Background

After the family, school is the most important system of interpersonal relationships and socialization for children. Acceptance or rejection in the peer group, as well as relationships with the models of authority represented by teachers and parents, have profound consequences on children's subsequent emotional and social development, depending on whether relationships are based on respect or violence. Achieving a safe school environment is a challenge and a need for children's adequate psychosocial development.

Objective

The objective of this research is to analyze the effectiveness of an intervention program to improve school coexistence in Primary Education, based on its effects on the perception of the frequency of antisocial and prosocial behaviors among peers.

Participants and settings

The subjects of the study were 256 Primary Education children aged between 9 and 12 years (145 in the experimental group and 111 in the control group).

Methods

This study used a quasi-experimental design with control group. All participants completed a protocol that included sociodemographic data, cohabitation issues, five self-administered questionnaires, and a question on sincerity in the pretest and posttest phases. The intervention with the experimental group consisted of a module of eight face-to-face sessions and a peer mediation module throughout the entire academic year.

Results

The results show a change in the trend of perceived violence. The groups, initially different (A higher rate of antisocial behaviors in the experimental group), were similar after the decrease in the intervention group’s antisocial behavior indicators. The initially similar indicators of prosocial behavior varied, increasing significantly in the experimental group.

Conclusions

These findings support the need to incorporate into primary education awareness and reflection on the concept of violence, as well as the habit of alternative reactions to violent behavior, through social dialogue procedures and peaceful conflict resolution.

中文翻译：

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“依靠我”计划改善小学教育中的学校共存

背景

在家庭之后，学校是孩子最重要的人际关系和社会化系统。同伴群体的接受或拒绝，以及与教师和家长所代表的权威模式的关系，对儿童随后的情感和社会发展产生深远的影响，这取决于关系是基于尊重还是暴力。实现安全的学校环境是一项挑战，也是儿童充分心理社会发展的需要。

客观的

本研究的目的是根据干预计划对同龄人反社会和亲社会行为频率感知的影响，分析改善小学教育中学校共存的干预计划的有效性。

参与者和设置

研究对象为 256 名 9 至 12 岁的小学教育儿童（实验组 145 名，对照组 111 名）。

方法

本研究采用了具有对照组的准实验设计。所有参与者都完成了一个协议，其中包括社会人口数据、同居问题、五份自我管理的问卷以及一个关于前测和后测阶段的诚意问题。对实验组的干预包括贯穿整个学年的八次面对面会议模块和同伴调解模块。

结果

结果显示感知暴力的趋势发生了变化。最初不同的组（实验组的反社会行为率更高），在干预组的反社会行为指标下降后相似。最初相似的亲社会行为指标各不相同，在实验组中显着增加。

结论

这些调查结果支持需要通过社会对话程序和和平解决冲突将暴力概念的意识和反思以及对暴力行为的替代反应的习惯纳入初级教育。