EDUCATIONAL UNIT

“ AMERINST”

"Analysis of Bullying at the Instituto Americano among

Senior Class Students: Causes, Manifestations, and
Preventive Strategies"

STUDENT : :Erika nahomi Huanca Calle

TEACHER : Lucy Revilla
COURSE : 6to “D”

LA PAZ –BOLIVIA
2024
INTRODUCTION
 DEDICATION

To my parents, whose unconditional love and constant support have been my

greatest motivation. Thank you for believing in me and for teaching me the
value of effort.

GRATITUDE

I sincerely appreciate your guidance and support during the completion of this
project. Your knowledge and patience have been instrumental in achieving this
result, Professor Lucy..
INDEX
 INTRODUCTION

At the Instituto Americano, like many other educational institutions, bullying

represents a growing concern, as it can affect the school dynamics and the
quality of life of students.

The importance of addressing this issue lies not only in identifying cases of
harassment but also in implementing preventive measures that promote
respect, empathy, and inclusion among students. Bullying is a problem that
affects many students, and the Instituto Americano is no exception. Concern
arises due to the negative impact bullying has on victims, aggressors, and
witnesses. This phenomenon generates psychological, emotional, and
academic consequences that can profoundly mark the lives of young people.

At the Instituto Americano, it has been observed that interactions among

students can sometimes lead to school harassment, affecting not only the
classroom dynamics but also the overall well-being of the student community.
The need to address the issue of bullying from an institutional perspective
arises from the urgency to prevent this behavior, foster a respectful
environment, and ensure that all students have a safe space for their academic
and personal development.

The purpose of this monograph is to analyze and understand the phenomenon

of bullying at the Instituto Americano, identifying its causes, consequences, and
possible solutions.

The objective is to provide a resource that not only describes the problem but
also serves as a guide for implementing preventive and corrective strategies in
the school.

This work aims to raise awareness among the educational community about
the importance of taking concrete actions to prevent bullying and provide
students with tools to resolve conflicts peacefully. Furthermore, it seeks to
promote an inclusive and respectful school environment where diversity is
valued and all forms of violence are rejected.
 I. PROBLEM STATEMENT

The problem of bullying at the Instituto Americano is based on the presence of

aggressive and repeated behaviors among students, aimed at dominating,
humiliating, or harming other classmates, both physically and emotionally. Why
does bullying occur? It often happens due to social, emotional, and familial
factors. In many cases, bullies seek to assert their power or control over others,
motivated by self-esteem issues, the need for social acceptance, or having
been victims of violence in other contexts. How does bullying manifest? It can
take various forms: physical aggression (hitting, pushing), verbal aggression
(insults, mockery, threats), psychological harassment (exclusion, rumors), and
cyberbullying (using social media to harass or humiliate). Who is involved? The
main participants are the bullies, the victims, and the bystanders. Bullies are
usually students who exercise power over others, while the victims are students
who lack the ability to defend themselves. Bystanders play an important role, as
their intervention or indifference can either perpetuate or stop the bullying.
When does bullying occur? It can happen at any time during the school day, but
it is more common during recess, at the beginning or end of the school day, or
in areas with less supervision, such as hallways or bathrooms. Moreover, with
the rise of social media, bullying can extend beyond school hours, affecting
victims even outside the school environment.
 II. OBJECTIVE

2.1 GENERAL OBJECTIVE

To analyze the phenomenon of bullying at the Instituto Americano, identifying its

causes, manifestations, and consequences, in order to propose strategies that
allow for the prevention and combat of school harassment, promoting an
environment of respect, inclusion, and safety for all students.

2.2 SPECIFIC OBJECTIVES

1. To identify the main causes of bullying at the Instituto Americano, considering

social, emotional, and familial factors that contribute to its occurrence.

2. To describe the ways in which bullying manifests in the school, including

physical, verbal, psychological, and cyberbullying, in order to better understand
its impact on students' lives.

