<?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>0864-0319</journal-id>
<journal-title><![CDATA[Revista Cubana de Enfermería]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cubana Enfermer]]></abbrev-journal-title>
<issn>0864-0319</issn>
<publisher>
<publisher-name><![CDATA[Editorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0864-03192022000100006</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento sobre sistemas de denuncia del acoso escolar y tipo de intervención del adolescente espectador]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge about School Bullying Reporting Systems and the Type of Intervention of the Adolescent Witness]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zegarra Chapoñan]]></surname>
<given-names><![CDATA[Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuba Sancho]]></surname>
<given-names><![CDATA[Juana Matilde]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Parra]]></surname>
<given-names><![CDATA[Henry]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moran Paredes]]></surname>
<given-names><![CDATA[Gladys Ivonne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zeladita Huaman]]></surname>
<given-names><![CDATA[Jhon Alex]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad María Auxiliadora  ]]></institution>
<addr-line><![CDATA[ Lima]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[ Lima]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-03192022000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-03192022000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-03192022000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: El acoso escolar constituye un problema de salud pública por su repercusión en el presente y futuro de los escolares, donde el rol de espectador cobra cada día mayor relevancia.  Objetivo:  Describir los conocimientos sobre los sistemas de denuncia del acoso escolar y tipo de intervención del adolescente espectador en escuelas públicas de Lima.  Métodos:  Estudio descriptivo transversal realizado en 668 estudiantes de escuelas públicas ubicadas en Lima, Perú, entre agosto y diciembre del 2019. Muestreo no probabilístico por conveniencia. Mediante la encuesta y empleo de un cuestionario se evaluó el tipo de intervención ante el acoso escolar y el conocimiento sobre sistemas de denuncia del acoso escolar. Para el análisis de los datos se empleó la prueba estadística de Chi Cuadrado de Pearson con un nivel de significancia p &lt; 0,05.  Resultados: Presenció una situación de violencia escolar entre pares el 59,82 %, de ellos 63,34 % intervino ante esa situación. Hubo diferencias estadísticamente significativas en el porcentaje de escolares que intervinieron según sexo y año de estudios. El 51,39 % defendió a la víctima o conversó con el agresor. En cuanto al conocimiento de sistemas de reporte de violencia escolar, 24,21 % conocía SiSeve y 64,73 % conocía la DEMUNA.  Conclusiones:  El principal tipo de intervención de los estudiantes que fueron espectadores ante una situación de acoso escolar fue defender a la víctima o conversar con el agresor. Por otra parte, existe escaso conocimiento de la existencia de SiseVe entre los escolares, aunque la mayoría conocía la DEMUNA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  School bullying is a public health concern due to its impact on the present and future of schoolchildren, where the role of bystander becomes more relevant every day.  Objective:  To describe the knowledge about the systems for reporting bullying and the type of intervention of adolescent bystanders in public schools in Lima.  Methods:  Cross-sectional and descriptive study carried out with 668 students chosen from public schools in Lima, Peru, by nonprobabilistic convenience sampling between August and December 2019. A survey and a questionnaire permitted to assess the type of intervention in the face of bullying and knowledge about systems for reporting bullying. Pearson&#8217;s chi-square test was used for data analysis with a significance level of P&lt;0.05.  Results:  A situation of school violence among peers was witnessed by 59.82 % of the respondents, 63.34% of which intervened in this situation. Based on sex and year of study, there were statistically significant differences in the percentage of schoolchildren who intervened. 51.39 % defended the victim or talked with the aggressor. Regarding knowledge about school violence reporting systems, 24.21 % know about the existence of SiSeve, while 64.73 % knew DEMUNA.  Conclusions:  The main type of intervention of students who witnessed a bullying situation was to defend the victim or talk with the aggressor. On the other hand, there is little knowledge about the existence of SiseVe among the students, although most of them knew about DEMUNA.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[acoso escolar]]></kwd>
<kwd lng="es"><![CDATA[adolescente]]></kwd>
<kwd lng="es"><![CDATA[conocimiento]]></kwd>
<kwd lng="en"><![CDATA[school bullying]]></kwd>
<kwd lng="en"><![CDATA[adolescent]]></kwd>
<kwd lng="en"><![CDATA[knowledge]]></kwd>
</kwd-group>
</article-meta>
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