Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Bullying assessment tools in prevention and intervention
programs in Latin America
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a100
50-72
Bullying assessment tools
in prevention and intervention
programs in Latin America
Instrumentos de evaluación del acoso escolar
en programas de prevención e intervención en
Latinoamérica
Diego Rodas-Flores 1,* , William Ortiz-Ochoa 2 , Mayra Gómez-Contreras 3
1 Salesian Polytechnic University – Cuenca Campus; drodas@ups.edu.ec. Cuenca, Ecuador.
2 University of Cuenca; william.ortiz@ucuenca.edu.ec. Cuenca, Ecuador.
3 Independent; mayragomezpsicologa@gmail.com. Cuenca, Ecuador.
How to cite:
Rodas Flores, D., Ortiz Ochoa, W., & Gómez Contreras, M. (2025). Assessment tools for bullying in prevention
and intervention programs in Latin America. Multidisciplinary Journal of Contemporary Research, 3(2), 50-72.
https://doi.org/10.58995/redlic.rmic.v3.n2.a100
Article Information
Received: 04-02-2025
Accepted: 17-03-2025
Published: 01-07-2025
Editor’s Note
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afliations.
Editorial
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Contemporary Research (REDLIC)
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Funding Sources
The research was conducted using the authors’
own resources.
Conicts of Interest
No conicts of interest are declared.
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Copyright (c) 2025 Faicán Rocano Pedro Fernando, Dután Pérez Ibelice Salomé,
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Artículo Caso clínico. Revista multidisciplinaria investigación Contemporánea.
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Leucemia de células dendríticas
plasmocitoides - estudio y diagnóstico
de un caso
Leucemia de células dendríticas plasmocitoides - estudio y
diagnóstico de un caso
Información del artículo:
Recibido: 05-12-2024
Aceptado: 21-02-2025
Publicado: 01-07-2025
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1 Docente Investigador; pedro.faican@ucacue.edu.ec. Azogues, Ecuador.
2 Estudiante; ibelice.dutan.44@est.ucacue.edu.ec. Azogues, Ecuador.
3 Estudiante; camila.gonzalez.66@est.ucacue.edu.ec. Azogues, Ecuador.
4 Estudiante; joselyn.matute.44@est.ucacue.edu.ec. Azogues, Ecuador.
5 Estudiante; alejandra.rodriguez.60@est.ucacue.edu.ec. Azogues, Ecuador.
Faicán Rocano Pedro Fernando 1, Dután Pérez Ibelice Salomé 2, González González Camila
Raquel 3, Matute Aguiar Joselyn Nayeli 4, Rodríguez Verdugo Alejandra Valentina 5
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Cómo citar:
Faican Rocano, P. . F., Dután Pérez, I. S. ., González González, C. R. ., Rodríguez Verdugo, A. V. ., & Matute Aguiar, J.
N. . (2025). Leucemia de células dendríticas plasmocitoides - estudio y diagnóstico de un caso.
Revista Multidisci-
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Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Bullying assessment tools in prevention and intervention
programs in Latin America
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a100
51-72
Summary
Bullying and cyberbullying are challenging situations for health systems
worldwide; assessment is a necessary mechanism for establishing diagnoses and
guiding interventions. The objective of this study was to identify the assessment
tools used in bullying and cyberbullying prevention or intervention programs
implemented in Latin America with primary and secondary school students.
A search was conducted for articles (Spanish and English) published in the last
20 years (2004–2024) in the databases PubMed, Web of Science, Scielo, and
Scopus. Twelve articles were included, indicating that the instruments used
assess dimensions such as victimization, perpetration, justication of bullying,
and prosocial behavior, as well as the roles in which students are immersed. The
reliability and validity of the instruments are discussed, and the development and
validation of robust and culturally sensitive tools is suggested.
Keywords: Bullying; assessment; childhood; adolescence.
