Prevención e intervención del acoso escolar a través del Teatro Aplicado: una revisión narrativa

Díaz Velásquez, Diego Mauricio

dc.contributor.advisor	Gómez Pedraza, Mauricio Alexander
dc.contributor.author	Díaz Velásquez, Diego Mauricio
dc.date.accessioned	2023-09-04T16:56:21Z
dc.date.available	2023-09-04T16:56:21Z
dc.date.issued	2023-08-14
dc.identifier.uri	http://hdl.handle.net/10818/56716
dc.description	53 páginas	es_CO
dc.description.abstract	Dado que el acoso escolar [AE] es un problema en crecimiento, con afectaciones desde lo individual hasta lo global, es necesario revisar el impacto de metodologías alternativas que puedan contribuir a su reducción. El objetivo de esta revisión narrativa es establecer una base teórica y metodológica para la prevención e intervención del AE a través del Teatro Aplicado [TA]. Para ello, se realizaron búsquedas en ocho bases de datos aplicando criterios de inclusión y exclusión basados en el tipo de estudio, documento, población (estudiantes escolarizados), idioma y coherencia con los objetivos de la investigación. Los resultados permitieron seleccionar 15 artículos, en donde se observa la no comparabilidad entre objetivos, metodología, muestra y estrategias de medición. Dificultades al integrar modelos sistémicos e individuales y la falta de distinción entre el AE y otros fenómenos similares, como el conflicto. Así mismo, se identifica una amplia variedad de definiciones del TA, que dificulta la integración teórica y metodológica en relación al AE. Se espera que esta revisión contribuya a la síntesis, precisión y relación conceptual entre el AE y el TA, para realizar estudios comparativos, mejor evaluación de los efectos y propiciar futuras revisiones sistemáticas.	es_CO
dc.format	application/pdf	es_CO
dc.language.iso	spa	es_CO
dc.publisher	Universidad de La Sabana	es_CO
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject.other	Acoso escolar
dc.subject.other	Bullying
dc.subject.other	Intervención
dc.title	Prevención e intervención del acoso escolar a través del Teatro Aplicado: una revisión narrativa	es_CO
dc.type	bachelor thesis	es_CO
dc.type.hasVersion	publishedVersion	es_CO
dc.rights.accessRights	restrictedAccess	es_CO
dc.subject.armarc	Educación
dc.subject.armarc	Prevención y control
dcterms.references	Agley, J., Jayawardene, W., Jun, M., Agley, D. L., Gassman, R., Sussman, S., ... & Dickinson, S. L. (2020). Effects of the ACT OUT! Social Issue Theater program on social-emotional competence and bullying in youth and adolescents: Protocol for a cluster randomized controlled trial. JMIR Research Protocols, 9(4), e17900. https://doi.org/10.1007/s42380-019-00057-z
dcterms.references	Alencastro, L. C. D. S., Silva, J. L. D., Komatsu, A. V., Bernardino, F. B. S., Mello, F. C. M. D., & Silva, M. A. I. (2020). Theater of the Oppressed and bullying: nursing performance in school adolescent health. Revista Brasileira de Enfermagem, 73. https://doi.org/10.1590/0034-7167-2017-0910
dcterms.references	Andrade, J. A., Betancourt, N., Plitt, M. I., Vanegas, L. P., & Durán, J. (2021). Acoso escolar: una aproximación a su estudio académico. IES CINOC.
dcterms.references	Arik, S., & Yilmaz, M. (2020). The effect of constructivist learning approach and active learning on environmental education: a meta-analysis study. International Electronic Journal of Environmental Education, 10(2), 44–84. https://files.eric.ed.gov/fulltext/EJ1239355.pdf
dcterms.references	Arksey, H., & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616.
dcterms.references	Armstrong, C. R., Frydman, J. S., & Rowe, C. (2019a). A snapshot of empirical drama therapy research: Conducting a general review of the literature. GMS Journal of Arts Therapies, 1, 1–19. https://www.egms.de/static/pdf/journals/jat/2019- 1/jat000002.pdf
dcterms.references	Armstrong, C.R., Frydman, J.S., & Wood, S.M. (2019b). Prominent themes in drama therapy effectiveness research. Drama Therapy Review, 5(2), 173–216. https://doi.org/10.1386/dtr_00002_1
dcterms.references	Arseneault, L. (2017), The long-term impact of bullying victimization on mental health. World Psychiatry, 16, 27–28. https://doi.org/10.1002/wps.20399
dcterms.references	Azúa, E., Rojas, P., & Ruiz, S. (2020). Acoso escolar (bullying) como factor de riesgo de depresión y suicidio. Revista Chilena de Pediatría, 91(3), 1–7. https://doi.org/10.32641/rchped.v91i3.1230
dcterms.references	Ball, D. (2012). Dramatherapy with children who have been bullied: Anne Bannister award 2010. Dramatherapy, 34, 35–46. https://doi.org/10.1080/02630672.2012.674813
dcterms.references	Belliveau, G., & Lea, G. W. (2011). Based theatre in education. In S. Schonmann (Ed.) Key concepts in theatre/drama education (pp. 333–338). Brill.
