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Giovanni Polifroni Lobo 1
Implementing New Technologies and Visual Arts to solve problems of Bullying and Cyberbullying within public schools in the Municipality of Puerto Colombia, in the Department of Atlántico1
Giovanni Polifroni Lobo Communications Coordinator, Adjunct Professor Education Science Faculty, Fine Arts Faculty. Universidad del Atlántico. Address: Kilómetro 7 Antigua Vía Puerto Colombia (Country) CP
Carlos Alberto Beltrán Sánchez Esp. university teaching Ongoing Master Microbiology Professor Metropolitan University
This project is carried out with the support of Universidad del Atlántico
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Summary In Colombia, Bullying has become a subject of national concern due to its negative connotations in the lives of thousands of children and teenagers all over the country. We could certainly affirm that this dysfunctional phenomenon goes beyond the scope of schools, thus becoming a sociocultural problem. School violence also known as Bullying and Cyberbullying is a problem that affects the life of pupils in their schools, and has become a matter of great concern in the Caribbean Region of Colombia, and likewise, has become an obstacle for a peaceful coexistence in the schools of the Department of Atlántico. The proposed area of research falls within the context of human rights, and along with international and national standards focuses on the protection of the rights of children, making emphasis in the necessity of good and human government practices by the Colombian State fighting against the challenges of today's globalizing society. Key words: Bullying, child abuse, technology, visual arts, graphic design, ICTs, Cyberbullying, PLE.
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Table of Contents P.
Introduction ........................................................................................................... 4 General Objective .................................................................................................. 7 Justification............................................................................................................ 9 Theoretical Framework ........................................................................................ 10 Methodology........................................................................................................ 16 Type of Research .............................................................................................. 16 Variables........................................................................................................... 16 Area of Study.................................................................................................... 16 Study Population and Sample ........................................................................... 17 Applied Research Techniques ........................................................................... 17 Project for Social Intervention ............................................................................. 19 Description ....................................................................................................... 19 Results related to the generation of knowledge and/or new technological advances ........................................................................................................... 22 Results aimed at the social appropriation of knowledge .................................... Discussion ........................................................................................................... 6 Conclusions ......................................................................................................... 6 Recommendations................................................................................................ References ........................................................................................................... 7
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Introduction Calculations have shown that in more than 100 countries the children face physical punishment with blunt instruments; only 2% of the child population in the world is fully protected by the law against physical punishment in different contexts; in the countries of Eastern Europe, 35% of students have reported as being bullied; between 20% and 65% of students in developing countries has reported as having been victims of physical or verbal harassment in their schools (Góngora y Pérez, 2007). In Colombia, according to the National Institute of Legal Medicine and Forensic Sciences (2011), in 2004 there were 2.452 individuals who were victims of acts of aggression in the educational context; then in 2009 this figure increased to 3.156, considering that 1.528 of those individuals were women and the remaining 1.628 were men. In 2010 the figure still suffered a slight increase: 3.179, where 1.640 victims were men and 1,530 were women (Forensis, 2011). Within the statistics shown by the NILM, the number of reports of personal injury according to the alleged assailant, shows us that a total of 4,707 offenders are fellow students. From this total figure we conclude that 2,559 bullies are women and 2,148 are men (Forensis, 2011). In a study that was conducted in the city of Barranquilla, we applied a test to 332 students between 12 and 16, from sixth to ninth grade, and we could conclude that the incidence of the most serious types of abuse (sexual harassment, threats and blackmail) is not very high unlike most frequent types of aggression such as verbal abuse, social exclusion and indirect physical aggression (Hoyos, Aparicio and Córdoba, 2005). The problem of violence has become very common, and it is increasingly present in all spheres of social life, including schools. School bullying is a constant situation reported in the news and exposed in media all over the country, causing astonishment in all audiences; but there is still much disregard in terms of social interventions by the families, the Government and even Educational Institutions to ϰ
solve this problem. We need to keep in mind that the school bullying not only affects those who are involved directly, but its negative radiation goes beyond the school, thus becoming a social problem. Bullying actions, whether physical or verbal, affects children physically and emotionally, for it generates insecurities, fear and school discomfort. Bullying is undoubtedly a behavioral dysfunction in young people, which in part is linked to forms of violence that have been present in our country along its history. This has been one of the manifestations of violence in schools, and it is a worrying situation because this influences the child's behavior and affects their eagerness to study and also their academic performance and social comfort as well as their integration with the rest of the students. This form of violence is also evident within the framework of current technological instruments, and it is known as Cyberbullying, because it is manifested in negative messages within social media, disrupting the emotional stability of children in school age. Bullying and Cyberbullying certainly affect the school performance of children, because this situation diverts their attention to negative aspects, and endanger their moral and physical integrity. According to figures from SIPLAN, in the municipality of Puerto Colombia, children make up 39% of its total population (children between 0 and 6 years). We could say that the living conditions of these children go through many difficulties due to the socio-economic situation in which most of them live in the Municipality of Puerto Colombia. 60% of the population of Puerto Colombia is under the poverty line and 80% of the rural population is poor. Considering that Puerto Colombia is one of the largest recipients of forcedly displaced communities, where we find about 582 boys and 604 girls who were displaced by the war, there are also other social factors that affect the healthy growth of children in the municipality such as: domestic violence, family breakdowns, lack of psychosocial support, abandonment of parents, sexual abuse and the high rate of teenage pregnancy (SIPLAN).
