Search

The phenomenon of cyberbullying is a psychosocial problem that generates a negative physical, psychological and social impact on both cyber-aggressors and cyber-victims. Our study aimed to describe the presence of cyberbullying in the dimensions of cyberaggression and cybervictimization among 79 students of the eighth year of Higher Basic Education, from the Panama Basic Education School in the city of Cuenca. A quantitative methodology was used, with a descriptive scope, making use of the measurement instrument of the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale, which allows identifying the incidence and manifestations of cyberbullying, cyber-aggression and cyber-victimization. There was evidence of 16.5% of students who were victims of cyberbullying, 15.2% of cyberaggressors and 8.9% of victimized cyber-aggressors. In cybervictimization, the main manifestations were denigration, cyber persecution and exclusion; in addition, electronic insults, impersonation and unveiling were less frequent; however, there was no evidence of cyberbullying by delegation. In cyber-aggression, the main manifestations were exclusion, electronic insults, denigration and cyber-persecution. In conclusion, it can be evidenced that there is a minimally higher number of cybervictims compared to cyberaggressors, with characteristic manifestations of each dimension.

Street sexual harassment (CSA) is a social problem that affects all women. CSA can be described as any behavior, gesture or expression of a sexual nature that occurs in public spaces without the consent of the victim. In this context, the current study aims to describe the frequency of CSA present in female students of the Faculty of Psychology of the University of Cuenca in the period 2023-2024, according to sociodemographic variables, from a perspective that includes the different dimensions in which it is manifested and the predominant behaviors of CSA, in addition to describing CSA based on the use of public space by female students. This study has a quantitative methodology, descriptive scope and cross-sectional design. We worked with a sample of 138 female students. For data collection, we used the Questionnaire of Sexual Harassment on Public Roads by Gonzalez et al. (2019), with three dimensions: Verbal and Gestural Harassment; Indirect Harassment; and Physical/Invasive Harassment; accompanied by a sociodemographic card. Regarding the results, it was found that the total population studied experienced CSA, with a high level of frequency. Verbal/Gestural Harassment, and behaviors such as whistling, sounds and morbid looks, were the most common form of ASC experienced by the students. Finally, it was concluded that students who walk longer distances experience a higher incidence of CSA and it is evident that the prevalence of harassment is related to geographic and mobility factors.

Intimate partner violence is a public health phenomenon that largely affects young adult couples with or without a formal relationship, generating physical, psychological or sexual harm against the person with whom an intimate bond is maintained. Partner violence is a little studied topic in the population of adolescents and young adults in the Ecuadorian context, which is why this research aims to determine the incidence of partner violence and its constituent abuse domains, in eighth cycle students of psychology at the University of Cuenca. The study has a quantitative approach, with a non-experimental design, cross-sectional and descriptive scope; the study population consisted of 79 eighth-cycle undergraduate psychology students. The CUVINO dating violence questionnaire was used, which evaluates the violence suffered within couple relationships. The results showed that the domain most frequently involved in partner violence was detachment, at a slight level, present in 50.6% of the study group, followed by the domain of coercion at a slight level, with 44.3%. The domain with the lowest incidence was physical violence, with a slight level, in 3.8% of the total number of participants. It is concluded that intimate partner violence was present at a mild level within the constituent abuse domains in the population studied.

The global health emergency forced the governments of a large number of countries to close their educational establishments and opt for virtual education as a method to prevent the spread of the virus and prevent contagion. This caused the sudden use of virtual tools by students and teachers, which led to certain limitations in the teaching-learning process due to the sudden implementation of the virtual modality. It is important to know how virtual education was perceived by students, therefore, this research has as a general objective to describe the perceptions of high school students regarding the learning process in virtual mode in the Unidad Educativa Hermano Miguel La Salle, and how specific objectives, identify the perceptions of the students based on the dimensions of Marzano and analyze the assessment of resources and working conditions that they had. The research has a qualitative approach and a non-experimental cross-sectional design, in which a semi-structured interview based on the Marzano dimensions was used as an information collection tool aimed at 12 students who have been referred to DECE for low academic performance during the virtual modality. For the analysis of information, an analysis matrix was chosen that demonstrates the variables, central variables and theorizing. The results reflect a mostly unfavorable perception about the learning processes in virtual mode in the five dimensions that Marzano postulates and that make up this construct, in addition, the work environment presents an ambivalence between favorable and unfavorable, reasons why this modality of education should implement improvements in the methodology to obtain more optimal results in the teaching-learning process.

