Maestros y Maestras ante situaciones de acoso y ciberacoso escolar

The objective of this study is to learn about the point of view and behavior of teachers of nursery school and primary education in situations of bullying. A total of 220 teachers participated in the study (182 women and 38 men; average age = 42.24 years) responding to an online questionnaire about...

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Autores: Sidera Caballero, Francesc, Rostán Sánchez, Carles, Serrat Sellabona, Elisabet, Ortiz, Robinson
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2019
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/17119
Acceso en línea:http://hdl.handle.net/10256/17119
Access Level:acceso abierto
Palabra clave:Assetjament escolar
Bullying in schools
Ciberassetjament escolar
Cyberbullying
id ES_606dc5ad935b5867a87606eaa02ef1fa
oai_identifier_str oai:recercat.cat:10256/17119
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv Maestros y Maestras ante situaciones de acoso y ciberacoso escolar
title Maestros y Maestras ante situaciones de acoso y ciberacoso escolar
spellingShingle Maestros y Maestras ante situaciones de acoso y ciberacoso escolar
Sidera Caballero, Francesc
Assetjament escolar
Bullying in schools
Ciberassetjament escolar
Cyberbullying
title_short Maestros y Maestras ante situaciones de acoso y ciberacoso escolar
title_full Maestros y Maestras ante situaciones de acoso y ciberacoso escolar
title_fullStr Maestros y Maestras ante situaciones de acoso y ciberacoso escolar
title_full_unstemmed Maestros y Maestras ante situaciones de acoso y ciberacoso escolar
title_sort Maestros y Maestras ante situaciones de acoso y ciberacoso escolar
dc.creator.none.fl_str_mv Sidera Caballero, Francesc
Rostán Sánchez, Carles
Serrat Sellabona, Elisabet
Ortiz, Robinson
author Sidera Caballero, Francesc
author_facet Sidera Caballero, Francesc
Rostán Sánchez, Carles
Serrat Sellabona, Elisabet
Ortiz, Robinson
author_role author
author2 Rostán Sánchez, Carles
Serrat Sellabona, Elisabet
Ortiz, Robinson
author2_role author
author
author
dc.subject.none.fl_str_mv Assetjament escolar
Bullying in schools
Ciberassetjament escolar
Cyberbullying
topic Assetjament escolar
Bullying in schools
Ciberassetjament escolar
Cyberbullying
description The objective of this study is to learn about the point of view and behavior of teachers of nursery school and primary education in situations of bullying. A total of 220 teachers participated in the study (182 women and 38 men; average age = 42.24 years) responding to an online questionnaire about some aspects related to bullying. The results show that only 24.1% consider themselves prepared to face situations of bullying or cyberbullying. In addition, a 45.2% of the teachers say they have observed situations of bullying or cyberbullying in their classrooms. In these cases, the actions they carry out most often involve talking with the aggressor and the victim, with classmates, with the school management team and with the families of the aggressor and of the victim. The least frequent behaviors involves punishing the aggressor and talking with the other professionals who work in the center, such as the psychologist. Finally, teachers believe that the actions that would most help to prevent and reduce bullying and cyberbullying are: raising awareness about the consequences of bullying, encouraging students to report bullying situations, implement adequate programs and protocols, and training teachers and families. These results are discussed in the framework of other studies focused on the perception and actions of teachers in situations of bullying and cyberbullying, and on research about the most effective practices for their prevention and reduction
publishDate 2019
dc.date.none.fl_str_mv 2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
peer-reviewed
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/17119
http://hdl.handle.net/10256/17119
url http://hdl.handle.net/10256/17119
dc.language.none.fl_str_mv Español
language_invalid_str_mv Español
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.17060/ijodaep.2019.n1.v3.1515
info:eu-repo/semantics/altIdentifier/issn/0214-9877
info:eu-repo/semantics/altIdentifier/eissn/2603-5987
dc.rights.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia, Adolescencia y Mayores (INFAD)
publisher.none.fl_str_mv Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia, Adolescencia y Mayores (INFAD)
