Abstract:In this study, the serious global phenomena of violent and antisocial behavior in school are addressed, mainly those happening among students or between students and teachers. School should be an environment in which everyone coexists and gets along with each other; however, occasionally this interpersonal harmony is disrupted and the educational process becomes an impossible task. Given how difficult it is to fully analyze the complex phenomenon of school violence and antisocial behavior, we approach the prob… Show more
“…A highly relevant factor that negatively affects school coexistence is the emergence of violence [14]. This phenomenon can be defined as the use of any physical, psychological, or social strategy intended to cause harm to another individual [15].…”
Section: Bullying and Cyberbullying In Schoolsmentioning
The TEI peer tutoring program (in Spanish, Tutoría entre Iguales, hereinafter TEI ) is Spain’s most important coexistence program for the prevention of violence and bullying in secondary schools and one of the first worldwide. So that we may better appreciate the effectiveness and benefits of this program, a comparative study has been developed between four schools that are presently following this preventive strategy (TEI centres) and four other schools that do not carry out the TEI program (non-TEI centres). Controlling the other sociodemographic variables, students’ perception of coexistence, bullying and cyberbullying has been evaluated. In total, 1015 secondary school students belonging to eight schools from four autonomous communities in Spain participated. The results reveal that the students of TEI centres have a more favourable perception of educational coexistence and indicate lower rates of bullying and cyberbullying than those studying at non-TEI centres. These results highlight the benefits of the TEI program and the need to continue promoting and expanding these preventing bullying strategies in schools.
“…A highly relevant factor that negatively affects school coexistence is the emergence of violence [14]. This phenomenon can be defined as the use of any physical, psychological, or social strategy intended to cause harm to another individual [15].…”
Section: Bullying and Cyberbullying In Schoolsmentioning
The TEI peer tutoring program (in Spanish, Tutoría entre Iguales, hereinafter TEI ) is Spain’s most important coexistence program for the prevention of violence and bullying in secondary schools and one of the first worldwide. So that we may better appreciate the effectiveness and benefits of this program, a comparative study has been developed between four schools that are presently following this preventive strategy (TEI centres) and four other schools that do not carry out the TEI program (non-TEI centres). Controlling the other sociodemographic variables, students’ perception of coexistence, bullying and cyberbullying has been evaluated. In total, 1015 secondary school students belonging to eight schools from four autonomous communities in Spain participated. The results reveal that the students of TEI centres have a more favourable perception of educational coexistence and indicate lower rates of bullying and cyberbullying than those studying at non-TEI centres. These results highlight the benefits of the TEI program and the need to continue promoting and expanding these preventing bullying strategies in schools.
“…Es necesario que las instituciones realicen intervenciones pedagógicas para que los estudiantes aprendan a manejar y regular sus conflictos, desde una mirada que posibilite la construcción del respeto, la tolerancia, el diálogo y la solidaridad (Gallardo et al, 2019). Esto se logra −al menos en la escuela− a partir del trabajo en equipo entre directivos y docentes, y desde la visualización de un objetivo común, el de conseguir que los estudiantes aprendan a tener un adecuado manejo de las emociones (Cano, 2016;Better y Poma, 2016;Martínez, 2021;Rodríguez y Vaca, 2010;Uria et al, 2021).…”
Section: Algunos Estudios Sobre La Convivencia Escolarunclassified
el objetivo de la presente investigación es analizar las percepciones de 124 estudiantes del programa denominado jóvenes en extraedad y adultos (edades entre los 14 a 58 años), en jornada de fin de semana del Colegio Diana Turbay (Bogotá). Este estudio se realizó mediante el diligenciamiento del cuestionario de convivencia escolar para la no violencia (CENVI). Los resultados demostraron que merece una especial atención todo el Factor 2 (Gestión de la Convivencia), pues las percepciones allí evidenciaron que se necesitan más estrategias para formar en estos temas tanto a docentes como a estudiantes. Asimismo, se requiere promover la participación del estudiantado en el análisis crítico sobre lo que sucede con la convivencia escolar al interior de la institución, un aspecto que ha sido anotado por la literatura como apremiante por trabajar en el sector educativo.
Este artículo integra conocimiento teórico y empírico en el abordaje educativo, no meramente escolar, de las conductas antisociales en la infancia y la adolescencia, con la plural pretensión de comprender mejor estos comportamientos, neutralizar los factores de riesgo, establecer las medidas oportunas una vez que se detectan y promover la prosocialidad. Dado el carácter heterogéneo y evolutivo de la antisocialidad, se subraya que, además de las actuaciones legales y clínicas, se precisa una intervención educativa de amplio espectro en los distintos contextos. Se trata en gran medida de establecer bases pedagógicas desde las que se implique a los propios menores y se oriente coordinadamente la acción familiar, escolar y social. Tras revisar distintas concepciones sobre la antisocialidad y otras nociones cercanas, se describen, en sintonía con el enfoque propuesto y el abandono de las intervenciones exclusivamente judiciales o terapéuticas, vías de actuación educativa integral, desde una perspectiva pedagógica humanista, multidimensional y sistémica, en la que la interconexión de actores y entornos desempeña un papel trascendental. Estructuralmente, la acción educativa se sistematiza a partir de cuatro vertientes (cognitiva, emocional, ética y social), que posibilitan la prevención de la antisocialidad y el fomento de la convivencia.
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