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

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

Palavras-chave:

bullying, cyberbullying, bullying escolar, intervenção psicoeducativas, prevenção

Resumo

O bullying escolar é um fenômeno que afeta milhões de estudantes, impactando negativamente seu bem-estar emocional e desenvolvimento acadêmico. Este trabalho teve como objetivo realizar uma síntese da evidência geral de revisões sistemáticas e meta-análises sobre intervenções psicoeducativas para a prevenção do bullying e cyberbullying em instituições educativas e publicadas no período de 2019-2023. Foram utilizadas as diretrizes metodológicas da declaração PRISMA, que permitiram identificar 23 artigos. Os dados foram discutidos a partir de uma abordagem ecológica e sistêmica, o que possibilitou uma leitura multidimensional, integrada e complexa para o enfrentamento do bullying escolar. A amostra de estudos selecionados incluiu mais de 80 estudos de programas de intervenção. Destaca-se a efetividade das intervenções, que resultaram na diminuição dos níveis de vitimização e perpetração do bullying. As intervenções mais eficazes envolveram a participação de toda a comunidade educativa, integrando famílias e docentes, e focaram no fortalecimento das habilidades sociais, autoestima e resolução de conflitos. São discutidos os principais resultados e as implicações práticas.

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