Bullying y habilidades sociales: Similitudes y diferencias en la intervención con entrenamiento social

61 Páginas.

Autores:
Díaz Duarte, Nury Catalina
Paz Realpe, Ancizar
León Galeano, María Alejandra
Tipo de recurso:
Fecha de publicación:
2014
Institución:
Universidad de la Sabana
Repositorio:
Repositorio Universidad de la Sabana
Idioma:
spa
OAI Identifier:
oai:intellectum.unisabana.edu.co:10818/12377
Acceso en línea:
http://hdl.handle.net/10818/12377
Palabra clave:
Violencia en la educación -- Colombia
Matoneo escolar
Sociología de la educación
Rights
License
http://purl.org/coar/access_right/c_abf2
id REPOUSABA2_ae260e2bf1661af0b43fe701bbb13a6f
oai_identifier_str oai:intellectum.unisabana.edu.co:10818/12377
network_acronym_str REPOUSABA2
network_name_str Repositorio Universidad de la Sabana
repository_id_str
dc.title.es_CO.fl_str_mv Bullying y habilidades sociales: Similitudes y diferencias en la intervención con entrenamiento social
title Bullying y habilidades sociales: Similitudes y diferencias en la intervención con entrenamiento social
spellingShingle Bullying y habilidades sociales: Similitudes y diferencias en la intervención con entrenamiento social
Violencia en la educación -- Colombia
Matoneo escolar
Sociología de la educación
title_short Bullying y habilidades sociales: Similitudes y diferencias en la intervención con entrenamiento social
title_full Bullying y habilidades sociales: Similitudes y diferencias en la intervención con entrenamiento social
title_fullStr Bullying y habilidades sociales: Similitudes y diferencias en la intervención con entrenamiento social
title_full_unstemmed Bullying y habilidades sociales: Similitudes y diferencias en la intervención con entrenamiento social
title_sort Bullying y habilidades sociales: Similitudes y diferencias en la intervención con entrenamiento social
dc.creator.fl_str_mv Díaz Duarte, Nury Catalina
Paz Realpe, Ancizar
León Galeano, María Alejandra
dc.contributor.advisor.none.fl_str_mv Amaya M., Leonardo Rafael
dc.contributor.author.none.fl_str_mv Díaz Duarte, Nury Catalina
Paz Realpe, Ancizar
León Galeano, María Alejandra
dc.subject.none.fl_str_mv Violencia en la educación -- Colombia
Matoneo escolar
Sociología de la educación
topic Violencia en la educación -- Colombia
Matoneo escolar
Sociología de la educación
description 61 Páginas.
publishDate 2014
dc.date.accessioned.none.fl_str_mv 2014-11-07T21:36:48Z
dc.date.available.none.fl_str_mv 2014-11-07T21:36:48Z
dc.date.created.none.fl_str_mv 2014
dc.date.issued.none.fl_str_mv 2014-11-07
dc.type.none.fl_str_mv bachelorThesis
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.none.fl_str_mv Tesis de especialización
dc.type.hasVersion.none.fl_str_mv publishedVersion
dc.identifier.citation.none.fl_str_mv Barbero, J. A., Ruiz J, A., Bartolomé L. E & García, M. P. (2012). Effectiveness of antiBullying school programmes: A systematic review by evidence levels. Children and Youth Services Review 34 1646–1658. doi: 10.1016/j.childyouth.2012.04.025
Bauer, N. S,. Lozano, P., Rivara, F. (2007). The Effectiveness of the Olweus Bullying Prevention Program in Public Middle Schools: A Controlled Trial. Journal of Adolescent Health, 40 266– 274. doi: 10.1016/j.jadohealth.2006.10.005
Bauman, S. (Noviembre, 2007). A virtual Menace. National Coalition Agains Bullying National Conference, Melbourne, Australia
Bauman, S. (Noviembre, 2007). A virtual Menace. National Coalition Agains Bullying National Conference, Melbourne, Australia
Betina, A. & Contini, N. (2011). Las habilidades sociales en niños y adolescentes. Su importancia en la prevención de trastornos psicopatológicos. Fundamentos en Humanidades, 12(23). 159- 182.
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156, 156-168.
Bollmer, J., Harris, M., & Milich, R. (2006). Reactions to Bullying and peer victimization: Narratives, physiological arousal, and personality. Journal of Research in Personality, 40, 803-828. doi:10.1016/j.jrp.2005.09.003.
Bowllan, N. M. (2011). Implementation and Evaluation of a Comprehensive, School-wide Bullying Prevention Program in an Urban/Suburban Middle School. Journal Of School Health, 81(4), 167-173.
Brenick, A., Shattuck, J., Donlan, A., Duh, S., Zurbriggen, E. (2014) Empowering children with safety-skills: An evaluation of the Kidpower. Everyday Safety-Skills Program Children and Youth Services Review. 44, 152–162.
Brenick, A., Shattuck, J., Donlan, A., Duh, S., Zurbriggen, E. (2014) Empowering children with safety-skills: An evaluation of the Kidpower. Everyday Safety-Skills Program Children and Youth Services Review. 44, 152–162.
Brito, C. C. & Oliveira, M. T. (2013). Bullying and self-esteem in adolescents from public schools. Journal of Pedriatria. 89 (6): 601-607. doi:10.1016/j.jped.2013.04.001
Channing Bete Company. (2014). Prevention Programs: Program PATHS (Promoting Alternative Thinking Strategies). Massachusetts, EE.UU.: Scriptography®. WA: Author. Recuperado de http://www.channing-bete.com/prevention-programs/paths/paths.html
Chaux, E. (15 de Marzo de 2012). Colombia es uno de los países con mayores cifras de “matoneo”. Vanguardia.com. Recuperado de http://www.vanguardia.com/actualidad/colombia/148157-colombia-es-uno-de-los-paises-conmayores-cifras-de-matoneo
Chaux, E. (2005). El programa de prevención de Montreal: Lecciones para Colombia. Revista de estudios sociales, 21, 11-25. Recuperado de http://psicologia.uniandes.edu.co/documentos/echaux/Chaux_rev21.pdf
Chaux, E., Bustamante, A., Castellanos, M., Jiménez, M., Nieto, A., Rodríguez, G., & Velásquez, A. (2008). Aulas en Paz: 2. Estrategias pedagógicas. Revista Interamericana de Educación para la Democracia, 1(2), 123-145.
