El cómic en la formación académica del bullying
Una selección para los/as estudiantes universitarios de educación
DOI:
https://doi.org/10.46661/ccselap-12667Parole chiave:
Bullying, Universidad, Maestros, Comics, InnovaciónAbstract
Uno de los grandes retos que tenemos que enfrentar como sociedad es la prevención del bullying. La victimización entre iguales es un problema para el desarrollo de un entorno escolar sostenible y de calidad educativa (SDG 4: “Quality Education”), con consecuencias perjudiciales para la salud de los menores victimizados que les impide el desarrollo de un adecuado bienestar (SDG 3: “Good Health and Well-being”). El inicio del comportamiento agresivo entre iguales se muestra en los periodos de Educación Infantil y Educación Primaria, donde el papel del maestro es fundamental. Sin embargo, el nivel de formación en futuros maestros en esta temática es aún escaso. De lo que se desprende la importancia de que la universidad deba dar formación al respecto para que los maestros estén capacitados para cuestionar y reflexionar sobre sus propias prácticas desde un pensamiento crítico, tal y como se reconoce en las competencias transversales de los ODS. Estas premisas nos han llevado a seleccionar ocho cómics para la formación en el bullying en estudiantes de magisterio. La lectura de cómics es una herramienta innovadora de la que nos servimos para estimular el debate, realizar análisis de estudios de casos y, con ello, ampliar el conocimiento especializado.
Downloads
Riferimenti bibliografici
Albor-Chadid, L.I. (2019). Comics, medio pedagógico innovador, creativo para la resolución de conflictos escolares. Eirene Estudios de Paz y Conflictos, 2, 55-74.
Amar-Rodríguez, V. (2021). Cyberbullying. An Approach to the Opinion of Primary Education Students. Revista Colombiana de Educación, 1(83), 1-17. https://doi.org/10.17227/rce.num83-10710.
Andruetto, M.T. (2021, 26 de noviembre). La lectura como riesgo y resistencia (ponencia). XXII Congreso Internacional de la Sociedad Española de Didáctica de la Lengua y Literatura.
Batanova, M., Bowers, E.P., Hilliard,L.J., Tirrell, J.M., Stacey,D.C., McClain, A., & Lerner, R.M. (2016). Examining Cross-Age Peer Conversations Relevant to Character: Can a Digital Story About Bullying Promote Students’ Understanding of Humility? Research in Human Development, 13(2), 111-125. https://doi.org/10.1080/15427609.2016.1166014
Bauman, S., & Del Río, A. (2006). Las respuestas de los futuros maestros a los escenarios de intimidación: Comparación de la intimidación física, verbal y relacional. Revista de Psicología Educativa, 98(1), 219-231.
Beran, T. y Li, Q. (2007). The relationship between cyberbullying and school bullying. Journal of Student Wellbeing, 1(2), 15-33.
Blanco, A. (2013). Zu Befehl!: Un viaje al corazón de las tinieblas. Ocnos, 9, 21-52. https://doi.org/10.18239/ocnos_2013.09.02
Boulton, M.J., Hardcastle, K., Down, J., Fowles, J., & Simmonds, J.A. (2014). A comparison of preservice teachers’ responses to cyber versus traditional bullying scenarios: Similarities and differences and implications for practice. Journal of Teacher Education, 65(2), 145-155. https://doi.org/10.1177/0022487113511496
Bruner, J. (1991). The Narrative Construction of Reality. Critical Inquiry, 18, 1-21. http://www.jstor.org/stable/1343711 http://doi.org/10.1086/448619
Burger, C., Strohmeier, D., Spröber, N., Bauman, S., & Rigby, K. (2015). How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies. Teaching and Teacher Education, 51, 191-202. https://doi.org/10.1016/j.tate.2015.07.004
Cabrera, M.C., Larrañaga, E., & Yubero, S. (2020). The role of emotions, moral disengagement and gender in supporting victims of bullying. Education Sciences, 10(12), 365. https://doi.org/10.3390/educsci10120365
Campaert, K., Nocentini, A., & Menesini, E. (2017). The efficacy of teachers’ responses to incidents of bullying and victimization: the mediational role of moral disengagement for bullying. Aggressive Behavior, 43, 483-492. https://doi.org/10.1002/ab.21706
Carter, J. B. (2009). Going grahic. Educational Leadership, 66(6), 68-73.
