Algunas similitudes entre la dinámica social: la horda primitiva y el matoneo escolar

Contenido principal del artículo

María Eugenia Reátiga

Resumen

En la horda primitiva descrita por Freud, la más elemental y violenta forma de organización social humana, el padre y jefe de la horda, fuerte, déspota y tirano, era dueño absoluto de todos los poderes. Como rebeldía, los hijos lo asesinan, sienten culpa y, con ello, el padre ejerce más dominio sobre ellos: lo veneran y odian secretamente en la figura del tótem, sustituto paterno. A pesar del desarrollo humano ocurrido desde entonces, se pretende mostrar que las características de la horda aún perviven en la llamada sociedad civilizada de nuestros días y en el problema del matoneo o bullying. 


 

Descargas

Los datos de descargas todavía no están disponibles.

Detalles del artículo

Sección
Artículo de reflexión

Citas

Aberastury, A. y Knobel, M. (1986). La adolescencia normal: un enfoque psicoanalítico. Buenos Aires, Argentina: Paidós.

Arendt, H. (1968). Eichman en Jerusalen: un estudio sobre la banalidad del mal. Barcelona, España: Lu- men.

Bond, L., Carlin, J. B., Thomas, L., Rubin, K. & Patton, G. (2001). Does bullying cause emotion- al problems? A prospective study of young teenagers. BMJ, 323(7311), 480-484. https://doi. org/10.1136/bmj.323.7311.480

Craig, W. M. & Pepler, D. J. (2003). Identifying and targeting risk for involvement in bully- ing and victimization. The Canadian Journal of Psychiatry, 48(9), 577-582. https://doi. org/10.1177/070674370304800903

Doehne, M., Grundherr, M. von & Schäfer, M. (2018). Peer influence in bullying: The autono- my-enhancing effect of moral competence. Aggressive Behavior, 44(6), 591-600. https://doi. org/10.1002/ab.21784

Fox, C. L. & Boulton, M. J. (2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Educational Psychology, 75(2), 313-328. https://doi. org/10.1348/000709905X25517

Freire, P. (1980). Pedagogía del oprimido. Madrid, España: Siglo XXI.

Freud, S. (1912). Tótem y tabú. En Obras completas (vol. 2) (L. López Ballesteros y de Torres, trad.).

Madrid, España: Biblioteca Nueva.

Freud, S. (1920-1921). Psicología de las masas y análisis del yo. En Obras completas (vol. 3) (L. López Ballesteros y de Torres, trad.). Madrid, España: Biblioteca Nueva.

Gaete, J., Tornero, B., Valenzuela, D., Rojas-Barahona, C. A., Salmivalli, C., Valenzuela, E. & Araya,

R. (2017). Substance use among adolescents involved in bullying: A cross-sectional multilevel study. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01056

Gilmartin, B. G. (1987). Peer group antecedents of severe love-shyness in males. Journal of Personality, 55(3), 467-489. https://doi.org/10.1111/j.1467-6494.1987.tb00447.x

Gini, G., Pozzoli, T. & Hauser, M. (2011). Bullies have enhanced moral competence to judge relative to victims, but lack moral compassion. Personality and Individual Differences, 50(5), 603-608. https://doi.org/10.1016/j.paid.2010.12.002

Grinberg, L. (1978). Teoría de la identificación. Buenos Aires, Argentina: Paidós.

Hoyos de los Ríos, O. L., Llanos Martínez, M. y Valega Mackenzie, S. J. (2012). El maltrato entre igua- les por abuso de poder en el contexto universitario: incidencia, manifestaciones y estrategias de solución. Universitas Psychologica, 11(3), 793-802. Recuperado de https://www.redalyc.org/ pdf/647/64724634009.pdf

Hugh-Jones, S. & Smith, P. K. (1999). Self-reports of short and long term effects of bullying on children who stammer. British Journal of Educational Psychology, 69(2), 141-158. https://doi. org/10.1348/000709999157626

Klein, M. (1946). Notas sobre algunos mecanismos esquizoides. En Obras completas de Melanie Klein

(vol. 3). Buenos Aires, Argentina: Paidós.

Kochenderfer-Ladd, B. & Wardrop, J. L. (2001). Chronicity and instability of children’s peer victim- ization experiences as predictors of loneliness and social satisfaction trajectories. Child Develop- ment, 72(1), 134-151. https://doi.org/10.1111/1467-8624.00270

Mishna, F., Pepler, D. & Wiener, J. (2006). Factors associated with perceptions and responses to bul- lying situations by children, parents, teachers, and principals. Victims and Offenders, 1(3), 255- 288.

