Estado emocional y respuesta académica en niños víctimas de bullying

Abstract

This research aims to characterize the emotional state and academic response of children victims of bullying, under the epistemological foundation of the Cognitive - Behavioral approach, as it is a model aimed at restructuring irrational ideas that disturb thinking and affect behavior human, in addition to providing the possibility of improving certain inappropriate attitudes. The categories of analysis described in this work are, bullying activities, emotional state and the academic response of victims of bullying. For this search, 3 students between 8 and 10 years old were selected, belonging to the Luis Ángel León Román School of Basic Education in the El Porvenir neighborhood located in the Pasaje canton, El Oro. The methodology used is based on mixed research, considering the qualitative and quantitative part as essential, with a descriptive and correlational scope, focusing on highlighting the relevant characteristics of the object of study, and also measuring the relationship between the variable with respect to another or others. For this, the information collection was carried out through the application of the psychological interview to both the victim and the parents and therefore to the teachers, this technique being complemented with the observation, and in order to corroborate the events the Questionnaire was used on Intimidation and Peer-to-Peer Abuse CIMEI, which consists of 30 questions that identify the presence of some type of violence within the school environment, in addition to verifying that the academic response was affected, teachers were asked for the grades obtained during the Present school year of each of the participants. The results were as expected, thanks to the instruments applied, the existence of bullying was evidenced and it was verified how the different types of violence received leave consequences in the emotional state of the victims, and in turn the inconveniences that give rise to respect for the response academic. In all cases, the infants indicated that within the classroom, there is the presence of students who tend to constantly attack the other classmates, mentioning that among the types of violence they have received is the verbal nature that occurs through imposition of various nicknames, teasing, threats, in terms of physical violence is hanging, beating, pushing; generating in the subjects radical changes in relation to their behavior, their emotions that are affected, making them negative (crying, sadness, discouragement, emotional sensitivity, anger and frustration), and unfortunately the decrease in motivation to attend classes, situations that They are presented when they are in the role of victims.Finally, it is concluded that the effects progressively disturb their development from childhood and preventing their personality from building foundations to face future problems, for this reason it is recommended to implement training, prevention workshops and performing recreational activities that allow integration of students, promote social skills to have a greater development in the personal sphere.