Concepción pedagógica de los conflictos TIC en centros escolares de la provincia de Málaga (España): Una apuesta por la mediación (original) (raw)
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For some time now, there has been an increase in research on conflict in school contexts, which in turn broadens the field of conflict prevention in schools, suggesting proactive strategies for action. Therefore, the aim of this paper is to analyse how compulsory secondary education (ESO) students perceive one of the most latent conflicts of today, the violence produced with information and communication technologies (ICT). The research methodology used is quantitative with a non-experimental design based on a validated Likert questionnaire on the perception of school violence. The analyses carried out involved descriptive and inferential statistics. The population consisted of 220 ESO students from a private school in Malaga (Spain). The results indicate the existence of a significant level of ICT violence among students in the classroom and, to a lesser extent, student violence towards teachers, in both cases from the students' perspective. It is concluded that ICT violence am...
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International Journal of Adolescence and Youth, 2019
Coexistence between adolescents in educational centres and people outside these centres is increasingly mediated by the use of different technologies. The present study analyses the perceptions of 4,273 students in secondary education in Aragon (Spain) on how the positive relationships that occur in the educational centre (among students and their classmates, teachers, school principals and other staff) and between the family and the school mediate the prevention of bullying and cyberbullying. The study was performed in 20 educational centres of the Autonomous Community of Aragon, considering the stratified representation of the provinces, private and public schools, and rural and urban areas. The study was conducted by applying questionnaires on bullying and cyberbullying, among other questions, and by evaluating the relationship between students and the rest of the educational community. An analysis was elaborated from a structural equation model (SEM), using as exogenous variables the student's assessment of relations with the rest of the members of the educational community and, as endogenous variables, victimization, aggression and perception of bullying situations and cyberbullying (bystanders). This study concluded by exposing aspects related to these protective factors, which are so important for the development of a positive coexistence and personal relationships. Our research brings advances towards a positive and transformative vision for preventing bullying and cyberbullying. From this proposal, we find interesting the importance and necessity to overcome the silence of cyber-victimized adolescents, reinforcing not only the peer network in the educational centre but also teacher and family networks.
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Some antibullying interventions have shown positive outcomes with regard to reducing violence. The aim of the study was to experimentally assess the effects on school violence and aggressiveness of a program to prevent and reduce cyberbullying. The sample was comprised of a randomly selected sample of 176 adolescents (93 experimental, 83 control), aged 13-15 years. The study used a repeated measures pre-posttest design with a control group. Before and after the program, two assessment instruments were administered: the "Cuestionario de Violencia Escolar-Revisado" (CUVE-R [School Violence Questionnaire-Revised]; Álvarez-García et al., 2011) and the "Cuestionario de agresividad premeditada e impulsiva" (CAPI-A [Premeditated and Impulsive Aggressiveness Questionnaire]; Andreu, 2010). The intervention consisted of 19 one-hour sessions carried out during the school term. The program contains 25 activities with the following objectives: (1) to identify and conceptualize bullying/cyberbullying; (2) to analyze the consequences of bullying/cyberbullying, promoting participants' capacity to report such actions when they are discovered; (3) to develop coping strategies to prevent and reduce bullying/cyberbullying; and (4) to achieve other transversal goals, such as developing positive variables (empathy, active listening, social skills, constructive conflict resolution, etc.). The pre-posttest ANCOVAs confirmed that the program stimulated a decrease in: (1) diverse types of school violence-teachers' violence toward students (ridiculing or publicly humiliating students in front of the class, etc.); students' physical violence (fights, blows, shoves.. . aimed at the victim, or at his or her property, etc.); students' verbal violence (using offensive language, cruel, embarrassing, or insulting words.. . toward classmates and teachers); social exclusion (rejection or exclusion of a person or group, etc.), and violence through Information and Communication Technologies (ICT; violent behaviors by means of electronic instruments such as mobile phones and the Internet)-; and (2) premeditated and impulsive aggressiveness. Pre-posttest MANCOVA revealed differences between conditions with a medium effect size. This work contributes an efficacious intervention tool for the prevention and reduction of peer violence. The conclusions drawn from this study have interesting implications for educational and clinical intervention.
