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Chapter 11 - Socioemotional Competencies and Positive Classroom Climate as Alternatives to Prevent Revenge in Colombian Schools

Published online by Cambridge University Press:  08 July 2021

By
Andrea Bustamante ,
Ana María Velásquez  and
Enrique Chaux
Edited by
Holly Recchia  and
Cecilia Wainryb
Holly Recchia
Affiliation:
Concordia University, Montréal
Cecilia Wainryb
Affiliation:
University of Utah
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Summary

Children and youth who grow up in violent contexts often learn and reproduce aggressive attitudes and behaviors, which leads to a perpetuation of cycles of violence in their societies. School-based initiatives may contribute to stopping these cycles using, at least, two approaches. First, schools can facilitate the development of the social and emotional competencies students need to establish peaceful relationships with others. Second, schools can become caring and safe environments where processes of forgiveness and reconciliation are possible. Based on these two approaches, this chapter describes examples of pedagogical alternatives aimed at preventing revenge as a form of reactive aggression and promoting reconciliation. The chapter focuses on initiatives that have been designed and implemented in Colombia, a country that has suffered many decades of armed conflict. The multiple challenges of implementation and recommendations that may apply to other contexts with similar characteristics are discussed.

Keywords

Aggressionreactive aggressioncycle of violencesocial and emotional learningsocio-emotional competenciescitizenship competenciesclassroom climatemindfulnessschool-based interventionsColombia
Type
Chapter
Information
Revenge across Childhood and Adolescence , pp. 271 - 297
Publisher: Cambridge University Press
Print publication year: 2021

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