Bullying y cyberbullying en el contexto peruano (2017-2021): una revisión sistemática
Barra lateral del artículo
Contenido principal del artículo
Resumen
(analítico)
El bullying es un problema social relevante debido a su impacto negativo en la salud y bienestar de los afectados; por ende, es crucial llevar a cabo una revisión sistemática en el Perú que abarque la investigación previa en esta área. Por ello, sus objetivos son identificar, evaluar y sintetizar todos los estudios relevantes sobre bullying realizados en el Perú entre el 2017 y 2021. Para su presentación se emplearon las directrices Prisma 2020, respaldándose en las bases de datos Web of Science, Scopus, ScienceDirect, Scielo, Redalyc y PubMed. Luego de completar las búsquedas y aplicar los criterios, se seleccionaron 11 artículos. Los resultados se agruparon en tres factores: ambientales, personales y psicológicos, los cuales proporcionan una comprensión integral del bullying en el contexto peruano. Se discuten las posibles implicaciones para futuras investigaciones.
Palabras clave: Violencia; comportamiento del alumno; maltrato entre pares; acoso; revisión sistemática.
Descargas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Usted es libre de:
- Compartir — copiar y redistribuir el material en cualquier medio o formato
- Adaptar — remezclar, transformar y construir a partir del material
- La licenciante no puede revocar estas libertades en tanto usted siga los términos de la licencia
Bajo los siguientes términos:
-
Atribución — Usted debe dar crédito de manera adecuada, brindar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante.
-
NoComercial — Usted no puede hacer uso del material con propósitos comerciales.
-
CompartirIgual — Si remezcla, transforma o crea a partir del material, debe distribuir su contribución bajo la lamisma licencia del original.
- No hay restricciones adicionales — No puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otras a hacer cualquier uso permitido por la licencia.
Citas
*Benavides, C. M., Jara-Almonte, J., Stuart, J., & La Riva, D. (2021). Bullying victimization among Peruvian children: The predictive role of parental maltreatment. Journal of Interpersonal Violence, 36(13-14), 6369-6390. https://doi.org/10.1177/0886260518817780
Bouldin, E., Patel, S., Tey, C. S., White, M., Alfonso, K. P., & Govil, N. (2021). Bullying and children who are deaf: A scoping review. The Laryngoscope, 131(8), 1884-1892. https://doi.org/10.1002/lary.29388
*Campos, B., Serpa-Barrientos, A., & Vallejos, J. (2020). Bullying y resiliencia en adolescentes peruanos: rol mediador de la autoestima. Revista de Investigación Científica en Psicología, 17(1), 7-21.
Canty, J., Stubbe, M., Steers, D., & Collings, S. (2016). The trouble with bullying: deconstructing the conventional definition of bullying for a child-centred investigation into children’s use of social media. Children & Society, 30(1), 48-58. https://doi.org/k3fz
Carrasco-Aguilar, C., Verdejo-Valenzuela, T., Asun-Salazar, D., Álvarez, J., Bustos-Raggi, C., Ortiz-Mallegas, S., Pavez-Mena, J., Smith-Quezada, D., & Valdivia-Hennig, N. (2016). Concepciones de infancia en una escuela con altos índices de violencia escolar de estudiantes a profesores. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14(2), 1145-1159. https://doi.org/10.11600/1692715x.14218210814
Chang, V. (2021). Inconsistent definitions of bullying: A need to examine people’s judgments and reasoning about bullying and cyberbullying. Human Development, 65(3), 144-159. https://doi.org/10.1159/000516838
Copp, J. E., Mumford, E. A., & Taylor, B. G. (2021). Online sexual harassment and cyberbullying in a nationally representative sample of teens: Prevalence, predictors, and consequences. Journal of Adolescence, 93(1), 202-211. https://doi.org/gn7hmx
Earnshaw, V., Bogart, L., Poteat, V., Reisner, S., & Schuster, M. (2016). Bullying among lesbian, gay, bisexual, and transgender youth. Pediatric Clinics of North America, 63(6), 999-1010. https://doi.org/10.1016/j.pcl.2016.07.004
Eilts, J., & Koglin, U. (2022). Bullying and victimization in students with emotional and behavioural disabilities: A systematic review and meta-analysis of prevalence rates, risk and protective factors. Emotional and Behavioural Difficulties, 27(2), 133-151. https://doi.org/10.1080/13632752.2022.2092055