The phenomenon of bullying has been a problem within the world education system that harms the integral development of children and adolescents, having repercussions on victims and aggressors that can range from criminal behavior, emotional problems such as depression and low self-esteem, even suicide. This study aims to understand the phenomenon of bullying or bullying from the perspective of institutional inspectors, with the objective of making visible how their perception is in cases of bullying within the Unidad Educativa Particular Católica de Cuenca school. An approach was made to the knowledge they have about this phenomenon, as well as the cognitive and emotional components that build the perception of bullying. Semi-structured interviews were conducted with the study group made up of six inspectors from the educational institution, the information was analyzed in a categorical matrix. The results indicate that the inspectors' perception of bullying is built intuitively and based on experience, having more impact than technical education on bullying, demonstrating a high capacity to respond to and solve bullying situations that are presented within the institution.

The present of this research is to specify the most used coping strategies in school victims of the José Tomás Rendón Solano and Manuel Guerrero educational schools, located in the rural area of El Valle, taking into account sociodemographic variables, visualizing bullying and cyberbullying as main part of mental health in the development of each individual. The study corresponding to a quantitative investigation, with descriptive scope, the sampling type was non-probabilistic by quotas of 35 students for the Tomás Rendón Solano Educational Unit and 25 for the Manuel Guerrero Educational Unit, aged between 9 and 11 years, distributed in 35 men and 25 women. The instruments used were the sociodemographic sheet, the scale of the European Bullying Intervention Project Questionnaire (EBIPQ), the European Cyberbullying Intervention Project Questionnaire (ECIPQ) that allows identifying bullying and cyberbullying, and the Brief scale COPE that allows identifying the coping tools. The results showed that the coping strategies most used by school victims of bullying were the use of emotional support, active coping, religion and self-distraction or mental distance. This research work allows us to conclude the use of Coping strategies against the same modality of Bullying and Cyberbullying, modification based on the sociodemographic variable such as: sex, age, year of Basic General Education, socio-economic level and Educational Unit

Gender violence, which affects both men and women has acquired many ways, with symbolic violence being one of the most significant but the least addressed in studies in Ecuador. On the other hand, social networks are increasingly present in people's lives and it is a space where gender violence can exist. The objective of this research is to describe the university students’ perception about gender violence in social networks. Therefore, a qualitative approach was used with an exploratory study and a cross-sectional design in which a semi-structured interview was applied to nine students belonging to the Female Associations of the University of Cuenca. The results of the investigation showed that social networks are perceived to have contents that reflect an asymmetrical position in how men and women are represented, concluding that, social networks have contents that reinforce gender roles and stereotypes explicitly and implicitly. Also finding that symbolic violence is generally accepted and shared because its content is perceived as fun, harmless and associated with humor

The present investigation is descriptive quantitative of cross section, whose purpose was to characterize the socio demographic, familiar and personal risk factors associated to the Sexting in students of 10 year of Basic General Education and 1º and 2º high school of two Educational Units of the city of Cuenca, since it is a topic of vital importance for students, parents, teachers and the entire educational community. The Questionnaire "Risk Factors Associated with Sexting" validated by Agustina & Gómez (2016) was applied to 259 students of both sexes of the 10th year of Basic General Education and of the 1st and 2nd Unified General Baccalaureate. The results show that: 67.2% of the students had ever practiced Sexting, the situation that was most presented was reception, followed by sending and sharing provocative messages or videos. Around 39.4% of the adolescents said they had no control over the navigation content, 35.9% had control and the remaining 24.7% had suspicions about their parents' control. With regard to beliefs, adolescents describe the practice of Sexting as dangerous, however they are aware that their friends and they perform it; they also believe that the main reason why both girls and boys practice sexting is to maintain the attention of the opposite sex and to like the boys / as; they also qualified the Sexting activity as dangerous, followed by stupid and immoral; and the most punctuated rating to the person practicing Sexting was immature.

