RESUMO
Introducción. El acoso escolar (bullying) comprende conductas de intimidación, hostigamiento y acoso físico o psicológicoejercidas intencionalmente por un escolar(acosador) contra otro (víctima) en formareiterada. Incluye el maltrato físico y verbal, la exclusión social y el ciberacoso (ciberbullying). Las víctimas incrementan el ausentismo escolar y tienen más riesgo de desarrollar síntomassomáticos, ansiedad, depresión y suicidio. Si bien el cuestionario Adolescent Peer Relations Instrument (APRI) para la pesquisa de acoso escolar (19 ítems) fue validado en España en 2016, no se contaba con una herramienta validadaen Argentina. Objetivo. Obtener una versión abreviadaadaptada al español hablado en Argentina del cuestionario APRI. Población y método. Se realizó una adaptación transcultural al español hablado en Argentina del cuestionario APRI para la pesquisa deacoso escolar en adolescentes y, posteriormente, la reducción de ítems mediante un procesomatemático (análisis factorial exploratorio) y conceptual (comité de expertos). Participaron adolescentes de 13 a 17 años que cursabanestudios secundarios en dos escuelas estatales de la localidad Boulogne Sur Mer en San Isidro, provincia de Buenos Aires. Resultados. Se obtuvo una versión abreviada delcuestionario, conformada por 14 ítems divididosen dos dominios: maltrato físico y victimización verbal y social. Conclusiones. El cuestionario abreviado obtenidotiene equivalencia semántica con la versiónoriginal y cuenta, además, con una adecuada validez aparente y de contenido.
Introduction. Bullying encompasses intentional intimidation, abuse, and physical or psychological harassment behaviors by a student (bully) against another student (victim) repeatedly. It includes physical and verbal abuse, social exclusion, and cyberbullying. Victims miss school more often and have a higher risk for somatic symptoms, anxiety, depression, and suicide. Although the Adolescent Peer Relations Instrument (APRI) is a bullying screening questionnaire (19 items) validated in Spain in 2016, there was no validated instrument available in Argentina. Objective. To obtain a short version adapted to Argentine Spanish of the APRI. Population and method. The APRI, a questionnaire to screen for bullying among adolescents, was cross-culturally adapted to Argentine Spanish language and then questionnaire items were reduced by a mathematical process (exploratory factor analysis) and a conceptual process (expert committee). Participants were adolescents aged 13-17 years who were attending secondary public schools in the city of Boulogne Sur Mer, San Isidro, province of Buenos Aires. Results. A short questionnaire version made up of 14 items divided into 2 dimensions (physical abuse and social and verbal victimization) was obtained. Conclusions. The resulting short questionnaire is semantically equivalent to the original version and also has adequate apparent and content validity.
Assuntos
Humanos , Adolescente , Vítimas de Crime/psicologia , Bullying/psicologia , Instituições Acadêmicas , Inquéritos e Questionários , Análise Fatorial , IdiomaRESUMO
INTRODUCTION: Bullying encompasses intentional intimidation, abuse, and physical or psychological harassment behaviors by a student (bully) against another student (victim) repeatedly. It includes physical and verbal abuse, social exclusion, and cyberbullying. Victims miss school more often and have a higher risk for somatic symptoms, anxiety, depression, and suicide. Although the Adolescent Peer Relations Instrument (APRI) is a bullying screening questionnaire (19 items) validated in Spain in 2016, there was no validated instrument available in Argentina. OBJECTIVE: To obtain a short version adapted to Argentine Spanish of the APRI. POPULATION AND METHOD: The APRI, a questionnaire to screen for bullying among adolescents, was cross-culturally adapted to Argentine Spanish language and then questionnaire items were reduced by a mathematical process (exploratory factor analysis) and a conceptual process (expert committee). Participants were adolescents aged 13-17 years who were attending secondary public schools in the city of Boulogne Sur Mer, San Isidro, province of Buenos Aires. RESULTS: A short questionnaire version made up of 14 items divided into 2 dimensions (physical abuse and social and verbal victimization) was obtained. CONCLUSIONS: The resulting short questionnaire is semantically equivalent to the original version and also has adequate apparent and content validity.