Resumen
El bullying y ciberbullying son situaciones desaantes para los sistemas
de salud a nivel mundial; la evaluación se constituye en un mecanismo necesario
para establecer diagnósticos y orientar las intervenciones. El objetivo de este
trabajo fue identicar las herramientas de evaluación utilizadas en programas
de prevención o intervención frente al acoso escolar y ciberacoso que se
implementaron en Latinoamérica con estudiantes de primaria y secundaria. Se
desarrolló una búsqueda de artículos (español e inglés) publicados en los últimos
20 años (2004-2024) en las bases de datos PubMed, Web of Science, Scielo y Scopus.
Se incluyeron 12 artículos, que permiten señalar que los instrumentos aplicados
evalúan dimensiones como victimización, perpetración, justicación del acoso
escolar y comportamiento prosocial, así como los roles en los que están inmersos
los estudiantes. Se discute sobre la conabilidad y validez de los instrumentos, y
se sugiere el desarrollo y validación de herramientas robustas y culturalmente
sensibles.
Palabras clave: Acoso; evaluación; infancia; adolescencia.
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1. Introduction
Bullying and cyberbullying are phenomena that, due to their
proliferation, are positioned as challenging situations for health systems
worldwide (Páez et al., 2020; Gómez Tabares and Correa Duque, 2022).
In fact, in Latin America, according to Herrera-López et al. (2018), the
prevalence of bullying is approximately 29% and that of cyberbullying
would uctuate between 2% and 42%. In Cuenca, Ecuador, it was found
that 28.3% of students were victims of bullying, of which 20.7% were
victims of bullying, 4.3% were cybervictims, and 3.4% were victims of both
bullying and cyberbullying (Ordóñez-Ordóñez and Prado, 2019). In this
situation, Avilés-Martínez (2013) refers to the importance of evaluation
as a mechanism to establish diagnoses in terms of quality and quantity of
bullying and cyberbullying, but also as a method to design effective and
efcient interventions for these problems.
Bullying is conceptualized as a set of aggressive behaviors, carried
out intentionally and repeatedly, based on an imbalance of power (real or
perceived) between the victim and the perpetrator (Olweus, 1998, 2007).
This problem also represents a breach of ethics, as it involves breaking
established social norms (Ortega, 2020). Cyberbullying is an indirect
variant of bullying (Smith et al., 2008) that develops through the repeated
and premeditated transmission of hostile messages through digital tools
(Dennehy et al., 2020; Tokunaga, 2010). Among the most common forms of
cyberbullying are messages, calls and emails, as well as offensive posts on
digital social platforms, which are intended to intimidate and humiliate
the victim, who usually shares the same school environment with the
bully (Cedillo-Ramírez, 2020).
Given this situation, different assessment methods have been
developed to determine the frequency, duration, and intensity of this
type of violence (Lucas-Molina et al., 2016), as well as to identify the
characteristics of the students involved, the context in which it occurs,
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and the psychological consequences of in-person or virtual bullying
(Avilés-Martínez, 2013). Among other tools, interviews, questionnaires,
checklists, focus groups, and individual or collective scales have been
identied (Vera-Giraldo et al., 2017). However, the most commonly used
instruments are self-report inventories, psychometric instruments, and
behavioral observation (Gutiérrez-Ángel, 2019).
According to Pereira-Gallindo (2014), the diversity of available tools
can generate anxiety in professionals responsible for assessing bullying,
whether in person or online, when selecting the most appropriate method.
In this sense, the objective of this work was to identify the assessment tools
used in bullying and cyberbullying prevention or intervention programs
implemented in Latin America with primary and secondary school
students. This document may be relevant for teachers, psychologists,
researchers, and governmental and non-governmental organizations
involved in educational issues, as well as in promoting healthy school
coexistence and positive relationships between children and adolescents.
2. Methodology
This manuscript is based on a systematic review of prevention
and intervention programs for online and in-person bullying. A search
was conducted for articles (Spanish and English) published in the last
20 years (2004–2024) in the databases PubMed, Web of Science, Scielo,
and Scopus. The terms bullying, cyberbullying, virtual bullying, intervention,
program, prevention, and their English translations were used for this search,
applying the Boolean operators OR and AND in the search protocol.