dcterms.references	Beck, J. L., Belliveau, G., Lea, G. W., & Wager, A. (2011). Delineating a Spectrum of Research-Based Theatre. Qualitative Inquiry, 17(8), 687–700. https://doi.org/10.1177/1077800411415498
dcterms.references	Benítez P., & Abad, J. (2018). ¡Mucha mierda! Manual de Teatro Foro como herramienta para la prevención de la violencia con enfoque sistémico (1.ª ed.). Secretaría de Gobierno Departamental – Norte de Santander. https://www.nortedesantander.gov.co/teatroforo.pdf
dcterms.references	Berghs, M., Prick, A. E. J., Vissers, C., & van Hooren, S. (2022). Drama therapy for children and adolescents with psychosocial problems: A systemic review on effects, means, therapeutic attitude, and supposed mechanisms of change. Children, 9(9), 1358, 1–27. https://doi.org/10.3390/children9091358
dcterms.references	Biswas, T., Thomas, H. J., Scott, J. G., Munir, K., Baxter, J., Huda, M. M., Renzaho, A. M., Cross, D., Ahmed, H. U., Mahumud, R. A., & Mamun, A. A. (2022). Variation in the prevalence of different forms of bullying victimisation among adolescents and their associations with family, peer and school connectedness: a populationbased study in 40 lower and middle income to high-income countries (LMICHICs). Journal of Child & Adolescent Trauma, 15, 1029–1039. https://doi.org/10.1007/s40653-022-00451-8
dcterms.references	Bhukhanwala, F (2014). Theater of the Oppressed in an After-School Program: Middle School Students’ Perspectives on Bullying and Prevention, Middle School Journal, 46(1), 3–12. https://doi.org/10.1080/00940771.2014.11461899
dcterms.references	Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70(4), 322–332. http://dx.doi.org/10.1037/a0039114
dcterms.references	Boal, A. (1974). Teatro del Oprimido y otras poéticas políticas. Ediciones La Flor.
dcterms.references	Boila, V. C., Klettke, L., Quong, S., & Gerlitz, C. (2020). Raising the Curtain on Drama Therapy: Healing Benefits for Youth and Older Adults. Behavioural Sciences Undergraduate Journal, 3(1), 45–50. https://doi.org/10.29173/bsuj494
dcterms.references	Burch, G., Giambatista, R. C., Batchelor, J., Hoover, J. D., Burch, J., Heller, N., & Shaw, J. (2016). Do experiential learning pedagogies effect student learning? A metaanalysis of 40 years of research. In Academy of Management Annual Meeting Proceedings, 1(16838), http://dx.doi.org/10.5465/AMBPP.2016.127
dcterms.references	Burton, B. (2010). Dramatising the hidden hurt: acting against covert bullying by adolescent girls, Research in Drama Education: The Journal of Applied Theatre and Performance, 15(2), 255–270. http://dx.doi.org/10.1080/13569781003700151
dcterms.references	Burton, B., & O’Toole, J. (2009). ‘Power in their hands’. Applied Theatre Researcher No 10. https://www.intellectbooks.co.uk/MediaManager/File/ATR%20back%20issues/AT R%2010_2.pdf
dcterms.references	Burton, B., Lepp, M., Morrison, M., & O’Toole, J. (2015). Acting to Manage Conflict and Bullying Through Evidence-Based Strategies. Springer. https://doi.org/10.1007/978- 3-319-17882-0
dcterms.references	Cano-Echeverri, M. M., & Vargas-González, J. E. (2018). Actores del acoso escolar. Revista Médica Risaralda, 24(1), 61–63. http://www.scielo.org.co/pdf/rmri/v24n1/v24n1a11.pdf
dcterms.references	Cantone, E., Piras, A.P., Vellante, M., Preti, A., Daníelsdóttir, S., d’Aloja, E., Lesinskienė, S., Angermeyer, M., Carta, M.G., & Bhugra, D. (2015). Interventions on Bullying and Cyberbullying in Schools: A Systematic Review. Clinical Practice and Epidemiology in Mental Health : CP & EMH, 11, 58–76.
dcterms.references	Carnwath, J. D., & Brown, A. S. (2014). Understanding the value and impacts of cultural experiences: A literature review. Arts Council England. https://www.artscouncil.org.uk/sites/default/files/downloadfile/Understanding_the_Value_and_Impacts_of_Cultural_Experiences.pdf
dcterms.references	Chaux, E., & Castellanos, M. (2015). Money and age in schools: Bullying and power imbalances. Aggressive behavior, 41(3), 280–293. https://doi.org/10.1002/ab.21558
dcterms.references	Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research, 90(4), 499–541. https://doi.org/10.3102/003465432093354
dcterms.references	Constien, T., & Junker, J. (2023). Analysis of the body of literature based on a new drama therapy literature database. The Arts in Psychotherapy, 82, 101989.
dcterms.references	Crossick, G., & Kasznska, P. (2016).Understanding the value of arts and culture. The AHRC Cultural Value Project. https://le.ac.uk/-/media/uol/docs/researchcentres/rcmg/publications/ahrc-understanding-the-value-of-arts-and-culture.pdf
dcterms.references	Crossley, M., Barrett, A., Brown, B., Coope, J., & Raghavan, R. (2019). A systematic review of applied theatre practice in the Indian context of mental health, resilience and wellbeing. Applied Theatre Research, 7(2), 211-232. https://doi.org/10.1386/atr_00017_1
dcterms.references	Cunningham, C.E., Rimas, H.M., Mielko, S., Mapp, C., Cunningham, L.J., Buchanan, D.H., Vaillancourt, T., Chen, Y., Deal, K., & Marcus, M. (2016). What Limits the Effectiveness of Antibullying Programs? A Thematic Analysis of the Perspective of Teachers. Journal of School Violence, 15, 460-482.
dcterms.references	Day, S., Bussey, K., Trompeter, N., & Mitchison, D. (2021). The Impact of Teasing and Bullying Victimization on Disordered Eating and Body Image Disturbance Among Adolescents: A Systematic Review. Trauma, Violence, & Abuse, 23, 985-1006.
