An Experimental Program to Develop Counterfactual Thinking in Bystanders of Relational Aggression at School

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

Relational AggressionExclusion Name calling

Scoff Gossip

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

Quantitative Design

G1 G2 G3 G4 G50

5

10

15

20

25

Population and sample

# st

udents

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

Script example

Student 1009

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

Mixed Design

Mixed Design

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.

Contact InformationPatricia Jaramillo

• Mail [email protected]• Twitter @patjarmar• Facebook Patricia Jaramillo-Académico