The Seville Anti-Bullying in School Project

Ortega, Rosario; Rodríguez, María José Lera

doi:10.1002/(sici)1098-2337(2000)26:1<113::aid-ab9>3.0.co;2-e

Cited by 74 publications

(58 citation statements)

References 4 publications

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“…At the classroom level, many programs advocate class discussion to raise awareness, to stimulate ideas, and (or) to develop rules to manage bullying (18,21,22). Various aids are available for classroom teachers, including films and videos, role-play activities, literature, and quality circles (23).…”

Section: Curriculum Workmentioning

confidence: 99%

Interventions to Reduce School Bullying

2003

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Bullying is a form of aggressive behaviour characterized by repeated acts against victims who cannot easily defend themselves (1,2). It can have severe negative consequences, especially for those victimized over a period of time. In the last 2 decades, research and action on school bullying have expanded worldwide (3); there has been widespread circulation of antibullying materials, and some countries legally require schools to have an antibullying policy (4). We review first a range of school-based intervention components to reduce school bullying. Second, we review the outcomes of large-scale intervention projects. Whole-School PolicyA whole-school policy is a written document that sets out the school's aims in relation to bullying behaviour, together with a set of strategies to be followed. The document is supported by systems and procedures within the school to ensure that its aims and strategies are effectively implemented, monitored, maintained, and reviewed. The whole-school approach usually emphasizes the democratic involvement of all school members in devising and maintaining the policy and has the advantage of potentially integrating numerous components of an antibullying strategy (5,6). It is usually a core component of the large-scale intervention programs reviewed later in this paper and is best evaluated in that context. Classroom ClimateOne area of debate is the extent to which school antibullying policies and efforts should target bullying directly or focus more generally on improving relationships within the school. Recent work in Norway and Spain has followed the latter approach. A study in Norway found that the quality of classroom management (that is, teacher-pupil relationships) and the social structure of the class (that is, pupil-pupil relationships) substantially predicted rates of reported victimization (7). Peer-Support SystemsWays of involving pupils themselves in tackling bullying generally aim to encourage action by the majority of pupils who do not like bullying. Peer-support methods include the following: cooperative group work in the classroom (8) In the last 2 decades, school bullying has become a topic of public concern and research around the world. This has led to action to reduce the problem. We review interventions targeted at the school level (for example, whole school policy, classroom climate, peer support, school tribunal, and playground improvement), at the class level (for example, curriculum work), and at the individual level (for example, working with specific pupils). Effectiveness of interventions has been sporadically assessed. We review several systematically evaluated, large-scale, school-based intervention programs. Their effectiveness has varied, and we consider reasons for this. We suggest ways to improve the evaluation and comparability of studies, as well as the effectiveness of future interventions.(Can J Psychiatry 2003;48:591-599)Information on funding and support and author affiliations appears at the end of the article.Highlights · Many school-based in...

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Section: Curriculum Workmentioning

confidence: 99%

Interventions to Reduce School Bullying

2003

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“…En los últimos años se han desarrollado programas antibullying eficaces, ya que han promovido una disminución de las conductas de victimización (Fekkes, Pijpers, y Verloove-Vanhorick, 2006;Gini, 2004;Gollwitzer, Eisenbach, Atria, Strohmeier, y Banse, 2006;Kärnä et al, 20011;Minton y O'More, 2008;Olweus, 2004;Ortega, 1997;Ortega y del Rey, 2001;Ortega, del Rey, y Mora-Merchán, 2004;Palladino, Nocentini, y Menesini 2012;Sapouna et al, 2010;Williford et al, 2012), un aumento de las conductas prosociales (Gini, 2004;Grossman et al, 1997) y de ayuda a las víctimas (O'Moore y Minton, 2004), una mejora de la competencia social (Leadbetter, Hoglund, y Woods, 2003), así como una disminución de las peleas (Heydenberk, Heydenberk, y Tzenova 2006) y de la agresividad (Grossman et al, 1997;Orpinas, Horn, y Staniszeski, 2003;Ortega y Lera, 2000). No obstante, a pesar de la gran relevancia social que está adquiriendo el ciberbulling, la revisión de la literatura señala que actualmente apenas hay programas de intervención psicoeducativa dirigidos a prevenir y reducir el ciberbullying que hayan sido validados.…”

Section: Introductionunclassified

Effect of Cyberprogram 2.0 on Reducing Victimization and Improving Social Competence in Adolescence //Efecto del Cyberprogram 2.0 sobre la reducción de la victimización y la mejora de la competencia social en la adolescencia