dcterms.references	Da Silva, J., de Oliveira, W., Braga, I., Farias, M., da Silva Lizzi, E., Gonçalves, M., Pereira, B., & Silva, M. (2016). The effects of a skill-based intervention for victims of bullying in Brazil. International Journal of Environmental Research and Public Health, 13, 1042. https://doi.org/90/ijerph13111042
dcterms.references	Del Cerro, A. (2017). Las artes marciales como medio de prevención del acoso escolar: Una revisión.
dcterms.references	Development Services Group, (2013) “Bullying.” Literature review. Washington, D.C.: Office of Juvenile Justice and Delinquency Prevention. https://www.ojjdp.gov/mpg/litreviews/Bullying.pdf
dcterms.references	Donohoe, P. (2020). Teachers Using Role-play to Prevent Bullying. Int Journal of Bullying Prevention 2, 264–279. https://doi.org/10.1007/s42380-019-00036-4
dcterms.references	DRACON International. (2005). Bridging the fields of drama and conflict management: empowering students to handle conflicts through school‐based programmes http://hdl.handle.net/2043/1780
dcterms.references	Dunn, J., & Stinson, M. (2011). Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning. Research in Drama Education: the journal of applied theatre and performance, 16(4), 617-633.
dcterms.references	Dunn, J. (2016). Demystifying process drama: Exploring the why, what, and how. NJ: Drama Australia Journal, 40(2), 127– 140. https://doi.org/10.1080/14452294.2016.1276738
dcterms.references	Earnshaw, V. A., Reisner, S. L., Menino, D. D., Poteat, V. P., Bogart, L. M., Barnes, T. N., & Schuster, M. A. (2018). Stigma-based bullying interventions: A systematic review. Developmental Review, 48, 178-200.
dcterms.references	Ellis, B.J., Volk, A.A., Gonzalez, J., & Embry, D.D. (2016). The Meaningful Roles Intervention: An Evolutionary Approach to Reducing Bullying and Increasing Prosocial Behavior. Journal of Research on Adolescence, 26(4), 622-637, https://doi.org/10.1111/jora.12243.
dcterms.references	Escobar, F., & Allexandher, J. (2022). Prevalencia del Bullying y el Ciberbullying en Adolescentes Entre 11 y 17 Años. Estudio Documental Latinoamericano del 2014 al 2020.
dcterms.references	Etheridge-Woodson, S., Szkupinski-Quiroga, S., Underiner, T., & Karimi, R. F. (2017). Of models and mechanisms: Towards an understanding of how theatre-making works as an ‘intervention’in individual health and wellness. Research in Drama Education: The Journal of Applied Theatre and Performance, 22(4), 465-481
dcterms.references	Falla, D., Sánchez, S., & Casas, J. A. (2021). What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work. Sustainability, 13(416), 1-18. https://doi.org/10.3390/su13010416
dcterms.references	Fancourt, D., & Finn, S. (2019). What is the evidence on the role of the arts in improving health and well-being? A scoping review. Health Evidence Network synthesis report 67. World Health Organization. https://apps.who.int/iris/handle/10665/329834
dcterms.references	Feniger-Schaal, R., & Orkibi, H. (2020). Integrative systematic review of drama therapy intervention research. Psychology of Aesthetics, Creativity, and the Arts, 14(1), 68– 80. https://doi-org.ez.unisabana.edu.co/10.1037/aca0000257
dcterms.references	Flórez, J. A. (2022). Prevalencia del Bullying y el Ciberbullying en Adolescentes Entre 11 y 17 Años. Estudio Documental Latinoamericano del 2014 al 2020. [Trabajo de investigación, pregrado en psicología, Universidad Antonio Nariño]. http://repositorio.uan.edu.co/bitstream/123456789/6270/1/2022_Fl%C3%B3rezEsc obarJohnAllexandher.pdf
dcterms.references	Füsun, A.G., & Uysal, H. (2020). A meta-analysis of the effectiveness of the method of creative drama in math courses in regard to student scores in achievement, attitude and retention. Research in Pedagogy.
dcterms.references	Gaffney, H., Farrington, D. P., & Ttofi, M. M. (2019). Examining the effectiveness of school-bullying intervention programs globally: A meta-analysis. International Journal of Bullying Prevention, 1, 14-31.
dcterms.references	Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021a). Effectiveness of school‐based programs to reduce bullying perpetration and victimization: An updated systematic review and meta‐analysis. Campbell Systematic Reviews, 17(2), e1143.
dcterms.references	Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021b). What works in anti-bullying programs? Analysis of effective intervention components. Journal of school psychology, 85, 37-56
dcterms.references	Gaiha, S. M., Salisbury, T. T., Usmani, S., Koschorke, M., Raman, U., & Petticrew, M. (2021). Effectiveness of arts interventions to reduce mental-health-related stigma among youth: a systematic review and meta-analysis. BMC Psychiatry, 21(364), 1- 26. https://doi.org/10.1186/s12888-021-03350-8
dcterms.references	Gallagher, K., & Service, I. (2010). Applied theatre at the heart of educational reform: An impact and sustainability analysis. Research in Drama Education: The Journal of Applied Theatre and Performance, 15(2), 235-253
dcterms.references	Gallego-Jiménez, M. G., Rodríguez, L. M., & Solís, P. (2021). El bullying en el marco de la escuela inclusiva: Revisión sistemática. Páginas de Educación, 14(1), 26–51. https://doi.org/10.22235/pe.v14i1.2258
dcterms.references	García-García, J. J.; Parada-Moreno, N. J. & Ossa-Montoya, A. F. (2017). El drama creativo una herramienta para la formación cognitiva, afectiva, social y académica de estudiantes y docentes. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 15 (2), pp. 839-859. DOI:10.11600/1692715x.1520430082016.
