El Modelo Construir la Convivencia para prevenir el acoso y el ciberacoso escolar

Ruíz, Rosario Ortega; Alcaide, Francisco Córdoba

doi:10.15304/ie.27.4287

Cited by 23 publications

(19 citation statements)

References 3 publications

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“…On the other hand, and due to recent evidence which highlights that the quality of relationships plays a relevant role in school bullying, other theoretical models have been provided. In particular, the “Model for Building Coexistence” integrates diverse mechanisms to facilitate coexistence and the quality of relationships by focusing on students (Córdoba et al, 2016; Ortega-Ruiz and Córdoba, 2017). Together, both standpoints are useful for the purposes of the present study.…”

Section: Introductionmentioning

confidence: 99%

Children’s Social Integration and Low Perception of Negative Relationships as Protectors Against Bullying and Cyberbullying

et al. 2019

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The aim was to investigate the factors associated with the diverse bullying forms suffered by a victim (relational, aggressive and cyberbullying) by considering the mediating role of the quality of coexistence in school: social integration and perception about relationships among peers. We evaluated data about 42 schools (79.5% public) in a sample of 3,407 students (47.6% boys and 52.4% girls) from the Primary Education. The mediational analyses indicated that, to predict all the bullying forms, a greater sense of social integration and a perception of low negative relationships were mediators, and social integration was the factor that most strongly correlated with bullying, especially relational bullying. We found that the number of good friends and negative relationships together predicted social integration, and the school type predicted negative relationships and number of good friends. The implications for education programs and policy are discussed.

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Section: Introductionmentioning

confidence: 99%

Children’s Social Integration and Low Perception of Negative Relationships as Protectors Against Bullying and Cyberbullying

et al. 2019

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“…Convivencia and ciberconvivencia are not always present in the schools. In some cases, negative relationships among different members of the school community can evolve in aggressive behaviors and violence (Ortega-Ruiz, 2015 ). School bullying is an extremely damaging type of violence present in schools.…”

Section: Introductionmentioning

confidence: 99%

Bullying and Cyberbullying in Minorities: Are They More Vulnerable than the Majority Group?

2016

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Inclusion in education of all the children is necessary for the success, equality and peace among individuals and societies. In this context, special attention needs to be paid to the minorities. These groups might encounter additional difficulties which make them more vulnerable to be involved in bullying and cyberbullying. The current study was conducted with the objective of describing the involvement in bullying and cyberbullying of students from the majority group and also from sexual and ethnic-cultural minorities. The second objective was to explore if the implication is predicted by the interaction with gender, grade and the size of the population where the schools are located. It is an ex post facto transversal descriptive study with a survey on a representative sample of adolescents enrolled in the Compulsory Secondary Education in the south of Spain (Andalusia). The survey was answered by 2139 adolescents (50.9% girls) in 22 schools. These participants were selected through the random multistage cluster sampling with the confidence level of 95% and a sampling error of 2.1%. The results show that the minority groups, especially sexual minorities, are more involved in bullying and cyberbullying. Regression analyses show that being in the majority or a minority group predicts a small but significant percentage of variance of being involved in bullying and cyberbullying. Results are discussed taking into account the social vulnerability of being a part of a minority group and the need of designing educational programs which would prevent this vulnerability thorough the inclusion in education. There is a need for an educational policy that focuses on convivencia and ciberconvivencia which would promote the social and educational development of all the students.

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“…The practice of physical activity (non-competitive) entails the promotion of essential values for a peaceful coexistence and socialization, being an ideal tool to diminish the cases of violence (Martínez-Baena and Faus-Bosca, 2018; Medina Cascales and Reverte Prieto, 2019). Consequently, the role of PE teachers is noteworthy in the promotion of proactive strategies to prevent bullying through training sessions and competitions, which allow working in the resolution of conflicts that is to say avoiding competitive sports (Hand, 2016; López-Castedo et al, 2018) or even implementing in education centers programs which promote school coexistence, plans, protocols (Ortega-Ruiz and Córdoba-Alcaide, 2017), prosociality, empathy and emotional control (Gómez-Ortiz et al, 2017), programs on forgiveness in the prevention and treatment of bullying (Barcaccia et al, 2018), among others. Moreover, it is also necessary to consider that the prevention programs centered on students with a certain vulnerability (e.g., deficient gross motor skills) could diminish bullying (Bejerot et al, 2011, 2013; Healy, 2014).…”

Section: Discussionmentioning

confidence: 99%

Impact of the Physical Activity on Bullying

2019

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Relationship problems among school children can lead to bullying situations. In this regard, it should be noted that, among healthy lifestyle habits, sports practice (non-competitive) promotes responsibility and improves coexistence. The objective of the present study was to analyze the incidence of the frequency of practice of healthy physical activity on the risks of students directly involved in school bullying (harasser and victim) by gender. The participants of the study were 1,248 students of Compulsory Secondary Education with ages between 11 and 18 ( M = 14.42, SD = 1.43), being 50.8% males. The results of the study indicated that students who practiced physical activity in the recommended frequency rated as healthy, at least four or more times per week, had higher values in the indicators of aggressiveness than students who practiced with a lower frequency, appreciating a greater relationship between both variables in male rather than in female students. The study will make progress in preventive and intervention programs whose central axis is the promotion of physical activity and healthy sport (non-competitive) among students involved in situations of bullying. Likewise, teacher training in the recognition of bullying is considered a priority, providing them with guidelines for action.

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El Modelo Construir la Convivencia para prevenir el acoso y el ciberacoso escolar

Cited by 23 publications

References 3 publications

Children’s Social Integration and Low Perception of Negative Relationships as Protectors Against Bullying and Cyberbullying

Children’s Social Integration and Low Perception of Negative Relationships as Protectors Against Bullying and Cyberbullying

Bullying and Cyberbullying in Minorities: Are They More Vulnerable than the Majority Group?

Impact of the Physical Activity on Bullying

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