Simptomatologia depressiva, estrès percebut i suport social en adolescents víctimes de ciberassetjament

Els estudis suggereixen que el ciberassetjament escolar comporta conseqüències greus en l'àmbit psicosocial per a les cibervíctimes, a més les en l'ajust psicològic (depressió i estrès percebut) i social (percepció de suport social formal i informal) entre adolescents víctimes i no víctimes d'assetjament mitjançant les Noves Tecnologies de la Informació (TIC). La mostra va estar formada per 590 adolescents d'ambdós sexes i d'edats compreses entre els 11 i els 18 anys, els quals van omplir per als objectius del present estudi les escales de: victimització a través del telèfon mòbil i a través d'Internet; depressió; estrès percebut; i suport social comunitari. Els resultats han indicat que les víctimes de ciberassetjament escolar tenen puntuacions superiors en simptomatologia depressiva, estrès percebut, i puntuacions inferiors en la percepció de suport social dels sistemes formals, en comparació dels adolescents no victimitzats, i no hi ha diferències significatives entre els grups en la percepció de suport social dels sistemes informals. Es discuteixen aquests resultats i les implicacions per a investigacions futures. víctimes no confien que els adults i les autoritats siguen capaços d'ajudar-los. Per això, l'objectiu principal d'aquest treball fou analitzar si hi ha diferèncie

Effects of DARSI Intervention Program on Adolescents'Perceptions of Love, Tolerance toward Abuse and Dating Violence Perpetration

Teen dating violence is a serious problem and intervention programs aimed at reducing this violence and helping adolescents to develop healthier romantic relationships are needed. The objective of this study was to assess the effects of the DARSI program on the development of a more adequate perception of love, the reduction of tolerance toward abuse in romantic relationships, and the reduction of the perpetration of dating violence in adolescents. The sample consisted of 129 adolescents, aged 12 to 17 years (M = 14.05, SD = 1.08). A repeated measures (pre-test and post-test) quasi-experimental design with an intervention group and a control group was used to assess the effects of the program. The results showed significant decreases in unhealthy perceptions of love (linking love with control and dependence), tolerance toward abuse in romantic relationships, and dating violence perpetration in the intervention group. Healthier perceptions of love (linking love with respect and communication) were observed in the intervention group after the implementation of this program. These findings support the implementation in educational contexts of programs focused on the development of non-violent and healthy romantic relationships in adolescents

Propiedades psicométricas de la Escala de Victimización Escolar entre Iguales (VE-I)

School violence among peers has serious consequences for the victims. Victimization can be direct, through physical and verbal aggression, and relational, through exclusion and social rejection. The objective of this study wasto analyze the psychometric properties of the Peer School Victimization Scale (VE-I), which consists of 11 items related to different forms of victimization. 1389 adolescents (50.45% boys) ranging from 11 to 15 years old (M = 13.37, SD = 1.23) participated in this study. The structure of the scale was analyzed by means of exploratory factor analysis and confirmatory factor analysis using two different subsamples. The results show the existence of three factors (physical victimization, verbal victimization and relational victimization), with reliability coefficients higher than ? = .70 and negative correlations with social self-concept and life satisfaction. The analyzed scale has adequate psychometric properties and can be useful in research and interventionsabout this topic.La violencia escolar entre iguales tiene graves consecuencias para las víctimas. La victimización puede ser directa, mediante agresiones físicas y verbales, y relacional mediante exclusión y rechazo social. El objetivo de este estudio fue analizar las propiedades psicométricas de la escala de Victimización Escolar entre Iguales (VE-I) que consta de 11 ítems relativos a diferentes formas de victimización. En este estudio participaron 1389 adolescentes (50.45% varones),  de entre 11 y 15 años (M = 13.37, DE = 1.23). La estructura de la escala fue analizada mediante análisis factorial exploratorio y análisis factorial confirmatorio, por lo que se utilizaron dos submuestras diferentes. Los resultados constatan la existencia de tres factores (victimización física, victimización verbal y victimización relacional), con coeficientes de confiabilidad superiores a α = .70 y correlaciones negativas con autoconcepto social y satisfacción con la vida. La escala analizada tiene adecuadas propiedades psicométricas y puede ser útil en investigaciones e intervenciones sobre esta temática

Efficacy of the Prev@cib 2.0 program in cyberbullying, helping behaviors and perception of help from the teacher

