Prosociabilidad y violencia en escuelas primarias de México.

Abstract

This article presents the main results of the implementation of a multicomponent model to promote prosocial skills and prevent violence in some marginalized primary schools located in the states of Sonora and Chiapas in Mexico. Mixed methods were used in the research, the quantitative phase was developed through a quasi-experimental design; in the qualitative one, participatory action research was facilitated. The main findings indicate an increase in the practice of prosocial skills in the participants and a reduction in school violence. For example: the p-value obtained in the repeated measures analysis shows an increase (statistically significant) in the level of prosociability of the students; this trend is practically identical in both cities (p.0.072). There is a difference in the degree of initial and final prosociability (p = 7.905 x 10-33), which shows a notable increase in the prosocial skills of the project participants. The intervention had an impact on the maintenance of school climates of cordiality, greater participation, development of empathy, assertiveness, better management of emotions and practice of conflict resolution techniques, which in short contributed to the increase of friendship networks and the improvement of the educational use.