Comprehensive Teacher Training Program to Promote the Empowerment and Resilience of Students Who Are Victims of Violence
DOI:
https://doi.org/10.66615/1qjyad41Palabras clave:
Comprehensive program, teacher training, victims of violence, victim identificationResumen
The objective of this research was to design a comprehensive teacher training program focused on strengthening empowerment and resilience in students who are victims of domestic and school violence in educational institutions in Líbano, Tolima; the study was developed using a qualitative approach, an interpretive paradigm, and a hermeneutic phenomenological method, of a projective type, employing semi-structured interviews and non-participant observation —with instruments validated through expert judgment— and document analysis as theoretical support for triangulation— to understand teachers' experiences in supporting these students. Data were gathered from nine key-informant teachers (one per campus) and analyzed through thematic categorization and triangulation with the support of MAXQDA software. The results highlighted the need to strengthen teachers' pedagogical, emotional, psychosocial, and legal competencies to respond appropriately to contexts of child violence; based on these findings, the Comprehensive Teacher Training Program for Empowerment and Resilience (PICDER) was structured into seven training components and integrated with a Monitoring, Evaluation, and Continuous Improvement Methodology (MEMC-PICDER); the study concludes that comprehensive teacher training can significantly contribute to building safer, more resilient, and more humane school environments, promoting the well-being and holistic development of children.
Descargas
Referencias
Alcaldía Municipal de Líbano. (2023). Informe de gestión sobre la garantía de los derechos de la primera infancia, la infancia, la adolescencia y la juventud, 2020-2023. bit.ly/4ioeZTc
Al-Waly, L. A., & Ma’ala, I. (2021). Barriers that Prevent Teachers from Reporting Suspected Cases of Child Maltreatment in Elementary Schools at Mosul City /Iraq. Kufa Journal for Nursing Sciences, 11(1), 193–198. https://doi.org/10.36321/kjns.vi20211.459 DOI: https://doi.org/10.36321/kjns.vi20211.459
Barbeito, C. (2021). Imprescindible, insuficiente, incoherente e instrumental: formación docente para aprender a convivir. Sinéctica, (57), e1285. https://doi.org/10.31391/S2007-7033(2021)0057-018 DOI: https://doi.org/10.31391/S2007-7033(2021)0057-018
Caicedo-Mera, J. C., Muñoz, P., Luna, K., Díaz, I. S., & Aponte, D. M. (2026). Child Maltreatment, Cognitive Development, and Resilience: The Mediating Role of Formal Education. International Journal on Child Maltreatment: Research, Policy and Practice, 9(2), 247–267. https://doi.org/10.1007/s42448-026-00253-7 DOI: https://doi.org/10.1007/s42448-026-00253-7
Chatterjee, N., & Duraiappah, A. (2020). Rethinking learning: A review of social and emotional learning for education systems. UNESCO MGIEP. bit.ly/4zzlNUg
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181–1204. https://doi.org/10.1111/cdev.13968 DOI: https://doi.org/10.1111/cdev.13968
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6.a ed.). SAGE Publications. https://repositorio.ciem.ucr.ac.cr/handle/123456789/514
Defensoría del Pueblo. (2022, November 20). Aumentaron la violencia y los homicidios en contra de la niñez colombiana. https://www.defensoria.gov.co/-/aumentaron-la-violencia-y-los-homicidios-en-contra-de-la-ni%C3%B1ez-colombiana
DiMarzio, K., Hare, M., Sisitsky, M., Cadet, G., Satoba, S., & Parent, J. (2025). How school and community supports influence psychosocial outcomes of children experiencing emotional maltreatment. Child Abuse & Neglect, 160, 107174. https://doi.org/10.1016/j.chiabu.2024.107174 DOI: https://doi.org/10.1016/j.chiabu.2024.107174
Gobernación del Tolima. (2019). Informe de la gestión pública territorial frente a los derechos de la infancia, la adolescencia y la juventud Tolima 2016-2019. https://tolima.gov.co/images/multimedia/imagenes/familiayninez/pdf/informe-infancia-tolima.pdf
Gobernación del Tolima. (2024). Diagnóstico de la situación de la niñez y juventud en el Tolima 2024-2027 (pp. 1–83). https://tolima.gov.co/images/pdf/ninez/Diagnostico_ni%C3%B1ez_y_Juventud_2024-2027_Def.pdf
Goetschius, L. G., McLoyd, V. C., Hein, T. C., Mitchell, C., Hyde, L. W., & Monk, C. S. (2023). School connectedness as a protective factor against childhood exposure to violence and social deprivation: A longitudinal study of adaptive and maladaptive outcomes. Development and Psychopathology, 35(3), 1219–1234. https://doi.org/10.1017/S0954579421001140 DOI: https://doi.org/10.1017/S0954579421001140
González-Vega, A. M. del C., Molina Sánchez, R., López Salazar, A., & López Salazar, G. L. (2022). La entrevista cualitativa como técnica de investigación en el estudio de las organizaciones. New Trends in Qualitative Research, 14, e571. https://doi.org/10.36367/ntqr.14.2022.e571 DOI: https://doi.org/10.36367/ntqr.14.2022.e571
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, M. del P. (2014). Metodología de la Investigación (6a). McGraw-Hill / Interamericana Editores.
