Intervenciones psicoeducativas para la prevención del acoso escolar: una revisión sistemática general entre 2019-2023

Constanza Beira Aguilar; Nicolás Chiarino

doi:10.22235/pe.v18i2.4541

Autores/as

Constanza Beira Aguilar University of the Republic of Uruguay https://orcid.org/0009-0008-1240-6039
Nicolás Chiarino University of the Republic of Uruguay https://orcid.org/0000-0002-4530-1777

DOI:

https://doi.org/10.22235/pe.v18i2.4541

Palabras clave:

bullying, cyberbullying, ciberacoso, acoso escolar, intervención psicoeducativa, prevención

Resumen

El acoso escolar es un fenómeno que afecta a millones de estudiantes, impactando negativamente en su bienestar emocional y desarrollo académico. Este trabajo se propuso realizar una síntesis de evidencia general de revisiones sistemáticas y meta-análisis sobre intervenciones psicoeducativas para la prevención del bullying y cyberbullying en instituciones educativas de educación primaria y secundaria publicadas en el período 2019-2023. Se utilizaron las directrices metodológicas de la declaración PRISMA, que permitieron identificar 23 artículos. Los datos fueron discutidos desde un enfoque ecológico y sistémico, que permitió realizar una lectura multidimensional, integrada y compleja para el abordaje del acoso escolar. La muestra de estudios seleccionados incluyó más de 80 estudios de programas de intervenciones. Se destaca la efectividad de las intervenciones, logrando una disminución en los niveles de victimización y perpetración del acoso. Las intervenciones de mayor efectividad involucraron la participación de toda la comunidad educativa, integrando a familias y docentes, y se centraron en fortalecer habilidades sociales, autoestima y resolución de conflictos. Se discuten los principales resultados y las implicancias prácticas.

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Citas

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