Desarrollo de estrategias de afrontamiento efectivas para reducir el acoso escolar y su impacto en las víctimas estables
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El acoso escolar provoca graves efectos en quienes se ven implicados, especialmente en las víctimas. Entre ellas, aquellas que viven estos episodios de forma prolongada son quienes manifiestan más consecuencias negativas. Para luchar contra este problema, el alumnado pone en marcha diferentes estrategias de afrontamiento que les permiten detener o sobrellevar estas situaciones y mitigar sus efectos. Este estudio pretende analizar el impacto del programa Asegúrate en las estrategias de afrontamiento usadas por las víctimas. En este trabajo participaron 3,428 alumnos de secundaria obligatoria (48.9% chicas) pertenecientes a 20 centros educativos. Los resultados de ANOVA de medidas repetidas mostraron cómo el programa Asegúrate mejora las estrategias de afrontamiento que usa el alumnado general y victimizado. Estos cambios en el afrontamiento de la victimización ocurren en las ex víctimas y no entre las víctimas estables. La eficacia del programa para la mejora del uso efectivo de las estrategias de afrontamiento queda evidenciada, aunque no se vieron reducidas las estrategias de evitación, siendo estas las menos efectivas. Se discuten razones que expliquen estos resultados e implicaciones para el diseño de programas de prevención e intervención.
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Mora-Merchán, J., Espino , E., & Del Rey, R. (2021). Desarrollo de estrategias de afrontamiento efectivas para reducir el acoso escolar y su impacto en las víctimas estables. Psychology, Society & Education, 13(3), 55–66. Recuperado a partir de https://journals.uco.es/psye/article/view/14006
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De la Caba-Collado, M. y Atxurra, J. (2013). La agresión entre iguales en la era digital: estrategias de afrontamiento de los estudiantes del último ciclo de Primaria y del primero de Secundaria. Revista de Educación, 362, 247-272. https://doi.org/10.4438/1988-592X-RE-2011-362-160
Del Rey, R., Mora-Merchán, J. A., Casas, J. A., Ortega-Ruiz, R. y Elipe, P. (2018). 'Asegúrate' program: Effects on cyber-aggression and its risk factors. Comunicar, 26(56), 39-48. http://dx.doi.org/10.3916/C56-2018-04
Del Rey, R., Ortega-Ruiz, R. y Casas, J. A. (2019). Asegúrate: An intervention program against cyberbullying based on teachers’ commitment and on design of its instructional materials. International Journal of Environmental Research and Public Health, 16(3), 434. https://doi.org/10.3390/ijerph16030434
Fry, D., Fang, X., Elliott, S., Casey, T., Zheng, X., Li, J., Florian, L. y McCluskey, G. (2018). The relationships between violence in childhood and educational outcomes: A global systematic review and meta-analysis. Child Abuse & Neglect, 75, 6-28. https://doi.org/10.1016/j.chiabu.2017.06.021
Gaffney, H., Ttofi, M. M. y Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111-133. https://doi.org/10.1016/j.avb.2018.07.001
Gaffney, H., Ttofi, M. M. y Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37-56. https://doi.org/10.1016/j.jsp.2020.12.002
Garaigordobil, M. y Martínez-Valderrey, V. (2018). Technological resources to prevent cyberbullying during adolescence: The cyberprogram 2.0 program and the cooperative cybereduca 2.0 videogame. Frontiers in Psychology, 9, 745. https://doi.org/10.3389/fpsyg.2018.00745
Geber, S., Baumann, E., Czerwinski, F. y Klimmt, C. (2021). The effects of social norms among peer groups on risk behavior: A multilevel approach to differentiate perceived and collective norms. Communication Research, 48(3), 319-345. https://doi.org/10.1177%2F0093650218824213
Giménez-Gualdo, A. M. (2015). Estrategias de afrontamiento ante el cyberbullying. Una mirada cualitativa desde la perspectiva de los escolares. Campo Abierto-Revista de Educación, 1(1), 49-65. http://dx.doi.org/10.21664/2238-8869.2014v3i3.p15-32
Giménez-Gualdo, A. M., Arnaiz Sánchez, P., Cerezo Ramírez, F. y Prodócimo, E. (2018). Percepción de docentes y estudiantes sobre el ciberacoso. Estrategias de intervención y afrontamiento en Educación Primaria y Secundaria. Comunicar, 26(56), 29-38. https://doi.org/10.3916/C56-2018-03
Gini, G., Card, N. A. y Pozzoli, T. (2018). A meta‐analysis of the differential relations of traditional and cyber‐victimization with internalizing problems. Aggressive Behavior, 44(2), 185-198. https://doi.org/10.1002/ab.21742
Guarini, A., Menin, D., Menabò, L. y Brighi, A. (2019). RPC teacher-based program for improving coping strategies to deal with cyberbullying. International Journal of Environmental Research and Public Health, 16(6), 948. https://doi.org/10.3390/ijerph16060948
Joseph, N. (2009). Metacognition Needed: Teaching middle and high school students to develop strategic learning skills. Preventing School Failure: Alternative Education for Children and Youth, 54(2), 99-103. https://doi.org/10.1080/10459880903217770
Karanikola, M., Zavrou, R. y Hatziioannou, A. (2018). School bullying victimization: A public health issue. Hellenic Journal of Nursing, 57 (2), 138-146.
