и персонализации. Проанализировав данные, автор приходит к выводу, что школьная травля оказывает краткосрочное, а также долгосрочное негативное влияние на психическое и физическое здоровье свидетелей, а также существенно повышает риск суицидального и самоповреждающего поведения свидетелей, в том числе способствует повышению риска употребления ПАВ.
The article analyzes the international experience of bullying witnesses research. Much research has been devoted to the problem of bullying, including the consequences of bullying for victims and aggressors. At the same time, the consequences of bullying for witnesses remain poorly understood, despite the fact that they are assigned the main role in most anti-bullying programs, as the largest group of people involved in bullying and able to prevent or stop it. In our article, we aim to summarize foreign research experience in studying witnesses of bullying and its consequences for them. To illustrate the data, we consider the occurrence of negative consequences of school bullying for witnesses, through the prism of their cognitive distortions, which in a situation of bullying, on the one hand, act as a protective mechanism for witnesses, on the other hand, on the contrary, have a negative impact on witnesses: cognitive dissonance, moral alienation responsibility, generalization, catastrophization and personalization. By analyzing the data, we can see that school bullying has short-term as well as long-term negative effects on the mental and physical health of bystanders, and significantly increases the risk of bystanders’ suicidal and self-injurious behavior, including the increased risk of substance use.
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