Psychoeducational processes should be implemented.

The undergraduate monograph project carried out by students Ana María Díaz Gómez, Dayanne Nicolle Peña Cardona, Fabián Andrés Torres Quevedo and advised by the teacher Rafael Leonardo Cortes Lugo, from the Psychology program, reveals the parenting practices and school violence associated with the sociodemographic characteristics in students of a municipal educational institution in Facatativá.

The research was published in the Mexican indexed journal. Alternatives in Psychology, The statistical report from the Facatativá Guidance Counselors Network highlights 57 cases of school harassment, bullying and cyberbullying, 132 cases of conflict and fights, 107 cases of child abuse and 85 cases of domestic violence in municipal educational institutions. It also shows how school violence has been considered a social problem from a practical, investigative, educational and legal perspective.

The results obtained indicated that the authoritarian parenting style is predominant; a negative correlation was found between the affect communication dimension and school violence from the victim role, so it was concluded that parental support represents a protective factor against school violence.

You might be interested in seeing the full publication: Indexed Journal Alternatives in Psychology

“This research represents a contribution to the educational institution from psychology to the educational community. Psychoeducational processes could be implemented that seek a gradual transformation of parents' parenting practices, considering their association with the perception and manifestation of violent behaviors in the school context, taking into account the characteristics of age and gender to understand elements specific to the students,” the authors point out.

The study was conducted at a municipal educational institution in Facatativá, whose name is being withheld for confidentiality reasons at the request of the legal representative. Twenty-one students participated in the research: 10 females (47.6%) and 11 males (52.3%), ranging in age from 13 to 16 years, all in the eighth grade of secondary school.

Information was obtained from the Information System for Monitoring, Prevention and Analysis of School Dropout (SIMPADE), with the school climate and safety scale and the educational styles assessment scale. The SPSS v.20 program was also used in the research to perform the analysis of the variables.

Another noteworthy finding from the results is the domain of safety conditions, which showed that violence is a problem that generates concern, and in the domain of bullying it was found that the most common aspect is teasing or humiliation, as well as being grabbed or pushed by other classmates.

According to gender, it was found that women perceive more unsafe behaviors and have been victims of bullying more frequently. Men, on the other hand, perceived more situations that affect their safety and also expressed greater distress in response to bullying incidents.

Regarding age, students over 14 years old perceived more unsafe behaviors and situations that affect safety conditions, while 14-year-old students are victims of bullying more frequently compared to other ages.

Finally, the authors emphasize the importance of involving parents in their children's educational process. They also suggest an interdisciplinary approach, led by psychologists, to address the issue through diverse strategies that comprehensively tackle school violence, understanding its relationship to the social and family environment. This approach should inform administrators, teachers, students, and parents about the roles they can play in preventing school violence.

School administrators are urged to design and implement programs based on information reported by students in the Information System for Monitoring, Prevention and Analysis of School Dropout (SIMPADE), which would allow for a deeper understanding of the problem under study.

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