Социально-психологический компонент школьной среды как фактор аутоагрессии подростков
DOI:
https://doi.org/10.33910/2686-9527-2026-8-1-77-88Ключевые слова:
аутоагрессия, аутоагрессивное поведение, подростковая аутоагрессия, суицид, несуицидальное самоповреждение, школьная средаАннотация
Введение. Исходя из статистических данных последних лет, проблема самоповреждающего и суицидального поведения подростков остается актуальной. В подростковом возрасте основные виды активности — обучение и социализация, значительную часть дня подросток проводит в школе, взаимодействуя с одноклассниками и учителями. В статье представлено теоретико-аналитическое исследование, посвященное влиянию социально-психологического компонента школьной образовательной среды на развитие аутоагрессии у подростков. Целью исследования является изучение патогенных и защитных свойств школьной среды, а также выделение направления профилактики подростковой аутоагрессии на базе школ.
Материалы и методы. Проведены анализ, описание, систематизация информации, сравнение и синтез результатов научных исследований. Материалы теоретико-аналитического обзора представлены научными источниками за последние 10 лет, отобранными по релевантности проблематики представленных в них исследований, опубликованными в международных и национальных базах данных.
Результаты исследования. Проведен многосторонний анализ взаимосвязи аутоагрессии подростков и параметров восприятия ими социального компонента школьной среды. В результате проведенного анализа выделены ключевые факторы риска (буллинг, социальная изоляция, академическое давление, деструктивные отношения с педагогами) и защитные факторы (поддерживающая атмосфера, принятие, позитивные референтные связи). Примерно 40 % подростков, совершивших самоубийство, имели проблемы в школе, а частота суицидальных попыток выше в первые дни учебного года. Подростки, считающие себя неуспевающими в учебе, показывают более высокие уровни депрессии и предрасположенности к суицидальному поведению. Из всех окружающих подростка людей только учителя имеют значимое влияние на формирование страха социального неодобрения и положительного образа себя.
Заключение. Выявлены основные факторы риска и защиты, отражающие субъективное восприятие образовательной среды, на основе которых сформированы предложения по созданию поддерживающей школьной среды и профилактике аутоагрессивного поведения подростков на базе школы.
Библиографические ссылки
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