Epistemological and conceptual approaches of the prosocial behavior.
Main Article Content
Abstract
This article presents a field review of the Prosocial Behavior and its impact on childhood contexts from contributions of research related to its historical background, basic concepts, theoretical explanatory models and the influence of cognitive and affective processes in moral action , besides other variables that influence their appearance . It is considered that Prosocial Behavior arises from a social demand due to the increase of aggressive and criminal manifestations. Several researches attempt to answer the question of how human beings can be socialized to become a positive member of their communities, concluding that the prosocial and aggressive behavior are extremes of behavior modulated by cognitive and emotional processes in which parenting styles contributes to its development. Finally, assume prosociality as a tool for preventing violence, involves generating factors that influence its appearance.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
Bandura, A. (1986). The social foundation of thought and action: A socialcognitive theory. Englewood Cliffs. New Jersey: Prentice—Hall.
Barnett, M. A. (1987). Empathy and related responses in children. En N. Eisenberg & Strayer (Eds.), Empathy and its development (pp. 146—162). Cambridge, MA: Cambridge University Press.
Calvo, A. J., González, R. & Martorell, M. C. (2001). Variables relacionadas con la conducta prosocial en la infancia y la adolescencia. Personalidad, autoconcepto y género. Infancia y Aprendizaje 93, 95—111.
Caprara, G. V., Barbaranelli, C. L., Pastorelli, C., Bandura, A. & Cimbrado, P. G. (2000). Prosocial foundations of children’s academic achievement. Psychological Science11(4), 302—306.
Carlo, G., Mestre, M. V., Samper, P., Tur, A. M. & Armenta, B. E. (2010). Feelings or cognitions? Moral cognitions and emotions as longitudinal predictors of prosocial and aggressive behaviors. Personality and Individual Differences48, 872—877.
Carlo, G., McGinley, M., Hayes, R., Batenhorst, C. & Wilkinson, J. (2007). Parenting styles or practices? Parenting, sympathy, and prosocial behaviors among adolescents. Journal of Genetic Psychology 168(2), 147—176.
Carlo, G., Raffaelli, M., Laible, D. J., & Meyer, K. A. (1999). Why are Girls Less Physically Aggressive than boys? Personality and Parenting Mediators of Physical Aggression. Sex Roles 40(9/10), 711—729.
Cuervo Martínez, A. (2010). Pautas de crianza y desarrollo socioafectivo en la infancia. Diversitas: Perspectivas en Psicología, Universidad Santo Tomás, Colombia 6(1), 111—121.
De Bruyn, E. H. & Van den Boom, D. C. (2005). Interpersonal behavior, peer popularity, and selfesteem in early adolescence. Social Development 14, 555— 573.
Eisenberg, N., Carlo, G., Murphy, B. & Van Court, P. (1995). Prosocial Development in Late Adolescence: a Longitudinal Study. Child Development, Estados Unidos 66, 1179—1197.
Eisenberg, N. & Fabes, R. A. (1998). Prosocial development. En W. Damon (Series Ed.), N. Eisenberg (Volumen Ed.). Handbook of child psychology: Social, Emotinal, end personality development (5a edición, vol. 3, pp. 701—778). Nueva York: Wiley.
Eisenberg, N., & Hand, M. (1979). The relationship of preschoolers’ reasoning about prosocial moral conflicts to prosocial behavior. Child Development 50, 356—363.
Eisenberg, N., & Miller, P. A. (1987). The relation of empathy to prosocial and related behaviors. Psychological Bulletin 101(1), 91—119.
Eisenberg, N., Miller, P. A., Shell, R., McNalley, S., & Shea, C. (1991). Prosocial development in adolescence: A longitudinal study. Developmental Psychology 27, 849—857.
Eisenberng, N. & Mussen, P.H. (1989). The roots of Prosocial Behahavior in children. Canadá: Cambridge University Press.
Eisenberg, N., Shell, R., Pasternack, J., Lennon, R., Beller, R., & Mathy, R. M. (1987). Prosocial development in middle childhood: A longitudinal study. Developmental Psychology 23(5), 712—718.
Eisenberg, N., Zou, Q. & Koller, S. (2001). Brazilian Adolescents’ Prosocial Moral Judgment and Behavior: Relations to Sympathy, Perspective Taking, Gender—Role Orientation, and Demographic Characteristics. Child Development,Estados Unidos 72, 518—534.
Fuentes, M. J. (1990). Análisis de variables afectivas que mediatizan la conducta prosocial de ayuda en adolescentes. Revista de Psicología Social 5, 237—248.