Falla, D., & Ortega-Ruiz, R. (2019). Los escolares diagnosticados con trastorno del espectro autista y víctimas de acoso escolar: una revisión sistemática. Psicología Educativa, 25(2), 77-90. https://doi.org/10.5093/psed2019a6
Falla, D., Sánchez, S., & Casas, J. A. (2021). What do we know about bullying in schoolchildren with disabilities? A systematic review of recent work. Sustainability, 13(1), 416-425. https://doi.org/10.3390/su13010416
Gladden, R., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying surveillance among youths: Uniform definitions for public health and recommended data elements. National Center for Injury Prevention and Control; Centers for Disease Control and Prevention; United States Department of Education. http://www.cdc.gov/violenceprevention/pdf/bullying-definitions-final-a.pdf
Guo, S., Liu, J., & Wang, J. (2021). Cyberbullying roles among adolescents: A social-ecological theory perspective. Journal of School Violence, 20(2), 167-181. https://doi.org/gq2xc6
Heiden-Rootes, K., Salas, J., Moore, R., Hasan, S., & Wilson, L. (2020). Peer victimization and mental health outcomes for lesbian, gay, bisexual, and heterosexual youth: A latent class analysis. Journal of School Health, 90(10), 771-778. https://doi.org/gmwnf2
Herrera-López, M., Romera, E. M., & Ortega-Ruiz, R. (2018). Bullying y cyberbullying en Latinoamérica: un estudio bibliométrico. Revista Mexicana de Investigación Educativa, 23(76), 125-155.
Hobaica, S., Kwon, P., Reiter, S., Aguilar-Bonnette, A., Scott, W., Wessel, A., & Strand, P. (2021). Bullying in schools and LGBTQ+ youth mental health: Relations with voting for Trump. Analyses of Social Issues and Public Policy, 21(1), 960-979. https://doi.org/k3jj
Hong, Q., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M., Vedel, I., & Pluye, P. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34, 285-291. https://doi.org/ghbkt9
Houchins, D., Oakes, W., & Johnson, Z. (2016). Bullying and students with disabilities: A Systematic literature review of intervention studies. Remedial and Special Education, 37(5), 259-273. https://doi.org/10.1177/0741932516648678
Jackman, K., Kreuze, E. J., Cáceres, B. A., & Schnall, R. (2020). Bullying and peer victimization of minority youth: Intersections of sexual identity and race/ethnicity. Journal of School Health, 90(5), 368-377. https://doi.org/10.1111/josh.12883
Kahle, L. (2020). Are sexual minorities more at risk?: Bullying victimization among lesbian, gay, bisexual, and questioning youth. Journal of Interpersonal Violence, 35(21-22), 4960- 4978. https://doi.org/10.1177/0886260517718830
Kennedy, R. S. (2020). Gender differences in outcomes of bullying prevention programs: A meta-analysis. Children and Youth Services Review, 119, 105506. https://doi.org/gjtqx2
Killer, B., Bussey, K., Hawes, D. J., & Hunt, C. (2019). A meta-analysis of the relationship between moral disengagement and bullying roles in youth. Aggressive Behavior, 45(4), 450-462. https://doi.org/10.1002/ab.21833
Kmet, L., Lee, R., & Cook, L. S. (2004). Standard quality assessment criteria for evaluating primary research papers from a variety of fields. Alberta Heritage Foundation for Medical Research. http://www.ihe.ca/advanced-search/standard-quality-assessment-criteriafor-evaluating-primary-research-papers-from-a-variety-of-fields
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4), 1073-1137. https://doi.org/10.1037/a0035618
Koyanagi, A., Oh, H., Carvalho, A., Smith, L., Haro, J. M., Vancampfort, D., Stubbs, B., & DeVylder, J. (2019). Bullying victimization and suicide attempt among adolescents aged 12-15 years from 48 countries. Journal of the American Academy of Child & Adolescent Psychiatry, 58(9), 907-918.e4. https://doi.org/10.1016/j.jaac.2018.10.018
Kumar, A., & Sachdeva, N. (2019). Cyberbullying detection on social multimedia using soft computing techniques: a meta-analysis. Multimedia Tools and Applications, 78(17), 23973-24010. https://doi.org/10.1007/s11042-019-7234-z
Lo Cricchio, M., García-Poole, C., Brinke, L., Bianchi, D., & Menesini, E. (2021). Moral disengagement and cyberbullying involvement: A systematic review. European Journal of Developmental Psychology, 18(2), 271-311. https://doi.org/gtwz
Machimbarrena, J., González-Cabrera, J., & Garaigordobil, M. (2019). Variables familiares relacionadas con el bullying y el cyberbullying: una revisión sistemática. Pensamiento Psicológico, 17(2), 37-56.