Chaux, Enrique. (2011). Múltiples Perspectivas Sobre un Problema Complejo: Comentarios Sobre Cinco Investigaciones en Violencia Escolar. Psykhe (Santiago), 20(2), 79-86. Recuperado en 23 de agosto de 2014, de http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718- 22282011000200007&lng=es&tlng=es. 10.4067/S0718-22282011000200007.
Choi, J., Johnson, D. W., & Johnson, R. (2011). The Roots of Social Dominance: Aggression, Prosocial Behavior, and Social Interdependence. The Journal of Educational Research, 104(6), 442-454. doi:10.1080/00220671.2010.514689
Crawford, A. M., & Manassis, K. (2011). Anxiety, social skills, friendship quality, and peer victimization: An integrated model. Journal of Anxiety Disorders, 25(7), 924-931. doi:http://dx.doi.org/10.1016/j.janxdis.2011.05.005
Cross, D., Waters, S., Pearce, N., Shaw, T., Hall, M., Erceg, E., ... & Hamilton, G. (2012). The Friendly Schools Friendly Families programme: Three-year bullying behaviour outcomes in primary school children. International Journal of Educational Research, 53, 394-406. doi:10.1016/j.ijer.2012.05.004
Curtis, C., & Norgate, R. (2007). An evaluation of the Promoting Alternative Thinking Strategies curriculum at key stage 1. Educational Psychology in Practice, 23(1), 33-44
DANE. (2012). Encuesta de Convivencia Escolar y Circunstancias que la Afectan - ECECA, para Estudiantes de 5° a 11° de Bogotá Año 2011. Recuperado de http://www.dane.gov.co/index.php/educacion-cultura-y-gobierno/poblacion-escolarizada/89- sociales/educación/3898-encuesta-de-convivencia-escolar
DeRosier, M. (2004). Building relationships and combating bullying: effectiveness of a schoolbased social skills group intervention. Journal of Clinical Child and Adolescent Psychology, 33(1), 196-201.
Doikou-Avlidou, M., & Dadatsi, K. (2013). Enhancing social integration of immigrant pupils at risk for social, emotional and/or behavioural difficulties: the outcomes of a small-scale socialemotional learning programme. Emotional and Behavioural Difficulties, 18(1), 3-23. doi:10.1080/13632752.2012.675137
Domino, M. (2013). Measuring the Impact of an Alternative Approach to School Bullying. Journal Of School Health, 83(6), 430-437.
Elias, M. J. (2004). The connection between social-emotional learning and learning disabilities: Implications for intervention. Learning Disability Quarterly, 53-63. doi: 10.2307/1593632
Fekkes, M., Pijpers, F., & Verloove-Vanhorick, S. (2005). Bullying: who does what, when and where? Involvement of children, teachers and parents in Bullying behavior. Health Education Research, 20(1) 81-91. http://her.oxfordjournals.org/content/early/2004/07/14/her.cyg100
Fox, C. L., & Boulton, M. J. (2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Educational Psychology, 75(2), 313-328. doi:10.1348/000709905X25517
Fox, Virginia. (2005). Análisis documental de contenido: principios y prácticas. Buenos Aires: Alfagrama.
Gálves, J., Grasa, V., Martínez, J., Navarro, G., Pejoan, J., Sánchez, J., Torío, E., Violant, A., (2010). Enciclopedia Audiovisual Educativa: Matemáticas. Ed. Oceano. Barcelona (España).
Garandeau, c., Lee, I., Salmivalli, C. (2014). Differential effects of the Kiva anti-bullying programo n popular and unpopular billuies. Journal of applied development psychology, (35), 44-50.
Gresham, F. M., Elliott, S. N., Cook, C. R., Vance, M. J., & Kettler, R. (2010). Cross-informant agreement for ratings for social skill and problem behavior ratings: An investigation of the Social Skills Improvement System—Rating Scales. Psychological assessment, 22(1), 157-- 166. doi:10.1037/a0018124 .
Haataja, A., Voeten, M., Boulton, A., Ahtola, A., Poskiparta, E., Salmivalli, C. The KiVa antibullying curriculum and outcome: Does fidelity matter? (2014). Journal of School Psychology. 52 (5), 479-493.
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Heydenberk, W., Heydenberk, R. (2007). More than Manners: Conflict Resolution in Primary Level Classrooms. Early Childhood Education Journal. 35 (2),119-126.
Hong, J. & Espelage, D. (2012). A review of Mixed Methods Research on Bullying and Peer Victimization in School. Educational Review. Vol. 64. No. 1. 115-126. doi:10.1080/00131911.2011.598917
Jordan, K., & Austin, J. (2012). A review of the literature on bullying in U.S. schools and how a parent-educator partnership can be an effective way to handle bullying. Journal of Aggression, Maltreatment & Trauma, 21(4), 440. Retrieved from http://search.proquest.com/docview/1013836625?accountid=45375
Kabasakal, Z., & Totan, T. (2013). The effect of social and emotional learning needs on decreasing the mental symptoms in elementary school students. Çukurova University.Faculty of Education Journal, 42(1), 56-64. Retrieved from http://search.proquest.com/docview/1354695912?accountid=45375
Koiv, K. (2012). Social Skills Training as a Mean of Improving Intervention for Bullies and Victims. Procedia-Social and Behavioral Sciences, 45(6), 239-246. doi:10.1016/j.sbspro.2012.06.560
Kowalski, R. M., Limber, S., Limber, S. P., & Agatston, P. W. (2012).Cyberbullying: Bullying in the digital age. John Wiley & Sons.
