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BULLYING AND ITS EFFECTS ON THE SCHOOL PERFORMANCE OF CHILDREN

BETWEEN 11 AND 14 YEARS OF AGE IN MEDELLIN AND BOGOTÁ

Karen Gissel Vidal Ramirez

Michael Stiven Romero
Daniela Stefany Rodríguez Jerez
Verónica Yuliana López Pulgarín

Tutor

María Angélica Garay Castro

Great Colombian Polytechnic University Institution

Faculty of Social Sciences

Psychology

2017

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Content

1. INTRODUCTION..........................................................................................................................7
2. PROBLEM STATEMENT...............................................................................................................8
3. GOALS........................................................................................................................................9
4. THEORETICAL FRAMEWORK.....................................................................................................10
5. INFORMATION COLLECTION METHOD.....................................................................................14
Information sources.........................................................................................................................15
6. RESULTS....................................................................................................................................16
The survey with open questions and multiple choice of 12 questions was carried out on 12
participants, of whom the following is analyzed..............................................................................17
QUANTITATIVE ANALYSIS.................................................................................................................17

.........................................................................................................................................................17
Of the 12 respondents, 7 stated that they had suffered bullying or harassment, some classified it
as “something unimportant” or as something “passing” to which they did not pay attention and
the main reasons they expressed were: Because they were good students, because they had some
particular taste that is different from the others (at this point we did not want to delve too deeply
into the questions, so as not to harm minors), but when talking a little more with them, at this
point they were referring to a taste for music, for clothing, for a sport or for a soccer team.
Another reason is because their classmates thought they were from a different social stratum than
the majority and one of them responded that they did not know the reasons...............................17
1. School grade of minors.............................................................................................................17
In the observed graph it is evident that 75% of the population object of the study is male and a
smaller amount with 25% corresponds to the female gender, this was due to the fact that the
majority of relatives or friends of the interviewers have more male population than female.........19
4. Bullying awareness...................................................................................................................19

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The
majority, 66.7%, knew what bullying was and only one respondent expressed insecurity and
responded that he believed it was, but when explained what it was, he then continued with the
rest of the questions........................................................................................................................19
5. Victims of bullying....................................................................................................................19

..............19
According to the graph, it can be seen that among those surveyed, 41.7% have been victims of
bullying, as expressed in the quantitative result, those who stated that they were victims see this
practice as something “temporary.”................................................................................................20
7. They have informed the school directors or teachers of this situation....................................20

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.....................................................20
The majority, 71.4%, have not reported it since they do not see this situation as very relevant in
their cases........................................................................................................................................20
8. By reporting it, the school or teachers have helped them.......................................................20

..........................................................20
They have supported all those who have reported it, this shows an interest on the part of the
school directors currently in this problem.......................................................................................21
9. Knowledge of the parents in this situation and if they have not been victims if the parents
have spoken to them about this issue..............................................................................................21

..................................................................................21

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83.3% have told their parents or caregivers and only 16.7% of those who have not been victims of
these practices had previously spoken to their parents about it, which shows that there is a lack of
more awareness in homes so that children know of these topics....................................................21
10. For those who have suffered from bullying, has it affected their academic performance?. 21

...............................................22
100% of those surveyed stated that their performance was not affected as a result of the bullying
they suffered....................................................................................................................................22
11. For those who have been victims of bullying, this has affected them on a social level........22

......................................................................................22
100% state that they are not affected in their social relationships, since the bullying they have
suffered has not been very “hard” according to their own responses when talking during the
survey...............................................................................................................................................22
12. Of those who have suffered bullying, who have received psychological or medical
treatment.........................................................................................................................................22

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.........................................................23
100% stated that they had not received medical or psychological treatment, some even laughed
because they had never taken it so seriously and it was only until the moment of the survey that
they were thinking about the comments or ridicule of their colleagues..........................................23
References.......................................................................................................................................23
 Frisancho, S. (2013). Sobre medios y bullying. Lima, Peru: Universidad Catolica del Peru.....24
 Ministerio De Educacion. (2009). Acoso y agresión entre estudiantes(bullying). Obtenido de
http://ditoe.minedu.gob.pe/NORMATIVAS/ppt/BULLYING_DICIEMBRE_DITOE.pdf.............24
 Parra, B. (1992). La escuelta vilenta. Colombia: Fundacion FES y Tercer Mundo Editores....24

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1. INTRODUCTION

Many see it as a problem outside the environment of their children and families, but
Bullying, school abuse, school abuse or the well-known bullying is a phenomenon that has
been increasing and occurring in Colombia and the rest of the world.