Introduction. The increase and concern that cyberbullying raises within the educational community show the need for evidence-based programs that allow preventing and intervening in this type of violence. The objective of this study was to analyze the efficacy of the Prev@cib 2.0 program in reducing cyberbullying and promoting helping behaviors and per-ception of help from the teacher. Method. A repeated measures pre-post-test design was used with a control group and an in-tervention group (in the latter, the Prev@cib program was implemented for 4 months). 580 adolescents between 12 and 17 years old (M =13.52, SD =1.27) participated in the study. Results. The results showed a significant decrease in cybervictimization and cyberaggression, and an increase in helping behaviors and perception of help from the teacher after the program in the intervention group, compared to the control group. Discussion or Conclusion. These results confirm the efficacy of the Prev@cib 2.0 program to prevent cyberbullying in adolescence. Furthermore, the importance of the involvement of the entire educational community to prevent this problem is showed.Introducción. El incremento y preocupación que suscita el cyberbullying en la comunidad educativa evidencia la necesidad de programas basados en evidencia que permitan prevenir e intervenir este tipo de violencia. El objetivo de este estudio fue analizar la eficacia del programa Prev@cib 2.0 en la reducción del cyberbullying, y el fomento de las conductas de ayuda y la percepción de ayuda por parte del profesor. Método. Se utilizó un diseño pre-post-test de medidas repetidas con grupo control y grupo de intervención, al que se le administró el programa Prev@cib durante 4 meses. Participaron en el estudio 580 adolescentes de entre 12 y 17 años (M =13.52, DT =1.27). Resultados. Los resultados mostraron una disminución significativa en cibervictimización y ciberagresión, y un aumento en las conductas de ayuda y percepción de ayuda del profesor después del programa en el grupo de intervención, en comparación con el grupo de control. Discusión y conclusiones. Estos resultados demuestran la eficacia del programa Prev@cib 2.0 para prevenir el acoso cibernético en la adolescencia. Además, se evidencia la importancia de la implicación de toda la comunidad educativa para prevenir esta problemática

La satisfacción con la vida en la adolescencia y su relación con la autoestima y el ajuste escolar

[email protected] [email protected] [email protected] objetivo de este estudio es analizar la relación entre variables escolares (ajuste social valorado por el profesor y clima social en el aula) e indicadores de ajuste psicosocial en adolescentes (autoestima, victimización y satisfacción con la vida). Participaron en el estudio 1319 adolescentes españoles de ambos sexos, con edades comprendidas entre los 11 y los 18 años. Se ha utilizado un modelo de ecuaciones estructurales para analizar los datos. Los resultados indican que existe una estrecha relación entre el ajuste social del alumno valorado por el profesor, el clima social percibido por el alumno y su grado de victimización. Asimismo estas variables escolares se relacionan también con la autoestima del adolescente. En cuanto a la satisfacción con la vida, la autoestima tiene un efecto positivo en ella y la victimización un efecto negativo. Estos resultados se discuten y comparan con investigaciones previas.The aim of the present study was to analyse the relationship between school variables (social adjustment appraised by teacher and classroom environment) and different factors of adolescent psychosocial adjustment (self-esteem, victimization, and life satisfaction). Participants in the study were 1319 Spanish adolescents of both sexes and ages ranged from 11 to 18 years old. Statistical analyses were carried out using structural equation modelling. Results indicate a close association between social adjustment of adolescent appraised by teacher and class environment appraised by student, with adolescent victimization. Moreover, we found a relationship between these school variables and adolescent self-esteem. With regard to life satisfaction, adolescent self-esteem has a positive effect in this dimension, and victimization has a negative effect. These results are discussed and compared with previous research

Cyberbullying aggressors among Spanish secondary education students: an exploratory study

