A global intervention to foster helping contexts in primary education

Article Sidebar

PDF (Español (España))
Published: Jan 12, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v6.723
Keywords:
Peer rejection intervention early primary education

Main Article Content

Francisco J. García Bacete
Universidad Jaume I de Castellón
Inmaculada Sureda García
Universidad de las Islas Baleares
Mª Inés Monjas Casares
Universidad de las Islas Baleares
Victoria Muñoz Tinoco
Universidad de Sevilla
Irene Jiménez Lagares
Universidad de Sevilla
Luis J. Martín Antón
Universidad de Valladolid
Ghisiaine Marande Perrin
Universidad Jaume I de Castellón
Inés Millas Rojas
Universidad Jaume I de Castellón
Andrea Rubio Barreda
Unversidad Jaume I de Castellón
Sara Roselló Sempere
Unversidad Jaume I de Castellón

Abstract

This communication describes a research project designed and implemented by the interuniversity research group GREI (Grupo Interuniversitario de Investigación de las Situaciones de Rechazo entre Iguales en Contextos Escolares). This project involves a multicomponent preventive intervention implemented in primary education in four schools of the province of Castellón (Spain). The intervention comprises some characteristics of programs that include social skills training with innovative designs of final phase as identified by Bierman and Power (2009). The 12 programs that have been activated during the first two years of research are depicted in the central part of the present study.

Downloads

Download data is not yet available.

Article Details

How to Cite
García Bacete, F. J., Sureda García, I., Monjas Casares, M. I., Muñoz Tinoco, V., Jiménez Lagares, I., Martín Antón, L. J., Marande Perrin, G., Millas Rojas, I., Rubio Barreda, A., & Roselló Sempere, S. (2014). A global intervention to foster helping contexts in primary education. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 6(1), 111–128. https://doi.org/10.17060/ijodaep.2014.n1.v6.723
Issue
Vol. 6 No. 1 (2014): PSYCHOLOGY AND MODERN WORLD
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Bierman, K. L. (2004). Peer rejection. Developmental, processes and intervention strategies. Nueva York: The Guilford Press.

Bierman, K. L. y Powers, C. J. (2009). Social skills training to improve peer relations. En K. H. Rubin, W. Bukowski, y B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 603-621). Nueva York: The Guilford Press.

Bradshaw, J. y Richardson, D. (2009). An index of child well-being in Europe. Child Indicators Research. doi:10.1007/s12187-009-9037-7.

Burt, K. B., Obradovic, J., Long, J. D. y Masten, A. S. (2008). The Interplay of Social Competence and Psychopathology Over 20 Years: Testing Transac tional and Cascade Models. Child Development, 79(2), 359-374.

Casas, F. (2010). Indicadores sociales subjetivos y bienestar en la infancia y la adolescencia. En G. González-Bueno, M. von Bredow, y C. Brecedóniz (Eds.), Propuesta de un sistema de indicadores sobre el bienestar infantil en España (pp. 34–51). Madrid: UNICEF-España.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., y Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432.

García Bacete, F. J., Ferrà, P., Monjas, Mª I. y Marande, G. (2014). Las relaciones del profesorado con el alumnado en aulas del ciclo inicial de Educación Primaria. Adaptación del Questionnaire on Teacher Interaction-Early Primary (QTI-EP). Revista de Psicodidáctica, 19 (1), 211-231.

García Bacete, F. J., Jiménez, I., Muñoz-Tinoco, V., Marande, G., Monjas, Mª I., Sureda, I. y cols. (2014). El rechazo entre iguales en su contexto interpersonal: Una investigación con niños y niñas de primer ciclo de primaria. Memoria para la Fundación Dávalos Fletcher de Castellón.

García Bacete, F. J., Jiménez, I., Muñoz-Tinoco, V., Monjas, Mª I., Sureda, I., Ferrà, P. y cols. (2013). Aulas como contextos de aceptación y apoyo para integrar a los alumnos rechazados. Apuntes de Piscología, 31(2), 145–154.

García Bacete, F. J., Musitu, G. y García, M. (1990). El perfil ecológico del alumno rechazado en EGB. Actas del III Congreso de Psicología Social, Vol. I (pp. 324- 344). Santiago de Compostela: Universidad de Santiago.

Kagan, S. y Kagan, M. (2009). Kagan Cooperative Learning. San Clemente: Kagan Publishing.

Karcher, M. (2007). Pair counseling: A developmental intervention for counseling children in dyads. San Antonio: Universidad de Texas, The Pair Counseling Research Program.

Leary, M. R. (Ed.) (2001). Interpersonal rejection. Oxford, UK: Oxford University Press.

Levin, J. y Nolan, J. (2014) Principals of Classroom Management: A Professional Decision Making Model (7ª ed.). Boston: Pearson.

Marande, G., García Bacete, F. J., Rubio, A., Milián, I., Roselló, S. y Jiménez, I. (2014). Impacto de una intervención ecológica en las situaciones de rechazo en aulas de 1er ciclo de primaria. Simposio VII Congreso Internacional de Psicología y Educación y XXI INFAD. Badajoz. España.

McFadyen-Ketchum, S. A. y Dodge, K. A. (1998). Problems in social relationships. En E. Mash y R. Barkley (Eds.), Treatment of Childhood Disorders (2ª ed., pp. 338-365). New York: Guilford.

Mikami, A.Y., Jack, A., Emeh, C.C., y Stephens, H.F. (2010). Parental influences on children with Attention-Deficit/Hyperactivity Disorder: I. Parental behaviors associated with children’s peer relationships. Journal of Abnormal Child Psychology, 38, 721-736.

Parker, J., Rubin, K. H., Erath, S., Wojslawowicz, J. C. y Buskirk, A. A. (2006). Peer relationships and developmental psychopathology. En D. Cicchetti, y D. Cohen (Eds.), Developmental psychopathology: Risk, disorder, and adaptation (Vol. 2, 2ª ed., pp. 419-493). Nueva York: Wiley.

Pyhatlö, K., Soini, T., y Pietarinen, J. (2010). Pupils’ pedagogical well-being in comprehensive school–significant positive and negative school experiences of Finnish ninth graders. European Journal of Psychology of Education, 25, 207–221.

Tolan, E. H., Guerra, N. G. y Kendall, P. C. (1995). A developmental-ecological perspective on antisocial behavior in children and adolescents: Toward a unified risk and intervention framework. Journal of Consulting and Clinical Psychology, 63, 579-584.

Rubin, K. H., Bukowski, W. M. y Parker, J. G. (2006). Peer interactions, relationships, and groups. En W. Damon, y R. M. Lerner (Eds.) y N. Eisenberg (Vol. Ed.), Handbook of child psychology (6ª ed.): Vol. 3. Social, emotional, and personality development (pp. 571-645). Nueva York: Wiley.

Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35, 101–111.

Selman, R. L. (1980). The growth of interpersonal understanding. Nueva York: Academic Press.