Bullying is the negative, intentional, methodical and systematic behavior of aggression,

intimidation, humiliation, ridicule, defamation, coercion, deliberate isolation, threat or
incitement to violence or any form of psychological, verbal, physical or electronic abuse
against a child. , girl or adolescent, by a student or several of his peers with whom he
maintains an asymmetrical power relationship, which occurs repeatedly or over a certain
period of time, as stipulated in Law 1620 of 2013 on School Coexistence in Article 20.

A large percentage of the child population in Colombia has been or is involved in some
case of this problem and many of these have thought about or attempted suicide. It should
be noted that this problem does not only affect the victim, for example the victims. They
will probably have a certain psychological, behavioral or even clinical problem, the
observers will have a certain interest in promoting the problem, and the harassers will
continue with the behavioral problems that could lead them to difficulties of all kinds in the
future. (Benito, 2016) Since both the bully, the bullied and the observers have some type
of consequence, for the above reasons the experts recommend that the victim should not
face bullying alone, which is why the constant accompaniment of teachers and parents in
the situations is very important. learning processes, harmony and social environment of
children.

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2. PROBLEM STATEMENT

The phenomenon of school harassment and bullying currently known as “bullying” initially
appeared in the 1980s, thanks to research carried out in the United States, England,
Norway, Spain, Finland and Australia, where the results of these studies demonstrated the
presence of this type of school violence, clarifying that attacks in educational centers were
increasingly frequent (González, 2015).

According to the report obtained from the 2007 ICFES tests, the presence of bullying in
classrooms in Colombia was a growing phenomenon. To date, the figures indicated that
22% of the students are victims, 22% are perpetrators and the remaining percentage are
witnesses of the event. According to the newspaper El Espectador in August 2017, about
30% of the students in a classroom have been victims of bullying. He also states in his
article that the University Foundation of Health Sciences maintains that 1 in 5 children are
victims of persecution by their peers.

On the other hand, it also cites The CEPAL Review of the Economic Commission for Latin
America in order to report that 51.1% of students in sixth grade of primary school receive
insults, threats, beatings and robberies, without there being any measure of protection.
relevant sanction for their classmates, and the most worrying thing is that 3 out of 5 victims
have contemplated suicide as an escape from school bullying.

As has been observed, manifestations of violence between students are increasingly

common in educational institutions and the fight against the phenomenon has not currently
been very promising. For this reason, the research carried out on the phenomenon has been
increasing and providing the academic community with great study material to analyze
these situations from different approaches and perspectives within the field of Psychology,
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in order to understand the multiple actors that influence in the appearance and evolution of
these manifestations of violence.

Within this research, the aim is to know what the dynamics of school bullying are, the most
serious causes and consequences for the victims, in addition to the different manifestations
of bullying in educational centers, in young people in school who are between 10 and 12
years old. age. It is also intended to differentiate and characterize the profiles of who the
perpetrators and victims are. On the other hand, it seeks to identify who is most affected by
bullying according to gender and skin color, that is, to investigate from the factors and
social imaginaries about race or homophobia.

Based on the above and previous bibliographic consultations, it has been seen that there are
many social and individual factors that encourage such violent behaviors among students in
educational classrooms. These events have become a phenomenon with the character of a
social emergency due to the mental effects that can affect the victims at the family, social
and school level. Based on this, we intend to approach this topic from an academic field
and see how it influences the academic performance of the young people who will be used
for this research from the question:

What are the consequences of bullying among schoolchildren aged 11 to 14 in the city of
Medellín and Bogotá in 2017?

3. GOALS

GENERAL OBJECTIVE

To characterize the main consequences of bullying in schoolchildren aged 11 to 14 years in

the cities of Medellín and Bogotá.