Purpose This paper aims to explore the prevalence rate of adolescents engaging in aggressive behaviours towards their peers using the Internet and mobile phones, while examining the duration and intensity of this cyberbullying, and to analyse differences in cyberbullying behaviours based on gender and age (academic grades). Research on cyberbullying indicates that it is a global problem that is increasing dramatically among adolescents. Design/methodology/approach The sample was composed of 1,415 Spanish adolescents of both sexes (760 boys and 655 girls) between 12 and 17 years old (M = 13.9 years old; SD = 1.4). Findings The results indicated that the cyberbullying prevalence among adolescents in the past year was 32 per cent. Likewise, the data suggest that boys and students in their fourth year of secondary education (15-17 years old) perpetrated cyberbullying on their peers more than girls and students in lower grades. Research limitations/implications The results presented in this research should be interpreted with caution due to its cross-sectional nature; a longitudinal study with measurements at different times would help to confirm the results observed here. On the other hand, in this study, the adolescents" responses were obtained through self-reports and, although they could be subject to social desirability effects and biases, as indicated by Flisher et al. (2004), the reliability and validity of adolescent self-reports in the measurement of risk behaviours were quite acceptable. Practical implications It is of crucial importance to develop educational strategies designed to favour the responsible use of the new technologies. In many cases, children and adolescents are not aware of psychological and legal consequences that their cyber-aggressions can have on themselves, on the victims and on their families and social environment. Social implications The authors feel that this research may contribute to clarifying some crucial issues related to the growing problem of cyberbullying that affects adolescents in many countries of the world. As the present research deals with aspects of interactive technology and smart education, the authors believe that the findings reported in the manuscript would be of interest to potential readers of this Journal. Originality/value This paper is an original perspective on cyberbullying aggressors among secondary education students in a Spanish context

Reputation, loneliness, satisfaction with life and aggressive behavior in adolescence

The present study analyses the relationship between adolescents’ perception of reputation and aggressive behavior among peers. The sample is made up of 1319 adolescents aged 11 to 16 years old. Statistical analyses with structural equation modeling were carried out to examine the direct and indirect effect of perception of reputation (real and ideal) on aggressive behavior. Results indicate that adolescents’ real and ideal reputations are related both directly and indirectly to aggressive behavior. The indirect effects suggest that loneliness and life satisfaction mediate the relationship between adolescents’ reputation and their aggressive behavior. These findings and their implications are [email protected]; [email protected]

