Promoción de las competencias socioemocionales y prevención de la violencia escolar y juvenil
PDF
HTML

Palabras clave

prevención de la violencia
competencias socioemocionales
intervención
implicaciones prácticas
jóvenes
educación emocional

Cómo citar

Zych, I., & Ortega-Ruiz, R. (2021). Promoción de las competencias socioemocionales y prevención de la violencia escolar y juvenil. Revista Internacional De Educación Emocional Y Bienestar, 1(1), 63–84. https://doi.org/10.48102/rieeb.2021.1.1.7

Resumen

El número de estudios sobre la violencia escolar y juvenil ha aumentado en los últimos años y sus resultados resaltan el importante papel de las competencias socioemocionales a la hora de prevenir o intervenir en estas conductas. No obstante, los hallazgos científicos a menudo están desconectados entre sí y además no siempre son accesibles a los profesionales que trabajan en la prevención e intervención contra la violencia. Por ello, en el presente artículo se realiza una exhaustiva revisión de estudios científicos sobre diferentes conductas problema, la importancia de la prevención de la violencia escolar y juvenil y su relación con las competencias socioemocionales. Igualmente, se resumen los componentes principales de los programas que han mostrado ser efectivos contra diferentes tipos de violencia y que incluyen componentes para la promoción de las competencias socioemocionales. Se proporcionan algunas claves para la práctica con base en los resultados científicos y propuestas de futuro.

https://doi.org/10.48102/rieeb.2021.1.1.7
PDF
HTML

Citas

Bacon, A. M., y Regan, L. (2016). Manipulative relational behaviour and delinquency: sex differences and links with emotional intelligence. The Journal of Forensic Psychiatry & Psychology, (27), 331-348.

Baldry, A. C., Farrington, D. P., y Sorrentino, A. (2016). Cyberbullying in youth. A pattern of disruptive behaviour. Psicología Educativa, (22), 19-26.

Blaya, C., Dumond, A., Bruneaud, J., Bergamaschi, A., Hanafi, R., y Dayan-Herzbrun, S. (2017). The exposure and involvement of the young people in online hate messages: racism, xenophobia, anti-semitism, islamophobia. Keynote speech at The Young People and Cyberhate: Victims, Witnesses, Perpetrators? Comparativos internacionales, Niza, Francia.

Cabello, R., Castillo-Gualda, R., Rueda, P., y Fernández-Berrocal, P. (2016). Mejorar la Inteligencia Emocional de los adolescentes. Programa INTEMO+. Madrid: Ediciones Pirámide.

Catalano, R. F., Fagan, A. A., Gavin, L. E., Greenberg, M. T., Irwin, C. E., Ross, D. A., y Shek, D. T. (2012). Worldwide application of prevention science in adolescent health. The Lancet, (379), 1653-1664.

Castillo, R., Salguero, J. M., Fernández-Berrocal, P., y Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of Adolescence, (36), 883-892.

Crean, H. F., y Johnson, D. B. (2013). Promoting Alternative Thinking Strategies (PATHS) and elementary school aged children’s aggression: Results from a cluster randomized trial. American Journal of Community Psychology, (52), 56-72.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., y Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta?analysis of school?based universal interventions. Child Development, (82), 405-432.

Eisner, M., y Ribeaud, D. (2007). Conducting a criminological survey in a culturally diverse context: Lessons from the Zurich Project on the Social Development of Children. European Journal of Criminology, (4), 271-298.

Farrington, D. P. (2003). Developmental and life-course criminology: Key theoretical and empirical issues. Criminology, (41), 221-255.

Farrington, D. P. (2015). The Developmental Evidence Base: Psychosocial Research. En D. A. Crighton y G. J. Towl (eds.), Forensic Psychology (pp. 161-177). Oxford, Reino Unido: Blackwell.

Farrington, D. P., y Ttofi, M. M. (2009). School-based programs to reduce bullying and victimization. Campbell Systematic Reviews, (6), 1-148.

Farrington, D. P., Piquero, A. R., y Jennings, W. G. (2013). Offending from Childhood to Late Middle Age: Recent Results from the Cambridge Study in Delinquent Development. Nueva York: Springer.

Fernández-González, L., Calvete, E., Orue, I., y Echezarraga, A. (2018). The role of emotional intelligence in the maintenance of adolescent dating violence perpetration. Personality and Individual Differences, (127), 68-73.

FRA (2017). Fundamental Rights Report 2017. Luxembourg: European Union.

Gaffney, H., Farrington, D. P., Espelage, D. L., y Ttofi, M. M. (2019a). Are cyberbullying intervention and prevention programs effective? A systematic and meta-analytical review. Aggression and Violent Behavior, (45), 134-153.

Gaffney, H., Ttofi, M. M., y Farrington, D. P. (2019b). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, (45), 111-133.

Gómez-Ortiz, O., Romera, E. M., y Ortega-Ruiz, R. (2017). La competencia para gestionar las emociones y la vida social y su relación con el fenómeno del acoso y la convivencia escolar. Revista Interuniversitaria de Formación del Profesorado, (88), 27-38.

