Behavioral Patterns of Children Involved in Bullying Episodes

Abstract

This study applied a systematic observation strategy to identify coercive behavioral patterns in school environments. The aim was to describe stability and change in the behavioral patterns of children identified as victims of bullying. To this end, the following specific objectives were defined: (1) to identify episodes of bullying based on the frequency of negative behaviors received and power imbalances between bully and victim; (2) to describe stability and behavioral changes in student victims based on their social and academic conduct and the aggression they receive from peers and teachers; and (3) to describe the functional mechanisms responsible for the process of social organization (i.e., the Social Effectiveness, Social Responsiveness, and Social Reciprocity Indexes). The sample consisted of nine children identified as victims, nine classified as bullies, and nine matched controls, all elementary school students from the study developed at the National Autonomous University of Mexico files. A multidimensional/idiographic/follow-up observational design was used. Observational data describes asymmetry between victims and bullies based on microanalyses of the reciprocity of their behavioral exchanges. In addition, the behavioral patterns of victimized children were identified in relation to their academic activity and social relationships with peers. A model of coercive reciprocity accurately describes the asymmetry found among bullies, victims, and controls. A reduction in victimization was found to be related to: (1) responsiveness to the initiation of social interactions by peers and teachers; and (2) the time allocated to academic behavior during the study.

Support System for the Assessment and Intervention During the Manual Material Handling Training at the Workplace: Contributions From the Systematic Observation

“…This methodological approach allows the systematic analysis of spontaneous behavior in a natural environment using a set of dimensions and categories to evaluate behavior changes and temporal patterns using T-pattern analysis (Magnusson, 1996, 2000, 2018; Casarrubea et al, 2018), lag sequential analysis (Bakeman and Quera, 2011; Quera, 2018) or polar coordinate analysis (Sackett, 1980; Morillo et al, 2018; Rodríguez-Medina et al, 2018). Observational methodology is well established in several fields (Blanco-Villaseñor et al, 2010; Anguera and Hernández-Mendo, 2016; Arias-Pujol and Anguera, 2017; Cerezo et al, 2017; Escolano-Pérez et al, 2017; Izquierdo and Anguera, 2018; Pérez-Tejera et al, 2018; Santoyo and Mendoza, 2018). Nonetheless, their use to provide feedback as an intervention component within an occupational MMH training, as well as their use to assess behavioral change derived from training is innovative.…”

¿El alumnado que participa en violencia escolar, también participa en episodios de agresión cibernética?

“…Con respecto a la estabilidad del comportamiento del perfil de acosador, que se caracteriza por lastimar desplegando diversos tipos de conductas agresivas en múltiples contextos (incluyendo el virtual), se ha explicado que dicha conducta perdura ya que, ha sido empleada exitosamente socializar en los diferentes contextos en los que se desarrolla, como el familiar, escolar, grupos sociales de actividades recreativas o lúdicas, así como en ambientes virtuales. La conducta de agresión ha sido exitosa ya que les ha funcionado para solucionar conflictos, interactuar socialmente, logrando adquirir múltiples ganancias como, poder, liderazgo, popularidad, obtención de recursos materiales o monetarios, por lo que las personas que utilizan la agresión, la emplean debido a que no conocen otras estrategias y habilidades para socializar (Mendoza, et al, 2020;Prymak y Sosnowski, 2017;Santoyo y Mendoza, 2018).…”

Student profile not involved in bullying: description based on gender stereotypes, parenting practices, cognitive-social strategies and food over-intake

“…It is also concluded that students not involved, characterized by participating and collaborating in the common goals of team work, help to build solutions, have pro-social leadership through which they take the initiative to guide their peers to achieve group objectives, the latter adds more information to research in which it has been identified that the victim and bully students, are less effective in their social relations, that is, they have difficulty relating to peers, to start games, academic engagements or tasks, having less interactions with classmates (Santoyo & Mendoza, 2018).…”