Emotional Repercussions of School Violence: Influence on Emotional intelligence

Nieves Gutiérrez Ángel

Abstract


Understanding school violence or bullying as a fact that is not fixed and stable, but as a process by which a person is physically or psychologically attacked by a stronger one, leading to a disadvantageous and harmful situation, is the conceptualization that greater acceptance has nowadays. Along with it, there are three main protagonists, such as the aggressor, the victim and the observer. The objective of this work is to identify the influence that has been involved in the dynamics of bullying in the levels of Emotional Intelligence of each of the three existing roles. The method used corresponds to an ex post facto design, of a retrospective and comparative nature. And the sample is composed of third and fourth year students of their degree studies, from the University of Almeria (Spain). The results provided by this work show that both non-victims and non-aggressors have higher levels in each of the dimensions that make up the Emotional Intelligence. Concluding that, therefore, being involved in an episode related to school violence, either as a victim or as an aggressor, negatively influences Emotional Intelligence levels, since it decreases them. In the case of observers, depending on the positioning they adopt in the face of these events, they have higher or lower levels of Emotional Intelligence.


Keywords


bullying; emotional intelligence; consequences; roles

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DOI: https://doi.org/10.5944/ap.16.1.22555

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