Publication: ¿Qué dicen los adolescentes sobre el acoso escolar?
Authors
Postigo, Silvia ; Schoeps, Konstanze ; Ordóñez, Ana ; Montoya-Castilla, Inmaculada
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Todos los actos antisociales, incluidos la violencia y el acoso
escolar, lo son dentro de la colectividad en la que se producen y son reflejo
de esa colectividad. Este estudio se centra en el discurso espontáneo de
406 adolescentes entre 15 y 21 años sobre el acoso escolar. El análisis cuali-
tativo de los datos permite inferir cuatro principios discursivos que se arti-
culan desde la inicial negación de la violencia (“eso no pasa”), a la negación
de la responsabilidad (“si pasa, no soy yo, somos todos”), la negación de la
gravedad (“si es broma, no hace daño), y la atribución a la víctima (el acoso
tiene más que ver con la víctima que con el agresor). El análisis del discur-
so espontáneo adolescente contribuye a definir su contexto interpretativo
respecto a la violencia entre iguales. Incluir este conocimiento en el modelo
científico es necesario para dar lugar a programas de intervención eficaces.
All antisocial acts, including violence and bullying behavior, are such thing within the community where they occur; they are a reflection of that community. This study aims to analyze the spontaneous discourse about bullying at school of 406 adolescents aged between 15 and 21 years. Qualitative analysis of the data permitted to derive four discursive princi- ples: denial of the existence of violence (“it doesn’t happen”), denial of one’s own responsibility (“if it happens, it isn’t me, everybody does it”), denial of seriousness (“if it is a joke, it doesn’t hurt”), and attribution to the victim (bullying behavior happens to the victim for a reason). The analysis of adolescent’s spontaneous discourse contributes to the defini- tion of interpretive context regarding peer violence. This knowledge should be included in the scientific model in order to help developing ef- fective intervention programs.
All antisocial acts, including violence and bullying behavior, are such thing within the community where they occur; they are a reflection of that community. This study aims to analyze the spontaneous discourse about bullying at school of 406 adolescents aged between 15 and 21 years. Qualitative analysis of the data permitted to derive four discursive princi- ples: denial of the existence of violence (“it doesn’t happen”), denial of one’s own responsibility (“if it happens, it isn’t me, everybody does it”), denial of seriousness (“if it is a joke, it doesn’t hurt”), and attribution to the victim (bullying behavior happens to the victim for a reason). The analysis of adolescent’s spontaneous discourse contributes to the defini- tion of interpretive context regarding peer violence. This knowledge should be included in the scientific model in order to help developing ef- fective intervention programs.
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