An Experimental Program to Develop Counterfactual Thinking in Bystanders of Relational Aggression at School
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An Experimental Program to Develop Counterfactual
Thinking in Bystanders of Relational Aggression at
SchoolPatricia Jaramillo
Pontificia Universidad Católica de Chile
Mayo de 2015
Content1.Research problem2.Implementation context3.Research design
– 3.1. Quantitative design– 3.2. Qualitative design– 3.3. Mixed methods design
1. Research problem
• No emotional and cognitive skills to properly resolve conflicts (Delpino, 2009; Potocnjak et al., 2011)
•Low skill levels in national tests on citizenship (SABER Pensamiento ciudadano - 2014, SABER Convivencia -2012)
• Impact on learning and development (Plata et al., 2012; Del Río et al., 2010; Kärnä et al., 2011; Olweus, 1994; WHO, 2002; Von Dessauer et al., 2011; Chaux, 2012, DANE, 2011)
Participants in Aggressions
The bullying circle (Olweous, 2001)
• Interventions usually focus on • Aggressor or victim• Bullying
Experimental Program • Preventive program• Preadolescents • Bystanders• Digital comics• Reflection on emotions• Counterfactual skills• Relational aggressions
Research Questions• What are the changes in the counterfactual skills to generate alternatives for solving relational aggression in preadolescents nominated as bystanders?
• How the presence of ICT influences these changes?
• How the interaction with a character in the story influences these changes?
2. Implementation Context
• Bogotá, Colombia• Public School• Low SES status• Ethnic minorities, cognitive deficit, displaced, demobilized and reintegrated children from armed groups
• Single-parent
families
– 5º grade students– 35 average per course– 9-14 years old (average 10,65)
– 46 girls and 56 boys
Unintentional conditions
3. Research Design• Quantitative Design
– Experimental Study• Qualitative Design
– Multiple Case Study• Mixed Design
– Timing – Purpose of the integration
3.1. Quantitative Design
• Experiment• Two variables manipulated: ICT and interaction
• Random assignment of groupsGroup ICT use Interact
ionScript
X1 x x xX2 x xX3 x xX4 xX5
3.2. Qualitative Design
• Multiple case study (5 cases per group)
• Case: Participants nominated as bystanders by peers
• For each case: resolution alternatives raised and its evolution over time are analyzed
• Data: scripts, comics, interactions
Interaction exampleStudent 1017
Bystander: You think there was any aggression towards Carmelo?Student: Yes, because he was not allowed to play and they (aggressors) have to learn to shareBystander: What emotions did because it was not allowed play?Student: Sadness, pain and felt abandoned
Comic examplesStudent 2028
Ending 1
Victim: by badAggressor: NoEnding 2
Aggressor: sorry, you forgive me?Victim: Well, I forgive you
Victim: what are we going to play?Aggressor: I do not know
3.3. Mixed design
Pre-test
Experimental Conditions
Post-test
• The complexity of the design does not fit any taxonomy
• Timing and Interface points (Guest, 2013)
Quantitative Qualitative Quantitative
Mixed Design
Pre-test
Experimental Condition• Script+ ICT+interaction
• Script+ICT• Script+interaction
• Script• Control
Post-test
Interface pointsMoments
Nomination PRE
Statistics
Pre-test
List of bystande
rs(80)
Data
Phases
Results
Treatment Post-test
ACT NOR ACC
Nomination post
ACTNORACC
InteractionsScriptsComics
Statistics
Frequency counts
FOCUS list(20)
Discourse
analysis
Statistics
Statistics
Bystanders
Nominated
Bystanders self-reported
Changes in resolutions
of bystanders
Changes in
nominations of
bystanders
Changes self-
reported by
bystanders
References• Chaux, E. (2012). Educacion, convivencia y agresion escolar. Bogotá: Taurus, Santillana.• Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks,. CA: Sage.
• Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
• Del Río, J., Sádaba, C., & Bringué, X. (2010). Menores y redes ¿sociales?: de la amistad al cyberbullying. Revista de Estudios de Juventud(88), 115-129.
• Delpino, M. A. (2009). Conflictos en la adolescencia. Los protagonistas toman la palabra (pp. 43). España: Liga Española de la Educación y la Cultura Popular. Ministerio de Sanidad, Política Social e Igualdad.
• Maxwell, J. A. (2005). Qualitative Research Design: An Interactive Approach. Thousand Oaks, CA: Sage Publications • Kärnä, A., Voeten, M., Little, T., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A Large-Scale Evaluation of the KiVa Antibullying Program: Grades 4–6. Child Development, 82(1), 311-330.
• Olweus, D. (1994). Annotation: bullying at School: basic facts and effects of a school based intervention program. Journal of Child Psuchology 35(7).
• Plata, C., Riveros, M., & Moreno, J. (2012). Autoestima y empatía en adolescentes observadores, agresores y víctimas del bullying en un colegio del municipio de Chía. [Empatía; autoestima; bullying]. Psychologia: avances de la disciplina, 4(2), 99-112.
• Potocnjak, M., Berger, C., & Tomicic, T. (2011). Una Aproximación Relacional a la Violencia Escolar Entre Pares en Adolescentes Chilenos: Perspectiva Adolescente de los Factores Intervinientes. Psykhe (Santiago), 20, 39-52.
• Varela, J., & Tijmes, C. (2007). Convivencia escolar. F. Werth (Ed.) Recopilacion de experiencias nacionales. (pp. 42). Retrieved from http://www.pazciudadana.cl/docs/pub_20090611110403.pdf
• Von Dessauer, B., Ortiz, P., Hinostroza, T., Bataszew, A., Velásquez, A., Correa, M., . . . Mulet, A. (2011). Intento de Suicidio Vía Ingesta de Fármacos en Niños. Revista chilena de pediatría, 82, 42-48.
• WHO. (2002). World report on violence and health, summary. Geneva: World Health Organization.
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