The family social climate is characterized by the relationships that occur between the members of the family, as well as the structure that forms it, and these relationships can be replicated in other social contexts such as education; that is why, the purpose of this research was to characterize the perception of adolescent victims of bullying in relation to the family environment in which they live. The present study is non-experimental, with a quantitative approach, in which 121 students from an urban fiscal educational institution of the city of Cuenca participated; the instruments used were the sociodemographic record, the EBIPQ questionnaire with language adaptation, which allowed identifying the adolescents victims of bullying and the Family Social Climate Scale (FES) that made it possible to evaluate and describe interpersonal relationships, among family members, the aspects of personal development that have greater importance in it and its basic structure. It was possible to identify 28.9% of school bullying, with 68.6% of women and 31.4% of male victims; adolescents victims of bullying, perceived their interpersonal relationships and stability as deficit, while their personal development valued it as bad. By way of conclusion, the family social climate of victims of school bullying according to their perception is deficient in most of its dimensions, which made it possible to demonstrate a possible association between the family climate in relation to the behavior presented by students victims of bullying.

This study investigated the number of adolescent victims of bullying and the impact of this psychosocial phenomenon on students' self-esteem. A non-probabilistic, non-experimental sampling with a quantitative approach was used. The sample consisted of 197 students, aged between 15 and 18 years of a single educational institution corresponding to the rural area of the canton Cuenca. Two scales were used: firstly, the European Bullying Intervention Project Questionnaire (EBIP-Q) (14 items) in the adapted version by Ordóñez, Mora & Pacheco (2016), which allowed the identification of victims and aggressors; Secondly, the Rosenberg Self-Esteem Scale in the adapted version by Atienza, Moreno & Balaguer (2000) was used, which assesses self-esteem in three levels (high, medium and low), which contains affirmations about self-confidence and personal devaluation. The analysis was carried out using descriptive statistics with measures of central tendency, with a link to sociodemographic variables such as: academic level, sex and age. The results of the research indicated that the general self-esteem of the students is positive regardless of whether or not they are victims of bullying.

The present investigation is of descriptive quantitative type of transversal cut, whose objective was to characterize the sexting and cyberbullying in adolescents of 15 to 18 years of Unified General Baccalaureate of two educational institutions of the city of Loja. Two scale instruments were applied to measure the sexting variable, the Sexting Behavior Scale (ECS) was applied, and the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale was applied to measure the cyberbullying variable. We worked with a sample of 341 adolescents of both sexes, the results showed that 73.3% of the students had practiced sexting and 43.7% cyberbullying. The cell phone and Facebook were the technological resource and social network most used by adolescents to perform such behaviors, the active disposition towards sexting was of an emotional and relational type. The existence of a statistically significant relationship between the variables sex and cyberbullying, age and cyberbullying and intense and repeated harassment with social networks was also determined. From which we conclude in this research, that sexting and cyberbullying are present behaviors in adolescence as a way of relating among peers.

This research´s main objective was to identify attitudes toward sexuality on young students from first, second and third year of high school from Unidad Educativa "La Salle" - Sede Azogues, which are related to the prevalence of risk behaviors such as sexting phenomenon. This work was, methodologically, quantitative. With this basis, a descriptive and transversal study was designed. The universe included 144 high school students, from which 58 surveys were applied according to statistical procedure. The survey included closed type questions matching specific variables. It was concluded that there is a tendency, equally among men and women, to develop sexting dynamics using electronic devices; it was also identified that the most commonly developed action consists on sharing seductive text messages using a cell phone (22 %), which is, also, the most frequently used device among teenagers with an incidence of 37 %. Computers were also diagnosed as highly used devices for this purpose. This consideration lead to contemplate student´s integrity and privacy risk as a real fact.

