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

Authors

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

Keywords:

bullying, cyberbullying, psychoeducational intervention, prevention assessment

Abstract

School bullying is a phenomenon that affects millions of students having a negative impact on their emotional well-being and academic development. This work aims to synthesize general evidence from systematic reviews and meta-analyses on psychoeducational interventions for the prevention of bullying and cyberbullying in primary and secondary schools published between 2019 and 2023. The methodological guidelines of the PRISMA statement were used, allowing the identification of 23 articles. The data were discussed from an ecological and systemic perspective, enabling a multidimensional, integrated, and complex perspective of the issue of bullying. The selected study sample included over 80 studies on intervention programs. The effectiveness of these interventions was highlighted, achieving a reduction in levels of victimization and perpetration of bullying. The most effective interventions involved the participation of the entire educational community, integrating families and teachers, and focused on strengthening social skills, self-esteem, and conflict resolution. The main findings and practical implications are discussed below.

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