Prevalencia de Bullying y Cyberbullying en Latinoamérica: una revisión

Garaigordobil, Maite; Mollo-Torrico, Juan Pablo; Larrain, Enara

doi:10.33881/2027-1786.rip.11301

Cited by 57 publications

(60 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Physical aggression includes hitting, kicking, punching, taking or damaging belongings; verbal aggression comprises teasing, taunting or threatening; relational/social aggression or social exclusion includes rumors or exclusion with the intention to damage self-esteem and/or social status [6]. Cyberbullying consists of using Information and Communication Technologies (ICTs; email, instant messaging or "chat", websites or blogs, online video games and mobile phones) to exercise psychological abuse [8].…”

Section: Introductionmentioning

confidence: 99%

Relations among Poly-Bullying Victimization, Subjective Well-Being and Resilience in a Sample of Late Adolescents

Víllora

Rubio

Jiménez

et al. 2020

IJERPH

View full text Add to dashboard Cite

The present study examined the relations among poly-bullying victimization (experiencing multiple forms of peer bullying), resilience and subjective well-being. This study specifically examined late adolescents’ resilience as a moderator of the relation between poly-bullying victimization and subjective well-being. In a region of central Spain, 1430 undergraduate students (64% females, 36% males), aged between 18 and 22 years, completed three self-reported measures, including bullying victimization experiences, self-reported subjective well-being and resilience. A substantial proportion of the participants (16.9%) reported being victims of poly-bullying. The results showed that the poly-bullying victimization group reported the poorest subjective well-being and the lowest resilience levels. The regression analyses revealed that resilience was significantly and positively associated with subjective well-being, and resilience moderated the association between poly-bullying victimization and subjective well-being. However, the relation was very weak and accounted for only an additional 1% of variance in the participants’ subjective well-being. Future research should assess resilience trajectories of youth exposed to multiple forms of bullying victimization in order to better understand the potential protective effect of resilience over negative mental health outcomes.

show abstract

Section: Introductionmentioning

confidence: 99%

Relations among Poly-Bullying Victimization, Subjective Well-Being and Resilience in a Sample of Late Adolescents

Víllora

Rubio

Jiménez

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…Del mismo modo, la evidencia empírica en América Latina arroja que la prevalencia del cyberbullying es relevante (Garaigordobil, Mollo-Torrico, & Larrain, 2018). Se presentan altos índices de ciberacoso en países como México (Vega-Cauich, 2019), Colombia (Herrera-López, Romera, & Ortega-Ruiz, 2018), Chile (Menay-López & de la Fuente-Mella, 2014) y Argentina (Lanzillotti & Korman, 2014).…”

Section: Ciberacosounclassified

Incidencia del clima familiar y escolar en la conducta de ciberacoso: Estudio con adolescentes de Córdoba (Argentina)

Cardozo

2020

RIP

View full text Add to dashboard Cite

El mayor acceso y el incremento en el uso de las tecnologías ha invadido el mundo adolescente y, a partir de ello, se observa un nuevo tipo de agresión más expansiva y nociva denominado ciberacoso. Se considera importante incluir en el estudio de esta problemática el análisis del clima familiar como el escolar. El estudio de tipo cuantitativo tiene como objetivo estudiar la prevalencia del ciberacoso en función de los diferentes roles, sexo, edad y gestión escolar; determinar en qué medida el ciberacoso y las variables de clima escolar y familiar están relacionadas y caracterizar los grupos de adolescentes en relación a las conductas de ciberacoso y las variables en estudio. Se administró el test Cyberbullying a 3,500 adolescentes entre 11 y 20 años. Los resultados arrojan que se encuentra mayor proporción de varones en el rol de ciberagresores (escuelas privadas) y las mujeres de escuelas públicas se posicionan más como cibervíctimas y ciberobservadoras. En ambos tipos de gestión son las chicas quienes presentan una diferencia significativa en relación a las dimensiones de clima familiar y escolar. En el análisis de correlación se observa que si bien la mayoría de las relaciones estudiadas, son estadísticamente significativas, los coeficientes encontrados son moderados o bajos. El análisis de clúster permitió identificar cuatro grupos con una explicación del 70% de la variabilidad interna de los datos. Se concluye en la necesidad de incorporar las dimensiones del contexto familiar y escolar en programas socioeducativos centrados en la prevención y reducción del ciberacoso.

show abstract

“…Bullying is a specific form of school violence, where one or more attackers intentionally cause pain, harass, and repeatedly subject another classmate. When we talk about face-to-face or presential bullying, we refer to: (1) the existence of a defenseless victim, harassed by one or more assailants; (2) who carry out different types of aggressive face-to-face behavior toward the victim, aggressive physical behaviors aimed at the victim's body or property (hitting, pushing, breaking, hiding, or stealing the victim's objects…), aggressive verbal behaviors (giving nicknames, insulting, saying unpleasant things about the victim…), behaviors of social exclusion (not letting the victim participate, excluding, telling lies, or spreading false rumors about the victim so she will be rejected by others…), aggressive psychological behaviors (aimed at undermining the victim's self-esteem, creating insecurity and fear: threatening, blackmailing, laughing at him, humiliating him…; although it should be borne in mind that all types or forms of bullying have a psychological component); (3) it is maintained physical and mental violence; (4) the aggressors intend to harm, they are purposely cruel to make the victim suffer; (5) there is usually an inequality of power between the victim and the aggressors (physical, verbal, or psychological inequality); (6) these aggressive behaviors are repeated frequently, there is a dominion-submission relationship between the aggressor or aggressors and the victim that is maintained over time; and (7) in addition, the aggression not only produces pain when it occurs, as the victim feels sustained pain and anguish due to expectations of future attacks, aggressions, or humiliation that he or she anticipates suffering (Garaigordobil, 2017 ).…”

