[en] In today's social context, the term bullying, compared to years ago, has become a frequently used term. has become a frequently used term, which may have led to a certain superficiality and insensitivity when assessing the facts. insensitivity when assessing the facts. Every time a new video appears on the Internet, or news about atrocious news is published about atrocious actions carried out by minors against their peers, for a moment we wake up and only then do we moment we wake up and only then do we ask ourselves what are the reasons for so much violence. violence. On the other hand, there are frequent myths surrounding bullying that do not facilitate effective intervention, such as the myths about bullying. facilitate effective intervention, such as nostalgic statements like "young people are not what they used to be". are not what they used to be". In this way, the causes and origins of the problem are underestimated. Also Some schools claim that bullying is not very frequent or that it is harmless, or that some families tend to Some families tend to say phrases such as "it's a child's thing". However, it is also good to point out the other side of the coin which shows that, despite the fact that bullying is underestimated and widespread, there are professionals who are motivated enough to co-operate in order to help the problem. There are also students who are willing to show solidarity and understanding towards their peers in difficulty. Therefore, the study presented here aims to approach it from this more positive point of view and to offer a concrete, albeit modest, contribution to the knowledge of the quality of school relationships and the phenomena of bullying, based on a strategy that we consider innovative, which involves the active collaboration of the so-called "Transgression Group", which participates in Milan and which is made up of specialised professionals, students and people who are in prison. Specifically, the general objective of this thesis is to study in depth a bullying prevention programme among adolescents with the collaboration and participation of prisoners and ex-prisoners who are part of this group. In this line, the specific objectives are: - To set up the theoretical framework of the study, with the aim of clarifying a series of concepts and perspectives that have guided the research process. - To carry out an initial global analysis in order to detect the main difficulties and the situation of the students under study with respect to violence and bullying-related behaviour. - To check the suitability of the programme designed through the writings made by the pupils after their encounters with the inmates who participated in this research. - To carry out an initial global analysis to detect the main difficulties and the situation of the pupils under study with regard to violence and bullying-related behaviour. - To verify the suitability of the programme designed through the writings made by the students after their encounters with the inmates who participated in this research. Specifically, we intend to analyse the effects of the programme with 80 students from the Centro Professionale Pia Marta in Milan and, although this research is limited to one context, it is possible that its results may encourage the development of similar experiences in other spaces. In order to achieve our aims, the work is structured in two main blocks. The first of these consists of four chapters that provide the theoretical basis of the research, outlining as complete and exhaustive an overview as possible of the subject under study, as well as some possibilities for intervention through different educational strategies. In the second section, we find the fifth, sixth and seventh chapters, where the research plan designed and the results obtained from the intervention are presented and described in detail. Finally, the conclusions and discussion of the thesis are presented. Specifically, the objective of each of the chapters is given below: CHAPTER I. The aim is to examine school coexistence as an educational challenge, making reference to the school as the ideal place to improve it and describing some of the most frequent problems we encounter. CHAPTER II. The aim is to go deeper into bullying, offering a conceptual approach, types, influential effects and the legal profile in the Italian context. CHAPTER III. We focus on some of the main researches developed at international level on bullying, as well as on specific researches carried out in the Italian context. CHAPTER IV. We dwell on intervention initiatives, as well as on some more concrete strategies. CHAPTER V. This chapter deals with the field study. It defines the objectives of the doctoral thesis, as well as the research methodology. It describes the characteristics, objectives and main activities of the Gruppo della Trasgressione. It also describes the specific context of the intervention, the sample that participated in the field