FINAL EVALUATION: SCHOOL, BULLYING, AND MENTAL HEALTH

Module 1

1. Conflict is a natural part of our lives; it is neither good nor bad, it simply exists. The sources of conflict
they can be:

a. People, social context, institutions.

b. Domestic violence, social crisis, media.

c. Relationships, interests, structure, data, values.

2. Bullying or harassment situations in schools develop if certain actors are involved:

a. A person who acts as an abuser or perpetrator, one as a subordinate or victim, a collaborator or accomplice
and a non-participating witness.

b. A pedagogical authority, conflicting students, a pre-existing problematic situation.

c. None of the above options is correct.

Various situations of violence in school are amplified by the use of technological devices, which is why it is
It is necessary to focus on training in the responsible use of ICT and to recognize that they are resources that:

They enable access to information, but expose their users to messages that reproduce prejudices.

They provide the possibility to configure and transform a set of practices, knowledge, and social representations.

They promote the agile appropriation of content and good habits for coexistence in the classrooms.

4. The myth, as a narrative present in the imaginary, is constituted as:

a. Account of experiences lived by the community that allow stories to be brought closer to all social and age groups.

b. Explanations about social phenomena with a value load, passed down from generation to generation,
becoming irrefutable truths.

c. Stories transmitted orally about the themes that have historically concerned human beings.

Module 2
1. Promoting that children develop their social skills reduces aggression in the classroom because:

a. Social skills and the peaceful resolution of conflicts do not have points of intersection or relationship.

Children with social skills are better prepared to achieve their goals peacefully.

c. Incorrect, it is the teachers who regulate interactions in primary school.

The teacher attentive to the relationships and interactions of their students can identify and recognize that one of the best
moments to teach social skills are:

a. During a disagreement and before the aggression takes place.

b. After an episode of physical violence.

c. During the development of the aggression.

3. The real effect of any consequence depends on:

a. The interpretation of the child, not the intention of the teacher.

b. The conduct of the teacher.

c. The behavior and interpretation of both.

4. Conflict is a constitutive part of human life in society; it is neither good nor bad, it simply exists.
sources of the conflict may be:

a. The subjects, the social context, the institutions.

b. The situations of violence at home, the social crisis, the discourse of the media.

c. The relationships, the diverse interests, the structures, and the values

Module 3

1. It is claimed that addressing school violence as a specific and isolated problem is reductionist because:

a. Violence is a phenomenon that occurs in multiple social spaces simultaneously.

b. Violence in school involves multiple forms of violence that overlap, increasing their effect on children.

c. Violence in school expands to other spaces.

a. Intentional acts of intimidation and victimization by someone perceived to be in a position of superiority

b. Situations of violence among peers over a long period of time.

c. Conflicting circumstances in the family and community environment transferred to the school setting.

3. It is possible to draw a comparison between a prism and situations of violence in school because:

a. Reflects and complicates the family realities of the student in question, within the educational community in which
emerge.

b. It refracts, according to its own geometry, the influences it receives from outside.

c. It allows recognizing diversity, its consequences, and connections with other factors.

4. There are concepts that allow us to account for phenomena associated with violence. Among them:

a. Difficulty working in groups, learning problems, family socio-economic condition.

b. Discriminatory mechanisms, integration problems, frustrations generated by school failure, the

c. Violating internal rules of the school institution, absenteeism, failure to complete tasks by students.

Module 4

Most teenagers represent and produce different cultures. The elements with which these are constructed
cultures are:

a. Mass consumer products.

b. Age, biological development and the bond with the adult world.

c. Generational, class, gender, ethnic, and territorial identities.

There are a series of teaching techniques that facilitate the achievement of objectives in education about bullying. Some of
they are:

a. Questionnaires, surveys, reading guides, multiple choice activities.

b. Screening of films, preparation of summaries and bibliographic monographs.

c. Search for information from different sources, debates, case studies, conflict resolution.
3. Among the concepts that account for phenomena associated with violence in educational spaces are
they find the following:

a. The resistance from some students to work in groups; learning difficulties; socio-economic condition.
familiar.

b. Violating the internal rules of the school institution, absenteeism, not completing assignments.

c. Discriminatory mechanisms, integration problems, frustrations caused by school failure, the

4. Various teaching techniques are presented that facilitate the achievement of objectives aimed at preventing and addressing situations.
of bullying or harassment in school, among them it is possible to mention:

a. The search for information in different sources, debates, case studies, conflict resolution.

b. Conducting surveys, reading guides, multiple choice activities.

c. Organization of film-debate sessions, preparation of summaries and monographs

TO FINISH

- Briefly comment on which areas of work addressed in the training have been most significant to review.
to problematize, reflect on, or enrich their daily practice in educational institutions. It is proposed to address
strategies, key theoretical or methodological issues.

RTA.School harassment (bullying) is a practice that has been ongoing in educational institutions for some time.
which begins to have a different relevance following the emergence of social networks as a communication channel
massive. In some cases, reaching direct physical or emotional mistreatment, it represents a phenomenon that requires a
specific treatment, due to the impact it has on all the people involved.

To avoid school violence, the most important thing is to focus on prevention among minors. Act before it happens.
develop the problem of violence.

A good way to start is to get to know our students and be able to clearly distinguish those who may have
suffered signs of violence or having seen it. This is essential to be able to act quickly in the environment of the little ones and
address the problems.

Through certain games, we can make students interact and study their behaviors to distinguish.
the signs of violence in those children who have suffered it.

If we bet on prevention, we must be very attentive and act at the first sign of violence from anyone.
of our students.

It is important to discuss it with the rest of the teachers who deal with the minor to take common measures and monitor their
behavior and its evolution.

In the face of violent students, the best approach is to promote new activities to develop their social skills.
reduce their aggression, promoting their integration and never their discrimination, as the latter would only be one more reason
to promote their violence. At the same time, another working methodology for prevention would be to know the structure more in depth.
students' social situation in general to understand and assist with each specific situation.

We must pay close attention to children's play areas, where they are not officially in class but still
within the educational center. Greater violence often occurs in these spaces. A good measure is that the teachers
observe the students and promote controlled sports.