Componentes cognitivos que favorecen la adaptación social en la infancia: prevención del bullying desde la educación infantil

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Volume 8 Num. 2

Volume 8 Num. 2 - June 2008

Cognitive components that contribute to social adaptation in children: prevention of bullying from pre-school education

Volume 8 Num. 2 - June 2008 - Pages 217-226

Authors:

Antonio Contreras Felipe , Juan Antonio García Madruga

acontreras@psi.uned.es

Abstract:

This paper addresses the study of the influence of
several cognitive elements on social adaptation in 3-5 years old children. Aggressive
behaviours constitute a crucial element in the assessment of social adaptation process.
The study considers some social and cognitive variables which are evaluated by a halfstructured
interview, sociometric analyses, a checklist of positive and negative attributes
to know the perceptions children held about their peers were employed, and a questionnaire
about aggressive behaviours completed by teachers. The results showed the importance
of considering social cognition in explaining aggressive behaviour. Specifically, children’s
knowledge about how to solve interpersonal conflicts, and their ability to reason in a
counterfactual way. According to the results, it would be necessary to design intervention
strategies focused on the improvement of these aspects of social cognition.

Key words:

social adaptation, aggressive behaviors, social cognition, counterfactual reasoning, interpersonal conflicts resolution.

Full Article

Spanish (PDF)

International Journal of Psychology and Psychological Therapy