study and the data collection instruments. The Trasgressione Project is detailed and the procedure and analysis of the results are explained. CHAPTER VI. This chapter deals with the results of the field study carried out. Firstly, the information collected and analysed from the discussion forums with the adolescents is detailed, explaining each of the categories worked on (freedom, anger, parent-child relationship, dependencies, choices and micro-choices). Subsequently, an analysis of the interviews conducted with inmates and former inmates is carried out through interpretative phenomenological analysis (IPA) (Smith, 1996). CHAPTER VII. The final conclusions of the Doctoral Thesis are presented, where a review of the most important contributions that have been found through the field study carried out, as well as the limitations and future lines of research are addressed. Reflection on the results will allow us to see how the proposal presented can have an effective and positive influence on the promotion of values and social competences which, in short, can improve interpersonal relationships and prevent bullying. At the same time, active confrontation, reflection, the testimony of one's own experience, the awareness of one's own actions and the consequent assumption of responsibility allow the reconstruction of a citizen who, once out of prison, can really contribute to avoid any maladjusted behaviour and actions in society. While it is true that our intervention only studies a specific context, we are convinced that this research can open up new perspectives of study that can be developed in the future with a view to the implementation of similar projects in different educational contexts. In today's social context, the term bullying, compared to years ago, has become a frequently used term. has become a frequently used term, which may have led to a certain superficiality and insensitivity when assessing the facts. insensitivity when assessing the facts. Every time a new video appears on the Internet, or news about atrocious news is published about atrocious actions carried out by minors against their peers, for a moment we wake up and only then do we moment we wake up and only then do we ask ourselves what are the reasons for so much violence. violence. On the other hand, there are frequent myths surrounding bullying that do not facilitate effective intervention, such as the myths about bullying. facilitate effective intervention, such as nostalgic statements like "young people are not what they used to be". are not what they used to be". In this way, the causes and origins of the problem are underestimated. Also Some schools claim that bullying is not very frequent or that it is harmless, or that some families tend to Some families tend to say phrases such as "it's a child's thing". However, it is also good to point out the other side of the coin which shows that, despite the fact that bullying is underestimated and widespread, there are professionals who are motivated enough to co-operate in order to help the problem. There are also students who are willing to show solidarity and understanding towards their peers in difficulty. Therefore, the study presented here aims to approach it from this more positive point of view and to offer a concrete, albeit modest, contribution to the knowledge of the quality of school relationships and the phenomena of bullying, based on a strategy that we consider innovative, which involves the active collaboration of the so-called "Transgression Group", which participates in Milan and which is made up of specialised professionals, students and people who are in prison. Specifically, the general objective of this thesis is to study in depth a bullying prevention programme among adolescents with the collaboration and participation of prisoners and ex-prisoners who are part of this group. In this line, the specific objectives are: - To set up the theoretical framework of the study, with the aim of clarifying a series of concepts and perspectives that have guided the research process. - To carry out an initial global analysis in order to detect the main difficulties and the situation of the students under study with respect to violence and bullying-related behaviour. - To check the suitability of the programme designed through the writings made by the pupils after their encounters with the inmates who participated in this research. - To carry out an initial global analysis to detect the main difficulties and the situation of the pupils under study with regard to violence and bullying-related behaviour. - To verify the suitability of the programme designed through the writings made by the students after their encounters with the inmates who participated in this research. Specifically, we intend to analyse the effects of the programme with 80 students from the Centro Professionale Pia Marta in Milan and, although this research is limited to one context, it is possible that its results