<?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>0214-7823</journal-id>
<journal-title><![CDATA[Papeles del Psicólogo]]></journal-title>
<abbrev-journal-title><![CDATA[Pap. Psicol.]]></abbrev-journal-title>
<issn>0214-7823</issn>
<publisher>
<publisher-name><![CDATA[Consejo General de Colegios Oficiales de Psicólogos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0214-78232021000300008</article-id>
<article-id pub-id-type="doi">10.23923/pap.psicol.2965</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis comparativo de instrumentos destinados a la evaluación del acoso escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[A comparative analysis of bullying assessment instruments]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Laguna]]></surname>
<given-names><![CDATA[María Victoria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arrimada García]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad de León  ]]></institution>
<addr-line><![CDATA[León ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>42</volume>
<numero>3</numero>
<fpage>222</fpage>
<lpage>229</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0214-78232021000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0214-78232021000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0214-78232021000300008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[El aumento en la incidencia del acoso escolar justifica la creciente necesidad de contar con instrumentos fiables para su evaluación. Este estudio presenta un análisis comparativo de 9 cuestionarios de detección del acoso escolar destinados a alumnos del último ciclo de Educación Primaria y adolescentes. Se realizaron tres análisis diferenciados para detectar tanto las fortalezas y debilidades de los cuestionarios que componían la muestra, como las tipologías y manifestaciones de acoso evaluadas con mayor frecuencia. Los resultados muestran que el acoso físico y el verbal son los evaluados con mayor frecuencia, y que las manifestaciones más evaluadas se relacionan con agresiones físicas o verbales, humillación pública, invasión de intimidad y coacción. Asimismo, el análisis de fortalezas y debilidades revela la necesidad de considerar a los distintos agentes pertenecientes al contexto de acoso evaluado. Este estudio ofrece una perspectiva global a orientadores y psicólogos educativos, útil para detectar el acoso escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The increase in the incidence of bullying justifies the growing need for reliable instruments for its assessment. This study presents a comparative analysis of 9 questionnaires for the detection of school bullying aimed at pupils in the last stage of primary education and adolescents. Three different analyses were carried out to detect both the strengths and weaknesses of the questionnaires that made up the sample, as well as the typologies and manifestations of bullying most frequently evaluated. The results show that physical and verbal harassment are the most frequently evaluated, and that the most evaluated manifestations are related to physical or verbal aggression, public humiliation, invasion of intimacy, and coercion. Likewise, the analysis of strengths and weaknesses reveals the need to consider the different agents pertaining to the context of harassment assessed. This study offers a global perspective to counselors and educational psychologists, useful for the detection of bullying.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Acoso escolar]]></kwd>
<kwd lng="es"><![CDATA[Cuestionario]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Tipos de acoso]]></kwd>
<kwd lng="es"><![CDATA[Manifestaciones de acoso]]></kwd>
<kwd lng="en"><![CDATA[Bullying]]></kwd>
<kwd lng="en"><![CDATA[Questionnaire]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[Types of harassment]]></kwd>
<kwd lng="en"><![CDATA[Harassment manifestations]]></kwd>
</kwd-group>
</article-meta>
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