La Música Hip-Hop como Recurso Preventivo del Acoso EscolarAnálisis de 10 Canciones de Hip-Hop en Español sobre Bullying

  1. del Moral Arroyo, Gonzalo 1
  2. Suárez Relinque, Cristian 1
  3. Moreno Ruiz, David 1
  4. Musitu Ochoa, Gonzalo 1
  1. 1 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

Revista:
Qualitative Research in Education

ISSN: 2014-6418

Año de publicación: 2014

Título del ejemplar: February

Volumen: 3

Número: 1

Páginas: 1-29

Tipo: Artículo

DOI: 10.4471/QRE.2014.34 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Qualitative Research in Education

Objetivos de desarrollo sostenible

Resumen

The objectives of this study are, firstly, know the point of view about bullying provided by Spanish hip-hop songs in order to systematize their contributions to use them as an educational resource, and secondly, to create a list of Spanish hip-hop songs about bullying in order to use as preventive tools in working with children and adolescents. We propose a qualitative design, analyzing the content of the lyrics following the steps of the General Theory Inductive and complemented with quantitative analysis of the displays of videos of these songs on Youtube. It is concluded that the selected Spanish hip-hop songs improve empathic processes with the victim because of revealing their processes of thinking and feelings and encourage among the witnesses the defender role, connoting positively the values ​​involved in taking it.

Referencias bibliográficas

  • Alsaker, F.D. y Olweus, D. (1992). Parental relationships, peer relationships, and the development of depressive tendencies in adolescence. Comunicación presentada en el biennial meeting de la Society for Research on Adolescence,Washington D.C.
  • Boulton, M. J., Trueman, L., y Flemington, J. (2002). Associations between secondary school student's definitions of bullying, attitudes towards bullying, and tendencies to engage in bullying: Age and sex differences. Educational Studies, 28(4), 353–370.
  • Buelga, S., Cava, M.J. y Musitu, G. (2012). Reputación social, ajuste psicosocial y victimización entre adolescentes en el contexto escolar. Anales de Psicología, 28(1), 180-187.
  • Cenizo, M., del Moral, G. y Varo, R. (2011). El teatro como medio de sensibilización contra la violencia de género en la adolescencia (estudio exploratorio sobre el uso de la obra de teatro "Ante el espejo" como herramienta de prevención y sensibilización). Stichomythia: Revista De Teatro Español Contemporáneo, 11, 255-267.
  • Creswell, J. W. y Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-131.
  • Del Barrio, C., Martín, E., Montero, I., Gutiérrez, H., y Fernández, I. (2003). La realidad del maltrato entre iguales en los centros de secundaria españoles. Infancia y Aprendizaje, 26, 25-47.
  • Del Moral, G., Suárez, C. y Musitu, G. (2013). El bullying en los centros educativos: Propuestas de intervención de adolescentes, profesorado y padres. Apuntes de Psicología (aceptado el 19 de Febrero de 2013).
  • Fouce, J.G. y Fossoul, M. (2007 ). Drogas, música y prevención. Consultado en http://www.ieanet.com/index.php?op=InfoOpinionyidOpinion=224
  • Hawkins, D. L., Pepler, D. J. y Craig, W. M. (2001). Naturalistic observations of peer intervention in bullying. Social Development, 10, 512–527.
  • Jones, L., Doces, M., Swearer, S.y Collier, A. (2012). Implementing Bullying Prevention Programs in Schools: A How-To Guide. En D. Boyd y J. Palfrey (Eds.), The kinder y Braver World Project: Research Series. Berkman Center Research Publication. Disponible en http://cyber.law.harvard.edu/publications/2012/kbw_implementing_bullying_prevention_programs_in_schools
  • Juvonen, J., y Galván, A. (2008). Peer influence in involuntary social groups: Lessons from research on bullying. En M. J. Prinstein y K. A. Dodge (Eds.), Understanding peer influence in children and adolescents (pp. 225–244). New York: Guilford Press.
  • Kaltiala-Heino, R.; Rimpelä, M.; Marttunen, M.; Rimpelä, A. y Rantanen, P. (1999). Bullying, depression, and suicidal ideation in Finnish adolescents: school survey. BMJ, 319(7206), 348–351.
  • Kärnä, A., Salmivalli, C., Poskiparta, E., y Voeten, M. J. M. (2008). Do bystanders influence the frequency of bullying in a classroom? The XIth EARA conference, Turin, Italy.
  • Kaukiainen, A., Björkqvist, K., Lagerspetz, K., Österman, K., Salmivalli, C., Rothberg, S., y Ahlbom, A. (1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behavior, 25, 81-89.
  • Mynard, H. y Joseph, S. (1997): Bully/Victim Problem and their association with Eysenck`s personality dimensions in 8 to 13 years olds. British Journal of Educational Psychology, 67(1), 51-54.
  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell Publ.
  • O'Moore, A. M. (1995), Bullying Behaviour in Children and Adolescents in Ireland. Children y Society, 9, 54–72.
  • Ortega, R., Del Rey, R. y Fernández, I. (2003). Working together to prevent school violence: The Spanish response. En P. K. Smith (ed.), Violence in Schools: The Response in Europe, (pp.132-152). London: Routledge Falmer.
  • Rigby, K., y Johnson, B. (2006). Expressed readiness of Australian schoolchildren to act as bystanders in support of children who are being bullied. Educational Psychology, 26, 425–440.
  • Sainio, M., Veenstra, R., Huitsing, G., y Salmivalli, C. (2011). Victims and their defenders: A dyadic approach. International Journal of Behavioral Development, 35, 144-151
  • Salmivalli, C. (2010). Bullying and the peer group: a review. Aggression and Violent Behaviour 15, 112–120
  • Salmivalli, C., y Peets, K. (2009). Bullies, victims, and bully-victim relationships in middle childhood and early adolescence. En K.H.Rubin, W.M.Bukowski, y B. Laursen (Eds.), Handbook of Peer Interactions, Relationships and Groups (pp. 322-340). NY: Guilford.
  • Salmivalli, C., Lappalainen, M., y Lagerspetz, K. (1998). Stability and change of behaviour in connection with bullying in schools: A two-year follow-up. Aggressive Behavior, 24, 205–218.
  • Smith, P.K., Bowers, L., Binney, V. y Cowie, H. (1993). Relationships of children involved in bully/victim problems at school. En S. Duck (Ed.), Learning about relationships, understanding relationship processes Series, (pp. 184-212). Londres: Sage Publications.
  • Suárez, C., del Moral, G. y González, M.T. (2013). Consejos prácticos para escribir un artículo cualitativo publicable en Psicología. Psychosocial Intervention, 22,71-79.
  • Sutton, J., Smith, P. K. y Swettenham, J. (1999a). Bullying and “theory of mind”: A critique of the “social skills deficit” view of anti-social behaviour. Social Development, 8(1), 117-134.
  • Thomas, D.R. (2003). A general inductive approach for qualitative data analysis. School of Population Health, University of Auckland. Recuperado de http://www.health.auckland.ac.nz/hrmas/resources/qualdatanalysis.html#Purposes
  • Ttofi, M. M. y Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27-56.
  • Ttofi, M.M. y Farrington, D. P. (2008) Bullying: short-term and long-term effects, and the importance of defiance theory in explanation and prevention. Victims and Offenders, 3 (2), 289-312.
  • Vaillancourt, T. y Hymel, S. (2006). Aggression, social status and the moderating role of sex and peer-valued characteristics. Aggressive Behavior, 32, 396-408.
  • Vreeman, R.C. y Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics and Adolescent Medicine, 161, 78-88.
Fuente de los datos: Dialnet