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Limber, P. S (2011). Development, Evaluation, and Future Directions of the Olweus Bullying Prevention Program, Journal of School Violence, 10:1, 71-87. doi:10.1080/15388220.2010.519375
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Nassim, E; Shole, A. (2012). Effectiveness of Olweus Bullying Prevention Programs on Ironian Boys. Iranian Journal of Psychiatry & Clinical Psychology, 18 (3), p175-183.
National Institute of Child Health and Human Development. (2004). Fathers’ and Mothers’ Parenting Behavior and Beliefs as Predictors of Children’s Social Adjustment in the Transition to School (4). DOI: 10.1037/0893-3200.18.4.628.
Nocentini, A., Menesini, E., & Salmivalli, C. (2013). Level and change of Bullying behavior during high school: A multilevel growth curve analysis. Journal of adolescence, 36(3), 495- 505.
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Olweus, D. (2011). Bullying at school and later criminality: Findings from three Swedish community samples of males. Criminal behaviour and mental health, 21(2), 151-156
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dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10818/12377
dc.identifier.local.none.fl_str_mv 259956
TE06939
identifier_str_mv Barbero, J. A., Ruiz J, A., Bartolomé L. E & García, M. P. (2012). Effectiveness of antiBullying school programmes: A systematic review by evidence levels. Children and Youth Services Review 34 1646–1658. doi: 10.1016/j.childyouth.2012.04.025
Bauer, N. S,. Lozano, P., Rivara, F. (2007). The Effectiveness of the Olweus Bullying Prevention Program in Public Middle Schools: A Controlled Trial. Journal of Adolescent Health, 40 266– 274. doi: 10.1016/j.jadohealth.2006.10.005
Bauman, S. (Noviembre, 2007). A virtual Menace. National Coalition Agains Bullying National Conference, Melbourne, Australia
Betina, A. & Contini, N. (2011). Las habilidades sociales en niños y adolescentes. Su importancia en la prevención de trastornos psicopatológicos. Fundamentos en Humanidades, 12(23). 159- 182.
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156, 156-168.
Bollmer, J., Harris, M., & Milich, R. (2006). Reactions to Bullying and peer victimization: Narratives, physiological arousal, and personality. Journal of Research in Personality, 40, 803-828. doi:10.1016/j.jrp.2005.09.003.
Bowllan, N. M. (2011). Implementation and Evaluation of a Comprehensive, School-wide Bullying Prevention Program in an Urban/Suburban Middle School. Journal Of School Health, 81(4), 167-173.
Brenick, A., Shattuck, J., Donlan, A., Duh, S., Zurbriggen, E. (2014) Empowering children with safety-skills: An evaluation of the Kidpower. Everyday Safety-Skills Program Children and Youth Services Review. 44, 152–162.
Brito, C. C. & Oliveira, M. T. (2013). Bullying and self-esteem in adolescents from public schools. Journal of Pedriatria. 89 (6): 601-607. doi:10.1016/j.jped.2013.04.001
Channing Bete Company. (2014). Prevention Programs: Program PATHS (Promoting Alternative Thinking Strategies). Massachusetts, EE.UU.: Scriptography®. WA: Author. Recuperado de http://www.channing-bete.com/prevention-programs/paths/paths.html
Chaux, E. (15 de Marzo de 2012). Colombia es uno de los países con mayores cifras de “matoneo”. Vanguardia.com. Recuperado de http://www.vanguardia.com/actualidad/colombia/148157-colombia-es-uno-de-los-paises-conmayores-cifras-de-matoneo
Chaux, E. (2005). El programa de prevención de Montreal: Lecciones para Colombia. Revista de estudios sociales, 21, 11-25. Recuperado de http://psicologia.uniandes.edu.co/documentos/echaux/Chaux_rev21.pdf
Chaux, E., Bustamante, A., Castellanos, M., Jiménez, M., Nieto, A., Rodríguez, G., & Velásquez, A. (2008). Aulas en Paz: 2. Estrategias pedagógicas. Revista Interamericana de Educación para la Democracia, 1(2), 123-145.
Chaux, Enrique. (2011). Múltiples Perspectivas Sobre un Problema Complejo: Comentarios Sobre Cinco Investigaciones en Violencia Escolar. Psykhe (Santiago), 20(2), 79-86. Recuperado en 23 de agosto de 2014, de http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718- 22282011000200007&lng=es&tlng=es. 10.4067/S0718-22282011000200007.
Choi, J., Johnson, D. W., & Johnson, R. (2011). The Roots of Social Dominance: Aggression, Prosocial Behavior, and Social Interdependence. The Journal of Educational Research, 104(6), 442-454. doi:10.1080/00220671.2010.514689
Crawford, A. M., & Manassis, K. (2011). Anxiety, social skills, friendship quality, and peer victimization: An integrated model. Journal of Anxiety Disorders, 25(7), 924-931. doi:http://dx.doi.org/10.1016/j.janxdis.2011.05.005
Cross, D., Waters, S., Pearce, N., Shaw, T., Hall, M., Erceg, E., ... & Hamilton, G. (2012). The Friendly Schools Friendly Families programme: Three-year bullying behaviour outcomes in primary school children. International Journal of Educational Research, 53, 394-406. doi:10.1016/j.ijer.2012.05.004
Curtis, C., & Norgate, R. (2007). An evaluation of the Promoting Alternative Thinking Strategies curriculum at key stage 1. Educational Psychology in Practice, 23(1), 33-44
DANE. (2012). Encuesta de Convivencia Escolar y Circunstancias que la Afectan - ECECA, para Estudiantes de 5° a 11° de Bogotá Año 2011. Recuperado de http://www.dane.gov.co/index.php/educacion-cultura-y-gobierno/poblacion-escolarizada/89- sociales/educación/3898-encuesta-de-convivencia-escolar
DeRosier, M. (2004). Building relationships and combating bullying: effectiveness of a schoolbased social skills group intervention. Journal of Clinical Child and Adolescent Psychology, 33(1), 196-201.
