Psicología Educativa

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El acoso escolar entre pares en una escuela rural de la parroquia Cumbe
(2015) Pérez Cordero, Fátima Beatriz; Ordóñez Ordóñez, Miriam Carlota
The present quantitative and qualitative study, to exploratory level, peer bullying at Carlos Terán Zenteno the boys and girls school, rural parish, located in Cumbe Cuenca city, Azuay conducted with 12 teachers and 311 students, can describe the situation of bullying among peers with their respective types and manifestations represented in actual percentages and interpreted according to the theoretical foundations exposed by different authors in the first part of the investigation. The instruments used were Rosario Ortega´s survey for children, called Cuestionario sobre Intimidación y Maltrato entre pares en Instituciones Educativas de Educación Básica de la Cuidad de Cuenca and guía de entrevista semi-estructurada sobre "Acoso Escolar o Bullying" dirigida a Profesores, the same which identified 6.4% of bullying in the educational institution, characterized by the presence of direct verbal harassment, whose manifestation was the nickname (20.1%) and physical (12.9%), usually acompanied by kicking, shoving and hitting.
Acoso escolar entre pares y su relación con el rendimiento académico de las víctimas
(2011) Alcívar Barrera, Ana Leonor; Juca Verdugo, Lilian del Rocío; Ortiz Ochoa, William Alfredo
Acoso escolar: características y consecuencias en víctimas y agresores
(2011) Herrera Herrera, Mayra Lourdes; Ortiz Ochoa, William Alfredo
Acoso escolar: caracterización y manifestaciones del espectador
(2014) Muñoz Yunga, Viviana Alexandra; Vergara Panamá, Karina Gabriela; Bueno León, Juan Pablo
Bullying is a consequent abuse from a child to another; the damages are totally intentional and repetitively, produced in an imbalance of power which is done without any provocation of the victim. Nowadays these situations are very common; besides that it affects most of the students population, it always has as scenarios of violence the classrooms, recess hours, patios, walkways etc., of the educational institutions. Bullying is a very complex behavior to define, it takes many forms and it could manifest of directly or indirectly manner; it has always been present throughout the educational process. It’s very important to keep in mind that the most harmful thing is not the action itself, but the consequences that it may bring to the intellectual development of students. For this reason, analyzing the whole lately shocking bullying cases worldwide, it has been developing a series of educational policies, which have as main task to stop this problem, the thing is to provide appropriate support to the victim and punish the offender, but giving little or no importance to the viewer. Concerning to the last issue, we have focused our study on it, for which we developed a profile where we describe its characteristics, types, roles, consequences; allowing us to identify potential spectators because their testimonies are of vital importance at the moment of denounce such violence and becoming them the solution of bullying cases.
Autoestima en relación con el acoso escolar en niños y niñas de tres a cuatro años
(2013) Arias Vega, Fanny Beatriz; Cartuche Guaillas, Martha María; Ordóñez Ordóñez, Miriam Carlota
Thisbibliographicresearchfocuses onthe various factorsthat contribute tobullyinginpreschool, its characters,events, causes and consequences.Bullying canbegin infamiliar contextsandextended toschools.It is clear thatbullyinginchildrenmanifests assilentandinconspicuous. The theoretical foundationofthis monographis based onauthors such asOlweus,Ortega, Sullivan, and others towhom theaggressionis present from themoment thechildcomes in contact withthefamily and social environment, andnot solely onschools.PreschoolHarassmentisunwanted behaviorthat causesphysical and emotional harmto child victims,this is manifestedthrough the rejectionof the group and theverbal and physicalaggressionfrom the bully. We are interestedin knowing whatis the relationship betweenself-esteem andbullying,since abullied childsuffersdamagetheir self-esteem,generatinginthe victim insecurity, devaluationanda false imageof themselves.
Bullying: perfil del agresor y estrategias psicosociales de prevención
(2012) Donoso Ordóñez, Lorena Soledad; Ortega Zhinín, Silvia Gabriela; Ordóñez Ordóñez, Miriam Carlota
Causas y consecuencias del acoso escolar en adolescentes del bachillerato general unificado
(2017) Córdova Chaca, Adrian Mauricio; Patiño Zambrano, Cristian Rashife; Ordóñez Ordóñez, Miriam Carlota
The present descriptive research with a quantitative approach, which purpose is to characterize the causes and consequences of scholar harassment unified general Bachelorette. In order to accomplish this aim, two tools were applied; a survey about intimidation and abuse between pairs in Basic Educational Institutes in Cuenca city, it is valued by Shephard, Ordoñez and Rodríguez (2012). This first survey allowed to identify victims from scholar harassment in institutes. It has been taken the frequency and repetition criteria. The second one is a survey about abuse among partners. It consists of the victim’s profile. It was adopted from the original survey of Fernandez and Ortega, by Ordoñez (2014). The aim of making parameters that allow to visualize the boy’s psychological profile who is a harassment victim in schools, from a total of 137 students, 122 participated which were conformed as it follows. First, second and third level of bachelorette which is divided in: First BGU has 21 males which is equivalent to the 17% and 23 females which is equivalent to the 19%. The second BGU has 25 males which is equivalent to the 20% and 16 females which is equivalent to the 13% and the third BGU has 19 males which is equivalent to the 16% and 18 women which is equivalent to the 15% registered in the first period 2016 – 2017, whose ages were between 15 and 19 years old with an average of 17.
