When I asked the boys and girls themselves what they would do to end the abusive situation if they occupy the role of victim, 56% think it would appeal to a third party, either partner, parent or teacher for help. However, finding the adult falls with increasing age and are becoming stronger alternative peer or assertively confront the situation (26%), for example, directly telling the attackers to stop.
These data can be understood by comparing them with what they think would make them feel better, even adults considering a possible solution, not found in her emotional relief (just mentioned 6%) because in addition to not accuse culture , as they say, “the teacher will always forward to help you.” To feel better resort to cognitive strategies that preserve the self-esteem or reinterpret the situation, p. ex. think that wrongdoers are not worth as much. Also, increasingly with age, they turn to the same.
The educational field is the main protagonist of changing the perverse relationship between school that occur in him, and elsewhere described the various areas involved in the need for this change, from the philosophy of the center and a climate of relations conducive to finding non-violent solutions to conflicts everyday relationships in the classroom, where it is crucial to an exemplary attitude of teachers on the one hand violence which circumvents the authority-and not the other does not allow a negative treatment among students . Emotional education must be claimed as a necessity, which would help generate a more empathetic in peer relationships, to better understand the emotions of others and feel better with the emotions of other climate.
However, as it is fundamental a change in the image that reaches children and youth relationships in other social spaces, from the media, politics, etc. it is important to see new forms of prevention-intervention-and where other actors can influence the solution of the abuse of power- Thus, pediatricians play a crucial role. They would get the problem either hand families, or directly by the school themselves.
The action can go in several direcciones18. On the one hand, the identification of the problem if not exposed at first, through general questions about getting along with peers, or by asking the family for the behavior of the boy or girl in relation to the outputs or communication with friends. Second, treating the victim, in the sense of self-blame away from it all and try to reduce psychosomatic symptoms, if any, either directly or with the help of other specialists. Finally, work in the center or provide families with the information you have obtained to influence the solution within the center itself.
One idea that should make clear to the victim that goes to the consultation, as well as from the spaces of reflection expected at school, is not to obsess on finding individual causes are the victim or the aggressor. We must go further and look for causes in the dynamics of functioning of groups of adolescents living those situations and how, in many cases, regardless of the individual characteristics of the protagonists; the problem is more on how many students / ace will get caught in the dynamics of group functioning, leading them to ostracism or become a target of derision or to participate either by fear or by the transmission of power who take the singer (or both) voice. The boys themselves speak of a reinterpretation of the problem as a strategy for emotional relief.
On the other hand it requires an interdisciplinary cooperation between different experts-educators, psychologists, pediatricians along with those involved and their families to come to develop protocols in these cases, always more difficult than other more exclusively somatic distress that motivate the consultations in primary care.