Bullying: Description from the ecological perspective and the Sustainable Development Goals
Abstract
The study of bullying is crucial in the social context due to its impact on the psychological and emotional well-being of victims, aggressors and dual roles (victim/aggressor) as well as on the school climate. Therefore, this essay aims to describe bullying, highlighting the need to study it from an ecological perspective to identify risk and protection factors that favor attention strategies to eradicate it, which will contribute to the fulfillment of the fourth goal of the UNESCO 2030 Agenda, which seeks to guarantee inclusive education. equitable and quality, promoting learning opportunities for all, regardless of origin, gender, or condition. The essay offers a recent review of expert research, through which the scientific consensus for its translation into Spanish will be identified, the differentiation with school violence, the characterization of students who participate as victims, bullies, dual roles or those who do not engage in bullying, identifying the importance of studying it from an ecological perspective. It is concluded that the eradication of bullying will contribute to the creation of fairer societies, fostering a culture of respect, empathy and tolerance, fundamental values for social progress.
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References
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Cerezo, F. (2014). Differences in Social Status according to Role in Bullying: A Socio-Metric Analysis. Bordón, 66 (2), 29-42. doi: 10.13042/Bordon.2014.66202
Cerezo, F., Sánchez, C., Ruíz, C. y Arense, J.J. (2015). Roles en bullying de adolescentes y preadolescentes, y su relación con el clima social y los estilos educativos parentales. Revista de Psicodidáctica, 20(1), 139-155. doi:10.1387/RevPsicodidact.11097
Cosma, A., Bjereld, Y., Elgar, F.J., Richardson, C., Bilz, L., Craig, W., Augustine, L., Molcho, M., Malinowska-Cieślik, M. y Walsh, S.D. (2022). Gender Differences in Bullying Reflect Societal Gender Inequality: A Multilevel Study With Adolescents in 46 Countries. Journal of Adolescent Health, 71 (5), 601-608. doi: 10.1016/j.jadohealth.2022.05.015.
Favini, A.Gerbino,M., Pastorelli, C., Zuffianò, A., Lunetti, C., Remondi, Ch., Cirimele, F., Gomez Plata, M., Giannini, A.M. (2023). Bullying and cyberbullying: Do personality profiles matter in adolescence?. Telematics and Informatics Reports,12,1-10. https://doi.org/10.1016/j.teler.2023.100108
Garaigordobil, M. (2017). Conducta antisocial: conexión con bullying/cyberbullying y estrategias de resolución de conflictos. Psychosocial Intervention, 26(1), 47-54. https://dx.doi.org/10.1016/j.psi.2015.12.002
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Kennedy, R. (2020b). A meta-analysis of the outcomes of bullying prevention programs on subtypes of traditional bullying victimization: Verbal, relational, and physical. Aggression and Violent Behavior, 55, 1-12 https://api.semanticscholar.org/CorpusID:224864868.
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Kochel, K.P., Ladd, G.W., Bagwell, C.L. y Yabko, B.A. (2015). Bully/Victim Profiles' Differential Risk for Worsening Peer Acceptance: The Role of Friendship. Journal of Applied Developmental Psychology, 41, 38-45. doi: 10.1016/j.appdev.2015.05.002.
