NanoCurso Prevención del Bully
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Psychologist Dan Olweus was the first to investigate the phenomenon of bullying in Norway in 1993.Lo he defined as "conduct physical persecution and / or psychological that makes a / a student / a against another / a, which chooses as a victim repeated attacks. This action, negative and intentionally places the victim in a position that can hardly escape on their own. The continuity of these actions causes the victim clearly negative effects: drop in self-esteem, anxiety and even depressive, hindering their integration in schools and normal development of learning "(Olweus, 1983).
In general, these acts, which show a high degree of social maladjustment in people involved and a considerable lack of social skills (Vacas, 2002), usually take place on school grounds, around the center or extracurricular activities carried out outside the scope of sight of adults, so not usually detected by adults with what is complicated early detection.
We now know that cases of bullying and school violence are given in almost all schools, and depending on the course and timing, can be found involved in these between 22% and 35% of students, boys further girls and extended to primary education cycles (Cerezo, 2009). In Spain, Iñaki Piñuel, author of the report Cisneros X on bullying and school violence in 2006, places the incidence rate around 23% and places the highest peak in primary education concluded that about 40% of children aged 7 to 9 years suffering from a bullying situation.
In this course the characteristics of bullying, emotional profiles, social and family of the children involved described herein. It also explains carefully what are the warning signs that may suggest parents and / or educators that a child is involved in a bullying situation to be able to make an early detection of this problem
On the other hand, to promote prevention and based on scientific evidence found, describing differences related to emotional intelligence between victims and aggressors in the phenomenon of bullying. (Garaigordobil and Oñederra, 2010, Estévez et al, 2017) different prevention strategies based on the model of emotional intelligence Reuven Bar On raised
In general, these acts, which show a high degree of social maladjustment in people involved and a considerable lack of social skills (Vacas, 2002), usually take place on school grounds, around the center or extracurricular activities carried out outside the scope of sight of adults, so not usually detected by adults with what is complicated early detection.
We now know that cases of bullying and school violence are given in almost all schools, and depending on the course and timing, can be found involved in these between 22% and 35% of students, boys further girls and extended to primary education cycles (Cerezo, 2009). In Spain, Iñaki Piñuel, author of the report Cisneros X on bullying and school violence in 2006, places the incidence rate around 23% and places the highest peak in primary education concluded that about 40% of children aged 7 to 9 years suffering from a bullying situation.
In this course the characteristics of bullying, emotional profiles, social and family of the children involved described herein. It also explains carefully what are the warning signs that may suggest parents and / or educators that a child is involved in a bullying situation to be able to make an early detection of this problem
On the other hand, to promote prevention and based on scientific evidence found, describing differences related to emotional intelligence between victims and aggressors in the phenomenon of bullying. (Garaigordobil and Oñederra, 2010, Estévez et al, 2017) different prevention strategies based on the model of emotional intelligence Reuven Bar On raised
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Versión inicial NanoCurso Prevención del Bullying
