Browsing by Autor "Enrique Chaux"

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Agresión Relacional en Preescolar: Variables Cognoscitivas y Emocionales Asociadas
(Pontifical Xavierian University, 2014) Carlos Gomez‐Garibello; Enrique Chaux
When somebody uses relational aggression seeks damage relations of others through manipulation and exclusion group. There is little research on this aggression type in preschool. Similarly, not been established clearly what psychological variables are associated with this. This research focused both relational and physical aggressions in a sample of 77 preschool children. Were measured cognitive variables (beliefs favorable toward aggression and theory of mind) and emotional variables (anger) in children. Do not significant differences between boys and girls were found in levels physical aggression or relational aggression. However, when included physical aggression as a covariate, more relational aggression was found in girls than children, and when relational aggression was used as a covariate, was found more physical aggression in boys than in girls. The anger came as an important factor in predicting relational aggression.
Citizenship Competencies in the Midst of a Violent Political Conflict: The Colombian Educational Response
(Harvard University Press, 2009) Enrique Chaux
In this article, Enrique Chaux considers the effect that an environment replete with violent political conflict has on children. He cites literature that points to higher levels of aggressive and violent behaviors among children in these settings. Then he examines the case of Colombia and an educational initiative that attempted to foster stronger citizenship competencies among its students. The program, Aulas en Paz,experienced success in lowering aggressive behaviors in students and increasing citizenship competencies among its participants.
Classrooms in Peace Within Violent Contexts: Field Evaluation of Aulas en Paz in Colombia
(Springer Science+Business Media, 2017) Enrique Chaux; Madeleine Barrera; Andrés Molano; Ana María Velásquez; Melisa Castellanos; Maria Paula Chaparro; Andrea Bustamante
Classrooms in Peace: Pedagogical Strategies
(Indiana University, 2008) Enrique Chaux
The concept of citizenship competencies has emerged recently as a valuable alternative in education for peace and democracy. The formative evaluation of the Colombian Classrooms in Peace program has enabled us to analyze diverse pedagogical strategies for developing the following eight fundamental citizenship competencies for constructive conflict management and aggression prevention: anger management, empathy, perspective-taking, creative generation of options, consideration of consequences, active listening, assertiveness, values clarification. In the previous issue of IJED we published the preliminary results of the Classrooms in Peace program. This article complements the former by highlighting the pedagogical strategies that have enabled the development of these citizenship competencies in an environment that is motivating and meaningful for students.
Classrooms in Peace: Preliminary Results of a Multi-component Program
(2009) Cecilia Ramos; Ana María Nieto; Enrique Chaux
Classrooms in Peace is aimed at preventing aggressive behaviors and promoting peaceful coexistence through 1) a curriculum for the development of citizenship competencies in the classroom; 2) extracurricular reinforcement in groups of two initially aggressive and four prosocial children; 3) workshops for, visits and phone calls to family mothers/fathers. A first implementation of the complete program showed a drastic decrease in aggressive behaviors and indiscipline and a considerable increase in prosocial behaviors, adherence to rules, and friendship networks among classmates. The combination of universal components and targeted components for those most in need seems to be highly valuable, especially in violent contexts.
COMMUNITY VIOLENCE AND REACTIVE AND PROACTIVE AGGRESSION: THE MEDIATING ROLE OF COGNITIVE AND EMOTIONAL VARIABLES/ VIOLENCIA COMUNITARIA Y AGRESIÓN REACTIVA Y PROACTIVA: EL PAPEL MEDIACIONAL DE LAS VARIABLES COGNITIVAS Y EMOCIONALES/ VIOLÊNCIA ...
(LA Referencia, 2012) Enrique Chaux; Juliana Arboleda; Claudia Rincón
Children exposed to higher levels of violence tend to be more aggressive. Specific mechanisms explaining this relationship are still being uncovered. This study sought to identify the relationship between exposure to community violence and reactive and proactive aggression, as well as cognitive and emotional variables mediating this relationship. Participants were 1,235 students (from fifth to ninth grade) from localities of Bogotá, Colombia, with varying levels of community violence. Analyses of self-reported measures confirmed significant associations between exposure to community violence and both reactive and proactive aggression. Normative beliefs supporting aggression, hostile attribution of intent, positive expectations for aggression, and lack of guilt after aggression, partially mediated these relationships, suggesting strategies for prevention.
Desentendimiento moral y dinámicas del robo escolar
(Universidad Internacional de La Rioja, 2010) Claudia Cristina Grajales Bolívar; Manuela Chica Jiménez; Julian Grandvallet Contreras; Enrique Chaux
En una investigación reciente sobre violencia escolar en Bogotá, Colombia, el 56% de los estudiantes reportaron haber sido robados en el colegio durante el último año. El presente estudio cualitativo, de corte deductivo, pretendió profundizar en este fenómeno, buscando comprender las dinámicas de robos, así como los mecanismos de desentendimiento moral que podrían estar facilitando que los vinculados sientan menos culpa. El\nestudio fue realizado en un colegio público de nivel socioeconómico bajo y con altos niveles de criminalidad en su contexto comunitario. Inicialmente, 227 alumnos de sexto y octavo grados respondieron una encuesta de actitudes frente al robo. Con base en sus respuestas, 20 estudiantes con niveles altos de favorabilidad fueron entrevistados, y 40 que tenían\nniveles bajos o promedio de favorabilidad participaron en grupos focales.\n\nLos resultados indicaron que el robo en este colegio presenta un nivel elevado de organización, e involucra con frecuencia planeación, división de labores y amenazas. Además, según los participantes, el robo está muy relacionado con la presencia de pandillas en el colegio y con la falta de respuesta institucional clara y consistente. También se encontró que los involucrados recurren a varios mecanismos de desentendimiento moral,\ncomo las comparaciones ventajosas, el desplazamiento o la difusión de la responsabilidad y la atribución de la culpa, como estrategias para justificar sus acciones. El estudio indica que es urgente implementar y evaluar intervenciones que busquen prevenir tanto el robo como la vinculación a trayectorias delictivas tempranas.