Relationships between peer violence and child to parent violence

[EN] Peer violence and child to parent violence are two current problems that have serious psychosocial consequences for both victims and perpetrators. Despite their incidence and severity during the adolescence, few studies have explored the possible relationships between both types of violence. Thus, the aim of the present study was to explore these relationships, comparing peer violence, both manifest (direct) and relational (indirect) aggressions, in adolescents with problems of child to parent violence and adolescents who do not exercise child to parent violence. 66 adolescents living in two juvenile re-education centers for reasons of child to parent violence and another 66 secondary school adolescents without problems of child parent violence participated in this study. Both samples were identical in their percentage of boys and girls (62.12% boys and 37.88% girls), and in their age range (14-18 years, M = 16.09, SD = 1.03). The results of this study showed that juvenile offenders from child to parent violence execute more violence towards peers, both manifest (direct) and relational (indirect), than adolescents without problems of child to parent violence. These data highlight that juvenile offenders with legal measures for child to parent violence may also have greater difficulties in their relationships with their peers, using more direct and indirect forms of violence to resolve interpersonal conflicts. The intervention programs aimed to these adolescents should also include among their objectives to prevent the violence in the relationships with their peers.[ES] La violencia hacia los iguales y la violencia filio-parental son dos problemáticas actuales que conllevan graves consecuencias psicosociales, tanto para las víctimas como para los agresores. A pesar de su incidencia y gravedad durante la adolescencia, pocos estudios han explorado las posibles relaciones entre ambos tipos de violencia. Así, el objetivo del presente estudio fue explorar estas relaciones, comparando las conductas violentas hacia los iguales, tanto agresiones manifiestas (directas) como relacionales (indirectas), en adolescentes con problemas de violencia filio-parental y adolescentes que no ejercen violencia filio-parental. Participaron en este estudio 66 adolescentes residentes en dos centros de reeducación por problemas de violencia filio-parental y otros 66 adolescentes estudiantes de enseñanza secundaria sin problemas de violencia filio-parental. Se buscó que ambas muestras fueran idénticas en su porcentaje de chicos y chicas (62.12% chicos y 37.88% chicas) y en su rango de edad (entre 14 y 18 años, M = 16.09; DT = 1.03). Los resultados de este estudio mostraron que los menores infractores por violencia filio-parental ejercen más violencia hacia los iguales, tanto manifiesta (directa) como relacional (indirecta), que los adolescentes sin problemas de violencia filio-parental. Estos datos destacan que los menores infractores con medidas judiciales por violencia filio-parental pueden tener también mayores dificultades en las relaciones con sus iguales, utilizando en mayor medida formas directas e indirectas de violencia para resolver los conflictos interpersonales. Los programas de intervención dirigidos a estos menores deberían, por tanto, incluir también entre sus objetivos la prevención de la violencia en las relaciones con sus iguales.Esta investigación se ha elaborado en el marco del Proyecto de Investigación ACIF/2015/198, “Intervención en violencia escolar y violencia de pareja en adolescentes”, subvencionado por la Conselleria de Educació, Cultura i Esport de la Generalitat Valenciana dentro del Programa VALi+d para investigadores en formación.Carrascosa, L.; Buelga, S.; Cava, M. (2018). Relaciones entre la violencia hacia los iguales y la violencia filio-parental. Revista sobre la infancia y la adolescencia. (15):98-109. https://doi.org/10.4995/reinad.2018.10459SWORD9810915Cava, M.J., Musitu, G. y Murgui, S. (2006). Familia y violencia escolar: el rol mediador de la autoestima y la actitud hacia la autoridad institucional. Psicothema, 18(3), 367-373. Recuperado en: http://www.redalyc.org/articulo.oa?id=72718306Cava, M.J. y Martínez, B. (2013). Violencia escolar entre iguales. En G. Musitu (coord.), Adolescencia y familia: Nuevos retos en el Siglo XXI (pp. 103-126). México: Trillas.Cava, M.J., Buelga, S. y Carrascosa, L. (2015). Violencia física y psicológica ejercida en parejas adolescentes: Relación con el autoconcepto y la violencia entre iguales. Psicología Conductual, 23(3), 429-446. Recuperado en: https://search.proquest.com/docview/1749659715?pq-origsite=gscholarBobic, N. (2002). Adolescent violence towards parents: Myths and realities. Marrickville, NSW: Rosemount Youth y Family Services.Calvete, E., Orue, I. y Sampedro, R. (2011). Violencia filio-parental en la adolescencia: características ambientales y personales. Infancia y Aprendizaje, 34(3), 349-363. https://doi.org/10.1174/021037011797238577Card, N. A., Stucky, B. D., Sawalani, G. M., y Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79, 1185-1229. https://doi.org/10.1111/j.1467-8624.2008.01184.xCastañeda, A., Garrido, M. y Lanzarote, M.D. (2012). Menores con conducta de maltrato hacia los progenitores: un estudio de personalidad y estilos de socialización. Revista de Psicología Social, 27 (2), 157-167. https://doi.org/10.1174/021347412800337933Díaz-Aguado, M. J., Martínez, R y Martín J. (2010). Estudio estatal sobre la convivencia escolar en la ESO desde las perspectivas del alumnado, el profesorado, los departamentos de orientación y los equipos directivos. Madrid: Observatorio Convivencia Escolar.Estévez, E., Jiménez, T. y Cava, M.J. (2016). A cross-cultural study in Spain and Mexico on school aggression in adolescence: examining the role of individual, family and school variables. Cross-cultural Research, 50(2), 1-31. https://doi.org/10.1177/1069397115625637Gámez-Guadix, M., Straus, M.A. Carrobles, J.A. Muñoz-Rivas, M. y Almendros, C. (2010). Corporal punishment and long-term behavior problems: the moderating role of positive parenting and psychological aggression. Psicothema, 22(4), 529-536. Recuperado en: http://www.redalyc.org/pdf/727/72715515001Hong, J. S., Kral, M. J., Espelage, D. L. y Allen-Meares, P. (2012). The social ecology of adolescent initiated parent abuse: a review of the literature. Child Psychiatry and Human Development, 43(3), 431-454. https://doi.org/10.1007/s10578-011-0273-yIbabe, I., Arnoso, A. y Elgorriaga, E. (2014). Problemas conductuales y sintomatología depresiva como predictores de la violencia filio-parental. The European Journal of Psychology Applied to Legal Context, 6, 53-61. https://doi.org/10.1016/j.ejpal.2014.06.004Ibabe, I., Jaureguizar, J. y Bentler, P.M. (2013). Risk Factors for Child-to-Parent Violence. Journal of Family Violence, 28, 523-534. https://doi.org/10.1007/s10896-013-9512-2Jaureguizar, J. e Ibabe, I (2012). Conductas violentas de los adolescentes hacia figuras de autoridad: el papel mediador de las conductas antisociales. Revista de Psicología Social, 27(1), 7-24. https://doi.org/10.1174/021347412798844088Little, T. D., Henrich, C. C., Jones, S. M., y Hawley, P. H. (2003). Disentangling the "whys" from the "whats" of aggressive behaviour. International Journal of Behavioral Development, 27, 122-133. https://doi.org/10.1080/01650250244000128Lyons, J., Bell. T., Fréchette, S. y Romano, E. (2015). Child to parent Violence: Frequency and Family Correlates. Journal of Family Violence, 30, 729-742. https://doi.org/10.1007/s10896-015-9716-8Martínez, M.L., Estévez, E., Jiménez, T. y Velilla, C (2015). Violencia filio-parental: principales características de riesgo y claves para la intervención. Papeles del Psicólogo, 36(2), 3-13. Recuperado en: http://www.redalyc.org/pdf/778/77842122007Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D. y Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: a systematic review and meta-analysis. World Journal of Psychiatry, 7(1), 60-76. https://doi.org/10.5498/wjp.v7.i1.60Nowakowski, E. y Mattern, K. (2014). An exploratory study of the characteristics that prevent youth from completing a family violence diversion program. Journal of Family Violence, 29, 143-149. https://doi.org/10.1007/s10896-013-9572-3Patterson, G. (1982). Coercive family process. Eugene, OR: Castalia.Pepler, D., Jiang, D., Craig, W. y Connolly, J. (2008). 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Psychometric properties of the CYBVICS cyber-victimization scale and its relationship with psychosocial variables.

