PEER ABUSE IN SECONDARY EDUCATION BY GENDER AND SCHOOL YEAR. THE RELATIONSHIPS WITH EQUALS, SCHOOL LIKING AND SATISFACTION WITH LIFE FOR BULLIES AND VICTIMS

PEER ABUSE IN SECONDARY EDUCATION BY GENDER AND SCHOOL YEAR. THE RELATIONSHIPS WITH EQUALS, SCHOOL LIKING AND SATISFACTION WITH LIFE FOR BULLIES AND VICTIMS

 

EL MALTRATO EN EDUCACIÓN SECUNDARIA SEGÚN SEXO Y CURSO ESCOLAR. RELACIONES CON IGUALES, GUSTO POR LA ESCUELA Y SATISFACCIÓN VITAL DE MALTRATADORES Y VÍCTIMAS

ABUSO EM ADOLESCENTES: DIFERENÇAS DE ACORDO COM O SEXO E ANO ACADÊMICO, E A SUA RELAÇÃO COM O GOSTO PELA ESCOLA A RELAÇÃO COM OS COLEGAS E A SATISFAÇÃO COM A VIDA

José David URCHAGA LITAGO, Raquel María GUEVARA INGELMO &
Fernando GONZÁLEZ ALONSO

Universidad Pontificia de Salamanca

 

Abstract:

A review and an analysis of peer abuse and bullying in adolescents were carried out for the purposes of this piece of research. An assessment was made of the ways peer abuse can be presented during this stage of human development, as well as the differences according to gender and school year. Additionally, the potential association with other varia­bles was analysed such as school liking, the relationships with equals and the satisfaction of adolescents with life. The results were compared depending on whether the adolescent was a victim or a bully and the relationship between being a bully and being a victim was put under analysis. The study was carried out with 1,128 adolescents with life. The results were compared depending on whether the adolescent was a victim or a bully and the relationship between being a bully and being a victim was put under analysis. The study was carried out with 1,128 adolescents registered in the 1st and 4th years of obligatory secondary school (average age: 14.4 years old). 13% of the respondents stated that they had been bullied some time and 21.2% stated they had taken part in an episode of bullying. There is more bullying in the 1st year of obligatory secondary education than in the 4th year. The most frequent form of bullying was verbal (28.5%); followed by spreading lies

Key words:

Peer abuse, bullying, age, differences by gender, victim, abuser

How to cite the article:

Urchaga, J.D., Guevara , R.M., & González, F. (2020). El maltrato en educación secundaria según sexo y curso escolar. Relaciones con iguales, gusto por la escuela y satisfacción vital de maltratadores y víctimas. Pedagogía Social. Revista Interuniversitaria, 35, 33-46. DOI: 10.7179/ PSRI_2019.35.03

@article{litago2020peer,
  title={Peer abuse in secondary education by gender and school year. The relationships with equals, school liking and satisfaction with life for bullies and victims},
  author={Litago, Jose David Urchaga and Ingelmo, Raquel Mar{\'\i}a Guevara and Alonso, Fernando Gonz{\'a}lez},
  journal={Pedagog{\'\i}a Social. Revista Interuniversitaria},
  number={35},
  pages={33--46},
  year={2020}
}

METHODOLOGICAL ANALYSIS OF THE EFFECT OF AN ANTI-BULLYING

Fernando González-Alonso *

Francisco D. Guillén-Gámez **

Rosa Mª de Castro-Hernández ***

*Department of Didactics and School Organization, Faculty of Education, Pontifical University of Salamanca (UPSA), 37002 Salamanca, Spain; fgonzalezal@upsa.es.

**Department of Didactics and School Organization, Faculty of Education, University of Almería (UAL), 04120 Almería, Spain. dguillen@ual.es

***Department of Language and Literature, Faculty of Education, Pontifical University of Salamanca (UPSA), 37002 Salamanca, Spain; rmdecastrohe@upsa.es

 

Abstract: The promotion of communicative competence in students play a key role in schools for the purpose of improving social, emotional and coexistence relationships in Secondary Education students. The development of said competence can represent a great strategy to improve conflicts in the classroom, notably bullying. We used a quasi-experimental pre-test and post-test control group design with a sample of 55 students from the city of Salamanca (Spain) to analyse the level of conflict and their perceptions about bullying during the 2017–2018 academic year. The anti-bullying programme called the Improvement of Coexistence and Communicative Competence (ICCC) programme used is. The behaviour of students based on their level of coexistence with the group of classmates was measured by the INSEBULL instrument (Bullying Assessment Instrument), which added one more dimension of own elaboration. The results showed that, even though the significant levels of conflict, they decreased substantially once the ICCC programme was applied. Furthermore, we found differences between the control and experimental groups which underlined the effectiveness of the program. Regarding gender, no differences were found in the experimental group. This study shows that the development of communicative competence in students has a significant impact on their level of coexistence with other classmates, although the results suggested the need for longitudinal implementation of the programme in order to improve school coexistence and social skills of students from the early stages of education.

Keywords: Secondary education; students; coexistence; communicative competence; bullying

Para ver el artículo y descargar: https://www.mdpi.com/1660-4601/17/9/3047

Para citar:

González-Alonso, F.; Guillén-Gámez, F.D.; de Castro-Hernández, R.M. Methodological Analysis of the Effect of an Anti-Bullying Programme in Secondary Education through Communicative Competence: A Pre-Test–Post-Test Study with a Control-Experimental Group. Int. J. Environ. Res. Public Health 2020, 17, 3047.

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INMIGRACIÓN Y COMUNICACIÓN Del No lugar al no sujeto

González-Alonso, Fernando. (2009): PSICOLOGÍA DE LAS MIGRACIONES. INTERVENCIÓN PSICOEDUCATIVA E INMIGRACIÓN. Sánchez Vázquez, J.F. (Coord.). En Psicología e inmigración. Salamanca: Publicaciones Universidad Pontificia de Salamanca, pp. 75-86