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Children from this municipality suffer because of the violence that is present in their community. In the last year, 3 children and adolescents were killed, the number of reported abuse was 45 cases in 2007, and domestic violence has also increased in 357 sexual abuse cases and 8 cases have been reported; but it is not only the violence that occurs in the municipalities but also the forced displacement. According to figures from SIPOD Social Action, the municipality of Puerto Colombia has received 582 little boys and 604 little girls as victims of this scourge (Mayor of Puerto Colombia, 2010). The information presented above, helps us realize how concerning this social problem in the Municipality of Puerto Colombia is, and at the same time we can say that this is a determining factor in family dysfunction and the consequent influence of these children of broken homes in their schools. All this adds up to the problem of Bullying as an aggravating factor than hinders the peaceful coexistence of these children during their school years. All the elements that are part of the social, cultural and educational environment in which the children in the municipality of Puerto Colombia are immerse, are contributing to the problem of school violence, which indicates that we need to establish comprehensive measures or projects to fight this scourge more effectively. Considering all this situation, this project is aimed at developing various activities, strategies and resources, based on new technologies as a set of actions directed to the prevention, mitigation and eradication of bullying and cyberbullying in Educational Institutions of Puerto Colombia, Atlántico, in accordance with the guidelines set out in the Development Plan of the Department It is important to state that when it comes to issues that affect the physical and mental integrity of children in the territory of Colombia, the Government should see beyond the dimensions of the traditional monopoly of governance (i.e., security, territory , citizenship, democratic practices and cultural identity, including the management of cultural heritage), and establish, as prevalence, compliance with human rights in all aspects of public life, and this implies a comprehensive
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protection of the rights of children, along with the compliance of rules, agreements and international laws. This proposal is part of international and national standards for child protection. This means that children in Colombia should live their early childhood in environments that have the human, social and material conditions that enhance their development, and conditions in which their rights can be respected and so they can shape and live their childhood. From this discussion, the following question arises: How can we achieve effective actions to solve the problems related to Bullying and Cyberbullying in public schools in the Municipality of Puerto Colombia in the Department of Atlántico? General Objective To implement training, technology and visual arts as a means to solve the problems related to Bullying and Cyberbullying in public schools in the municipality of Puerto Colombia, in the Department of Atlántico. Specific Objectives • To visually describe the problem of Bullying and Cyberbullying among students by means of visual arts, thus generating greater awareness on this problem in public schools in the Municipality of Puerto Colombia, in the Department of Atlántico. • To identify the types of actions that are useful to prevent, mitigate and eradicate the problem of bullying and cyberbullying among students in public schools in the Municipality of Puerto Colombia, in the Department of Atlántico.
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• To develop technological resources that can be used to prevent Bullying and Cyberbullying in public schools in the municipality of Puerto Colombia, in the Department of Atlántico. • To promote and encourage activities by the school community, parents and local government institutions in an attempt to prevent, mitigate and eradicate Bullying and Cyberbullying in schools in the Municipality of Puerto Colombia, in the Department of Atlántico.
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Justification Bullying has become more important within the realm of education. This situation demands research and deep analysis in the schools of our country. School violence is still a negative news in Colombia, and this fact makes it an issue of interest to the research process at universities; and the purpose of such studies produce effective alternatives to alleviate this situation that is affecting the moral integrity and health of thousands of children in Colombia. Bearing this in mind, it is justifiable that studies are conducted in order to achieve a greater social understanding of this scourge and that we find educational, recreational and creative strategies for the eradication or prevention of this problem in public schools of the Department of Atlántico. This proposal falls within the scope of the comprehensive protection of the rights of children in Colombia, which seeks to recognize that all children are subjects with rights, thus ensuring their compliance, prevent their threatening or violation and to ensure their immediate reinstatement, in case they are violated.
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Theoretical Framework In Colombia, the Code for Children and Adolescents (Law 1098 of 2006) provides in Article 7, the four key actions to be undertaken by families, society and the State in relation to the comprehensive protection of their rights. These actions are: a) Recognizing that all children are individuals with rights, b) Ensure the compliance of their rights, c) Prevent the threat or violation of their rights d) Ensure immediate restoration, in case their rights are violated. The comprehensive protection provides a set of principles enshrined in the Human Rights Conventions, particularly the Convention on the Rights of Children and is set out in national regulations such as the Constitution and the Code for Children and Adolescents, as a basis for the interpretation of its provisions. As for the prevalence of children’s rights, since they are classified as fundamental rights, the principle of the prevalence is located in supremacy over the rights of other individuals. The Article 9 of the 1098 law says that any administrative act, or judicial decision, or of any other nature to be taken in relation to children, their rights will prevail, especially if there is a conflict between their rights and those of any other person. 2
In terms of the recognition of the rights of children, Colombia has been hosting and incorporating various international instruments that recognize the rights of children with a focus on integrity and prevalence; such incorporation is shown explicitly in Article 93 of the Constitution and its Article 44 as they are considered of a higher rank and as fundamental rights of children:
ϮCILLERO BRUÑOL, M. El Interés Superior del Niño en el Marco de la Convención Internacional sobre los Derechos del Niño. [The superiority of Children’s Interests within the Framework of the International Convention for the Rights of Children]
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“The fundamental rights of children are: life, physical integrity, health, social security, balanced diet, a name and a nationality, a family and not being separated from it, care and love, education and culture, recreation and free expression of their opinion. They shall be protected against all forms of abandonment, physical or moral violence, kidnapping, sale, sexual abuse, labor exploitation and hazardous work. They shall also enjoy other rights enshrined in the Constitution, laws and international treaties ratified by Colombia" (Art. 44 and Art. 93 of the National Constitution). In order to ensure compliance with the rights of children, the State is responsible of bringing these legal provisions and public policies into practice, by formulating comprehensive plans of action. This is the strategy for Comprehensive Early Childhood, which comes to life in the different territories. All departments, municipalities and districts play a leading role in meeting the obligations of the State, when it comes to the rights of children. "With decentralization, [...] these entities enjoy greater autonomy and take on responsibilities with civil society, in terms of fulfilling their functions to enhance the life conditions of the population. Consequently, the promotion of strategies, services and actions to ensure and restore the rights of children and adolescents, are mostly responsibility of territorial authorities. For this purpose, development plans are essential tools to address and allocate public resources to promote social development.”3 The State must carry out comprehensive and affirmative plans not only for the children’s sake, but also for their families, their society and their community, and the different environments in which they live, in order to assure a healthy and suitable environment where their rights are fully respected. The path of
Municipios y Departamentos por la infancia y la adolescencia Orientaciones para la acción territorial [Municipalities and Departmentsforchildhood and adolescence. Guidelinesfor territorial action] Procuraduría General de la Nación- ICBF- UNICEF
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comprehensive care is a tool that allows programs, projects and services that are implemented in the territories to have these features. In Colombia, the rights of children are constantly violated, and one of the most common problems is violence in schools. According to the Pan American Health Organization (2006), in most Latin American countries violence in school settings is increasing, which is causing enormous human, economic and social costs. This certainly affects the democratic foundations of a society, its collective life and the quality of its development; a growing number of teachers and students from public and private schools are facing serious conflicts among students and also conflicts between students and teachers. In Colombia, many situations are often reported by the media, where students and teachers are victims of verbal and physical aggression; and the main actors in these situations do not belong to a particular group, for these aggressions come from all types of students, no matter their genre or of they come from different socioeconomic backgrounds and regions. It is also important to make clear that school violence can be as old as the institutions, since the conflicts and the way they are solved in many cases have always been a practice in all schools for children and adolescents. According to Foucault (1998), it is in recent years that the problem of school violence has become increasingly relevant, firstly because of the growing interest of society in the protection of children from all forms of abuse and secondly, due to the intensification of the ways in which peers use violence against each other.
