Bullying and its psychological dimensions in adolescents

Main Article Content

Luciene R.P. Tognetta
José Mª Avilés Martínez
Pedro Rosário

Abstract

Understanding the psychological mechanisms acting in shares of specific violence, such as bullying, constitutes an important step in the educational interventions that promote moral education objectified by educational institutions. In this sense, the current research aimed to relate bullying to representations of self and the ways in which the subject is self regulating to choose justifications for their commitments or moral disengagements in situations where bullying is present. The results indicate that subjects whose self-representations are individualistic also present more morally disengaged and more likely to be perpetrators in bullying situations, showing how little their identities incorporate moral values. It thus appears that more than a social problem, the issues of coexistence should be treated under the moral point of view.

Downloads

Download data is not yet available.

Article Details

How to Cite
R.P. Tognetta, L., Avilés Martínez, J. M., & Rosário, P. (2014). Bullying and its psychological dimensions in adolescents. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 7(1), 289–296. https://doi.org/10.17060/ijodaep.2014.n1.v7.800
Section
Articles

References

Almeida, A., Correia, I., y Marinho, S. (2010). Moral disengagement, normative beliefs of peer group, and attitudes regarding roles in bullying. Journal of School Violence, 9(1), 23-36.

Avilés, J. M. (2006). Diferencias de atribución causal en el bullying entre sus protagonistas. Electronic Journal of Research in Educational Psychology, 4(2), 136-148.

Avilés, J. M. (2013). Bullying: guia para educadores. Campinas: Mercado de Letras.

Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3, 193-209.

Bariaud, F. (1997). Le développement des conceptions de soi. En H. J. Rodriguez-Tomé, S. Jackson, y F. Bariaud, (Eds.). Regards actuels sur l’adolescence (pp. 49-78). Paris: PUF.

Hoover, J. H., Oliver, R., y Hazler, R. J. (1992). Bullying: perceptions of adolescent victims in the Midwestern USA. School Psychology International, 13, 516-525.

Kohlberg, L. (1989). Estádios morales y moralización. El enfoque cognitivo-evolutivo. En E. Turiel, I. Enesco, y J. Linaza (Eds.), El mundo social en la mente infantil. Madrid: Alianza, 71-100.

Menesini, E., Sanchez, V., Fonzi, A. Ortega, R., Costabile, A. Lo Feudo, G (2003). Moral emotions and bullying: a cross-national comparison of differences between bullies, victims and outsiders. Aggressive Behavior, 29, 515-530.

Obermann, M.-L. (2011). Moral disengagement among bystanders to school bullying. Journal of School Violence, 10(3), 239-257.

Olweus, D. (1993). Bullying at school: what we know and what we can do. Blackwell: Oxford.

Olweus, D. (1994). Bullying at school: basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35, 1171-1190.

Olweus, D. (1997). Bully/victim problems in school. Irish Journal of Psychology, 18(2), 170-190.

Olweus, D. (1999). Norway. En R. Catalano et al. (Eds.). The nature of school bullying: a crossnational perspective (pp. 28-48). London: Routledge.

Perren, S. y Gutzwiller-Helfenfinger, E. (2012). Cyberbullying and traditional bullying in adolescence: differential roles of moral disengagement, moral emotions, and moral values. European Journal of Developmental Psychology, 9(2), 195-209.

Piaget, J. (1994). O juízo moral na criança. São Paulo: Summus. (Original publicado em 1932).

Sánchez, V., Ortega, R., y Menesini, E. (2012). La competencia emocional de agresores y víctimas de bullying. Anales de Psicología, 28(1).

Sagone, E. y Licata, L. (2009). Relazione tra adattamento interpersonale, disimpegno morale, bullismo e comportamento prosociale: Una ricerca nella scuola media. Giornale di Psicologia, 3(3), 247-254.

Smith, P. K. et al. (1999). The nature of school bullying: a cross-national perspective. London: Routledge.

Thomberg, R. y Jungert, T. (2012). Bystander behavior in bullying situations: basic moral sensitivity, moral disengagement and defender self-efficacy. Journal of Adolescence, 23, 34-85.

Tognetta, L. R. P. (2012). Vencer o bullying escolar: o desafio de quem se responsabiliza por educar moralmente. En L. R. P. Tognetta y T. P. Vinha (Eds.), É possível superar a violência na escola? (pp. 100-115). São Paulo: Editora do Brasil.

Tognetta, L. R. P. y Bozza, T. L. (2012). Cyberbullying: um estudo sobre a incidência do desrespeito no ciberespaço e suas relações com as representações que adolescentes têm de si. Nuances, 23(24), 164-180.

Tognetta, L. R. P. y La Taille, Y. (2008). A formação da personalidade ética: representações de si e moral. Psicologia: Teoria e Pesquisa, 24, p. 181-188.

Tognetta, L. R. P., Marcom, G. S., y Vinha, T. P. (2012). Os valores admirados por jovens de universidades públicas e particulares paulistas: serão valores éticos? Anais do Encontro Nacional de Professores do Proepre, Campinas, 2, 131-140.

Tognetta, L. R. P. y Vinha, T. P. (2013). Reconhecimento de situações de bullying por gestores brasileiros e as intervenções proporcionadas. En J. J. G. Linares et al. Investigación en el ámbito escolar: un acercamiento multidimensional a las variables psicológicas y educacionales (pp. 227-232). Almeria, Espanha: Editorial GEU.

Turner, R. M. (2009). Moral disengagement as a predictor of bullying and aggression: are there gender differences? Humanities and Social Sciences, 69(7-A).

Wachs, S. (2012). Moral disengagement and emotional and social difficulties in bullying and cyberbullying: differences by participant role. Emotional & Behavioral Difficulties, 17(3-4), 347-360.

Whitney, I. y Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Researcher, 35, 3-25.