SPECIFIC OBJECTIVES

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1. Establish which are the most common attacks in school-aged minors between 11
and 14 years of age
2. Analyze what percentage of the children studied have been victims of bullying.
3. Identify the root problem of the phenomenon of bullying, and the motivations that
the perpetrator has to carry it out.
4. Determine what have been the main causes why those affected have been attacked
or harassed
5. Analyze the forms of relationship between bullying, school performance and social
life in the research subjects.

4. THEORETICAL FRAMEWORK

Bullying is a problem that exists in all social classes, it is not an issue in a single country, it
is a global issue and it is very likely to have more presence in first world countries. In
Colombia, UNICEF has indicated that the presence of This situation has a high level in
schools, where young people live together most of their time. The Ministry of Education
affirms that bullying is harassing behavior, lack of tolerance and verbal or physical insult
towards a student in order to dominate them. , frighten him and/or isolate him . (Ministerio
De Educacion, 2009) This has several factors that allow its presence and for it to be
maintained or even increased; A large percentage of students are aware that there is
bullying in their school, they identify it with humiliation, ridicule, bullying and pressure
from other students, and another percentage accepts suffering some type of humiliation.
Bullying is the permanent and systematic harassment of a student or a group of students to
a classmate or group. Of course, bullying exists in educational institutions, as in other
sectors . (Frisancho, 2013) .

As mentioned, bullying occurs in various areas, including sometimes in family settings,

between siblings and cousins, however the most notable presence is in the school
environment, as confirmed by a study carried out by(Parra Gonzalez, 1992) , through a
qualitative methodology and real case studies where they analyzed the phenomenon of
school violence in several cities in Colombia. Study that was carried out in order to identify
the incidence of bullying or what is now called bullying, as a factor that generates a certain
type of violence at an early age, and as a consequence or effect, more violence in the future.

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Among the main effects of bullying, we have emotional problems because the affected
individual usually feels isolated, their self-esteem decreases and in serious cases they
develop psychological disorders that encourage suicide, however they present a change in
their behavior, that is, factors such as modifying their behavior. introversion intensifies,
isolation, attachment to loneliness increases disengagement with social groups, it should be
noted that the incidence is so great that behavior usually changes so much that it affects
family ties. Adding emotional problems and behavioral modification, one of the
consequences is poor academic performance, loss of interest in schoolwork, and intensified.

Harassment or bullying can affect a person so much that even with the passing of the years
they do not overcome what they experienced, leaving irreparable marks on their self-
esteem. There are few who can lead a normal life after being “made fun of,” because there
are few who recognize that it is not their fault and that they need help to be able to
overcome the affectation caused by the abuser.

A report published by the Association for Psychological Science(Wood, 2017) children

who have been victims of bullying is closely related to bad behavior habits or unhealthy
lifestyles, economic problems and difficulties with social communication, the association
also states that not only behavioral aspects are affected but also some medical aspects,
such as deteriorated physical health, heart disease and blood pressure problems.

On the other hand, when there is abuse, it does not matter if it is physical, if it is cybernetic
or if it is psychological, it affects cognition, will, and performance in whatever you do, and
it can remain that way until you are an adult. The victim may believe what the abusers tell
them and may have the constant thought that they are good for nothing, that nothing they
do is good, and even worse that they should never have existed. This behavior can remain
with the victim until their adult life, preventing their proper development and affecting their
interpersonal and work relationships and making their relationship as a couple difficult.

One of the studies led by Boston Children's Hospital and recently published in the scientific
journal Pediatrics, found that 45% of children regularly subjected to bullying presented a
low level of emotional well-being in the long term. Another 2013 study, published in
JAMA Psychiatry, followed 1,420 kids between the ages of 9 and 26, and found that those
who had been victims of bullying during childhood were 4.3 times more likely to suffer

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from depression and anxiety disorders in their childhood. adulthood” (El Perfil Magazine,
2014).