dcterms.references	García T., Y de Vicente C. (2020). El Teatro-Foro como herramienta didáctica para el cambio educativo. Educación XX1, 23(1), 437-458, doi: 10.5944/educXX1.23347
dcterms.references	García-Hermoso, A., Hormazabal-Aguayo, I., Oriol-Granado, X., Fernández-Vergara, O., & del Pozo Cruz, B. (2020). Bullying victimization, physical inactivity and sedentary behavior among children and adolescents: a meta-analysis. International journal of behavioral nutrition and physical activity, 17(1), 1-10.
dcterms.references	Geçici, F., & Azi̇zoğlu, N.İ. (2022). Effect of Creative Drama Method on the Success in Basic Language Skills, Grammar and Vocabulary Teaching Fields in Turkish Lesson: Meta-Analysis Study. Kuramsal Eğitimbilim
dcterms.references	Goagoses, N., Schipper, N., & Koglin, U. (2022). Callous-unemotional traits, social goal orientations, and bullying perpetration: exploring concurrent associations during adolescence. International Journal of Adolescence and Youth, 27, 135 - 148.
dcterms.references	Goodwin, J., Bradley, S. K., Donohoe, P., Queen, K., O’Shea, M., & Horgan, A. (2019). Bullying in Schools: An Evaluation of the Use of Drama in Bullying Prevention. Journal of Creativity in Mental Health, 1– 14. doi:10.1080/15401383.2019.1623
dcterms.references	Grosz, M. P., Lemp, J. M., Rammstedt, B., & Lechner, C. M. (2022). Personality change through arts education: A review and call for further research. Perspectives on Psychological Science, 17(2), 360-384. https://doi.org/10.1177/1745691621991852
dcterms.references	Guirao-Goris, S. J. (2015). Utilidad y tipos de revisión de literatura. ENE Revista de Enfermería, 9(2), 1–12. https://dx.doi.org/10.4321/S1988-348X2015000200002
dcterms.references	Hellström, L., Thornberg, R., & Espelage, D. L. (2021). Definitions of Bullying. In P. K. Smith & J. O. Norman (Eds.), The Wiley Blackwell handbook of bullying: A comprehensive and international review of research and intervention (pp. 3-21). Jon Wiley & Sons. https://doi.org/10.1002/9781118482650.ch1.
dcterms.references	Hernández, R. M., & Saravia, M. Y. (2016). Generalidades del acoso escolar: Una revisión de conceptos. Revista de investigación apuntes psicológicos, 1(1), 30-40. https://revistas.upeu.edu.pe/index.php/ri_apsicologia/article/view/873
dcterms.references	Herrera-Lopéz, M., Romera, E., y Ortega- Ruiz, R. (2018). Bullying y Cyberbullying en Latinoamérica; un estudio bibliométrico. Revista Mexicana de Investigación Educativa 23(76), 125-155.
dcterms.references	Holt, M. K., Vivolo-Kantor, A. M., Polanin, J. R., Holland, K. M., DeGue, S., Matjasko, J. L., Wolfe, M., & Reid, G. (2015). Bullying and suicidal ideation and behavior: a meta-analysis. Pediatrics, 135(2), e496–e509. https://doi.org/10.1542/peds.2014- 1864
dcterms.references	Jackson, A., & Vine, C. (Eds.). (2013). Learning through theatre: The changing face of theatre in education. Routledge.
dcterms.references	Joronen, K., Konu, A., Rankin, H. S., & Astedt-Kurki, P. (2012). An evaluation of a drama program to enhance social relationships and anti-bullying at elementary school: a controlled study. Health promotion international, 27(1), 5–14. https://doi.org/10.1093/heapro/dar012
dcterms.references	Karmilasari, F.D., Winarni, I., & Windarwati, H.D. (2020). The Susceptibility to Mental Health Problems in the Future as a Serious Effect of Bullying on Adolescent: A Systematic Review. International Journal of Science and Society.
dcterms.references	Keiller, E., Tjasink, M., Bourne, J., Ougrin, D., Carr, C.E., & Lau, J.Y. (2023). A systematic review of dramatherapy interventions used to alleviate emotional distress and support the well‐being of children and young people aged 8–18 years old. JCPP Advances.
dcterms.references	Kennedy, R. S. (2020). A meta-analysis of the outcomes of bullying prevention programs on subtypes of traditional bullying victimization: Verbal, relational, and physical. Aggression and Violent Behavior, 55, 101485
dcterms.references	Khaki, Z., El-Salahi, S., & Cooper, M. (2022). Moderators and mediators of the association between bullying victimisation and self-harm and suicide in adolescents: a systematic review. Psychiatry research communications, 100030.
dcterms.references	Kiseleva, T.B., & Gorbenko, I.A. (2020). Preparing Students to Prevent Bulling in Adolescent Environment by Means of Cinematherapy. Psychologically Safe Educational Environment: Design Problems and Development Prospects.
dcterms.references	Kljakovic, M., & Hunt, C. (2016). A meta-analysis of predictors of bullying and victimisation in adolescence. Journal of adolescence, 49, 134-145.
dcterms.references	Koh, J., & Wong, J.S. (2017). Survival of the Fittest and the Sexiest: Evolutionary Origins of Adolescent Bullying. Journal of Interpersonal Violence, 32, 2668 - 2690.
dcterms.references	Kwan, C., Wong, C., Chen, Z., & Yip, P. S. (2022). Youth bullying and suicide: risk and protective factor profiles for bullies, victims, bully-victims and the uninvolved. International journal of environmental research and public health, 19(5), 2828
dcterms.references	Laith, R., & Vaillancourt, T. (2022). The temporal sequence of bullying victimization, academic achievement, and school attendance: A review of the literature. Aggression and violent behavior, 101722.
dcterms.references	Lazuras, L., Barkoukis, V., & Tsorbatzoudis, H. (2017). Face-to-face bullying and cyberbullying in adolescents: Trans-contextual effects and role overlap. Technology in Society, 48, 97-101.