Estrategias de intervención ante el acoso psicológico en víctimas de seis a ocho años de edad
(2013) González González, Tania Melina; Vásquez Palacios, Mayra Alejandra; Ordóñez Ordóñez, Miriam Carlota
The term bullying comes from the English word "bully" meaning aggressor, so the bullying or harassment is not an inconsequential action or casual but intentional negative, and victims are placed in positions that are difficult to get out on their own, since it appears in a systematic manner and for a period of time. This term is used to describe the various types of unwanted behaviors such as physical, verbal and psychological, the latter being the subject of our research interest. Although no visual scarring psychological abuse can make the life of the child victim, in recent years as research has seen this as a way to resolve conflicts between equals, so that Harris (2003) notes that "psychological harassment destabilizing the victim begins to get progressively lose confidence in themselves and in others, it is unable to react to new situations that submit ", this attitude of helplessness is used by the child offender to submit to the victim and thus to dominate, getting their isolation. Psychological abuse is based on intentional behavior, executed from a position of power and aimed at belittling the child and to fulfill its objective which is to produce psychic damage, destroy self-confidence and reduce the child victim.
Estrategias de prevención del acoso escolar entre pares, en niños de primer año de educación básica
(2013) Llivisaca Llivicura, Carmen del Rocío; Tepán Barros, Pablo Ramiro; Shephard Trujillo, Blanche Silia
Our investigation purpose was to develop prevention strategies for the scholarship bullying among couples directed tochildren of the first year of Basic Education through emotional and social abilities to contribute for a peace culture, at the Carlos Rigoberto Vintimilla primary school located in Sinincay parish in Cuenca city. This investigation followed the correlational method which we could show the positive change that they produced into the studio group after we applied the bullying prevention strategies. To achieve the objectives we investigated about the countries which contained prevention strategies. After that, we consulted in the bibliography; we adapted the strategies to our educational context. Finally, we applied them to the studio group. The results have showedus that there are positive changes for the developing of the scholarship coexistence, for this reason, there is an increase in the social and emotional abilities knowledge. In General boys and girls that conformed part of the studio group havereflected a decrease in the physical and verbal aggression. Likewise, we affirmed that the scholarship bullying prevention strategies have given us favorable results to improve the school coexistence environment.
Estrategias psicoeducativas cognitivo-conductual para desarrollar habilidades sociales en la resolución de conflictos
(2013) Farez Barbecho, Paola Jackeline; Trujillo Brito, Patricia Gabriela; Shephard Trujillo, Blanche Silia
Bullying is an aggressive situation currently occurring in primary schools in our city. This is the reason why our research work aims to reduce it through the development of social skills for children, so that they can resolve their conflicts assertively, not violently. Since this behavior was evident, our main goal was to validate psychoeducational and cognitive behavioral strategies to provide teachers guidelines to intervene in cases of bullying; we conducted our research work with the students of the fifth grade of Atenas del Ecuador primary school. This school is part of the Bullying Research Project of the College of Psychology, University of Cuenca. This research process shows a qualitative and quantitative approach with a cross section. A control group and a study group were generated for this purpose. Some of the instruments used were the following: a questionnaire for teachers, to identify the interaction of children in the classroom, the existence of conflicts, and the way teachers usually intervene; the initial questionnaire about the conditions of school life; an observation guide in all the areas of the school, and the questionnaire about progress of the school life project.
Estratégias psicoeducativas para el abordaje y atención de situaciones de bullying dirigida a los docentes
(2015) Narváez Deleg, Elsa Piedad; Rodríguez Cabrera, Valeria Diana; Ordóñez Ordóñez, Miriam Carlota
The current research work has adopted a quali-quantitative approach, taking an exploratory-descriptive level. It has as its purpose to validate psychoeducational strategies that make possible the development of social skills, foster values, emotionally alphabetize and establish rules and regulations that favor good school co-existence, allowing the teacher the effective approach to the phenomenon of bullying in the classroom and other areas from the institution. The proposal of training had as theoretical basis to Olweus (2007) and Ortega and Del Rey(2007). The tools used to assess pretest were: “Questionnaire for teachers about the initial state of school life," "Questionnaire for teachers about the conflict and interpersonal violence," and a semi-structured interview that allowed determining the knowledge of teachers about bullying and kinds of intervention. In the posttest evaluation (the process of training teachers was conducted for a period of three months in learning and use of psychoeducational strategies) applying the “Questionnaire for teachers about the progress of school life,” "Questionnaire for teachers about interpersonal conflict and violence” and a record of anecdotal observation. The study group involved 23 teachers, 14 women and 9 men on ages between 22 and 60 years from morning section. After the training process, it was found that there does not exist a significant variations before and after the intervention, however there is evidenced that the teachers began a sensitization and awareness progress about bullying.