This research is quantitative cross section with a descriptive scope, whose purpose was to know the profile of multiple intelligences in children on the initial level 2 in a given time. It is an observational study based on perceptions by teachers on the level of development of multiple intelligences in children 4 to 5 years. the instrument called "Scale of observation of multiple intelligences" This is an adaptation to the test to evaluate multiple intelligences Author Alfonso Paredes was used, this instrument appreciates the perception of Multiple Intelligences students Initial included age 4 and 5 years, for which an adaptation as a result of their respective pilot was performed. The study was carried out with 39 children of the Initial Level 2 educational institutions belonging to two "A" and "B" located in the parish of Baños. The results revealed that the 7 types of studied intelligence have a high development, the kind of intelligence with higher level of development was the "interpersonal" followed by the "kinesthetic" while musical intelligence was that lower level presented.

The present descriptive research with a quantitative approach, which purpose is to characterize the causes and consequences of scholar harassment unified general Bachelorette. In order to accomplish this aim, two tools were applied; a survey about intimidation and abuse between pairs in Basic Educational Institutes in Cuenca city, it is valued by Shephard, Ordoñez and Rodríguez (2012). This first survey allowed to identify victims from scholar harassment in institutes. It has been taken the frequency and repetition criteria. The second one is a survey about abuse among partners. It consists of the victim’s profile. It was adopted from the original survey of Fernandez and Ortega, by Ordoñez (2014). The aim of making parameters that allow to visualize the boy’s psychological profile who is a harassment victim in schools, from a total of 137 students, 122 participated which were conformed as it follows. First, second and third level of bachelorette which is divided in: First BGU has 21 males which is equivalent to the 17% and 23 females which is equivalent to the 19%. The second BGU has 25 males which is equivalent to the 20% and 16 females which is equivalent to the 13% and the third BGU has 19 males which is equivalent to the 16% and 18 women which is equivalent to the 15% registered in the first period 2016 – 2017, whose ages were between 15 and 19 years old with an average of 17.

This study is qualitative, with a descriptive level, its purpose is to describe and understand the emotional states of children whose parents are in the process of separation. We applied two instruments: a) a semi-structured interview applied to six parents, which was validated by a pilot test and an academic couple, and b) the projective test of drawing the human figure by Koppitz applied to eight children, that they receiving psychological care at the Institute of Criminology, Forensic and Family Psychosocial Intervention, at the University of Cuenca, instruments that allowed to know the emotional states, emotions, symptoms and emotional indicators of children investigated. The results showed that the predominant emotional state in those children is the anxious, followed by angry and stressed out; there is the presence of emotions like anxiety, anger, besides sadness and these are evident in children with symptoms such as nervousness, difficulty concentrating, anger, aggression, tantrums, and this all hinder proper development them in children´s affective area giving rise to difficulties in their learning and in their relationships

The present quantitative and qualitative study, to exploratory level, peer bullying at Carlos Terán Zenteno the boys and girls school, rural parish, located in Cumbe Cuenca city, Azuay conducted with 12 teachers and 311 students, can describe the situation of bullying among peers with their respective types and manifestations represented in actual percentages and interpreted according to the theoretical foundations exposed by different authors in the first part of the investigation. The instruments used were Rosario Ortega´s survey for children, called Cuestionario sobre Intimidación y Maltrato entre pares en Instituciones Educativas de Educación Básica de la Cuidad de Cuenca and guía de entrevista semi-estructurada sobre "Acoso Escolar o Bullying" dirigida a Profesores, the same which identified 6.4% of bullying in the educational institution, characterized by the presence of direct verbal harassment, whose manifestation was the nickname (20.1%) and physical (12.9%), usually acompanied by kicking, shoving and hitting.

This research is exploratory - descriptive, its purpose is to know what are the psychological consequences of bullying on victims, for which instrument used a questionnaire , which was applied to the study group consisting of 37 children and adolescents aged 6 to 14 years, of an educational unit of the urban area of the city of Cuenca, identified as victims of bullying ; after making the research process could be seen that there is a greater presence of interpersonal psychological consequences compared to the intrapersonal ; and of these , the highest incidence are: the loss of the ability to make friends , lack of confidence and the desire for revenge. The consequences contained in the theoretical part of the investigation, only apathy is not presented in the study group.