The main goal of the present study was to analyze the psychometric properties of the revised version of the Adolescent Cyber-Victimization Scale (CYBVICS). This scale is composed of 18 items that assess direct and indirect cyber-victimization. Two subsamples participated in the present study. Sample 1 included 1318 adolescents (47.4% boys) from 12 to 16 years old (M = 13.89, SD = 1.32). Sample 2 was composed of 1188 adolescents (51.5% girls) from 12 to 16 years old (M = 14.19, SD = 1.80). First, an exploratory factor analysis was conducted on sample 1. Results yielded a bifactor structure: direct cyber-victimization and indirect cyber-victimization. To confirm the structure of the CYBVICS, we selected sample 2 to perform confirmatory factor analysis and test its convergent validity with theoretically related measures. The results supported the reliability and validity of the two-factor model. In addition, measurement invariance was established. Related to convergent validity, positive correlations between cyber-victimization and peer victimization, depressive symptoms, and offensive communication with the mother and the father were found. Moreover, negative correlations were found between cyber-victimization and open communication with the mother and the father and family self-esteem. View Full-Tex

Reduction of sexist attitudes, romantic myths, and aggressive behaviors in adolescents: Efficacy of the DARSI program

ABSTRACT. Background: The DARSI program (Developing Healthy and Egalitarian Adolescent Relationships) aims to prevent peer aggressive behaviors inside and outside social networks and educate adolescents on gender equality. The objective of this study was to evaluate the effects of the program on the reduction of sexist attitudes, myths of romantic love and aggressive behaviors in adolescents. Method: 191 adolescents, aged 12 to 17 years (53.93% girls), assigned to an experimental group (3 classrooms) and two control groups (6 classrooms in two educational centers) participated in this study. A quasi-experimental design with control group was used and the effectiveness of the program was evaluated using a repeated measures factorial design. Results: Findings showed a signifi cant decrease in the experimental group in hostile sexism, benevolent sexism, myths of romantic love, direct aggression, relational aggression, and cyberaggression. Conclusions: The effectiveness of the evaluated program and the viability of joint interventions in the prevention of peer violence and teen dating violence are observed. RESUMEN. Antecedentes: el programa DARSI (Desarrollando en Adolescentes Relaciones Saludables e Igualitarias) tiene como finalidad prevenir conductas agresivas entre iguales dentro y fuera de las redes sociales y formar a los adolescentes en igualdad de género. El objetivo de este estudio fue evaluar los efectos del programa en la disminución de actitudes sexistas, mitos del amor romántico y conductas agresivas en adolescentes. Método: en este estudio participaron 191 adolescentes, de 12 a 17 años (53,93% chicas), asignados a un grupo experimental (3 aulas) y dos grupos control (6 aulas de dos centros educativos). Se utilizó un diseño cuasi-experimental con grupo control y se evaluó la efectividad del programa mediante diseño factorial de medidas repetidas. Resultados: los resultados mostraron una disminución significativa en el grupo experimental en sexismo hostil, sexismo benevolente, mitos del amor romántico, agresión directa, agresión relacional y ciberagresión. Conclusiones: se constata la efectividad del programa evaluado y la viabilidad de intervenir conjuntamente en la prevención de la violencia entre iguales y la violencia de pareja en adolescente