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School violence hinders the normal development of teaching processes and seriously affects the relationships between teachers and students (Olweus, 1998; Smith and Brain, 2000; Trianes, 2000 cited by Cava, and MusituMurgui, 2006). On the other hand, Voors (2005) states that the only differences between bullying forty years ago and the bullying that is taking place today in schools is that today’s forms of bullying are more intense. Bullying is defined as the systematic abusive behavior towards another human being through abuse of power, authority or social or intellectual superiority (Voors, 2005). The term derives from the English word “bully” which describes the person who abuses another. Since that term does not fit into the school situation because it also involves the insertion of an adult, many researchers have introduced the concept of “school bullying.” Dan Olweus (1978), a pioneer in the study of bullying, defines it as “a pattern of physical and/or psychological persecution against another student, whom he/she chooses as a victim of repeated attacks....” In turn, one of the most recognized researchers in Spain on the issue of school violence, is the psychologist Nora Rodriguez, who defines bullying as a process of systematic abuse and intimidation from a child to another who has no opportunity to defend himself/herself” (Rodriguez, 2005). Today, the phenomenon of bullying has moved to the context of new technologies and then the term “Cyberbullying” gains relevance, and it is considered as a form of Bullying that occurs through ICTs (Information and Communication Technologies) (Alvarez, et al., 2011). Although there is no single definition of Cyberbullying, it is known as the use of media and communication technologies to offend, threaten, insult or ridicule other people. Apart from the various uses of the term, academics have agreed on the fact that this term expresses damage exerted by any means of communications and that it is a subtype or a new form of bullying (Beran and Li, 2007; Erdur-Baker, 2010; Smith et al., 2008). According to Alvarez, et al. (2011), violence through ICTs should be defined as “The intentional behavior that causes damage or injury through the Information and Communication Technologies, mainly through mobile phones and Internet.” ϭϯ
When it comes to the term bullying, the aggressor is often one single person, but he/she is stronger than the victim or so perceived by the harassed. Thus, bullying always takes place in a context of imbalanced power between the perpetrator and the victim (Serrano, 2006). This violent behavior or harassment at school is used as a strategy to reaffirm the position and the power and devalue one or more groups, individuals, or elements in the context. Bullying typically occurs repeatedly over time and with an imbalance of power between the bully and the victim (Olweus, 1998; Pellegrine& Long, 2002). On the other hand, a group of researchers from the National University of Colombia (Cepeda, Pacheco, Gracia and Piraquive, 2008), by means of a descriptive study and from a positivist paradigm, define bullying as “a sort of violence that a child suffers at school and which is manifested through repeated psychological, physical or social attacks by his/her peers.” These researchers posed two characteristics of bullying to distinguish bullying from other forms of violence: The first is the inherent existence of a relationship of power (dominance-submission) where there are two or more aggressors of another person that is attacked or harassed; and the second is that, in the harassment, assault situations occur repeatedly. Another definition of bullying is that of Piñuel and Oñate exposed in 2005 (in Cepeda, Pacheco, Gracia and Piraquive, 2008): “... a continuous and deliberate verbal and physical abuse experimented by a child from one or others who behave cruelly with him in order to subdue him, belittle him, scare him, threaten him and undermine his dignity.” According to Olweus, (quoted by Rodriguez Vaca, Hewitt & Martinez, 2009) states that in order to consider school violence as bullying, four things should occur: a) occur between peers or equals; b) occur in a context of power imbalance; c) be repetitive and finally, d) be intimidating. However, it is important to note when talking about school violence, that this is a very extensive subject, which is why 4 types of bullying have been set: Physical: shoving, kicking, assault with objects, among others; Verbal: insults and nicknames mainly, and also slurs in ϭϰ
public, highlighting physical defects, among others; Psychological: deepen the student's self-esteem and encourage their fear; and Social: isolation from the rest of the students and peers (Menendez, 2001).
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Methodology This projects considers as a methodological guide the project supported by Universidad del Atlántico, from the Education Sciences Faculty. Type of Research The project is framed within the empirical-positivist and has a descriptive nature. It seeks not only the establishment of students’ and teacher’s perception on the problem of Bullying and Cyberbullying, but also the formulation of strategies to mitigate or eradicate this situation, which affects the peaceful coexistence in schools in the municipality of Puerto Colombia, I the Department of Atlántico. Variables Some of the variables and categories that will help us measure and evaluate the required information for the design of a virtual space of collaboration as the one we are proposing in this project, will be: -The levels of violence in terms of bullying y cyberbullying among children in public schools. - Knowledge on technology and visual arts, to mitigate or eradicate bullying and cyberbullying among children in public schools. -Vulnerability of human rights in early childhood. The variables or categories set forth herein as well as others that are taken into consideration during the process of implementation of this project will be oriented to reach an approximation of each of the research questions that are important to have resources to help the purpose exposed above. Area of Study The choice of the geographic area in which this project will be applied is based on the criteria of the project that was taken as a methodological guide for the development of the general objective proposed here, that is, the Municipality of Puerto Colombia in the Department of Atlántico.