Introducción. El acoso escolar (bullying) comprende conductas de intimidación, hostigamiento y acoso físico o psicológico ejercidas intencionalmente por un escolar (acosador) contra otro (víctima) en forma reiterada. Incluye el maltrato físico y verbal, la exclusión social y el ciberacoso (ciberbullying). Las víctimas incrementan el ausentismo escolar y tienen más riesgo de desarrollar síntomas somáticos, ansiedad, depresión y suicidio. Si bien el cuestionario Adolescent Peer Relations Instrument (APRI) para la pesquisa de acoso escolar (19 ítems) fue validado en España en 2016, no se contaba con una herramienta validada en Argentina. Objetivo. Obtener una versión abreviada adaptada al español hablado en Argentina del cuestionario APRI. Población y método. Se realizó una adaptación transcultural al español hablado en Argentina del cuestionario APRI para la pesquisa de acoso escolar en adolescentes y, posteriormente, la reducción de ítems mediante un proceso matemático (análisis factorial exploratorio) y conceptual (comité de expertos). Participaron adolescentes de 13 a 17 años que cursaban estudios secundarios en dos escuelas estatales de la localidad Boulogne Sur Mer en San Isidro, provincia de Buenos Aires. Resultados. Se obtuvo una versión abreviada del cuestionario, conformada por 14 ítems divididos en dos dominios: maltrato físico y victimización verbal y social. Conclusiones. El cuestionario abreviado obtenido tiene equivalencia semántica con la versión original y cuenta, además, con una adecuada validez aparente y de contenido. Palabras clave: acoso escolar, encuestas y cuestionarios, adolescente, Adolescent Peer Relations Instrument.
Assuntos
Bullying , Vítimas de Crime , Adolescente , Bullying/psicologia , Vítimas de Crime/psicologia , Análise Fatorial , Humanos , Idioma , Instituições Acadêmicas , Inquéritos e QuestionáriosRESUMO
En este trabajo se revisan críticamente algunos conceptos de amplia difusión en el estudio del acoso entre pares o bullying y se intenta profundizar en la comprensión de cómo construyen niños y niñas sus relaciones en la escuela y cómo se instala en esas etapas tempranas un sistema relacional de acoso. Las reflexiones volcadas se asientan en las expresiones y relatos de niñxs que participaron en 4 grupos focales en el contexto de una investigación cualitativa sobre el acoso escolar en escuelas primarias. Como conclusiones se remarca la dificultad de esxs niñxs en distinguir una broma de una agresión y cómo esta particular situación puede incidir en la disparidad frente a las normas sociales impuestas por los adultos en la escuela. En relación a las complejidades que el fenómeno del acoso muestra se plantean recomendaciones respecto de la adecuada formación de lxs psicólogos que intervienen en el ámbito escolar(AU)
In this work, some concepts of wide dissemination in the study of peer harassment are critically reviewed and an attempt is made to deepen the understanding of how children build their relationships at school and how it is installed in these early stages a relational system of harassment. The reflections focused on the expressions and stories of children who participate in 4 focus groups in the context of a qualitative research in elementary schools. The conclusions highlight the difficulty of these children in distinguishing a joke from an aggression and how this particular situation can influence the disparity against the social norms imposed by adults in school. In relation to the complexities that the phenomenon of bullying shows, recommendations are made regarding the adequate training of psychologists involved in the school environmen(AU)
Assuntos
Humanos , Criança , Bullying , Psicologia , Instituições Acadêmicas , Criança , Ensino Fundamental e MédioRESUMO
BACKGROUND: Because adolescents vary in their susceptibility to peer influence, the current study addresses potential reciprocal effects between associating with deviant peers and use of alcohol, tobacco and other drugs (ATOD), as well as the potential buffering role of parental monitoring on these reciprocal effects. METHOD: 674 children of Mexican origin reported at fifth and seventh grade (10.4 years old at fifth grade) on the degree to which they associated with deviant peers, intended to use alcohol, tobacco or other drugs (ATOD) in the future, and had used controlled substances during the past year. Trained observers rated parental monitoring from video-recorded family interactions at the first assessment. RESULTS: Youth who intended to use ATODs during fifth grade experienced a relative increase in number of deviant peers by seventh grade, and youth with more deviant peers in fifth grade were more likely to use ATODs by seventh grade. Parental monitoring buffered (i.e., moderated) the reciprocal association between involvement with deviant peers and both intent to use ATODs and actual use of ATODs. CONCLUSIONS: Parental monitoring can disrupt the reciprocal associations between deviant peers and ATOD use during the transition from childhood to adolescence.
