Bullying, una mirada desde el trabajo participativo, en talleres implementados con estudiantes de 9no año c Unidad Educativa Transito Amaguaña
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2018-02
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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La presente investigación: “Bullying, una mirada desde el trabajo participativo, en talleres” se realizó desde el 27 de junio hasta el 15 de diciembre del 2016 en la Unidad Educativa “Transito Amaguaña”, cooperativa Balerio Estacio, al noroeste de Guayaquil.
El abordaje surgió ante el aparecimiento de indicadores de Bullying en la institución; se escogió el aula 9no EGB paralelo “C” conformada por 32 estudiantes, según versión de docentes y reportes del D.E.C.E. era conflictivo.
Atendiendo a un modelo participativo, se partió desde las temáticas de detección, afrontamiento y prevención del Bullying. La investigación fue cualitativa descriptiva, con diseño fenomenológico; los métodos utilizados: inductivo, análisis, síntesis y bibliográfico; técnicas: entrevistas individuales y grupales; instrumentos: fichas de registro acumulativo general, test de funcionamiento familiar, encuestas para evaluar existencia de indicadores de Bullying y como estrategias talleres participativos. La base teórica fue la teoría del aprendizaje social de Bandura para explicar el origen de las conductas evidenciadas en el Bullying.
El objetivo fue caracterizar la importancia de los talleres participativos sobre Bullying realizados con adolescentes del 9no C a partir de los círculos restaurativos en la Unidad Educativa Transito Amaguaña.
Como resultado los adolescentes identificaron factores de riesgo que intervienen en el Bullying y describieron factores protectores para la detección y prevención del mismo.
Todo esto evidenció el impacto generado por los talleres participativos, los cuales permitieron a los adolescentes empoderarse sobre temáticas relacionadas a la prevención de Bullying, generar ideas y estrategias preventivas ante esta problemática en los círculos restaurativos
The present investigation: "Bullying, a view from participatory work, in workshops" was carried out from June 27 to December 15, 2016 in the Educational Unit "Transito Amaguaña", cooperative Balerio Estacio, northwest of Guayaquil. The approach arose before the appearance of Bullying indicators in the institution; the 9th parallel EGB classroom "C" was chosen, made up of 32 students, according to the version of teachers and reports of the D.E.C.E. It was conflicting. Based on a participatory model, it was based on the topics of detection, coping and prevention of Bullying. The research was descriptive qualitative, with phenomenological design; the methods used: inductive, analysis, synthesis and bibliography; techniques: individual and group interviews; instruments: general cumulative record cards, family functioning test, surveys to evaluate the existence of bullying indicators and as strategies participatory workshops. The theoretical basis was the theory of social learning of Bandura to explain the origin of the behaviors evidenced in Bullying. The objective was to characterize the importance of participatory workshops on Bullying carried out with 9th C adolescents from the restorative circles in the Educational Unit Transito Amaguaña. As a result, the adolescents identified risk factors that intervene in Bullying and described protective factors for the detection and prevention of Bullying. All this evidenced the impact generated by the participatory workshops, which allowed the adolescents to become empowered on issues related to the prevention of Bullying, generate ideas and preventive strategies in the face of this problem in the restorative circles
The present investigation: "Bullying, a view from participatory work, in workshops" was carried out from June 27 to December 15, 2016 in the Educational Unit "Transito Amaguaña", cooperative Balerio Estacio, northwest of Guayaquil. The approach arose before the appearance of Bullying indicators in the institution; the 9th parallel EGB classroom "C" was chosen, made up of 32 students, according to the version of teachers and reports of the D.E.C.E. It was conflicting. Based on a participatory model, it was based on the topics of detection, coping and prevention of Bullying. The research was descriptive qualitative, with phenomenological design; the methods used: inductive, analysis, synthesis and bibliography; techniques: individual and group interviews; instruments: general cumulative record cards, family functioning test, surveys to evaluate the existence of bullying indicators and as strategies participatory workshops. The theoretical basis was the theory of social learning of Bandura to explain the origin of the behaviors evidenced in Bullying. The objective was to characterize the importance of participatory workshops on Bullying carried out with 9th C adolescents from the restorative circles in the Educational Unit Transito Amaguaña. As a result, the adolescents identified risk factors that intervene in Bullying and described protective factors for the detection and prevention of Bullying. All this evidenced the impact generated by the participatory workshops, which allowed the adolescents to become empowered on issues related to the prevention of Bullying, generate ideas and preventive strategies in the face of this problem in the restorative circles
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Bullying, Talleres, Círculos restaurativos, Adolescentes, prevención