Bullying na escola e a virtude da autocompaixão : psicoeducação com adolescentes

Abstract

The main objective of the research was to investigate the Self-Compassion as a protective factor of the behaviors of bullying in a public education system in Porto Velho, Rondônia, the sample consisted in students between 12 and 16 years old. A quantitative, exploratory, longitudinal, intraparticipant research was organized into two sections: a theoretical and an empirical. In the theoretical section, study I, we present a systematic review to investigate the types of interventions used with adolescents in school bullying. The results indicate that there are three categories of intervention strategies: 1) intervention strategies - mediated by teachers and school staff, by outsider professionals and by students. It was concluded that the first two categories show strategies with good evidence of efficacy, but that student-mediated interventions do not. In the empirical section, Study II, we investigate the relationship between bullying factors and sociodemographic variables, analyzing the effects of time / group interaction after psychoeducational intervention. 421 adolescents answered the sociodemographic questionnaire and the Bullying Behavior Scale (BBS) at school. After six months, three psychoeducational intervention meetings were developed focusing on bullying behaviors (1st and 2nd Encounters) and focusing on self-compassion (3rd Encounter) for intervention and control groups. In these groups, adolescents reflected on the consequences of bullying and the importance of overcoming self-compassion. Two months after the intervention, ECB was reapplied to compare pre and post psychoeducational bullying scores. The results indicate that the intervention had an effect on time / group interaction in three of the four bullying factors: cyberbullying (F (1, 219) = 8.10, p = 0.005); relational bullying (F (1, 214) = 8.54, p = 0.004); physical bullying (F (1, 215) = 7.14, p = 0.008) in the intervention group. In the fourth factor, verbal bullying, the effect of the interaction time / group was not observed (F (1, 217) = 3.30, p = 0.070), only reduction tendency in the intervention group. There was no effect on age and gender. Comparison of the means of sociodemographic variables resulted in a significant difference between the groups, indicating greater use of beverages t (198.36) = -2.974, p = 0.003 and knowledge of drug sales locations t (296) = 0.448, p = 0.654 in the intervention group. In continuation to the empirical section, Study III aimed to investigate bullying narratives and the expression of self-compassion as a possible coping strategy in adolescents. The data collected in writing at the 3rd Psychoeducational meeting were categorized based on the Bardin Content Analysis. The instructions provided for the preparation of the statements based on the organization of four categories: 1) bullying experiences; 2) reasons for bullying; 3) consequences of bullying; 4) coping strategies and self-compassionate expressions. The results suggest that 61.7% of adolescents witnessed bullying behaviors. Physical attributes were perceived as the main reason for bullying. Negative feelings and psychosomatic symptoms were reported consequences. The adolescents reported forms of self-compassion as a coping resource, before the intervention. The implications of these findings and the use of psychoeducational interventions on bullying and self-compassion are discussed. The main contribution of this research is to present an intervention proposal for bullying, which can be conducted in the school environment and with evidence of reduction of these behaviors. In this sense, it fills a gap of studies focused on secondary prevention, serving as a model for other practices aimed at primary prevention.