But what makes bullies generate this type of negative manifestation in front of their peers?
The majority of students who generate this type of aggression enjoy more popularity among
their social groups and therefore have support, but this is equivalent to the feeling of respect
generated by fear, therefore they do not have any feeling of guilt and their temperament is
impulsive. and therefore more aggressive, bullies generally come from problematic families
or have at some point had a psychological disorder. Several studies confirm that
adolescents who engage in bullying behavior show a low level of emotional intelligence,
empathy, and self-control. responsibility and social skills in general; However, the level of
self-esteem does not seem to be an influential factor,(Garaigordobil, 2010) However,
sometimes bully children are very normal in what corresponds to behavioral areas, they are
empathetic with social groups, they are polite and respectful, but they give in and these
factors are related to causing fun in the environment or simply a way to draw attention, it is
always said that the person in a bullying situation is executed by a victim and an abuser,
however what happens to the observers? Well, in a certain way and even if they do not
realize it, they are promoting aggression, when they support mockery, criticism, or
discrimination, in this way they are supporting the abuser and increasing the possibility that
the situation will recur. On the other hand, as the Ricardo Musalen and Paulina Castro
report indicates, abusers in a certain way are called abuser-victims, because at the time of
supporting bullying they are indirect abusers, and at the time of witnessing the situation
there is a probability that in the future exercises this behavior. (Maselum, 2015)

To develop the research question mentioned above, we sought to create a conceptual

framework based on several categories of analysis related to each other, such as: bullying,
academic performance, bullying, aggression, personality, among others, which will help us
to better understand these violent phenomena in educational institutions and how the
learning levels and social relationships of the victims are affected.

In the educational field, Pizarro (cited by Gerenni & Friedman, 2015) defines school
performance as a measure of the response capacity that the individual has as a result of a
learning process, that is, the ability to meet the educational objectives established by the

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institutions. According to Gerenni & Friedman (2015), the existence of a link between
bullying and the personality of the people who suffer attacks is assumed, and in the same
way it also affects intellectual abilities.

Bastche and Knoff (1994) indicate that, although there are few differences in the academic
achievements of victims and aggressors, it is reasonable to indicate that harassment or
bullying deteriorates academic performance (Yubero, 2005), while Barría, Cartagena,
Mercado and Mora (2004) affirm that both actors, for different reasons, present school
difficulties that will be reflected in their academic performance. Thus they established that,
on the one hand, the greater the degree of participation in bullying actions, as a victim or
perpetrator, the lower the school performance evaluated in grades and, on the other hand,
that the aggressor obtains lower performance than a victim or a observer, because he tends
to act impulsively, especially in cognitive tasks that involve concentration or attention;
However, Eisenberg (2003) states that students who report more bullying tend to have
lower performance. Woods and Wolke (2004), when relating bullying and academic
achievement, established that there is no direct association between both factors, but the
aggressors or perpetrators of bullying achieve better achievements than the victims or those
who do not participate in bullying actions. has established that students with high grades
are bullied or harassed and that presenting behavioral problems, belonging to a rural school,
being male, having average or above average achievement, being part of small classes and
presenting emotional health problems, predicts May and probability of suffering bullying.
From various perspectives, bullying is a social practice that is often invisible or in most
cases is silenced in educational centers in order to avoid discredit in the institutions.
González (2014) suggests that these factors reinforce the behavior of the aggressors, since
there is a certain permissive attitude on the part of the educational centers, therefore these
actions are carried out in any space of the educational centers, whether within the
classrooms themselves. classes, in the corridors, sports venues, cafeteria, etc.

Bullying or bullying is based on aggressive and intentional behavior from one student to
another. “It is a form of abuse that is based on the poor self-control of a psychosomatic
power, which emerges disproportionately since the victim is not able to defend herself,
while the perpetrator is unable to contain his aggression” (Andrade, 2012, p. 136). Andrade

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(2012) also adds that the submission of victims is due to the size of the aggressor, age and
strength, or due to little psychological resistance to repression.

From a behavioral perspective, aggression acts under attempts, because it is acquired by

some means, learned and replicated. Violent behaviors adhere to the subject in childhood
and are then reflected in bullying in the adolescent stage (Andrade, 2012). That is, in the
first years aggressive behavior is created, but aggressiveness as such develops symbolically
through family members, the culture or the society with which the perpetrator lives. On the
other hand, aggressive behaviors from a cognitive approach manifest as the result of a type
of failure to adapt, difficulties in encoding information, so that the thinking and analysis
abilities of situations are affected to solve all types of problems. personal confrontations
with his peers. These socio-cognitive problems, to a certain extent, can increase violent
behavior, generating vicious circles that continue to replicate themselves. In addition to
this, difficulties in controlling anger in childhood can also be included, in this way the
individual tends to interpret social relationships in hostile forms of conflict and aggression,
thus generating violent behavior of submission to their peers. (Andrade, 2012).