Oldenburg, B., Van Duijn, M. & Veenstra, R. (2018). Defending one’s friends, not one’s enemies: A social network analysis of children’s defending, friendship, and dislike relationships using XPNet. PloS One, 13(5). doi: 10.1371/journal.pone.0194323

Olweus, D. (1978). Aggresion in the schools: Bullies and whipping boys. Washington, D. C., EE. UU.: Halsted Press.

Peets, K., Pöyhönen, V., Juvonen, J. & Salmivalli, C. (2015). Classroom norms of bullying alter the de- gree to which children defend in response to their affective empathy and power. Developmental Psychology, 51(7), 913-920. https://doi.org/10.1037/a0039287

Pepler, D. J. & Craig, W. (2000). Making a difference in bullying. Recuperado de https://www.resear- chgate.net/profile/Debra_Pepler/publication/228552712_Making_a_difference_in_bullying/ links/00b4951a3f758761fa000000/Making-a-difference-in-bullying.pdf

Rigby, K. (1999). What harm does bullying do? Trabajo presentado en Children and Crime: Victims and Offenders Conference convened by the Australian Institute of Criminology and held in Brisbane, Australia. Recuperado de https://www.researchgate.net/profile/Ken_Rigby/publica- tion/242084964_WHAT_HARM_DOES_BULLYING_DO/links/0deec52e73576a820f000000. pdf

Rigby, K. (2003). Consequences of bullying in schools. The Canadian Journal of Psychiatry, 48(9), 583- 590. https://doi.org/10.1177/070674370304800904

Rodkin, P. C., Farmer, T. W., Pearl, R. & Van Acker, R. (2000). Heterogeneity of popular boys: Antiso- cial and prosocial configurations. Developmental Psychology, 36(1), 14-24.

Rodkin, P. C., Farmer, T. W., Pearl, R. & Van Acker, R. (2006). They’re cool: Social status and peer group supports for aggressive boys and girls. Social Development, 15(2), 175-204. https://doi. org/10.1046/j.1467-9507.2006.00336.x

Saarento, S. & Salmivalli, C. (2015). The role of classroom peer ecology and bystanders’ responses in bullying. Child Development Perspectives, 9(4), 201-205. https://doi.org/10.1111/cdep.12140

Salmivalli, C. (2001). Group view on victimization: Empirical findings and their implications. En J. Juvonen & S. Graham (Eds.), Peers harassment in school: The plight of the vulnerable and victim- ized. (pp. 338-419). Nueva York, EE. UU.: Guilford Press.

Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112-120. https://doi.org/10.1016/j.avb.2009.08.007

Salmivalli, C. & Isaacs, J. (2005). Prospective relations among victimization, rejection, friendless- ness, and children’s self-and peer-perceptions. Child Development, 76(6), 1161-1171. https:// doi.org/10.1111/j.1467-8624.2005.00841.x-i1

Salmivalli, C. & Voeten, M. (2004). Connections between attitudes, group norms, and behaviour in bullying situations. International Journal of Behavioral Development, 28(3), 246-258.

Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K. & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggres- sive Behavior: Official Journal of the International Society for Research on Aggression, 22(1), 1-15. https://doi.org/10.1002/(SICI)1098-2337(1996)22:1<1::AID-AB1>3.0.CO;2-T

Schäfer, M., Starch, K., Stolber, M. & Letsch, H. (2017). Changing perspective is changing the system- bullying as “strong situation”. Journal of Addiction Research & Therapy, 8(1), 1-5.

Schäfer, M., Korn, S., Smith, P. K., Hunter, S. C., Mora-Merchán, J. A., Singer, M. M. & Van der Meu- len, K. (2004). Lonely in the crowd: Recollections of bullying. British Journal of Developmental Psychology, 22(3), 379-394.

Schuster, B.(1999). Outsidersatschool: Theprevalenceofbullyinganditsrelationwithsocialstatus. Group Processes & Intergroup Relations, 2(2), 175-190. https://doi.org/10.1177/1368430299022005

Schuster, B. (2001). Rejection and victimization by peers: Social perception and social behavior mech- anisms. En J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized. (pp. 290-309). Nueva York, EE. UU.: Guilford Press.

Segal, H. (1982). Introducción a la obra de Melanie Klein. Buenos, Argentina: Paidós.