Garaigordobil. M. (1994). Programas de acción para el desarrollo de la conducta altruista. En M. Garaigordobil, & C. Maganto (Eds). Socialización y conducta prosocial en la infancia y en la adolescencia (pp. 125—162). San Sebastián: Servicio Editorial de la Universidad del País Vasco.
González, M. D. (1992). Conducta prosocial: Evaluación e intervención. Madrid: Morata.
Hayes, S. (2000). Peer assessment of children’s prosocial behavior. Journal of Moral Education 29, 47—60.
Hemming, J. (1991). The Psychology of Moral Maturity. Journal of Moral Education 20, 2, 127—137.
Henao, G., Ramírez, C. & Ramírez, L. (2007). Las prácticas educativas familiares como facilitadoras del proceso de desarrollo en el niño y niña. El Ágora 7(2), 233—240.
Hill, J. (1984). Human altruism and sociocultural fitness. Journal of Social and Biological Structures 7, 17—35.
Hoffman, M. L. (1992). La aportación de la empatía a la justicia y al juicio moral. En N. Eisenberg, & J. Strayer (Eds.), La empatía y su desarrollo (pp. 59—93). Bilbao: Desclée de Brouwer.
Holmgren, R., Eisenberg, N. & Fabes, R. A. (1998). The Relations of Children’s Situational Empathy related Emotions to Dispositional Prosocial Behaviour. International Journal of Development, Estados Unidos 22, 169—193.
King, J. B. (1986). The three faces of thinking. Journal of Higer Education 57, 78—92.
Kohlberg, L. (1969). Stage and sequence: The cognitive—developmental approach to socialization. En D. A. Goslin (Ed.), Handbook of socialization theory and research. Chicago: Rand McNally.
Kohlberg, L. (1975). Desarrollo moral. Enciclopedia instituto de ciencias sociales. Madrid: Aguilar.
Krevans, J., & Gibbs, J. C. (1996). Parents’ use of inductive discipline: Relations to children’s empathy and prosocial behavior. Child Development 67, 3263—3277.
Latané, B., & Darley, J. L. (1970). The unresponsive bystander: Why doesnt he help? New York: Appleton—Century—Crofts.
Luxen, M. F. (2005). Gerder differences in dominance and affiliation during a demanding interaction. The Journal of Psychology 139, 331—347.
Martí Vilar, M. (Octubre, 2011). Bases teóricas de la prosocialidad. En E. Figueroa (Presidente), Educación para la Responsabilidad Social: Estrategias de Enseñanza y Evaluación. Conferencia llevada a cabo en el IV Congreso Internacional en la Universidad de Concepción, Concepción, Chile.
Mestre, M. V., Samper, P., Frías, M. D. & Tur, A. M. (2009). Are women more empathetic than men? A longitudinal study in adolescence. The Spanish Journal of Psychology 12(1), 76—83.
Ministerio de la Protección Social (2007). Promoción de comportamientos prosociales para la identificación y prevención de la agresión en la primera infancia: Manual para Agentes Educativos Socializadores – AES. Recuperado de http://www.icbf.gov.co/portal/page/portal/IntranetICBF/macro_procesos/MP_misionales/G_atencion_familiasycomunidades/InstrumentosPublicaciones/100475—PROMOCION%20DE%20COMPORTAMIENTOS.pdf
Candela, C, & Cortés, M. T.(1999). La conducta prosocial: una vision de conjunto. Revista Latinoamericana de Psicología, 31(2), 325—353.
Mussen, P. & Eisenberg, N. (1977). Caring, sharing, and helping: The roots of prosocial behavior in children. San Francisco: Freeman.
Ostroy, J. M. & Keating, C. F. (2004). Gender differences in preschool aggression during free play and structured interactions: An observational study. Social Development 13, 255—277.
Pakaslahti, L., Karjalainen, A. & Keltikangas—Jarvinen, L. (2002). Relationships between adolescent prosocial problem—solving strategies, prosocial behaviour, and social acceptance. International Journal of Behevioral Development, 26, 137—144.
Pastorelli, C. (Julio, 2015). Prosocialidad y paz: teoría, investigación e intervención. En G. Tamayo (Presidencia), Programa de Psicología de la Facultad de Ciencias Sociales y Humanas. Conferencia llevada a cabo en la Universidad de Manizales, Colombia.
Perry, B. D. (1997). Incubated in terror: Neurodevelopmental factors in the “cycle of violence”. En J. Osofsky (Ed.), Children in a violent society (pp. 124—149). New York: Guilford Press.
Piaget, J. (1932). El juicio de la moral en el niño. Madrid, España: Francisco Beltrán.
Pilliavin, J. A. & Pilliavin, I. A. (1972). The effects of blood on ractionsto a victim. Journal of Personality and Social Psychology 23, 353—361.