dcterms.references	Leather, J.Z., & Kewley, S. (2019). Assessing Drama Therapy as an Intervention for Recovering Substance Users: A Systematic Review. Journal of Drug Issues, 49, 545-558.
dcterms.references	Leckey, J. (2011). The therapeutic effectiveness of creative activities on mental well-being: A systematic review of the literature. Journal of Psychiatric and Mental Health Nursing, 18(6), 501–509. https://doi.org/10.1111/j.1365-2850.2011.01693.x
dcterms.references	Lee, B. K., Enciso, P. E., & Brown, M. (2020). The Effect of Drama-based Pedagogies on K-12 Literacy-Related Outcomes: A Meta-Analysis of 30 Years of Research. International Journal of Education and the Arts, 21(1).
dcterms.references	Lee, B. K., Patall, E. A., Cawthon, S. W., & Steingut, R. R. (2015). The effect of dramabased pedagogy on PreK–16 outcomes: A meta-analysis of research from 1985 to 2012. Review of Educational Research, 85(1), 3–49. https://doi.org/10.3102/003465431454047
dcterms.references	Lewandowska, K., & Węziak-Białowolska, D. (2022). The impact of theatre on social competencies: a meta-analytic evaluation. Arts & Health, 1-32.
dcterms.references	Lindström Sol, S., Gustrén, C., Nelhans, G., Eklund, J., Johannisson, J., & Blomgren, R. (2021). Mapping research on the social impact of the arts: what characterises the field? Open Research Europe. 1(124), 1-24. https://doi.org/10.12688/openreseurope.14147.2
dcterms.references	Lloyd, J., & Wyatt, K. (2015). The Healthy Lifestyles Programme (HeLP) — An Overview of and Recommendations Arising from the Conceptualisation and Development of an Innovative Approach to Promoting Healthy Lifestyles for Children and Their Families. International Journal of Environmental Research and Public Health, 12, 1003 - 1019
dcterms.references	Lyngstad, M. Baraldsnes, D & Gürgens R. (2022) Process drama in anti-bullying intervention: a study of adolescents’ attitudes and initiatives, Research in Drama Education: The Journal of Applied Theatre and Performance, 27:4, 524- 538, DOI: 10.1080/13569783.2021.2011715
dcterms.references	Maierna, M.S., & Camodeca, M. (2019). Theatrical Activities in Primary School: Effects on Children’s Emotion Regulation and Bullying. International Journal of Bullying Prevention, 3, 13 - 23.
dcterms.references	Malm B & Löfgren, H. (2007) Empowering students to handle conflicts through the use of drama, Journal of Peace Education, 4:1, 1-20, DOI: 10.1080/17400200601171164
dcterms.references	Malti, T., Noam, G. G., Beelmann, A., & Sommer, S. (2016). Toward dynamic adaptation of psychological interventions of child and adolescent development and mental health. Journal of Clinical Child and Adolescent Psychology, 45, 827– 836. https://doi.org/10.1080/15374416.2016.1239539.
dcterms.references	Malti, T., Beelmann, A., Noam, G.G., & Sommer, S. (2018). Innovation and Integrity in Intervention Research: Conceptual Issues, Methodology, and Knowledge Translation. Prevention Science, 19, 271-273.
dcterms.references	Mana-Mohan, T., & Abu-Bakar, A. Y. (2021). A systematic literature review on the effects of bullying at school. SCHOULID: Indonesian Journal of School Counseling, 6(1), 35-39. https://doi.org/10.23916/08747011
dcterms.references	Martinec, R. (2022). Various aspects of using bibliotherapy in the field of education and rehabilitation. Hrvatska revija za rehabilitacijska istrazivanja, 58(1), 87-103.
dcterms.references	Martínez-Monteagudo, A., Martínez-Monteagudo, M. C., & Delgado, B. (2023). School bullying and cyberbullying in academically gifted students: A systematic review. Aggression and Violent Behavior, 71(101842), 1-12. https://doi.org/10.1016/j.avb.2023.101842
dcterms.references	Massó Guijarro, B. (2022). El teatro como experiencia educativa para la inclusión social de grupos vulnerables. Tesis Doctoral.
dcterms.references	Massó-Guijarro, B., Pérez-García, P., & Cruz-González, C. (2021). Applied Theatre as a strategy for intervention with disadvantaged groups: a qualitative synthesis. Educational Research, 63, 337 - 356. DOI: 10.1080/00131881.2021.1945476
dcterms.references	Mavroudis, N., & Bournelli, P. (2016) The role of drama in education in counteracting bullying in schools, Cogent Education, 3:1, DOI: 10.1080/2331186X.2016.1233843
dcterms.references	Mavroudis, N., & Bournelli, P. (2019). The Contribution of Drama in Education to the Development of Skills Improving the Interpersonal Relations of Multicultural Classroom Students. Journal of Educational Issues, 5(2), 42-57.
dcterms.references	Méndez, G. (2019) Revisión sistemática sobre manifestaciones de violencia en el contexto escolar Colombiano del año 2010 al 2019. Pontificia Universidad Javeriana. Bogotá D.C.
dcterms.references	Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Psychology, Health & Medicine, 22, 240 - 253. DOI: 10.1080/13548506.2017.1279740
dcterms.references	Mishna, F (2012) Bullying: A guide to Research, Intervention, and Prevention. New York: Oxford University Press.
dcterms.references	Mondolfi Miguel, M.L., & Pino-Juste, M. (2020). Therapeutic Achievements of a Program Based on Drama Therapy, the Theater of the Oppressed, and Psychodrama With Women Victims of Intimate Partner Violence. Violence Against Women, 27, 1273 - 1296.
