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Victimización Sexual Infantil
Por favor, considere que el presente curso es introductorio. Ha sido diseñado para profesores de primaria y educación inicial que se encuentren trabajando con niños y niñas de entre 3 y 12 años y no hayan tenido formación en violencia contra la infancia. Si quiere obtener información sobre cursos más especializados o avanzados para otro tipo de profesionales, contextos o estudiantes, por favor, visite la sección de recursos adicionales propuesta al final del curso.
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Maltrato Físico Y Emocional
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Acoso Escolar En El Aula
- Introducción
- El caso
- ¿Qué es la victimización por pares?
- Cibervictimización
- Otras Formas De Bullying
- Prevalencia Del Acoso Escolar
- Efectos De la Victimización Por Pares
- Señales de alarma
- ¿Qué Hacer Cuando Identificamos Que Se Está Produciendo Un Acoso Escolar?
- Prevención De La Victimización Por Iguales
- Resumen
- Evaluación
- Referencias
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Resiliencia
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Recursos Adicionales
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Certificado
Referencias
Casper, D. M., & Card, N. A. (2017). Overt and relational victimization: A meta‐analytic review of their overlap and associations with social–psychological adjustment. Child Development, 88, 466-483.
Espelage, D. L. (2015). Preventing youth violence and bullying through social-emotional school-based prevention programmes and frameworks (pp.155-160). In P.D. Donnelly, C.L. Ward (Eds.), Oxford textbook of violence prevention: Epidemiology, evidence, and policy. Oxford: Oxford University Press.
Gini, G., Card, N. A., & Pozzoli, T. (2018). A meta-analysis of the differential relations of traditional and cyber-victimization with internalizing problems. Aggressive Behavior, 44, 185-198. Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: a meta-analysis. Pediatrics, 132(4), 720-729.
Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying surveillance among youth: Uniform definitions for public health and recommended data elements, Version 1.0. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and U.S. Department of Education.
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4), 1073-1137.
Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55(5), 602-611.
Olweus, D. (1994). Bullying at school: Basic facts and an effective intervention programme. Promotion & Education, 1(4), 27-31.
Olweus, D. (2012). Comments on cyberbullying article: A rejoinder. European Journal of Developmental Psychology, 9(5), 559-568.
Reijntjes, A. H. A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse & Neglect, 34, 244-252.
Slee, P. T. (2016). School bullying: Teachers helping students cope. CIUDAD: Routledge.
Smith, P. K. (2020). Making an impact on school bullying: Interventions and recommendations. CIUDAD: Routledge.
Smith, P. K., & Sharp, S. (1994). School bullying: Insights and perspectives. London: Routledge.
Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry and Allied Disciplines, 49, 376-385.
United Nations Educational, Scientific, and Cultural Organization (2019). Behind the numbers: Ending school violence and bullying. Paris: UNESCO.
United Nations General Assembly (1959). Publicity to be given to the Declaration of the Rights of the Child, Draft resolution. Archives of the United Nations General Assembly [AUNGA], Geneva, A_4249 Report of C-3, Annex 2.