Pilliavin, I.M.; Rodin, J. & Pilliavin, J. A. (1969). Good samaritanism: An underground phenomenon? Journal of Personality and Social Psychology 13, 289—299.
Plazas, E.A., Morón Cotes, M.L., Santiago, A., Sarmiento, H., Ariza López, S.E. & Patiño, C.D. (2010). Relaciones entre iguales, conducta prosocial y género desde la educación primaria hasta la universitaria en Colombia. Universitas Psychologica, 9(2), 357—369.
Ramírez, M. (2007). Los padres y los hijos: variables de riesgo. Educación y Educadores 10(1), 27—37.
Retuerto, A. & Mestre, M. V. (2005). Influencia de las variables sexo, edad y educación formal en el razonamiento prosocial de adolescentes jóvenes. Psicología Educativa 11, 27—50.
Richaud de Minzi, M.C. (2009). Influencia del Modelado de los Padres sobre el Desarrollo del Razonamiento Prosocial en los/las Niños/as. Interamerican Journal of Psychology, 43(1), 187—198.
Richaud de Minzi, M.C., Lemos, V. & Mesurado, B. (2011). Relaciones entre la percepción que tienen los niños de los estilos de relación y de la empatía de los padres y la conducta prosocial en la niñez media y tardía. Avances en Psicología Latinoamericana/Bogotá (Colombia), 29(2), 330—343.
Roche Olivar, R. (1998). Educación prosocial de las emociones, valores y actitudes positivas para adolescentes en entornos familiares y escolares. Barcelona: Blume.
Rodríguez, A. (2007). Principales modelos de socialización familiar. Foro de Educación 9, 91—97.
Sánchez—Queija, I., Oliva, A. & Parra, A. (2006). Empatía y conducta prosocial durante la adolescencia. Revista de Psicología Social 21(3), 259—270.
Sandoval, J.J. (2006). Ambiente escolar, familiar y comunitario en relación con los comportamientos agresivos y prosociales en niñosde 3 a 12 años, Medellín, Colombia, 2001. Revista Facultad Nacional de Salud Pública de la Universidad de Antioquia, Medellín, Colombia 24(1), 30—39.
Schwartz, S. H., & Clausen, G. T. (1970). Responsibility, norms, and helping an emergency. Journal of Personality and Social Psychology 16, 229—310.
Shapiro, L. (1997). La inteligencia emocional de los niños. Madrid: Javier Vergara.
Staub, E. (1974). Helping a distressed person: Social, personality, and stimulus determinants: Advances in experimental social psychology. Nueva York: Academic Press.
Trivers, R. L. (1971). The evolution of reciprocal altruism. Quarterly Journal of Biology 46, 35—47.
Tur, A. M., Mestre, M. A. & Del Barrio, M. V. (2004). Factores moduladores de la conducta agresiva y prosocial: el efecto de los hábitos de crianza en la conducta del adolescente. Estrés y Ansiedad 10, 75—88.
Van Lier, P., Vitaro, F., Wanner, B., Vuijk, P. & Crijnen, A. (2005). Gender differences in developmental links among antisocial behavior, friends’ antisocial behavior, and peer rejection in childhood: Results from two cultures. Child Development 75, 841—855.
Walker, S. (2005). Gender differences in the relationship between young children’s peer—related social competence and individual differences in theory of mind. The Journal of Genetic Psychology 166, 297—312.
Wentzel, K. R. & Caldwell, K. (1997). Friendship, peer acceptance, and group membership: Relations academic achievement in middle school. Child Development 68, 1198—1209.
Wilson, J. P. (1976). Motivation, modelling and altruism: a person X situation analysis. Journal of Personality and Social Psychology 34, 1078—1086.
Wilson, P. & Petruska, R. (1984). Motivation, model attributes and prosocial behavior. Journal of Personality and Social Psychology 46(2), 458—468.
Zahn—Waxler, C., Radke—Yarrow, M. & King, R. A. (1979). Child rearing and children’s prosocial initiations towards victims of distress. Child Development 50, 319—330.
Zahn—Waxler, C., Radke—Yarrow, M., Wagner, E. & Chapman, M. (1992). Development of concern for others. Developmental Psychology 28, 126—136.
Zettergren, P. (2005). Childhood peer status as predictor of mid—adolescence peer situation and social adjustment. Psychology in the Schools 42, 745—757.
Zumalabe, J.M. (1994) Modelos teóricos—explicativos de la conducta prosocial. En M. Garaigordobil y C. Maganto, (Eds.) Socialización y Conducta Prosocial en la Infancia y en la Adolescencia. San Sebastián: Servicio Editorial, Universidad del País Vasco.