Abstract:

One-third of schoolchildren in the world are victims of Bullying (UNESCO), in the case of Peru, between 20% to 40% of schoolchildren were attacked by their peers. This problem generates serious consequences on the health of adolescents because it is associated with suicidal ideation, depression, and it also affects academic performance, as well as a school dropout. In terms of prevention and control of school violence, various educational programs have been developed that determined their effectiveness in increasing knowledge, perceptions, and practicing values such as empathy, solidarity, and other social skills that favor school coexistence; however, there are a few educational proposals that comprehensively address this problem.

The application of the postulates of neuroscience in education every day recovers good importance, promotes the use of mechanisms to capture the attention of students, motivate them to learn, facilitate memorization, considering the importance of the impact of emotions, provides a good quality of sleep, physical activity and social contexts in learning. The objective was to determine the feasibility and effectiveness of an educational program based on neurosciences in the prevention of bullying in public educational institutions in Lima.

The preliminary results of an educational intervention carried out in 2019, whose Sample was made up of 183 students from six different educational institutions, were selected through a simple random sampling. Before the intervention, an expert judgment and a pilot test were carried out. The neuroscience-based program was designed to develop competencies defined as ethical and situated know-how: elaboration of educational messages valuing the importance of tolerance, self-reflection, and identification of roles, and promoting the importance of empathy in human relationships.

Seven workshops were designed, which considered four moments. 1) Initiation: presentation, and intrinsic motivation through a playful dynamic that promoted an atmosphere of harmony and unity in the group. 2) Development: identification of previous knowledge, generation of cognitive conflict through analysis of key messages or metaphors, and incorporation of new knowledge about bullying prevention. Activation of mirror neurons, multisensory stimulation 3) Summary: to promote recall and long-term memory through the development and presentation of graphic organizers on the topic addressed. 4) Self and hetero evaluation.

In conclusion, we can point out that there was the active participation of the tutors, the psychologist of the educational institution, and schoolchildren, showing their acceptance of the program and committing to putting into practice the contents developed. The findings suggest that the intervention program is feasible to carry out and is successful in building knowledge by promoting positive attitudes towards the prevention of school violence.

Keywords:

Neurosciences, bullying, educational program, nursing.