dcterms.references	Motos, T. (2012). Otros escenarios para el teatro: el teatro aplicado. Naque. Teatro Expresión Comunicación, 73, 6-159.
dcterms.references	Motos, T. (2020). Teatro en la educación:(España, 1970-2018). Octaedro.
dcterms.references	Motos, T. (2019). Propuesta para una clasificación de las actividades dramáticas. Universidad de Valencia.
dcterms.references	Motos, T., Alfonso V., & Navarro A. (2020). Formación de profesionales en teatro aplicado en la Universidad de Valencia. Apuntes De Teatro, (145), 17–37. https://revistaapuntes.uc.cl/index.php/RAT/article/view/35931
dcterms.references	Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of effective prevention programs.American Psychologist, 58(6-7), 449–456. https://doi.org/10.1037/0003- 066X.58.6-7.449
dcterms.references	Neupane, T., Pandey, A.R., Bista, B., & Chalise, B. (2020). Correlates of bullying victimization among school adolescents in Nepal: Findings from 2015 Global School-Based Student Health Survey Nepal. PLoS ONE, 15
dcterms.references	Nicholson, H. (2005). Applied theatre: The gift of drama. Palgrave Macmillan.
dcterms.references	Nicholson, H. (2011). Applied drama/theatre/performance. En S. Schonmann (Ed.). Key Concepts in Theatre/Drama Education (pp. 241-247). Sense Publishers.
dcterms.references	Nocentini, A., Zambuto, V., & Menesini, E. (2015). Anti-bullying programs and Information and Communication Technologies (ICTs): A systematic review. Aggression and Violent Behavior, 23, 52-60.
dcterms.references	Nocentini, A., Fiorentini, G., Paola, L.D., & Menesini, E. (2019). Parents, family characteristics and bullying behavior: A systematic review. Aggression and Violent Behavior.
dcterms.references	O’Cathain, A., Croot, L., Sworn, K. et al. Taxonomy of approaches to developing interventions to improve health: a systematic methods overview. Pilot Feasibility Stud 5, 41 (2019). https://doi.org/10.1186/s40814-019-0425-6
dcterms.references	Ødemotland, S. (2020). Exploration Through Process Drama with Kindergarten Children. In: Hedegaard, M., Eriksen Ødegaard, E. (eds) Children’s Exploration and Cultural Formation. International Perspectives on Early Childhood Education and Development, vol 29. Springer, https://doi.org/10.1007/978-3-030-36271-3_11
dcterms.references	Olweus, D. (2004). Conductas de acoso y amenaza entre escolares. Morata.
dcterms.references	OMS. (2002). Violencia y Salud mental OMS.
dcterms.references	OMS. (2014). Informe sobre la situación mundial de la prevención de la violencia 2014.
dcterms.references	OMS. (2015). La prevención de la violencia juvenil, panorama general de la evidencia.
dcterms.references	ONG Internacional bullying sin Fronteras (2021). Estadísticas de Bullying en COLOMBIA 2020/2021. 8.981 casos en todo el país. Bullying sin fronteras. https://bullyingsinfronteras.blogspot.com/2018/11/estadisticas-de-bullying-encolombia.html
dcterms.references	O'Toole, J., & Burton, B (2005) Acting against conflict and bullying. The Brisbane DRACON project 1996–2004—emergent findings and outcomes, Research in Drama Education, 10:3, 269-283, DOI: 10.1080/13569780500275873
dcterms.references	O'Toole, J., Bagshaw, D., Burton, B., Grünbaum, A., Lepp, M., Morrison, M., & Pillai, J. (2019). Researching Conflict, Drama and Learning: The International DRACON Project. Springer.
dcterms.references	Picon, S. D. S. (2021). El teatro y los valores en educación. Dominio de las Ciencias, 7(1), 22-39.
dcterms.references	Pilowsk, G. B., & Ratto, B. B. (2020). Drama aplicado para el desarrollo de habilidades sociales en estudiantes diagnosticados con trastorno del espectro autista. Apuntes de Teatro, (145), 64-80.
dcterms.references	Pivec, T., Horvat, M., & Košir, K. (2023). Psychosocial characteristics of bullying participants: A person-oriented approach combining self-and peer-report measures. Children and Youth Services Review, 144, 106720.
dcterms.references	Postigo, S., González, R., Montoya, I., & Ordoñez, A. (2013). Theoretical proposals in bullying research: a review. Anales de psicología, 29(2), 413-425.
dcterms.references	Prendergast, M., & Saxton, J. (Eds.). (2016). Applied Theatre Second Edition: International Case Studies and Challenges for Practice. Intellect Books.
dcterms.references	Prendergast, M., & Saxton, J. (2020). Applied Theatre and Education: We Are Not-Yet …. Canadian Theatre Review, 181, 12 - 8.
dcterms.references	Raitanen, J., Sandberg, S., & Oksanen, A. (2019). The bullying-school shooting nexus: Bridging master narratives of mass violence with personal narratives of social exclusion. Deviant Behavior, 40, 109 - 96.
dcterms.references	Rambaran, J. A., Dijkstra, J. K., & Veenstra, R. (2020). Bullying as a group process in childhood: A longitudinal social network analysis. Child development, 91(4), 1336- 1352.
dcterms.references	Reuter-Rice, K. (2008). Male Adolescent Bullying and the School Shooter. The Journal of School Nursing, 24, 350 - 359
dcterms.references	Romero Rojas, V. (2020). Discapacidad y acceso a la cultura: el valor de una educación no formal a través del teatro aplicado. Apuntes De Teatro, (145), 48–63. https://revistaapuntes.uc.cl/index.php/RAT/article/view/35935
dcterms.references	Rusteholz, G., & Mediavilla, M. (2022). El impacto del acoso escolar en el rendimiento académico en España. Documentos de trabajo (Laboratorio de alternativas), 212. https://dialnet.unirioja.es/servlet/articulo?codigo=8410747
dcterms.references	Şahin, M. (2012). An investigation into the efficiency of empathy training program on preventing bullying in primary schools. Children and Youth Services Review, 34, 1325–1330. https://doi-org./10.1016/j.childyouth.2012.03.01
dcterms.references	Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and violent behavior, 15(2), 112-120.
