El bullying desde el punto de vista del acosadoranálisis y procedimiento

  1. Tejada, Eneko 1
  2. Garay, Urtza 1
  3. Romero, Ainara 1
  4. Bilbao, Naiara 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Revista de investigación educativa, RIE

ISSN: 0212-4068,  1989-9106

Año de publicación: 2021

Volumen: 39

Número: 2

Páginas: 373-390

Tipo: Artículo

DOI: 10.6018/RIE.422671 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Revista de investigación educativa, RIE

Objetivos de desarrollo sostenible

Resumen

Bullying is a type of violence that occurs in the educational environment and has great social repercussions. Schools have at their disposal different instruments to prevent bullying behaviour, however, there are not so many means to stop these behaviours at the time of their development. The aim of the present research is to analyze the incidence of an intervention composed by a sequence of metacognitive actions carried out with adolescent school bullies in order to design a better procedure that helps to stop bullying. An action research methodology has been carried out and the analysis of the data obtained has been of a quantitative and qualitative nature, which has allowed us to observe the effect of the bullying behaviours throughout the six sessions carried out and to know the type of thinking that the bully goes through before he stops the aggression. From the results of the research, a procedure has been extracted that constitutes a valid proposal for intervening with bullying students that contributes to stopping bullying behaviours

Referencias bibliográficas

  • Aitken, R. B. C. (1969). Measurements of feelings using visual analogue scales. Proc. R Soc Med, 62, 989-993.
  • Blythe, T. & Allen, D. (2015). Looking Together at Student Work, Third Edition. Teachers College Press.
  • Buendía, L., Expósito, J., Aguadez, E.M., & Sánchez, C.A. (2015). Análisis de la convivencia escolar en las aulas multiculturales de Educación Secundaria. Revista de Investigación Educativa, 33(2), 303-319. http://dx.doi.org/10.6018/rie.33.2.211491
  • C. Bonell, E. Allen, E. Warren et al. (2018). Effects of the Learning Together intervention on bullying and aggression in English secondary schools (INCLUSIVE): a cluster randomised controlled trial. The Lancet, 392, 2452-2464. https://doi.org/10.1016/S0140-6736(18)31782-3
  • Cerezo, F. (2009). Bullying: Análisis de la situación en las aulas españolas. International Journal of Psychology and Psychological Therapy, 9(3), 383-395.
  • Cerezo, F., Sánchez, C., Ruiz, C., & Arense, J.J. (2015). Roles en bullying de adolescentes y preadolescentes, y su relación con el clima social y los estilos educativos parentales. Revista de Psicodidáctica, 20(1), 139-155.
  • Chaux, E. Velazquez, A.M., Schultze-krumbhoiz, A., & Scheithamer, H. (2016). Effects of the cyberbullying prevention program Media Heroes (Medienhelden) on traditional bullying. Aggressive Behavior, 42, 157–165. https://doi.org/10.1002/ab.21637
  • Cole, E. (1995). Responding to School Violence: Understanding Today for Tomorrow. Canadian Journal of School Psychology, 11(2), 108-116. https://doi.org/10.1177/082957359601100213
  • Crick, N., & Dodge, K. (1996). Social Information-Processing Mechanisms in Reactive and Proactive Aggression. Child Development, 67(3), 993-1002.
  • Decreto 201/2008, de 2 de diciembre, sobre los derechos y deberes de los alumnos y alumnas de los centros docentes no universitarios de la Comunidad Autónoma del País Vasco.
  • Della Cioppa, V., O´Neil, A., & Craig, W. (2015). Learning from traditional bullying interventions: A review of research on cyberbullying and best practice. Aggression and Violent Behavior, 23, 61-68. https://doi.org/10.1016/j.avb.2015.05.009
  • Gairín Sallánez, J., Armengol Asparó, C., & Silva García, B. (2012). El bullying escolar. Consideraciones organizativas y estrategias para la intervención. Educación XX1, 16(1). https://doi.org/10.5944/educxx1.16.1.715
  • Garaigordobil, M. (2017). Conducta antisocial: conexión con bullying/cyberbullying y estrategias de resolución de conflictos. Psychosocial Intervention, 26(1), 47-54. https://dx.doi.org/10.1016/j.psi.2015.12.002