In this context, articles were selected that included interventions or
programs targeting bullying in primary and secondary school students,
ranging in age from 5 to 19 years, and that evaluated their effectiveness
through group comparisons (experimental and control) or pre- and post-
test analysis. Studies conducted outside of Latin America were discarded.
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Instrumentos de evaluación del acoso escolar en programas
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y secundaria, cuyo rango etario oscilaba entre 5 y 19 años y que evaluaron su
ecacia mediante comparación de grupos (experimental y control) o análisis
pre y postest. Se descartaron estudios realizados fuera de Latinoamérica. En
total, se identicaron 396 artículos, después de eliminar 43 duplicados y re-
visar títulos y resúmenes, se excluyeron 315 estudios adicionales. Finalmente,
se analizaron 38 artículos completos, de los cuales se descartaron 26, quedan-
do 12 para la revisión nal (ver Figura 1).
Figura 1: Diagrama de ujo del proceso de búsqueda y selección.
Fuente: Elaboración propia, 2024
Registros identicados en la búsqueda en
bases de datos (n = 396)
Registros duplicados excluidos (n = 43)
Registros excluidos (n = 315)
Registros excluidos (n = 26)
Registros en los que se revisaron títulos y
resúmenes (n = 353)
Registros revisados a texto completo (n = 38)
Estudios incluidos (n = 12)
In total, 396 articles were identied; after eliminating 43 duplicates and
reviewing titles and abstracts, an additional 315 studies were excluded.
Finally, 38 full articles were analyzed, of which 26 were discarded, leaving
12 for the nal review (see Figure 1).
Identied records in the search in data
bases (n = 396)
Included Studies (n = 12)
Excluded duplicated records (n = 43)
Excluded Records (n = 315)
Excluded Records (n = 26)
Figure 1: Flowchart of the search and selection process.
Source: Own elaboration, 2024
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3. Development
Before presenting the results, it is important to note that ve of the
included studies were conducted in Brazil, three in Mexico, three in Chile,
and one in Peru. A brief description of the instruments used to assess
bullying in the included prevention or intervention programs follows
(Table 1).
3.1. Links program
Pérez et al. (2013) used the Secondary School Questionnaire on Peer
Abuse due to Abuse of Power , which evaluates four dimensions, namely:
Witness of Bullying, consisting of 18 questions with a range of results
ranging from 18 to 72 points, reporting a Cronbach’s alpha of 0.80; Victim
of Bullying, consisting of 12 questions, with a range of results from 12 to
49 points and a Cronbach’s alpha of 0.72; Aggressor-Victim of Bullying,
consisting of 10 questions, with a range of results ranging from 13 to 52
points and a Cronbach’s alpha of 0.22; and, Bullying Aggressor, consisting
of 9 questions with results ranging from 9 to 36 points and a Cronbach’s
alpha of 0.46; the authors indicate that there is a positive correlation
between the score and the presence of bullying.
They also applied the Internet Experiences Questionnaire adapted to
the Chilean context by Lecannelier et al. (2011). The instrument consists
of 28 questions and assesses the presence of in-person or virtual bullying.
For the research, they used nine questions to identify students who were
victims of cyberbullying; they did not report the Cronbach’s alpha for the
instrument. Furthermore, they implemented the intervention program
with a population of students ranging in age from 9 to 18 years (Pérez et
al., 2013).
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3.2. Violence Zero Note
In this research, they used the revised version for teachers of The
School Violence Scale developed by Stelko-Pereira and Williams (2013).
The instrument is composed of the following subscales: frequency of
victimization used by students, with a Cronbach’s alpha of 0.85; severity
of victimization used by students, with a Cronbach’s alpha of 0.78;
knowledge of student victimization by other students, with a Cronbach’s
alpha of 0.90; and, risk behaviors by students, with a Cronbach’s alpha of
0.89 (Stelko-Pereira and de Albuquerque, 2016).