The current research work has adopted a quali-quantitative approach, taking an exploratory-descriptive level. It has as its purpose to validate psychoeducational strategies that make possible the development of social skills, foster values, emotionally alphabetize and establish rules and regulations that favor good school co-existence, allowing the teacher the effective approach to the phenomenon of bullying in the classroom and other areas from the institution. The proposal of training had as theoretical basis to Olweus (2007) and Ortega and Del Rey(2007). The tools used to assess pretest were: “Questionnaire for teachers about the initial state of school life," "Questionnaire for teachers about the conflict and interpersonal violence," and a semi-structured interview that allowed determining the knowledge of teachers about bullying and kinds of intervention. In the posttest evaluation (the process of training teachers was conducted for a period of three months in learning and use of psychoeducational strategies) applying the “Questionnaire for teachers about the progress of school life,” "Questionnaire for teachers about interpersonal conflict and violence” and a record of anecdotal observation. The study group involved 23 teachers, 14 women and 9 men on ages between 22 and 60 years from morning section. After the training process, it was found that there does not exist a significant variations before and after the intervention, however there is evidenced that the teachers began a sensitization and awareness progress about bullying.

The school harassment (Bullying) is considered as a reiterative phenomenon whose object is damaged at the victim. This harassment has produced between pairs evidencing a symmetry of power, intentionality and persistency in the time, whose consequence are low esteem, academic underachievement, afraid to start alone in the classroom, make believed illness for won´t go to school and so on. The school harassment may be direct or indirect. Direct school harassment can appreciate through kicks, punches, insults, shouting, pinching, shoving, hair pulled, unwanted sexual harassment; while the indirect is through conducts as ignore at other people social exclude, property damage, theft and cyber bulling. The school harassment as such is a psychosocial phenomenon pluricausal complex that includes the microsystem, at the mesosystem and macro system. In front of complex reality arise our interest of study this phenomenon at the level of high school students keeping as investigation propose and identify the types and manifestation more frequencies of scholar harassment between bachelor students, directly linked to the variables of sex and age.

This quantitative and qualitative research at an exploratory and descriptive level, has the purpose of describing the family structure of the child victim of bullying and the relationship between parents-child. Three different surveys were applied: the Questionnaire on bullying and peer abuse in educational institutions of Basic Education of the city of Cuenca, validated by Shephard, Ordóñez y Rodríguez (2012). The surveys were applied to 510 students from second to seventh grade in a public co-ed school in the city of Cuenca. This survey permitted us to identify the percentage of children victims of bullying; the Questionnaire on peer abuse: victim profile,was adapted from the original survey or questionnaire of Fernandez and Ortega, by Ordóñez (2014). This questionnaire allowed us to identify the psychosocial profile of the child victim. There was also one semi-structured interview called The family structure of the child victim and perpetrator of bullying, developed by Ordóñez and Mazón (2014), done to 20 parents of child victims identified, which allowed us to describe the family structure of the child victim at the level of parental subsystem. The results show 9.6% of child victims of bullying and 25.1% of potential victims. The child victim shows isolation, dysthymia, avoidance, anxiety, somatization, denial and some underachievement. In terms of structure in the parental subsystem it is proven: boundaries, hierarchies and flexible rules, rigid borders. The descriptive role and the affective function focus on the mother.

The bullying, also known as school harassment, is harassment that occurs intentionally a student for a period of time, this creating unequal relations between pairs. Bullying can be direct or indirect demonstrations to physical, verbal, material, sexual, psychological, emotional, social, cyber, racial and homophobic damage. This phenomenon has many causes, linked to family, school and social context, where the spaces are presented in the classroom and playground at recess and moments in the classroom when a teacher is not present. Currently this school phenomenon has become the focus of several investigations due to its large negative impact on society, is why this research quantitative qualitative descriptive exploratory scope, was used to demonstrate the main manifestations, spaces and moments in which this phenomenon occurs. Being the type of direct verbal harassment through the manifestation of the nickname was presented with a higher level of incidence in the courtyard space during recess time.