3. To propose preventive and corrective strategies that can be implemented by

the school to reduce cases of bullying and foster a safe and respectful school
environment.
DEVELOPMENT
 III. JUSTIFICATION

School bullying has become a global problem that transcends cultural and
socioeconomic boundaries. Despite the efforts made to combat it, this problem
persists and continues to have a significant impact on the lives of millions of
students around the world. This research is justified by the urgent need to
understand in depth the causes, consequences and possible solutions to this
complex phenomenon.

The relevance of this research lies in:

The impact on mental health: Bullying is associated with a wide range of mental
health problems in victims, such as anxiety, depression, low self-esteem and, in
extreme cases, suicidal ideation. These long-term consequences can
significantly affect their quality of life and personal development.

Deterioration in academic performance: Students who are victims of bullying

often experience difficulty concentrating, poor academic performance and, in
some cases, dropping out of school. These consequences have a negative
impact not only on their academic future, but also on their job opportunities.

Creating a negative school climate: Bullying creates a hostile and violent school
environment that affects the entire educational community. Witnesses of
bullying may experience stress, fear, and guilt, which can also affect their
emotional and academic well-being.

The need for effective interventions: Despite numerous initiatives to prevent and
combat bullying, there are still major challenges. This research seeks to
contribute to the development of more effective intervention programs based on
scientific evidence.

The lack of specific research: Although there are numerous studies on bullying,
more research is still needed that addresses the particularities of different
cultural, social, and school contexts.
 IV. THEORETICAL FRAMEWORK

4.1. Definition and Conceptualization of Bullying

Bullying as a system: Bullying is not just an interaction between two individuals,

but a complex system that involves various actors (victims, aggressors,
witnesses, accomplices, teachers, parents) and contextual factors (school
climate, social norms).

Cyberbullying: Explore the growing problem of cyberbullying, its particular

characteristics and its impact on victims.

Indirect bullying: Analyze more subtle forms of bullying, such as social

exclusion, spreading rumors and damage to reputation.

4.2 Causes of School Bullying

Psychological factors:

Frustration-aggression theory: Explore how frustration can trigger aggressive

behavior in bullies.

Social learning theory: Analyze how children learn aggressive behavior through
observation and imitation.

Attribution theory: Studying how the causal attributions of aggressors and

victims influence their perceptions and behaviors.

Family factors:

Authoritarian or permissive parenting styles.

Domestic violence.

Difficulties in family relationships.

Sociocultural factors:

Gender stereotypes and gender roles.

Discrimination and prejudice.

Influence of the media and popular culture.

4.3. Consequences of School Bullying

Long-term consequences:

Post-traumatic stress disorders.

Difficulties in work relationships.

Physical health problems (headaches, sleep disorders).

Consequences for witnesses:

Feelings of guilt, fear and anxiety.

Greater likelihood of developing aggressive behaviors.

Difficulties in making decisions in situations of injustice.

Consequences for the school:

Deterioration of the school climate.

Loss of trust in the institution.

Increased costs associated with victim care.

4.4 Explanatory Theoretical Models

Ecological model: Analyze how bullying occurs at multiple levels (individual,

interpersonal, school, community) and how these levels interact with each
other.

Social interaction model: Explore how social interactions between students and
the school context influence the emergence and maintenance of bullying.

4.5. Bullying Prevention and Intervention

School-based programs:
Social skills training programs for victims and aggressors.

Peer mediation programs.

Mentoring programs between students of different ages.

Community-based programs:

Collaboration between schools, families, and community organizations.

Awareness and awareness campaigns about bullying.

Multifactorial approach: The importance of addressing bullying from a

multifactorial perspective, considering individual, family, school, and social
factors.

4.6 New Perspectives

Bullying and mental health: Explore the relationship between bullying and
mental health disorders such as depression, anxiety and conduct disorders.

Bullying and diversity: Analyze how bullying manifests differently in minority

groups (LGBTQ+, students with disabilities, students from minority ethnic
backgrounds).

Bullying and social media: Study the impact of social media on bullying and how
digital technologies can be used to both perpetuate and prevent bullying.

