КАРТИНА ШКОЛЬНОЙ ТРАВЛИ И КИБЕРБУЛЛИНГА ГЛАЗАМИ ШКОЛЬНИКОВ

When studying such a phenomenon as bullying and cyberbullying at school, the main research method is most often a survey, during which schoolchildren are asked questions prethought out by re-searchers. This method allows you to cover a wide range of respondents, but it directly depends on the researcher’s initial view of the bullying situation, on the basis of which the researcher formulated the questions used in the survey. The main problem of this study is the search for those topics and elements of bullying that were not envisaged by the researchers. What forms of bullying and cyberbullying are known to schoolchildren themselves? What methods of protection against bullying do they know? What is the motivation for bullying through the eyes of students? How do they see adult intervention in bullying situations? The purpose of this study is to clarify the picture of school bullying and cyberbullying through the eyes of schoolchildren. Methodology and research methods. The main research method is a focus group. A qualitative phenomenological analysis was used to process the results of the focus group. Main results. Both described in the literature and non-described forms of bullying and cyberbullying, as well as the forms of protection against bullying and cyberbullying known to schoolchildren, the motivation for bullying and their view of adult intervention in the situation of bullying, are identified. Scientific novelty of the results. A look at bullying and cyberbullying from the inside of the problem is shown, the idea of schoolchildren about how school bullying and bullying on the Internet goes. Respondents did not answer preformulated questions, but had the opportunity to freely and openly express their opinion in the form that they found appropriate. The practical and theoretical significance lies primarily in the fact that the results obtained can be used for further research on the problem of bullying and cyberbullying among schoolchildren, which will take into account the view of the schoolchildren themselves. Meaningful conclusions. Thanks to schoolchildren, such forms of bullying, not described in the literature, were revealed, such as the transfer to reality of bullying started on the Internet, the creation of mocking pictures (“memes”) based on a photo of the victim, and correspondence with the victim’s relatives, designed to harm her. It is noteworthy that the respondents do not know any other effective ways to protect against bullying and cyberbullying, except for waiting until the stalker gets bored and blocking the aggressor on the Internet, in addition, the respondents point out that adult intervention in the bullying situation is useless and even harmful to the victim . This indicates the need to improve the psychological and information literacy of schoolchildren.