They also administered the revised student version of the School
Violence Scale (Stelko-Pereira, Williams, & Freitas, 2010). The instrument
consists of 5-point Likert-type questions and four subscales. The rst
assesses student victimization by other students and is composed of two
factors: 1) the frequency of physical (two items, α = 0.64), psychological
(two items, α = 0.63), and property (two items, α = 0.64) violence; and 2) the
severity of the physical (three items, α = 0.80) and psychological (four items,
α = 0.70) violence episodes. The second assesses student victimization by
school employees and presents two factors: 1) interpersonal victimization
(four items, α = 0.72) and 2) property damage (two items, α = 0.71) (Stelko-
Pereira and de Albuquerque, 2016).
The third scale focuses on violence perpetrated by another student
and is composed of three factors: 1) perpetration of physical violence (six
items, α = 0.83), non-physical violence (ve items, α = 0.71), and virtual
violence (two items, α = 0.5). The last scale investigates students’ risk
behaviors (ve items, α = 0.81). The study was conducted with students and
teachers from sixth to ninth grade (Stelko-Pereira and de Albuquerque,
2016).
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3.3. Emotional competencies program
Martínez-Vilchis et al. (2018) applied an adapted version of the
Cyberbullying Questionnaire (CBQ) to the Mexican population. This question
consists of 33 questions answered on a Likert-type scale and allows for
the evaluation of three dimensions: victimization with 14 items (α = 0.93),
perpetration with 14 items (α = 0.80), and justication with 5 items (α =
0.89). The victimization and perpetration dimensions assess the frequency
with which cyberbullying situations were experienced or carried out.
The population with which they implemented the program consisted of
students aged 15 to 17 (Martínez-Vilchis et al., 2018).
3.4. Cyber coexistence program (Pozas et al., 2018)
Pozas et al. (2018) conducted their research with students aged
15 to 18, to whom they applied an adapted version of the Cyberbullying
Questionnaire (CBQ) ( Gámez-Guadix et al., 2014). The version they applied
consisted of 33 questions with answers on a Likert-type scale and allowed
them to evaluate three dimensions, which are: victimization with 14 items
(α = 0.939), perpetration with 14 items (α = 0.801), and justication with 5
items (α = 0.895) (Pozas et al., 2018).
3.5. #Tamojunto
Gusmões et al. (2018) developed a scale for their research based
on three other questionnaires ( European Union Drug Abuse Prevention
Questionnaire, World Health Organization for Drug Use Questionnaire, and
Pesquisa Nacional de Saúde do Escolar Questionnaire), whose questions were
answered in a binary way (yes or no); to evaluate bullying (received or
executed) they used two questions, which were: In the last 30 days, how
often did your classmates bother you or bully you? and In the last 30 days,
have you scolded, mocked, manipulated, intimidated, or bothered any of
your classmates?
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To assess physical violence (whether experienced or committed),
they used two questions: In the last 30 days, have you been physically
attacked at school? and In the last 30 days, have you physically attacked
someone at your school? They also worked with a population of students
between the ages of 11 and 15 (Gusmões et al., 2018). No results were found
regarding the reliability or validity of the instrument used.
3.6. Intervention in bullying, anger and depression
In this research, they used the Peer Violence Scale (Cajigas et al., 2006).
The instrument is composed of 43 items grouped into ve dimensions: the
rst, External Inuences, which consists of two subdimensions (transgressive
behavior and adult behavior regarding bullying) and focuses on the
inuence of student and adult behavior on aggressive behavior; Attitude
Toward Violence , which is composed of two subdimensions (facilitating
behavior and lack of control attitude) and assesses aggressive behavior,
physical violence, and problem-solving strategies (Vanega-Romero et al.,
2018).
The third dimension is Prosocial Behaviors , which assesses supportive
behavior among peers; the fourth is Aggressive Behaviors, which consists
of three subdimensions (argument, threat, and teasing) and evaluates
the frequency with which students engage in aggressive behavior among
peers; and the fth is Victimization, which focuses on identifying the
number of students who are bullied; they report a Cronbach’s alpha for
the scale of 0.96; they also intervened with students between the ages of 12
and 16 (Vanega-Romero et al., 2018).
