Propuesta de implementación de un programa de mentores estudiantiles para prevenir el acoso universitario

Laly Viviana Cedeño Sánchez; Lourdes Jaramillo Castellón; Laura Victoria Gavilanez Cedeño

doi:10.58763/rc2025415

Authors

Laly Viviana Cedeño Sánchez Universidad Bolivariana del Ecuador. Durán, Ecuador https://orcid.org/0009-0003-8159-7602
Lourdes Jaramillo Castellón Universidad Bolivariana del Ecuador. Durán, Ecuador https://orcid.org/0000-0002-7965-3789
Laura Victoria Gavilanez Cedeño Universidad Bolivariana del Ecuador. Durán, Ecuador https://orcid.org/0009-0000-3329-7937

DOI:

https://doi.org/10.58763/rc2025415

Keywords:

Culture of peace, Higher Education, peer relationship, tutoring, quality of life

Abstract

Bullying in higher education institutions affects both students and academic staff. Its negative consequences are observed in various spheres of life but are marked by its impact on mental health, well-being, academic performance, and social inclusion. This study presents a proposal for a student mentoring program as an innovative strategy to prevent and mitigate bullying in this environment, as well as presents the essential aspects of design and pilot application. The study had an action research design that combined a bibliographic review, student interviews, observation, and a survey for the initial diagnosis. The findings showed that student mentors strengthen a safe university environment by fostering positive interpersonal relationships, mutual respect, and peer support. The key factors identified were the training of mentors and institutional support. It is concluded that the program contributes to preventing bullying, improving the quality of university life, promoting psychological well-being, and providing the foundations for developing a culture of peace and positive coexistence.

Metrics

Metrics Loading ...

References

Abdelaziz, E. M., & Abu‐Snieneh, H. M. (2022). The impact of bullying on the mental health and academic achievement of nursing students. Perspectives in Psychiatric Care, 58(2), 623–634. https://doi.org/10.1111/ppc.12826

Abraczinskas, M., Kornbluh, M., Golden, A. R., Glende, J., Velez, V., Vines, E., & Ozer, E. J. (2022). Preventing Bullying and Improving School Climate Through Integrating Youth Participatory Action Research Into School-wide Positive Behavioral Interventions and Supports: An Illustration Using a Multiple Case Study Approach. Journal of Prevention and Health Promotion, 3(2), 166–194. https://doi.org/10.1177/26320770221092148

Aguayo, L., Beach, L. B., Wang, X., Ruprecht, M. M., Felt, D., Kershaw, K. N., Davis, M. M., & Phillips, G. (2022). Someone to talk to: The association of mentorship and cyberbullying with suicidality among US high school students. Social Psychiatry and Psychiatric Epidemiology, 57(1), 149–159. https://doi.org/10.1007/s00127-021-02144-3

Bashir Shaikh, F., Rehman, M., & Amin, A. (2020). Cyberbullying: A Systematic Literature Review to Identify the Factors Impelling University Students Towards Cyberbullying. IEEE Access, 8, 148031–148051. https://doi.org/10.1109/ACCESS.2020.3015669

Björklund, C., Vaez, M., & Jensen, I. (2021). Early work-environmental indicators of bullying in an academic setting: A longitudinal study of staff in a medical university. Studies in Higher Education, 46(12), 2556–2567. https://doi.org/10.1080/03075079.2020.1729114

Butler, N., Quigg, Z., Wilson, C., McCoy, E., & Bates, R. (2024). The Mentors in Violence Prevention programme: Impact on students’ knowledge and attitudes related to violence, prejudice, and abuse, and willingness to intervene as a bystander in secondary schools in England. BMC Public Health, 24(1), 729. https://doi.org/10.1186/s12889-024-18210-9

Chandrasekera, T., Hosseini, Z., Jayadas, A., & Boorady, L. M. (2024). PeTe (Peer Teaching) Mentors: How Near Peer Mentoring (NPM) Affects Academic Success and Retention in Design Education. Innovative Higher Education, 49(5), 975–991. https://doi.org/10.1007/s10755-024-09709-5

Eleftheriades, R., Fiala, C., & Pasic, M. D. (2020). The challenges and mental health issues of academic trainees. F1000Research, 9, 104. https://doi.org/10.12688/f1000research.21066.1

Fauzi, M. A. (2024). Cyberbullying in higher education: A review of the literature based on bibliometric analysis. Kybernetes, 53(9), 2914–2933. https://doi.org/10.1108/K-12-2022-1667

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37–56. https://doi.org/10.1016/j.jsp.2020.12.002

Gómez-Galán, J., Lázaro-Pérez, C., & Martínez-López, J. Á. (2021). Trajectories of Victimization and Bullying at University: Prevention for a Healthy and Sustainable Educational Environment. Sustainability, 13(6), 3426. https://doi.org/10.3390/su13063426

Harrison, E. D., Fox, C. L., & Hulme, J. A. (2020). Student anti-bullying and harassment policies at UK universities. Journal of Higher Education Policy and Management, 42(5), 547–562. https://doi.org/10.1080/1360080X.2020.1767353

Heffernan, T., & Bosetti, L. (2023). University bullying and incivility towards faculty deans. International Journal of Leadership in Education, 26(4), 604–623. https://doi.org/10.1080/13603124.2020.1850870

