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

Family, Teachers, and Peers: Keys for Supporting Victims of Bullying

The aim of the current study was to analyse the differences in psychological adjustment in victims of bullying as a function of the quality of their relationships with parents, teachers, and peers. More specifically, it was compared four psychological adjustment indicators (self-esteem, depressive mood, loneliness, and stress perception) in victims with good or bad communication with his/her mother, good or bad communication with his/her father, high or low perception of teacher´s help, and high or low identification with their peer group. The initial sample was composed of 1795 adolescents aged from 11 to 18 years old (M = 14.2, SD = 1.68). Results indicated better psychological adjustment in victims with better relationships with their parents, teachers, and peers than in victims with worse quality relationships. These results are discussed, and their implications in the development of intervention programmes on school violence are pointed out

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

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

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

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

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

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