Maïano, C., Aimé, A., Salvas, M.-C., Morin, A., & Normand, C. (2016). Prevalence and correlates of bullying perpetration and victimization among school-aged youth with intellectual disabilities: A systematic review. Research in Developmental Disabilities, 49-50, 181-195. https://doi.org/10.1016/j.ridd.2015.11.015
Maïano, C., Normand, C. L., Salvas, M.-C., Moullec, G., & Aimé, A. (2016). Prevalence of school bullying among youth with autism spectrum disorders: A systematic review and meta-analysis. Autism Research, 9(6), 601-615. https://doi.org/10.1002/aur.1568
Martín-Castillo, D., Jiménez-Barbero, J., Pastor-Bravo, M., Sánchez-Muñoz, M., Fernández-Espín, M., & García-Arenas, J. (2020). School victimization in transgender people: A systematic review. Children and Youth Services Review, 119, 105480. https://doi.org/10.1016/j.childyouth.2020.105480
Martínez, I., Murgui, S., García, O. F., & García, F. (2019). Parenting in the digital era: Protective and risk parenting styles for traditional bullying and cyberbullying victimization. Computers in Human Behavior, 90, 84-92. https://doi.org/gd4rf5
*Martínez, J., Rodríguez-Hidalgo, A. J., & Zych, I. (2020). Bullying and cyberbullying in adolescents from disadvantaged areas: Validation of questionnaires; prevalence rates; and relationship to self-esteem, empathy and social skills. International Journal of Environmental Research and Public Health, 17(17), 6199. https://doi.org/ht62
*Miranda, R., Oriol, X., & Amutio, A. (2019). Risk and protective factors at school: Reducing bullies and promoting positive bystanders’ behaviors in adolescence. Scandinavian Journal of Psychology, 60(2), 106-115. https://doi.org/10.1111/sjop.12513
*Miranda, R., Oriol, X., Amutio, A., & Ortúzar, H. (2019). Bullying en la adolescencia y satisfacción con la vida: ¿puede el apoyo de los adultos de la familia y de la escuela mitigar este efecto? Revista de Psicodidáctica, 24(1), 39-45. https://doi.org/hcr4
Moretti, C., & Herkovits, D. (2021). De víctimas, perpetradores y espectadores: una metaetnografía de los roles en el ciberbullying. Cadernos de Saúde Pública, 37(4). https://doi.org/10.1590/0102-311x00097120
Musalem, B. R., & Castro, O. P. (2015). Qué se sabe de bullying. Revista Médica Clínica Las Condes, 26(1), 14-23. https://doi.org/10.1016/j.rmclc.2014.12.002
Nickerson, A. B., & Ostrov, J. M. (2021). Protective factors and working with students involved in bullying: Commentary on the Special Issue and dedication to Dan Olweus. School Mental Health, 13(3), 443-451. https://doi.org/gntg85
Olweus, D. (1997). Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education, 12(4), 495-510. https://doi.org/10.1007/BF03172807
*Oriol, X., Miranda, R., & Amutio, A. (2021a). Correlates of bullying victimization and sexual harassment: Implications for life satisfaction in late adolescents. The Journal of School Nursing, 37(3), 202-208. https://doi.org/10.1177/1059840519863845
*Oriol, X., Miranda, R., & Amutio, A. (2021b). Dispositional and situational moral emotions, bullying and prosocial behavior in adolescence. Current Psychology, 42, 11115- 11132. https://doi.org/10.1007/s12144-021-02396-x
*Oriol, X., Miranda, R., Amutio, A., Acosta, H., Mendoza, M., & Torres-Vallejos, J. (2017). Violent relationships at the social-ecological level: A multi-mediation model to predict adolescent victimization by peers, bullying and depression in early and late adolescence. Plos One, 12(3), e0174139. https://doi.org/10.1371/journal.pone.0174139
*Oriol, X., Miranda, R., & Unanue, J. (2020). Bullying victimization at school and subjective well-being in early and late Peruvian adolescents in residential care: The contribution of satisfaction with microsystem domains. Children and Youth Services Review, 109, 104685. https://doi.org/10.1016/j.childyouth.2019.104685
Page, M., McKenzie, J., Bossuyt, P., Boutron, I., Hoffmann, T., Mulrow, C., Shamseer, L., Tetzlaff, J., Akl, E., Brennan, S., Chou, R., Glanville, J., Grimshaw, J., Hróbjartsson, A., Lalu, M., Li, T., Loder, E., Mayo-Wilson, E., McDonald, S., … Alonso-Fernández, S. (2021). Declaración Prisma 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790-799. https://doi.org/g7qm
