Positive relationships for the prevention of bullying and cyberbullying: a study in Aragón (Spain)

Abstract

Coexistence between adolescents in educational centres and people outside these centres is increasingly mediated by the use of different technologies. The present study analyses the perceptions of 4,273 students in secondary education in Aragon (Spain) on how the positive relationships that occur in the educational centre (among students and their classmates, teachers, school principals and other staff) and between the family and the school mediate the prevention of bullying and cyberbullying. The study was performed in 20 educational centres of the Autonomous Community of Aragon, considering the stratified representation of the provinces, private and public schools, and rural and urban areas. The study was conducted by applying questionnaires on bullying and cyberbullying, among other questions, and by evaluating the relationship between students and the rest of the educational community. An analysis was elaborated from a structural equation model (SEM), using as exogenous variables the student's assessment of relations with the rest of the members of the educational community and, as endogenous variables, victimization, aggression and perception of bullying situations and cyberbullying (bystanders). This study concluded by exposing aspects related to these protective factors, which are so important for the development of a positive coexistence and personal relationships. Our research brings advances towards a positive and transformative vision for preventing bullying and cyberbullying. From this proposal, we find interesting the importance and necessity to overcome the silence of cyber-victimized adolescents, reinforcing not only the peer network in the educational centre but also teacher and family networks. ARTICLE HISTORY

Personality Traits and Aggression as Explanatory Variables of Cyberbullying in Spanish Preadolescents

“…In any case, the results support the idea that, between the ages of 10 and 13, students who are less aggressive and have an adaptive personality structure are also at risk of suffering from, engaging in and observing cyberbullying. These findings could be considered in the elaboration of cyberbullying prevention programs that are so necessary in the school context [ 52 , 53 ].…”

Relations With the Educational Community and Transformative Beliefs Against Gender-Based Violence as Preventive Factors of Sexual Violence in Secondary Education

“…These relationships also have a direct and negative influence on becoming a bystander of episodes of sexual violence, in particular, of being a victim or aggressor of this type of bullying, although it is less than the influence exercised in the assumption of related beliefs with gender relations. This idea of school connectedness as a protective factor has already been indicated in studies related to violence in general at educational centers, such as in the works of Cortés-Pascual et al (2020), Foster et al (2017), and Hong et al (2014, and in terms of being an agent involved in episodes of sexual violence, such as in the studies of Racionero et al (2018), Valls et al (2008, Elboj et al (2009), De La Rue et al (2014), and Shakya et al (2019.…”

Guide of childrens online activities by parents: A gateway to protecting and enhancing their appropriate development, secure their future and reduce burden on Public Health.

“…If good guidance is given to our children, it would reduce burden on Public Health (arising from children who fall victim of the harmful effects-such as child abuse and its psychological damages, fractured family structures, children and teen-age drop out from schools [21], acute and chronic nutritional anomalies arising from ugly sides of child abuse and indulgence in terrorism among others) and burden on biomedical care (requiring clinical and laboratory investigations on affected children with repetitive motion injuries like carpal tunnel and eye strain, to help with appropriate diagnosis and therapy).…”