Cassidy, W., Brown, K.N., & Jackson, M. (2012). Under the radar: Educators and cyberbullying in schools. School Psychology International, 33(5), 520-532. https://doi.org/10.1177/0143034312445245
Cava, M.J., Ayllón, E., & Tomás, I. (2021). Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate. Sustainability, 13(5), 2605. https://doi.org/10.3390/su13052605
Chun, C. (2009). Critical literacies and graphic novels for English-Language Learners: teaching ‘Maus’. Journal of Adolescent and Adult Literacy, 53(2), 144-153.
Craig, W.M., Henderson, K., & Murphy, J.G. (2000). Prospective teachers' attitudes toward bullying and victimization. School Psychology International, 21(1), 5-21. https://doi.org/10.1177%2F0143034300211001
Cuperman, R.C. (2010). Las repuestas lectoras en niños preadolescentes: espejo de la agresión [Reading responses in preadolescent children: mirror of aggression]. Bellaterra Journal of Teaching & Learning Language & Literature, 2(2), 123-137.
Czerwiec, M.K., & Huang, M.N. (2017). Hospice comics: representations of patient and family experience of illness and death in graphic novels. Med. Humanit., 38(2), 95-113. https://doi.org/10.1007/s10912-014-9303-7
De las Heras, M., Yubero, S., Navarro, R., & Larrañaga, E. (2022). The relationship between personal variables and perceived appropriateness of coping strategies against cybervictimisation among pre-teachers. Sustainability, 14, 5575, https://doi.org/10.3390/su14095575
De Luca, L., Nocentini, A., & Menesini, E. (2019). The teacher’s role in preventing bullying. Frontiers in Psychology, 14(10), 1830. https://doi.org/10.3389/fpsyg.2019.01830
Delgado, B., & Escortell, R. (2018). Sex and grade differences in cyberbullying of Spanish students of 5 th and 6 th grade of Primary Education. Anales de Psicología, 34(3), 472-481. https://doi.org/10.6018/analesps.34.3.283871
DePaolis, K., & Williford, A. (2015). The nature and prevalence of cyber victimization among elementary school children. Child & Youth Care Forum, 44, 377-393. doi: 10.1007/s10566-014-9292-8
Domínguez-Hernández, F., Bonell, L., & Martínez-González, A. (2018). A systematic literature review of factors that moderate bystanders’ actions in cyberbullying. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 12(4), https://doi.org/10.5817/CP2018-4-1
Domínguez-Vergara, J., Santa-Cruz-Espinoza, H., Chávez-Ventura, G., & Ybañez-Carranza, J. (2023). The moral disconnection as a mediator between aggressiveness and cyberbullying in schoolchildren. International Journal of Sociology of Education, 12(1), 1-24. http://doi.org/10.17583/rise.10786
Eden, S., Heiman, T., & Olenik-Shemesh, D. (2013). Teachers' perceptions, beliefs and concerns about cyberbullying. British Journal of Educational Technology, 44(6), 1036-1052. http://doi.org/10.1111/j.1467-8535.2012.01363.x
Elche, M., Sánchez-García, S., & Yubero, S. (2019). Lectura, ocio y rendimiento académico en estudiantes universitarios del área socioeducativa. Educación XX1, 22(1), 215-237. https://doi.org/10.5944/educxx1.21548
Ellis, A.A., & Shute, R. (2007). Teacher responses to bullying in relation to moral orientation and seriousness of bullying. British Journal of Educational Psychology, 77(3), 649-663 https://doi.org/10.1348/000709906X163405
Espelage, D., & Swearer, S. (2004). Bullying in American schools: A social-ecological perspective on prevention and intervention. Lawrence Erlbaum.
