The purpose of this study was to analyze the relations between being the victim of school bullying and being the aggressor with the parameters associated with emotional intelligence (emotionality, efficacy, superstitious thinking, rigidity, esoteric thinking, illusion). The sample is made up of 248 students from 12 to 16 years of age, 144 male (58.1%) and 104 female (41.9%). To measure the variables, three assessment instruments were used: the Constructive Thinking Inventory, the My Life at School Checklist and the Antisocial-Delinquent Behavior Questionnaire. The results obtained confirmed that: 1) adolescents who had suffered many behaviors of intimidation or bullying, had a low level of emotional intelligence, low emotionality, low self-esteem, low frustration tolerance, low efficacy, and little activity; 2) the adolescents who had a high level of antisocial-delinquent behaviors showed a low level of emotional intelligence, low efficacy, low activity, low responsibility, and low tolerance. The discussion addresses the importance of implementing programs to promote emotional intelligence in order to prevent bullying at school.

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.

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.