Greenberg, M. T., y Kusché, C. A. (2002). Promoting Alternative Thinking Strategies: Blueprint for Violence Prevention. Boulder, Colorado: University of Colorado.

Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R., y Hill, K. G. (1999). Preventing Adolescent Health Risk Behaviors by Strengthening Protection During Childhood. Archives of Pediatrics and Adolescent Medicine, (153), 226- 234.

Hawkins, J. D., Von Cleve, E., y Catalano, R. F. (1991). Reducing Early Childhood Aggression: Results of a Primary Prevention Program. Journal of the American Academy of Child and Adolescent Psychiatry, (30), 208-217.

Jennings, W. G., Okeem, C., Piquero, A. R., Sellers, C. S., Theobald, D., y Farrington, D. P. (2017). Dating and intimate partner violence among young persons ages 15-30: Evidence from a systematic review. Aggression and Violent Behavior, (33), 107-125.

Jolliffe, D., y Farrington, D. P. (2004). Empathy and offending: A systematic review and meta-analysis. Aggression and Violent Behavior, (9), 441-476.

Jolliffe, D., Farrington, D. P., Piquero, A. R., MacLeod, J. F., y Van de Weijer, S. (2017). Prevalence of life-course-persistent, adolescence-limited and late-onset offenders: A systematic review of prospective longitudinal studies. Aggression and Violent Behavior, (33), 4-14.

Juon, H. S., Doherty, E. E., y Ensminger, M. E. (2006). Childhood behavior and adult criminality: Cluster analysis in a prospective study of African Americans. Journal of Quantitative Criminology, (22), 193-214.

Kaakinen, M., Sirola, A., Savolainen, I., y Oksanen, A. (2020). Impulsivity, internalizing symptoms, and online group behavior as determinants of online hate. PLoS One, 15(4), e0231052.

Kaltwasser, L., Hildebrandt, A., Wilhelm, O., y Sommer, W. (2017). On the relationship of emotional abilities and prosocial behavior. Evolution and Human Behavior, (38), 298-308.

Krisch, M., Eisner, M. P., Mikton, C., y Butchart, A. (2015). Global Strategies to Reduce Violence by 50% in 30 Years: Findings from the WHO and University of Cambridge Global Violence Reduction Conference 2014. University of Cambridge, Reino Unido.

Llorent, V. J., y Alamo, M. (2016). Actitudes hacia la diversidad cultural de los estudiantes de Grado de Magisterio de Educación Primaria. Análisis entre el primer y el último curso. Cadmo, (2), 91-101.

Marsh, A. A., y Ambady, N. (2007). The influence of the fear facial expression on prosocial responding. Cognition and Emotion, (21), 225-247.

Mayer, J. D. (2001). A field guide to emotional intelligence. En J. Ciarrochi, J. P. Forgas y J. D. Mayer (eds.), Emotional Intelligence in Everyday Life (pp.3-24). Philadelphia, PA: Psychology Press.

Mayer, J. D., y Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence, (17), 433-442.

Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., y Runions, K. C. (2014). Bullying Prevalence Across Contexts: A Meta-analysis Measuring Cyber and Traditional Bullying. Journal of Adolescent Health, (55), 602-611.

Nasaescu, E., Zych, I., Ortega-Ruiz, R., Farrington, D. P., y Llorent, V. J. (2020). Longitudinal Patterns of Antisocial Behaviors in Early Adolescence: A Latent Class and Latent Transition Analysis. The European Journal of Psychology Applied to Legal Context, 12(2), 85-92.

Nasaescu, E., Zych, I., Ortega-Ruiz, R., y Llorent, V. J. (2020). Conductas Antisociales en Niños y Adolescentes: Un Estudio Descriptivo. En prensa.

OCDE (2014). Education Indicators in Focus. http://www.oecd.org/edu/ skills- beyond-school/ educationindicatorsinfocus.htm

Oksanen, A., Hawdon, J., Holkeri, E., Näsi, M., y Räsänen, P. (2014). Exposure to online hate among young social media users. Soul of Society: A Focus on the Lives of Children & Youth, (18), 253-273.

Olweus, D. (2005). A Useful Evaluation Design, and Effects of the Olweus Bullying Prevention Program. Psychology, Crime and Law, (11), 389-402.

Ortega, R. (2005). Psicología de la enseñanza y desarrollo de personas y comunidades. México: Fondo de Cultura Económica.

Ortega, R. (2010). Agresividad injustificada, bullying y violencia escolar. Madrid: Alianza.

Ortega, R. (Coord.) (2015). Convivencia y ciberconvivencia: un modelo educativo para la prevención del acoso y el ciberacoso escolar. Madrid: Antonio Machado.

Ortega, R., Calmaestra, J., y Mora-Merchán, J. A. (2008). Cyberbullying. International Journal of Psychology and Psychological Therapy, (8), 183-192.

