Aggressive conflicts are quite frequent in schools, and all students take part in them. Bullying and cyberbullying are the most common methods used. The main objective of this work was to prevent and reduce aggressive behaviors among school children. In this study we present the results of an intervention that we have carried out in two education centers, one public and one semi-public, with students between the ages of 11 and 14. This intervention was done using music and was reinforced by a talk about human values. Two hundred adolescents from the autonomous city of Melilla, Spain, took part in this study. This was a quasi-experimental study with pre-test/post-test design and an equivalent randomized control group. The instrument used was the Garaigordóbil Cyberbullying Test. The musical intervention lasted for four months. The effect of the intervention program was checked through the t-test of related samples, checking the size of the effect through Cohen's d. The results showed a decrease in victims, aggressors and witnesses of cyberbullying in the semi-public education center and a decrease in victims of bullying in the public center. It is concluded that music can be a valid resource in making people aware of aggressive behaviors and in helping to reduce it.

The development of Information and Communication Technologies has favored access to technological resources in adolescents. These tools provide access to information that can promote learning. However, they can also have a negative effect against people, as they can be used with other functionality, in which cyberbullying situations are caused during the interactions that arise when using social networks. The objective of this study was to determine the predictive value of the role of cyberbullying victims based on variables related to other roles involved in cyberbullying and bullying (aggressors and witnesses), as well as personal characteristics (sex and age), contextual characteristics (type of educational school in which they are attending) and positive teamwork habits. (cooperation, responsibility, dialogue, listening, respect). Information was collected from 227 students of the educational stages of Primary Education and Secondary Education, aged between 11 and 15 years, in a city with a high index of cultural diversity. The step-by-step technique was used to build the regression model. The results indicate that the model has a good goodness of fit coefficient (adjusted R²: 0.574; p < 0.001). The role of cyberbully is the most important predictive variable of the role of the victim in cyberbullying and, to a lesser extent, the role of the witness in cyberbullying, the role of the witness in bullying, and the role of the victim of bullying. The role of the bullying aggressor and the variables sex, age, type of educational center, and teamwork habits are excluded in the predictive model.

El acoso escolar se ha convertido en una práctica común entre adolescentes y especialmente a través del cyberbullying. Estas prácticas generan graves problemas en un colectivo en desarrollo cognitivo, social y emocional, siendo esencial actuar preventivamente. Se realizó un estudio de tipo descriptivo y corte transversal en una muestra de 227 adolescentes de Melilla (España), el cual perseguía analizar las relaciones existentes entre bullying, cyberbullying y prácticas de trabajo cooperativo. Se emplean como principales instrumentos el test de cyberbullying (Garaigordobil, 2013) y un cuestionario de trabajo en equipo mediante validación de expertos. Los resultados revelan que el trabajo cooperativo es más elevado en las chicas, disminuyendo el mismo con la edad. El trabajo grupal se relacionó inversamente con las situaciones de acoso. También se observó que a mayor edad se sufre más victimización ligada a cyberbullying e incrementan las situaciones en las que se es agresor. Se concluye cómo el trabajo cooperativo en las aulas puede actuar preventivamente ante situaciones de acoso al ayudar a construir mejores relaciones entre pares e identidad de grupo.

La música andalusí y árabe forman parte de la cultura de miles de personas que habitan en España, lo cual permite un enriquecimiento cultural de todos. En este artículo, presentamos una propuesta metodológica para la impartición de estos estilos musicales en la etapa de Bachillerato para estudiantes entre los 15 y los 17 años, con la que pretendemos ofrecer conocimientos específicos de música andalusí y árabe. A través de su aprendizaje y comprensión, esperamos que los adolescentes logren incrementar los niveles de interculturalidad entre ellos. El artículo incluye una sucesión de actividades además de los objetivos que se persiguen, la metodología que puede ser utilizada para su enseñanza y una propuesta de evaluación.