  • Garandeau, C. F., Vartio, A., Poskiparta, E., & Salmivalli, C. (2016). School bullies’ intention to change behavior following teacher interventions: Effects of empathy arousal, condemning of bullying, and blaming of the perpetrator. Prevention Science, 17(8), 1034–1043. https://doi.org/10.1007/s11121-016-0712-x
  • Gázquez, J. J., Pérez, M. C., & Carrión, J. J. (2011). Clima escolar y resolución de conflictos según el alumnado: Un estudio europeo. Revista de Psicodidáctica, 16, 39-58.
  • Gini, Pozzoli & Hymel. (2014). Moral disengagement among children and youth: A meta-analytic review of links to aggressive behavior. Aggressive Behavior, 40, 56-68. http://dx.doi.org/10.1002/ab.21502
  • Gómez, A., Gala, FJ., Lupiani, M., Bernalte, A., Miret, MT., Lupiani, S., & Barreto, MC. (2005). El bullying y otras formas de violencia adolescente. Cuad Med Forense, 13(48-49), 165-177.
  • Granero, A., & Manzano, A. (2018). Posibilidades del programa KiVa para hacer frente al bullying homofóbico y transfóbico. Revista Complutense De Educación, 29(4), 943-958. https://doi.org/10.5209/RCED.54346
  • Gutiérrez, M. Escartí, A., & Pascual, C. (2011). Relaciones entre empatía, conducta prosocial, agresividad, autoeficacia y responsabilidad personal y social de los escolares. Psicothema, 23(1), 13-19.
  • Herdman, M., Badía, X., & Berra, S. (2001). El EuroQol-5D: una alternativa sencilla para la medición de la calidad de vida relacionada con la salud en atención primaria. Atención primaria, 28(6), 425-429.
  • Hernández-Serrano, O., Espada, J. P., & Guillén-Riquelme, A. (2016). Relationship of the prosocial behaviour, the problem-solving skills and the use of drugs amongst adolescents. Anales De Psicología/Annals of Psychology, 32(2), 609-616. https://doi.org/10.6018/analesps.32.2.204941
  • Hubbard, J. A., McAuliffe, M.D., Morrow, M.T., & Romano, L.J. (2010). Reactive and proactive aggression in childhood and adolescence: Precursors, outcomes, processes, experiences and measurement. Journal of Personality, 78, 95-118. https://doi.org/10.1111/j.1467-6494.2009.00610.x
  • Koh, J.‐B., & Wong, J. S. (2015). Survival of the fittest and sexiest: Evolutionary origins of adolescent bullying. Journal of Interpersonal Violence. 32(17), 2668-2690. https://doi.org/10.1177/0886260515593546
  • Kolb, D. (1984). Experiental Learning: Experience as the Source of Learning and Development. Prentice Hall.
  • Kovač, V.B., & Kostøl, E.M.F. (2020). Helping children in bullying situations: The role of intersubjective understanding and co-regulation. School Psychology International.41(3), 295-309. https://doi.org/10.1177/0143034320903789
  • Lyng, S.T. (2018). The Social Production of Bullying: Expanding the Repertoire of Approaches to Group Dynamics. Children & Society, 32(6), (492-502). https://doi.org/10.1111/chso.12281
  • Martinelli, A., Ackermann, K., Bernhard, A., Freitag, C.M., & Schwenck, C. (2018). Hostile attribution bias and aggression in children and adolescents: a systematic literature review on the influence of aggression subtype and gender. Aggression and Violent Behavior, 39, 25-32.
  • McKernan, J. (1999). Investigación-acción y currículum. Morata.
  • Morales, J.F., Yubero, S., & Larrañaga, E. (2016). Gender and bullying: Application of a three-factor model of gender stereotyping. Sex Roles, 74(3-4), 169-180. https://doi.org/10.1007/s11199-015-0463-3
  • Mytton, J.A., DiGuiseppi, C., Gough, D., & Taylor, R.S., Logan. (2006). S. School‐based secondary prevention programmes for preventing violence. Cochrane Database of Systematic Reviews. 3:CD004606. https://doi.org/10.1002/14651858.CD004606.pub2
  • Nocentini, A., & Menesini, E. (2016). KiVa Anti-Bullying Program in Italy: Evidence of Effectiveness in a Randomized Control Trial. Prevention Science, 17, 1012–1023. https://doi.org/10.1007/s11121-016-0690-z
  • Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review of Clinical Psychology, 9, 1–14. https://doi.org/10.1146/annurev-clinpsy-050212-185516
