The objective is to identify the conceptual foundations for developing a physiotherapeutic perspective that is focused on corporeality in the approach to bullying in children and adolescents in the educational context. Additionally, the aim is to explore the theoretical and practical approach to interdisciplinary care in school bullying.
Design: Qualitative phenomenological research.
Sampling: Convenience sample of 6 professionals related to the study of the body and its phenomenology at school, with experience in educational spaces.
Instrument: Semi-structured interviews to collect quantitative and qualitative information in three areas: Corporeality, Bullying and Physiotherapy.
Analysis: Inductive manual coding and content and thematic analysis of trends and patterns through Atlas.ti software, using a code manager and co-occurrence analysis.
Among the individuals who were interviewed, 66.6% were women. The age range of the participants was as follows: 50% were between 36-45 years old, 16.7% between 25-35 years old, and 65-75 years old. Half of the participants held master's degree, 33.3% had a doctoral degree and 16.7% had a bachelor's degree. All participants had experience in secondary and university education, including teaching and administrative management. Additionally, 50% had worked in primary education, specifically in early childhood and infancy, while 33.3% had worked in special education schools.
The conceptual variables of this project allow understanding the role of physical therapy in school bullying. The professional trajectory demonstrates how this issue has been addressed through collaboration with other disciplines, such as pedagogy and psychology, integrating academic and interdisciplinary resources. The body serves as the conduit for interaction and perception in a world where the dynamics of violence are manifest, affecting the socialization and identity formation of children and adolescents. These bodily experiences show how violence impacts the body, evidencing the relationship between bullying and power dynamics, both in action and reception, highlighting the importance of the physiotherapeutic approach to comprehensively address these situations.
Bullying is a multifaceted social phenomenon that has ramifications for the entire educational community. It manifests itself in interaction dynamics that require an interdisciplinary approach. Physiotherapy should integrate not only the physical aspects, but also the social, emotional, and educational dimensions. This approach should recognize the needs and potential of children and adolescents (NNA).
By fostering collaboration with professionals in the fields of pedagogy, psychology, and social work, comprehensive strategies can be developed that address the consequences of bullying and promote safer and healthier educational environments.
Physiotherapy
Interdisciplinary
