Description of mobile applications related to bullying and cyberbullying prevention, management, and promotion in Colombia

Main Article Content

español
español
español
español
español
español
español
español español
español
español
español
español
español
español

Abstract

Bullying and cyberbullying involve aggressive behaviors or intentional and repetitive intimidation that creates a power imbalance. Colombia is one of the countries in Latin America with the highest incidence of this problem. It has a great availability of mobile apps and computer platforms directed toward bullying education and management. Therefore, this article intends to determine the positive impact of mobile apps against bullying and cyberbullying available on Colombia's Play Store® and App Store® platforms. Among the objective of the analyzed apps, five were for bullying prevention and management, three only for prevention, and the other three were for promoting bullying. According to their modality, four were informative, three offered assistance, two showed reporting systems, and four were games. The two most downloaded apps were games promoting bullying. The informative, assistance and report apps for bullying and cyberbullying in Colombia could be established in academic institutions because their efficiency has been validated throughout the current literature. However, the games promoting bullying and having the highest downloads should be regulated according to Colombian legislation. Informative, assistance and report apps are recommended for bullying and cyberbullying in Colombia.

Downloads

Download data is not yet available.

Article Details

How to Cite
español, E., español, español, español, español, español, español, español, español, español, español, … español, español. (2022). Description of mobile applications related to bullying and cyberbullying prevention, management, and promotion in Colombia. Pediatría, 55(1), 24–29. https://doi.org/10.14295/rp.v55i1.240
Section
Ensayo

References

Olweus D. School Bullying: Development and Some Important Challenges. Annu Rev Clin Psychol 2013; 9:751-780. DOI: https://doi.org/10.1146/annurev-clinpsy-050212-185516

Paredes P, Toapanta I, Bravo A. Bullying entre adolescentes, una problemática creciente/ Revista científica INSPILIP. 2018; 2(2);1-15.

Orduz-Gualdrón FS, Nieto-Duarte BM, Gomezaquira-Contreras DA, Luna-Moncada MA. Caracterización del bullying en adolescentes en colegios de Cúcuta. En: Barreto A, Rojas A, Nieta A, Romero M. La Investigación Educativa: Reconociendo la escuela para transformar la educación. 1ra ed. Barranquilla: Universidad Simon Bolivar; 2018; p. 171–2.

Herrera M, Romera E, Ortega R. Bullying y cyberbullying en Colombia; coocurrencia en adolescentes escolarizados. Rev Latinoam Psicol 2017; 49(3):163–72. DOI: https://doi.org/10.1016/j.rlp.2016.08.001

Escobar J, Montoya L, Restrepo D, Mejía D. Ciberacoso y comportamiento suicida. ¿Cuál es la conexión? A propósito de un caso. Revista Colombiana Psiquiatría2017;46(4):247–51. DOI: https://doi.org/10.1016/j.rcp.2016.08.004

Lugones-Botell M, Ramírez-Bermúdez M. Bullying: aspectos históricos, culturales y sus consecuencias para la salud. Rev Cubana Med Gen Integr. 2017; 33(1):154-162.

UNESCO. Behind the numbers: ending school violence and bullying. Francia, UNESCO; 2019.

García-Montañez MV, Martínez A, Amaury C, Bullying y violencia escolar: diferencias, similitudes, actores, consecuencias y origen. Revista Intercontinental de Psicología y Educación 2015;17(2):9-38.

ONG Bullying sin fronteras [Internet]. Buenos Aires: Miglino; 2012 [citado 7 de Mayo de 2020]. Disponible en: https://bullyingsinfronteras.blogspot.com/?fbclid=IwAR2qKWi7R0qRh4-GrdHyl4j0KjfIRTueIYMUjTZP8r4aF5g6cJ__DOFnWyk;2018

School violence and bullying: Global status and trends, drivers and consequences. Francia: UNESCO, 2018. Disponible en: http://www.infocoponline.es/pdf/BULLYING.pdf

Garaigordobil-Landazabal M, Mollo-Torrico JP, Larrain-Mariño, E. Prevalencia de bullying y cyberbullying en Latinoamérica: una revisión. Revista Iberoamericana de Psicología. 2018;11(3):1-18. DOI: https://doi.org/10.33881/2027-1786.rip.11301

Li J, Sidibe AM, Shen X, Hesketh T. Incidence, risk factors and psychosomatic symptoms for traditional bullying and cyberbullying in Chinese adolescents. Children and Youth Services Review. 2019; 107:1-23. DOI: https://doi.org/10.1016/j.childyouth.2019.104511

Peinado MF, Mateos-Abarca JP. Aplicaciones móviles contra el acoso escolar. Revista arbitrada del centro de investigación y estudios gerenciales CIEG. 2016;26: 296-314.