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Study Population and Sample The development of this project will focus on the students and teachers of public schools in the municipality of Puerto Colombia, in the Department of Atlántico (see Table 1). As for the sample design, we will use the procedure criteria required to achieve the general objective proposed above. Table 1.Public Schools in the Municipality of Puerto Colombia. No. 1
2 3
4
5
Institutions
Municipality
Number of teachers surveyed per School
I.E.D David Sanchez Juliao #062 I.E.D San Vicente de Paul
Puerto Colombia
1
Puerto Colombia
1
I.E.D Fundación Pies Descalzos I.E Técnica Comercial Francisco Javier Cisneros I.E Simón Bolívar de Puerto Colombia
Puerto Colombia
2
Puerto Colombia
1
Puerto Colombia
Applied Research Techniques To achieve the general and specific objectives proposed in this work, we suggest the use of a survey (Appendix), distributed among students and teachers of public schools In the Municipality of Puerto Colombia in the Department of Atlántico, since it provides a suitable framework and ensures statistical validity for the ϭϳ
thematic approach proposed here, with the external validation of the international advisor participating in this project for the analysis of the main topic of this thesis. Although the overall sample considered for the general collection of data from the project, it showed a level of reliability of 95% (reliability = 0.5) and a margin of error (e) of ± 5 %; The subsample that we considered eventually in our case had a level of reliability of 92% and a margin of error (e) of ±% 8; which, while not optimal, falls within the usual sampling margin of Social Sciences. See below the description of our Social Intervention Project for the mitigation or elimination of bullying and cyberbullying in the Municipality of Puerto Colombia, in the Department of Atlántico.
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Project for Social Intervention Description This school project is aimed at the prevention, mitigation, and eradication. Bullying and Cyberbullying within the public schools of Puerto Colombia, in the Department of Atlántico. It is called “VIDA”, the V, means “Visualization” of the problem, I is for “Identification” of the problem, D is for Technological “Development” that helps to attenuate bullying and Cyberbullying, and A means “Acting” in the school community to solve the problem. We will explain below each of those phases, according to the achievement of our goals: Phase 1: Visualization The phase of Visualization, as its name suggests, consists of introducing audiovisual information (videos, lectures and films) related to the importance of peaceful coexistence school to students, showing them that we must respect and value the rules of the school and make clear to the students how school violence affects the dignity of people, the human rights and the peace, both within and outside the classroom. We will also use the visual arts as an effective means to convey information to students in a dynamic and attractive way. The purpose of this phase is to experience, by watching a video or film, both the particular situation, as other situations of bullying experienced in other contexts and become aware of the damage they can potentially cause in a context such as their school. We can also conceive this phase as an initial stage of socialization which aims at providing relevant information about the current situation of the school in terms of the coexistence of individuals and their safety.
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Phase 2: Identification In this phase, the teachers will give 10 lessons to the students (2 sessions of 45 minutes) and will carry out sessions of group work during the course of six months. Students of specific ages or grades will receive their lessons once or twice a month and each lesson will include discussions about bullying and respect for others. They will talk about how to work in group and several group exercises will be made. The objective of this phase is to educate students on their active role in preventing and stopping bullying. So, instead of silently approve harassment or encourage bullies, children will start to support victimized peers and, by doing so, they will convey the message that they do not approve violent acts. The purpose is to teach them that it is possible to prevent, mitigate and eradicate bullying when a shared sense of responsibility is developed and by the generation of new mental habits in the group. In this phase, written and visual materials (flyers and leaflets) will be handed over in school meetings and parent information evenings, in order to promote awareness, about the problem of Cyberbullying and Bullying in the school. These lessons are addressed not only to students. We have prepared also materials for teachers and parents (Teacher manuals, videos and other auxiliary materials). At this phase we will carry out graphical presentations in classes to school staff and during meetings with parents. Along with all activities mentioned above, we will make use of creative arts (dance, story, theater, painting, etc.), as a means to bring positive messages of school life and foster awareness among classmates. We will also incorporate instruments (on-site surveys) in clusters of homogeneous groups: the surveys will be distributed to teachers, students and principals of the schools where different forms of violence are present.
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Phase 3: Technological Development In this phase, the lessons and training issues are complemented with the use of video games, using the Internet and mobile applications to enter in a virtual school to practice measures against bullying and promoting healthy behavior inside and outside school. Similarly, sharing messages, thoughts and actions in an attempt to prevent, mitigate and eradicate Bullying and Cyberbullying. They will also have access to the video game and mobile applications from home. Technological devices and mobile applications are sophisticated technological tools that allow harassed students or witnesses of harassment to notify or seek help inside and outside the school. More specifically, by typing a button on the phone, students may send a signal or instant message to the teachers’ phones and/or parents, so there will be a quicker intervention and effective prevention of school harassment inside and outside the school. The purpose of this phase is to promote the use of new technologies as useful tool for teachers, students and parents, in order to generate a virtual learning environment of prevention and control of bullying at school. Phase 4: Acting This phase aims at helping the school community, parents and institutions in their global and specific actions to prevent bullying and solve outstanding cases. The global actions are aimed at all students of a school. They are promotional campaigns and efforts that seek to influence group norms, teach children to behave constructively and assume the responsibility of not encouraging harassment and support victims. The specific actions are referred to the staff working in the institution and parents so that they can become active partners in the process of bullying prevention. Expected results/products and potential recipients: Ϯϭ
With the implementation of this project the following results will be achieved: Results related to the generation of knowledge and/or new technological advances A new device and mobile application like the iPhone or smartphone will be designed -in terms of digital technology and transmission of sound and images but only with specific tasks related to sending messages, asking for help to teachers and parents in case of Bullying situations within the school. A web platform will be designed in each school in order to disclose new information about bullying and cyberbullying, and on how to establish control measures or protection on this issue at school. Based on web technology, it will be possible to implement a virtual environment that promotes values, school life and safety for students. We will incorporate a PLE (Personal Learning Environment) where students can learn how to draw online artistic figures in 2D and 3D with collaborative support of other students from different schools. With this strategy the students can exchange ideas, drawings, designs, thus achieving positive mitigation of school violence. The final result that we seek is that the use of these technological resources can be directed to the prevention of bullying and cyberbullying in public schools of the municipality of Puerto Colombia, in the Department of Atlántico. Proposal of designing a virtual learning environment in communication and graphic design in 2D and 3D for students of public schools in the municipality of Puerto Colombia From a technological perspective, the platform will have the support of three components: a repository of learning objects developed in Wix, containing tutorial videos, puzzles, crosswords, panel of drawings, animations, software downloads and inquiries about artistic resources; a learning environment in Moodle to upload ϮϮ
tasks, participate in forums and chats; and a platform for interactivity in the main Wix page or Joomla. Example of Home interface: http://berlucidd.wix.com/paginaprincipaldisen Since this project has an instructional nature, it follows the SOI model, (Selection Organization Integration). The main purpose of such a model is to integrate the new information with prior knowledge of learners, where there is a process of active learning and where the learner uses a variety of cognitive processes. Results leading to the enhancement of the scientific capacity in our country The results in terms of strengthening our scientific capacity, refer to make students get an effective knowledge of the factors that cause violence and affect their emotional and cognitive development, and how students can participate in the solution of the most common issues inside and outside their schools. For teachers, the idea is that they can make an intelligent use of educational, recreational and technological resources to share information with other institutions that have similar problems and agreeing on joint actions that help prevent, mitigate and eradicate bullying and cyberbullying among students of public schools in the municipality of Puerto Colombia, in the Department of Atlántico. Results aimed at the social appropriation of knowledge The development of prevention campaigns for Bullying and Cyberbullying in schools, through workshops, creative arts, creation of educational multimedia content (online and on-site), and providing a complete and updated training content so that the school community can gain ownership of an adequate and updated knowledge about a problem that affects them all, as it is the bullying and the cyberbullying.
