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2025-12-16
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info:eu-repo/semantics/embargoedAccess
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Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Diversidad, Subjetividad y Socialización. Estudios en Antropología Social, Historia de la Psicología y de la Educación
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Resumen
La presente tesis doctoral pretende contribuir a la prevención educativa del ciberacoso, identificando barreras y facilitadores que influyen en los defensores de las víctimas. Metodología. Mediante una metodología cualitativa con enfoque comunicativo, un total de 35 adolescentes (19 chicas), de entre 12 y 16 años, participaron en nueve entrevistas grupales y aportaron siete relatos comunicativos. Resultados. El ciberacoso se apoya en interacciones online, offline e híbridas que se solapan, se complementan y se retroalimentan. Las personas defensoras afrontan un dilema moral, social y práctico, cuya resolución depende de su capital social y se concreta en diferentes estrategias (Modelo 5Ds). Barreras emergentes: el cuestionamiento del liderazgo del agresor, los malentendidos online, las consecuencias negativas de los adultos, la vergüenza asociada a la víctima o la impotencia. Facilitadores: la red upstander, la movilización de los otros, las acciones grupales, las expectativas de mejora y las emociones morales. Conclusiones. La intervención bystander requiere: (0) entornos seguros; (1) adultos en quienes confiar que tengan en cuenta a las víctimas en la resolución del caso; (2) reconocimiento de los dilemas y su complejidad; y (3) acciones adecuadas a cada situación (Modelo 6 Ds) que generen (4) expectativas realistas de aliviar el sufrimiento de las víctimas. Las estrategias educativas deben (5) reforzar el capital social contribuyendo a fortalecer la red upstander, (6) fortaleciendo las relaciones de amistad y (7) facilitando la intervención grupal. La comprensión de la dimensión social y comunitaria del ciberacoso permite superar el enfoque individual y la diferenciación artificial entre los acontecimientos de los espacios online y la vida fuera de la Red.
The present doctoral thesis aims to make a contribution to the educational prevention of cyberbullying. It seeks to identify the barriers and facilitators that influences victim’s defenders. Methodology. The research employs a qualitative methodology with a communicative approach. A total of 35 adolescents (19 girls), aged 12 to 16, participated in nine focus group and contributed seven communicative daily life stories. Results. Cyberbullying is rooted in online, offline, and hybrid interactions, which often overlap, complement, and reinforce each other. Defenders confront a moral, social, and practical dilemma, the resolution of which depends on their social capital and is expressed through various strategies (5Ds Model). Emerging barriers: questioning of the aggressor’s leadership, online misunderstandings, negative adult consequences, shame associated to the victim, and feelings of powerlessness. Facilitators: the upstander network, mobilisation of the others, group-based actions, expectations of improvement, and moral emotions. Conclusion. Bystander intervention requires: (0) safe environments; (1) reliable adults who will consider victims in the resolution process; (2) recognition of the dilemmas and their complexity; and (3) strategies adapted to each situation (6Ds Model) that foster (4) realistic expectations of relieving the victim’s suffering. Educational strategies should (5) reinforce social capital by strengthening the upstander network, (6) foster friendships, and (7) facilitate group-based interventions. The understanding of the social and community dimensions of cyberbullying enables to move beyond an individualistic approach and the artificial separation between online events and offline life.
The present doctoral thesis aims to make a contribution to the educational prevention of cyberbullying. It seeks to identify the barriers and facilitators that influences victim’s defenders. Methodology. The research employs a qualitative methodology with a communicative approach. A total of 35 adolescents (19 girls), aged 12 to 16, participated in nine focus group and contributed seven communicative daily life stories. Results. Cyberbullying is rooted in online, offline, and hybrid interactions, which often overlap, complement, and reinforce each other. Defenders confront a moral, social, and practical dilemma, the resolution of which depends on their social capital and is expressed through various strategies (5Ds Model). Emerging barriers: questioning of the aggressor’s leadership, online misunderstandings, negative adult consequences, shame associated to the victim, and feelings of powerlessness. Facilitators: the upstander network, mobilisation of the others, group-based actions, expectations of improvement, and moral emotions. Conclusion. Bystander intervention requires: (0) safe environments; (1) reliable adults who will consider victims in the resolution process; (2) recognition of the dilemmas and their complexity; and (3) strategies adapted to each situation (6Ds Model) that foster (4) realistic expectations of relieving the victim’s suffering. Educational strategies should (5) reinforce social capital by strengthening the upstander network, (6) foster friendships, and (7) facilitate group-based interventions. The understanding of the social and community dimensions of cyberbullying enables to move beyond an individualistic approach and the artificial separation between online events and offline life.
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Categorías UNESCO
Palabras clave
ciberacoso, adolescentes, bystanders, defensores, prevención educativa, capital social, metodología comunicativa, cyberbullying, adolescents, bystanders, defenders, educational prevention, social capital, communicative methodology
Citación
Domínguez Hernández, Fernando (2025). El papel de los iguales en la prevención del ciberacoso. barreras y facilitadores para una intervención socioeducativa upstander. [Tesis doctoral, Universidad Nacional de Educación a Distancia (España)]
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Escuela Internacional de Doctorado
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Programa de doctorado
Programa de Doctorado en Diversidad, Subjetividad y Socialización. Estudios en Antropología Social, Historia de la Psicología y de la Educación