  • Perkins, D. (1999). ¿Qué es la comprensión? En M. Stone, La Enseñanza para la Comprensión (pp. 69-95). Paidós.
  • Perkins, D (2008). La escuela inteligente. Gedisa
  • Perkins, D. (2016). Educar para un mundo cambiante ¿Qué necesitan aprender realmente los alumnos para el futuro? SM.
  • Perkins, D. N., & Reese, J. D. (2014). When change has legs. Educational Leadership, 71(8), 42-47.
  • Perkins, D., & Tishman, S. (2011). El Lenguaje del Pensamiento. Educadores: Revista de renovación pedagógica, 236, 46-58.
  • Poblete, M., Bezanilla, M.J., Fernández-Nogueira, D., & Campo, L. (2016). Formación del docente en competencias genéricas: Un instrumento para su planificación y desarrollo. Revista Educar, 52(1), 71-91. https://doi.org/10.5565/rev/educar.713
  • Pulido, R., Calderón, S., Martín-Seoane, G., & Lucas-Molina, B. (2014). Implementación de un programa de mediación escolar: análisis de las dificultades percibidas y propuestas de mejora. Revista Complutense de Educación, 25(2), 375–392. https://doi.org/10.5209/rev_RCED.2014.v25.n2.41610
  • Reips, U., & Funke, F. (2008). Interval-level measurement with visual analogue scales in Internet-based research: VAS Generator. Behavior Research Methods, 40, 699–704. https://doi.org/10.3758/BRM.40.3.699
  • Ritchhart, R. (2020). The Power of Making Thinking Visible: Practices to Engage and Empower All Learners. Services, Jossey-Bass.
  • Ritchhart, R., Church, M., & Morrison, K. 2014). Hacer visible el pensamiento: cómo promover el compromiso, la comprensión y la autonomía de los estudiantes. Paidós.
  • Ritchhart, R., Turner, T., & Hadar, L. (2009). Uncovering students’ thinking about thinking using concept maps. Metacognition and Learning, 4(2), 145-159.
  • Rubio, F.J., Díaz, A., & Cerezo, F. (2019). Bullying y cyberbullying: la respuesta de las comunidades autónomas. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(1), 145-157. http://dx.doi.org/10.6018/reifop.22.1.332311
  • Ruiz, R., Riuró, M., & Tesouro, M. (2015). Estudio del bullying en el ciclo superior de primaria. Educación XXI, 18(1), 345-368. https://doi.org/10.5944/educxx1.18.1.12384
  • Saarento, S., Boulton, A., & Salmivalli, C. (2015). Reducing bullying and victimization: Student- and classroom-level mechanisms of change. Journal of Abnormal Child Psychology, 43, 61–76.
  • Santos, M. A. (1990). Hacer visible lo cotidiano. Akal.
  • Segura, M. (2005). Enseñar a convivir no es tan difícil. Desclée de Brouwer.
  • Smith, P. (2016). Bullying: Definition, types, causes, consequences and intervention. Social and Personality Psychology Compass, 10(9), 519-532
  • Stone, M. (1999). ¿Qué es la Enseñanza para la Comprensión? En M. Stone. La Enseñanza para la comprension. Vinculacion entre la investigacion y la práctica (pp. 95-96). Paidós.
  • Swearer, S,M., & Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. Am Psychol, 70(4), 344-53. https://doi.org/10.1037/a0038929
  • Thomas, H.J., Connor, J.P., & Scott, J.G. (2018). Why do children and adolescents bully their peers? A critical review of key theoretical frameworks. Soc Psychiatry Psychiatr Epidemiol 53, 437–451. https://doi.org/10.1007/s00127-017-1462-1
  • Van Agt, H. M., Essink-Bot, M.L., Krabbe, P.F., & Bonsel, G.J. (1994). Test-retest reliability of health state valuations collected with the EuroQol questionnaire. Social science & medicine, 39(11), 1537-1544.
  • Van der Ploeg, R., Steglich, C., & Veenstra, R. (2016). The support group approach in the Dutch KiVa anti-bullying programme: Effects on victimisation, defending and well-being at school. Educational Research, 58(3) (2016), 221-236. https://doi.org/10.1080/00131881.2016.1184949
  • Vilariño, M., Amado, B. G., & Alves, C. (2013). Menores infractores: un estudio de campo de los factores de riesgo. Anuario de Psicología Jurídica, 23, 39-45. https://doi.org/10.5093/aj2013a7
  • Villa, A., & Poblete, M. (2007). Aprendizaje basado en competencias. Una propuesta para la evaluación de las competencias genéricas. Mensajero.
  • Volk, A. A., Dane, A. V., & Marini, Z. A. (2014). What is bullying? A theoretical redefinition. Developmental Review, 34, 327–343.
Fuente de los datos: Dialnet