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dc.contributor.author SANTOYO VELASCO, CARLOS
dc.contributor.author MENDOZA GONZALEZ, BRENDA
dc.creator SANTOYO VELASCO, CARLOS; 4065
dc.creator MENDOZA GONZALEZ, BRENDA; 36148
dc.date.accessioned 2019-02-01T19:27:04Z
dc.date.available 2019-02-01T19:27:04Z
dc.date.issued 2018-04-10
dc.identifier.issn 1664 1078
dc.identifier.uri http://hdl.handle.net/20.500.11799/98780
dc.description Articulo escrito en colaboración con un investigador de la UNAM SNI II es
dc.description.abstract This study applied a systematic observation strategy to identify coercive behavioral patterns in school environments. The aim was to describe stability and change in the behavioral patterns of children identified as victims of bullying. To this end, the following specific objectives were defined: (1) to identify episodes of bullying based on the frequency of negative behaviors received and power imbalances between bully and victim; (2) to describe stability and behavioral changes in student victims based on their social and academic conduct and the aggression they receive from peers and teachers; and (3) to describe the functional mechanisms responsible for the process of social organization (i.e., the Social Effectiveness, Social Responsiveness, and Social Reciprocity Indexes). The sample consisted of nine children identified as victims, nine classified as bullies, and nine matched controls, all elementary school students from the study developed at the National Autonomous University of Mexico files. A multidimensional/idiographic/follow-up observational design was used. Observational data describes asymmetry between victims and bullies based on microanalyses of the reciprocity of their behavioral exchanges. In addition, the behavioral patterns of victimized children were identified in relation to their academic activity and social relationships with peers. A model of coercive reciprocity accurately describes the asymmetry found among bullies, victims, and controls. A reduction in victimization was found to be related to: (1) responsiveness to the initiation of social interactions by peers and teachers; and (2) the time allocated to academic behavior during the study. es
dc.language.iso eng es
dc.publisher Frontiers in Psychology es
dc.relation.ispartofseries 9;456
dc.rights openAccess es
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0
dc.subject bullying es
dc.subject behavioral patterns es
dc.subject children es
dc.subject victims es
dc.subject.classification HUMANIDADES Y CIENCIAS DE LA CONDUCTA
dc.title Behavioral Patterns of children Involved in bullying episodes es
dc.type Artículo es
dc.provenance Científica es
dc.road Dorada es
dc.organismo Ciencias de la Conducta es
dc.ambito Internacional es
dc.audience students
dc.audience researchers
dc.type.conacyt article
dc.identificator 4


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  • Título
  • Behavioral Patterns of children Involved in bullying episodes
  • Autor
  • SANTOYO VELASCO, CARLOS
  • MENDOZA GONZALEZ, BRENDA
  • Fecha de publicación
  • 2018-04-10
  • Editor
  • Frontiers in Psychology
  • Tipo de documento
  • Artículo
  • Palabras clave
  • bullying
  • behavioral patterns
  • children
  • victims
  • Los documentos depositados en el Repositorio Institucional de la Universidad Autónoma del Estado de México se encuentran a disposición en Acceso Abierto bajo la licencia Creative Commons: Atribución-NoComercial-SinDerivar 4.0 Internacional (CC BY-NC-ND 4.0)

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