Bullying. Description of the roles of victim, bully, peer group, school, family and society.

Canales, Miguel Urra; Oidor, Catalina Acosta; Baena, Verónica; Ruiz, Edwin Jaime

doi:10.17583/rise.2018.3547

Cited by 11 publications

(14 citation statements)

References 30 publications

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“…It has also been found that friendship quality is associated with prosocial behavior towards friends [11], prosocial behavior being essential in promoting a positive school climate, and with better adjustment for early adolescents [12]. Importantly, peer relationships based on friendship act as a protective factor against bullying [13,14]. Badhwar [15] conceptualized friendship as characterized by "mutual and reciprocal goodwill, trust, respect, affection, and pleasure ( .…”

Section: Fostering Supportive and Safe Educational Environmentsmentioning

confidence: 99%

Propelling Children’s Empathy and Friendship

et al. 2020

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Schools play a crucial role in creating supportive and safe environments, and positive feelings are key in fostering such environments. Schools as Learning Communities, based on the dialogic participation of the whole community, are improving social cohesion. However, the underlying processes leading to such transformations remain underexplored. This article suggests that successful educational actions (SEAs) implemented in a school as a learning community, analyzed in this case study, promote positive feelings such as friendship and empathy, contributing to a safe and supportive environment. The purpose of this study was to analyze how SEAs generate friendship and empathy and their impact in the environment in a school as a learning community in Spain. To that end, the methods used were interviews with 18 students and 10 teachers, and reviews of two documentary films featuring the school. Results suggest that SEAs generate friendship and empathy among many children by promoting mutual support and sharing narratives in such dialogic settings. In addition, developing friendship and empathy contributes to reducing violent behaviors and promoting more inclusive attitudes among many students. This study concludes by providing insights on how SEAs can contribute to safe and supportive environments through fostering friendship and empathy.

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Section: Fostering Supportive and Safe Educational Environmentsmentioning

confidence: 99%

Propelling Children’s Empathy and Friendship

et al. 2020

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“…This is in keeping with findings reported by Andrés and Barrios (2009) [36], who have stated that it is necessary to strengthen coexistence in the school environment. Along the same lines, Acosta et al (2018) [37] have demonstrated that there are four elements that require attention when analyzing the school climate: attachment relationships, assertiveness, empathy, and integration of the individual in the school. Integration of the individual is one of the aspects most highlighted by the academic literature, being examined in studies such as those developed by Cava (2011) and Andrés and Barrios (2009) [35,36].…”

Section: Discussionmentioning

confidence: 95%

“…School bullying is a problem that is seen in any school context and brings with it serious consequences making it essential to conduct research on the factors that may assist in stopping it [31,32]. In the school investigated, school bullying had a reported prevalence of 21%.…”

Section: Discussionmentioning

confidence: 99%

“…), the less vulnerable they will be to situations of bullying. In addition, according to Acosta et al (2018) [37], these individuals will also be more likely to report that they have been victims of school bullying when such situations take place. Wei and Jonson-Reid (2011) [38] also highlighted in their study that having a group of friends to count on acts as a protective factor against school bullying, protecting as much against verbal aggression as it does against physical aggression.…”

Section: Discussionmentioning

confidence: 99%

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School Bullying in Compulsory and Advanced Secondary Education. Determining Factors in its Intervention

Sánchez

Martínez

González

et al. 2019

IJERPH

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Background: School bullying is a problem that has been considered from various different perspectives in the academic literature. The present work seeks to increase knowledge on the influence of the climate established at the school in order to determine if contextual factors can be used as a reference from which to plan interventions directed towards prevention. Methods: An ad hoc validated questionnaire was administered to 554 pupils in secondary education (compulsory and A Level) who were aged between 12 and 18 years. Results: Descriptive bivariate analysis showed the quality of the relationship established by the individual with their environment to be a key indicator of their susceptibility to school bullying. In the same way, acceptance in school is a protective factor against victimization. Conclusions: The most effective interventions are those which focus on the center of education and involve all of the educational community, taking a transversal approach that transforms the cultural system within which students develop.

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“…Data on the prevalence of cyberbullying among minors indicate an urgent need for scientific evidence regarding how to prevent such bullying as early as possible [1,2,3], particularly in primary and secondary school. There is abundant scientific literature [4,5,6] that describes how cyberbullying affects young people in different countries.…”

Section: Introductionmentioning

confidence: 99%

Dialogic Model of Prevention and Resolution of Conflicts: Evidence of the Success of Cyberbullying Prevention in a Primary School in Catalonia

Villarejo-Carballido

Pulido

Botton

et al. 2019

IJERPH

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This article analyses the evidence obtained from the application of the dialogic model of prevention and resolution of conflicts to eradicate cyberbullying behaviour in a primary school in Catalonia. The Dialogic Prevention Model is one of the successful educational actions identified by INCLUD-ED (FP6 research project). This case study, based on communicative methodology, includes the results obtained from documentary analysis, communicative observations and in-depth interviews. The evidence collected indicates that the implementation of this type of model can help to overcome cyberbullying; children are more confident to reject violence, students support the victims more and the whole community is involved in Zero Tolerance to violence.

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Bullying. Description of the roles of victim, bully, peer group, school, family and society.

Cited by 11 publications

References 30 publications

Propelling Children’s Empathy and Friendship

Propelling Children’s Empathy and Friendship

School Bullying in Compulsory and Advanced Secondary Education. Determining Factors in its Intervention

Dialogic Model of Prevention and Resolution of Conflicts: Evidence of the Success of Cyberbullying Prevention in a Primary School in Catalonia

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