Assuntos
Comportamento do Adolescente/psicologia , Americanos Mexicanos/psicologia , Poder Familiar/psicologia , Influência dos Pares , Transtornos Relacionados ao Uso de Substâncias/psicologia , Adolescente , Criança , Feminino , Humanos , Masculino , Grupo AssociadoRESUMO
O retraimento social dos adolescentes refere-se ao auto-isolamento relativamente ao seu grupo de pares, que se traduz num comportamento solitário manifestado de forma consistente (em diferentes situações e ao longo do tempo) e na presença de pares com quem têm familiaridade ou não. Este comportamento pode ter consequências negativas, principalmente na adolescência e pode ser um fator preditor de ajustamento psicossocial. Este estudo tem por objetivo analisar a relação entre o retraimento social e o ajustamento sócio-emocional, em termos de comportamento e competências académicas em meio escolar. Participaram no estudo 348 estudantes, com uma média de idades de 14 anos e residência na região da grande Lisboa. Os dados do retraimento social foram recolhidos através da adaptação do Extended Class Play e os do ajustamento sócio-emocional através da adaptação do Teacher-Child Rating Scale. Os resultados mostram que os professores perceberam os adolescentes socialmente retraídos como sendo menos assertivos e como tendo menos aptidões sociais com os pares. Estes resultados apontam para constrangimentos na sua capacidade de ajustamento sócio-emocional à escola.(AU).
Adolescents social withdrawal refers to the self-isolation relative to their peer group translating into a solitary behavior manifested consistently (in different situations and over time) and in the presence of either familiar or unfamiliar peers. This behavior can have negative consequences, especially in adolescence and can be a predictor of psychosocial adjustment. This study aims to analyze the relationship between social withdrawal and socio-emotional adjustment in terms of behavior and academic skills in the school environment. A total of 348 students participated in the study, with a mean age of 14 years and living in Lisbon metropolitan region. The data of social withdrawal were collected through the Portuguese adaptation of the Extended Class Play and the socio-emotional adjustment data through the Teacher-Child Rating Scale. The results show that teachers perceived the socially withdrawn young as less assertive and as having fewer social skills with peers. These results point to constraints on the ability of social-emotional adjustment to school.(AU).
El retraimiento social se refiere al auto-aislamiento de los jóvenes en relación con su grupo de pares que se traduce en un comportamiento solitario manifestado constantemente (en diferentes situaciones y con el tiempo) y en presencia, ya sea de los pares familiares o no familiares. Este comportamiento puede tener consecuencias negativas, sobre todo en la adolescencia, y puede ser un factor de pronóstico/un antecedente de la adaptación psicosocial. El objetivo del presente estudio es analizar la relación entre el aislamiento social y el ajuste socio-emocional en términos de comportamiento y las habilidades en la escuela. Trescientos cuarenta y ocho estudiantes participaron en el estudio, con una edad media de 14 años, y que viven en la región de Lisboa. Los datos del aislamiento social fueron recogidos a través de la adaptación portuguesa del Extended Class Play y los del ajuste socio-emocional a través del Teacher-Child Rating Scale. Los resultados muestran que los profesores perciben a los jóvenes socialmente aislados como menos asertivos y como teniendo menos habilidades sociales con sus pares. Estos resultados apuntan a las limitaciones en la capacidad de ajuste social y emocional a la escuela.(AU).
