Shame, Empathy, Coping and School Safety of the Bystanders in Situations of Bullying

Gildardo B Hernández,Jesús T Quintana,José Angel V Noriega

doi:10.9788/tp2019.2-05

Abstract

Abstract Unjustified aggression is a problem that exists in schools and represents an obstacle for achieving the goals pursued by education. The goal of this article is to explain how shame, empathy, coping style and school safety discriminate between defensive and reinforcing observers in the face of a hypothetical situation of school bullying. 505 students from public, technical and federal secondary schools of the State of Sonora with ages ranging from 12 to 17 years participated in this study. Of this sample 131 were considered defenders and 374 reinforcers. The results show that the recognition of shame, affective empathy, confrontative coping and school safety explain up to 71.4% the differences between the defensive observers and the reinforcers. It is concluded that the variables considered as predictors can differentiate between the types of observers and represent a valuable contribution in the analysis of bullying as a group process.

Highlights

A agressão injustificada é um problema que está presente nas escolas e representa um obstáculo para atingir as finalidades que a educação persegue
The matrix of standardized coefficients and of structure show that of the total of variables included at the beginning, the discriminant analysis has needed to select for its function the greatest contribution to prediction and, with greater discriminating power among the profiles of belonging of the spectators: the recognition of shame (.573), followed by the displacement of shame (-485), revaluative confrontation (.327), affective empathy (.285) and school safety (.279)
Taking into account that the assignment of the subjects to the groups of observers has been made taking into account the degree of similarity to the mean or centroid responses of the discriminant function, which are -.364 for the group of reinforcers and .555 for that of defenders, the negative sign in the displacement of shame can be interpreted as subjects with high scores in this construct would be categorized as reinforcing bullying

Summary

Introduction

A agressão injustificada é um problema que está presente nas escolas e representa um obstáculo para atingir as finalidades que a educação persegue. O objetivo deste artigo é explicar como a vergonha, a empatia, o tipo de enfrentamento e a segurança escolar discriminam entre observadores defensores y. Os resultados mostram que o reconhecimento da vergonha, a empatia afetiva, o enfrentamento revalorativo e a segurança escolar explicam até em 71.4% as diferenças entre os observadores defensores e os reforçadores. Los resultados demuestran que el reconocimiento de la vergüenza, la empatía afectiva, el enfrentamiento revalorativo y la seguridad escolar explican hasta el 71.4% las diferencias entre los observadores defensores y los reforzadores. Se concluye que las variables consideradas como predictoras sirven para diferenciar entre los tipos de observadores y significan un aporte valioso en el análisis del acoso como un proceso grupal.

Objectives

Methods

Results