Park, I., Gong, J., Lyons, G., Hirota, T., Takahashi, M., Kim, B., Lee, S., Kim, Y.-S., Lee, J., & Leventhal, B. (2020). Prevalence of and factors associated with school bullying in students with Autism Spectrum Disorder: A cross-cultural meta-analysis. Yonsei Medical Journal, 61(11), 909-921. https://doi.org/10.3349/ymj.2020.61.11.909
Polanco-Levicán, K., & Salvo-Garrido, S. (2021). Bystander roles in cyberbullying: A minireview of who, how many, and why. Frontiers in Psychology, 12, 1-9. https://doi.org/10.3389/fpsyg.2021.676787
*Rodríguez, D., & Noé, H. M. (2017). Acoso escolar y asertividad en institución educativa nacional de secundaria de Chimbote, Perú. Revista de Investigaciones Altoandinas - Journal of High Andean Research, 19(2), 179–186. https://doi.org/10.18271/ria.2017.276
Rosen, N., & Nofziger, S. (2019). Boys, bullying, and gender roles: How hegemonic masculinity shapes bullying behavior. Gender Issues, 36(3), 295-318. https://doi.org/ghvdgn
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1998). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1-15. https://doi.org/bsg7k8
Schoeler, T., Duncan, L., Cecil, C. M., Ploubidis, G. B., & Pingault, J.-B. (2018). Quasiexperimental evidence on short- and long-term consequences of bullying victimization: A meta-analysis. Psychological Bulletin, 144(12), 1229-1246. https://doi.org/ 10.1037/bul0000171
Slattery, L., George, H., & Kern, L. (2019). Defining the word bullying: Inconsistencies and lack of clarity among current definitions. Preventing School Failure: Alternative Education for Children and Youth, 63(3), 227-235. https://doi.org/gntg58
Thakkar, N., van Geel, M., & Vedder, P. (2021). A systematic review of bullying and victimization among adolescents in India. International Journal of Bullying Prevention, 3(4), 253-269. https://doi.org/10.1007/s42380-020-00081-4
Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277- 287. https://doi.org/10.1016/j.chb.2009.11.014
Unesco. (2019). Behind the numbers: ending school violence and bullying. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000366483
Vara-Horna, A., Asencios-González, Z., & McBride, J. (2022). Does domestic violence against women increase teacher–student school violence?: The mediating roles of morbidity and diminished workplace performance. Journal of Interpersonal Violence, 37(19-20), https://doi.org/10.1177/08862605211038294
Volk, A., Dane, A., & Marini, Z. (2014). What is bullying? A theoretical redefinition. Developmental Review, 34(4), 327-343. https://doi.org/10.1016/j.dr.2014.09.001
Wang, X., Wang, W., Qiao, Y., Gao, L., Yang, J., & Wang, P. (2022). Parental phubbing and adolescents’ cyberbullying perpetration: A moderated mediation model of moral disengagement and online disinhibition. Journal of Interpersonal Violence, 37(7-8), NP5344-NP5366. https://doi.org/10.1177/0886260520961877
Wang, X., Zhao, F., Yang, J., Gao, L., Li, B., Lei, L., & Wang, P. (2020). Childhood maltreatment and bullying perpetration among Chinese adolescents: A moderated mediation model of moral disengagement and trait anger. Child Abuse & Neglect, 106, 104507. https://doi.org/10.1016/j.chiabu.2020.104507
*Zeladita-Huaman, J., Montes-Iturrizaga, I., Moran-Paredes, G., Zegarra-Chapoñan, R., Cuba-Sancho, J., & Aparco, J. (2020). Factores asociados a las actitudes hacia la violencia en escolares de las zonas urbano-marginales de Lima Metropolitana, 2019. Revista Peruana de Medicina Experimental y Salud Pública, 37(4), 627-635.
Zych, I., Farrington, D. P., Llorent, V. J., Ribeaud, D., & Eisner, M. P. (2021). Childhood risk and protective factors as predictors of adolescent bullying roles. International Journal of Bullying Prevention, 3(2), 138-146. https://doi.org/g8qc
Zych, I., Ttofi, M., & Farrington, D. P. (2019). Empathy and callous–unemotional traits in different bullying roles: A systematic review and meta-analysis. Trauma, Violence, & Abuse, 20(1), 3-21. https://doi.org/10.1177/1524838016683456