Kang J, Jeong YJ. Effects of a smartphone application for cognitive rehearsal intervention on workplace bullying and turnover intention among nurses. Int J Nurs Pract. 2019;25(6):1–10. DOI: https://doi.org/10.1111/ijn.12786

Jo HH. Evaluation of the Effectiveness of Mobile App-Based Stress Management Program: A Randomized Controlled Trial. Int J Environ Res Public Health. 2019;16(21), 4270. DOI: https://doi.org/10.3390/ijerph16214270

Te Protejo línea de reporte [Internet]. Colombia: Ministerio de Tecnologías de la Información y las Comunicaciones; [citado 21 de febrero 2020]. Recuperado de: https://teprotejo.org/

Patiño L. Inteligencia artificial para mejorar la convivencia. El tiempo. 29 , enero 2018. [Citado 7 de febrero de 2020]. Disponible en: https://www.eltiempo.com/tecnosfera/novedades-tecnologia/colombianos-usan-la-inteligencia-artificial-para-mejorar-la-convivencia-en-los-colegios-176560 (Fecha de consulta: febrero 21, 2020).

Benítez-Atencia J, Avila-Arrieta L, Turizo-Torres R. Plan de Negocios School Apps [Tesis de pregrado]. Sincelejo: Corporación Universitaria del Caribe; 2017. Recuperado de: https://repositorio.cecar.edu.co/jspui/bitstream/123456789/56/1/PLANDENEGOCIOSCHOOLAPPS.pdf

Línea 106, El poder de ser escuchados [Internet]. Bogotá: Alcaldía Mayor y Secretaría de Salud de Bogotá; [citado 21 de febrero 2020]. Recuperado de: http://www.saludcapital.gov.co/Paginas2/Quienes_Somos_linea106.aspx

¿Qué hacer si sufro de matoneo en el colegio o conozco de alguna víctima del mismo? [Internet]. Bogotá: Ministerio de justicia de Colombia; [citado 21 de febrero 2020]. https://www.legalapp.gov.co/temadejusticia/matoneo_colar.

EnTICconfio [Internet]. Colombia: Ministerio de Tecnologías de la Información y las Comunicaciones colombiano. [citado 21 de febrero 2020]. Recuperado de: https://www.enticconfio.gov.co/actualidad/actualidad/actualidad/ciberacoso.

El ranking mundial más grande según su dominio del inglés [Internet]. Colombia: EF.. [Citado julio 3 2020] Recuperado de: https://www.ef.com.co/epi/.

British Council: Education Intelligence. English in Argentina: An examination of policy, perceptions and influencing factors. http://obiret-iesalc.udg.mx/sites/default/files/publicaciones/42._english_in_argentina.pdf (Fecha de Consulta: julio 05, 2020).

Bashi N, Fatehi F, Fallah M, Walters D, Karunanithi M. Self-management education through mhealth: Review of strategies and structures. JMIR mHealth uHealth. 2018;6(10). DOI: https://doi.org/10.2196/10771

Khalil S, Sultana F, Alim F, Muzammil K, Nasir N, Hassan AU, et al. View of impact of playing violent video games among school going children. Indian J Community Heal. 2019;31(3):331–7. DOI: https://doi.org/10.47203/IJCH.2019.v31i03.007

Marzo RR, Ahmad A, Bhattacharya S, Mun FY, Rahman JA, Batcha SBA. Effects of playing violent video games on teenagers’ behavior – an experience from Malaysia. Indian J Community Heal 2019;31(2):179–84. DOI: https://doi.org/10.47203/IJCH.2019.v31i02.005

Polman H, De Castro BO, Van Aken MAG. Experimental study of the differential effects of playing versus watching violent video games on children’s aggressive behavior. Aggress Behav 2008;34(3):256–64. DOI: https://doi.org/10.1002/ab.20245

Ley 1554 de 2012, Congreso de Colombia.

Similar Articles

<< < 1 2 3 4 5 

You may also start an advanced similarity search for this article.