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We consider as expected results or products, the design of separate training modules that create a system of training itineraries starting from practical activities to understand the theoretical knowledge on the subject of bullying and cyberbullying, and make them available not only within the school but also in the community that surrounds it such as households and government institutions. All this, seeking to implement more effective measures to prevent, mitigate and eradicate bullying and cyberbullying in public schools of the municipality of Puerto Colombia, in de Department of Atlántico.
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DESCRIPTIVE ANALYSIS OF RESULTS FROM THE SURVEYS IMPLEMENTED IN THE SCHOOL FUNDACIÓN PIES DESCALZOS, IN PUERTO COLOMBIA
Question 3. Genre
The survey included 18 girls and 22 boys, making up a total of 45% of female participants and 55% of male participants respectively.
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Question 4. Do you havee a personal account in any of the folllowing social networks? (Check as maany as you need). ϭϬϬй ϵϬй ϴϬй ϳϬй ϲϬй ϱϬй ϰϬй ϯϬй ϮϬй ϭϬй Ϭй
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According to these resultts the most used social network amonng the children that were surveyed is Faceboook, with a result of 88%, followed by Instagram I with 58% and Twitter with 8%. Othher social networks mentioned in the question q obtained a result of 0%. p in the daily These results confirm thaat the phenomenon of social media is present lives of children. This faact deserves special attention in terms of their use of the Internet, especially becauuse at their age, these children are experiencing e a very sensitive phase in their livves and the social environment in whiich they live is also important for them; besides, these technologies are especially prresent in their lives.
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n in virtual networks or communitiees Question 5. Participation
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87% out of the children thhat were surveyed gave a positive answ wer when asked if they were active participaants in virtual communities and network ks. 13% replied with a negative answer. This survey shows that chhildren, in their fascination with sociall media, have found in them an extraordinaryy tool for relationships, communication, and learning, satisfaction of their curiossity, as well as leisure and fun.
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Question 6. Have you ever used any of the following tools as technologies for communication in your collaborative learning classes?
Technologies for communication and collaborative learning a) Online distance courses b) Videoconferences c) Videostreaming d) Virtual Office e) Chat via Skype f) Digital repositories g) E-books
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YES
5%
NO
95%
13% 88% 3% 98% 0% 100% 70% 30% 3% 98% 43%
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58%
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Question 7. Which of the following software tools do you know or have used to create your artwork? Software tools a) Adobe Ilutrator Cs5 b) Adobe Photoshop Cs5 c) 3d Max AutoDesk 2013 d) Unity 3d Engine e) Artrage f) Adobe Flash Cs5 g) Adobe Premiere Pro
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YES 5%
NO 95%
18%
83%
3%
98%
8%
93%
0% 100% 20% 80% 0% 100%
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This survey shows that Adobe Photoshop Cs5 and Adobe Flash F Cs5, are the preferred programs used to t create Artwork.
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Question 8. What is your experience with regards to bullying? YES a. I have been a victim of bullying b. I have witnessed bullying c. I have seen cyberbullying d. I have bullied or belittled someone else e. I have tried to stop a bullying situation f. I have talked to my parents about bullying g. I have talked to my teachers about bullying h. We have been taught about bullying in our school
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NO 15%
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a. I hav e be en a vict im of bull yin g
b. I hav e wit nes sed bull yin g
c. I have seen cybe rbully ing
d. I have bullie d or belittl ed som eone else
e. I have tried to stop a bullyi ng situati on
f. I have talke d to my pare nts abou t bullyi
g. I have talked to my teach ers about bullyin g
h. We have been taught about bullying in our school
This survey shows that bullying is in fact present in the lives of children at schools.
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Question 9. Bullying is:
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43% of children said thatt bullying is an abuse and causes pain, 25% indicated that bullying is a joke, 22% said s it is a normal experience that willl take place as they grow and 10% said it is a hobby. The survey shows what the theory on school violence states, considering that it hinders the normal devellopment of teaching processes and alsso affects seriously the relations between teacchers and students (Olweus, 1998; Smiith and Brain, 2000; Trianes, 2000 cited by Caava, Musitu and Murgui, 2006).
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Question 10. What are some s of the consequences of bullying??
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This graphic shows us thaat 65% of children said that the conseq quences of bullying make them feel scared, 18% 1 said that it makes them they waant to leave school, 10% said that bullying haas no consequences and 7% said that bu ullying causes them to get bad grades. Certainly bullying is haarassment, and it is defined as the systematic abusive behavior towards anotherr human being through abuse of power, authority or social or intellectual superiority (Voors, 2005).
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Question 11. Who is affeected by bullying?