3.7. Active-Start Intervention
Hormazábal-Aguayo et al. (2019) used an extract from the Single
Questionnaire on School Well-being (CUBE) (Ministry of Education of Peru,
2013). The extract applied omitted questions related to virtual bullying
and was composed of 10 questions with 4-point Likert-type responses.
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These questions asked about the frequency with which students were
exposed to bullying situations (physical, verbal, and social exclusion) in
the last seven days. A Cronbach’s alpha of 0.81 is reported for the scale.
They also intervened with students aged 8 to 10 years old (Hormazábal-
Aguayo et al., 2019).
3.8. ProCiviCo
Palacios et al. (2019) assessed aggression, victimization, friendships,
and antipathy in seventh-grade students (M=12.32) through peer
nomination activities. For aggression, they asked students to identify
peers who best t the description of behaving aggressively or teasing
others; for victimization, they asked about students who best t the
description of being the victim or being teased; for friendship, they asked
about peers with whom they shared recess; and for antipathy, they asked
about students with whom they preferred not to share recess. No validity
or reliability data were found.
3.9. Brief anti-bullying intervention
In this research, they administered the self-report Bullying
Questionnaire to students aged 10 to 17. The questionnaire consists of 23
questions on a Likert-type scale ranging from 1 to 3 about bullying, and
23 questions about victimization in the past 30 days. It also allows for the
identication of forms of bullying (physical, verbal, and indirect bullying),
with higher scores indicating greater prevalence of bullying (Bottan et al.,
2019). No results were found regarding the reliability or validity of the
instrument used.
3.10. CONVIVE Program
In this research, they used the CUVE 3 -ESO School Violence
Questionnaire ( Álvarez-García et al., 2013). The instrument, which was
applied to students aged 12 to 15, allows the evaluation of different
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dimensions of bullying (interpersonal isolation, verbal aggression
between student and teacher, verbal aggression between peers, disruptive
behavior in classes, physical aggression and threats, aggression through
digital media, indirect physical aggression, and aggression from teachers
towards students). It is composed of questions with answers on a Likert-
type scale of 1 to 5 points and has a Cronbach’s alpha of 0.94 (Santa-Cruz
and Ríos, 2022).
3.11. #NoBullying Intervention
In this study, they applied the Cartoon Test (Smith et al., 2018). This
instrument, used to assess students’ perceptions of bullying, is composed
of eight dimensions and was validated in eight countries, including Brazil.
The research population consisted of adolescents aged 12 to 17 (Fernandes
and Dell’Aglio, 2023). No results were found regarding the reliability or
validity of the instrument used.
3.12. #Tamojunto 2.0
The instruments used to assess bullying in this research were the
same as those used in #Tamojunto (Valente et al., 2023) and the Brazilian
version of the Olweus Bully/Victim Questionnaire (Ferreira-Junior et
al., 2022). The latter questionnaire asks students about their experiences
with bullying in the past 30 days. It contains seven dichotomous (yes or
no) questions about victimization and eight about bullying perpetration.
Higher scores indicate greater prevalence of perpetration or victimization
(Valente et al., 2023). No validity or reliability statistics were found.
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3.13 Discussion
Having briey described the instruments used to assess bullying in
prevention and intervention programs developed in Latin America, it is
possible to present some ideas for discussion. Similar to what was indicated
by Avilés-Martínez (2013), in the present review two types of evaluation
instruments were identied, which are: self-report instruments applied
directly to the participating students (Pérez et al., 2013; Stelko-Pereira
and de Albuquerque, 2016; Martínez-Vilchis et al., 2018; Pozas et al., 2018;
Gusmões et al., 2018; Vanega-Romero et al., 2018; Hormazábal-Aguayo et
al., 2019; Palacios et al., 2019; Bottan et al., 2019; Fernandes and Dell´Aglio,
2023; and Valente et al., 2023), and hetero-report instruments that are
applied to external observers, for example teachers (Stelko-Pereira and
de Albuquerque, 2016).
