Keywords
healthy relationships
agressiveness
secondary school
school climate
empathy
socioemotional skills
agressiveness
secondary school
school climate
empathy
socioemotional skills
How to Cite
Application of a Socioemotional and Moral Learning Program for Promoting Healthy Relationships in Secondary Education. (2019). Universitas Psychologica, 18(4), 1-14. https://doi.org/10.11144/Javeriana.upsy18-4.apas
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Abstract
We carried out an educational intervention in the 2nd course of secondary school with the aim of improving healthy relationships and reduce aggressive behaviors in the classroom. The 64 participants (mean age = 13.57 years; SD = 0.35) were divided in a control group and an intervention group, and they responded to a pretest and a posttest in order to evaluate the change in school climate, empathy, moral disengagement and aggressiveness. The educational intervention consisted of 11 group sessions directed at improving students’ socioemotional and moral skills. The results showed a negative correlation between moral disengagement and total aggressiveness both in pretest (r = -0.526; p < 0.001) and postest (r = -0.463; p < 0.001). Furthermore, a negative correlation existed between the change observed in impulsive aggression and the change in the fantasy subscale of empathy (r = -0.326; p = 0.01). However, the intervention was not effective in reducing aggressiveness or in improving empathy or moral disengagement. Furthermore, school climate decreased in both groups (pretest: Z = -2.132; p = 0.033; postest: Z = -3.473; p < 0.001). Finally, the implications for the design of socioemotional and moral intervention programs are discussed.
Andreu, J. M. (2010). Cuestionario de Agresividad Premeditada e Impulsiva en Adolescentes. Madrid: Tea Ediciones.
Arribas, D., & Corral, S. (2011). BAS2, Escalas de aptitudes intelectuales. Madrid: TEA Ediciones.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal of Personality and Social Psychology, 71(2), 364-374. https://doi.org/10.1037/0022-3514.71.2.364
Blair, R. J. R. (2003). Did Cain fail to represent the thoughts of Abel before he killed him? The relationship between theory of mind and aggression. En B. Repacholi & V. Slaughter (Eds.), Individual differences in theory of mind. Implications for typical and atypical development (pp. 144-171). Nueva York: Psychology Press.
Bookhout, M. K., Hubbard, J. A., & Moore, C. C. (2018). Emotion regulation. En J. E. Lochman & W. Matthys (Eds.), The Wiley handbook of disruptive and impulse-control disorders (pp. 221-236). Hoboken, NJ: Wiley.
Card, N., Stucky, B., Sawalani, G., & Little, T. (2008). Direct and indirect aggresion during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185-1229. https://doi.org/10.1111/j.1467-8624.2008.01184.x
Carrasco, M. Á., Delgado, B., Barbero, M. I., Holgado, F. P., & del Barrio, M. V. (2011). Propiedades psicométricas del Interpersonal Reactivity Index (IRI) en población infantil y adolescente española. Psicothema, 23(4), 824-831. Recuperado de http://www.psicothema.com/PDF/3962.pdf
Carroll, A., McCarthy, M., Houghton, S., Sanders O'Connor, E., & Zadow, C. (2018). Reactive and proactive aggression as meaningful distinctions at the variable and person level in primary school‐aged children. Aggressive Behavior, 44(5), 431-441. https://doi.org/10.1002/ab.21763
Casas, J. A., Ortega‐Ruiz, R., & del Rey, R. (2015). Bullying: The impact of teacher management and trait emotional intelligence. British Journal of Educational Psychology, 85(3), 407-423. https://doi.org/10.1111/bjep.12082
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159. https://doi.org/10.1037/0033-2909.112.1.155
Collell, J., & Escudé, C. (2004). La convivència en els centres: elements per a la intervenció preventiva de la violència entre iguals a l'escola. Recuperado de http://www.xtec.cat/sgfp/llicencies/200203/resums/jcollell.html
Conley, C. S. (2015). SEL in higher education. En J. A. Durlak, C. E. Domitrovich, R. P. Weissberg & T. P. Gullotta (Eds.), Handbook of social and emotional learning: research and practice (pp. 197-212). Nueva York: Guilford.
