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The present paper addresses the phenomenon of bullying from a functional-contextual perspective.
School violence is presented as an instance of a disposition to react and to interact with others in an aggressive or violent manner, either in a generalized form, or contextualized just to school settings. Accordingly, the results of an epidemiological study are presented.
This study analyses the prevalence of violence-related problems in primary school children (attentional problems and hyperactivity, aggressive behavior, and antisocial behavior), as well as the beliefs and parenting styles which correlate positively or negatively with this kind of problems. The results show that some educational practices (insistent recall of normative rules, frequent use of punishment, or reinforcement contingencies in the form of consent to involve in usually forbidden activities) are risk factors for the emergence of this kind of problems. In contrast, other educational practices (reinforcement with a description of the child¿s appropriate behavior, or the systematic application of contingencies) are effective as protection factors. The paper finishes with a series of recommendations for parents and teachers on how to prevent and stop violence-related problems