Doikou-Avlidou, M., & Dadatsi, K. (2013). Enhancing social integration of immigrant pupils at risk for social, emotional and/or behavioural difficulties: the outcomes of a small-scale socialemotional learning programme. Emotional and Behavioural Difficulties, 18(1), 3-23. doi:10.1080/13632752.2012.675137
Domino, M. (2013). Measuring the Impact of an Alternative Approach to School Bullying. Journal Of School Health, 83(6), 430-437.
Elias, M. J. (2004). The connection between social-emotional learning and learning disabilities: Implications for intervention. Learning Disability Quarterly, 53-63. doi: 10.2307/1593632
Fekkes, M., Pijpers, F., & Verloove-Vanhorick, S. (2005). Bullying: who does what, when and where? Involvement of children, teachers and parents in Bullying behavior. Health Education Research, 20(1) 81-91. http://her.oxfordjournals.org/content/early/2004/07/14/her.cyg100
Fox, C. L., & Boulton, M. J. (2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Educational Psychology, 75(2), 313-328. doi:10.1348/000709905X25517
Fox, Virginia. (2005). Análisis documental de contenido: principios y prácticas. Buenos Aires: Alfagrama.
Gálves, J., Grasa, V., Martínez, J., Navarro, G., Pejoan, J., Sánchez, J., Torío, E., Violant, A., (2010). Enciclopedia Audiovisual Educativa: Matemáticas. Ed. Oceano. Barcelona (España).
Garandeau, c., Lee, I., Salmivalli, C. (2014). Differential effects of the Kiva anti-bullying programo n popular and unpopular billuies. Journal of applied development psychology, (35), 44-50.
Gresham, F. M., Elliott, S. N., Cook, C. R., Vance, M. J., & Kettler, R. (2010). Cross-informant agreement for ratings for social skill and problem behavior ratings: An investigation of the Social Skills Improvement System—Rating Scales. Psychological assessment, 22(1), 157-- 166. doi:10.1037/a0018124 .
Haataja, A., Voeten, M., Boulton, A., Ahtola, A., Poskiparta, E., Salmivalli, C. The KiVa antibullying curriculum and outcome: Does fidelity matter? (2014). Journal of School Psychology. 52 (5), 479-493.
Hallam, S. (2009). An evaluation of the Social and Emotional Aspects of Learning (SEL) programme: promoting positive behaviour, effective learning and well-being in primary school children. Oxford Review of Education. 35 (3), 313–330.
Hernandez, R., Fernández, C. & Baptista M. (2010). Metodología de la Investigación. [versión digital PDF]. (Quinta edición). Lugar: McGRAW-HILL / Interamericana Editores, s.a. de c.v.
Heydenberk, W., Heydenberk, R. (2007). More than Manners: Conflict Resolution in Primary Level Classrooms. Early Childhood Education Journal. 35 (2),119-126.
Hong, J. & Espelage, D. (2012). A review of Mixed Methods Research on Bullying and Peer Victimization in School. Educational Review. Vol. 64. No. 1. 115-126. doi:10.1080/00131911.2011.598917
Jordan, K., & Austin, J. (2012). A review of the literature on bullying in U.S. schools and how a parent-educator partnership can be an effective way to handle bullying. Journal of Aggression, Maltreatment & Trauma, 21(4), 440. Retrieved from http://search.proquest.com/docview/1013836625?accountid=45375
Kabasakal, Z., & Totan, T. (2013). The effect of social and emotional learning needs on decreasing the mental symptoms in elementary school students. Çukurova University.Faculty of Education Journal, 42(1), 56-64. Retrieved from http://search.proquest.com/docview/1354695912?accountid=45375
Koiv, K. (2012). Social Skills Training as a Mean of Improving Intervention for Bullies and Victims. Procedia-Social and Behavioral Sciences, 45(6), 239-246. doi:10.1016/j.sbspro.2012.06.560
Kowalski, R. M., Limber, S., Limber, S. P., & Agatston, P. W. (2012).Cyberbullying: Bullying in the digital age. John Wiley & Sons.
Ley 1620 de 2013, Sistema Nacional de Convivencia Escolar y Formación para el Ejercicio de los Derechos Humanos, la Educación para la Sexualidad y la Prevención y Mitigación de la Violencia Escolar. Ministerio de Educación Nacional (2013)
Limber, P. S (2011). Development, Evaluation, and Future Directions of the Olweus Bullying Prevention Program, Journal of School Violence, 10:1, 71-87. doi:10.1080/15388220.2010.519375
Liu, J., & Graves, N. (2011). Childhood bullying: A review of constructs, concepts, and nursing implications. Public Health Nursing, 28(6), 556. Retrieved from http://search.proquest.com/docview/903224443?accountid=45375
Martínez, J. M. A. (2013). Análisis psicosocial del ciberBullying: claves para una educación moral. Papeles del psicólogo, 34(1), 65-73. http://www.papelesdelpsicologo.es/pdf/2172.pdf
Nassim, E; Shole, A. (2012). Effectiveness of Olweus Bullying Prevention Programs on Ironian Boys. Iranian Journal of Psychiatry & Clinical Psychology, 18 (3), p175-183.
National Institute of Child Health and Human Development. (2004). Fathers’ and Mothers’ Parenting Behavior and Beliefs as Predictors of Children’s Social Adjustment in the Transition to School (4). DOI: 10.1037/0893-3200.18.4.628.
Nocentini, A., Menesini, E., & Salmivalli, C. (2013). Level and change of Bullying behavior during high school: A multilevel growth curve analysis. Journal of adolescence, 36(3), 495- 505.
Olweus, D. (2007). Acoso escolar: hechos y medidas de intervención. Bergen: Publicaciones del Research Centre for Health Promotion.
Olweus, D. (2011). Bullying at school and later criminality: Findings from three Swedish community samples of males. Criminal behaviour and mental health, 21(2), 151-156
Organización Mundial de la Salud (2010). Social determinants of health and well-being among young people. Health Policy For Children And Adolescents, no. 6.