Section: Introduction: Conceptualization Prevalence and Prevention Omentioning

confidence: 99%

“…What behaviors do cyberaggressors perform? A review of the behaviors identified by numerous authors (Aftab, 2010 ; Kowalski et al, 2010 ; Tokunaga, 2010 ; Garaigordobil, 2013 , 2015 ) identifies the following: (1) sending insulting, threatening, disparaging, or intimidating messages through mobiles or e-mail (ugly, fat, everybody hates you, you should die, be careful; we're going to beat you up…); (2) making anonymous phone calls to frighten the victim; and/or making threatening, intimidating, insulting, or disparaging calls…; (3) manipulating photographs to ridicule or create a false image of the victim, which the aggressors distribute by mobile phone or internet; (4) excluding, isolating the victim from social networks (Facebook, WhatsApp, Instagram…); (5) stealing the victim's password, and impersonating her identity (for example, sending aggressive messages to the victim's contacts to anger them; violating the victim's privacy, changing her password to prevent her access to her email account…); (6) provoking the victim in chats, online games, virtual communities… to achieve her violent reaction, which they then denounce to the Service Manager so he will impede her access to that service; (7) creating a false profile of the victim and, for example, making explicit offers of sexual contacts, giving the victim's mobile phone as the contact…; (8) signing up on some websites with the victim's email address so he will continuously receive emails and SPAM…; (9) disseminating lies about the victim to harm her (false rumors, slander…); (10) disseminating secret or embarrassing information about the victim, for example, concerning his orientation to his sexual identity; (11) denigrating or badmouthing the victim on a website, a personal blog, a social network…; (12) making surveys to disparage the victim, for example, choosing her as the ugliest, the least intelligent, the fattest… and giving her the points or votes, which go to her email; (13) beating up or placing the victim in a humiliating situation, recording it on the mobile, and broadcasting the video via mobile or uploading it to YouTube (happy slapping)… (Garaigordobil, 2017 ).…”

Section: Introduction: Conceptualization Prevalence and Prevention Omentioning

confidence: 99%

Technological Resources to Prevent Cyberbullying During Adolescence: The Cyberprogram 2.0 Program and the Cooperative Cybereduca 2.0 Videogame

Garaigordobil

Martínez-Valderrey

2018

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

Bullying and cyberbullying have serious consequences for all those involved, especially the victims, and its prevalence is high throughout all the years of schooling, which emphasizes the importance of prevention. This article describes an intervention proposal, made up of a program (Cyberprogram 2.0 Garaigordobil and Martínez-Valderrey, 2014a) and a videogame (Cooperative Cybereduca 2.0 Garaigordobil and Martínez-Valderrey, 2016b) which aims to prevent and reduce cyberbullying during adolescence and which has been validated experimentally. The proposal has four objectives: (1) To know what bullying and cyberbullying are, to reflect on the people involved in these situations; (2) to become aware of the harm caused by such behaviors and the severe consequences for all involved; (3) to learn guidelines to prevent and deal with these situations: know what to do when one suffers this kind of violence or when observing that someone else is suffering it; and (4) to foster the development of social and emotional factors that inhibit violent behavior (e.g., communication, ethical-moral values, empathy, cooperation…). The proposal is structured around 25 activities to fulfill these goals and it ends with the videogame. The activities are carried out in the classroom, and the online video is the last activity, which represents the end of the intervention program. The videogame (www.cybereduca.com) is a trivial pursuit game with questions and answers related to bullying/cyberbullying. This cybernetic trivial pursuit is organized around a fantasy story, a comic that guides the game. The videogame contains 120 questions about 5 topics: cyberphenomena, computer technology and safety, cybersexuality, consequences of bullying/cyberbullying, and coping with bullying/cyberbullying. To evaluate the effectiveness of the intervention, a quasi-experimental design, with repeated pretest-posttest measures and control groups, was used. During the pretest and posttest stages, 8 assessment instruments were administered. The experimental group randomly received the intervention proposal, which consisted of one weekly 1-h session during the entire school year. The results obtained with the analyses of variance of the data collected before and after the intervention in the experimental and control groups showed that the proposal significantly promoted the following aspects in the experimental group: (1) a decrease in face-to-face bullying and cyberbullying behaviors, in different types of school violence, premeditated and impulsive aggressiveness, and in the use of aggressive conflict-resolution strategies; and (2) an increase of positive social behaviors, self-esteem, cooperative conflict-resolution strategies, and the capacity for empathy. The results provide empirical evidence for the proposal. The importance of implementing programs to prevent bullying in all its forms, from the beginning of schooling and throughout formal education, is discussed.

show abstract

Prevalencia de Bullying y Cyberbullying en Latinoamérica: una revisión

Cited by 57 publications

References 28 publications

Relations among Poly-Bullying Victimization, Subjective Well-Being and Resilience in a Sample of Late Adolescents

Relations among Poly-Bullying Victimization, Subjective Well-Being and Resilience in a Sample of Late Adolescents

Incidencia del clima familiar y escolar en la conducta de ciberacoso: Estudio con adolescentes de Córdoba (Argentina)

Technological Resources to Prevent Cyberbullying During Adolescence: The Cyberprogram 2.0 Program and the Cooperative Cybereduca 2.0 Videogame

Contact Info

Product

Resources

About