Estrategias psicoeducativas preventivas de acoso escolar para el trabajo con niños de educación básica
(2013) Barahona Muñoz, Jhanina Rocío; Castillo Cabrera, Mayra Alejandra; Espinoza Ortiz, Antonio
Bullying is a latent social phenomenon in the context of education, which is starring aggressors victims and spectators who turn out to be victims of bullying, that increases every day. The factors causing this phenomenon include: family, personal and / or social, which generate serious consequences, leaving sequelae in all its actors. For this reason, we found it necessary implementing psychoeducational Preventive Strategies Bullying in the Third Year Basic Education School Fiscal Mixta "Ulises Chacón", same that was part of the "Study on School Violence-Bullying-in schools of the City University of Cuenca Cuenca ". These strategies are based on the Awareness-Training -Action Program (SFA), supported by the use of audiovisual and other complementary activities, with the aim of developing social-emotional skills in children, to improve school life and contribute to a culture of peace. The application of these strategies had a positive impact, so we consider, can be applied in our school context.
Estrategias que permiten a los docentes afrontar el acoso escolar
(2013) Sari Cedillo, María Fernanda; Urgilés Urgilés, Lorena Marilú; Ortiz Ochoa, William Alfredo
The educational community interacts in the construction processes of academic and social learning; this social life is often affected by bullying and the lack of strategies to confront this matter, as confirms the reserch made by The University of Cuenca (Shephard& Ordonez, 2012). In our means there is no document to systematize suchlike strategies, therefore; the present investigation collects strategies that allow teachers face bullying, with the signing-up and bibliographic corresponding analysis. This systematization incorporates strategies that can be implemented at the classroom level as mediation and collaborative learning; school level: training and awareness among members of the educational community, curricular adaptations, regulatory review center, security strategies and protection, the creation of media reporting. Psychosocial strategies are also described that facilitate social skills development and recognition of effective student behavior. All of them can be implemented in schools in order to improve school life.
Estudio comparativo de las manifestaciones de acoso escolar verbal entre pares, desde la perspectiva de género
(2011) Brito Baculima, Carmen Maribel; Cando Aguilar, Ana Gabriela; Ordóñez Ordóñez, Miriam Carlota
Estudio de acoso escolar entre pares, con el uso de la tecnología: (ciberbullying)
(2012) Pesantez Paucar, Karol Viviana; Quirola Carchi, Lourdes Mariela; Shephard Trujillo, Blanche Silia
Estudio de los espacios físicos en los que se da el acoso escolar, en la Institución Educativa Padre Carlos Crespi
(2011) Padilla Montero, Maritza Johana; Pulla Cochancela, Anita Lucía; Shephard Trujillo, Blanche Silia
Bullying is also known as a social phenomenon that takes place mainly in schools, specifically occurs between students, showing a power imbalance in which one party assumes the role of victim or harassed and the other party becomes the bully or bullies. This type of abuse is characterized by its persistence over time and the intention to do harm. The types of harassment have been classified as direct and indirect manifestations may be physical or psychological. When bullying occurs on the premises of schools, who seek to harass spaces either physical or environmental conditions create the right place to carry out violent acts.
Estudio de los tipos de acoso escolar presentes en los niños y niñas de las escuelas nocturanas de la ciudad de Cuenca
(2010) Cordero Fernández, Vanessa Estefanía; Matute Palacios, Alexandra Esperanza; Ordóñez Ordóñez, Miriam Carlota
Estudio del acoso escolar entre pares y su manifestación en la autoestima de los niños
(2011) Pauta Narváez, Mayra Elizabeth; Vizhñay Bravo, Adriana Isabel; Ordóñez Ordóñez, Miriam Carlota
Factores que ocasionan bullying en adolescentes de bachillerato
(2013) Ortega Tenesaca, Linda Maribel; Tello Chumbi, Raquel Yolanda; Pacheco Salazar, María de Lourdes
Manifestaciones de acoso escolar entre pares en estudiantes de 7mo a 9no año de educación general básica
(2014) Cajamarca Morales, Mercy Shaneth; Lozada Díaz, Andrea Paola; Ordóñez Ordóñez, Miriam Carlota
The bullying, also known as school harassment, is harassment that occurs intentionally a student for a period of time, this creating unequal relations between pairs. Bullying can be direct or indirect demonstrations to physical, verbal, material, sexual, psychological, emotional, social, cyber, racial and homophobic damage. This phenomenon has many causes, linked to family, school and social context, where the spaces are presented in the classroom and playground at recess and moments in the classroom when a teacher is not present. Currently this school phenomenon has become the focus of several investigations due to its large negative impact on society, is why this research quantitative qualitative descriptive exploratory scope, was used to demonstrate the main manifestations, spaces and moments in which this phenomenon occurs. Being the type of direct verbal harassment through the manifestation of the nickname was presented with a higher level of incidence in the courtyard space during recess time.

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