Evangelio, C., Rodríguez-González, P., Fernández-Río, J., & Gonzalez-Villora, S. (2022). Cyberbullying in elementary and middle school students: A systematic review. Computers & Education, 176, 104356. https://doi.org/10.1016/j.compedu.2021.104356
Ferreira, P.C., Simao, A.M.V., Ferreira, A., Souza, S., & Francisco, S. (2016). Student bystander behavior and cultural issues in cyberbullying: When actions speak louder than words. Computers in Human Behavior, 60, 301-311. https://doi.org/10.1016/j.chb.2016.02.059
Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. Corwin Press.
Fry, D., Fang, X., Elliott, S., Casey, T., Zheng, X., Li, J., Florian, L., & McCluskey, G. (2018). The relationships between violence in childhood and educational outcomes: A global systematic review and meta-analysis. Child Abuse & Neglect, 75, 6-28. https://doi.org/10.1016/j.chiabu.2017.06.021
Gini, G., Albeiro, P., Benelli, B., & Altoé, G. (2007). Does empathy predict adolescents’ bullying and defending behavior? Aggressive Behavior, 33, 467-476. https://doi.org/10.1002/ab.20204
Gini, G., Pozzoli, T., & Hymel, S. (2014). Moral disengagement among children and youth: A meta‐analytic review of links to aggressive behavior. Aggressive Behavior, 40(1), 56-68. https://doi.org/10.1002/ab.21502
Glazer, S. (2015). Graphic medicine: comics turn a critical eye on health care. Hast. Cent. Rep., 45(3), 15-19, https://doi.org/10.1002/hast.445
Goldweber, A., Waasdorp, T.E., & Bradshaw, C.P. (2013). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology, 51(4), 469-485. https://doi.org/10.1007/s10964-012-9843
González-Cabrera, J., Leon-Mejia, A., Beranuy, M., Gutierrez-Ortega, M., Alvarez-Bardon, A., & Machimbarrena, J.M. (2018). Relationship between cyberbullying and health-related quality of life in a sample of children and adolescents. Quality of Life Research, 27, 2609-2618. https://doi.org/10.1007/s11136-018- 1901-9
Güçlü, M., Ünal, P., & Aydin, O. (2023). The effects of psychological resilience, self-efficacy and metacognition on cyberbullying among adolescents. Child and Adolescent Social Work Journal. https://doi.org/10.1007/s10560-023-00946-9
Hombrados, M., Gómez, L., Dominguez, J., García, P., & Castro, M. (2012). Types of social support provided by parents, teachers, and classmates during adolescence. Journal of Community Psychology, 40(6), 645-664. https://doi.org/10.1002/jcop
Huang, C.L., Zhang, S., & Yang, S.C. (2020). How students react to different cyberbullying events: Past experience, judgment, perceived seriousness, helping behavior and the effect of online disinhibition. Computers in Human Behavior 110, 106338. https://doi.org/10.1016/j.chb.2020.106338
Indrayani, T., Namira, N., & Rukmaini, R. (2020). Effectiveness Of Educational Comics On Prevention Of Violence In Elementary School Children Penggilingan 09 Morning East Jakarta 2019. STRADA Jurnal Ilmiah Kesehatan, 9(1), 170-176. https://doi.org/10.30994/sjik.v9i1.278
Jacobs, D. (2007) More than words: comics as a means of teaching multiple literacies. Engl. J., 96(3), 19-25. https://doi.org/10.2307/30047289
Jiménez, L.M., & Meyer, C.K. (2016). First impressions matter: Navigating graphic novels utilizing linguistic, visual, and spatial resources. Journal of Literacy Research, 48(4), 423-447. https://doi.org/10.1177/1086296X16677955
Jiménez, L.M., Roberts, K.L., Brugar, K.A., Meyer, C.K., & Waito, K. (2017). Moving our can(n)ons: Toward an appreciation of multimodal texts in the classroom. The Reading Teacher, 71(3), 363-368. https://doi.org/10.1002/trtr.1630