Assuntos
Humanos , Masculino , Feminino , Adolescente , Grupo Associado , Isolamento Social , Comportamento , AdolescenteRESUMO
AIMS: This study aimed to analyze the scientific literature about social networks and social support in eating disorders (ED). METHODS: By combining keywords, an integrative review was performed. It included publications from 2006-2013, retrieved from the MEDLINE, LILACS, PsycINFO, and CINAHL databases. The selection of articles was based on preestablished inclusion and exclusion criteria. RESULTS: A total of 24 articles were selected for data extraction. There was a predominance of studies that used nonexperimental and descriptive designs, and which were published in international journals. This review provided evidence of the fact that fully consolidated literature regarding social support and social networks in patients with ED is not available, given the small number of studies dedicated to the subject. We identified evidence that the family social network of patients with ED has been widely explored by the literature, although there is a lack of studies about other networks and sources of social support outside the family. CONCLUSION: The evidence presented in this study shows the need to include other social networks in health care. This expansion beyond family networks would include significant others - such as friends, colleagues, neighbors, people from religious groups, among others - who could help the individual coping with the disorder. The study also highlights the need for future research on this topic, as well as a need for greater investment in publications on the various dimensions of social support and social networks.
RESUMO
Se presenta un estudio piloto cuyo propósito fue analizar la eficacia de un programa de intervención psico-educativo que promueva la resolución pacífica de los conflictos entre pares en la escuela. Los participantes fueron 117 niños y niñas de 9 a 11 años, de 4to y 5to año de primaria, quienes fueron evaluados según sus relaciones socio-afectivas en el aula, sus estatus grupales (popularidad, rechazo, aislamiento) y sus comportamientos. La intervención psico-educativa se realizó en las aulas durante tres meses en coordinación con los maestros. Los resultados mostraron que el entrenamiento en habilidades socio-cognitivas resultó efectivo para la disminución de las repuestas agresivas a través de la utilización alternativa de otras conductas y la anticipación para resolver conflictos interpersonales.
This pilot research aims firstly, to evaluate the group status (popularity, rejection, and isolation) related to dysfunctional behaviors, and secondly, to analyze the efficiency of an intervention program to promote the peaceful resolution of interpersonal problems. Socio-emotional relationship and behavior of 117 boys /girls aged between 9 to 11 year old of 4th and 5th grade were evaluated. A psycho-educational intervention program was implemented and assessed pre and post intervention. The results showed that the socio-cognitive skills training were effective to reduce the aggressive response through other alternative behaviors and the early decision process to solve peer conflicts.
RESUMO
La victimización entre pares es un fenómeno recurrente en la investigación en educación. No obstante, no contamos con suficientes instrumentos validados para la población latinoamericana. Presentamos los resultados de la adaptación y validación de las Escalas de Agresión y Victimización, su prevalencia y características en una muestra de 1004 estudiantes chilenos de grados 6, 7 y 8 de enseñanza básica. Los resultados indican que las escalas, en su versión adaptada al español, tienen buenas características psicométricas. La prevalencia en estudiantes chilenos fue de una media de 9.7 conductas de agresión y 7.9 conductas de victimización reportadas durante la semana previa a la investigación. Los varones informaron participar en más conductas de agresión y recibir también más acciones de victimización. La victimización disminuye en octavo grado. Si bien no hubo diferencias en el autorreporte de agresión de estudiantes de distintos niveles socioeconómicos, los estudiantes provenientes de niveles socioeconómicos medio-bajo y medio perciben mayor victimización. Estos resultados se discuten bajo la necesidad de incorporar la investigación sobre victimización entre pares dentro de un marco mayor de análisis que incorpore las dimensiones sociales de la violencia escolar.
Peer victimization is a recurring phenomenon in education research. However, there are not enough validated instruments for Latin American population. The results of the adaptation and validation of the Aggression and Victimization Scales are showed in this research, its prevalence and characteristics in a sample of 1004 Chilean students enrolled in sixth, seventh, and eighth-grade. The results suggest that the scales, in their Spanish version, have adequate psychometric properties. The prevalence of peer aggression and victimization in Chilean students was a mean of 9.7 for aggression behaviors and 7.9 for victimization behaviors reported during the week prior to the study. Males reported participating in more aggressive behaviors and also receiving more victimization. Victimization decreases in eighth grade. Although no differences were found on self-reported peer aggression in students from different socioeconomic backgrounds, students from medium-low and low SES perceive greater victimization. These results are discussed in light of the need to incorporate research on peer victimization within a broader framework which includes the social dimensions of school violence.