may encourage the development of similar experiences in other spaces. In order to achieve our aims, the work is structured in two main blocks. The first of these consists of four chapters that provide the theoretical basis of the research, outlining as complete and exhaustive an overview as possible of the subject under study, as well as some possibilities for intervention through different educational strategies. In the second section, we find the fifth, sixth and seventh chapters, where the research plan designed and the results obtained from the intervention are presented and described in detail. Finally, the conclusions and discussion of the thesis are presented. Specifically, the objective of each of the chapters is given below: CHAPTER I. The aim is to examine school coexistence as an educational challenge, making reference to the school as the ideal place to improve it and describing some of the most frequent problems we encounter. CHAPTER II. The aim is to go deeper into bullying, offering a conceptual approach, types, influential effects and the legal profile in the Italian context. CHAPTER III. We focus on some of the main researches developed at international level on bullying, as well as on specific researches carried out in the Italian context. CHAPTER IV. We dwell on intervention initiatives, as well as on some more concrete strategies. CHAPTER V. This chapter deals with the field study. It defines the objectives of the doctoral thesis, as well as the research methodology. It describes the characteristics, objectives and main activities of the Gruppo della Trasgressione. It also describes the specific context of the intervention, the sample that participated in the field study and the data collection instruments. The Trasgressione Project is detailed and the procedure and analysis of the results are explained. CHAPTER VI. This chapter deals with the results of the field study carried out. Firstly, the information collected and analysed from the discussion forums with the adolescents is detailed, explaining each of the categories worked on (freedom, anger, parent-child relationship, dependencies, choices and micro-choices). Subsequently, an analysis of the interviews conducted with inmates and former inmates is carried out through interpretative phenomenological analysis (IPA) (Smith, 1996). CHAPTER VII. The final conclusions of the Doctoral Thesis are presented, where a review of the most important contributions that have been found through the field study carried out, as well as the limitations and future lines of research are addressed. Reflection on the results will allow us to see how the proposal presented can have an effective and positive influence on the promotion of values and social competences which, in short, can improve interpersonal relationships and prevent bullying. At the same time, active confrontation, reflection, the testimony of one's own experience, the awareness of one's own actions and the consequent assumption of responsibility allow the reconstruction of a citizen who, once out of prison, can really contribute to avoid any maladjusted behaviour and actions in society. While it is true that our intervention only studies a specific context, we are convinced that this research can open up new perspectives of study that can be developed in the future with a view to the implementation of similar projects in different educational contexts.

[es] En el contexto social actual, el término bullying, en comparación con años atrás, se ha convertido en un término de uso frecuente, lo cual ha podido llegar a generar cierta superficialidad e insensibilidad al evaluar los hechos. Cada vez que aparece un nuevo video en Internet, o se publican noticias sobre acciones atroces realizadas por menores contra sus pares, por un momento nos despertamos y solo entonces nos preguntamos cuáles son las razones de tanta violencia. Por otra parte, son frecuentes los mitos que giran alrededor del bullying y que no facilitan una intervención eficaz, como las declaraciones nostálgicas del tipo "los jóvenes ya no son lo que eran". De esta manera, se subestiman las causas y orígenes del problema. También desde algunos centros educativos se afirma que el acoso no es demasiado frecuente o que es inofensivo o algunas familias tienden a decir frases como que "es cosa de niños/as". No obstante, también es bueno señalar la otra cara de la moneda que nos muestra que, a pesar de que el acoso escolar está subestimado y muy extendido, hay profesionales con la motivación suficiente para cooperar con el fin de frenar el fenómeno y alumnado que está dispuesto a mostrar su solidaridad y comprensión hacia los compañeros y las compañeras en dificultades. Así pues, el estudio presentado pretende enfocarse desde esta mirada más positiva y ofrecer una contribución concreta, aunque modesta, al conocimiento de la calidad de las relaciones escolares y de los fenómenos de acoso escolar, basándonos en una estrategia que consideramos