Junaid, N., Hidayanti, F., & Rafli, M. (2022). Development of 3S Cultural Webtoon Media (Sipakatau, Sipakalebbi, Sipakainge’) as an Effort to Prevent Bullying Among Makassar City High School Students. Jurnal PENA, 10 (1), 103-118
Khanloainen, D., & Semenova, E. (2020). School bullying through graphic vignettes: Developing a new Arts-Based Method to study a sensitive topic. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920922765
Kochenderfer-Ladd, B., & Pelletier, M.E. (2008). Teachers’ views and beliefs about bullying: Influences on classroom management strategies and students’ coping with peer victimization. Journal of School Psychology, 46(4), 431-453. https://doi.org/10.1016/j.jsp.2007.07.005
Kochenderfer-Ladd, B.J., & Wardrop, J.L. (2001). Chronicity and instability of children’s peer victimization experiences as predictors of loneliness and social satisfaction trajectories. Child Development, 72, 134-151. https://doi.org/10.1111/1467-8624.00270
Larrañaga, E. & Yubero, S. (2017). Una experiencia de aprendizaje intergeneracional con alumnos universitarios a través de la novela gráfica. Revista de Humanidades, 32, 161-182. https://doi.org/10.5944/rdh.32.2017.18755
Larrañaga, E., & Yubero, S. (2015). Evaluación de las estrategias metacognitivas de comprensión de textos narrativos. Ocnos, 14, 18-27. http://doi.org/10.18239/ocnos_2015.14.02
Logie, C.H., Okumu,M., Odong-Lukone, S., Loutet, M., McAlpine, A., Latif,M., Berry, I., Kisubi,N., Mwima,S., Kyambadde, P., Neema, S., Small, E., Balyejjusa, S.M., & Musinguzi, J. (2021). Ngutulu Kagwero (agents of change): study design of a participatory comic pilot study on sexual violence prevention and post-rape clinical care with refugee youth in a humanitarian setting in Uganda. Global Health Action, 14(1). https://doi.org/10.1080/16549716.2021.1940763
Machimbarrena, J.M., & Garaigordobil, M. (2018). Prevalence of bullying and cyberbullying in the last stage of Primary Education in the Basque Country. The Spanish Journal of Psychology, 21, e48. http://doi.org/10.1017/sjp.2018.41
Machmutow, K., Perren, S., Sticca, F., & Alsaker, F.D. (2012). Peer victimisation and depressive symptoms: Can specific coping strategies buffer the negative impact of cybervictimisation? Emotional and Behavioural Difficulties, 17(3-4), 403-420. https://doi.org/10/1080/13632752.2012.704310
Maineny, A., Asrawaty, A., & Sakti, P. M. (2023). Prevention of Sexual Violence in Children with Comic Media. Journal of Community Engagement in Health, 6(2), 179-184. https://doi.org/10.30994/jceh.v6i2.500
Mameli, C., Menabò, L., Brighi, A., Menin, D., Culbert, C., Hamilton, J., Scheithauer, H., Smith, P.K., Völlink, T., & Willems, R.A. (2022). Stay Safe and Strong: Characteristics, Roles and Emotions of Student Produced Comics Related to Cyberbullying. Int. J. Environ. Res. Public Health, 19, 8776. https://doi.org/10.3390/ijerph19148776
Mardiyah, S., Ardiani,N.D. & Prastyonhngsih, A.(2023). Effectiveness Comic Media Education in Prevention Violence towards Children. International Journal of Public Health Excellence (IJPHE), 3(1), 233-239. https://doi.org/10.55299/ijphe.v3i1.546
McNicol, S. (2017). The potential of educational comics as a health information medium. Health Information & Libraries Journal, 34 (1), 20-31. https://doi.org/10.1111/hir.1214. Epub 2016 Jun 13
Monks, C.P., Smith, P.K., & Swettenham, J. (2003). Aggressors, victims, and defenders in preschool: Peer, self-, and teacher. Merrill-Palmer Quarterly, 49(4), 453-469.