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We can see that 57% of the t children that were surveyed said thhat bullying affects the children who are vicctims of this practice, 28% indicated d that it affects the bullies, 8% said that bullyying affects everyone, and 7% said the bullying affects the children who are witness of bullying situations.
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Question 12. What can I do to stop bullying situations?
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53% of children said that in order to stop bullying they tell the teacher t or any other adult in school, 28% saidd that it was necessary to go together and a tell the bully to stop, 8% said that it was better to remain silent and overlook the situation or tell their parents and 5% saiid that there should be an anti-bullyiing program in the school.
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Question 13. How often have you felt alone in your school?
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ne at school, 38% 40% of the kids expresssed that they have always felt alon expressed that they have felt alone many times at school, 17% said that they have felt alone few times at school, s and 5% said that they have never felt alone at school.
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Question 14. If you havee been intimidated by your peers, teell us since when is it happening, or when it started: ϰϱй
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45% of the children indiccated that they’ve always been intimidaated at school, 28% said that they had been inttimidated since the beginning of the scchool year, and 23% stated that the intimidatioon had started a month before. Only 5% 5 manifested that this situation had started ssome weeks before.
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Question 15. Why do you think they did it?
a.
b. Becau se I’m differe nt.bull ying
c. B ec au se I a m w ea
d. Beca use they want to haras s me
e. Because they make these jokes to me
f. Othe r reas ons
48% said that some others have bullied them just as a joke, el 35% said that the bullying situation started because they are different, 10% said that it is because they are weaker than the bullies, and 8% expressed that it was only a joke. In no case the harassment started because they provoked the bullies.
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Question 16. Usually, who w is/are the person(s) who intimid date(s) you and/or your friends?
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32% of the children said that they are usually intimidated by a boy, 23% said that they are intimidated by a group of girls, 20% expressed that thhey feel intimidated by a group of boys, 15% % blame a girl, and 10% mentions thhat the intimidation comes from a group of booth boys and girls.
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Question 17. In which grroup or class this/these intimidator(ss) is/are?
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45% of the children exppressed that their intimidators are usu ually in their same classroom, 23% said thatt their intimidator is/are in a higher grroup, 15% said that they are in the same group but in a different classroom, 10% said that the intimidators are in a low wer group and 7% says that the intimiidator belongs to a different school.
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Question 18.Is there any person who stops these situations of intimidation? Who?
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38% of the children affirms that as a general rule no one stops bullying situations, 40% said that teachers take initiative to stop these situations, 10% mentions that it is a friend who usually dares to stop the coming intimidation or their parents, and 8% said that these situations do not exist in their schools.
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Question 19. Would you consider to intimidate some of your classmates at some point?
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b. Only if they provo ke me
c. Y es . If ot he rs do it, to
d. Yes , if I am forc ed to.
e. M ay be
f. Othe r reas ons
35% said that they would be willing to intimidate their classmates only if they are provoked to do so, 28% states that they would do it if they are forced to, 25% would do it if others do it too, 8% said they would probably do it, and 5% of the children say that they would never intimidate others.
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Question 20. What do you usually do when one of your peers intimidates someone else?
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35% of children surveyyed said that when a classmate intimidates another classmate, they do not do d anything about it and ignore the situation, s 28% feel afraid of retaliations, 20% % does not do anything but they actuallly think they should do something about it, 122% tells someone who can help and stoop the situation, and 5% joins the bullies. No one expressed the initiative of going to t stop the situation by themselves.
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Question 21. At home…
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y at the children The survey shows that in 35% of homes parents tend to yell % said that their parents punish them m with beatings or surveyed. Besides, 17.5% pinching. On the other hand, h only 12.5% of respondents resolve conflicts with dialogue.
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Question 22. In which pllaces does this intimidation or mistreeatment take place?
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ment or intimidation Of all the boys and girls surveyed, 42,5% says that mistreatm take place in the corridorss, 20% expressed that it takes place after school, 15% said that it takes place in the playground, 12,5% says that this all happens h outside the school, and a final 10% assured that these situations take placce during the class. This violent or harassing behavior is used by some groups as a strategy to reaffirm their status and so they can belittle or humiliate other groups, individuals i or other elements in their context.
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Question 23. If you havee been intimidated or harassed at som me point, why do you think this happened d? ϳ͘ϱй й ϮϮ͘ϱй
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47.5% of children considder that they have been victims of abuse or intimidation because they are weaker than t their attackers; 22.5% this this is due to the fact that they are different; 20% is divided between those who consideer that they do it as % believe that they jokes and disturbing in class. 7.5% do not know why and 2.5% have provoked her attackeer. When it comes to the expression e intimidation, the aggressorr is often a single person, but he / she is stronger than the victim or perceived as such by the harassed. Therefore, intim midation always takes place in a conntext of unbalanced power between the aggresssor and the victim (Serrano, 2006)
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u think this problem can be solved? Question 24. How do you
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52.5% of the childrensurrveyed believe that the problem can stop if teachers do something, while 27.5% believe b that the problem has no solution n.
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SURVEY ON CYBERBULLYING Question 25. Do you have a smartphone?
Only 30% out of the boys and girls surveyed in Pies Descalzos School owns a smartphone.
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Question 26. Where is pllaced the computer in your house? ϱй
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62, 5% of the surveyed children c has a computer in their living g rooms, 17, 5% in their rooms, and 5% in some other place at home, and only 15 5% of the surveyed children say that they do not n have computers at home.
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Question 27. Do you havve internet access at home?
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87, 5% of the children hass internet access at home. Considering this, we should take into account that the Internet is an important tool to search information i of all types as well as the possibbility of communicating with people froom different places in the world, which makes it an important and powerful social aggent. However, its use generates all types of problems not only in a psychological area, a but also in the social aspect of people’s lives. l
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Question 28. Do you have internet access somewhere else, apart from home?
In general, all the surveyed children have internet access in some other places apart from their homes. When asked about these places, 55% expressed that they can find internet access in a Cyber Café, 32, 5% in the houses of other relatives, and 7, 5% at a friend’s house.
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pecifically about cyberbullying, has this t phenomenon Question 29. Speaking sp taken place in your schoool within the last two months?