4.7 Additional Considerations

Gender perspective: Analyze how gender influences bullying experiences, both

for victims and aggressors.

Intercultural perspective: Explore cultural differences in the manifestation and

understanding of bullying.

Ethics in research: Consider the ethical aspects of research on bullying, such as

the protection of participants and respect for their privacy. By delving deeper
into each of these points, you will be able to build a solid and complete
theoretical framework for your research on school bullying.
 V. RESEARCH METHOD AND TECHNIQUE

5.1. Quantitative Approach

Objective: To quantify the prevalence of bullying, identify risk factors, and

evaluate the effectiveness of intervention programs.

Techniques:

Surveys: To administer questionnaires to students, teachers, and parents to

collect data on the frequency, types, and consequences of bullying.

Statistical analysis: To use statistical software to analyze the data and establish
relationships between variables.

Systematic observation: To observe the behavior of students in the school

environment to identify bullying situations.

5.2. Qualitative Approach

Objective: To gain an in-depth understanding of the experiences of victims,

aggressors, and witnesses, as well as the social dynamics underlying bullying.

Techniques:

Interviews: To conduct in-depth interviews with students, teachers, parents, and

other relevant actors to obtain detailed information about their perceptions and
experiences.

Focus groups: To organize discussion groups to explore specific topics related

to bullying and to encourage interaction among participants.

Content analysis: Analyze documents (diaries, letters, text messages) to identify

recurring themes and patterns of behavior.

5.3. Mixed approach

Objective: Combine quantitative and qualitative approaches to gain a more

complete view of the bullying phenomenon.
Techniques:

Triangulation: Use multiple data collection methods to verify the validity of

results.

Case studies: Conduct detailed individual or group case studies to explore in

depth the dynamics of bullying in specific contexts.

Selecting Methodology and Techniques

5.4 The choice of research methodology and techniques will depend on:

Research questions: What do you want to know about bullying?

Study objectives: Do you want to quantify, describe, or understand the

phenomenon?

Available resources: How much time, money, and staff do you have?

Study context: What type of school will you be conducting the research in?

5.5 Example of a combination of methods:

Survey: To find out the prevalence of bullying in a school and identify the most
common types.

In-depth interviews: With victims and bullies to understand their experiences

and motivations.

Document analysis: To examine school policies and prevention programs.

Ethical Considerations

Informed consent: Obtain consent from participants (students, parents,

teachers) before collecting data.

Confidentiality: Ensure the confidentiality of the information obtained and protect

the identity of participants.
Protection of participants: Take measures to prevent emotional harm to
participants during the research process.

5.6 Additional Recommendations:

Collaboration with the school: Establish a good relationship with the school to
obtain the necessary support and ensure the participation of students and staff.

Training of researchers: Researchers should receive training in qualitative and

quantitative research techniques, as well as research ethics.

Data analysis: Use specialized software to analyze the data and draw
meaningful conclusions.

5.7 Sample research question and methodology:

Question: How do high school students perceive cyberbullying and what

strategies do they use to deal with it?

Methodology: Survey of high school students to quantify the prevalence of

cyberbullying and in-depth interviews with a group of students to explore their
experiences and coping strategies.
 VI. CONCLUSIONS

School bullying is a complex and multifactorial phenomenon that affects millions

of students around the world. Through this research, we have explored the
various dimensions of this problem, from its causes and consequences to
prevention and intervention strategies.

Main findings:

Prevalence: Bullying remains a persistent problem in schools, despite the

efforts made to combat it.

Diversity of manifestations: Bullying manifests itself in various forms, from

physical harassment to cyberbullying, and can have a significant impact on the
mental health and well-being of victims.

Risk factors: Individual, family, school and social factors play a crucial role in
the emergence and perpetuation of bullying.

Long-term consequences: The consequences of bullying can be devastating

and last a lifetime, affecting interpersonal relationships, academic performance
and the mental health of victims.

