A systematic review was conducted in 2011, aiming to survey articles for indicators of effectiveness of intervention programs in bullying situations. A total of 165 articles were recovered, indexed in the databases: Web of Science, PsycInfo, Redalyc, Dialnet, and Eric. The analysis variables were: frequencies per journal, year, country, author, and effectiveness indicators of intervention programs in bullying situations. The "International Journal of Psychology" and "Psychological Therapy" had the highest percentage of publications (8.7%); the year 2010, the largest number of indexes (51); and Spain (33.9%) and the United States of America (23.6%) were the countries with more articles. Regarding the effectiveness indicators of bullying situation programs, it was found that 30.9% of the articles considered teacher training; 26.11% considered the need for raising awareness of the phenomenon; and 23.6% considered individual and/or collective student support to be the elements with greater impact and effectiveness in bullying situation interventions.

ResumoO Bullying tem sido estudado em todo o mundo por diversos seguimentos acadêmicos. O fenômeno consiste em agressões intencionais e contínuas entre pares escolares nas modalidades física, verbal ou psicológica. É protagonizado por um ou mais agressores, com a intenção de causar danos e prejuízos a um indivíduo ou a um grupo percebido como frágil, com características específi cas e sem condições de se defender ou de reverter a situação. Discussões sobre as implicações do bullying são essenciais mediante a necessidade de conhecimento, prevenção e intervenção sobre este fenômeno para diferentes segmentos de atuação profi ssional. O presente estudo teve como objetivo identifi car e analisar as publicações indexadas em diferentes bases de dados, através de revisões bibliométricas e de análise de conteúdo, que tratassem do bullying e de cinco fatores a ele associados: violência doméstica (VD), gestão educacional, criminalidade, ansiedade social e programas de intervenção antibullying. Dentre os resultados verifi cou-se: 66 artigos sobre VD, 25 sobre gestão educacional, 25 relativos à criminalidade, 67 referentes à ansiedade social em adultos e 165 sobre programas de intervenção. Quanto aos programas de intervenção, foram constatados indicadores de efetividade como: (a) capacitação dos professores para intervir (51), (b) a conscientização sobre aspectos relacionados ao bullying (43) e (c) o suporte promovido para os alunos individual ou coletivamente (39). Observou-se que todas as temáticas pesquisadas relacionaram-se signifi cativamente com o bullying, o que as ressalta como fundamentais para a inovação de técnicas de intervenção e estratégias de prevenção junto ao contexto em que o fenômeno se manifesta. Palavras-chaves:Bullying, aspectos psicossociais, programas de intervenção. Bullying and Psychosocial Aspects: Bibliometric Study AbstractBullying has been worldwide studied by different academics fi elds. The phenomenon is shaped by intentional and continuous assault made by peers in school. The aggression is physical, verbal or psycholo-1 Endereço para correspondência:

Introduction: Bullying is a type of violence between peers characterized by intentionality, repetition and imbalance of power between victims and aggressors. The occurrence of bullying in the school context impairs students' learning and healthy development. Objective: To analyze the educators' understanding of bullying in the school environment. Methods: Cross-sectional and qualitative study carried out with 16 educators (principals, deputy principals, pedagogical coordinators and teachers) from two public schools in a city in the interior of the state of Minas Gerais, Brazil. Semi-structured interviews that followed a script produced from indications in the specialized literature were conducted. The content of the interviews was recorded and transcribed in full. The interpretation of the data followed the assumptions of content analysis, in its thematic modality, considering the following steps: pre-analysis, exploration of the material, treatment of results and interpretation. Results: Three thematic categories were identified: 1) The centrality of families in the problems of schools in relation to the conception of educators; 2) Beliefs that establish explanatory links for bullying; and 3) Intervention actions developed in relation to bullying. The results show that educators' beliefs hold families exclusively responsible for school problems and bullying. These conceptions stem from situations experienced in everyday life or from speeches of other education professionals who reiterate the absence of families and the little parental involvement in the issues of formal education of children as the major problem. Narratives of this nature denote the absence of an expanded understanding of bullying and its complexity. In addition to the family, the educators pointed out the influences of personality, the media and social standards as factors that can explain the involvement of students in bullying situations. For the participants, the most effective responses to minimize or respond adequately to school bullying require the participation of the family and some did not believe that the school could do something effective alone. In the data set, it was noticed that the educators' beliefs and understandings about the problem of bullying prevent measures aimed at school aspects, which are more proximal to the occurrence of bullying, from being implemented. Conclusion: It is concluded that the investigated educators need to expand their understanding of bullying, in order to develop effective actions to face this phenomenon in schools, which also include the participation of families.

ResumoEstudo transversal que objetivou verificar se estudantes vítimas de bullying contam que estão sendo agredidos e se o tipo de agressão sofrida se relaciona à assistência que recebem. Participaram 232 estudantes do sexto ao nono ano do Ensino Fundamental que responderam um questionário autoaplicável. Os resultados indicaram um percentual de vítimas de 22,2%. Prevaleceu para os meninos não contar a ninguém sobre as agressões sofridas e para as meninas contar aos professores. Agressão verbal se associou com não contar a ninguém, o mesmo ocorrendo em relação a se sofrer agressão psicológica e contar aos pais. Não fazer nada foi a reação predominante frente aos relatos feitos pelos meninos. Já as meninas foram auxiliadas na maioria das vezes que contaram a alguém. Houve associação entre agressão verbal e a intervenção de se conversar/orientar a vítima. Denota-se a necessidade de atenção aos relatos de bullying, com vistas ao oferecimento de intervenções resolutivas. Palavras-chave: bullying; violência nas escolas; intervenção social; professor; pais. AbstractHelp provided to students reporting to be victims of bullying. The objective of this cross-sectional study was to verify whether victims of bullying report when they are attacked and if the type of aggression is related to the help they receive. A total of 232 students from the 6th to the 9th grade answered a self-applied questionnaire. The results indicate a percentage of victims of the 22.2%. Most of the boys did not tell anyone about aggressions, while most girls told their teachers. Verbal aggression was associated with not telling anyone, while psychological aggression was associated with telling parents. Not doing anything was the response most frequently observed among the boys, while the girls received help in most instances when they reported the problem to someone. Verbal aggression was associated with talking to/advising the victim. There is a need to establish effective interventions to cope with reports of bullying. Keywords: bullying; school violence; social intervention; teacher; parents. ResumenAsistencia ofrecida a estudiantes que informaron haber sido víctimas de acoso. Un Estudio transversal tuvo como objetivo verificar si estudiantes víctimas de acoso cuentan que están siendo agredidos y si el tipo de agresión sufrida se relaciona con la asistencia que reciben. Participaron 232 estudiantes desde 6º (sexto) a 9º (noveno) año de Ensenãnza Primaria los cuales respondieron un cuestionario autoaplicable. Los resultados indicaron un porcentaje de víctimas de 22,2%. Para los niños, prevaleció el no contar para nadie sobre las agresiones sufridas, y para las niñas, contar para los profesores. La agresión verbal se asoció con el no contar a nadie, aconteciendo lo mismo en relación a si se sufre una agresión psicológica y contar a sus padres. No hacer nada fue la reacción predominante frente a los relatos dados por los niños. En cambio, las niñas fueron auxiliadas la mayoría de las veces que contaron a alguien. Hubo asociación entre la agresión ver...