Mora-Merchán, J.A., Espino, E., & del Rey Alamillo, R. (2021). Desarrollo de estrategias de afrontamiento efectivo para reducir el acoso escolar y su impacto en las víctimas estables. Psicología, Sociedad y Educación, 13(3), 55-66. https://doi.org/10.25115/psye.v13i3.5586
Murti, D. K., Gunarhadi, & Winarno, G. (2020). Development of educational comic with local wisdom to foster morality of elementary school students: A need analysis. International Journal of Educational Methodology, 6(2), 337-343. https://doi.org/10.12973/ijem.6.2.337
Navas, E., & Armendariz, S. (2023). Interactive Application with Motion Comics in the School Bullying Awareness Process. In: A. Mesquita, A. Abreu, J.V. Carvalho, & C.H.P. de Mello (eds) Perspectives and Trends in Education and Technology. Smart Innovation, Systems and Technologies. Springer. https://doi.org/10.1007/978-981-19-6585-2_20
Nixon, C.L., Jairam, D., Davis, S., Linkie, C.A., Chatters, S., & Hodge, J.J. (2020). Effects of students’ grade level, gender, and form of bullying victimization on coping strategy effectiveness. International Journal of Bullying Prevention, 2(3), 190-204. https://doi.org/10.1007/s42380-019-00027-5
Nocentini, A., Zambuto, V., & Menesini, E. (2015). Anti-bullying programs and information and Communication Technologies (ICT): A systematic review. Aggression and Violent Behavior, 23, 52-60. https://doi.org/10.1016/j.avb.2015.05.012
Novick, R.M., & Isaacs, J. (2010). Telling is compelling: The impact of student reports of bullying on teacher intervention. Educational Psychology, 30(3), 283-296. https://doi.org/10.1080/01443410903573123
Oistein, I. (2009). Motivation for reading comprehension. Learning and Individual Differences, 19, 252–256.
Oldenburg, B., Bosman, R., & Veenstra, R. (2016). Are elementary school teachers prepared to tackle bullying? A pilot study. School Psychology International, 37, 64-72. https://doi.org/10.1177%2F0143034315623324
Olweus, D. (1999). Sweden. En P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano y P. Slee (Eds.), The Nature of School Bullying: A cross-national Perspective (pp. 7-27). Routledge.
Olweus, D. (2012). Cyberbullying: An overrated phenomenon? European Journal of Developmental Psychology, 9(5), 520-538.
Poulou, M. (2001). The role of vignettes in the research of emotional and behavioral difficulties. Emotional & Behavioural Difficulties, 6, 50-62. https://doi.org/10.1080/13632750100507655
Rahimi, S. (2019). Using superpowers to stand up against bullying. The Lancet Child & Adolescent. Health, 3(11), 768. https://doi.org/10.1016/S2352-4642(19)30301-3
Reid, S.F., & Moses, L. (2019). Students Become Comic Book Author-Illustrators: Composing With Words and Images in a Fourth-Grade Comics Writers’ Workshop. The Reading Teacher, 73(4), 461-472. https://doi.org/10.1002/trtr.1864
Rina, N., Suminar, J., Damayani, N. & Hafiar, H. (2020). Character Education Based On Digital Comic Media. International Association of Online Engineering. Retrieved January 25, 2024 from https://www.learntechlib.org/p/216555/.
Rodríguez, L., & Huerta, V. (2021). El cómic en el aula: una propuesta didáctica para trabajar la igualdad de género y la xenofobia. E-Sedll, 4, 92-110.
Saarento, S., & Salmivalli, C. (2015). The role of classroom peer ecology and bystanders’ responses in bullying. Child Development Perspectives, 9(4), 201-205. https://doi.org/10.1111/cdep.12140
Sherman, K.J. (2012). Teachers' perceptions of bullying: Hindsight bias in relation to victim responses. University of Rhode Island.
