Abstract
In this article, the authors made an attempt to identify the specifics of attitudes towards bullying, its perception among school teachers who have experienced bullying in the past, namely, during schooling. The increasing spread of bullying in the educational environment is also associated with the inability, unwillingness of teachers to cope with this problem. The authors, drawing attention to this context, suggested that the degree of concretization of ideas, differentiation of bullying signs, understanding of the ways of constructive solution of the accompanying problems among teachers is associated with the personal experience of living in a bullying situation in the past: with the role position (aggressor / victim) and the type of bullying, with whom he met. The study used the «Smob» method (H. Kasper, 2010) to identify the type of bullying that teachers faced in personal childhood history and a semi-structured interview to determine the role position in which the person was at the time of the bullying situation in the personal history and attitudes towards this phenomenon in the present. The study involved 40 teachers (M = 48.8 years, SD = 18.3) with experience of living in a bullying situation in the past as a victim or aggressor. As a result, th e authors come to the conclusion that the position of the victim, as more traumatic, often associated with a situation of systematic, repeated bullying — type I bullying, causes difficulties in differentiating the phenomenon in the present, leads to its ignoring, fear of collision in professional activity, does not allow the teacher to adequately and respond effectively if it occurs due to the fact that he does not believe in his own strength. The position of the aggressor, more often associated with type II bullying in the case of teachers — «a separate event», less traumatic for their personality, is practically not accompanied by cognitive distortions in the notion of bullying in the present. They understand the need to prevent such situations in a child's environment, they believe in the possibility of timely forecasting and prevention.
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