The volume examines the phenomena of bullying and cyberbullying as forms of aggressive behavior that develop in a peculiar way in group contexts. As collective phenomena, they can not ignore the context in which they act more frequently, that is, the school. The use of multi-dimensional and multidimensional explanation and intervention models was more appropriate in the case of this dual phenomenon and it is here that the offered contribution of psycho-educational knowledge is a priority. An updated picture of the forms, ways and gravity with which the phenomenon of bullying occurs in school contexts in the territory of Rome and the province. Specific didactic interventions are proposed, both at preventive and problem-solving levels, made in the form of lab-based focused on play and artistic-expressive activities. By enhancing the symbolization processes underlying such activities, it is believed that the learner will be able to offer a functional cultural context to cognitive, affective, and moral development, thus indirectly promoting socialization processes characterized by pro-social and inclusive patterns.
Il volume prende in esame i fenomeni del bullismo e del cyberbullismo come forme di comportamento aggressivo che si sviluppano in maniera peculiare in contesti gruppali. In quanto fenomeni collettivi essi non possono prescindere dal contesto nel quale vengono agiti con più frequenza, ovvero la scuola. Il ricorso a modelli multicausali e multidimensionali di spiegazione e di intervento risuta più adeguato nel caso di questo duplice fenomeno ed è qui che il contributo offerto delle conoscenze psicodedagogiche risulta prioritario. Viene fornito un quadro aggiornato sulle forme, i modi e la gravità con cui il fenomeno del bullismo si manifesta nei contesti scolastici sul territorio di Roma e provincia. Vengono proposti inoltre specifici interventi didattici, efficaci sia a livello preventivo sia a livello di fronteggiamento del problema, realizzati in forma laboratoriale attraverso Laboratori Didattici Psicoeducativi (LDP) centrati sul gioco e sulle attività artistico-espressive. Grazie al potenziamento dei processi di simbolizzazione sottesi a tali attività si ritiene di poter offrire al discente un contesto culturale funzionale allo sviluppo cognitivo, affettivo e morale favorendo così in modo indiretto processi di socializzazione caratterizzati da condotte pro-sociali e inclusive. The volume examines the phenomena of bullying and cyberbullying as forms of aggressive behavior that develop in a peculiar way in group contexts. As collective phenomena, they can not ignore the context in which they act more frequently, that is, the school.
Patrizi, N., Biasi, V. (2017). Bullismo e Cyberbullismo a scuola. Fenomenologia, evidenze empiriche, interventi educativi. Roma : RomaTrE-Press.
Bullismo e Cyberbullismo a scuola. Fenomenologia, evidenze empiriche, interventi educativi
Patrizi, N.;Biasi, V.
2017-01-01
Abstract
The volume examines the phenomena of bullying and cyberbullying as forms of aggressive behavior that develop in a peculiar way in group contexts. As collective phenomena, they can not ignore the context in which they act more frequently, that is, the school. The use of multi-dimensional and multidimensional explanation and intervention models was more appropriate in the case of this dual phenomenon and it is here that the offered contribution of psycho-educational knowledge is a priority. An updated picture of the forms, ways and gravity with which the phenomenon of bullying occurs in school contexts in the territory of Rome and the province. Specific didactic interventions are proposed, both at preventive and problem-solving levels, made in the form of lab-based focused on play and artistic-expressive activities. By enhancing the symbolization processes underlying such activities, it is believed that the learner will be able to offer a functional cultural context to cognitive, affective, and moral development, thus indirectly promoting socialization processes characterized by pro-social and inclusive patterns.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.