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40% of the children that were w surveyed said that they are victim ms of cyberbullying several times a week, 22.5 5% says it has happened once or twicee, 10% says that this happens about once a weeek and 27.5% says this has never happeened to them. The results of the surveyy show that nowadays the phenomen non of bullying has moved into the context of new technologies and we use the terrm “Cyberbullying” f of intimidation that occurs througgh ICT (Information which is considered as a form Technology and Communnication) (Alvarez, et al., 2011).
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Question 30. How many times have you been bullied within the t past two
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months? h been harassed 42.5% of the children saaid that in the last two months they have through their cellphones once o or twice, 30% says this has happeened several times a week and 25% said that thhis has never happened to them.
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Question 31. Have you harassed h or bullied someone else usin ng your smartphone within the past p two months? ϳ͘ϱй ϱй Ϯϳ͘ϱй ϲϬй
60% of the children saidd that they have never harassed anyoone through mobile phone within the past twoo months, 27.5% said it has only happeened once or twice a week, while 7.5% and 5% % said they did it about once a week and several times a week, respectively. The above results revealeed that some children make use of teechnologies such as mobile phones, to offend, threaten, insult or ridicule others.
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Question 32. Do you thiink that bullying through mobile phones, compared to the “traditional bullyin ng” (harassing someone without using u internet or mobile phones)… ϱй й Ϯ͘ϱй Ϯϱй ϲϳ͘ϱй
67,5% of the children suurveyed, consider that harassment viaa mobile phone has less effect on the victims and 25% believe that both have the sam me effect.
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Question 33. How do you feel when someone else harasses you through mobile phone? (You can choose more than one option).
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Question 34. How do you think the person whom you harass through mobile phone feels about it? (You can choose more than one option).
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Question 35. In which group or grade is/are the person (s) who harasses you through mobile phone (You can choose more than one option).
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Question 36. Who harassses you through mobile phone?
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32.5% children say that thhey are abused or mistreated by mobille phone, especially by a boy, 17.5% say thatt they are intimidated by a group of boys, 10% said by a girl, another 10% said thaat they are intimidated by a group of bboth boys and girls. Finally, the 22 % states thhat no one harasses them.
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Question 37. For how loong has this person been harassing yo ou through mobile phone?
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wo or three weeks, 30% of children say thatt the harassment has lasted or lasts tw 22.5% said that it lasted more than six months, 25% said this intimidation lasted more than a year and 12.5% affirms this situation lasted a weeek or less. Finally, 20% said they have not beeen harassed by anyone.
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Question 38. What have you normally done when someone has started to harass you through mobile phone? (You can choose more than one option).
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Question 39. How do they harass you through mobile phone? (For this question you can choose more than one answer).
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Question 40. Do you think t that banning mobile phones in schools could prevent bullying or haraassment?
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Finally, 45% of children surveyed s say prohibiting the use of celll phones in schools would not stop cyberbulllying because students would use them m secretly and 30% said they would use theem after school anyways. While 25% % believe that this practice would indeed stoop school cyberbullying.
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Analysis of results Results obtained in the Pies School Discalced In the municipality of Puerto Colombia show, That the social red More Used by Children surveyed is Facebook (88%), this means that the phenomenon of social networks is part of the everyday the Children. Most of the Boys and Girls respondents (87%), show that if they participate in virtual communities or networks, giving Como mind these infants child fascinated by social networks, as communication and distraction at a time. In the case of school violence, a significant percentage of the Children surveyed (43%) consider that harassment is a reality in the school and that causes abuse, pain, and fear. However, the UN lowest percentage (17%) indicates that esta problem affects school performance. Majority of Children (45%), believe that those have always bullied, and that such Intimidation of households (37%) because their parents than one Punished by hitting or pinching. And Bullying also occurs in the school, in which the strongest (aggressor) uses his power against the weakest (victim). Although many offenders try to justify harassment or school Violence, stating that fibroids are or disturb. In the case of cyberbullying, a significant percentage of children who Were surveyed, son Victims believes that such phenomenon, and with much frequency. Another relevant fact is Showing Survey As 32.5% of children surveyed express or abused who are bullied by mobile phone, and a significant percentage of respondents (45%) say that banning the use of cell in schools would not help one avoid cyberbullying because students would use cellular secret. In summary, the results of the survey shows that the bullying and cyberbullying are a reality in the school, so the therefore required: actions or effective measures to help their mitigation or elimination.
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Discussion In response to school violence, this comes as a dysfunctionality within the school context, in which many children are defenseless against the different types of violence, including physical, psychological and verbal. And now the violence through social networks adds. Through social networks, children interact with each other, establishing relationships of familiarity, fellowship and friendship. However, in the absence of family counseling and negative experiences with their immediate environment, the child or the child sees in this technological environment, a new form of personal communication, a lifestyle and a space for fun and leisure, among other things, a situation that somehow puts it in a high degree of vulnerability to imminent dangers of verbal harassment or violence, what is commonly referred to as Ciberbullyng. Many children need to share their feelings, doubts, fears and projects with others, and can hardly do with parents. Therefore, these infants are in a process of breaking family ties and therefore needs the support, approval and security provided peer group. And in that search, use an effective mediating instrument in socialization such as social networks. This situation generates a high degree of risk, because a level of helplessness or vulnerability occurs in these boys or girls, who are seduced by these technological means, and which, in some cases, these spaces become scenarios of violence, harassment or aggression on infants who are involved in these networks. A situation that makes it difficult to control the fathers upon the children in the use of technology, is the fact that infants know often much better than their parents technical aspects related to the use of computers, internet, or mobile phones. This technological disadvantage has an obvious negative effect: it leads to the parents are inhibited by ignorance, their educational responsibility in this area. Because the issue of school violence or bullyng, this is considered a very broad and ϲò
complex subject, in which a violent combination of factors such as physical harassment, verbal and psychological and social given. The survey accounts for these factors of violence at school, and perhaps they are not perceived easily by teachers and parents, but if greatly affect coexistence, emotional stability and thus the educational performance children in school. The situations of violence, whether they are given directly or through current technologies require preventive action integral type, in which it needs the active participation of the entire educational community and parents; all in pursuit of that targeted campaigns, prevention and awareness of the consequences that school violence are developed, and in order to ensure a healthy and adequate environment where their rights are fully respected. social intervention projects are recommended to minimize the harmful effects of violence in schools.
