Palabras clave
convivencia
agresividad
educación secundaria
clima escolar
empatía
habilidades socioemocionales
agresividad
educación secundaria
clima escolar
empatía
habilidades socioemocionales
Cómo citar
Aplicación de un programa de aprendizaje socioemocional y moral para mejorar la convivencia en educación secundaria. (2019). Universitas Psychologica, 18(4), 1-14. https://doi.org/10.11144/Javeriana.upsy18-4.apas
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Resumen
Se llevó a cabo una intervención educativa en 2.º curso de secundaria para mejorar la convivencia y reducir la agresividad. Los 64 participantes (media de edad = 13.57 años; DE = 0.35), divididos en un grupo control y otro de intervención, respondieron a un pretest y un postest para evaluar el cambio en el clima escolar, la empatía, la desconexión moral y la agresividad. Se realizaron 11 sesiones de intervención grupales para trabajar las habilidades socioemocionales y morales del alumnado. Los resultados muestran una correlación negativa entre la desconexión moral y la agresividad total en el pretest (r = -0.526; p < 0.001) y el postest (r = -0.463; p < 0.001). Además, existió una correlación entre el cambio observado en la agresividad impulsiva y el cambio en la subescala de fantasía de la empatía (r = -0.326; p = 0.01). Sin embargo, la intervención no fue efectiva para reducir la agresividad ni para mejorar la empatía o la desconexión moral. Además, empeoró el clima escolar en ambos grupos (pretest: Z = -2.132; p = 0.033; postest: Z = -3.473; p < 0.001). Finalmente, se discuten las implicaciones para el diseño de programas de intervención socioemocionales y morales.
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
Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33(2), S130-S143. https://doi.org/10.1016/j.amepre.2007.04.011
Winter, K., Spengler, S., Bermpohl, F., Singer, T., & Kanske, P. (2017). Social cognition in aggressive offenders: Impaired empathy, but intact theory of mind. Scientific Reports, 7(1), 670. https://doi.org/10.1038/s41598-017-00745-0
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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