Bullying escolar: compreensão evolucionista e intervenção cognitivo-comportamental
Bullying has been widely investigated, but the results of anti-bullying programs are still unsatisfactory. Studies in the evolutionist perspective and different intervention programs have been developed with the purpose of amplifying these results. The present work has proposed to investigate pos...
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Bullying Escola Intervenção cognitivo-comportamental Psicologia evolucionista CNPQ::CIENCIAS BIOLOGICAS |
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Bullying Escola Intervenção cognitivo-comportamental Psicologia evolucionista CNPQ::CIENCIAS BIOLOGICAS Toscano, Giovanna Wanderley Petrucci Bullying escolar: compreensão evolucionista e intervenção cognitivo-comportamental |
| description |
Bullying has been widely investigated, but the results of anti-bullying programs are still
unsatisfactory. Studies in the evolutionist perspective and different intervention programs have
been developed with the purpose of amplifying these results. The present work has proposed to
investigate possible contributions of Evolutionary Psychology to the understanding of school
bullying as well as to develop a program of cognitive-behavioral intervention for its
confrontation among adolescents. Five studies were carried out. The first was a systematic
review of the literature on bullying in Evolutionary Psychology, in which where found nine
empirical studies reviewed by peers in the databases: PsycINFO, PUBMED, Google Scholar,
Index Psi, SciELO, LILACS and PePSIC. The second study performed procedures for
adaptation and validation of the Bullying Participant Behaviors Questionnaire with a sample of
478 Brazilian adolescents. The third study compared indicators of mental health and perception
of school climate among 240 adolescents, categorized in different roles in bullying. The fourth
study evaluated the influence of third parties under different conditions on the cooperation
frequency with a possible bullying victim using an adapted version of the prisoner's dilemma
with 274 students. The fifth study presented the development, application and evaluation of a
cognitive-behavioral intervention to reduce school bullying in 58 participants, using an
evolutionary understanding of the phenomenon. The results showed that Evolutionary
Psychology can broaden the understanding of school bullying by providing information
articulable with the cognitive-behavioral intervention model, favoring the development of
promising anti-bullying programs. |
| author2 |
Yamamoto, Maria Emilia |
| author_facet |
Yamamoto, Maria Emilia Toscano, Giovanna Wanderley Petrucci |
| format |
doctoralThesis |
| author |
Toscano, Giovanna Wanderley Petrucci |
| author_sort |
Toscano, Giovanna Wanderley Petrucci |
| title |
Bullying escolar: compreensão evolucionista e intervenção cognitivo-comportamental |
| title_short |
Bullying escolar: compreensão evolucionista e intervenção cognitivo-comportamental |
| title_full |
Bullying escolar: compreensão evolucionista e intervenção cognitivo-comportamental |
| title_fullStr |
Bullying escolar: compreensão evolucionista e intervenção cognitivo-comportamental |
| title_full_unstemmed |
Bullying escolar: compreensão evolucionista e intervenção cognitivo-comportamental |
| title_sort |
bullying escolar: compreensão evolucionista e intervenção cognitivo-comportamental |
| publisher |
Brasil |
| publishDate |
2019 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/27377 |
| work_keys_str_mv |
AT toscanogiovannawanderleypetrucci bullyingescolarcompreensaoevolucionistaeintervencaocognitivocomportamental |
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1773962368839057408 |
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ri-123456789-273772019-07-28T05:13:28Z Bullying escolar: compreensão evolucionista e intervenção cognitivo-comportamental Toscano, Giovanna Wanderley Petrucci Yamamoto, Maria Emilia Hattori, Wallisen Tadashi Lopes, Fivia de Araújo Pires, Izabel Augusta Hazin Galdino, Melyssa Kellyane Cavalcanti Koller, Silvia Helena Bullying Escola Intervenção cognitivo-comportamental Psicologia evolucionista CNPQ::CIENCIAS BIOLOGICAS Bullying has been widely investigated, but the results of anti-bullying programs are still unsatisfactory. Studies in the evolutionist perspective and different intervention programs have been developed with the purpose of amplifying these results. The present work has proposed to investigate possible contributions of Evolutionary Psychology to the understanding of school bullying as well as to develop a program of cognitive-behavioral intervention for its confrontation among adolescents. Five studies were carried out. The first was a systematic review of the literature on bullying in Evolutionary Psychology, in which where found nine empirical studies reviewed by peers in the databases: PsycINFO, PUBMED, Google Scholar, Index Psi, SciELO, LILACS and PePSIC. The second study performed procedures for adaptation and validation of the Bullying Participant Behaviors Questionnaire with a sample of 478 Brazilian adolescents. The third study compared indicators of mental health and perception of school climate among 240 adolescents, categorized in different roles in bullying. The fourth study evaluated the influence of third parties under different conditions on the cooperation frequency with a possible bullying victim using an adapted version of the prisoner's dilemma with 274 students. The fifth study presented the development, application and evaluation of a cognitive-behavioral intervention to reduce school bullying in 58 participants, using an evolutionary understanding of the phenomenon. The results showed that Evolutionary Psychology can broaden the understanding of school bullying by providing information articulable with the cognitive-behavioral intervention model, favoring the development of promising anti-bullying programs. O bullying vem sendo bastante investigado, porém os resultados dos programas antibullying ainda são insatisfatórios. Estudos na perspectiva evolucionista e diferentes programas de intervenção vêm sendo desenvolvidos com a finalidade de ampliar esses resultados. O presente trabalho se propôs a investigar possíveis contribuições da Psicologia Evolucionista para a compreensão do bullying escolar assim como desenvolver um programa de intervenção cognitivo-comportamental para o seu enfrentamento entre adolescentes. Foram realizados cinco estudos. O primeiro foi uma revisão sistemática da literatura sobre o bullying na Psicologia Evolucionista, em que foram identificados nove estudos empíricos revisados por pares nas bases de dados: PsycINFO, PUBMED, Google Scholar, Index Psi, SciELO, LILACS e PePSIC. O segundo estudo realizou procedimentos de adaptação e de validação do Bullying Participant Behaviors Questionnaire com uma amostra de 478 adolescentes brasileiros. O terceiro estudo comparou indicadores de saúde mental e de percepção do clima escolar entre 240 adolescentes, categorizados em diferentes papéis no bullying. O quarto estudo avaliou a influência de terceiros em diferentes condições sobre a frequência de cooperação para com uma possível vítima de bullying, utilizando uma versão adaptada do dilema do prisioneiro com 274 estudantes. O quinto estudo apresentou o desenvolvimento, a aplicação e a avaliação de uma intervenção cognitivo-comportamental para redução do bullying escolar em 58 participantes, utilizando uma compreensão evolucionista do fenômeno. Os resultados mostraram que a Psicologia Evolucionista pode ampliar a compreensão do bullying escolar, fornecendo informações articuláveis com o modelo de intervenção cognitivo-comportamental, favorecendo o desenvolvimento de programas antibullying promissores. 2019-07-23T21:36:32Z 2019-07-23T21:36:32Z 2019-05-06 doctoralThesis TOSCANO, Giovanna Wanderley Petrucci. Bullying escolar: compreensão evolucionista e intervenção cognitivo-comportamental. 2019. 237f. Tese (Doutorado em Psicobiologia) - Centro de Biociências, Universidade Federal do Rio Grande do Norte, Natal, 2019. https://repositorio.ufrn.br/jspui/handle/123456789/27377 pt_BR Acesso Aberto application/pdf Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM PSICOBIOLOGIA |