Academic Journal of Interdisciplinary Studies, 2015
Educational partners, more important are teachers and parents are considered as one of the main elements in the management of Cyberbullying in the school environment and not only for their child's safety. The aim of the study is to evidence the cooperative elements among parents, teachers and students during misuse of the Internet and its functions and violence caused by the technology. The sample of the study includes 200 pupils aged 15-19, 55 Male and 145 Female from High School's Elbasan. Instrument used was "Student Needs Assessment Survey" APPENDIX E by N. E. Willard (2007). The questionnaire was modified and adapted by the authors and contains 20 items. The statistical data processing was performed by SPPS statistical program, version 20. Cronbach's Alpha 0.751 were used to assess the reliability of the instrument. Relying situated in the role of one who puts pressure on the Internet to others, and the role of the person on whom are pressured by the results obtained we note that students are not included in any of above mentioned role. For the psycho-pedagogical point of view we can say that viewed a positive relationship and not only communication between adolescents and their parents, but also among school staff. Students claim that their peers do not feel pressured by others and also students affirm that they are not aware of any material posted on the Internet that denigrates the image of a school staff member.
Peer Mediation as a Means of Eliminating Conflict in the School Environment
Journal of Education Culture and Society
Aim. Peer mediation is a tool for the prevention of socio-pathological phenomena occurring in the school environment, is an opportunity to resolve conflicts through reconciliation. The paper focuses on the perception of the importance of peer mediation and on the presentation of the results of a questionnaire survey, the aim of which was to determine the respondents’ preferences after completion of the project process. Methods. The aim of the questionnaire survey was to determine how pupils and students perceive peer mediation. The survey sample consisted of selected pupils from 6 primary schools aged 10 to 15 years and students from 6 secondary schools aged 15 to 18 years. The questionnaire was completed at the beginning (year 2020 - N = 189, including 90 primary school pupils) and end of the project implementation (year 2021 - N = 124, including 56 primary school pupils). Results. The responses in the entry and exit questionnaires, the respondents declared after participating in t...
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2017
Rapid development of information technology makes life easier; however, negative aspects of its influence can be recognized as well. Using Internet provides series of opportunities for better communication, higher quality education and great fun but involves a lot of risk. Young people spend majority of their time using digital technologies, therefore becoming key actors in creating good or bad peer communication. The young/adolescents are also exposed to the highest level of risk on the net because they have high level of autonomy and independence, because Internet erases social brakes, gives them fake feeling of safety and power, allows users say and do things they couldn’t do in face-to-face communication. The young have the feeling they aren’t responsible for that kind of behavior in a way they would normally be responsible, they are sure that on the net they won’t be judged by their looks; relations on the net seem safer than real relations, there are nosocial boundaries; two l...
Cyber-Bullying: Issues and Solutions for the School, the Classroom and the Home
2008
From its heart-wrenching beginning to its resolutionary conclusion, Shaheen Shariff's book is a valuable read for educators, preservice teachers, and parents. Shariff begins her crusade against bullying in our schools with the tragic suicide note of 14-year-old bullying victim Hamed Nastoh. His posthumous message is a plea to educate others about the harmful and hurtful consequences of bullying. Shariff attempts to meet his request by examining various types of bullying and offering guidelines to education stakeholders such as staff, students, parents, media, administrators, government, school boards, and district offices for changing the culture of coercion in schools into a culture of collaboration. Shariff urges parents and educators to address the root causes of bullying, "a form of abuse that is based on an imbalance of power" (p. 11), and rejects anti-bullying programs that focus on the symptoms, not the disease. She cautions that zero tolerance policies do not work because they do not contextualize the harassment, but provide a generic totalitarian solution regardless of circumstances. To Shariff such approaches, although well meant, are ineffective because they simply overlie rather than address the underlying causes. Readers will find that her presentation prompts review of their own standards and responses to bullying and of the role that educators, parents, and other education stakeholders play in creating safe and caring learning environments for children. The author first introduces the topic and then devotes a chapter to each of the following: traditional views of bullying, cyber-bullying worldwide, gender and bullying, the ineffectiveness of adult-in-control or top-down solutions, the roles of education stakeholders in resolving this problem, liability and responsibility of stakeholders, and "harmonious solutions" (p. 226). Shariff's interest in counteracting cyber-bullying and traditional bullying began with an incident involving her teenage daughter, continued during her teaching and administrative experience, and eventually led to her doctoral research on bullying and its legal implications for schools and teachers. She notes that the root causes of bullying remain unchanged and strongly suggests that teaching education stakeholders about the ramifications and legalities of bullying, especially cyber-bullying, is the first step in counteracting this in-Teddy Moline is completing her doctoral research in the Faculty of Education. Her current research interests include technology integration and cognitive self-efficacy and video gaming. She has worked as a teacher and administrator at the school, district, and provincial level.