Bullying is usually defined as a long-term and frequent manifestation of aggressive behavior of one child towards another with the intention of harming another child. Taking into account that ...information and communication technologies became a new context in which adolescents initiate and maintain interpersonal relationships with their peers, in addition to peer violence at school, this paper also addresses the problem of cyberbullying. As a type of strategy for prevention and reduction of bullying in schools, programs based on the development of social and emotional competencies (SEC) among students are very popular. The aim of this paper was to offer a systematic synthesis of literature in order to gain a better insight into the relationship between socio-emotional competencies and bullying. Guided by pre-defined inclusive criteria, this review includes 13 quantitative studies published in the last 15 years. All studies had a sample of primary and secondary school students and examined the relationship between social and emotional competencies and (cyber)bullying. All studies demonstrated a negative correlation between peer violence and higher socio-emotional competencies in students. Both gender and age differences were identified in SEC and bullying. The paper presents the results of the research, but also addresses the methodological and statistical characteristics and limitations of these studies. In this way, we analyzed the empirical basis of using programs for the development of socio-emotional competencies with the aim of preventing violence in schools. In discussion we addressed the practical implications of the results for practice, study limitations, as well as guidelines for further research.
Vršnjačko nasilje se definiše kao dugoročno i često ispoljavanje neprihvatljivog agresivnog ponašanja jednog djeteta prema drugom sa namjerom da se drugom djetetu naškodi. Uzevši u obzir značajno ...mjesto koje zauzimaju informaciono-komunikacijske tehnologije u svakodnevnom životu djece i mladih, pored vršnjačkog nasilja u školi, u ovom radu oslovljen je i problem nasilja putem interneta (engl. cyberbullying). Kao vid strategija prevencije i smanjenja vršnjačkog nasilja u školama, veoma popularni su programi zasnovani na razvoju socijalno-emocionalnih kompetencija (SEK) kod učenika. Cilj ovog rada bio je ponuditi sistemsku sintezu literature kako bi se stekao bolji uvid u odnos između socio-emocionalnih kompetencija i nasilja kod učenika. Poštujući unaprijed definisane inkluzivne kriterijume, u ovaj pregledni članak je uključeno 13 studija kvantitativnog tipa koje su objavljene u posljednjih 15 godina, u uzorku imale učenike osnovnih i srednjih škola i ispitivale odnos SEK-a i vršnjačkog nasilja. Sve studije su demonstrirale negativnu korelaciju vršnjačkog nasilja i viših socio-emocionalnih kompetencija kod učenika. Utvrđene su polne i uzrasne razlike u ispoljavanju nasilja i nivoa SEK-a. U radu su detaljno predstavljeni empirijski rezultati istraživanja, ali su i adresirane metodološke i statističke karakteristike i ograničenja navedenih studija. Na ovaj način analizirana je empirijska osnova za korišćenje programa razvoja socio-emocionalnih kompetencija sa ciljem suzbijanja vršnjačkog nasilja u školama. U diskusiji su predstavljene praktične implikacije za školsko-pedagoški kontekst, ograničenja studija, kao i smjernice za dalja istraživanja.
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