Bullying prevention strategies in a Primary Juan Pablo II in the City of Pilar
DOI:
https://doi.org/10.69821/constellations.v3i1.35Keywords:
bullying, prevention, educational institution, strategies, school cultureAbstract
The objective of this study is to investigate the bullying prevention strategies implemented in a primary Juan Pablo II city in Pilar. Using a mixed methodological approach, semi-structured interviews and participatory observations were combined to obtain a holistic understanding of the phenomenon and preventive practices. The results revealed that 75% of respondents are familiar with the prevention strategies, and 68.8% have participated in awareness or training programs. Specific policies were identified as the most effective strategy by 62.5% of respondents, while 31.3% valued a combined approach with the promotion of values. Additionally, 75% perceived the school climate as positive and safe. However, challenges remain in staff training and the incidence of bullying, with 37.5% of respondents reporting having witnessed bullying on multiple occasions. Student participation in prevention was considered essential by all respondents, highlighting their role as key agents of change.
Downloads
References
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press. (Original work published 1979; Spanish translation: La ecología del desarrollo humano. Ediciones Paidós, 1987) DOI: https://doi.org/10.4159/9780674028845
Christiansen, M. L. (2024). Impostorismo académico. El bucle paradójico del miedo al fracaso y al éxito. Revista Multidisciplinaria Voces De América Y El Caribe, 1(2), 201-249. https://doi.org/10.5281/zenodo.13624072
Diaz-Colón, Y., & Ereú-Ledezma, E. J. . (2024). El metaverso como entorno inmersivo de aprendizaje contexto de la educación. Revista Multidisciplinaria Voces De América Y El Caribe, 1(1), 327-347. https://doi.org/10.5281/zenodo.12785953
Espelage, D. L., & Swearer, S. M. (2008). Addressing research gaps in the intersection between homophobia and bullying. Journal of School Violence, 17(1), 1-4. https://core.ac.uk/download/pdf/188133144.pdf
Espelage, D. L., Holt, M. K., & Henkel, R. R. (2003). Examination of peer-group contextual effects on aggression during early adolescence. Child Development, 74(1), 205-220. https://doi.org/10.1111/1467-8624.00531 DOI: https://doi.org/10.1111/1467-8624.00531
Flores, G. (2024). Programa de intervención cognitivo conductual basado en la comunicación asertiva dirigido a los docentes de la UNES. Revista Multidisciplinaria Voces De América Y El Caribe, 1(2), 290-327. https://doi.org/10.5281/zenodo.13357855
Gallego-Jiménez, M. G., Rodríguez Otero, L. M., & Solís García, P. (2021). El bullying en el marco de la escuela inclusiva: Revisión sistemática. Páginas de Educación, 14(1), 26-51. https://doi.org/10.22235/pe.v14i1.2258 DOI: https://doi.org/10.22235/pe.v14i1.2258
Hendry, B. P., Hellsten, L. M., McIntyre, L. J., & Smith, B. R. R. (2023). Recommendations for cyberbullying prevention and intervention: A Western Canadian perspective from key stakeholders. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1067484 DOI: https://doi.org/10.3389/fpsyg.2023.1067484
Morales-Ramírez, M. E., & Villalobos-Cordero, M. (2017). The impact of bullying in the integral development and learning from the perspective of children in preschool and school [M. E. Morales-Ramírez & M. Villalobos-Cordero, Trans.]. Revista Electrónica Educare, 21(3), 1-20. https://doi.org/10.15359/ree.21-3.2 DOI: https://doi.org/10.15359/ree.21-3.2
Mula-Falcón, J., & Cruz González, C. (2023). Effectiveness of cyberbullying prevention programmes on perpetration levels: a meta-analysis. Revista Fuentes, 25(1), 12–25. https://doi.org/10.12795/revistafuentes.2023.21525 DOI: https://doi.org/10.12795/revistafuentes.2023.21525
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell.
Patchin, J. W., & Hinduja, S. (2020). Bullying today: Bullet points and best practices. Sage Publications.
Pedroza Zúñiga, L. H., Gómez Monarrez, C., & Rodríguez Figueroa, H. M. (2023). Factores vinculados con la aceptación de la violencia en educación secundaria en México. Pensamiento Educativo, 60(2), 00102. https://doi.org/10.7764/pel.60.2.2023.2 DOI: https://doi.org/10.7764/PEL.60.2.2023.2
Pérez Reyes, R. J. (2022). Cuéntame y olvido. Enséñame y recuerdo. Involúcrame y aprendo [Tesis de licenciatura, Pontificia Universidad Católica del Perú]. Repositorio Digital de Tesis y Trabajos de Investigación PUCP. http://hdl.handle.net/20.500.12404/21661
Ramírez-Apolo, L. M. ., Mayorga-Román, M. G., & Tibán-Huilca, S. F. (2024). Acoso escolar en la unidad educativa “Las Américas”, situación actual y estrategias de prevención. Revista Científica Retos De La Ciencia, 8(18), 46–54. https://doi.org/10.53877/rc.8.18.20240701.5 DOI: https://doi.org/10.53877/rc.8.18.20240701.5
Rivers, I., & Noret, N. (2010). Participant roles in bullying behavior and their association with thoughts of ending one's life. Crisis: The Journal of Crisis Intervention and Suicide Prevention, 31(3), 143-148. https://psycnet.apa.org/doi/10.1027/0227-5910/a000020 DOI: https://doi.org/10.1027/0227-5910/a000020
Salmivalli, C., Laninga-Wijnen, L., Malamut, S. T., & Garandeau, C. F. (2021). Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade. Journal of research on adolescence: the official journal of the Society for Research on Adolescence, 31(4), 1023–1046. https://doi.org/10.1111/jora.12688 DOI: https://doi.org/10.1111/jora.12688
Swearer, S. M., Espelage, D. L., & Napolitano, S. A. (2009). Bullying prevention and intervention: Realistic strategies for schools. New York, NY: Guilford Press.
Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27-56. https://doi.org/10.1007/s11292-010-9109-1 DOI: https://doi.org/10.1007/s11292-010-9109-1
Valega Mackenzie, S. J. (2022). Modelo de los factores asociados a la problemática de maltrato entre iguales por abuso de poder en estudiantes universitarios de la Región Caribe [Tesis de Grado]. Universidad del Norte. http://hdl.handle.net/10584/11675
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Graciela Soledad Espinoza Vera, Jorgelina Eveline Salcedo Prieto (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