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Mendoza, B. (2017). Prácticas de crianza y bullying: Descripción en alumnado de Educación Básica. Revista Innovación Educativa. 17, (74), 125-142. http://www.scielo.org.mx/pdf/ie/v17n74/1665-2673-ie-17-74-00125.pdf
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Mendoza, B. y Barrera, A. (2018). Gestión de la Convivencia Escolar en educación básica: Percepción de los Padres. Revista Electrónica de Investigación Educativa, 20, 2, 93-102. SCOPUS https://doi.org/10.24320/redie.2018.20.2.1729
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Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO, 2024). Objetivos de Desarrollo Sostenible. United Nations Educational, Scientific and Cultural Organization https://www.un.org/sustainabledevelopment/es/sustainable-development-goals/
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Perlado, I. y Trujillo, J. J. (2024). Research analysis on social communicative skills as a tool to prevent violence in the educational context. Revista Latina, 82, 1-21. https://www.doi.org/10.4185/RLCS-2024-2302
Pichel, R., Feijóo, S., Isorna, M., Varela, J. y Rial, A. (2022). Analysis of the relationship between school bullying, cyberbullying, and substance use. Children and Youth Services Review, 134, 1-8. https://doi.org/10.1016/j.childyouth.2022.106369
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Prakash, S., Arumugam, Ch., Rangeela, E., Raghavan, V. y Padmavati, R. (2022). Bullying among children and adolescents in the SAARC countries: A scoping review, Heliyon, 8 (7), 1-14. https://doi.org/10.1016/j.heliyon.2022.e09781
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Blanchflower D.G. y Bryson A. (2024). The adult consequences of being bullied in childhood. Social Science and Medicine, 345, 1-11. doi: 10.1016/j.socscimed.2024.116690. Epub 2024 Feb 12. PMID: 38367340.
Bronfrenbrenner, U. (1987). La ecología del Desarrollo Humano. Paidós.
Cerezo, F. (2014). Differences in Social Status according to Role in Bullying: A Socio-Metric Analysis. Bordón, 66 (2), 29-42. doi: 10.13042/Bordon.2014.66202
Cerezo, F., Sánchez, C., Ruíz, C. y Arense, J.J. (2015). Roles en bullying de adolescentes y preadolescentes, y su relación con el clima social y los estilos educativos parentales. Revista de Psicodidáctica, 20(1), 139-155. doi:10.1387/RevPsicodidact.11097
Cosma, A., Bjereld, Y., Elgar, F.J., Richardson, C., Bilz, L., Craig, W., Augustine, L., Molcho, M., Malinowska-Cieślik, M. y Walsh, S.D. (2022). Gender Differences in Bullying Reflect Societal Gender Inequality: A Multilevel Study With Adolescents in 46 Countries. Journal of Adolescent Health, 71 (5), 601-608. doi: 10.1016/j.jadohealth.2022.05.015.
Favini, A.Gerbino,M., Pastorelli, C., Zuffianò, A., Lunetti, C., Remondi, Ch., Cirimele, F., Gomez Plata, M., Giannini, A.M. (2023). Bullying and cyberbullying: Do personality profiles matter in adolescence?. Telematics and Informatics Reports,12,1-10. https://doi.org/10.1016/j.teler.2023.100108
Garaigordobil, M. (2017). Conducta antisocial: conexión con bullying/cyberbullying y estrategias de resolución de conflictos. Psychosocial Intervention, 26(1), 47-54. https://dx.doi.org/10.1016/j.psi.2015.12.002
Garaigordobil, M. (2023). Educational psychology: the key to prevention and child-adolescent mental health. Psicothema, 35(4), 327-339. .https://dx.doi.org/10.7334/psicothema2023.1
Garaigordobil, M. y Oñederra, J. A. (2010) Inteligencia emocional en las víctimas de acoso escolar y en los agresores European Journal of Education and Psychology, 3 (2), 243-256. redalyc.org/pdf/1293/129315468008.pdf
Garaigordobil, M., Martínez-Valderrey, V. y Machimbarrena, J. M. (2017). Intervención en el bullying y cyberbullying: Evaluación del caso Martín. Revista de Psicología Clínica con Niños y Adolescentes, 4(1), 25-32. https://api.semanticscholar.org/CorpusID:151395973.
Garandeau, C.F., Turunen, T., Saarento-Zaprudin, S. y Salmivalli, C. (2023). Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change. Journal of School Psychology, 99, 1-14. doi: 10.1016/j.jsp.2023.101226.