Organización Mundial de la Salud (2012). Los niños con discapacidad son víctimas de la violencia con más frecuencia. [Centro de prensa] Recuerado de http://www.who.int/mediacentre/news/notes/2012/child_disabilities_violence_20120712/es/
Perren, S., & Alsaker, F. D. (2006). Social behavior and peer relationships of victims, bully‐ victims, and bullies in kindergarten. Journal of child psychology and psychiatry, 47(1), 45-57.
Postigo, S., Gonzáñez, R., Mateu, C., & Montoya, I. (2012). Predicting Bullying: Maladjustment, Social Skills and Popularity, Educational Psychology, 32:5, 627-639.
Ramos, C., Nieto, A. M., & Chaux, E. (2007). Aulas en Paz: Resultados Preliminares de un Programa Multi-Componente. Revista Interamericana de Educación para la Democracia, 1(1), 35-56
Rech R.R, Halpern R, Tedesco A, Santos D.F. (2013). Prevalence and characteristics of victims and perpetrators of Bullying. J Pediatr (Rio J). 89 (2):164−70.
Reijntjes, A., Vermande, M., Goossens, F., Olthof, T.,Van de Shoot, R., Aleva, L., & Van der Meulen, M. (2013). Developmental Trajectories of Bullying and Social Dominance in Youth. Child Abuse and Neglect, 37(4), 224-334.
Río Pérez, J. D., Sádaba Chalezquer, C., & Bringué Sala, X. (2010). Menores y redes¿ sociales?: de la amistad al cyberbullying. Revista de estudios de juventud, (88), 115-129
Rubin-Vaughan, A., Pepler, D., Brown, S., & Craig, W. (2011). Quest for the Golden Rule: An effective social skills promotion and bullying prevention program. Computers & Education, 56(1), 166-175.
Sahin, M. (2012). An Investigation into the Efficiency of Empathy Training Program on Preventing Bullying in Primary Schools. Children and Youth Services Review, 34(3), 1325- 1330
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and violent behavior, 15(2), 112-120
Sánchez, V. Ortega, R. & Menesini, E. (2012). La Competencia Emocional De Agresores Y Víctimas De Bullying. Anales de Psicología. 28 (1) 71-82.
Schultes, M.-T., Stefanek, E., van de Schoot, R., Strohmeier, D., & Spiel, C. (2014). Measuring implementation of a school-based violence prevention program: Fidelity and teachers’ responsiveness as predictors of proximal outcomes. Zeitschrift für Psychologie, 222(1), 49-57
Shafer, K. S., & Silverman, M.J. Applying a social learning theoretical framework to music therapy as a prevention and intervention for bullies and victims of Bullying. The Arts in Psychotherapy (2013).http://dx.doi.org/10.1016/j.aip.2013.07.004
Smith B. M. & Low S. (2013). The Role of Social-Emotional Learning In Bullying Prevention Efforts, Theory Into Practice, 52:4, 280-287.
Spiel, C., Wagner, P., & Strohmeier, D. (2012). Violence prevention in austrian schools: Implementation and evaluation of a national strategy. International Journal of Conflict and Violence,6(2), 176-186. Retrieved from http://search.proquest.com/docview/1372572063?accountid=45375
Stan,C., & Galea Beldean, I. (2014). The development of social and emotional skills of studentsways to reduce the frecuency of bullying-type events. Experimental results. Procedia Social and Behavioral Sciences. 114: 735-743
Strohmeier, D., Hoffmann, C., Schiller, E., Stefanek, E., & Spiel, C. (2012). ViSC Social Competence Program. New Directions For Youth Development, 2012(133), 71-84.
Swearer, S. M., Espelage, D. L.,Vaillancourt, T. & Hymel, S. (2010). What Can Be Done About School Bullying? Linking Research to Educational Practice. American Educational Research Association, 39(1), 38-47.
The Olweus Bullying Prevention Program: A proven school-based program to reduce bullying. (2005). Brown University Child & Adolescent Behavior Letter, 21(4), 1-6.
Thomas, S. P. (2010). A Novel Approach to Decreasing Bullying. Issues In Mental Health Nursing, 31(9), 551
Trautmann, A. (2008) Maltrato entre Pares o “Bullying”. Una Visión Actual. Revista Chilena de Pediatría, 79 (1): 13-20.
Vanderbilt, D. & Augustyn, M. (2010). The effects of Bullying. Pediatrics and Child Health. 30:7.
Vessey, J. A., DiFazio, R. L., & Strout, T. D. (2013). Youth Bullying: A review of the science and call to action. Nursing outlook
Woods, S., Wolke, D., Nowicky, S., & Hall, L. (2013). Emotion recognition abilities and empathy of victims of Bullying. Child Abuse and Neglect, 33(5), 307-331
Yaakub, N; Haron, F; Leong, G. (2010). Examining the efficacy of the Olweus Prevention Programme in Reducing Bullying: The Malaysian Experience. Procedia Social and Behavioral Sciencies, (5), 595-598.
