Intervención cognitivo-conductual en una adolescente víctima de acoso escolar

Content Provider	Semantic Scholar
Author	Melero, Silvia
Copyright Year	2017
Abstract	espanolEl acoso escolar es un problema comun que se produce especialmente en los niveles desde finales de la segunda infancia y principios de la adolescencia. Genera importantes consecuencias en las victimas a nivel academico, psicologico y social. El objetivo del presente trabajo es evaluar la eficacia de una intervencion individual en una adolescente de 12 anos victima de acoso y ciberacoso escolar. El tratamiento se llevo a cabo durante 12 sesiones de una hora de duracion. Los instrumentos de evaluacion fueron entrevistas, un test proyectivo sobre la familia, escalas de autoestima y conducta y cuestionarios de autoconcepto y dificultades interpersonales. La intervencion consistio en la aplicacion de tecnicas de reestructuracion cognitiva, entrenamiento en habilidades sociales, exposicion, resolucion de problemas y activacion conductual. Los resultados de la intervencion mostraron una mejora de la autoestima y autoconcepto de la adolescente, la adquisicion de habilidades sociales, asertivas y de comunicacion adecuadas y mayor eficacia para resolver problemas, lo cual contribuyo al cese de la situacion de victimizacion sufrida en el contexto escolar. EnglishCognitive behavioral treatment in a teenage victim of bullying. Bullying occurs widespread and is an issue of concern especially for those in the late childhood and early adolescence age groups. It causes severe consequences on victims academically, psychologically, and socially. The aim of this study is to evaluate the effectiveness of an individual intervention of a 12-year-old teenage victim of bullying and cyberbullying. The treatment was carried out for 12-hour-long sessions. Interviews, a family projective test, self-esteem and behavior scales, and questionnaires of self-concept and interpersonal difficulties were used as assessment instruments. The intervention consisted of the implementation of cognitive restructuring, social skills training, exposure, problem solving, and behavioral activation techniques. The results of the intervention showed an improvement of the adolescent’s self-esteem and self-concept, the acquisition of appropriate social, assertive, and communication skills; and an increase in problem solving skills, which helped end the victimization suffered by the teenager in the school context.
Starting Page	149
Ending Page	155
Page Count	7
File Format	PDF HTM / HTML
Volume Number	4
Alternate Webpage(s)	http://www.revistapcna.com/sites/default/files/16-27_0.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article