RESUMO
Bullying define-se como uma forma de agressão física, psicológica ou sexual de caráter persecutório e repetitivo, geralmente envolvendo pares. Este estudo investigou comportamentos de bullying em 16 adolescentes do sexo masculino em conflito com a lei, que cumpriam medidas socioeducativas em regime de semiliberdade e liberdade assistida. Os dados foram coletados individualmente por meio de um questionário adaptado de conflitos na escola. Todos os participantes relataram terem sido vítimas ou autores de bullying ao menos uma vez no último ano. Observou-se maior incidência de autoria de bullying do que de intimidação por colegas, mostrando-se estatisticamente significativa (p<0,022). Participantes em semiliberdade relataram haver sido tanto alvo quanto autores de bullying em maior proporção do que os da liberdade assistida (p<0,038). A intimidação não se restringia somente a colegas, mas generalizava-se a adultos. Resultados apontam a necessidade da investigação sobre a relação entre o comportamento de bullying e indivíduos infratores.
Bullying is defined as a form of physical, psychological or sexual aggression which happens repeatedly and generally involves ones' peers. The present study investigated the occurrence of bullying behavior in 16 male young offenders attending a specialized institution (semi-detention and monitoredliberty). Data was collected individually by way of an adapted questionnaire about conflicts in school. All participants admitted to having been either a victim or perpetrator of bullying at least once during the last year. There was a greater incidence of bullying behavior as perpetrators than intimidation by colleagues, that was statistically significant (p<0.022). Subjects under semi-detention have been shown to be perpetrators or targets of bullying in a greater proportion than those under monitored liberty (p<0.038). Intimidation was not restricted to peers, but it was generalized towards adults. The results indicated the necessity for research into the relationship between bullying behavior and the behavior of criminal offenders.
Assuntos
Humanos , Masculino , Adolescente , Comportamento do Adolescente , Agressão , Relações InterpessoaisRESUMO
Bullying define-se como uma forma de agressão física, psicológica ou sexual de caráter persecutório e repetitivo, geralmente envolvendo pares. Este estudo investigou comportamentos de bullying em 16 adolescentes do sexo masculino em conflito com a lei, que cumpriam medidas socioeducativas em regime de semiliberdade e liberdade assistida. Os dados foram coletados individualmente por meio de um questionário adaptado de conflitos na escola. Todos os participantes relataram terem sido vítimas ou autores de bullying ao menos uma vez no último ano. Observou-se maior incidência de autoria de bullying do que de intimidação por colegas, mostrando-se estatisticamente significativa (p<0,022). Participantes em semiliberdade relataram haver sido tanto alvo quanto autores de bullying em maior proporção do que os da liberdade assistida (p<0,038). A intimidação não se restringia somente a colegas, mas generalizava-se a adultos. Resultados apontam a necessidade da investigação sobre a relação entre o comportamento de bullying e indivíduos infratores.(AU)
Bullying is defined as a form of physical, psychological or sexual aggression which happens repeatedly and generally involves ones' peers. The present study investigated the occurrence of bullying behavior in 16 male young offenders attending a specialized institution (semi-detention and monitoredliberty). Data was collected individually by way of an adapted questionnaire about conflicts in school. All participants admitted to having been either a victim or perpetrator of bullying at least once during the last year. There was a greater incidence of bullying behavior as perpetrators than intimidation by colleagues, that was statistically significant (p<0.022). Subjects under semi-detention have been shown to be perpetrators or targets of bullying in a greater proportion than those under monitored liberty (p<0.038). Intimidation was not restricted to peers, but it was generalized towards adults. The results indicated the necessity for research into the relationship between bullying behavior and the behavior of criminal offenders.(AU)