Effectiveness of interventions: Although there are effective prevention and

intervention programs, further research is required to develop more
personalized strategies adapted to the needs of each school context.

Implications and recommendations:

Multidisciplinary approach: It is essential to address bullying from a

multidisciplinary perspective, involving educators, psychologists, social workers
and other professionals.

Early prevention: Prevention should begin at an early age, promoting values

such as respect, empathy and tolerance.
Positive school climate: Creating a positive and safe school climate is essential
to prevent bullying and foster healthy relationships between students.

Teacher training: Teachers should be trained to identify, prevent and address

bullying situations.

Family involvement: Collaboration between school and families is essential to

prevent and address bullying.

Ongoing research: More research is needed to better understand the causes

and consequences of bullying, as well as to evaluate the effectiveness of
different interventions.

Future Perspectives:

Bullying and diversity: It is necessary to explore how bullying affects minority

groups and how social identities (gender, race, sexual orientation) influence
victimization experiences.

Bullying and technology: The rise of digital technologies has given rise to
cyberbullying, which requires the development of new prevention and
intervention strategies.

Bullying and mental health: It is essential to investigate the relationship between

bullying and mental health disorders, as well as to develop specific intervention
programs for victims.

In conclusion, school bullying is a complex problem that requires a

comprehensive and multifaceted response. By better understanding the causes
and consequences of bullying, we can develop more effective prevention and
intervention programs and create safer and healthier school environments for all
students.

Additional aspects you may consider including:

The role of witnesses: The importance of witnesses in preventing and
addressing bullying.

The impact of bullying on academic performance: The relationship between

bullying and poor academic performance.

The role of the media: The influence of the media on the perception and
representation of bullying.

The importance of evaluation: The need to evaluate the effectiveness of

prevention and intervention programs.
 VII. RECOMMENDATIONS AND SUGGESTIONS

In the school environment:

• Create a positive school climate: Encourage empathy, respect, and inclusion

from an early age.

• Train staff: Offer ongoing training to teachers, administrative staff, and support
staff to identify, prevent, and intervene in cases of bullying.

• Establish clear protocols: Develop protocols for dealing with cases of bullying,
ensuring a quick and effective response.

• Promote prevention programs: Implement evidence-based programs that

address the causes of bullying and promote social and emotional skills.

• Encourage student participation: Involve students in creating a safe and

respectful school environment, through student councils or peer mediation
programs.

In the family environment:

• Open communication: Encourage open and honest communication with

children about their experiences at school.

• Model positive behaviors: Be a role model, showing respect, empathy, and

tolerance in family relationships.

• Building self-esteem: Helping children develop healthy self-esteem and self-

belief.

• Seeking professional support: If necessary, seek help from mental health

professionals to address emotional or behavioral issues.

In the community:

• Collaboration between institutions: Foster collaboration between schools,

families, community organizations, and government entities to address the
problem comprehensively.
• Awareness-raising: Conduct awareness-raising campaigns to raise awareness
in society about the consequences of bullying and the importance of preventing
it.

• Legislation: Promote laws and policies that protect victims of bullying and
establish sanctions for bullies.

Specific strategies:

• Social skills training programs: Teach students skills such as conflict

resolution, assertive communication, and empathy.

• Peer mediation: Train students to act as mediators in minor conflicts.

• Mentoring programs: Pair students of different ages to foster positive

relationships and provide emotional support.

• Use of technology: Use information and communication technologies to

promote education about bullying and facilitate reporting.

Additional recommendations:

• Ongoing evaluation: Evaluate the effectiveness of interventions and adjust

them as necessary.

• Individualized approach: Adapt interventions to the specific needs of each

student and school context.

• Empowerment of victims: Provide support and empowerment to victims so that

they can defend their rights and overcome traumatic experiences.

It is important to remember that preventing and combating bullying is a task that

requires a joint effort from the entire educational community. By working
together, we can create safer and healthier school environments for all
students.
CONCLUSION
 VIII. BIBLIOGRAPHY

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ANNEXES