da Silva, J. L., de Oliveira, W. A., de Mello, F. C. M., de Andrade, L. S., Bazon, M. R., & Silva, M. A. I. (2017). Anti-bullying interventions in schools: A systematic literature review. Ciencia & Saude Coletiva, 22(7), 2329-2340. https://doi.org/10.1590/1413-81232017227.16242015
Davis, M. (1980). A multidimensional approach to individual differences in empathy. JSAS Catalog of Selected Documents in Psychology, 10, 85. Recuperado de https://www.uv.es/~friasnav/Davis_1980.pdf
del Rey-Alamillo, R., Mora-Merchán, J. A., Casas, J. A., Ortega-Ruiz, R., & Elipe, P. (2018). Programa «Asegúrate»: efectos en ciberagresión y sus factores de riesgo. Comunicar, 26(56), 39-48. https://doi.org/10.3916/C56-2018-04
del Rey, R., Ortega-Ruiz, R., & Casas, J. A. (2019). Asegúrate: An intervention program against cyberbullying based on teachers’ commitment and on design of its instructional materials. International Journal of Environmental Research and Public Health, 16(3), 434. https://doi.org/10.3390/ijerph16030434
DePaoli, J. L., Atwell, M., & Bridgeland, J. (2017). Ready to lead: A national principal survey on how social and emotional learning can prepare children and transform schools. Washington, DC: Civic Enterprises and Hart Research Associates for CASEL.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416. https://doi.org/10.1111/cdev.12739
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Elias, M. J. (2009). Social-emotional and character development and academics as a dual focus of educational policy. Educational Policy, 23(6), 831-846. https://doi.org/10.1177/0895904808330167
Elias, M. J., Parker, S. J., Kash, V. M., Weissberg, R. P., & O’Brien, M. U. (2008). Social and emotional learning, moral education, and character education: A comparative analysis and a view toward convergence. En L. P. Nucci & D. Narvaez (Eds.), Handbook of moral and character education (pp. 248-266). Nueva York: Routledge.
Field, A. P. (2009) Discovering statistics using SPSS: and sex and drugs and rock ‘n’ roll (3rd ed.). London, UK: Sage publications.
Gaffney, H., Farrington, D. P., Espelage, D. L., & Ttofi, M. M. (2019). Are cyberbullying intervention and prevention programs effective? A systematic and meta-analytical review. Aggression and Violent Behavior, 45, 134-153. https://doi.org/10.1016/j.avb.2018.07.002
Garaigordobil, M., & Martínez-Valderrey, V. (2014). Efecto del Cyberprogram 2.0 sobre la reducción de la victimización y la mejora de la competencia social en la adolescencia. Revista de Psicodidáctica, 19(2), 289-305. Recuperado de http://www.redalyc.org/articulo.oa?id=17531400003
Gini, G., Pozzoli, T., & Hymel, S. (2014). Moral disengagement among children and youth: A meta-analytic review of links to aggressive behavior. Aggressive Behavior, 40(1), 56-68. https://doi.org/10.1002/ab.21502
Greenberg, M. T., Weissberg, R. P., O’Brian, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinate social, emotional and academic learning. American Psychologist, 58(6-7), 466-474. https://doi.org/10.1037/0003-066x.58.6-7.466
Hawker, D. S., & Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(4), 441-455. https://doi.org/10.1111/1469-7610.00629
Herrenkohl, T., Kosterman, R., Mason, W., & Hawkins, J. (2007). Youth violence trajectories and proximal characteristics of intimate partner violence. Violence and Victims, 22, 259-74. https://doi.org/10.1891/088667007780842793
Hughes, C. (2011). Social understanding and social lives: From toddlerhood through to the transition to school. Londres: Psychology Press.
Lovett, B. J., & Sheffield, R. A. (2007). Affective empathy deficits in aggressive children and adolescents: A critical review. Clinical Psychology Review, 27(1), 1-13. https://doi.org/10.1016/j.cpr.2006.03.003
Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18-23. https://doi.org/ 10.1177/0031721718815668
Martínez-González, M. B., Robles-Haydar, C. A., Amar-Amar, J. J., & Crespo-Romero, F. A. (2016). Crianza y desconexión moral en infantes: su relación en una comunidad vulnerable de Barranquilla. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14(1), 315-330. https://doi.org/10.11600/1692715x.14121011214
Matalí, J. (Coord.). (2016). Adolescentes con trastornos de comportamiento. ¿Cómo podemos detectarlos? ¿Qué se debe hacer? Barcelona: Hospital Sant Joan de Déu.
Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. En D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-448). Hillsdale, NJ: Erlbaum.