Hensums, M., Brummelman, E., Larsen, H., Van den Bos, W. y Overbeek, G. (2023). Social goals and gains of adolescent bullying and aggression: A meta-analysis. Developmental Review, 68, 1-18. https://doi.org/10.1016/j.dr.2023.101073
Hernández Herrera, C. A. (2021). Modelo de ecuaciones estructurales, alternativa para medir el fenómeno de las mujeres STEM en México. RIDE Revista Iberoamericana Para La Investigación y El Desarrollo Educativo, 11(22). https://doi.org/10.23913/ride.v11i22.977
Jensen, M.T. (2022). Are test-based policies in the schools associated with burnout and bullying? A study of direct and indirect associations with pupil-teacher ratio as a moderator. Teaching and Teacher Education, 113, 1-10. https://doi.org/10.1016/j.tate.2022.103670
Kennedy, A. y Brausch, A.M. (2024). Emotion dysregulation, bullying, and suicide behaviors in adolescents. Journal of Affective Disorders Reports, 15, 2-7. https://doi.org/10.1016/j.jadr.2023.100715
Kennedy, R. (2020a). Gender differences in outcomes of bullying prevention programs: A meta-analysis. Journal Children and Youth Services Review, 119, 1-10. https://doi.org/10.1016/j.childyouth.2020.105506
Kennedy, R. (2020b). A meta-analysis of the outcomes of bullying prevention programs on subtypes of traditional bullying victimization: Verbal, relational, and physical. Aggression and Violent Behavior, 55, 1-12 https://api.semanticscholar.org/CorpusID:224864868.
Kljakovic, M. y Hunt, C. (2016). A meta-analysis of predictors of bullying and victimisation in adolescence. Journal of Adolescent 49, 134-45. doi: 10.1016/j.adolescence.2016.03.002.
Kochel, K.P., Ladd, G.W., Bagwell, C.L. y Yabko, B.A. (2015). Bully/Victim Profiles' Differential Risk for Worsening Peer Acceptance: The Role of Friendship. Journal of Applied Developmental Psychology, 41, 38-45. doi: 10.1016/j.appdev.2015.05.002.
Machimbarrena, J.M., González-Cabrera, J. y Garaigordobil, M. (2019). Variables familiares relacionadas con el bullying y el cyberbullying: una revisión sistemática. Pensamiento Psicológico, 17, (2),37-56. doi:10.11144/Javerianacali.PPSI17-2.vfrb
Menabò, L., Caravita, S.C.S., Skrzypiec, G., Slee, P. y Guarini, A. (2024). Effects of victimization and perpetration in observing bullying scenes: an eye-tracker study. International. Journal of Clinical and Health Psychology, 24(2) 1-9. doi: 10.1016/j.ijchp.2024.100451.
Mendoza, B., Morales, T. y Martínez, G. (2021). ¿El alumnado que participa en violencia escolar, también participa en episodios de agresión cibernética?. Revista de Psicología Bolivia, 26, 81-100. https://doi.org/10.53287/wldl7961me66a
Mendoza, B. (2017). Prácticas de crianza y bullying: Descripción en alumnado de Educación Básica. Revista Innovación Educativa. 17, (74), 125-142. http://www.scielo.org.mx/pdf/ie/v17n74/1665-2673-ie-17-74-00125.pdf
Mendoza, B. (2020). El derecho a la educación, programas de intervención desde los principales agentes de cambio: padres y profesorado. En M.M. Pérez, M.C. Macías y E. Tapia (Ed.), Educación e Infancia (pp.157-174). Porrúa-UNAM.
Mendoza, B. (2022). Acoso Escolar. En C. Pereda (Ed), Diccionario de Injusticias (pp.18-23). Siglo Veintiuno Editores.
Mendoza, B. y Barrera, A. (2018). Gestión de la Convivencia Escolar en educación básica: Percepción de los Padres. Revista Electrónica de Investigación Educativa, 20, 2, 93-102. SCOPUS https://doi.org/10.24320/redie.2018.20.2.1729
Mendoza, B., Domínguez, J. M., Mendoza I. y Román, M. (2020). Asambleas Escolares: identificación de conductas agresivas para mejorar la convivencia en las escuelas. En F. Carreto, C. Jiménez y M.L. Sánchez (Ed.), Perspectivas Disciplinares en la investigación educativa (pp. 273-288). Clave Editorial y CONACyT.
