In the present work, the influence of the subject of Social Skills (SS) on the capacity of improvement of Social Skills (SS) was investigated, as well as the reduction of Social Anxiety (SA) of the undergraduate students of Social Education. The differences and evolution of students' SS during the course was also analysed, as a function of whether they had received previous training in SS or not before starting the course. For this purpose, a quasi-experimental pretest/posttest/follow-up research was designed, with a control group. Measures were taken by means of self-assessments to explore socially skilled behaviours and degree of SA. The results suggest the need for new ways for college students to improve their SS, show the effectiveness of SS training and support the appropriateness of including and controlling for the variable "prior SS training".

Un área de estudio importante en el acoso escolar continúa siendo el análisis de las causas del fenómeno y de los factores que actuarían como protección/riesgo en los ámbitos culturales, sociales, personales, escolares y familiares. La socialización puede ser clave como factor de protección o de riesgo en la aparición de situaciones de violencia escolar. Con esta investigación, mediante un análisis discriminante pretendemos analizar que variables de la socialización presentan un mayor poder de discriminación o cuantifican mejor las diferencias entre los distintos niveles de victimización en el acoso escolar. La muestra total estaba formada por 700 adolescentes estudiantes, 43% mujeres y 57% varones con una media de edad de 13.98 años. Socialization styles victims of bullying.An important area of study in bullying remains the analysis of the causes of the phenomenon and the factors that act as protective / risk in the cultural, social, personal, school and family. Socialization can be key protective factor or risk in the occurrence of school violence situations. With this research, using discriminant analysis we analyze that socialization variables have a higher discriminatory or better quantify the differences between the different levels of bullying victimization. The total sample consisted of 700 students adolescents, 43% males and 57% females with an average age of 13.98 years. We used the School Coexistence Questionnaire (Ombudsman, 2006) and BAS-3 (Battery socialization, self-assessment format) de Silva and Martorell (1989), consisting of 5 scales of socialization: Consideration for others, self in social relations, social withdrawal, social anxiety / shyness, and leadership. Our results confirm that high levels of victimization in bullying, would be characterized by high scores on social anxiety / shyness and social withdrawal.

Abstract:Our work aims to obtain information on that Personality variables have an increased discrimination power or better quantify the differences between levels of victimization in bullying. The total sample consisted of 700 adolescent students , 43 % women and 57 % men with a mean age of 13.98 years. We used the questionnaire Coexistence School (Ombudsman , 2006) and the BFQ -NA questionnaire (Big Five Questionnaire- Children and Teens ) created by Barbaranelli , Caprara and Rabasca ( Barbaranelli , Caprara & Rabasca , 1998; Barbaranelli , Caprara , Rabasca & Pastorelli, 2003 ), consisting of a total of five factors or dimensions that represent the personality of the adolescent: Consciousness , opening, Friendliness , Extraversion and Neuroticism or Emotional Inestability. Regarding the results of our research, we can conclude that high levels of victimization in bullying, would be characterized by high scores on Neuroticism and emotional instability.Keywords: Personality, bullying, victims, adolescents.Resumen:Nuestro trabajo pretende obtener información sobre que variables de Personalidad, presentan un mayor poder de discriminación o cuantifican mejor las diferencias entre los distintos niveles de victimización en el acoso escolar. La muestra total estaba formada por 700 adolescentes estudiantes, 43% mujeres y 57% varones con una media de edad de 13,98 años. Hemos utilizado el Cuestionario de Convivencia Escolar (Defensor del Pueblo, 2006) y el cuestionario BFQ-NA (Big Five Questionnaire- Niños y Adolescentes) creado por Barbaranelli, Caprara y Rabasca (Barbaranelli, Caprara & Rabasca, 1998; Barbaranelli, Caprara, Rabasca & Pastorelli, 2003), compuesto de un total de cinco factores o dimensiones que representan la personalidad del adolescente: Conciencia, Apertura, Amabilidad, Extraversión e Inestabilidad Emocional o Neuroticismo. Respecto a los resultados de nuestra investigación, podemos concluir que niveles altos de victimización en el acoso escolar, estarían caracterizados por puntuaciones altas en Neuroticismo e Inestabilidad emocional.Palabras claves: Personalidad, acoso escolar, víctima, adolescentes.

Restorative Justice is a philosophy, process, ideas, theories, and interventions that emphasize the improvement of the harm caused or expressed by criminal behaviour. This process is in sharp contrast to the standard way of handling crime, as is commonly carried out in criminal law in Indonesia. The research used in formulating this material is doctrinal research, in which this research uses a normative legal research method. Restorative justice finds a foothold in the underlying philosophy of the fourth principle of Pancasila, namely deliberation on priorities in decision making. The purpose of this study of the settlement by mediating victims of violators is to humanize the justice system, justice that can answer the real needs of victims, perpetrators and the community. Contribution of this research about restorative justice programs are based on the belief that the parties to the conflict should be actively involved in restoring and mitigating the negative impacts ©2020; This is an Open Acces Research distributed under the term of the Creative Commons Attribution Licencee (https://Creativecommons.org/licences/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original works is properly cited. ISSN (Print) 0854-6509 -ISSN (Online) 2549-4600 Virginia Garcia, et al. LJIH 28 (1) March-2020, 22-35 ISSN (Print) 0854-6509 -ISSN (Online) 2549-4600 Virginia Garcia, et.al LJIH 28 (1) March-2020, 22-35 ISSN (Print) 0854-6509 -ISSN (Online) 2549-4600 Virginia Garcia, et.al LJIH 28 (1) March-2020, 22-35

Las situaciones de bullying y ciberbullying son, tristemente, acontecimientos cada vez más presentes en la comunidad escolar, especialmente favorecidas, en el caso del ciberbullying, por el gran auge de las redes sociales que se está produciendo en nuestra sociedad. Los factores que intentan explicar estas situaciones de violencia entre iguales han puesto en evidencia aspectos de los individuos involucrados en ellas, pero no debemos olvidar otras variables que, como la tipología familiar, son fundamentales en esta etapa del ciclo vital y por tanto, pueden jugar también un papel importante. El objetivo del presente trabajo es analizar si la pertenencia a algunos de los diferentes grupos familiares existentes en nuestra sociedad podía relacionarse con la incidencia de situaciones de bullying y de ciberbullying. Los participantes fueron 1.684 alumnos pertenecientes a 22 centros de Secundaria (IES e IESO) de la Comunidad Autónoma de Extremadura siendo el 50.9% de la muestra mujeres y el 49.1% varones. Los resultados obtenidos permiten afirmar que, existen más víctimas y agresores/as entre familias no nucleares (familias monoparentales, familias reconstituidas, crianza por parte de los abuelos,…) que entre familias nucleares, sin embargo esta relación no se ha encontrado entre los observadores.