Efectos de una Estrategia en Desarrollo Moral Basada en Principios Éticos Sobre la Percepción de Violencia Escolar

Abstract

In this document, the result of the application of a moral development strategy based on ethical principles to mitigate school violence was evaluated, within the framework of the primary prevention of crime, based on the conceptualization of the socio-cognitivist explanatory theories of the criminality. 107 ninth grade students from the IE Departmental School San José María Escrivá de Balaguer participated in 2016; A moral dilemma questionnaire and a school violence perception instrument (Insebull) were used as measurement tools, through a quasi-experimental design with a pre-test and post-test comparison group design. Two groups of participants were selected: Group 1 with high scores on the Insebull instrument and Group 2 with low or average scores. The results showed that between the pre-test and post-test measurements: (a) In Group 1 there was a decrease in the school violence scales of bullying and victimization. (b) In Group 2, the average and / or low scores on the aforementioned scales were maintained. (c) Argument was increased at stage six of moral development for both groups. (d) There were differences in the type of arguments used in personal and impersonal dilemmas. Due to the above, it is concluded that educational intervention with moral dilemmas in real contexts contribute to the adaptation of conventions related to non-violence, additionally these results may be useful in the application of tools that contribute to the materialization of Law 1620 of 2013 and in the prevention of violence.