Likewise, Avilés-Martínez (2013) points out the importance of self-
report techniques, since by taking into account the point of view of each
participant, the diagnosis and decision-making regarding the intervention
are facilitated. These techniques include peer nomination exercises, an
evaluative activity that was implemented by Palacios et al. (2019) in their
research to identify the presence of aggression, victimization, friendships,
and antipathy.
In this context, Vera-Giraldo et al. (2017) indicate that the
techniques to assess bullying include dimensions such as: aggressive
behavior, intimidation and identication of the role that students occupy
in the different types of violence. However, regarding the behaviors, the
instruments included in this review are not limited to the dimensions
indicated by these authors, since they include victimization, perpetration,
justication (Martínez-Vilchis et al., 2018; and Pozas et al., 2018; Bottan
et al., 2019), bullying, physical violence (Gusmões et al., 2018), prosocial
behaviors (Vanega-Romero et al., 2018), friendships and antipathy
(Palacios et al., 2019).
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Regarding the role of students, it was found that some scales allow
differentiation between witness, victim, aggressor-victim and aggressor
(Pérez et al., 2013), but other tools focus exclusively on the victim role, as
is the case of the School Violence Scale (Stelko-Pereira and de Albuquerque,
2016). Likewise, unlike what was reported by Vera-Giraldo et al. (2017),
none of the instruments included for the evaluation of bullying addresses
dimensions of anxiety or stress symptoms.
On the other hand, it is necessary to agree with what Avilés-Martínez
(2013) pointed out, when they mention that the diversity of instruments
generates difculties in comparing the prevalence and, in this case, the
effectiveness of the programs included, since unlike the research carried
out by Martínez-Vilchis et al. (2018) and Pozas et al. (2018) in which they
use the Cyberbullying Questionnaire (CBQ), as well as those of Gusmões et
al. (2018) and Valente et al. (2023), in which they generated an evaluation
instrument for the #Tamojunto programs, the remaining seven investigations
used different evaluation tools.
This difculty is exacerbated by the fact that, similar to what Vera-
Giraldo et al. (2017) found, not all studies report data on the validity and
reliability of the instruments used. In the case of this review, seven of the
included articles reported data on Cronbach’s alpha, while the remaining
ve studies did not mention any of these statistics (Gusmões et al., 2018;
Palacios et al., 2019; Bottan et al., 2019; Fernandes and Dell’Aglio, 2023; and
Valente et al., 2023).
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Table 1
Summary of feature research and evaluation tools
Program First author Year City /
Country
Ages /
courses Assessment instruments Dimensions or description Cronbach’s
alpha
Links Program Perez 2013 Santiago de
Chile / Chile
9 to 18
years old
Secondary school
questionnaire on peer abuse
due to abuse of power
Witness to bullying
Victim of bullying
Aggressor-victim
Bullying aggressor
0.80
0.72
0.22
0.46
Internet Experiences
Questionnaire
Evaluate the presence of in-person or
virtual bullying NR
Violence Note
Zero Stelko 2016 São Paulo /
Brazil
Sixth
to ninth
grade
The School Violence Scale
revised version for teachers
Frequency of victimization
Severity of victimization
Knowledge of victimization
Risk behaviors
0.85
0.78
0.90
0.89
School Violence Scale
revised version for students
Victimization of students by other
students
Frequency of physical violence.
Frequency of psychological violence.
Frequency of property violence.
Severity of physical violence.
Severity of psychological violence.
Victimization of students by employees
Interpersonal victimization.
Damage to property.
Violence perpetrated by another
student
Perpetration of physical violence.
Perpetration of non-physical violence.
Perpetration of virtual violence.
Student risk behaviors
0.64
0.63
0.64
0.80
0.70
0.72
0.71
0.83
0.71
0.5
0.81
Emotional
Competencies
Program
Martinez 2018 Toluca /
Mexico
15 to 17
years old.
Cyberbullying Questionnaire
(CBQ).
Victimization.
Perpetration.
Justication.
0.93
0.80
0.89
Cyber
coexistence
program
Pools 2018 Mexico City /
Mexico
15 to 18
years old
Cyberbullying Questionnaire
(CBQ).
