School violence alludes to peer bullying and aggression in school. The field of communication has studied school violence by analyzing the influence of media and interpersonal relationships on aggressive behaviors. This article provides a perspective on school violence and concentrates on determining the influence of interpersonal communication with parents and teachers on adolescent aggressors and victims in school contexts. A non-experimental correlational-transverse design was used with a sample of 1,082 adolescents (M=15,61; DT=0,90). Three reliable scales were implemented to assess adolescent aggression and parental and pedagogical communication. Findings indicate that aggressions among adolescents at school and the interpersonal communication with parents and teachers present differences associated with gender (p=0,00). At the family level, it was found that offensive communication among parents and children (?=0,225; p=0,00) predicts an increment on school victimization. At the pedagogical level, it revealed that teacher communication intended to discipline students (?=?0,297; p=0,00) and make them see the importance of school and learning (?=?0,120; p=0,04) predicts a decrease in aggressive behavior among adolescents and school victimization. These new findings in education evidence the need to strengthen students’ interpersonal communication with their parents and teachers to obtain better results when implementing strategies to intervene and prevent school violence. La violencia escolar hace alusión al acoso y agresión entre iguales en la escuela. A nivel comunicacional, se ha estudiado este problema analizando la incidencia de los medios y las relaciones interpersonales en las conductas agresivas. Este artículo aporta una perspectiva de la violencia escolar centrada en determinar la influencia de la comunicación familiar y pedagógica en adolescentes agresores y víctimas en la escuela. Se usó un diseño no experimental de tipo correlacional-transversal con una muestra de 1.082 adolescentes (M=15,61; DT=0,90). Se aplicaron tres escalas confiables que evaluaron las agresiones entre adolescentes y la comunicación parental y pedagógica. Los hallazgos indican que las agresiones entre adolescentes y la comunicación que estos tienen con sus padres y profesores presentaron diferencias asociadas al género (p=0,00). La comunicación ofensiva entre padres e hijos (?=0,225; p=0,00) predijo el aumento de la victimización escolar. Pedagógicamente, se encontró que la comunicación del profesor orientada a generar disciplina en los alumnos (?=?0,297; p=0,00) y hacerles ver la importancia de estudiar y aprender (?=?0,120; p=0,04) predicen respectivamente, la disminución de los comportamientos agresivos entre adolescentes y la victimización. Estos hallazgos novedosos en materia pedagógica evidencian la necesidad de fortalecer la comunicación interpersonal de los estudiantes con sus padres y profesores para lograr resultados eficaces en la implementación de estrategias de prevención e intervención contra la violencia escolar.
With one of the longest-running conflicts in the Western Hemisphere, the Colombian state has been facing an internal armed conflict against the FARC since the 1950s. Four milestones set the framework for the most important background in this conflict. The first one, with the murder of leader Jorge Eliecer Gaitan, unleashed acts of severe violence between liberals and conservatives; then, the second milestone was due to the creation of the “national front” that ended the disputes by rotating power between these political parties; however, other minority groups were not taken into account, giving rise to the third milestone, where the FARC guerrillas emerged by claiming a communist model, and the fourth milestone corresponds to heavy military strikes against this guerrilla group that forced the FARC to a negotiate peace accord. Considering the theory of escalation and stagnation of the armed conflict, this article aims at summarizing the background that has led to this conflict, which had its beginnings in political disputes but gradually escalated to become a serious problem that the country has been suffering.
Based on the assumption that each armed conflict has different origins, the end of the conflict corresponds to a cessation of hostile activities and the beginning of a peace process. However, recognizing when the parties immersed in a conflict have the will to negotiate is a complex issue to understand. In this sense, this article addresses Zartman’s theory of maturation to increase the understanding of the elements necessary for the parties to come together and resolve their conflicts. The novelty of this article is that it complements such a theory with a three-dimensional vision of the end of the conflict, that is, military, political and economic dimensions. Based on a bibliographic review, the main conclusion is linked to the possibility of providing the understanding of conflicts with some arguments through the theory of Zartman’s ripening; however, this still has limitations in the sense that such a moment of ripening does not guarantee that the conflict will be solved, nor does it offer a look at it before reaching that moment, but it is possible to observe it only after it passes, giving rise to new investigations that go deeper into those gaps.
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