Olweus, D., Limber, S. P., & Breivik, K. (2019). Addressing specific forms of bullying: A large-scale evaluation of the Olweus bullying prevention program. International Journal of Bullying Prevention, 1(1), 70-84. https://doi.org/10.1007/s42380-019-00009-7
Ortega, R., Del Rey, R., & Gómez, P. (2002). Estrategias educativas para la prevención de la violencia: mediación y diálogo. Madrid: Cruz Roja Juventud.
Ortega, R., Sánchez, V., & Menesini, E. (2002). Violencia entre iguales y desconexión moral: un análisis transcultural. Psicothema, 14(Supl. 1), 37-49. Recuperado de http://www.psicothema.com/psicothema.asp?id=3473
O'Toole, S. E., Monks, C. P., & Tsermentseli, S. (2017). Executive function and theory of mind as predictors of aggressive and prosocial behavior and peer acceptance in early childhood. Social Development, 26(4), 907-920. https://doi.org/10.1111/sode.12231
Salmivalli, C., Kärnä, A., & Poskiparta, E. (2011). Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied. International Journal of Behavioral Development, 35(5), 405-411. https://doi.org/10.1177/0165025411407457
Rieffe, C., Broekhof, E., Kouwenberg, M., Faber, J., Tsutsui, M. M., & Güroğlu, B. (2016). Disentangling proactive and reactive aggression in children using self-report. European Journal of Developmental Psychology, 13(4), 439-451. https://doi.org/10.1080/17405629.2015.1109506
Roncero, D., Andreu, J. M., & Peña, M. E. (2016). Procesos cognitivos distorsionados en la conducta agresiva y antisocial en adolescentes. Anuario de Psicología Jurídica, 26(1), 88-101. https://doi.org/10.1016/j.apj.2016.04.002
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
Trianes, M. V., Blanca, M. J., De la Morena, L., Infante, L., & Raya, S. (2006). Un cuestionario para evaluar el clima social del centro escolar. Psicothema, 18(2), 272-277. Recuperado de http://www.psicothema.com/psicothema.asp?id=3209
Thornberg, R., & Jungert, T. (2014). School bullying and the mechanisms of moral disengagement. Aggressive Behavior, 40(2), 99-108. https://doi.org/10.1002/ab.21509
Voight, A., & Nation, M. (2016). Practices for improving secondary school climate: A systematic review of the research literature. American Journal of Community Psychology, 58(1-2), 174-191. https://doi.org/10.1002/ajcp.12074
Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352. https://doi.org/10.1007/s10648-015-9319-1
Weir, H., & Kaukinen, C. (2015). Delinquent effects of childhood exposure to violent victimization: A latent longitudinal class analysis. Violence and Crime in the Family: Patterns, Causes, and Consequences, 255-284. https://doi.org/10.1108/s1530-353520150000009012
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. En J. A. Durlak, C. E. Domitrovich, R. P. Weissberg & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). Nueva York: Guilford Press.
Wiglesworth, M., Lendrum, A., Oldfield, J., Scott, A., ten Bokkel, I., Tate, K., & Emery, C. (2016). The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: A meta-analysis. Cambridge Journal of Education, 46(3), 347-376. https://doi.org/10.1080/0305764X.2016.1195791
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Arribas, D., & Corral, S. (2011). BAS2, Escalas de aptitudes intelectuales. Madrid: TEA Ediciones.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal of Personality and Social Psychology, 71(2), 364-374. https://doi.org/10.1037/0022-3514.71.2.364
Blair, R. J. R. (2003). Did Cain fail to represent the thoughts of Abel before he killed him? The relationship between theory of mind and aggression. En B. Repacholi & V. Slaughter (Eds.), Individual differences in theory of mind. Implications for typical and atypical development (pp. 144-171). Nueva York: Psychology Press.
Bookhout, M. K., Hubbard, J. A., & Moore, C. C. (2018). Emotion regulation. En J. E. Lochman & W. Matthys (Eds.), The Wiley handbook of disruptive and impulse-control disorders (pp. 221-236). Hoboken, NJ: Wiley.