Victimization.
Perpetration.
Justication.
0.939
0.801
0.895
#Tamojunto Gusmões 2018
São Paulo,
Federal
District, São
Bernardo
do Campo,
Florianópolis,
Tubarão and
Fortaleza /
Brazil
11 to 15
years old Self-made questionnaire. Bullying.
Physical violence
NR
NR
Intervention in
bullying, anger
and depression
Vanega-
Romero 2018 Yucatan /
Mexico
12 to 16
years old Peer Violence Scale
External inuences
Transgressive behavior.
Adult behavior regarding bullying.
Attitude towards violence
Facilitation behavior.
Attitude of lack of control.
Prosocial behaviors
Aggressive behaviors
Quarrel.
Threat.
Joke
Victimization
0.96 (Overall
scale)
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Active.Start
Intervention
Hormazábal-
Aguayo 2019 Santiago de
Chile / Chile
8 to 10
years
Single Questionnaire on
School Well-being.
Evaluates the frequency with which
students were exposed to physical
and psychological bullying and social
exclusion.
0.81
ProCiviCo Palaces 2019 Santiago de
Chile / Chile
Seventh
grade
students
with an
average
age of
12.32
years.
Nomination by students
Students were asked to identify
peers who best t the descriptions of
aggression, victimization, friendships,
and dislike.
NM
Brief anti-
bullying
intervention
Bottan 2019 Porto Alegre /
Brazil
10 to 17
years old Bullying Questionnaire Bullying.
Victimization NM
CONVIVE
Program Santa Cruz 2022 Trujillo / Peru 12 to 15
years old.
CUVE3-ESO School
Violence Questionnaire
Interpersonal isolation.
Verbal aggression between student
and teacher. Verbal aggression
between classmates.
Disruptive behavior in classes.
Physical aggression and threats.
Aggression through digital media.
Indirect physical aggression.
Aggression of teachers towards
students
0.94 (Overall
scale)
#NoBullying
Intervention Fernandes 2023 Porto Alegre /
Brazil
12 to 17
years old. Cartoon Test
It is composed of eight dimensions
and allows us to understand students’
perceptions of the presence of
bullying.
NM
#Tamojunto 2.0 Valente 2023
São Paulo,
Fortaleza
and Eusébio
/ Brazil
11 to 15
years old.
Questionnaire developed by
Gusmões et al. (2018) NM
Olweus Bully/Victim
Questionnaire
Victimization
Perpetration
NM
NM
Note: NM = Not mentioned. Prepared by the authors, 2024.
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4. Conclusions
After presenting the results and discussing the ndings, it is
concluded that bullying and cyberbullying prevention and intervention
programs developed in Latin America between 2004 and 2024 used a
variety of tools, but limitations related to their validity and reliability were
found. Although Brazil, Mexico, and Chile are leaders in the management,
development, and implementation of these programs, challenges persist
related to the standardization and adaptation of the tools to the social and
cultural context of the region.
The information reported in the included articles shows that the
assessment instruments used include dimensions such as victimization,
perpetration, justication of bullying, and prosocial behavior, and that
they focus on determining the roles students play (observer, victim,
bully-victim, and bully). Furthermore, their application shows promising
results. However, in some cases, the reliability reported is insufcient,
while in others, it is not declared.
In this regard, emphasis is placed on conducting appropriate
assessments as a foundation for the design and implementation of effective
programs that promote harmonious school coexistence and positive
interpersonal relationships among students in the region. Furthermore, it
is suggested that the development and validation of robust and culturally
sensitive assessment tools be continued, as well as those that allow for
better identication of the dynamics of bullying, both in person and
online, and of the roles played by each member of the school community.
Likewise, the development of scales that involve different sources of
information (students, teachers, and parents) should be considered.
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5. Contribution of the authors
DRF: conceptualization, methodology, research, writing of the
original draft, initial review and editing.
WOO: nal review of the article and editing.
MGC: research, writing of the original draft and editing.
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