2. Hostigamiento
Agrupa aquellas conductas de acoso escolar que consisten en acciones
de hostigamiento y acoso psicolgico que manifiestan desprecio, falta
de respeto y desconsideracin por la dignidad del nio. El desprecio, el
odio, la ridiculizacin, la burla, el menosprecio, los motes, la crueldad, la
manifestacin gestual del desprecio, la imitacin burlesca son los
indicadores de esta escala.
3. Manipulacin social
Agrupa aquellas conductas de acoso escolar que pretenden distorsionar la
imagen social del nio y envenenar a otros contra l. Con ellas se trata
de presentar una imagen negativa, distorsionada y cargada negativamente
de la vctima. Se cargan las tintas contra todo cuanto hace o dice la
vctima, o contra todo lo que no ha dicho ni ha hecho. No importa lo que
haga, todo es utilizado y sirve para inducir el rechazo de otros. A causa de
esta manipulacin de la imagen social de la vctima acosada, muchos
otros nios se suman al grupo de acoso de manera involuntaria,
percibiendo que el acosado merece el acoso que recibe, incurriendo en un
mecanismo denominado error bsico de atribucin.
4. Coaccin
Agrupa aquellas conductas de acoso escolar que pretenden que la vctima
realice acciones contra su voluntad. Mediante estas conductas quienes
acosan al nio pretenden ejercer un dominio y un sometimiento total de su
voluntad.
El que la vctima haga esas cosas contra su voluntad proporciona a los
que fuerzan o tuercen esa voluntad diferentes beneficios, pero sobre todo
poder social. Los que acosan son percibidos como poderosos, sobre todo,
por los dems que presencian el doblegamiento de la vctima. Con
frecuencia las coacciones implican que el nio sea vctima de vejaciones,
abusos o conductas sexuales no deseadas que debe silenciar por miedo a
las represalias sobre s o sobre sus hermanos.
5. Exclusin social
Agrupa las conductas de acoso escolar que buscan excluir de la
participacin al nio acosado. El t no, es el centro de estas conductas
con las que el grupo que acosa segrega socialmente al nio. Al
ningunearlo, tratarlo como si no existiera, aislarlo, impedir su expresin,
impedir su participacin en juegos, se produce el vaco social en su
entorno.
6. Intimidacin
Agrupa aquellas conductas de acoso escolar que persiguen amilanar,
amedrentar, apocar o consumir emocionalmente al nio mediante una
accin intimidatoria. Con ellas quienes acosan buscan inducir el miedo en
el nio. Sus indicadores son acciones de intimidacin, amenaza,
hostigamiento fsico intimidatorio, acoso a la salida del centro escolar.
7. Amenaza a la integridad
Agrupa las conductas de acoso escolar que buscan amilanar mediante las
amenazas contra la integridad fsica del nio o de su familia, o mediante la
extorsin.
In people who do not participate directly in violence but live with it without doing
anything to prevent it, although to a lesser degree, it can also cause problems
similar to those that occur in the victim or the aggressor (reduced empathy, fear
to be the victim of similar assaults). thus contribute to increase the insensitivity,
apathy, lack of solidarity regarding the problems of others, and all these things,
increase undoubtedly a risk that in the future become protagonists of the
violence that pretend not see.
Therefore, according to the Elton Report (Cowie and Olafsson, 2000), climate or
atmosphere of the school may be crucial in the process of changing antisocial
behavior, as this atmosphere can clearly punish bullying or violent behavior,
request a more active role of spectators violent episodes fellow defending and
promoting pro-social values among students at the school.
On the contrary, in centers where episodes of violence are not punished, and
not even evaluated, can exist on observers students from violence pressures
not only prevent them from intervening even feel sympathy for the victim, but
can reach desensitized to the suffering of others (Safran, 1985).
Furthermore, violence affects very negatively in the context in which it occurs
because it reduces the quality of life of individuals, difficult to achieve most of
the objectives, and drives up the problems and tensions that provoked it,
triggering a process staggered spiral of serious consequences.
TYPES OF BULLYING:
The teachers Piuel and Oate (2009) described up to 8 modalities of bullying:
1. Social Lock
Groups bullying actions that seek to block the victim socially. All of them
seek social isolation and marginalization imposed by these behaviors lock
social image of the beleaguered victim, many other children join the group
of harassment involuntarily, feeling harassed deserves the harassment he
receives, incurring a mechanism called "basic attribution error."
4. Coercion
Groups together those behaviors of bullying who claim that the victim
perform actions against their will. Through these behaviors who harass the
child seeking to exercise a domain and a total submission of his will.
Which the victim do those things against his will provides that force or twist
that will different benefits, but above all social power. The besetting are
perceived as powerful, especially for others who witness the sop of the
victim. The constraints often mean that the child is the victim of
harassment, abuse or unwanted sexual behavior that should silence for
fear of reprisals for themselves or their siblings.
5. Social Exclusion
Groups bullying behaviors that seek to exclude from participation in the
bullied child. "You no", is the center of these behaviors with the group that
harasses socially segregates the child. To call whatever, treat as if there
were, isolate, prevent their expression, prevent their participation in games,
social vacuum occurs in the environment.
6. Intimidation
Groups together those behaviors of bullying chasing unnerve, intimidate,
belittle or emotionally consuming the child by an intimidating action. Who
they harass them seek to induce fear in the child. Your indicators are acts