dcterms.references	Salmivalli, C., Laninga-Wijnen, L., Malamut, S.T., & Garandeau, C.F. (2021). Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade. Journal of Research on Adolescence, 31, 1023 - 1046.
dcterms.references	Samara, M., Da Silva Nascimento, B., El-Asam, A., Hammuda, S., & Khattab, N. (2021). How can bullying victimisation lead to lower academic achievement? A systematic review and meta-analysis of the mediating role of cognitive-motivational factors. International Journal of Environmental Research and Public Health, 18(5), 2209, 1-21. https://doi.org/10.3390/ijerph18052209
dcterms.references	Sanoubari, E., Cardona, J. E. M., Houston, A., Young, J., & Dautenhahn, K. (2022, September). Designing an Anti-Bullying Serious Game: Insights from Interviews with Teachers. In H. Söbke, P, Spangenberger, P. Müller & S. Göbel (Eds.) Serious Games: Joint International Conference, JCSG Lecture Notes in Computer Science, vol 13476. (pp. 102-121). Springer. https://doi.org/10.1007/978-3-031-15325-9_9
dcterms.references	Schnyder, S.S., Wico, D.M., & Huber, T. (2021). Theater Arts as a Beneficial and Educational Venue in Identifying and Providing Therapeutic Coping Skills for Early Childhood Adversities: A Systematic Review of the Literature. International Electronic Journal of Elementary Education, 13(4), 457-467. https://www.iejee.com/index.php/IEJEE/article/view/1388/535
dcterms.references	Sedano-Solis, A. S. (2017). El Teatro Aplicado como campo Científico-Didáctico en la Formación Docente. Sistematización Teórica y Propuesta Curricular para El Desempeño del Profesorado. http://hdl.handle.net/10017/41362
dcterms.references	Sedano-Solís, A. S. (2019). El Teatro Aplicado como campo interdisciplinario de investigación en los Estudios Teatrales. Artnodes, 23, 104-113
dcterms.references	Sedano-Solís, A. (2020). Aproximación al estudio del teatro aplicado. Apuntes De Teatro, (145), 7–16. https://revistaapuntes.uc.cl/index.php/RAT/article/view/35929
dcterms.references	Segedin, L.K. (2017). Theatre as a Vehicle for Mobilizing Knowledge in Education. International Journal of Education and the Arts, 18.
dcterms.references	Slattery, L. C., George, H. P., & Kern, L. (2019). Defining the word bullying: Inconsistencies and lack of clarity among current definitions. Preventing School Failure: Alternative Education for Children and Youth, 63(3), 227-235
dcterms.references	Siddaway, A.P., Wood, A.M., & Hedges, L.V. (2019). How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, MetaAnalyses, and Meta-Syntheses. Annual review of psychology, 70, 747-770 .
dcterms.references	Schnyder, S.S., Wico, D.M., & Huber, T. (2021). Theater Arts as a Beneficial and Educational Venue in Identifying and Providing Therapeutic Coping Skills for Early Childhood Adversities: A Systematic Review of the Literature. International Electronic Journal of Elementary Education, 13, 457-467.
dcterms.references	Shiakou M. & Piki L. (2020) Assessing the role of drama on children’s understanding of bullying, International Journal of School & Educational Psychology, 8:1, 11- 20, DOI: 10.1080/21683603.2018.1499574
dcterms.references	Shin, D. I. (2021). Meta-Analysis on the Effectiveness Research of Drama Therapy in Korea. The Journal of the Korea Contents Association, 21(11), 234-242.
dcterms.references	Sigurdson, J.F., Undheim, A.M., Wallander, J.L., Lydersen, S., & Sund, A.M. (2015). The long-term effects of being bullied or a bully in adolescence on externalizing and internalizing mental health problems in adulthood. Child and Adolescent Psychiatry and Mental Health, 9.
dcterms.references	Smith, P. K., & Berkkun, F. (2019). How prevalent is contextual information in research on school bullying? Scandinavian Journal of Psychology, 61(1). https://doi.org/10.1111/sjop.12537
dcterms.references	Smith, P. K., Bauman, S., & Wong, D. (2019a). Challenges and opportunities of antibullying intervention programs. International journal of environmental research and public health, 16(10), 1810.
dcterms.references	Smith, P., Bauman, S., & Wong, D. (2019b). Interventions to Reduce Bullying and Cyberbullying. MDPI-Multidisciplinary Digital Publishing Institute.
dcterms.references	Sommer, F., Leuschner, V., & Scheithauer, H. (2014). Bullying, Romantic Rejection, and Conflicts with Teachers: The Crucial Role of Social Dynamics in the Development of School Shootings – A Systematic Review. International Journal of Developmental Science, 8, 3-24.
dcterms.references	Stavrou, P. D. (2018). The Effects of Theatrical Play Intervention Using Psychoanalytic Theories: A Research Analysis on Children with Anxiety Symptoms. American Journal of Educational Research, 6(7), 988-996.
dcterms.references	Sterne, J.A. (2017). What is an Intervention? TOPIA: Canadian Journal of Cultural Studies, 37, 14 - 5.