<i>Aulas en Paz</i>: A multicomponent program for the promotion of peaceful relationships and citizenship competencies
(Wiley, 2007) Enrique Chaux
Abstract Aulas en Paz (Classrooms in Peace) seeks to prevent aggression and promote peaceful relationships by means of a classroom curriculum for the development of socioemotional competencies; peer group sessions with two initially aggressive and four prosocial children; and workshops, home visits, and phone calls to parents. Preliminary evaluations in Colombian elementary schools have shown drastic reductions in aggression and substantial improvements in prosocial behavior, classroom climate, and friendship networks. The combination of universal components reaching all students and targeted components reaching more intensively those who need it the most appears to be responsible for such large effects.
“La chispita que quería encender todos los fósforos”: Percepciones, creencias y emociones frente a la intimidación en un colegio masculino
(Universidad de Los Andes, 2010) Roberto Heinsohn; Enrique Chaux; Andrés Molano
La intimidación escolar es un fenómeno muy común que puede tener graves consecuencias a largo plazo. A pesar de grandes avances obtenidos recientemente en el conocimiento sobre el tema, son pocos los estudios cualitativos que han buscado comprender los significados que le otorgan los directamente involucrados. Además, casi ninguno de los estudios ha sido realizado en colegios de un sólo sexo. En la primera fase de este estudio fueron encuestados 340 estudiantes de sexto, octavo y décimo grados en un colegio masculino. Con base en estos reportes, fueron identificados 15 estudiantes víctimas o intimidadores, quienes fueron posteriormente entrevistados individualmente sobre sus percepciones y emociones frente a las dinámicas de intimidación en su colegio, sus percepciones sobre víctimas e intimidadores y sus creencias sobre causas, consecuencias y alternativas de solución. El estudio permitió identificar, entre otras, cómo perciben ellos el inicio, el escalamiento y el futuro de la intimidación, así como la efectividad de posibles soluciones. Los resultados del estudio sugieren aspectos cruciales que se deben tener en cuenta para frenar la intimidación de maneras efectivas
Reducing Moral Disengagement Mechanisms: A Comparison of Two Interventions
(2014) Andrea Bustamante; Enrique Chaux
Two intervention strategies aimed at stopping moral disengagement in adolescents were evaluated with 116 ninth-grade students (M age = 14.6 years). Three classrooms were randomly assigned to three conditions: intervention based on critical thinking and social regulation, intervention based on persuasion and behavioral journalism, and a control group. Results revealed a significant reduction in moral justifications and in moral disengagement related to stealing among participants in the critical thinking and social regulation intervention in comparison to the control group and the behavioral journalism intervention group. Given the few interventions aimed at stopping moral disengagement, this study is an important contribution that suggests that it is possible to reduce moral disengagement with school-based pedagogical interventions.
Socio‐economic, socio‐political and socio‐emotional variables explaining school bullying: a country‐wide multilevel analysis
(Wiley, 2009) Enrique Chaux; Andrés Molano; Paola Podlesky
Why do some countries, regions and schools have more bullying than others? What socio-economic, socio-political and other larger contextual factors predict school bullying? These open questions inspired this study with 53.316 5th- and 9th-grade students (5% of the national student population in these grades), from 1,000 schools in Colombia. Students completed a national test of citizenship competencies, which included questions about bullying and about families, neighborhoods and their own socio-emotional competencies. We combined these data with community violence and socio-economic conditions of all Colombian municipalities, which allowed us to conduct multilevel analyses to identify municipality- and school-level variables predicting school bullying. Most variance was found at the school level. Higher levels of school bullying were related to more males in the schools, lower levels of empathy, more authoritarian and violent families, higher levels of community violence, better socio-economic conditions, hostile attributional biases and more beliefs supporting aggression. These results might reflect student, classroom and school contributions because student-level variables were aggregated at the school level. Although in small portions, violence from the decades-old-armed conflict among guerrillas, paramilitaries and governmental forces predicted school bullying at the municipal level for 5th graders. For 9th graders, inequality in land ownership predicted school bullying. Neither poverty, nor population density or homicide rates contributed to explaining bullying. These results may help us advance toward understanding how the larger context relates to school bullying, and what socio-emotional competencies may help us prevent the negative effects of a violent and unequal environment.
VIOLENCIA COMUNITARIA Y AGRESIÓN REACTIVA Y PROACTIVA: EL PAPEL MEDIACIONAL DE LAS VARIABLES COGNITIVAS Y EMOCIONALES
(2012) Enrique Chaux; Juliana Arboleda; Claudia Rincón
Children exposed to higher levels of violence tend to be more aggressive. Specific mechanisms explaining this relationship are still being uncovered. This study sought to identify the relationship between exposure to community violence and reactive and proactive aggression, as well as cognitive and emotional variables mediating this relationship. Participants were 1,235 students (from fifth to ninth grade) from localities of Bogota, Colombia, with varying levels of community violence. Analyses of self-reported measures confirmed significant associations between exposure to community violence and both reactive and proactive aggression. Normative beliefs supporting aggression, hostile attribution of intent, positive expectations for aggression, and lack of guilt after aggression, partially mediated these relationships, suggesting strategies for prevention.