Ortega, R., y Del Rey Alamillo, R. D. (2001). Aciertos y desaciertos del proyecto Sevilla Anti-violencia Escolar (SAVE). Revista de Educación, (324), 253-270.

Ortega, R., Del Rey, R., y Mora-Merchan, J. A. (2004). SAVE Model: An antibullying intervention in Spain. En P. K. Smith, D. Pepler y K. Rigby (eds.), Bullying in schools: How successful can interventions be? (pp. 167-186). Cambridge, Reino Unido: Cambridge University Press.

Ortega, R., Del Rey, R., y Casas, J. A. (2012). Knowing, Building and Living Together on Internet and Social Networks: The ConRed Cyberbullying Prevention Program. International Journal of Conflict and Violence, (6), 303-313.

Reichelmann, A., Hawdon, J., Costello, M., Ryan, J., Blaya, C., Llorent, V., y Zych, I. (2020). Hate Knows No Boundaries: Online Hate in Six Nations. Deviant Behavior, 2-28. https://doi.org/10.1080/01639625.2020.1722337

Sánchez, V., Ortega-Rivera, J., Ortega-Ruiz, R., y Viejo, C. (2008). Las relaciones sentimentales en la adolescencia: satisfacción, conflictos y violencia. Escritos de Psicología, (2), 97-109.

Savolainen, I., Oksanen, A., Kaakinen, M., Sirola, A., Miller, B. L., Paek, H. J., y Zych, I. (2020). The Association between social media use and hazardous alcohol use among youths: A four-country study. Alcohol and Alcoholism, 55(1), 86-95.

Smith, P. K., y Brain, P. (2000). Bullying in schools: Lessons from two decades of research. Aggressive Behavior, (26), 1-9.

Smith, P. K., y Berkkun, F. (2017). How research on cyberbullying has developed. En C. McGuckin y L. Corcoran (eds.), Bullying and cyberbullying: Prevalence, psychological impacts and intervention strategies, (pp. ¿? capítulo 2). Hauppauge, Nueva York: Nova Science.

Ttofi, M. M., Bowes, L., Farrington, D. P., y Lösel, F. (2014). Protective factors interrupting the continuity from school bullying to later internalizing and externalizing problems: A systematic review of prospective longitudinal studies. Journal of School Violence, (13), 5-38.

Ttofi, M. M., Farrington, D. P., Losel, F., y Loeber, R. (2011). The predictive efficiency of school bullying versus later offending: A systematic/meta-analytic review of longitudinal studies. Criminal Behaviour and Mental Health, (21), 80-89.

Ttofi, M. M., Farrington, D. P., Losel, F., Crago, R. V., y Theodorakis, N. (2016). School Bullying and Drug Use Later in Life: A Meta-Analytic Investigation. School Psychology Quarterly, (31), 8-27.

Viejo, C., Monks, C. P., Sanchez, V., y Ortega-Ruiz, R. (2016). Physical dating violence in Spain and the United Kingdom and the importance of relationship quality. Journal of Interpersonal Violence, (31), 1453-1475.

Zych, I., Ortega-Ruiz, R., y Del Rey, R. (2015). Systematic review of theoretical studies on bullying and cyberbullying: Facts, knowledge, prevention, and intervention. Aggression and Violent Behavior, (23), 1-21.

Zych, I., y Farrington, D. P. (2018). Developmental preschool and school programs against violence and offending. En D. P. Farrington, L. Kazemian y A. R. Piquero (eds.), The Oxford Handbook on Developmental and Life-Course Criminology (pp. 683-693). Oxford, Reino Unido: Oxford University Press.

Zych, I., Ortega-Ruiz, R., Muñoz-Morales, R., y Llorent, V. J. (2018). Dimensions and Psychometric Properties of the Social and Emotional Competencies Questionnaire (SEC-Q) in youth and adolescents. Revista Latinoamericana de Psicología, (50), 98-106.

Zych, I., Baldry, A. C., Farrington, D. P., y Llorent, V. J. (2019). Are children involved in cyberbullying low on empathy? A systematic review and meta-analysis of research on empathy versus different cyberbullying roles. Aggression and Violent Behavior, (45), 83-97.

Zych, I., Ttofi, M. M., y Farrington, D. P. (2019). Empathy and callous-unemotional traits in different bullying roles: A systematic review and meta-analysis. Trauma, Violence and Abuse, (20), 3-21.

Zych, I., Farrington, D. P., Llorent, V. J., Ribeaud, D., y Eisner, M. P. (2020). Childhood Risk and Protective Factors as Predictors of Adolescent Bullying Roles. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-020-00068-1

Zych, I., Ttofi, M. M., Llorent, V. J., Farrington, D. P., Ribeaud, D., y Eisner, M. P. (2020). A longitudinal study on stability and transitions among bullying roles. Child Development, (91), 527-545.

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Derechos de autor 2021 Universidad Iberoamericana