Resumen del libro

The frequent news reports of suicides among minors as a result of the bullying they have been subjected to are devastating. These fatal outcomes are a reality that shows there is still much to be done regarding the prevention of and fight against bullying.

We are living through an ongoing tsunami of global transformations—unpredictable and occurring at such speed that it is virtually impossible to know where we are heading—resulting in uncertainty and continuous demands on schools, teachers, and society as a whole to fulfill their roles in ways adapted to new challenges.

Today’s educational institutions aim to educate citizens and communities in an environment characterized by a globalized economy, migratory movements, the emergence of pandemics, energy and economic crises, high levels of inequality, recurrent armed conflicts, and the growing influence of digital technologies and artificial intelligence.

In this context, bullying—together with all forms of school violence—constitutes a problem with serious personal, academic, family, and social consequences. For this reason, it is necessary to devote greater attention to it and to grant it priority relevance for teachers, schools, researchers, and the media.

As has been noted, there is scarcely a day when news does not report suicides among adolescents after suffering bullying; moreover, the suffering of survivors will lead to significant psychological and emotional sequelae. From this standpoint, we must be clear that there is no greater human right than respect for one’s own physical, psychological, and emotional integrity, and no greater obligation than respect for that of others. The school, as an institution that safeguards rights, fulfills a fundamental role in coexistence as a supreme value, in its very existential meaning, which leads to fairer, more livable, and more democratic societies. Without a school free from violence, there can be no society free from violence.

Psychoeducational research offers a diagnostic lens through which to examine these challenges and provides evidence regarding the educational actions that work best to address them. The reduction and prevention of violence and social exclusion, together with the promotion of students’ holistic development within a framework of coexistence, is already a reality in many schools committed to an education grounded in cooperation, participation, equal opportunities, and inclusion.

Educational institutions must address bullying as a priority, promoting coexistence as the central axis of educational action. It is important to understand the reality present in each group and throughout the school context in order to address each problem efficiently and to promote preventive actions that improve students’ climate and coexistence, for the benefit of the entire educational community and the broader social context.

INTRODUCTION

1. CONCEPTUAL AND THEORETICAL FOUNDATIONS OF BULLYING

2. BULLYING AS A GROUP PHENOMENON: PSYCHOLOGICAL PROFILES OF INVOLVED ROLES

3. IMPACT AND CONSEQUENCES OF BULLYING

4. BULLYING IN THE DIGITAL AGE: CYBERBULLYING

5. INTERNATIONAL RESEARCH ON BULLYING

6. ASSESSMENT AND MEASUREMENT OF BULLYING

7. CONFLICT MEDIATION IN EDUCATIONAL SETTINGS

8. KEY PRINCIPLES OF INTERVENTION

9. EVIDENCE-BASED PREVENTION AND INTERVENTION PROGRAMS

REFERENCES

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  Excelente aporte

  Lautaro. March 2026. Buenos Aires (Argentina)

  Libro completo y excelente.

Citación Chicago
Lobato Carvajal, Francisco J. aut. The impact of bullying. 1ª ed. Madrid: Dykinson, 2026.

Citación APA
Lobato Carvajal, Francisco J. (2026). The impact of bullying. Dykinson.