Ziv, Y. (2013). Social Information Processing Patterns, Social Skills and School Readiness in Preschool Children. Journal of Experimental Child Psychology, 114, 306-320
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spelling Amaya M., Leonardo RafaelDíaz Duarte, Nury CatalinaPaz Realpe, AncizarLeón Galeano, María AlejandraEspecialista en Psicología Clínica de la Niñez y de la Adolescencia2014-11-07T21:36:48Z2014-11-07T21:36:48Z20142014-11-07Barbero, J. A., Ruiz J, A., Bartolomé L. E & García, M. P. (2012). Effectiveness of antiBullying school programmes: A systematic review by evidence levels. Children and Youth Services Review 34 1646–1658. doi: 10.1016/j.childyouth.2012.04.025Bauer, N. S,. Lozano, P., Rivara, F. (2007). The Effectiveness of the Olweus Bullying Prevention Program in Public Middle Schools: A Controlled Trial. Journal of Adolescent Health, 40 266– 274. doi: 10.1016/j.jadohealth.2006.10.005Bauman, S. (Noviembre, 2007). A virtual Menace. National Coalition Agains Bullying National Conference, Melbourne, AustraliaBauman, S. (Noviembre, 2007). A virtual Menace. National Coalition Agains Bullying National Conference, Melbourne, AustraliaBetina, A. & Contini, N. (2011). Las habilidades sociales en niños y adolescentes. Su importancia en la prevención de trastornos psicopatológicos. Fundamentos en Humanidades, 12(23). 159- 182.Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156, 156-168.Bollmer, J., Harris, M., & Milich, R. (2006). Reactions to Bullying and peer victimization: Narratives, physiological arousal, and personality. Journal of Research in Personality, 40, 803-828. doi:10.1016/j.jrp.2005.09.003.Bowllan, N. M. (2011). Implementation and Evaluation of a Comprehensive, School-wide Bullying Prevention Program in an Urban/Suburban Middle School. Journal Of School Health, 81(4), 167-173.Brenick, A., Shattuck, J., Donlan, A., Duh, S., Zurbriggen, E. (2014) Empowering children with safety-skills: An evaluation of the Kidpower. Everyday Safety-Skills Program Children and Youth Services Review. 44, 152–162.Brenick, A., Shattuck, J., Donlan, A., Duh, S., Zurbriggen, E. (2014) Empowering children with safety-skills: An evaluation of the Kidpower. Everyday Safety-Skills Program Children and Youth Services Review. 44, 152–162.Brito, C. C. & Oliveira, M. T. (2013). Bullying and self-esteem in adolescents from public schools. Journal of Pedriatria. 89 (6): 601-607. doi:10.1016/j.jped.2013.04.001Channing Bete Company. (2014). Prevention Programs: Program PATHS (Promoting Alternative Thinking Strategies). Massachusetts, EE.UU.: Scriptography®. WA: Author. Recuperado de http://www.channing-bete.com/prevention-programs/paths/paths.htmlChaux, E. (15 de Marzo de 2012). Colombia es uno de los países con mayores cifras de “matoneo”. Vanguardia.com. Recuperado de http://www.vanguardia.com/actualidad/colombia/148157-colombia-es-uno-de-los-paises-conmayores-cifras-de-matoneoChaux, E. (2005). El programa de prevención de Montreal: Lecciones para Colombia. Revista de estudios sociales, 21, 11-25. Recuperado de http://psicologia.uniandes.edu.co/documentos/echaux/Chaux_rev21.pdfChaux, E., Bustamante, A., Castellanos, M., Jiménez, M., Nieto, A., Rodríguez, G., & Velásquez, A. (2008). Aulas en Paz: 2. Estrategias pedagógicas. Revista Interamericana de Educación para la Democracia, 1(2), 123-145.Chaux, Enrique. (2011). Múltiples Perspectivas Sobre un Problema Complejo: Comentarios Sobre Cinco Investigaciones en Violencia Escolar. Psykhe (Santiago), 20(2), 79-86. Recuperado en 23 de agosto de 2014, de http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718- 22282011000200007&lng=es&tlng=es. 10.4067/S0718-22282011000200007.Choi, J., Johnson, D. W., & Johnson, R. (2011). The Roots of Social Dominance: Aggression, Prosocial Behavior, and Social Interdependence. The Journal of Educational Research, 104(6), 442-454. doi:10.1080/00220671.2010.514689Crawford, A. M., & Manassis, K. (2011). Anxiety, social skills, friendship quality, and peer victimization: An integrated model. Journal of Anxiety Disorders, 25(7), 924-931. doi:http://dx.doi.org/10.1016/j.janxdis.2011.05.005Cross, D., Waters, S., Pearce, N., Shaw, T., Hall, M., Erceg, E., ... & Hamilton, G. (2012). The Friendly Schools Friendly Families programme: Three-year bullying behaviour outcomes in primary school children. International Journal of Educational Research, 53, 394-406. doi:10.1016/j.ijer.2012.05.004Curtis, C., & Norgate, R. (2007). An evaluation of the Promoting Alternative Thinking Strategies curriculum at key stage 1. Educational Psychology in Practice, 23(1), 33-44DANE. (2012). Encuesta de Convivencia Escolar y Circunstancias que la Afectan - ECECA, para Estudiantes de 5° a 11° de Bogotá Año 2011. Recuperado de http://www.dane.gov.co/index.php/educacion-cultura-y-gobierno/poblacion-escolarizada/89- sociales/educación/3898-encuesta-de-convivencia-escolarDeRosier, M. (2004). Building relationships and combating bullying: effectiveness of a schoolbased social skills group intervention. Journal of Clinical Child and Adolescent Psychology, 33(1), 196-201.Doikou-Avlidou, M., & Dadatsi, K. (2013). Enhancing social integration of immigrant pupils at risk for social, emotional and/or behavioural difficulties: the outcomes of a small-scale socialemotional learning programme. Emotional and Behavioural Difficulties, 18(1), 3-23. doi:10.1080/13632752.2012.675137Domino, M. (2013). Measuring the Impact of an Alternative Approach to School Bullying. Journal Of School Health, 83(6), 430-437.Elias, M. J. (2004). The connection between social-emotional learning and learning disabilities: Implications for intervention. Learning Disability Quarterly, 53-63. doi: 10.2307/1593632Fekkes, M., Pijpers, F., & Verloove-Vanhorick, S. (2005). Bullying: who does what, when and where? Involvement of children, teachers and parents in Bullying behavior. Health Education