De la violència escolar a la convivència pacífica: elements clau en la intervenció

En aquest treball, per començar, s'hi defi neix la violència escolar i s'hi indica la seua incidència. A continuació, s'hi analitzen els principals factors escolars que poden afavorir les conductes violentes en el context escolar, i en els quals es pot intervenir per millorar les relacions entre alumnes i el clima de convivència escolar. Finalment, s'hi descriuen breument dos programes d'intervenció psicosocial, els objectius dels quals se centren en la millora de la integració social de l'alumnat i en el desenvolupament de la convivència escolar: el programa Galatea i el programa Conviur

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

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

Coping Strategies against peer victimization: differences according to gender, grade, victimization status and perceived classroom social climate

The Sustainable Development Goals (SDGs) include 'Good Health andWell-being' (SDG3) and 'Quality Education' (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher-student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate

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

Romantic myths and cyber dating violence victimization in Spanish adolescents: A moderated mediation model.

Adolescents' beliefs in romantic myths of love have been related to cyber dating violence victimization. However, these relationships could be mediated by adolescents' tolerant attitudes toward dating abuse and be different for adolescent boys and girls. A better understanding of these relationships is important for developing more effective prevention programs. Thus, the current study aimed to examine the relationships between beliefs in romantic myths and cyber dating violence victimization in adolescents, analyzing the possible mediating role of tolerant attitudes toward abuse and the possible moderator role of gender. Participants were 467 Spanish adolescents who had a romantic relationship (54.4% girls; M age = 15.09). Results showed positive significant direct and indirect relationships, through tolerant attitudes toward abuse, between beliefs in romantic myths and cyber dating violence victimization. Gender was not a moderator variable in the direct relationships, but its moderator role was supported in the indirect relationships. Stronger positive links between romantic myths and tolerant attitudes toward abuse, and between tolerant attitudes and cybercontrol victimization, were found in adolescent girls. These findings highlight the need to consider tolerant attitudes toward abuse in intervention programs designed to prevent cyber dating violence victimization in adolescents and continue to analyze gender differences in variables related to cyber dating violence victimization

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

Cyberbullying, psychosocial adjustment and suicide ideation in adolescence

El ciberbullying suscita una creciente preocupación social en la comunidad científica y en la sociedad en general. Las consecuencias del ciberbullying en la víctima son muy serias; numerosos indicadores de desajuste social han sido encontrados, entre los cuales, destaca la ideación suicida. Desde esta perspectiva, el objetivo principal de este trabajo ha sido analizar las relaciones entre la cibervictimización y la ideación suicida en adolescentes víctimas de ciberbullying través de las variables de desajuste psicosocial de soledad, sintomatología depresiva, estrés percibido y malestar psicológico. En esta investigación participaron 1062 adolescentes (547 chicos; 515 chicas), con un rango de edad oscilante entre los 12 y 18 años (M = 14.51; DT = 1.62). El modelo de ecuaciones estructurales mostró que la cibervictimización se relaciona directa e indirectamente con la ideación suicida. Las relaciones indirectas mostraron tener un efecto más elevado sobre la ideación suicida que los efectos directos con la cibervictimización. Se discute la relevancia de estos resultados para la investigación científica, así como sus implicaciones para futuros trabajos científicos

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

Relations among Romantic Myths, Offline Dating Violence Victimization and Cyber Dating Violence Victimization in Adolescents

Cyber dating violence is an increasing problem with serious negative consequences for adolescents. Further knowledge about related variables is necessary to develop preventive strategies. The aim of this study was to analyze the correlations among cyber dating violence victimization (cyber-control and cyber-aggression), offline dating violence victimization (physical, verbal-emotional, and relational) and adolescents' beliefs in myths of romantic love; and to examine possible differences in cyber-control victimization, cyber-aggression victimization and offline dating violence victimization (relational, physical and verbal-emotional) according to adolescents' levels of belief (low vs. high) in myths of romantic love. The role of offline dating violence victimization (physical, verbal-emotional and relational) and romantic myths as predictor variables of cyber-control and cyber-aggression victimization was also explored. All these analyses were carried out separately with boys and girls. Of an initial sample of 919 adolescents, those who have had a dating relationship in the past year (492 adolescents, M = 15.10, SD = 1.59) were included. The regression analyses revealed that offline dating violence victimization and romantic myths were significant predictors of cyber-control and cyber-aggression victimization for both boys and girls, but explained variance was higher for girls. Verbal-emotional offline dating violence victimization was the main predictor of cyber-control victimization, and physical and relational offline dating violence victimizations were the main predictors of cyber-aggression victimization. These results can be useful for developing more effective offline and cyber dating violence prevention programs