innovadora que contempla la colaboración activa del llamado "Grupo Transgresión", que participa en Milán y que está formado por profesionales especializados, estudiantes y personas que se encuentran en prisión. En concreto, el objetivo general de esta tesis es estudiar en profundidad un programa de prevención del acoso escolar entre adolescentes con la colaboración y participación de reclusos y ex reclusos que forman parte de dicho grupo. En esta línea, los objetivos específicos son: • Configurar el marco teórico del estudio, con la finalidad de esclarecer una serie de conceptos y de perspectivas que han guiado el proceso de investigación. • Realizar un análisis global inicial para detectar las principales dificultades y la situación del alumnado objeto de estudio respecto a la violencia y a los comportamientos relacionados con el acoso escolar. • Comprobar la idoneidad del programa diseñado a través de los escritos realizados por el alumnado tras sus encuentros con los reclusos que participaron en esta investigación. En concreto, se pretenden analizar los efectos del programa con 80 estudiantes del Centro Professionale Pia Marta de Milán y, si bien se trata de una investigación limitada a un contexto, es posible que sus resultados puedan animar a desarrollar experiencias similares en otros espacios. Para el logro de nuestros propósitos, se estructura el trabajo en dos grandes bloques. El primero de ellos consta de cuatro capítulos que proporcionan la base teórica de la investigación, esbozando un panorama lo más completo y exhaustivo posible de la temática objeto de estudio, así como algunas posibilidades de intervención a través de diferentes estrategias educativas. En el segundo bloque, nos encontramos con los capítulos quinto, sexto y séptimo, en donde se presenta y describe en detalle el plan de investigación diseñado y los resultados obtenidos a partir de la intervención. Finalmente, se exponen las conclusiones y discusión de la tesis. De manera específica, se ofrece a continuación el objetivo de cada uno de los capítulos: CAPITULO I. Se pretende examinar la convivencia escolar como reto educativo, haciendo referencia a la escuela como espacio idóneo para mejorarla y describiendo algunos problemas más frecuentes con los que nos encontramos. CAPÍTULO II. Se busca profundizar sobre el bullying, ofreciendo una aproximación conceptual, tipos, efectos influyentes y el perfil jurídico en el contexto italiano. CAPÍTULO III. Nos centramos en algunas de las principales investigaciones desarrolladas a nivel internacional sobre el bullying, así como en investigaciones concretas llevadas a cabo en el contexto italiano. CAPÍTULO IV. Nos detenemos en iniciativas de intervención, así como en algunas estrategias más concretas. CAPÍTULO V. En este capítulo se aborda el estudio de campo. Se definen en él los objetivos de la Tesis Doctoral, así como la metodología de la investigación. Se describen las características, objetivos y principales actividades del Gruppo della Trasgressione. También se describe el contexto específico de la intervención, la muestra que ha participado en el estudio de campo y los instrumentos de recogida de información. Se detalla el Proyecto Trasgressione y se explica el procedimiento y análisis de resultados. CAPÍTULO VI. Este capítulo se ocupa de exponer los resultados del estudio de campo realizado. En primer lugar, se detalla la información recabada y analizada derivada de los foros de discusión con los adolescentes, explicando cada una de las categorías trabajadas (libertad, ira, relación padre-hijo, dependencias, elecciones y microelecciones). Posteriormente, se realiza un análisis de las entrevistas realizadas con los reclusos y ex reclusos a través del análisis fenomenológico interpretativo (IPA) (Smith, 1996). CAPÍTULO VII. Se presentan las conclusiones finales de la Tesis Doctoral, donde se aborda una revisión de las aportaciones más importantes que se han constatado a través de la realización del estudio de campo desarrollado, así como las limitaciones y futuras líneas de investigación. La reflexión sobre los resultados permitirá ver cómo la propuesta presentada puede influir de manera efectiva y positiva en el fomento de valores y competencias sociales que, en definitiva, pueden mejorar las relaciones interpersonales y prevenir el acoso escolar. Al mismo tiempo, la confrontación activa, la reflexión, el testimonio de la propia experiencia, la toma de conciencia de los propios actos y la consiguiente asunción de responsabilidad permiten la reconstrucción de un ciudadano que, una vez fuera de la cárcel, puede contribuir realmente a evitar cualquier conducta y acción desajustada en la sociedad. Si bien es cierto que en nuestra intervención solo se estudia un contexto específico, estamos convencidas de que esta investigación puede abrir nuevas perspectivas de estudio que pueden desarrollarse en el futuro con miras a la aplicación de proyectos similares en diferentes contextos educativos.