Sentse, M., Kretschmer, T. & Salmivalli, C. (2015). The longitudinal interplay between bullying, vic- timization, and social status: Age-related and gender differences. Social Development, 24(3), 659- 677. https://doi.org/10.1111/sode.12115

Sentse, M., Veenstra, R., Kiuru, N. & Salmivalli, C. (2015). A longitudinal multilevel study of indi- vidual characteristics and classroom norms in explaining bullying behaviors. Journal of Abnormal Child Psychology, 43(5), 943-955. https://doi.org/10.1007/s10802-014-9949-7

Smith, P. ( Mayo 2017). Bullying and Theory of Mind: A Review. Current Psychiatry Reviews. Recu- perado desde : DOI: 10.2174/1573400513666170502123214

Smokowski, P. R. & Kopasz, K. H. (2005). Bullying in school: An overview of types, effects, fam- ily characteristics, and intervention strategies. Children & Schools, 27(2), 101-110. https://doi. org/10.1093/cs/27.2.101

Sutton, J. & Smith, P. K. (1999). Bullying as a group process: An adaptation of the participant role approach. Aggressive Behavior: Official Journal of the International Society for Research on Ag- gression, 25(2), 97-111. https://doi.org/10.1002/(SICI)1098-2337(1999)25:2<97::AID- AB3>3.0.CO;2-7

Sutton, J., Smith, P. K. & Swettenham, J. (1999). Social cognition and bullying: Social inadequacy or skilled manipulation? British Journal of Developmental Psychology, 17(3), 435-450. https://doi. org/10.1348/026151099165384

Tani, F., Greenman, P. S., Schneider, B. H. & Fregoso, M. (2003). Bullying and the Big Five: A study of childhood personality and participant roles in bullying incidents. School Psychology International, 24(2), 131-146. https://doi.org/10.1177/0143034303024002001

Thornberg, R. & Wänström, L. (2017). Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: A multilevel analysis. Social Psychology of Education, 21(5), 1133-1151. https://doi.org/10.1007/s11218-018-9457-7

Thornberg, R., Wänström, L., Pozzoli, T. & Gini, G. (2018). Victim prevalence in bullying and its asso- ciation with teacher–student and student–student relationships and class moral disengagement: a class-level path analysis. Research Papers in Education, 33(3), 320-335. https://doi.org/10.10 80/02671522.2017.1302499

Vaillancourt, T. & Hymel, S. (2006). Aggression and social status: The moderating roles of sex and peer-valued characteristics. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 32(4), 396-408. https://doi.org/10.1002/ab.20138

Vaillancourt, T., Hymel, S. & McDougall, P. (2003). Bullying is power: Implications for school- based intervention strategies. Journal of Applied School Psychology, 19(2), 157-176. https://doi. org/10.1300/J008v19n02_10

Veenstra, R., Lindenberg, S., Munniksma, A. & Dijkstra, J. K. (2010). The complex relation between bullying, victimization, acceptance, and rejection: Giving special attention to status, affec- tion, and sex differences. Child Development, 81(2), 480-486. https://doi.org/10.1111/j.1467- 8624.2009.01411.x

Veenstra, R., Lindenberg, S., Oldehinkel, A. J., De Winter, A. F., Verhulst, F. C. & Ormel, J. (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/vic- tims, and uninvolved preadolescents. Developmental Psychology, 41(4), 672-682. https://doi. org/10.1037/0012-1649.41.4.672

Von Grundherr, M., Geisler, A., Stoiber, M. & Schäfer, M. (2017). School bullying and moral reason- ing competence. Social Development, 26(2), 278-294. https://doi.org/10.1111/sode.12199

Warden, D. & Mackinnon, S. (2003). Prosocial children, bullies and victims: An investigation of their sociometric status, empathy and social problem-solving strategies. British Journal of Developmen- tal Psychology, 21(3), 367-385. https://doi.org/10.1348/026151003322277757

Whitney, I. & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and sec- ondary schools. Educational Research, 35(1), 3-25. https://doi.org/10.1080/0013188930350101 Witvliet, M., Olthof, T., Hoeksma, J. B., Goossens, F. A., Smits, M. S. & Koot, H. M. (2009). Peer group

affiliation of children: The role of perceived popularity, likeability, and behavioral similarity in bul-

lying. Social Development, 19(2), 285-303. https://doi.org/10.1111/j.1467-9507.2009.00544.x Wright, J. C., Giammarino, M. & Parad, H. W. (1986). Social status in small groups: Individual-group similarity and the social “misfit”. Journal of Personality and social Psychology, 50(3), 523-536.

https://doi.org/10.1037/0022-3514.50.3.523