Mendoza, B. y Maldonado, V. (2017). Acoso escolar y habilidades sociales en alumnado de educación básica. Ciencia Ergo-sum, 24(2), 109-116.
https://doi.org/10.30878/ces.v24n2a2
Mendoza, B., Pérez-Maldonado, H., Domínguez, J. M. y Román, M. (2022). Roles de participación en el bullying y episodios violentos en la interacción profesor-alumno. Revista Electrónica de Investigación Educativa, 24, e25, 1-16. https://doi.org/10.24320/redie.2022.24.e25.4240
Morales Reynoso, T., Mendoza González, B. y Santos López, A. (2021). Ciberbullying, brecha digital y habilidades digitales para ciberconvivencia: descripción en estudiantes de bachillerato. Voces de la Educación, 6 (12), 22-44. https://www.revista.vocesdelaeducacion.com.mx/index.php/voces/article/view/386
Mora-Rosales, J. y Romero-Pérez, Y. (2019). Escuela primaria con violencia desde la tríada: el uno-el otro y las cosas. Revista Innova Educación, 1 (4), 546-565. https://doi.org/10.35622/j.rie.2019.04.009
Nasti, C., Sangiuliano, F., Palmiero M. y Brighi A. (2023). The relationship between personality and bullying among primary school children: the mediation role of trait emotion intelligence and empathy. International Journal of Clinical and Health Psychology, 23(2), 1-5. doi: 10.1016/j.ijchp.2022.100359.
Neumayer, F., Jantzer, V., Lerch, S., Resch, F. y Kaess, M. (2023). Traditional Bullying and Cyberbullying Victimization Independently Predict Changes in Problematic Internet Gaming in a Longitudinal Sample. Journal of Adolescent Health, 73(2), 288-295. doi: 10.1016/j.jadohealth.2023.03.013.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO, 2019). Behind the numbers: Ending school violence and bullying. United Nations Educational, Scientific and Cultural Organization https://doi.org/10.54675/TRVR4270
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO, 2024). Objetivos de Desarrollo Sostenible. United Nations Educational, Scientific and Cultural Organization https://www.un.org/sustainabledevelopment/es/sustainable-development-goals/
Pérez-Maldonado, H., Peñaloza Suárez, L. y Tamayo Salcedo, A.L. (2023). Diferencias en la formación de habilidades del profesional en turismo en una universidad pública. Dilemas contemporáneos: Educación, Política y Valores, XI (1) 1-24. https://doi.org/10.46377/dilemas.v11i1.3857
Perlado, I. y Trujillo, J. J. (2024). Research analysis on social communicative skills as a tool to prevent violence in the educational context. Revista Latina, 82, 1-21. https://www.doi.org/10.4185/RLCS-2024-2302
Pichel, R., Feijóo, S., Isorna, M., Varela, J. y Rial, A. (2022). Analysis of the relationship between school bullying, cyberbullying, and substance use. Children and Youth Services Review, 134, 1-8. https://doi.org/10.1016/j.childyouth.2022.106369
Pina, D., López, R., Puente, E. y Ruiz, J.A. (2022). Association Between Attitudes Toward Violence and Violent Behavior in the School Context: A Systematic Review and Correlational Meta-Analysis. International Journal of Clinical and Health Psychology, 22 (1), 1-11. https://doi.org/10.1016/j.ijchp.2021.100278
Piñero, E., Arense, J.J. y Cerezo, F.C. (2013). Contexto familiar y conductas de agresión y victimización entre escolares de educación secundaria. Bordón: Revista de Pedagogía, 65(3), 109-129. https://api.semanticscholar.org/CorpusID:143649847
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Prakash, S., Arumugam, Ch., Rangeela, E., Raghavan, V. y Padmavati, R. (2022). Bullying among children and adolescents in the SAARC countries: A scoping review, Heliyon, 8 (7), 1-14. https://doi.org/10.1016/j.heliyon.2022.e09781
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Published
2024-11-26
How to Cite
Mendoza González, B. (2024). Bullying: Description from the ecological perspective and the Sustainable Development Goals. RIDE Revista Iberoamericana Para La Investigación Y El Desarrollo Educativo, 15(29). https://doi.org/10.23913/ride.v15i29.2179
Section
essays
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