Background: Critical consciousness represents an emancipatory pedagogical process whose central goal is developing the necessary skills to identify and act in the direction of changing social limitations. An important kind of action that helps challenge social limitations is altruistic behaviour. Moreover, moral values could enhance the effect of critical consciousness on altruistic behaviour. Method: This study aims to provide some empirical support for the benefits of a unifying framework between moral education and critical consciousness by exploring the association between critical motivation and moral foundations, and the moderating role of groups’ status (disadvantaged versus privileged) within this association. The present research explores the link between critical consciousness, altruistic behaviour, and the mediational role of moral foundations. The data was collected from participants studying in urban areas and disadvantaged rural areas. Hence, the socio-economic status of the individuals (disadvantaged groups versus privileged groups) is considered a moderator in this dynamic. The study sample comprised 1031 adolescents aged 13–19 (M = 16.51, SD = 1.54). Results: The findings emphasise that fairness and care moral foundations mediate the relationship between critical motivation and altruistic behaviour, and the moderator role of group status. In conclusion, the poor development of critical motivation in disadvantaged groups influences moral values development and, ultimately, affects individual behaviour in the community.

At the level of pre-university education units in Romania, there is a visible concern for identifying the most effective strategies to prevent bullying in parallel with the development of social skills for positive interaction. In accordance with these trends, this work aims to identify some educational strategies to prevent bullying that value the dynamics of cooperation. Thus, in the present study we propose to present the theory of social interdependence from the perspective of cooperative learning in the prevention of bullying. In the scientific literature it is shown that students who have more experiences of cooperation have an increased probability of not developing individualistic tendencies or engaging in intentional acts of aggression. On the other hand, social dominance theories show that through competition students compete for a place in dominance hierarchies and may have harmful intentions. The findings of various researchers show that cooperation is an effective strategy against bullying both in secondary school and in primary school. Cooperative learning significantly reduces bullying because bullies and victims share a tendency to be uncooperative. It was also observed that the results of cooperative learning on prosocial ability they have related  by the improvement of the relationship between students. Given that bullies prefer to dominate rather than be cooperative, while victims lack social interaction skills, we believe that the success of bullying prevention is found in a curriculum centered on cooperative learning. Therefore, the design of such a curriculum is important from the perspective of developing students' cooperation and interrelationship skills as a strategy to prevent bullying.

The professional development of teachers in pre-university education is a priority for political decision-makers in Romania. The new legislative provisions regarding the implementation of programs for professional development bring a plus in the field of increasing the quality of education by including a distinct thematic area, which is violence/bullying. In this context, this article aims to examine those legislative changes regarding the continuing professional training of teachers that can serve the work of teachers from the perspective of prevention and intervention in bullying incidents. To achieve this objective, we resorted, on the one hand, to the analysis of the provisions of the new methodology that regulates the quality of continuing professional training programs and of the methodological norms aimed at the application of some provisions of the National Education Law regarding psychological violence-bullying, and on the other hand, we encountered a descriptive reading of the literature and scientific studies related to bullying with the aim of carrying out an interpretive study of the trends in the field of professional upgrading of teaching staff aimed at ensuring an appropriate legislative framework for the training of skills appropriate to the particularities of this type of violence. Our conclusions converge towards the appreciation that the effectiveness of the teaching staff in preventing and combating bullying largely depends on the transposition/operationalization of normative prescriptions in accordance with the scientific literature, in order for the professionals in education to better understand this phenomenon and its prevention.

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In a global context marked by an increase in acts of aggression in schools, it is essential to focus on discovering new theoretical benchmarks and practical strategies for prevention and intervention in such situations. This article, evidence of this concern, aims to identify (1) how common school anti-bullying programs are that integrate creativity and metacognition processes, (2) what the theoretical background is that justifies the application of these tools in anti-bullying programs, and (3) what the elements of methodology and the evaluation criteria and methods are that have been applied in these programs. We conducted a rigorous analysis, using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), of articles identified in the Web of Science Core Collection, PubMed, PsychoNet, and Eric Gov. Out of the total 203 articles identified that met the inclusion criteria, only 11 were finally selected. Analyzing the training/teaching, learning, and evaluation methods proposed in the programs in the 11 articles, we synthesized and developed a theoretical model that highlights how creative and metacognitive processes contribute to cognitive and behavioral dynamics when addressing bullying. This holistic approach could provide policymakers, researchers, administrators, principals, and teachers with a theoretical framework for developing and implementing practical and effective interventions against bullying in schools.

Implicit theories of personality fall under social-cognitive theories and underlie studies that have examined the perspectives, beliefs, and judgments that people make about certain phenomena or behaviors. Although the theoretical model of implicit beliefs was originally categorized as theories about the self, the authors Dweck and Leggett (1988) extended it, applying it to the fild of social judgments about the characteristics of other people. In the present paper we aim to illustrate children's and adolescents' entity and incremental beliefs about aggression. In accordance with this purpose, we conducted a theoretical foray into implicit theories and their implications in the area of ​​social judgments in an attempt to capture how implicit beliefs about aggression are projected into the social interactions of children and adolescents. We believe that our remarks and findings can be important resources for educational factors in the effort to improve the effectiveness of programs to prevent aggressive behaviors and attitudes in children and youth.