Thisresearchworkis qualitative, quantitative descriptive exploratory level to. We worked with a stratified sample of nineteen students in the sixth year of basic education, the instruments used were two works by Prieto and Ballester (2003) (based onGomisSelva, 2007) and a test of Multiple Intelligences of Howard Gardner adapted by Professor Angela Rosa Hernandez and readapted by Luis Carpio, who evaluate the degree of development of Multiple Intelligences. The Central goal that guides this research was to assess the type and level of development of Multiple Intelligences at sixth year students of basic education, on the basis of the theoretical framework by Howard Gardner of Multiple Intelligences, as well as contributions from otherauthors. For Gardner (2006) Intelligence is "the ability to solve problems or create products that are valued in one or more cultural settings." What characteristic of his theory is to recognize the existence of eight different and independent intelligences, which can interact and reciprocally. These are musical, kinesthetic, linguistic, logical-mathematical, spatial, interpersonal, intrapersonal, and naturalistic. In theresultsit is evident that the higher intelligences in the study group are: the Intrapersonal jurisdiction, logical-mathematical, naturalistic, while those who had a lower level were the musical and interpersonal.

Bullying is a phenomenon of unjustified interpersonal violence exercised against a person or group having peers and victimization effects on the recipient; it is basically an abuse of power among equals. This phenomenon had led us to the present research-both bibliographic and related topics with this problem at the level of definition, field-leading players develop: victim, perpetrator and bystander; consequences, types, events, places and times where it is generated. Based on this conceptual framework we developed and executed a plan aimed at training teachers in the development of children's social, emotional, attitudinal and behavioral skills that would assist in the prevention of bullying. Once the training plan applied it will be validated by an initial and final diagnostic evaluation.

The term bullying comes from the English word "bully" meaning aggressor, so the bullying or harassment is not an inconsequential action or casual but intentional negative, and victims are placed in positions that are difficult to get out on their own, since it appears in a systematic manner and for a period of time. This term is used to describe the various types of unwanted behaviors such as physical, verbal and psychological, the latter being the subject of our research interest. Although no visual scarring psychological abuse can make the life of the child victim, in recent years as research has seen this as a way to resolve conflicts between equals, so that Harris (2003) notes that "psychological harassment destabilizing the victim begins to get progressively lose confidence in themselves and in others, it is unable to react to new situations that submit ", this attitude of helplessness is used by the child offender to submit to the victim and thus to dominate, getting their isolation. Psychological abuse is based on intentional behavior, executed from a position of power and aimed at belittling the child and to fulfill its objective which is to produce psychic damage, destroy self-confidence and reduce the child victim.

Thisbibliographicresearchfocuses onthe various factorsthat contribute tobullyinginpreschool, its characters,events, causes and consequences.Bullying canbegin infamiliar contextsandextended toschools.It is clear thatbullyinginchildrenmanifests assilentandinconspicuous. The theoretical foundationofthis monographis based onauthors such asOlweus,Ortega, Sullivan, and others towhom theaggressionis present from themoment thechildcomes in contact withthefamily and social environment, andnot solely onschools.PreschoolHarassmentisunwanted behaviorthat causesphysical and emotional harmto child victims,this is manifestedthrough the rejectionof the group and theverbal and physicalaggressionfrom the bully. We are interestedin knowing whatis the relationship betweenself-esteem andbullying,since abullied childsuffersdamagetheir self-esteem,generatinginthe victim insecurity, devaluationanda false imageof themselves.

The bullying belongs to the English language to bully that means to intimidate, to harass. Therefore, the school pursuit is a behavior that doesn't have justification because an abuse of power, the strongest takes place it dominates to the weakest, developing an interpersonal relationship of imbalance of force, the same one that repeats an and another time, whose end is to harm. The bullying integrates three main characters: aggressor, victim and spectator. At the moment the educators, psychologists and in investigating general of different disciplines they are very concerned because the consequences that it causes the bullying as much for the aggressor as for the victim are alarming and very harmful. The bullying is a phenomenon multicausal, generated starting from individual, family, cultural and school factors. The bullying can be direct or indirect, being able to show in a physical, systematic, psychological, emotional, social, sexual way, cybernetics, racial and verbal, being this last one the objective of my study, centered in analyzing the manifestations of the verbal aggression among adolescents school. Since the verbal pursuit, takes place when the pursuer uses in a malicious way the word to cause anguish to other and in that way to feel powerful.In the development of my investigative work it will be evidenced: the main manifestations, spaces, moments and consequences of the verbal aggression in the victim.