Hurtado de Barrera, J. (2024). Investigación proyectiva: más allá de la investigación tecnológica. Impacto Científico, 19(1), 13–26.
Hurtado de Barrera, J., & Barrera Morales, M. F. (2025). Acerca de la Idoneidad de la Propuesta en una Investigación Proyectiva. Encuentro Educacional, 32(1), 256–269.
Organisation for Economic Cooperation and Development [OECD]. (2021). Teachers Getting the Best out of Their Students: From Primary to Upper Secondary Education. OECD Publishing. https://doi.org/10.1787/5bc5cd4e-en DOI: https://doi.org/10.1787/5bc5cd4e-en
Procuraduría General de la Nación. (2023). Procuraduría reveló el alarmante panorama de violencia sexual infantil en Colombia. https://www.procuraduria.gov.co/Pages/procuraduria-revelo-alarmante-panorama-violencia-sexual-infantil-Colombia.aspx
Ramírez López, N. L. (2018). Técnicas de la Metodología Cualitativa. Unidad de Apoyo Para El Aprendizaje UAPA. https://uapa.cuaed.unam.mx/sites/default/files/minisite/static/02414209-e634-4354-b751-5e811888e8e8/tecnicas%20metodologia/index.html
Roeders, M., Pauschek, J., Lehbrink, R., Schlicht, L., Jeschke, S., Neininger, M. P., & Bertsche, A. (2024). Early identification and awareness of child abuse and neglect among physicians and teachers. BMC Pediatrics, 24(1), 302. https://doi.org/10.1186/s12887-024-04782-3 DOI: https://doi.org/10.1186/s12887-024-04782-3
Ropero, M. V. (2017). Prevención del maltrato infantil en el ámbito escolar en los centros educativos de difícil desempeño, el papel protagonista del profesorado. Revista Internacional de Apoyo a La Inclusión, Logopedia, Sociedad y Multiculturalidad, 3(1), 229–247.
UNESCO. (2022, October 27). El rol de las y los docentes para prevenir y abordar la violencia escolar. https://www.unesco.org/es/articles/el-rol-de-las-y-los-docentes-para-prevenir-y-abordar-la-violencia-escolar
UNESCO. (2024). Global Education Monitoring Report, 2024/5, Leadership in education: Lead for learning. GEM Report UNESCO. https://doi.org/10.54676/EFLH5184 DOI: https://doi.org/10.54676/EFLH5184
UNESCO. (2025). Mainstreaming social and emotional learning in education systems - Executive summary. https://unesdoc.unesco.org/ark:/48223/pf0000391761_spa
United Nations Children’s Fund [UNICEF]. (2021). La educación en emergencias en América Latina y el Caribe. https://www.unicef.org/lac/la-educaci%C3%B3n-en-emergencias-en-am%C3%A9rica-latina-y-el-caribe
United Nations Children’s Fund [UNICEF]. (2025). Policies and resources for safe and supportive schools: Fostering well-being and mental health. https://www.unicef.org/eca/reports/policies-and-resources-safe-and-supportive-schools
Walsh, K., Ey, L., Hand, K., Smith, R., Howard, S., Fenton, A., Whiteford, C., Brown, M., Pinnock, R., & Rodier, L. (2023). Child protection and safeguarding in initial teacher education: A systematic scoping review. Children and Youth Services Review, 150, 106951. https://doi.org/10.1016/j.childyouth.2023.106951 DOI: https://doi.org/10.1016/j.childyouth.2023.106951
World Bank. (2023). Making Teacher Policy Work. http://documents.worldbank.org/curated/en/099110223151034802
Zimmerman, M. A. (1995). Psychological empowerment: Issues and illustrations. American Journal of Community Psychology, 23(5), 581–599. https://doi.org/10.1007/BF02506983 DOI: https://doi.org/10.1007/BF02506983
Zimmerman, M. A. (2000). Chapter 2. Empowerment theory: Psychological, organizational and community levels of analysis. In J. Rappaport & E. Seidman (Eds.), Handbook of Community Psychology (pp. 43–63). Springer. DOI: https://doi.org/10.1007/978-1-4615-4193-6_2
Descargas
Publicado
Número
Sección
Licencia
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Nexus (MIR) es una revista de acceso abierto (Open Access). Todo su contenido se distribuye bajo los términos de la licencia Creative Commons Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0).
Esta licencia permite a terceros distribuir, remezclar, adaptar y ampliar su obra de manera no comercial, siempre que se dé el crédito correspondiente al autor original y a la revista, y se proporcione un enlace a la licencia. Usted puede consultar la versión completa de la licencia en: https://creativecommons.org/licenses/by-nc/4.0/deed.es
Cómo citar
Recibido: 2026-07-26
Aceptado: 2026-08-20
Publicado: 2026-09-06
