<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282019000200010</article-id>
<article-id pub-id-type="doi">10.6018/analesps.35.2.301201</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[What do adolescents say about bullying?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Qué dicen los adolescentes sobre el acoso escolar?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Postigo]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schoeps]]></surname>
<given-names><![CDATA[Konstanze]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ordóñez]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montoya-Castilla]]></surname>
<given-names><![CDATA[Inmaculada]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Europea de Valencia Facultad de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de València Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>251</fpage>
<lpage>258</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282019000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282019000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282019000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract All antisocial acts, including violence and bullying behavior, are such thing within the community where they occur; they are a reflection of that community. This study aims to analyze the spontaneous discourse about bullying at school of 406 adolescents aged between 15 and 21 years. Qualitative analysis of the data permitted to derive four discursive principles: denial of the existence of violence (&#8220;it doesn&#8217;t happen&#8221;), denial of one&#8217;s own responsibility (&#8220;if it happens, it isn&#8217;t me, everybody does it&#8221;), denial of seriousness (&#8220;if it is a joke, it doesn&#8217;t hurt&#8221;), and attribution to the victim (bullying behavior happens to the victim for a reason). The analysis of adolescent&#8217;s spontaneous discourse contributes to the definition of interpretive context regarding peer violence. This knowledge should be included in the scientific model in order to help developing effective intervention programs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Todos los actos antisociales, incluidos la violencia y el acoso escolar, lo son dentro de la colectividad en la que se producen y son reflejo de esa colectividad. Este estudio se centra en el discurso espontáneo de 406 adolescentes entre 15 y 21 años sobre el acoso escolar. El análisis cualitativo de los datos permite inferir cuatro principios discursivos que se articulan desde la inicial negación de la violencia (&#8220;eso no pasa&#8221;), a la negación de la responsabilidad (&#8220;si pasa, no soy yo, somos todos&#8221;), la negación de la gravedad (&#8220;si es broma, no hace daño), y la atribución a la víctima (el acoso tiene más que ver con la víctima que con el agresor). El análisis del discurso espontáneo adolescente contribuye a definir su contexto interpretativo respecto a la violencia entre iguales. Incluir este conocimiento en el modelo científico es necesario para dar lugar a programas de intervención eficaces.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Grounded theory]]></kwd>
<kwd lng="en"><![CDATA[Peer violence]]></kwd>
<kwd lng="en"><![CDATA[Bullying]]></kwd>
<kwd lng="en"><![CDATA[Qualitative study]]></kwd>
<kwd lng="en"><![CDATA[Adolescence]]></kwd>
<kwd lng="es"><![CDATA[teoría fundamentada]]></kwd>
<kwd lng="es"><![CDATA[violencia entre iguales]]></kwd>
<kwd lng="es"><![CDATA[acoso escolar]]></kwd>
<kwd lng="es"><![CDATA[estudio cualitativo]]></kwd>
<kwd lng="es"><![CDATA[adolescencia]]></kwd>
</kwd-group>
</article-meta>
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