Research, 20(1) 81-91. http://her.oxfordjournals.org/content/early/2004/07/14/her.cyg100Fox, C. L., & Boulton, M. J. (2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Educational Psychology, 75(2), 313-328. doi:10.1348/000709905X25517Fox, Virginia. (2005). Análisis documental de contenido: principios y prácticas. Buenos Aires: Alfagrama.Gálves, J., Grasa, V., Martínez, J., Navarro, G., Pejoan, J., Sánchez, J., Torío, E., Violant, A., (2010). Enciclopedia Audiovisual Educativa: Matemáticas. Ed. Oceano. Barcelona (España).Garandeau, c., Lee, I., Salmivalli, C. (2014). Differential effects of the Kiva anti-bullying programo n popular and unpopular billuies. Journal of applied development psychology, (35), 44-50.Gresham, F. M., Elliott, S. N., Cook, C. R., Vance, M. J., & Kettler, R. (2010). Cross-informant agreement for ratings for social skill and problem behavior ratings: An investigation of the Social Skills Improvement System—Rating Scales. Psychological assessment, 22(1), 157-- 166. doi:10.1037/a0018124 .Haataja, A., Voeten, M., Boulton, A., Ahtola, A., Poskiparta, E., Salmivalli, C. The KiVa antibullying curriculum and outcome: Does fidelity matter? (2014). Journal of School Psychology. 52 (5), 479-493.Hallam, S. (2009). An evaluation of the Social and Emotional Aspects of Learning (SEL) programme: promoting positive behaviour, effective learning and well-being in primary school children. Oxford Review of Education. 35 (3), 313–330.Hernandez, R., Fernández, C. & Baptista M. (2010). Metodología de la Investigación. [versión digital PDF]. (Quinta edición). Lugar: McGRAW-HILL / Interamericana Editores, s.a. de c.v.Heydenberk, W., Heydenberk, R. (2007). More than Manners: Conflict Resolution in Primary Level Classrooms. Early Childhood Education Journal. 35 (2),119-126.Hong, J. & Espelage, D. (2012). A review of Mixed Methods Research on Bullying and Peer Victimization in School. Educational Review. Vol. 64. No. 1. 115-126. doi:10.1080/00131911.2011.598917Jordan, K., & Austin, J. (2012). A review of the literature on bullying in U.S. schools and how a parent-educator partnership can be an effective way to handle bullying. Journal of Aggression, Maltreatment & Trauma, 21(4), 440. Retrieved from http://search.proquest.com/docview/1013836625?accountid=45375Kabasakal, Z., & Totan, T. (2013). The effect of social and emotional learning needs on decreasing the mental symptoms in elementary school students. Çukurova University.Faculty of Education Journal, 42(1), 56-64. Retrieved from http://search.proquest.com/docview/1354695912?accountid=45375Koiv, K. (2012). Social Skills Training as a Mean of Improving Intervention for Bullies and Victims. Procedia-Social and Behavioral Sciences, 45(6), 239-246. doi:10.1016/j.sbspro.2012.06.560Kowalski, R. M., Limber, S., Limber, S. P., & Agatston, P. W. (2012).Cyberbullying: Bullying in the digital age. John Wiley & Sons.Ley 1620 de 2013, Sistema Nacional de Convivencia Escolar y Formación para el Ejercicio de los Derechos Humanos, la Educación para la Sexualidad y la Prevención y Mitigación de la Violencia Escolar. Ministerio de Educación Nacional (2013)Limber, P. S (2011). Development, Evaluation, and Future Directions of the Olweus Bullying Prevention Program, Journal of School Violence, 10:1, 71-87. doi:10.1080/15388220.2010.519375Liu, J., & Graves, N. (2011). Childhood bullying: A review of constructs, concepts, and nursing implications. Public Health Nursing, 28(6), 556. Retrieved from http://search.proquest.com/docview/903224443?accountid=45375Martínez, J. M. A. (2013). Análisis psicosocial del ciberBullying: claves para una educación moral. Papeles del psicólogo, 34(1), 65-73. http://www.papelesdelpsicologo.es/pdf/2172.pdfNassim, E; Shole, A. (2012). Effectiveness of Olweus Bullying Prevention Programs on Ironian Boys. Iranian Journal of Psychiatry & Clinical Psychology, 18 (3), p175-183.National Institute of Child Health and Human Development. (2004). Fathers’ and Mothers’ Parenting Behavior and Beliefs as Predictors of Children’s Social Adjustment in the Transition to School (4). DOI: 10.1037/0893-3200.18.4.628.Nocentini, A., Menesini, E., & Salmivalli, C. (2013). Level and change of Bullying behavior during high school: A multilevel growth curve analysis. Journal of adolescence, 36(3), 495- 505.Olweus, D. (2007). Acoso escolar: hechos y medidas de intervención. Bergen: Publicaciones del Research Centre for Health Promotion.Olweus, D. (2011). Bullying at school and later criminality: Findings from three Swedish community samples of males. Criminal behaviour and mental health, 21(2), 151-156Organización Mundial de la Salud (2010). Social determinants of health and well-being among young people. Health Policy For Children And Adolescents, no. 6.Organización Mundial de la Salud (2012). Los niños con discapacidad son víctimas de la violencia con más frecuencia. [Centro de prensa] Recuerado de http://www.who.int/mediacentre/news/notes/2012/child_disabilities_violence_20120712/es/Perren, S., & Alsaker, F. D. (2006). Social behavior and peer relationships of victims, bully‐ victims, and bullies in kindergarten. Journal of child psychology and psychiatry, 47(1), 45-57.Postigo, S., Gonzáñez, R., Mateu, C., & Montoya, I. (2012). Predicting Bullying: Maladjustment, Social Skills and Popularity, Educational Psychology, 32:5, 627-639.Ramos, C., Nieto, A. M., & Chaux, E. (2007). Aulas en Paz: Resultados Preliminares de un Programa Multi-Componente. Revista Interamericana de Educación para la Democracia, 1(1), 35-56Rech R.R, Halpern R, Tedesco A, Santos D.F. (2013). Prevalence and characteristics of victims and perpetrators of Bullying. J Pediatr (Rio J). 