dcterms.references	Subedi, K. (2020). Theoretical Perspective of Bullying. International Journal of Health Sciences and Research, 10(8), 83–89. https://www.ijhsr.org/IJHSR_Vol.10_Issue.8_Aug2020/IJHSR_Abstract.014.html
dcterms.references	Taylor, P. (2003). Applied theatre: Creating transformative encounters in the community. Heinemann Publishing.
dcterms.references	Teruel, T. M., Benlliure, V. A., & Amorós, A. N. (2020). Formación de profesionales en teatro aplicado en la Universidad de Valencia. Apuntes de Teatro, (145), 17–37. http://www.revistaapuntes.uc.cl/index.php/RAT/article/view/35931
dcterms.references	Thomas, H. J. (2021). Ecological and psychological perspectives of bullying. In P. K. Smith, J. O. Norman (Eds.), The Wiley Blackwell handbook of bullying: A comprehensive and international review of research and intervention, Vol 2 (pp. 726–744). https://doi.org/10.1002/9781118482650.ch71
dcterms.references	Thomas, H. J., Connor, J. P., & Scott, J. G. (2018). Why do children and adolescents bully their peers? A critical review of key theoretical frameworks. Social psychiatry and psychiatric epidemiology, 53(5), 437–451. https://doi.org/10.1007/s00127-017- 1462-1
dcterms.references	Tsaousis, I. (2016). The relationship of self-esteem to bullying perpetration and peer victimization among schoolchildren and adolescents: A meta-analytic review. Aggression and violent behavior, 31, 186–199. https://doi.org/10.1016/j.avb.2016.09.005
dcterms.references	UNESCO. (2019). Behind the numbers: Ending school violence and bullying. https://unesdoc.unesco.org/ark:/48223/pf0000366483
dcterms.references	UNESCO. (2020). School-Related Gender-Based Violence (SRGBV): A Human Rights Violation and a Threat to Inclusive and Equitable Quality Education for All. https://unesdoc.unesco.org/ark:/48223/pf0000374509
dcterms.references	Van Berkel, A., & Bosman, A. (2023). Sociable in Someone Else’s Shoes: A Review of Drama as Social Skills Training for Elementary School Children. International Journal of Research in Education and Science, 9(1),165–187. https://doi.org/10.46328/ijres.3037
dcterms.references	Van de Water, M. (2021). Drama in education: Why drama is necessary. SHS Web of Conferences, 98(02009), 1–5. https://doi.org/10.1051/shsconf/20219802009
dcterms.references	van Geel, M., Goemans, A., Zwaanswijk, W., & Vedder, P. (2022). Does peer victimization predict future suicidal ideation? A meta-analysis on longitudinal studies. Aggression and violent behavior, 64(101577), 1–6. https://doi.org/10.1016/j.avb.2021.101577
dcterms.references	Vlachou, M., Andreou, E., Botsoglou, K., & Didaskalou, E. (2011). Bully/Victim Problems Among Preschool Children: a Review of Current Research Evidence. Educational Psychology Review, 23, 329–358. https://doi.org/10.1007/s10648-011-9153-z
dcterms.references	Volk, A. A., Veenstra, R., & Espelage, D. L. (2017). So you want to study bullying? Recommendations to enhance the validity, transparency, and compatibility of bullying research. Aggression and Violent Behavior, 36, 34–43. https://doi.org/10.1016/j.avb.2017.07.003
dcterms.references	Volk, A. A., Dane, A.V., & Al-Jbouri, E. (2022). Is Adolescent Bullying an Evolutionary Adaptation? A 10-Year Review. Educational Psychology Review, 34, 2351–2378. https://doi.org/10.1007/s10648-022-09703-3
dcterms.references	Volk, A. A., Schiralli, K., Xia, X., Zhao, J., & Dane, A. V. (2018). Adolescent bullying and personality: A cross-cultural approach. Personality and Individual Differences, 125, 126–132. https://doi.org/10.1016/j.paid.2018.01.012
dcterms.references	Yildirim, E. (2022). The effect of drama method on academic achievement and attitude: A comparative meta-analysis and meta-synthesis. International Journal of Research in Education and Science (IJRES), 8(1), 18–49. https://doi.org/10.46328/ijres.2696
dcterms.references	Yildirim, E., Tikman, F., & Senturk, M. (2022). Meta-Analysis on the Effectiveness of Using the Drama Approach in Social Studies Course. International Journal on Social and Education Sciences, 4(1), 17–33. https://doi.org/10.46328/ijonses.301
dcterms.references	Younan, B. (2019). A systematic review of bullying definitions: How definition and format affect study outcome. Journal of Aggression, Conflict and Peace Research, 11(2), 109–115. https://doi.org/10.1108/jacpr-02-2018-0347
dcterms.references	Young, E. O., Song, D., & Hong, H. (2020). Interactive Computing Technology in AntiBullying Education: The Effects of Conversation-Bot’s Role on K-12 Students’ Attitude Change Toward Bullying Problems. Journal of Educational Computing Research, 58(1), 200–219. https://doi.org/10.1177/0735633119839177
dcterms.references	Zhang, Y., Li, Z., Tan, Y., Zhang, X., Zhao, Q., & Chen, X. (2021) The Influence of Personality Traits on School Bullying: A Moderated Mediation Model. Frontiers in Psychology, 12(650070), 1–11. https://doi.org/10.3389/fpsyg.2021.650070
dcterms.references	Zhou, Z. K., Liu, Q. Q., Niu, G. F., Sun, X. J., & Fan, C. Y. (2017). Bullying victimization and depression in Chinese children: A moderated mediation model of resilience and mindfulness. Personality and individual differences, 104, 137–142. https://doi.org/10.1016/j.paid.2016.07.040
thesis.degree.discipline	Facultad de Psicología	es_CO
thesis.degree.level	Psicología	es_CO
thesis.degree.name	Psicólogo	es_CO