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Conclusions The proposal is immersed in the field of standards, agreements and national and international laws on the protection of the rights of children, especially in terms of promoting respect, guarantee and validity of human rights against school violence the municipality of Puerto Colombia. It is necessary to provide a family environment, as well as social and educational context children, where they can be perceived as worthy and dear people. Therefore, the State and Colombian society, like every organized nation that works for the good of human governance and in order to meet the challenges of the globalized reality of today, should serve their children and ensure, at least, human and social rights as indicated in the theoretical framework of our proposal. Specifically, the study aims to highlight the main causes of school violence in public schools in the municipality of Puerto Colombia and generating strategies to prevent bullying and cyberbullying, as well as the outline of visual artistic alternatives that help eradicate and mitigate these attacks, so that children and adolescents may be able to use their knowledge and skills in other recreational areas, where they can develop motor and cognitive talents to their learning process. The results of this study show a problem that becomes increasingly worrying, as is the bullyng and ciberbullyng, being forms of violence in schools that significantly affect tranquility, conviviality and respect for human rights in schools, so it is urgent that measures integral type involving all educational, social and family actors in an attempt to protect the honor, physical and psychological integrity of children are taken on the school stage .
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Recommendations The following recommendations are set project: - Research on bullying, where you inquire about the increase of bullying during school activities are needed. He recommended studies where inquire, why horseplay and jokes are triggers of physical and verbal aggression among peers. - It is important that research is done about the increase of bullying and cyberbullying at school, and to identify its causes. - Required type of psychological interventions in school, because potential aggressors are children with dysfunctional behavior. - It is necessary to study more deeply about bullying, and thus have a diagnosis of possible cases of violence and bullying, and in addition, the power to determine the programs that are tailored to the needs of the educational institution. - Implement the proposed social intervention program, and in which teachers, administrators and students of the school are trained on the regular channels to be followed to mitigate cases of violence or bullying. -Generate School life educational programs and thus contribute to solidarity, good treatment and the strengthening social skills among students of the school. Develop strategies for mental health coexistence and thus can reduce cases of harassment or bullying and school ciberbullyng that may arise in the school.
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References Alvarez, G. Nunez, P., Alvarez, P., Dobarro, G., Rodriguez, P., Gonzalez, C (2011). Violence through information and communications technology in high school students. [Violence through Information and Communication Technologies] Journal of Psychology Magazine, January 221-231. Retrieved from http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=16717018026 Beran, T. Li, Q (2007). The relationship Between school bullying and cyberbullying. Journal of Student Wellbeing, 1 (2), 15-33. Cava, M., Musitu, G., Murgui, S (2009) .family and school violence: the mediating role of self-esteem and attitudes towards institutional authority. [Families and school violence: the mediator role of self-esteem and the attitude towards the institutional authority]. Magazine: Psicothema. Vol. 18, No. 03, pages 367-373. ISSN 0214-9915. Retrieved from: http://www.psicothema.com/ Cepeda, C. Pacheco, Garcia L. Piraquive, C. Bullying Student of EducaciónBásica and Media [School Bullying to students of Elementary and Middle School]. Journal of Public Health [Magazine onPublicHealth] September, pages 517-528. Duween, G. Lloyd, B. (2003). Social representations as a perspective of social psychology. In Castorina, J. Representaciones Social Theoretical problems (pp.2938). Madrid: Gedisa.
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Erdur-Baker, Ö (2010). Cyberbullying and Its correlation to traditional bullying, gender and frequent and risky usage of internet-mediated communication tools. New Media & Society, 12 (1), 109-125. Foucault, M (1998). Discipline and Punish: Birth of the Prison [Watch and punish: the birth of a prison]. (27th edition). Madrid: XXI century. Gongora, M. and Perez, B (2007). Bullies school or stalkers in Bogotá: profile of an invisible behavior in school settings [Schoolbullies in Bogotá: theprofile of an unseen behavior in schoolsettings]. Forensis Magazine. Pages 292-306. Hoyos, O., Aparicio, J. and Córdoba, P (2005). Characterization of bullying in a sample of schools in Barranquilla (Colombia) Psychology Magazine From the Caribbean 16, 1- 28. National Institute of Legal Medicine and Forensic Sciences.Forensis Magazine, Personal Injury [Personal Injuries]. Retrieved on May 29th, 2011 National Institute of Legal Medicine and Forensic Sciences.ForensisMagazie, Injury Personal [Personal Injuries]. Retrieved on May 29th, 2011 http://www.medicinalegal.gov.co/images/stories/root/FORENSIS/2004/Lesionespe rsonals.pdf National Institute of Legal Medicine and Forensic Sciences.Forensis, Some ReflexionesSobre The Relationship Between Social Capital and Interpersonal Violence [Reflections on the Relationship Between Social Capital and Interpersonal Violence] Retrieved
on
May
29th,
2011
from:
http://www.medicinalegal.gov.co/images/stories/root/FORENSIS/2009/Lesionespe
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rsonals.pdf National Institute of Legal Medicine and CienciasForenses (2010).. Forensis, Violence. Pan American HealthOrganization. State of the art programs of violence prevention in school settings. [State of the art of programs for the prevention of violence Within schools] Retrieved on July 10th, 2011 http://www.paho.org/spanish/ad/fch/ca/arte.violencia.pdf Olweus, D (1998). Harassment and threatening behavior among school [Harassing and threatening behaviors Among Pupils]. Madrid. Morata. Menendez, I (2011) .Bullying: Harassment Escolar.Recuperado in http://www.psicologoinfantil.com/articuloacosoescolar.htm Rodriguez, M., Cow., P., Hewitt, N. Martinez, E (2009). Characterization of the forms of interaction between different actors of an educational community. [Characterization of the different forms of interaction Between the Individuals of a school community] Actacolombiana psychology, december, 47-58. Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S. and Tippett, N (2008). Cyberbullying: its nature and impact Pupils in secondary school. Journal of Child Psychology and Psychiatry, 49 (4), 376-385. Voors W (2005). Oniro.Barcelona.
Bullying,
bullying
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[bullying,
school
harassment]