5. INFORMATION COLLECTION METHOD

The dynamics and evolutions of the well-known school bullying have been changing as
time and contexts allow, affecting emotionally, socially and academically the lives of those
who have suffered from it. Based on this idea, it was decided to carry out a written survey
that allows us to address several dimensions regarding bullying , the causes and the most
harmful consequences in the minors surveyed.

For the phenomenon of school violence, we seek to start from a historical-social

relationship that involves the protagonists in specific times and spaces, both physical and
virtual. Thus, a survey of 12 questions will be carried out, with closed and multiple choice
questions, to know the age of the participants, their sex, their current year at school,
whether or not they know what bullying is, if they have. informed the school management

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and/or their parents or caregivers about the main causes why they have been subjected to
bullying, if they have received any medical or psychological treatment, if this affected their
school performance and if they feel that they have the support of their parents or caregivers
in this situation.

Information sources

In this research we will have the participation of children and adolescents ranging between
11 and 14 years old, male and female, from the city of Medellín and Bogotá.
Initially, it was intended to visit a school, but due to issues of time and permits to enter an
institution, it was decided that the surveys would be conducted with known people or
relatives who were of these ages.
It began with the creation of the survey with a tool in Google Drive that would allow better
collection of information and also allow obtaining graphs.

From this and given that it was a very sensitive issue for the respondents, that they are
minors and that some might not know what they were being talked about, it was decided
that individual accompaniment would be provided to each respondent in such a way. so that
they would not feel alone and could go to them in case of any doubt.

Given the above, it was decided to do field work that allows positive approaches and
interactions with minors, and in this way an adequate exploration of between ten (10) to
fifteen (15) schoolchildren between 11 and 14 years of age would be developed. , who, as
mentioned above, were selected from family and friends.

Before approaching the participants, a conversation was obtained with the parents and/or
guardians of the minors so that they had greater knowledge of what the research intended.

The structure of the research was carried out with information that came from primary
sources given that in the field work there were some previous questions but there was also
the opportunity to establish a rapprochement with the participants and in this way learn
more about their stories.
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Subsequently, the information will be contrasted with the theory that the bibliographic
sources provide. The empirical component coming from life experiences is essential to
develop and achieve the objectives of this research, economic conditions, family, politics,
place of origin, place of residence, what they experienced, skin color, culture and religion,
will help to comprehensively understand what happened to them and how it affected them
in their lives.

STAGES OF THE INVESTIGATION

Definition of selection criteria and bibliographic search

The research subjects chosen for the study are school-aged minors between 11 and 14 years
of age, who are family members, acquaintances and friends. It is estimated that the study
will be carried out with approximately ten (10) or fifteen (15) research subjects initially.

Procedures and permits stage

We will proceed with the preparation of an informed consent and it will be used if
necessary.

Data analysis and report writing

Having collected the information, we proceed to analyze and systematize it for the writing
of a final report, where the answer obtained for the research question is concluded and
verified.

Technique to achieve objectives

The questions will be formulated in such a way that we have concrete knowledge of the
main causes of bullying and the consequences for those who suffer from it at the level of
school performance, social and cognitive level.

6. RESULTS
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The survey with open questions and multiple choice of 12 questions was carried out on 12
participants, of whom the following is analyzed.

QUANTITATIVE ANALYSIS

Of the 12 respondents, 7 stated that they had suffered bullying or harassment, some
classified it as “something unimportant” or as something “passing” to which they did not
pay attention and the main reasons they expressed were: Because they were good students,
because they had some particular taste that is different from the others (at this point we did
not want to delve too deeply into the questions, so as not to harm minors), but when talking
a little more with them, at this point they were referring to a taste for music, for clothing,
for a sport or for a soccer team. Another reason is because their classmates thought they
were from a different social stratum than the majority and one of them responded that they
did not know the reasons.

1. School grade of minors

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It is evident in the graph that a greater percentage of the participants are in Seventh grade at
school, this is due to the fact that the population chosen for the research, generally between
the ages of 11 and 14, is in this grade.

2. Population age

It can be seen that the highest percentage according to the age of the respondents is 12
years old, this may show that the chosen sample ranged between 11 and 12 years of age.

