Prevention and Detection of Physical and Psychological Violence among School Children
Elia Saneleuterio
Facultat de Magisteri, Universitat de València, Avda. Tarongers, 4, 46022 Valencia, Spain.
Rocío López-García-Torres
Departamento de Ciencias de la Educación, Universidad CEU Cardenal Herrera, Edificio Luis Campos Gorriz, C/Luis Vives nº 1, 46115 Alfara del Patriarca, Valencia, Spain.
Teresa Fernández-Ulloa *
Modern Languages and Literatures Department, California State University, Bakersfield, 9001 Stockdale Highway, 93311 Bakersfield, California, USA.
*Author to whom correspondence should be addressed.
Abstract
Harassment among minors can be considered as a certain type of habituation to violent domains of interaction, a psychosocial illness caused by a lack of exposure to sensitive sociocultural democratic environments. It is therefore necessary to build a citizenship engaged to education (Global Citizenship Education), as bullying prevention, in addition to other Sustainable Development Goals (SDGs). Bullying is discussed referring to degrading actions, recurring and prolonged, exerted by minors on an equal. Physical or virtual assaults and insults, rejections or intimidations that hinder the victim's school activity and cause the victim to feel continually threatened are examples of bullying and cyberbullying, which have serious repercussions, not only on the emotional well-being and academic performance but also on physical and mental health. The solutions must involve families and teachers, particularly in the context of regulated education where participation can be promoted in a more planned and controlled way. Expert approaches insist on the relevance of the school in forestalling aggressions and discriminations, with critical and reflective attitudes towards the violence that surrounds those situations, teaching students to refuse them ab initio as inadequate.
Keywords: Bullying, school harassment, global citizen education, sustainable development goals, prevention.
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