Keywords
Cyberbullying
School bullying
Agressive Behaviour
Virtual Reality
How to Cite
Abstract
The deficit in social-emotional skills in frustrating situations is one of the factors of aggressive behavior that must be addressed to resolve conflicts and avoid bullying behaviors, for this an intervention program has been developed that seeks to sensitize, develop and promote social-emotional skills that allow to face bullying in social networks, said intervention is worked by means of software with virtual reality technology, which allows to raise various events where the participant has to make decisions which can be passive or aggressive assertive, the choice these decisions are fed back according to expected behavior to prevent cyberbullying. The objective of this study is to report the socio-emotional skills developed after the interaction with the intervention program of 300 adolescents and young high school and high school students from the three city of Baja California, México, who were invited to participate in the study and that they satisfactorily and voluntarily accepted, the battery was applied to them to evaluate the presence of cyberbullying and identify the role of victim or aggressor and the empathy, assertiveness and self-efficacy questionnaire for the management of bullying behaviors. The analysis of the data shows favorable results in the increase of empathy, assertive responses and self-efficacy in the management of bullying behaviors, triggering a decrease in the cyberbullying index.
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