Card, N., Stucky, B., Sawalani, G., & Little, T. (2008). Direct and indirect aggresion during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185-1229. https://doi.org/10.1111/j.1467-8624.2008.01184.x
Carrasco, M. Á., Delgado, B., Barbero, M. I., Holgado, F. P., & del Barrio, M. V. (2011). Propiedades psicométricas del Interpersonal Reactivity Index (IRI) en población infantil y adolescente española. Psicothema, 23(4), 824-831. Recuperado de http://www.psicothema.com/PDF/3962.pdf
Carroll, A., McCarthy, M., Houghton, S., Sanders O'Connor, E., & Zadow, C. (2018). Reactive and proactive aggression as meaningful distinctions at the variable and person level in primary school‐aged children. Aggressive Behavior, 44(5), 431-441. https://doi.org/10.1002/ab.21763
Casas, J. A., Ortega‐Ruiz, R., & del Rey, R. (2015). Bullying: The impact of teacher management and trait emotional intelligence. British Journal of Educational Psychology, 85(3), 407-423. https://doi.org/10.1111/bjep.12082
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159. https://doi.org/10.1037/0033-2909.112.1.155
Collell, J., & Escudé, C. (2004). La convivència en els centres: elements per a la intervenció preventiva de la violència entre iguals a l'escola. Recuperado de http://www.xtec.cat/sgfp/llicencies/200203/resums/jcollell.html
Conley, C. S. (2015). SEL in higher education. En J. A. Durlak, C. E. Domitrovich, R. P. Weissberg & T. P. Gullotta (Eds.), Handbook of social and emotional learning: research and practice (pp. 197-212). Nueva York: Guilford.
da Silva, J. L., de Oliveira, W. A., de Mello, F. C. M., de Andrade, L. S., Bazon, M. R., & Silva, M. A. I. (2017). Anti-bullying interventions in schools: A systematic literature review. Ciencia & Saude Coletiva, 22(7), 2329-2340. https://doi.org/10.1590/1413-81232017227.16242015
Davis, M. (1980). A multidimensional approach to individual differences in empathy. JSAS Catalog of Selected Documents in Psychology, 10, 85. Recuperado de https://www.uv.es/~friasnav/Davis_1980.pdf
del Rey-Alamillo, R., Mora-Merchán, J. A., Casas, J. A., Ortega-Ruiz, R., & Elipe, P. (2018). Programa «Asegúrate»: efectos en ciberagresión y sus factores de riesgo. Comunicar, 26(56), 39-48. https://doi.org/10.3916/C56-2018-04
del Rey, R., Ortega-Ruiz, R., & Casas, J. A. (2019). Asegúrate: An intervention program against cyberbullying based on teachers’ commitment and on design of its instructional materials. International Journal of Environmental Research and Public Health, 16(3), 434. https://doi.org/10.3390/ijerph16030434
DePaoli, J. L., Atwell, M., & Bridgeland, J. (2017). Ready to lead: A national principal survey on how social and emotional learning can prepare children and transform schools. Washington, DC: Civic Enterprises and Hart Research Associates for CASEL.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416. https://doi.org/10.1111/cdev.12739
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Elias, M. J. (2009). Social-emotional and character development and academics as a dual focus of educational policy. Educational Policy, 23(6), 831-846. https://doi.org/10.1177/0895904808330167
Elias, M. J., Parker, S. J., Kash, V. M., Weissberg, R. P., & O’Brien, M. U. (2008). Social and emotional learning, moral education, and character education: A comparative analysis and a view toward convergence. En L. P. Nucci & D. Narvaez (Eds.), Handbook of moral and character education (pp. 248-266). Nueva York: Routledge.
Field, A. P. (2009) Discovering statistics using SPSS: and sex and drugs and rock ‘n’ roll (3rd ed.). London, UK: Sage publications.
Gaffney, H., Farrington, D. P., Espelage, D. L., & Ttofi, M. M. (2019). Are cyberbullying intervention and prevention programs effective? A systematic and meta-analytical review. Aggression and Violent Behavior, 45, 134-153. https://doi.org/10.1016/j.avb.2018.07.002
Garaigordobil, M., & Martínez-Valderrey, V. (2014). Efecto del Cyberprogram 2.0 sobre la reducción de la victimización y la mejora de la competencia social en la adolescencia. Revista de Psicodidáctica, 19(2), 289-305. Recuperado de http://www.redalyc.org/articulo.oa?id=17531400003
Gini, G., Pozzoli, T., & Hymel, S. (2014). Moral disengagement among children and youth: A meta-analytic review of links to aggressive behavior. Aggressive Behavior, 40(1), 56-68. https://doi.org/10.1002/ab.21502
Greenberg, M. T., Weissberg, R. P., O’Brian, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinate social, emotional and academic learning. American Psychologist, 58(6-7), 466-474. https://doi.org/10.1037/0003-066x.58.6-7.466
Hawker, D. S., & Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(4), 441-455. https://doi.org/10.1111/1469-7610.00629
Herrenkohl, T., Kosterman, R., Mason, W., & Hawkins, J. (2007). Youth violence trajectories and proximal characteristics of intimate partner violence. Violence and Victims, 22, 259-74. https://doi.org/10.1891/088667007780842793
Hughes, C. (2011). Social understanding and social lives: From toddlerhood through to the transition to school. Londres: Psychology Press.