Garaigordobil

Martínez-Valderrey

2014

REV PSICODIDACT

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ResumenEl estudio tuvo como principal objetivo evaluar experimentalmente los efectos de un programa antibullying (Cyberprogram 2.0) en conductas de victimización por bullying «cara-a-cara» y en diversas conductas sociales. Se utilizó una muestra de 176 adolescentes, de 13 a 15 años, 93 experimentales y 83 de control. El estudio utilizó un diseño de medidas repetidas pretest-postest con grupo de control. Antes y después del programa (19 sesiones) se administraron dos instrumentos de evaluación. Los ANCOVAs postest confirmaron que el programa estimuló una disminución significativa de la victimización y un aumento de las conductas sociales positivas (conformidad social, ayuda-colaboración, seguridad-firmeza, liderazgo prosocial). La intervención disminuyó significativamente más algunas conductas sociales negativas de las mujeres, aunque en el resto de las variables el cambio fue similar en ambos sexos. La discusión se centra en la importancia de implementar programas para fomentar el desarrollo socioemocional y prevenir la violencia.Palabras clave: Bullying, ciberbullying, adolescencia, conducta social, género. AbstractThe main purpose of the study was to assess experimentally the effects of an antibullying program (Cyberprogram 2.0) on behaviors of victimization due to «face-to-face» bullying and on diverse social behaviors. The sample comprised 176 adolescents, aged 13-15 years, grouped into 93 experimental subjects and 83 control subjects. The study used a repeated measures pretest-posttest design with a control group. Before and after the program (19 sessions), two assessment instruments were administered. ANCOVAs posttest confirmed that the program stimulated a significant decrease in victimization and an increase of positive social behaviors (social conformity, help-collaboration, selfassurance-firmness, prosocial leadership). The intervention significantly decreased some negative social behaviors to a greater extent in females, although in the remaining variables, the change was similar both sexes. The discussion focuses on the importance of implementing programs to promote socio-emotional development and prevent violence.

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“…Além disso, parece proporcionar melhorias no clima social das turmas e das escolas onde é implementada. Esta tendência tem sido repetidamente confirmada por vários autores, em diferentes con-textos culturais (ver também O'Moore, 2000;Ortega & Lera, 2000).…”

Section: Estudos Que Confirmam O Papel De Alguns Dos Factores De Riscunclassified

Condutas agressivas na adolescência: Factores de risco e de protecção

Martins

2012

Análise Psicológica

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A adolescência é o período da vida que se situa entre a infância e a idade adulta, inicia-se com as transformações da puberdade (por volta dos 12 anos) e termina com a entrada na vida adulta (por volta dos 20 anos), não estando o seu final claramente definido. Consiste numa fase de transição, na qual ocorrem transformações de carácter físico; social (mudanças na relação com os pais, amigos, sexo oposto); e psíquico (mudanças ao nível cognitivo e no modo de se ver a si próprio). São características desta etapa da vida: a maturação dos órgãos reprodutores; alterações no corpo, que o aproximam da forma que terá na vida adulta; a emergência do pensamento formal; uma maior autonomia face aos pais, comparativamente ao que acontecia na infância; o alargamento das relações sociais com os pares; alterações no relacionamento com o sexo oposto; a construção de projectos de carreira e de valores; e, finalmente, a construção de uma identidade positiva.Erikson (1976) considera, que nesta fase do ciclo vital, o indivíduo experiencia uma crise ou conflito entre a identidade positiva e a confusão da identidade. A construção da identidade vai ser uma tarefa crucial na adolescência, na medida em que o eu é chamado a operar uma recapitulação do conjunto das identificações da infância, com vista a integrá-las numa identidade que permitirá enfrentar as tarefas da vida adulta. A identidade está ligada à representação que temos de nós pró-prios e ao sentimento de sermos um "eu" com características próprias, diferentes dos outros "eus". A construção de uma identidade positiva pressupõe que o indivíduo assume a continuidade temporal do seu "eu", apesar das mudanças que estão a ocorrer consigo; que se demarca das imagens parentais interiorizadas; e que se compromete com escolhas que garantem a coerência do eu, principalmente através das opções escolares e profissionais, da polarização sexual e de compromissos ideológicos de carácter político, religioso ou social. Nos jovens que exibem condutas anti-sociais o processo de construção da identidade parece ter ficado comprometido, pois em vez de uma identidade positiva, os jovens parecem ter caminhado no sentido de uma identidade negativa (ver Erikson, 1976;Claes, 1985).

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The Seville Anti-Bullying in School Project

Cited by 74 publications

References 4 publications

Interventions to Reduce School Bullying

Interventions to Reduce School Bullying

Effect of Cyberprogram 2.0 on Reducing Victimization and Improving Social Competence in Adolescence //Efecto del Cyberprogram 2.0 sobre la reducción de la victimización y la mejora de la competencia social en la adolescencia

Condutas agressivas na adolescência: Factores de risco e de protecção

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