Estratégias psicoeducativas para el abordaje y atención de situaciones de bullying dirigida a los docentes

Abstract

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.