Lovett, B. J., & Sheffield, R. A. (2007). Affective empathy deficits in aggressive children and adolescents: A critical review. Clinical Psychology Review, 27(1), 1-13. https://doi.org/10.1016/j.cpr.2006.03.003
Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18-23. https://doi.org/ 10.1177/0031721718815668
Martínez-González, M. B., Robles-Haydar, C. A., Amar-Amar, J. J., & Crespo-Romero, F. A. (2016). Crianza y desconexión moral en infantes: su relación en una comunidad vulnerable de Barranquilla. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14(1), 315-330. https://doi.org/10.11600/1692715x.14121011214
Matalí, J. (Coord.). (2016). Adolescentes con trastornos de comportamiento. ¿Cómo podemos detectarlos? ¿Qué se debe hacer? Barcelona: Hospital Sant Joan de Déu.
Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. En D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-448). Hillsdale, NJ: Erlbaum.
Olweus, D., Limber, S. P., & Breivik, K. (2019). Addressing specific forms of bullying: A large-scale evaluation of the Olweus bullying prevention program. International Journal of Bullying Prevention, 1(1), 70-84. https://doi.org/10.1007/s42380-019-00009-7
Ortega, R., Del Rey, R., & Gómez, P. (2002). Estrategias educativas para la prevención de la violencia: mediación y diálogo. Madrid: Cruz Roja Juventud.
Ortega, R., Sánchez, V., & Menesini, E. (2002). Violencia entre iguales y desconexión moral: un análisis transcultural. Psicothema, 14(Supl. 1), 37-49. Recuperado de http://www.psicothema.com/psicothema.asp?id=3473
O'Toole, S. E., Monks, C. P., & Tsermentseli, S. (2017). Executive function and theory of mind as predictors of aggressive and prosocial behavior and peer acceptance in early childhood. Social Development, 26(4), 907-920. https://doi.org/10.1111/sode.12231
Salmivalli, C., Kärnä, A., & Poskiparta, E. (2011). Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied. International Journal of Behavioral Development, 35(5), 405-411. https://doi.org/10.1177/0165025411407457
Rieffe, C., Broekhof, E., Kouwenberg, M., Faber, J., Tsutsui, M. M., & Güroğlu, B. (2016). Disentangling proactive and reactive aggression in children using self-report. European Journal of Developmental Psychology, 13(4), 439-451. https://doi.org/10.1080/17405629.2015.1109506
Roncero, D., Andreu, J. M., & Peña, M. E. (2016). Procesos cognitivos distorsionados en la conducta agresiva y antisocial en adolescentes. Anuario de Psicología Jurídica, 26(1), 88-101. https://doi.org/10.1016/j.apj.2016.04.002
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
Trianes, M. V., Blanca, M. J., De la Morena, L., Infante, L., & Raya, S. (2006). Un cuestionario para evaluar el clima social del centro escolar. Psicothema, 18(2), 272-277. Recuperado de http://www.psicothema.com/psicothema.asp?id=3209
Thornberg, R., & Jungert, T. (2014). School bullying and the mechanisms of moral disengagement. Aggressive Behavior, 40(2), 99-108. https://doi.org/10.1002/ab.21509
Voight, A., & Nation, M. (2016). Practices for improving secondary school climate: A systematic review of the research literature. American Journal of Community Psychology, 58(1-2), 174-191. https://doi.org/10.1002/ajcp.12074
Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352. https://doi.org/10.1007/s10648-015-9319-1
Weir, H., & Kaukinen, C. (2015). Delinquent effects of childhood exposure to violent victimization: A latent longitudinal class analysis. Violence and Crime in the Family: Patterns, Causes, and Consequences, 255-284. https://doi.org/10.1108/s1530-353520150000009012
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