Study design
The present study followed a retrospective longitudinal cohort model, following the STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) rules [13]. The present study followed an Epidemiological / Observational model and was carried out by the Unifev students of the Medical course, from the 3rd period, through dynamics in five meetings that were held with 34 students between 9 and 14 years of the 4th and 5th year of elementary school I from CEM school Prof. Clary Brandão Bertoncini in which cases of bullying were identified. In the first meeting, the link between students and students was established, and in the other meetings, quantitative and qualitative research was carried out to collect data on childhood bullying during the school period, as well as encouraging empathy and respect.
A dynamic was established to establish the bond, called the Ball Game, in which during the activity the participants made a circle and threw the ball to another participant who, upon receiving it, spoke his name and a characteristic of himself aloud. The game was repeated until everyone had introduced themselves. After that, a questionnaire was applied to the students to identify the forms, the context, the place, the age range in which it occurs, with whom it occurs, and the effects caused by both the victim and the aggressor and testimony about the bullying. The living environment and its influence were also identified. Finally, the students discussed orally the subtypes of bullying and its effects [14,15].
PEACE dynamics were also carried out. Initially, the word PEACE was written on a sulfite sheet, in which the students wrote around them the feelings, synonyms, or characteristics that this word causes in them. Subsequently, there was a reflection on the data collected on the sheet. Then, the students wrote down non-PEACE situations, which were reflected along with the PEACE situation, to choose the five biggest causes, placing in order according to the negative effects that could cause damage. Soon after, the students pointed out the postures of overcoming and guiding each cause [16].
Inclusion dynamics were carried out, in which at the first-moment bond paper was distributed on which they designed a sun with seven radios or more. They wrote their names in the center of the sun and each ray, something of themselves that they would like to share as a taste, personal characteristics, fears, feelings, and dreams of life. Then, they formed a circle for each one to read what he put in the rays of the sun. Finally, a collective interpretation was made of what was important, the discoveries, and the difficulties experienced. In the second moment, three people were chosen to leave the room. The other participants were instructed to provide an experience of exclusion with the three who left the room avoiding them at the moment of hugging or dancing. Upon returning to the room, a song was put on inviting everyone to dance in pairs or trios, excluding students who left the room. Finally, the students reflected with the students, who suffered and practiced exclusion, about the feeling at this moment, and the damage it can do to everyone’s life [16].
A questionnaire was also applied to students and teachers, obtaining data on their view of bullying, in which more than one alternative could be checked. In addition to collecting opinions on attitudes taken by the school to prevent bullying, punishments by the aggressor, and suggestions for prevention [17,18].
Finally, there was the dynamics of the workshop on defects/stores of virtues. The students took surprise bags with cards of virtues, such as courage, generosity, honesty, self-discipline, kindness, compassion, loyalty, patience, self-confidence, tolerance, used at the end of the dynamic. Initially, students wrote on paper about self-attitudes that affect interpersonal relationships and would like to change them. Such attitudes could consist of prejudice, fear of challenges, lack of initiative, lack of commitment to performing tasks, sadness, loneliness, fear of rejection, fear of making mistakes, dependence on others, and shyness. After that, a volunteer started the activity, choosing a gift with virtues previously established by the students, which he exchanged for one of the attitudes that he disapproves of and was expressed on paper. Finally, they expressed their satisfaction with the exchange [18,19].