Sidera, F., Serrat, E., & Rostan, C. (2021). Effects of cybervictimization on the mental health of Primary School students. Frontier of Public Health, 9, 588209. https://doi.org/10.3389/fpubh.2021.588209
Smith, P. K. (2015). The nature of cyberbullying and what we can do about it. Journal of Research in Special Educational Needs, 15(3), 1-9.
Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S. y Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385.
Simón, M.J., Fuentes, R.M., Garrido, M., Serrano, M.D., Larrañaga, E., & Yubero, S. (2018). Influence of resilience on health-related quality of life in adolescents. Enfermería Clínica, 28(5), 283-291. https://doi.org/10.1016/j.enfcli.2018.06.003
Squier, S.M. (2015). Graphic medicine in the university. Hastings Center Report, 45(3), 19-22. https://doi.org/10.1002/hast.446
Stauffer, S., Heath, M.A., Coyne, S.M., & Ferrin, S. (2012). High school teachers' perceptions of cyberbullying prevention and intervention strategies. Psychology in the Schools, 49(4), 352-367. https://doi.org/10.1002/pits.21603
Troop-Gordon, W., & Ladd, G. (2015). Teachers' victimization-related beliefs and strategies: Associations with students' aggressive behavior and peer victimization. Journal of Abnormal Child Psychology, 43, 45-60. http://doi.org/10.1007/s10802-013-9840-y
Undheim, A.M., Wallander, J., & Sund, A.M. (2016). Coping strategies and associations with depression among 12- to 15-year-old Norwegian adolescents involved in bullying. The Journal of Nervous and Mental Disease, 204(4), 274-279. https://doi.org/10.1097/NMD.0000000000000474
United Nations (2015). Transforming Our World: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda
Van Cleemput, K., Vandebosch, H., & Pabian, S. (2014). Personal characteristics and contextual factors that determine helping, joining in, and doing nothing when witnessing cyberbullying. Aggressive Behavior, 40(5), 383-396. https://doi.org/10.1002/ab.21534
Vandebosch, H., Poels, K., & Deboutte, G. (2014). Schools and cyberbullying: problem perception, current actions and needs. International Journal of Cyber Society and Education, 7(1), 29-48. https://doi.org/10.7903/ijcse.1149
Veenstra, R., Lindenberg, S., Huitsing, G., Sainio, M., & Salmivalli, C. (2014). The role of teachers in bullying: The relation between antibullying attitudes, efficacy, and efforts to reduce bullying. Journal of Educational Psychology, 106(4), 1135.-1143. http://doi.org/10.1037/a0036110
Vygotski, L.S. (1994). The Vygotski´s reader. Basil Blackwell.
Winarto, U., Khiyarusoleh, Ardiyansyah, A., & Wilujeng, I. (2017). Developing comic-based busapaksa to elementary school students. Advances in Social Science, Education and Humanities Research, 109 309-312. https://doi.org/10.2991/aecon-17.2017.57
Xie, S., Xu, J., & Gao, Y. (2022). Bullying victimization, coping strategies, and depression of children of China. Journal of Interpersonal Violence, 37(1-2), 195-220. https://doi.org/10.1177/0886260520907361
Yoon, J.S., & Kerber, K. (2003). Bullying: Elementary teachers' attitudes and intervention strategies. Research in Education, 69(1), 27-35.
Yubero, S., Larrañaga, E., Sánchez-García, S., & Navarro, R. (2022). Literatura para la prevención del bullying en las primeras etapas de la educación escolar. Ocnos, 21(2), https://doi.org/10.18239/ocnos_2022.21.2.3133
Downloads
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2025 Elisa Larrañaga, Noelia Ibarra, Josep Ballester, Santiago Yubero
TQuesto lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
Questa licenza consente a terzi di condividere (copiare e ridistribuire il materiale in qualsiasi mezzo o formato) e adattare (remixare, trasformare e creare dal materiale per qualsiasi scopo, anche commerciale), a condizione che sia riconosciuta la paternità e la prima pubblicazione in questa rivista (La Rivista, DOI del lavoro), che sia fornito un link alla licenza e che sia indicato se sono state apportate modifiche al lavoro.