3. Gender of respondents

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In the observed graph it is evident that 75% of the population object of the study is male
and a smaller amount with 25% corresponds to the female gender, this was due to the fact
that the majority of relatives or friends of the interviewers have more male population than
female.

4. Bullying awareness

The majority, 66.7%, knew what bullying was and only one respondent expressed
insecurity and responded that he believed it was, but when explained what it was, he
then continued with the rest of the questions.

5. Victims of bullying

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According to the graph, it can be seen that among those surveyed, 41.7% have been victims
of bullying, as expressed in the quantitative result, those who stated that they were victims
see this practice as something “temporary.”

7. They have informed the school directors or teachers of this situation.

The majority, 71.4%, have not reported it since they do not see this situation as very
relevant in their cases.

8. By reporting it, the school or teachers have helped them

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They have supported all those who have reported it, this shows an interest on the
part of the school directors currently in this problem.

9. Knowledge of the parents in this situation and if they have not been victims if
the parents have spoken to them about this issue

83.3% have told their parents or caregivers and only 16.7% of those who have not been
victims of these practices had previously spoken to their parents about it, which shows that
there is a lack of more awareness in homes so that children know of these topics.

10. For those who have suffered from bullying, has it affected their academic
performance?

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100% of those surveyed stated that their performance was not affected as a result of the
bullying they suffered.

11. For those who have been victims of bullying, this has affected them on a social
level

100% state that they are not affected in their social relationships, since the bullying they
have suffered has not been very “hard” according to their own responses when talking
during the survey.

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12. Of those who have suffered bullying, who have received psychological or
medical treatment

100% stated that they had not received medical or psychological treatment, some even
laughed because they had never taken it so seriously and it was only until the moment of
the survey that they were thinking about the comments or ridicule of their colleagues.

References

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 Harassment and aggression among students (bullying) (2016). Ministry of

Education. Obtained from:
http://ditoe.minedu.gob.pe/NORMATIVAS/ppt/BULLYING_DICIEMBRE_DITO
E.pdf
 Andrade, J., Bonilla, L. and Valencia, Z. (2012). School aggression or bullying: a
look from three psychological approaches. Thinking Psychology Magazine, 7 (12),
139-154.
 Benito, B. (2016). Health, Brain & Neuroscience. Obtained from
https://blog.cognifit.com/es/consecuencias-bullying/
 The viewer. (2017) "This year 65 children and adolescents have committed suicide
throughout the country": Usabana
 Garaigordobil, M. (2010). Emotional intelligence in victims of bullying and in
aggressors. Spain: European Journal of Education and Psychology.
 Gerenni, F., Fridman, L. (2015). Bullying and its link with the personality,
academic performance and self-esteem of adolescents. Journal of Research in
Social Psychology 1 (3), 71-82.
 González, V. (2014). Exploratory study of bullying in Medellín. Thinking
Psychology Magazine. 10(17), 17-25.

 Frisancho, S. (2013). Sobre medios y bullying. Lima, Peru: Universidad Catolica del
Peru.
 Ministerio De Educacion. (2009). Acoso y agresión entre estudiantes(bullying).
Obtenido de
http://ditoe.minedu.gob.pe/NORMATIVAS/ppt/BULLYING_DICIEMBRE_DITO
E.pdf
 Israel, M. (2014). Los efectos psicológicos del acoso escolar persisten hasta la
adultez. Revista Perfil Periodismo Puro.
 Ley N° 1620. Ley de Convivencia Escolar, República de Colombia, Bogotá, 15 de
marzo de 2013

 Maselum, R. (2015). Qué se sabe de bullying. Revista Médica Clínica Las Condes,
14-23.

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 Parra, B. (1992). La escuelta vilenta. Colombia: Fundacion FES y Tercer Mundo

Editores.
 Second day of cooperation with Latin America: Education in culture and peace
(Ministry of Education and Science of Spain) (MEC) and Spanish Agency for
International Cooperation and Development (AECID)
 Wood, J. (May 10, 2017). Psychcentral. Retrieved from Childhood Bullying Linked
to Increased Health Risks in
Adulthood:https://psychcentral.com/news/2017/05/10/childhood-bullying-linked-to-
increased-health-risks-in-adulthood/120301.html

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