Kaufman, T. M., Kretschmer, T., Huitsing, G. y Veenstra, R. (2018). Why does a universal anti-bullying program not help all children? Explaining persistent victimization during an intervention. Prevention Science, 19(6), 822-832. https://doi.org/10.1007/s11121-018-0906-5
Lazarus, R. S. (2006). Emotions and interpersonal relationships: Toward a person-centered conceptualization of emotions and coping. Journal of Personality, 74, 9-46. https://doi.org/10.1111/j.1467-6494.2005.00368.x
Malecki, C. K., Demaray, M. K., Coyle, S., Geosling, R., Rueger, S. Y. y Becker, L. D. (2015). Frequency, power differential, and intentionality and the relationship to anxiety, depression, and self-esteem for victims of bullying. Child & Youth Care Forum, 44(1), 115-131. https://doi.org/10.1007/s10566-014-9273-y
Menesini, E., Modena, M. y Tani, F. (2009). Bullying and victimization in adolescence: Concurrent and stable roles and psychological health symptoms. The Journal of Genetic Psychology, 170(2), 115-134. http://dx.doi.org/10.3200/GNTP.170.2.115-134
Midgett, A. y Doumas, D. M. (2019). Witnessing bullying at school: The association between being a bystander and anxiety and depressive symptoms. School Mental Health, 11(3), 454-463. https://doi.org/10.1007/s12310-019-09312-6
Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D. y Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry, 7(1), 60-76. http://dx.doi.org/10.5498/wjp.v7.i1.60
Mora-Merchán, J. A., Nacimiento, L., Muñoz-Fernández, N. y Elipe, P. (2018). Inventario de estrategias de afrontamiento frente al bullying/cyberbullying (IEABC). Universidad de Sevilla (no publicado).
Nacimiento, L., Rosa, I. y Mora-Merchán, J.A. (2017). Valor predictivo de las habilidades metacognitivas en el afrontamiento en situaciones de bullying y cyberbullying. Informes Psicológicos, 17(2), 135-158. https://doi.org/10.18566/infpsic.v17n2a08
Nixon, C. L., Jairam, D., Davis, S., Linkie, C. A., Chatters, S. y Hodge, J. J. (2020). Effects of students’ grade level, gender, and form of bullying victimization on coping strategy effectiveness. International Journal of Bullying Prevention, 2(3), 190-204. https://doi.org/10.1007/s42380-019-00027-5
Ortega, R., Elipe, P., Mora‐Merchán, J. A., Genta, M. L., Brighi, A., Guarini, A., Smith, P. K., Thompson, F. y Tippett, N. (2012). The emotional impact of bullying and cyberbullying on victims: A European cross‐national study. Aggressive Behavior, 38(5), 342-356. https://doi.org/10.1002/ab.21440
Ortega, R. y Mora-Merchán, J. A. (2008). Las redes de iguales y el fenómeno del acoso escolar: explorando el esquema dominio-sumisión. Infancia y Aprendizaje, 31(4), 515-528. https://doi.org/10.1174/021037008786140922
Parris, L., Varjas, K., Meyers, J. y Cutts, H. (2012). High school students’ perceptions of coping with cyberbullying. Youth & Society, 44(2), 284-306. http://dx.doi.org/10.1177/0044118X11398881
Parris, L., Varjas, K., Meyers, J., Henrich, C. y Brack, J. (2019). Coping with bullying: The moderating effects of self-resilience. Journal of School Violence, 18(1), 62-76. https://doi.org/10.1080/15388220.2017.1387131
Perren, S., Corcoran, L., Cowie, H., Dehue, F., Garcia, D., Mc Guckin, C., Sevcikova, A., Tsatsou, P. y Völlink., T. (2012). Tackling cyberbullying: Review of empirical evidence regarding successful responses by students, parents, and schools. International Journal of Conflict and Violence, 6(2), 283-292. https://doi.org/10.4119/UNIBI/IJCV.244
Rajabi, M., Bakhshani, N. M., Saravani, M. R., Khanjani, S. y Javad Bagian, M. (2017). Effectiveness of cognitive-behavioral group therapy on coping strategies and in reducing anxiety, depression, and physical complaints in student victims of bullying. International Journal of High Risk Behaviors and Addiction, 6(2), e41463. https://doi.org/10.5812/ijhrba.41463
Randa, R., Reyns, B. W. y Nobles, M. R. (2019). Measuring the effects of limited and persistent school bullying victimization: Repeat victimization, fear, and adaptive behaviors. Journal of Interpersonal Violence, 34(2), 392-415. https://doi.org/10.1177/0886260516641279
Rimal, R. N. y Lapinski, M. K. (2015). A re-explication of social norms, ten years later. Communication Theory, 25(4), 393-409. https://doi.org/10.1111/comt.12080
Roncero, D., Andreu, J. y Peña, M.E. (2016). Procesos cognitivos distorsionados en la conducta agresiva y antisocial en adolescentes. Anuario de Psicología Jurídica, 26(1), 88-101. https://doi.org/10.1016/j.apj.2016.04.002
Saarento, S. y Salmivalli, C. (2015). The role of classroom peer ecology and bystanders’ responses in bullying. Child Development Perspectives, 9(4), 201-205. https://doi.org/10.1111/cdep.12140
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