Horton, K. B. (2023). Mentorship in the academy: Barriers and strategies for African American female faculty. Journal of Ethnic & Cultural Diversity in Social Work, 1–11. https://doi.org/10.1080/15313204.2023.2211783

Hysing, M., Askeland, K. G., La Greca, A. M., Solberg, M. E., Breivik, K., & Sivertsen, B. (2021). Bullying Involvement in Adolescence: Implications for Sleep, Mental Health, and Academic Outcomes. Journal of Interpersonal Violence, 36(17–18), NP8992–NP9014. https://doi.org/10.1177/0886260519853409

Jones, V., Becote-Jackson, M., Parnham, T., Lewis, Q., & Ryan, L. M. (2021). Violence Prevention Through Mentoring for Youth with Emergency Department Treated Peer Assault Injuries. The Journal of Pediatrics: X, 6, 100064. https://doi.org/10.1016/j.ympdx.2021.100064

Martínez-Monteagudo, M. C., Delgado, B., García-Fernández, J. M., & Ruíz-Esteban, C. (2020). Cyberbullying in the University Setting. Relationship With Emotional Problems and Adaptation to the University. Frontiers in Psychology, 10, 3074. https://doi.org/10.3389/fpsyg.2019.03074

Mazzone, A., Karakolidis, A., Pitsia, V., Freeney, Y., & O’Higgins Norman, J. (2024). Witnessing bullying at work: Employee silence in higher education institutions. Higher Education Quarterly, 78(3), 640–655. https://doi.org/10.1111/hequ.12472

Moss, S., Täuber, S., Sharifi, S., & Mahmoudi, M. (2022). The need for the development of discipline-specific approaches to address academic bullying. eClinicalMedicine, 50, 101598. https://doi.org/10.1016/j.eclinm.2022.101598

O’Brien, N., & Dadswell, A. (2020). Reflections on a participatory research project exploring bullying and school self-exclusion: Power dynamics, practicalities and partnership working. Pastoral Care in Education, 38(3), 208–229. https://doi.org/10.1080/02643944.2020.1788126

Penconek, T., Hayduk, L., Kunyk, D., & Cummings, G. G. (2024). A nursing perspective on the antecedents and consequences of incivility in higher education: A scoping review. International Journal of Nursing Studies Advances, 6, 100204. https://doi.org/10.1016/j.ijnsa.2024.100204

Pörhölä, M., Cvancara, K., Kaal, E., Kunttu, K., Tampere, K., & Torres, M. B. (2020). Bullying in university between peers and by personnel: Cultural variation in prevalence, forms, and gender differences in four countries. Social Psychology of Education, 23(1), 143–169. https://doi.org/10.1007/s11218-019-09523-4

Salimi, N., Karimi-Shahanjarin, A., Rezapur-Shahkolai, F., Hamzeh, B., Roshanaei, G., & Babamiri, M. (2021). Use of a Mixed-Methods Approach to Evaluate the Implementation of Violence and Bullying Prevention Programs in Schools. Education and Urban Society, 53(6), 607–628. https://doi.org/10.1177/0013124520972090

Soto-García, O., Sainz, V., Maldonado, A., & Calmaestra, J. (2024). The TEI Program for Peer Tutoring and the Prevention of Bullying: Its Influence on Social Skills and Empathy among Secondary School Students. Social Sciences, 13(1), 51. https://doi.org/10.3390/socsci13010051

Su, P.-Y., Wang, G.-F., Xie, G.-D., Chen, L.-R., Chen, S.-S., & He, Y. (2022). Life Course Prevalence of Bullying among University Students in Mainland China: A Multi-university Study. Journal of Interpersonal Violence, 37(7–8), NP5830–NP5840. https://doi.org/10.1177/0886260520963709

Tight, M. (2023). Bullying in higher education: An endemic problem? Tertiary Education and Management, 29(2), 123–137. https://doi.org/10.1007/s11233-023-09124-z

Wang, G.-F., Jiang, L., Wang, L.-H., Hu, G.-Y., Fang, Y., Yuan, S.-S., Wang, X.-X., & Su, P.-Y. (2019). Examining Childhood Maltreatment and School Bullying Among Adolescents: A Cross-Sectional Study From Anhui Province in China. Journal of Interpersonal Violence, 34(5), 980–999. https://doi.org/10.1177/0886260516647000

Wójcik, M., & Mondry, M. (2020). Student action research: Preventing bullying in secondary school—Inkla project. Action Research, 18(2), 251–269. https://doi.org/10.1177/1476750317730652

Xu, Y.-M., Pu, S.-S., Li, Y., & Zhong, B.-L. (2022). Possible Avoidant Personality Disorder Magnifies the Association Between Bullying Victimization and Depressive Symptoms Among Chinese University Freshmen. Frontiers in Psychiatry, 13, 822185. https://doi.org/10.3389/fpsyt.2022.822185

Zambuto, V., Palladino, B. E., Nocentini, A., & Menesini, E. (2020). Voluntary Vs Nominated Peer Educators: A Randomized Trial within the NoTrap! Anti-Bullying Program. Prevention Science, 21(5), 639–649. https://doi.org/10.1007/s11121-020-01108-4