dc.source.none.fl_str_mv Revista INFAD de Psicología : International Journal of Developmental and Educational Psychology, 2019, vol. 3, núm.1, p. 421-434
Articles publicats (D-PS)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
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repository.mail.fl_str_mv
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spelling Maestros y Maestras ante situaciones de acoso y ciberacoso escolarSidera Caballero, FrancescRostán Sánchez, CarlesSerrat Sellabona, ElisabetOrtiz, RobinsonAssetjament escolarBullying in schoolsCiberassetjament escolarCyberbullyingThe objective of this study is to learn about the point of view and behavior of teachers of nursery school and primary education in situations of bullying. A total of 220 teachers participated in the study (182 women and 38 men; average age = 42.24 years) responding to an online questionnaire about some aspects related to bullying. The results show that only 24.1% consider themselves prepared to face situations of bullying or cyberbullying. In addition, a 45.2% of the teachers say they have observed situations of bullying or cyberbullying in their classrooms. In these cases, the actions they carry out most often involve talking with the aggressor and the victim, with classmates, with the school management team and with the families of the aggressor and of the victim. The least frequent behaviors involves punishing the aggressor and talking with the other professionals who work in the center, such as the psychologist. Finally, teachers believe that the actions that would most help to prevent and reduce bullying and cyberbullying are: raising awareness about the consequences of bullying, encouraging students to report bullying situations, implement adequate programs and protocols, and training teachers and families. These results are discussed in the framework of other studies focused on the perception and actions of teachers in situations of bullying and cyberbullying, and on research about the most effective practices for their prevention and reductionEl objetivo de este estudio se centra en conocer el punto de vista y comportamiento de los maestros y maestras de educación infantil y primaria en situaciones de acoso escolar. Un total de 220 docentes han participado en el estudio (182 mujeres y 38 hombres; edad media = 42.24 años), respondiendo a un cuestionario en línea sobre algunos aspectos relacionados con el acoso escolar. Los resultados muestran que solo un 24.1 % se consideran preparados para afrontar situaciones de acoso o ciberacoso. Además, un 45.2 % afirma haber observado situaciones de acoso o ciberacoso en las aulas donde ha realizado docencia. En estos casos, las acciones que más frecuentemente llevan a cabo implican hablar con el agresor y la víctima, los compañeros de clase, el equipo directivo y las familias del agresor y de la víctima. Los comportamientos menos frecuentes implican castigar al agresor y hablar con los profesionales del centro, como por ejemplo, el psicólogo. Finalmente, los maestros y maestras consideran que las acciones que ayudarían más a prevenir y reducir el acoso y el ciberacoso son: concienciar sobre las consecuencias del acoso, animar a los alumnos y alumnas a informar de las situaciones de acoso, implementar programas y protocolos de actuación adecuados y formación a los docentes y a las familias. Estos resultados se discuten en el marco de otros estudios sobre la percepción y las actuaciones de los maestros y maestras en situaciones de acoso y ciberacoso escolar, así como dentro de las prácticas más efectivas para su prevención y reducciónAsociación Nacional de Psicología Evolutiva y Educativa de la Infancia, Adolescencia y Mayores (INFAD)2019info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpeer-reviewedapplication/pdfhttp://hdl.handle.net/10256/17119http://hdl.handle.net/10256/17119Revista INFAD de Psicología : International Journal of Developmental and Educational Psychology, 2019, vol. 3, núm.1, p. 421-434Articles publicats (D-PS)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Españolinfo:eu-repo/semantics/altIdentifier/doi/10.17060/ijodaep.2019.n1.v3.1515info:eu-repo/semantics/altIdentifier/issn/0214-9877info:eu-repo/semantics/altIdentifier/eissn/2603-5987Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10256/171192026-05-29T05:05:01Z
score 15,198674

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