89 (2):164−70.Reijntjes, A., Vermande, M., Goossens, F., Olthof, T.,Van de Shoot, R., Aleva, L., & Van der Meulen, M. (2013). Developmental Trajectories of Bullying and Social Dominance in Youth. Child Abuse and Neglect, 37(4), 224-334.Río Pérez, J. D., Sádaba Chalezquer, C., & Bringué Sala, X. (2010). Menores y redes¿ sociales?: de la amistad al cyberbullying. Revista de estudios de juventud, (88), 115-129Rubin-Vaughan, A., Pepler, D., Brown, S., & Craig, W. (2011). Quest for the Golden Rule: An effective social skills promotion and bullying prevention program. Computers & Education, 56(1), 166-175.Sahin, M. (2012). An Investigation into the Efficiency of Empathy Training Program on Preventing Bullying in Primary Schools. Children and Youth Services Review, 34(3), 1325- 1330Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and violent behavior, 15(2), 112-120Sánchez, V. Ortega, R. & Menesini, E. (2012). La Competencia Emocional De Agresores Y Víctimas De Bullying. Anales de Psicología. 28 (1) 71-82.Schultes, M.-T., Stefanek, E., van de Schoot, R., Strohmeier, D., & Spiel, C. (2014). Measuring implementation of a school-based violence prevention program: Fidelity and teachers’ responsiveness as predictors of proximal outcomes. Zeitschrift für Psychologie, 222(1), 49-57Shafer, K. S., & Silverman, M.J. Applying a social learning theoretical framework to music therapy as a prevention and intervention for bullies and victims of Bullying. The Arts in Psychotherapy (2013).http://dx.doi.org/10.1016/j.aip.2013.07.004Smith B. M. & Low S. (2013). The Role of Social-Emotional Learning In Bullying Prevention Efforts, Theory Into Practice, 52:4, 280-287.Spiel, C., Wagner, P., & Strohmeier, D. (2012). Violence prevention in austrian schools: Implementation and evaluation of a national strategy. International Journal of Conflict and Violence,6(2), 176-186. Retrieved from http://search.proquest.com/docview/1372572063?accountid=45375Stan,C., & Galea Beldean, I. (2014). The development of social and emotional skills of studentsways to reduce the frecuency of bullying-type events. Experimental results. Procedia Social and Behavioral Sciences. 114: 735-743Strohmeier, D., Hoffmann, C., Schiller, E., Stefanek, E., & Spiel, C. (2012). ViSC Social Competence Program. New Directions For Youth Development, 2012(133), 71-84.Swearer, S. M., Espelage, D. L.,Vaillancourt, T. & Hymel, S. (2010). What Can Be Done About School Bullying? Linking Research to Educational Practice. American Educational Research Association, 39(1), 38-47.The Olweus Bullying Prevention Program: A proven school-based program to reduce bullying. (2005). Brown University Child & Adolescent Behavior Letter, 21(4), 1-6.Thomas, S. P. (2010). A Novel Approach to Decreasing Bullying. Issues In Mental Health Nursing, 31(9), 551Trautmann, A. (2008) Maltrato entre Pares o “Bullying”. Una Visión Actual. Revista Chilena de Pediatría, 79 (1): 13-20.Vanderbilt, D. & Augustyn, M. (2010). The effects of Bullying. Pediatrics and Child Health. 30:7.Vessey, J. A., DiFazio, R. L., & Strout, T. D. (2013). Youth Bullying: A review of the science and call to action. Nursing outlookWoods, S., Wolke, D., Nowicky, S., & Hall, L. (2013). Emotion recognition abilities and empathy of victims of Bullying. Child Abuse and Neglect, 33(5), 307-331Yaakub, N; Haron, F; Leong, G. (2010). Examining the efficacy of the Olweus Prevention Programme in Reducing Bullying: The Malaysian Experience. Procedia Social and Behavioral Sciencies, (5), 595-598.Ziv, Y. (2013). Social Information Processing Patterns, Social Skills and School Readiness in Preschool Children. Journal of Experimental Child Psychology, 114, 306-320http://hdl.handle.net/10818/12377259956TE0693961 Páginas.El Bullying es el principal tipo de violencia que enfrentan los menores dentro de un plantel educativo (Bauman, 2007). Diversas mediciones han destacado la significativa extensión del acoso en entornos escolares del mundo. La Organización Mundial de la Salud (OMS) en el 2010, reporta una prevalencia en toda Europa comprendida entre el 13% y 27% de la población estudiantil de primaria y secundaria. En Brasil, Rech, Halpern, Tedesco y Santos (2013) encontraron una prevalencia de víctimas de 10,2 % y de agresores de 7,1%. Brito y Oliveira (2013), también en Brasil, encontraron que el 48.9% de sus encuestados eran o habían sido víctimas de intimidación y el 32.1% eran o habían sido agresores. Para Vanderbilt y Augusting (2010) la intimidación ocurre en todos los países, afectando entre el 9% y el 54% de los jóvenes.spaUniversidad de La SabanaEspecialización en Psicología Clínica de la Niñez y la AdolescenciaFacultad de PsicologíaUniversidad de La SabanaIntellectum Repositorio Universidad de La SabanaViolencia en la educación -- ColombiaMatoneo escolarSociología de la educaciónBullying y habilidades sociales: Similitudes y diferencias en la intervención con entrenamiento socialbachelorThesisTesis de especializaciónpublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/access_right/c_abf2ORIGINALNury Catalina Diaz Duarte (tesis).pdfNury Catalina Diaz Duarte (tesis).pdfVer documento en PDFapplication/pdf1004896https://intellectum.unisabana.edu.co/bitstream/10818/12377/1/Nury%20Catalina%20Diaz%20Duarte%20%28tesis%29.pdf0590936603b8369d2290aab539912af6MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/12377/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52Nury Catalina Diaz Duarte (Carta).pdfNury Catalina Diaz Duarte (Carta).pdfapplication/pdf424838https://intellectum.unisabana.edu.co/bitstream/10818/12377/4/Nury%20Catalina%20Diaz%20Duarte%20%28Carta%29.pdf9b6ec1df21bd6344692d3ae7cbf1588bMD54TEXTNury Catalina Diaz Duarte (tesis).pdf.txtNury Catalina Diaz Duarte (tesis).pdf.txtExtracted Texttext/plain62https://intellectum.unisabana.edu.co/bitstream/10818/12377/3/Nury%20Catalina%20Diaz%20Duarte%20%28tesis%29.pdf.txt176dd36c246f921603c64f4cdb61a020MD5310818/12377oai:intellectum.unisabana.edu.co:10818/123772021-07-03 14:52:11.581Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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